How to Relax During the College Admission Season

Let’s be honest. You can’t really relax during the college admissions season, but there are a few things that can help. Here are 7 Tips to Manage Stress During College Application SeasonYou are bound to be (and have every right to be) a stress ball for 7 months of your senior year. There’s standardized testing, senior year coursework, application essays, college interviews, scholarship applications and the list goes on. Truthfully, you probably won’t get a true sense of relief until you open your first acceptance letter. Having said that, there are ways to manage your stress during the application season so you don’t go completely crazy. 1. Mindful meditationThe point of mindful meditation is to focus on the present moment. Meditation sessions doesn’t have to be long, especially if you’re just giving it a try to help you destress! Take 10 minutes and focus your attention on the things that are happening right now. Notice and be present in your body. How fast are you breathing? What do you hear? What do you feel? Just observe. Try using Calm or Headspace to get started! 2. Draw, paint, do something creativeYou don’t have to be good at art for you to enjoy it. Grab a sketchbook and start doodling. Let your mind roam, or just sketch what is sitting in front of you. Alternatively, you can also pick up a coloring book! It seems childish, but there are also more intricate coloring books for adults you can buy. The colors can help you can focus on something other than college applications just for a little while and give your mind a break. 3. Read, for leisure Books take us to new places. If you enjoy reading, don’t let that go. Take time out of your week to enjoy a book. Let the words of JK Rowling take you to the wizarding world, or let Jane Austen bring you back to 18th Century England. 4. Soak in a warm bath There’s nothing a long bubble bath won’t cure. Get some bath salts or bath bombs and soak in a warm bath. The aroma will help you relax and relieve stress mentally, and the warm bath will relax your body physically. Theres definite science behind baths helping you slow down your heartbeat and decrease stress-inducing chemicals in your body. 5. Journal Tough sell, we know. Why write more when you’re already writing for homework and for college applications? Journaling is different. Try to write about your feelings or your thoughts. It doesn’t have to be thought-provoking or grammatically correct. A journal is a safe space for you to just jot down what youre thinking and feeling. Sometimes, writing down the running commentary in our minds can help us recognize that they dont represent objective truths and are just manifested worries. Its a good way to gain some perspective in the crazy process of college admissions. 6. Work out Workouts are always a good way to help relieve stress. Go to the gym or go for a run. Give yourself the chance to sweat all the stress out of your body and get the endorphins pumping. Instead of focusing on whatever work you still have to do, just think about completing your next mile or finishing your set. Endorphins from exercise literally make you happier. The bonus is that by catering to your physical health, youre also giving yourself the mental space you need away from your apps. 7. Indulge in a vent session Last but not least, talk to your family about whats stressing you out. Your family most likely wants to be there to support you through the process but they often dont know how to do so productively or without overwhelming you. Spend some quality time with your family and show them you value their support, but make sure to set ground rules about what you can talk about, such as no talking about school grades or homework, what you want to study, or where you want to apply. Vent about your frustrations with no judgment. ​We hope these tips help with managing the stress that comes with college applications. If we can make it any easier, remember that s platform can help you with your applications! Our premium subscriptions give you access to successful college application files to help you get into your dream school.

Dont Be Vexed by Vexillology

Dont Be Vexed by Vexillology Dont Be Vexed by Vexillology Dont Be Vexed by Vexillology By Maeve Maddox There is historical proof that Jeanne dArc had three ensigns Two were for military use: her Battle Standard, which was large in size and her Pennon which was small. The third was a religious banner made for the priests and men of the army to assemble around for morning and evening prayers. This excerpt contains four synonyms for flag: ensign, standard, pennon, and banner. English has many others. In modern usage, an ensign is a countrys official national symbol, used to identify ships, airplanes, and official installations like military camps and embassies. This is the flag flown on patriotic occasions. A pennon was a small flag, attached to a knights lance for identification. It was long, like a streamer, and usually triangular or swallow-tailed. A standard was larger and was fixed to a pole that could be stuck in the ground. The word banner is often used for its emotional connotations, as in the U.S. national anthem: O say, does that star-spangled banner yet wave Oer the land of the free and the home of the brave. In US usage, the flag is called an ensign when it is displayed on a vessel, the colors when carried by someone on foot, and a standard when displayed on a car or an aircraft, and by the cavalry. Websters thesaurus gives the following flag synonyms, most of them not much used: banderole, banner, bannerol, burgee, color, ensign, gonfalon, gonfanon, jack, oriflamme, pendant, pennant, pennon, standard, streamer A jack is the identifying flag flown on a ship. The Union Jack is the familiar British flag. When flown on land, it is properly called simply the Union. (See Wikipedia article for a differing view on the use of Union Flag. The U.S. naval jack is the canton (the blue part with the stars) of the national ensign. NOTE: The Union Jack began as the canton of a larger flag. A burgee is a triangular pennant flown by members of yacht clubs. You can see a picture of one in the Wikipedia article on maritime flags. The word oriflamme is familiar to readers of medieval history and romance. It was the sacred banner of the French kings, first mentioned in 1124. In England, people turn out for the trooping of the colour, a patriotic parade held in June to celebrate the Queens birthday. U.S. military personnel on active service salute the colors twice a day: in the morning as the ensign is raised, and at sunset when it is lowered. In his unpleasant poem, Ethiopia Saluting the Colors, Walt Whitman uses a word not in Websters list, guidon, to refer to the cavalry flags carried by Shermans soldiers on their march to the sea. The study of flags is called vexillology. The word comes from vexillum, Latin for flag. You can find all sorts of fascinating vexillological information on the Flags of the World site. For rules and regulations surrounding the U.S. flag, and some interesting violations thereof, visit the Betsy Ross flag site. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureLatin Plural Endings20 Tips to Improve your Writing Productivity

National and Global Identity in The Inheritance of Loss Essay

National and Global Identity in The Inheritance of Loss - Essay Example The key argument to be propounded within the course of the essay is that from the impressions of The Inheritance of Loss one has to conclude that the development of ‘global’ identity in non-Western societies is generally restricted to wealthier, more affluent and cosmopolitan classes of those societies, while the vast majority of population remains wedded to national identities, making a cultural bridge between these two social layers rather significant one. The nature and causes of existence of such cultural drift are fundamentally conditioned by the discrepancies generated in the course of twin processes of globalization and decolonization. Even though the decolonization and the growth in importance of the ‘Third World’ nations such as India have led to progressive shifts in the balance of forces within the global arena, it is still evident that the modern globalized world is still based on cultural patterns and assumptions that are directly inherited from the times of undisputed Western hegemony. The global identity, as expressed in the dominant models of consumption, education, etc., remains inherently Western, despite all attempts at making it more diverse and inclusive. Even though the very concept of â€Å"culture† has always been historically conditioned1, it is still evident that the vast majority of modern cultural identities are less prone to uprooting and homogenization than it is often assumed in various transnationalist concepts of world politics and culture. The globalization and the formation of the numerous layers of transnational migrants, voluntary and forced, permanent and temporary, shifted the balance from the maintenance of traditional identities, of national and local dimensions, to the construction and deconstruction of the global, homogeneous identity. However, as may be evidenced from The Inheritance of Loss, the situation may be more nuanced and difficult than can be judged from ‘common-senseâ⠂¬â„¢ representations of these processes. The growing trends for cultural integration and economic migration, despite being important for the general process of globalization, do little to mask the remaining chasms between the representatives of upper strata of non-Western societies and their compatriots remaining generally tied to cultural habits and traditions that still reign supreme over the people living in modern time. The Inheritance of Loss testifies to this very situation. The major characters of the novel are in their own way expressions of the aforementioned dichotomy. The two groups of the characters, each representing a respective social class, embody the controversies generated by globalization and de-localization. The Judge Patel and his granddaughter Sai represent the two generations of upper-class cosmopolitanism and geographical and educational mobility. While they may differ among themselves in subtleties of cultural perceptions, both of these characters are disti nguished by intense interest and self-identification with the non-Indian cultural environment – an Anglicized, respectable, upper-middle class world that is both connected with the Indian tradition, albeit of British Raj variety, and deeply estranged from it. Sai’s recollections of her upbringing in the Catholic Church and the secular and non-traditional lifestyle of her parents are indicative of that. While the secularism was not inherent in Indian

Discussing Theodore Roosevelt's views of American Nationalism and Research Paper

Discussing Theodore Roosevelt's views of American Nationalism and Imperialism - Research Paper Example By the nineteenth century, it was almost impossible to interchange the concepts of nationalism and racism. Enlightenment ideals heightened on nationalism and imperialism regardless of the emphasis on the equality and liberty of men as well as the cosmopolitan aspirations. Following the French Revolution, the republican government tries to unify all the French-speaking nations making them a single rule. This led to an aggressive campaign by the military in the Low Nations. Italian liberals on the other hand hoped to have a unified nation that would be under the Italians only and not a jumbled combination of foreign and domestic monarchs. Come the nineteenth century, there was no accord that the different species of mankind shared a common origin and that there worth was not equal. Most nations and leaders believed on the biological superiority of what was referred to as the Caucasian race and this was common with the Germanic peoples who seemed to be justified by the global colonial e mpires rise headed by the European countries. It is in the wake of this situation that this paper looks at the position taken by Theodore Roosevelt on imperialism and nationalism. Theodore Roosevelt’s came to power at a time when most of nations had adopted nationalistic and imperialistic modes as they tried to gain more territories and come up with the best military. This situation strengthened the desire of Theodore Roosevelt to construct the American race so that it becomes one that is full of ambitious, brave and hardworking men. To come up with such a race, Theodore Roosevelt’s remained open to mixing races as he believed that by mixing different races, he will be able to have men who had superior qualities than those men who were pure. Despite this position, Theodore Roosevelt also believed that there were some groups of people who he viewed as better representations of this race. He was in favor of people from the European descent as he excluded the Asians and A frican American considering them as being inferior. Some of his actions and speeches contrasted this position on race. He strongly believed and promised that people from different races were welcome and that they had the same rights as the rest of the American citizens. Early life Experience Theodore Roosevelt came from a tradition that revered the Protestant ethic, the middle class Americans. In his early childhood, he learned the ethic of the Bible and was introduced to social consciousness now that his father happened to be an avid philanthropy practitioner as well as a social worker who believed in putting in action what the Bible preached. His concern with regards to the poor was that the legislative form in pursuing to lessen the distress resulting from a new industrial and urban society. This take is evident in his progressive stance while he was serving as a New York’s Governor as well as the President. This showed that Theodore Roosevelt attitude was reverent and he pursued the highest Christian virtue ideals and opted to implement his own faith in assisting others and helping to come up with a better world. Theodore Roosevelt’s involvement in religion in his early life was that of works. His early Christianity life was behind his means to live a good life and this led to his ruling to emphasize on moral and good life. This remained to be an overriding passion in the faith of Theodore

Leadership through My Eyes My Personal Leadership Model Term Paper

Leadership through My Eyes My Personal Leadership Model - Term Paper Example Efficient leaders, however, may also be authoritative at the time when it is necessary especially when the individuals who are being led are those who are moved only by being pushed (Dublin, Dalgish and Miller 26). Therefore, leaders should combine styles such as laissez faire, participation, and authoritarianism for them to be efficient in their work. When I wrote my first paper, I argued that, â€Å"leadership is such a character that is acquired after birth by the people who have the will and power to do so because those who lack the motivation to become leaders may not acquire the characteristic.† However, at this time, I have discovered that leadership is a character that may be acquired and some people may also be born with it. I understand leadership as the ability to lead others in accomplishing certain objectives successfully. I also understand that leaders have to begin by being servants of their followers so that the servants may understand how to complete their work successfully. Frick and Robert argue that, â€Å"leaders are agents of change, and because they guide their followers in the search for wholeness, they must show their motivation and will power to achieve this goal (32).† Showing motivation and will power may only be achieved by being an example first so that followers may also gain motivation and work hard. My new definition of leadership has changed from what I thought and wrote in my first paper. This is because, in my first paper, I argued that no one is born with leadership, but now I have discovered that the character may be inborn. This is because there are people who serve others naturally without having to acquire the servant character from the world (Burns 43). However, I have not changed my argument that efficient leadership may be acquired by a combination of experience, analytical power, and self study (Burns 45). These factors are still

Developing a Sense of Place in Geography Education

Developing a Sense of Place in Geography Education Developing a sense of place through Key Stage 1 2 Geography Teaching Introduction This paper looks at a particular aspect of teaching and learning geography that is particularly significant: developing a sense of place, as defined under the programme of study Knowledge and Understanding of Places of Key Stage 1 2 of the Primary School National Curriculum. The idea of developing ‘sense of place’ is first discussed in detail and then children’s learning is considered, in terms of what children will actually learn from undertaking this activity, and why this is a valuable part of the curriculum. In terms of what children will actually learn, the paper will consider such things as developing a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. Under the National Curriculum for the UK – Geography, the stated aims and purposes of teaching geography are to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on Earth, to foster a sense of wonder at the beauty of the world, to help children develop a sense of concern about the protection of the Earth’s natural resources and to enhance children’s sense of responsibility for the care of the Earth and it’s peoples (The Standards Site, 2007). The aim of key stage 1 is to develop knowledge, skills and understanding relating to the children’s own immediate environment, in terms of the physical environment and the people who live there, with the focus on developing thinking in a geographical way i.e., utilising questions such as ‘What/where is it?’ (aimed at developing observational skills), ‘What is it like?’ (aimed at developing reporting skills), and ‘How di d it get like this?’ (aimed at developing analytical skills) (The Standards Site, 2007). Key stage 2 geography teaching aims to further develop knowledge of place and peoples, but further afield from the immediate locality, so that children begin to learn about different scales and how they relate to each other and to other places on Earth (The Standards Site, 2007). In terms of the current paper, implicit within these stated aims of Key Stage 1 2 geography teaching, is the development of a child’s perception of ‘a sense of place’, in terms of children being able to firstly recognise where they are, then to be able to describe the features of their immediate environment, and to undertake investigations which would allow them to further explore and understand their immediate environment (The Standards Site, 2007). With these aims in mind, in terms of developing a ‘sense of place’, one of the first recommended units within Key Stage 1 curriculum is entitled ‘Around our school – the local area’ which uses investigative methods to encourage children to look at their immediate, i.e., local, area. The investigative methods include funding out where other children in their class live, in comparison to where they themselves live, for example, locating the school in comparison to other local landmarks they know about, identifying what else can be seen in the streets immediately surrounding the school (for example, traffic lights, car parks etc), describing what the immediate environment is like, investigating what jobs people do in the local area, for example by asking other children what jobs their parents undertake, looking at how people spend their leisure time, for example by asking if other children’s parents have hobbies, or what the other children do in the evenings and at weekends, looking at the local area to see if any building work is taking place, and then discussing how this might change the local area, for better or for worse (The Standards Site, 2007). All of these points can be amplified upon by the teacher, and can be discussed in much greater detail with the individual children, and between groups of children, so that the children really begin to develop some sense of their own ‘sense of place’, in terms of understanding and analysing their own local environments (i.e., their school, their home, their routes between school and home etc.). As can be seen, therefore, the National Curriculum gives a very clear set of guidelines as to how geography should be taught to Key Stage 1 2 aged children, with these guidelines broken down in to easy to manage modules, with each module incorporating new skills (such as investigative skills, reporting skills or analytical skills), beginning with investigations and discussions of the children’s local environment and with each subsequent module designed to take the children a little further afield than their local environment. This, it is aimed, will clearly develop a child’s ‘sense of place’ in terms of first orientating them with regards to their local environment, and then, slowly, introducing them to environments that are further afield, for example, through a progression of scales, of nested hierarchies, i.e., studies of, first, the local town, and then subsequently of the local city, the county, the country, Europe, the world and it’s people. I t is aimed that through this sequential and progressive approach to teaching about geography, aside from the skills that the children will acquire, the children will also, as we have seen, develop a strong ‘sense of place’. We have seen that the National Curriculum provides quite explicit guidelines as to how to teach geography to primary school children, but what, on the ground, as it were, can teachers do to ensure that the lessons that need to be taught to children are taught in the best way possible, and are taught in an entertaining and effective manner? To this end, there are all sorts of study aids that teachers can use to teach geography to primary school children. Some of these teacher aids will be discussed in the following sections. One set of teacher aids, designed specifically for teaching Key Stage 1 2 geography curriculum to primary school children is the Super Schemes series, developed by the Geographical Association, in particular Unit 1, which is entitled Around our School: The Seagulls Busy Day and Unit 2, which is entitled Making Our Area Safer: The Twins Holiday. These books use an almost story book-like approach to teach children about geography through the eyes of characters that the children can relate to. It is intended that the children read of the characters, and what they do within the books, and that, through this, the children learn about the aims of the geography curriculum. The explicit aim of this series of books is to enhance and improve the vocabulary of children, in terms of the vocabulary that is necessary for an understanding of geography, to enable their own understanding of a ‘sense of place’. The Around our School: The Seagulls Busy Day title, for example, aims to help children realise that maps can be useful in the location, recording and visualizing of information. The Making Our Area Safer: The Twins Holiday title has similar aims, but also aims to encourage understanding of issues of sustainability of community, through looking at safety issues within the community, in particular the issue of how young children deal with traffic and how young children (i.e., the twins in the story) can manage to overcome the problems that traffic poses to them. These two books in the Super Schemes series are interesting in that they present a particular, traditional, way of teaching a particular idea to children, using a different ‘take’ on a tried and tested formula, which many teachers may find useful, and easy to implement. For teachers, however, who prefer a more ‘hands-on’ approach in their attempt to develop a child’s ‘sense of place’, there are other, more ‘hands-on’ teacher aids that can be incorporated in to Key Stage 1 2 geography teaching, for example, the Earthwalks kit, designed by Hekkle and Van Matre (1980), which is designed to educate users about nature, by making the users ‘get in touch’ with nature, through reawakening the senses of the user, and sharpening their perceptions of their sense of place, for example, and of the beauty of their immediate environment. The idea of the Earthwalks kit is to provide activities, based around hour-long walks, including relevant activities, which can be used to heighten the users perception of their environment. The activities are written in a child-friendly manner, and the kit is presented in a card/binder format, so that, for example, children can add in their own paper to make notes, or to draw something they have seen along the walk that they found particularly interesting. The approach presented in the Earthwalks kit is entirely ‘hands-on’ and attempts to encourage the development of a sense of wonder about the child’s environment, in terms of encouraging heightened observations and, as such, to encourage heightened appreciation of their environment, developing, very practically, a heightened ‘sense of place’ in the users. The idea of developing ‘sense of place’ is therefore crucial in teaching geography to primary school children, in terms of encouraging a connection with their environment, encouraging responsibility to the local environment, and laying a foundation on which children can build, in terms of taking this understanding, appreciation and responsibility for their local environment further, when children begin to learn about areas that are further afield, or other cultures, for example. A child that has a well developed ‘sense of place’ from an early age will be much more tolerant, responsible, appreciative and responsive to the ‘other’ than a child that has not developed a coherent ‘sense of place’ from an early age. As we have seen, children’s learning about geography at Key Stages 1 2 is very well structured, and the aims of these Key Stages are very well defined, in terms of leading children gently through the progression of understanding their local environment, and from this later understanding environments that are further afield, or other cultures, for example. In terms of what children will actually learn from undertaking the activities suggested throughout the Key Stages 1 2 Geography Curriculum, as we have seen, it is aimed that children will first learn about, and learn to understand their local environment, and then, through Key Stage 2 that they will begin to take these learning tools and move on to learning about environments that are further afield, and about other peoples and cultures. This is a valuable part of the curriculum, obviously, as children need to, as we have seen, first develop a strong understanding of their immediate environment, through developing a ‘ sense of place’ and then, from this, take this appreciation, understanding and responsibility to environments that are further afield. This approach to learning about their surroundings encourages thinking in a responsible and sustainable manner, such that children are encouraged to appreciate, and thus to care for, their surroundings, whether these be their immediate surroundings, or whether they be further afield. In terms of what children will actually learn, as we have seen, the aim of Key Stages 1 2 Geography teaching is, essentially, to develop a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. As we have seen, the various teaching aids that are available can help in these aims, especially if the two types of teaching aids, ‘traditional’ versus ‘hands-on’ are used in conjunction with each other in the classroom, in order to encourage children’s learning and acquisition of knowledge. In conclusion, I feel that developing a child’s ‘sense of place’ is an implicit aim of the Key Stages 1 2 Geography Curriculum, and that, as such, encouraging a child to develop a strong ‘sense of place’ is a fundamental part of teaching geography to children at this stage of their development. As we have seen, at the beginning of this paper, teachers have been given a very strong conceptual framework for developing their geography teaching, in the form of the National Curriculum specifications, which provides them a basis on which to teach children about geography. Within this, however, as we have seen, teachers are free to decide how they teach their pupils about geography. We have looked at two ‘types’ of teaching aids, one traditional, using the characters in books to develop children’s vocabulary and sense of responsibility, the other more ‘hands-on’ using walks to encourage a sense of wonder about ‘placeâ €™ and to encourage an appreciation of the natural beauty of ‘places’. It is, of course, the decision of the individual teacher as to which type of study aids are chosen in order for the teacher to encourage thinking about ‘sense of place’ within their pupils. In some sense, the way in which geography is taught is not important: what is important is that this ‘sense of place’, this appreciation of a child’s environment is fostered, so that children act responsibly towards their immediate environment, and further afield, in terms of caring for the natural environment as a whole. If this ‘sense of place’ is fostered in the classroom environment by the teacher, the teacher can be said to have done their job, and done their job well. Sources Bridge C., 2005. Super Schemes Unit 1, Around our School: The Seagulls busy day, Sheffield, Geographical Association. Bridge C., 2005. Super Schemes Unit 2, Making our area safer: The twins holiday, Sheffield, Geographical Association. Hekkle, K. Van Matre, S., 1980. Earthwalks, Greenville, USA, IEEMills, D. (1992) Scoffham, S., 2004. Primary Geography Handbook. Sheffield, Geographical Association. The National Curriculum of the UK – Geography The Standards Site (2007). Geography at key stages 1 and 2: teaching geography at key stages 1 and 2. Available from http://www.standards.dfes.gov.uk/schemes2/geography/teaching?view=get. Accessed on 17th April 2007. The following websites were also useful: http://www.standards.dfes.gov.uk/schemes2/geography/?view=get www.nc.uk.net/webdav/harmonise?Page/@id=6004Subject/@id=3449

Global Warming And International Impact Essay

Impact on Africa: o Africa has been predicted as most vulnerable continent to climate change and variability due to multiple stresses and low adoptive capability. o Due to climate change, by 2020, about 250 million people are estimated to be affected by water stress. o Due to global warming, there is a likely a sharp decline in the manufacture of agricultural products in Africa. o There is possibility of submerging of low lying areas with large population due to global warming by the turn of the 21st century. ASIA: †¢ In the next two to three decades, there is likelihood of melting of glaziers in Himalayas which would affect the water resources drastically. †¢ Due to global warming, it is estimated that there will be water scarcity in Asia. †¢ It is anticipated that there will be death due to diarrheal disease due to droughts and floods. Australia and New Zealand: ? Water scarcity is anticipated by 2030. ? Loss of biodiversity is expected especially in Queensland Wet Tropics and Great Barrier Reef. . 17. ANTHROPOCENTRISM: Anthropocentrism is a concept which is concerned with preservation of a sustainable, vigorous environment which is essential for enduring happiness of human beings. It also demands that one has to foster a fortified, enriched anthropocentric idea of human interest to replace the main sectional, short-term and self-regarding notions. Further, it has been identified that anthropocentrism is the root cause of human overpopulation, ecological crisis and disappearance of many non-human genus what we term these in single phrase as ‘global warming’. As an anthropocentrist, I will struggle for protecting this universe from global warming as a precaution to save the mother earth from impending dangers of global warming. DEEP ECOLOGY: Likewise, deep ecology is an extension of ecological philosophy which values humanity as a fundamental element of environment. Deep ecology puts great emphasis on ecosystem, non-human species and processes in nature than conventional green and environmental movements. Deep ecology concept stresses that living environment all together like humanity has the same privilege to habitat and flourish. Deep ecology dissuades utilitarian environmentalism. As an environmental ethic, I will blend both the aesthetic and individualistic notions to safe guard the environment as there is no universe without clean environment. ECOLOGY EXTENSION: Enacting legislation to protect the environment is not at all sufficient. It is necessary to promote environmental ethics mainly through learning process. Thus, enactment of environmental law and promotion and learning of environmental ethics should go side by side. Environmental ethics will help one to uncalculated by learning process concerning reflection upon activist’s part in the environment. An Environmental extension will involve not only the development of a formal knowledge of one’s environment and their probable effects thereby establishing the basis. Ecological extension stresses significance on the awareness of the fundamental interdependence of all biological and non-biological forms and their fundamental diversity . Thus, ecological extension is nothing but a scientific manifestation of the natural world. Ecological extension stresses for the inherent value innate in total ecological entities like global environment or ecosystem in totality . Under ecological extension, the Earth has been described as a holistic, unified entity with ethical value of which the humanity is of specific importance in the years to come. .In my personal ethic capacity, I will blend both aesthetic and individualist ethical approach to see that environment is safeguarded as that of humanity thereby extending at par treatment to environment with that of humanity . Further , as an Environment citizen , I would strive hard to protect both humanity and non-human forms as I know well non-human forms is the part and parcel of our environment. LIBERTARIAN EXTENSION It is a political viewpoint accentuating the rights of individual. The principle of libertinism pressurizes the privilege to self-ownership and by extension, the privilege to private ownership of property and materials. Under libertarianism, supporters discourage any shape of taxation and support in favor of laissez-fair economic system. Under, Libertarian extension, a civil liberty advance is pursued. It denotes a promise to extend same rights to all members of the society. 18. CONCLUSION: It is true that disastrous global warming is hypothetically possible, such an end depends critically upon a numerous assumptions contained in computer climate models. These suppositions, taken together, symbolize faith on the part of many climate modelers that the climate system is delicate, and very responsive to small disturbances, mainly our production of carbon dioxide, relatively a negligible atmospheric greenhouse gas. I have commented that there is enough reason to have faith that the climate system is relatively numb to a doubling of carbon dioxide, which is anticipated to happen later in this century. But even if projections of strong global warming are accurate, it is not clear how to shun this contingency from a policy point of perspective. Inexpensive or alternate cheap energy is need of the hour for human well being and health. Penalizing the use of energy through taxation or caps will be ostracized and rather unproductive. To me, technological answers to the predicament appear to be the only long-term choice. Since only rich countries of the world can pay for the R&D to bring this about, it could be harmful to find those solutions by punishing economies with taxes and carbon caps. According to me, the International community should undertake following Preventive measures: It is suggested that energy efficiency standards have to be increased. Further, the use of renewable energy sources like wind, solar shall have to be encouraged by extending fiscal incentives like tax holidays etc. I strongly feel that development, protection and restoring of forests, which act as significant storehouses of carbon is to be pursued on war front stage. Thus, if the above steps are not introduced, we may loose many countries of the world to the swelling ocean waters. References Global Warming. (2007). In The Columbia Encyclopedia (6th ed. ). New York: Columbia University Press. Imagine No Restrictions on Fossil-Fuel Usage and No Global Warming!. (2002). Journal of Environmental Health, 65(4), 32+.

Crime and Its Relation to Poverty

Haime Hurrissa 04th – 03 – 13 Dr. Lydia Balderamos Loskot English Composition (ENGL 101) Does Poverty have a direct relationship to crime? Poverty is defined by the Webster dictionary as â€Å"the state of one who lacks a usual or socially acceptable amount of money or material possessions†. Poverty is the root cause for spikes in criminal activities in Belize, due to crime, lack of education and drugs. Many argue that poverty does not have a relationship to crime because there are countries where poverty levels are high but crime is relatively low.Belize has been infested with an outbreak of crime and violence affecting the country by bringing fear into both tourists and us Belizean presently; it appeared to be at its peak last year. The reason for the infestation of the criminals are many but the principal and most evident of them all would be the increasing rate of poverty that Belize has been experiencing, In addition to this would be the high rate of unemplo yment that exists in our society brought about by lack of education. This causes some individuals to see no other means to survival but to resort to their last alternative, crime.Some may argue that the cause for crime is due to psychology of criminals, their mental state or drugs. Crime in its simplest term is defines as any act that defies constitutional law and is separated into two main categories: a minor offence which as referred to as misdemeanors and serious acts which as referred to as felonies. A crime can range from simple offences such as public drinking to murder which is considered to be one of the most serious of crimes which claimed one hundred and twelve (112) lives in 2011 according to the annual police release statistics report.It is important to note that not all crime is related to poverty, although there are many who see crime as a means of survival. There are others who indulge in criminal acts simply for fun and pleasere, such as members of color gangs, mainl y Crips represented by the color blue and Bloods represented by the color red, which are based on American color gangs. These gangs choose to live a life of crime and violence for personal pleasure. Unfortunately young Belizeans, mainly, teenagers account for most f the criminal acts that occur in Belize. The primary reason that should be taken into consideration is poor home conditions and lack of education, which plays a major part in the cause of young criminals because many of these young men mostly, come from homes where resources are very limited and their parents may take little or no responsibility for them. Many of them on the other hand are dropouts or those who cannot afford the cost of education, which results in them finding unconstructive things to do with their time. Idle time is the devils playground† and â€Å"idle hands are the devils workshop†, are both phrases I heard many times by my elders while growing up, and are words which I believe to be very true, especially in the case of those facing poverty. They are the ones facing the cold heart of today’s society and in order to survive they resort to crimes and violence as a mean to survive. A job can seem to be one of the hardest things to find and even when a job is found the pay is not always sustainable, especially for those without a proper education for example a primary school degree worker earns the minimum wage in Belize which is little above 3. 0 Bz$ per hour. The uses of both legal and illegal drugs often contribute to crime and ultimately poverty. In Belize where the legal age for drinking alcohol and smoking tobacco is eighteen, there are many who indulge in these activities from a much younger age due to lack of implementation of stores who sell these drugs to underage people. Drugs affect the psychological aspect of a person and in the case of certain drugs the way how an individual thinks. Over the past two years, personally I witnessed firsthand underage i ndividual who due to intoxication from drugs and alcohol, commit serious crimes such as; theft and attempted murder.People affected by poverty often resort to the use of drugs such as alcohol, tobacco and marijuana which are the most accessible of all drugs in Belize. I asked the question; why do you drink alcohol and smoke cigarettes excessively, to a man I know who faces poverty daily from my village, he answered that life for him is extremely hard and be he uses those drugs as a way to cope with his daily struggles. Drugs are substances that cause young people to get bonded, and that bond often times cause them to do whatever it takes, which in some cases are criminal activities to supply themselves with the drugs they desire.Getting out of poverty should then be focused on the aspects that not only deal with the economy and getting people jobs, but the root causes of crime in our country which are mainly; drugs, lack of education and crime. Prisons should be focused on and the r ehabilitation process should be altered to create a more positive individual by providing them with education and trade skills before placing them back into society, as opposed to our present system we have in place which just has them serving their time and then release them into the same situations which got them there in the first place and causes a never ending cycle.With that said the root factors that contribute to this devastating problem in society should be improved so that not only our present but also our future generations have a brighter future. Refrence Webster, Merriam. â€Å"Poverty† â€Å"Crime† Web. 1 Mar. 2013. Centaur Cable Network, CTV3 Belize News. â€Å"2011 Crime Statistics. † Web. 1 Mar. 2013.

Germany hyperinflation Essay Essays

Germany hyperinflation Essay Essays Germany hyperinflation Essay Essay Germany hyperinflation Essay Essay In 1923. Germany experienced hyperinflation which about ruined the nation’s Mark. At the clip of this happening. Germany emerged from the first World War as a also-ran in more ways that one: Not merely did the state lose the war. but the application of Treaty of Versailles crippled the German economic system. The reverberations of England’s demands of war compensation from Germany led to the latter country’s turn with hyperinflation. Even as the American Dollar presently faces a devaluation. though non on the graduated table of 1923 Germany. the American Federal Reserve Board should be wary of its current pecuniary policy and zero rising prices methods. Hyperinflation refers to rising prices that rises rapidly due to lift in monetary values because of the rapid diminution in the value of a nation’s currency. There are assorted ways to specify the oncoming of hyperinflation. : As stated at Wikipedia. Philip Cagan claims an economic system possibly confronting hyperinflation in four ways: First. if a nation’s people choose to deprive from their nation’s pecuniary currency. choosing to put in other nation’s assets. for illustration ; 2nd. if the nation’s people see pecuniary sums in a foreign currency more stable than of the local currency ; 3rd. recognition gross revenues occur at monetary values that compensate for the doomed of currency value ; and 4th involvement rates. monetary values. and rewards are linked to the monetary value index and the cumulative rise of rising prices over a three twelvemonth period peers or surpasses the 100 per centum grade ( â€Å"Hyperinflation† ) . In the twelvemonth 1923 in Germany. rising prices hit 3. 25 * 10^6 per month. affecting monetary values that doubled every two yearss. Harmonizing to Wikipedia. most economic experts province. hyperinflation occurs with â€Å"an inflationary rhythm without a inclination towards equilibrium† ( â€Å"Hyperinflation† ) . There are marks of a state heading towards hyperinflation such as a period of uncheck rise in money supply. political and/or societal agitation. and/or wars or the consequences of wars. This latter class proves evident with Germany in the wake of World War I. Even as Germany made reparations in conformity with the Treaty of Versailles. the British demands led to stultifying effects on the German economic system. The â€Å"London Ultimatum† in May 1921 demanded reparations in gold to be paid in one-year installments of 2. 000. 000. 000 gold Markss plus 26 per centum of the value of Germany’s exports. 3 Before the ultimatum. the Mark â€Å"was comparatively stable at about 60 Marks per US dollar during the first half of 1921† ( â€Å"Hyperinflation† ) . Guttman stipulates that even as Germany made its first payment to the British in in August 1921 ( 21-26 ) . The seeds were planted for the rapid devaluation of the German currency which fell to less than one tierce of a cent by November 1921 about 330 Marks per US Dollar. The entire reparations demanded was far more than the entire German gold or foreign exchange. . The Germans printed more currency to cover its debt and at higher denominations. The Germans attempted to purchase foreign exchange with exchequer measures and commercial debt. but this unwittingly led to a quicker devaluation of the nation’s currency. More marks of hyperinflation appeared in Germany in the resulting old ages. Early on in 1922. the Mark temporarily stabilized at about 320 Marks per Dollar along with international reparation conferences. Unfortunately. nevertheless. these conferences offered no solution to Germany’s sufferings. and by December 1922. the value of the Mark dropped to 8000 Marks per Dollar. The cost of populating index was 41 in June 1922 roses to 685 in December. In January of the undermentioned twelvemonth. Gallic and Belgian military personnels that occupied the Ruhr vale in Germany demanded that reparations be paid in goods like coal since â€Å"the Mark was practically worthless† ( â€Å"Hyperinflation† ) . Reparations. accounted for one tierce of the German shortage from 1920 to 1923 ( Bresciani-Turroni. 93 ) . Germany printed ( see wikipedia ) The rising prices peaked in November 1923 when the authorities introduced the Rentenmark to replace the named Papiermark. The German authorities backed the Rentenmark with monies obtained from mortgaged lands and industrial goods. When the German people accepted this Rentermark. which had a fixed value. the rising prices ended. Another state that is perchance on the route to hyperinflation is the United States. Earlier in 2008. the Federal Reserve tried to bolster the dollar by take downing involvement rates and by harmonizing to Peter Schiff‘s â€Å"Dollar Bears: The route to hyper-inflation. † for illustration â€Å"switching out $ 200 billion dollars of exchequer debt for potentially worthless mortgage-backed securities. † The securities are considered worthless because no private equity house would even touch them. Paper dollars are Federal Reserve Note doing them the liabilities of the Fed. When the Fed puts new notes into circulation it does so by purchasing assets. normally U. S. exchequers. which it so holds on its balance sheet to countervail that liability. Schiff noted. â€Å"By trading exchequers for mortgages. the Fed efficaciously alters the digest of its balance sheet and the backup of its notes. † Schiff observed that â€Å"backing paper money with mortgages isn’t new. The Gallic tried it in the eighteenth century. and it [ led ] to hyperinflation. † Assignats. the currency which the French used in 1790 to help in funding the country’s revolution attempts. were backed by mortgages on confiscated church belongingss. The job was that the revolutionists continuously printed Assignats. despite deprecating the value of their ain currency. As Schiff stated. â€Å"By 1799 the currency was wholly worthless. † To avoid the possible hazard of investing in mortgage securities. the Fed could prosecute is zero rising prices policy utilizing the Keysenian macroeconomics theoretical account. Under this theoretical account the cardinal bank would keep a zero per centum nominal involvement rate. The intent is to promote investing in the economic system by doing capital purchases more enticing. Harmonizing to the pro-zero rising prices side in Rebecca Hellerstein‘s article â€Å"The Impact of Inflation. † â€Å"zero rising prices allow consumers and houses to compose simpler contracts and do long-run programs for retirement or future investing with less concern. † The statement. in the contrary. about the costs acquiring to this point would outweigh the benefits. Economic end product would be lost. Unemployment would lift. Workers would see lost in wage. because of Hellerstein provinces in her article. â€Å"Firms use rising prices to ‘cover’ accommodations in existent rewards. † Besides. retired persons wouldn’t see the cost of populating accommodations that that would have with a low to chair involvement rate due to zero rising prices. Furthermore. zero rising prices could take to deflation. and terrible deflation could take to high involvement rates with falling nominal monetary values. Germany. at the terminal of World War I went through a major economic crisis with hyperinflation because of rapid devaluation of its currency. Germany was unable to adequately run into the signifier of reparation of its war debt with England. This led the state to devaluate its ain currency to run into its demands. Because of this devaluation the Germans had to do other reparations in industrial goods like coal. America with its current rising prices and chases of a pecuniary policy that resembles what the Gallic pursued in the 1790s could take to hyperinflation. An option in the signifier of zero rising prices seems a proper class to some economic experts. but to the people themselves. the costs of making this point may be exceeded by the costs. WORKS CITED Bresciani-Turroni. Constantino. The Economics of Inflation. London: George Allen A ; Unwin. 1937. Cagan. Phillp. â€Å"The Monetary Dynamics of Hyperinflation. † in Milton Friedman ( Editor ) . Studies in the Quantity Theory of Money. Chicago: University of Chicago Press 1956. Guttman. William. The Great Inflation. London: Gordon A ; Cremonesi. 1975. Hellenstein. Rebecca. â€Å"The Impact of Inflation. † Regional Review Winter 1997. Federal Reserve Bank of Boston. Boston MA. 4 May 2008 lt ; hypertext transfer protocol: //209. 85. 173. 104/search? q=cache: Ihqt79CzCR0J: World Wide Web. Bos. frb. org/economic/nerr/r r1997/winter/hell97_1. htm+zero+inflation+policy A ; hl=en A ; ct=clnk A ; cd=1 A ; gl=us gt ; . Hyperinflation. Wikipedia 28 April 2008. Wikipedia Foundation. Inc. . lt ; hypertext transfer protocol: //en. wikipedia. org/wiki/Hyperinflation gt ; . Schiff. Peter. â€Å"Dollar Bear: The Road to hyper-inflation. † Today’s Financial News 1 5 March 2008. TodaysFinancialNews. LLC. St. Paul MN. 4 May 2008 lt ; hypertext transfer protocol: //www. todaysfinancialnews. com/us-stocks-and-markets/dollar-bear- hyperinflation/ gt ; .

Compare and Contrast the Response of Economic Policymakers to the Great Depression of the 1930’s and the Great Financial Crisis Today. Essay Example

Compare and Contrast the Response of Economic Policymakers to the Great Depression of the 1930’s and the Great Financial Crisis Today. Essay Example Compare and Contrast the Response of Economic Policymakers to the Great Depression of the 1930’s and the Great Financial Crisis Today. Essay Compare and Contrast the Response of Economic Policymakers to the Great Depression of the 1930’s and the Great Financial Crisis Today. Essay David Pattinson ‘Industrialisation, Imperialism and Globalisation: The World Economy since 1800’ Professor John Singleton Compare and contrast the response of economic policymakers to the Great Depression of the 1930’s and the Great Financial Crisis today. Essay 2 10/1/13 Word count: 2,299 The financial crisis that began in 2007-8 was the first time since the 1930’s that both the major European countries and the US had been involved in a financial crisis. In comparison, the disastrous 1931 banking crisis involved countries that accounted for 55. 6 per cent of world GDP, whereas the banking crisis of 2007-8 only involved countries that accounted for 33. 5 per cent of world GDP. Though, all the key economic variables fell at a faster rate during the first year of the later crisis. Keynes had argued in 1931 that ‘there is a possibility that when this crisis is looked back upon by the economic historian of the future it will be seen to mark one the major turning points. ’ Keynes was correct. As a result of the lessons that were learned, policy in response to the Great Financial Crisis has contrasted sharply with policy during the Great Depression era. I will examine how national policy responses and international co-operation have differed, as well as highlighting how in creating the Euro, policymakers have unwittingly replicated many of the structural weaknesses of the Gold Standard. I will also consider how policy in the recovery phase has so far compared to policy during the recovery from the Great Depression. The Great Depression was marked by bank failures. A total of 9,096 banks failed between 1930 and 1933 amounting to 2. 0% of GDP. Friedman and Schwartz highlight the failure to increase the money supply whilst liquidity was tight as the primary cause. Bordo and Landon-Lane provide econometric analysis using examiners’ reports on failed banks that support this argument. Epstein and Ferguson have suggested that Federal Reserve officials understood that monetary conditions were tight but believed that a contraction was a necessary corrective. The otion that governments should ‘let nature take its course’ formed a central pillar of the contemporary economic orthodoxy. However, other economic historians have pointed out that Federal officials believed that monetary policy was actually loose, due to them conflating low nominal interest rates with low real interest rates (which were high as a result of deflation). Wicker argues that Federal Reserve officials feared that o pen market purchases would renew gold outflow by bring into question the Federal Reserve’s commitment to maintaining gold convertibility. When faced with a policy choice the Federal Reserve always opted to support the Gold Standard. Rather than shore up the battered banking system, the Federal Reserve raised interest rates during late 1931 and the winter of 1932-3 to protect the dollar from speculation in order to halt gold losses. Regardless of the deficiencies of Federal Reserve policy, the US entered the 1930’s with a poorly regulated banking system that was undercapitalised and based on unit banking. Calomiris and Mason argue that eventually, banking collapse would have been inevitable. In general, economists argue that the depth of the downturn is explained by the monetary shocks interacting with the dramatic falls in demand (that emanated from the collapse in investment and consumption). Loss of income and uncertain employment conditions combined to undermine consumer spending, whilst there was little incentive to invest while prices were falling. Deflation also increased the burden of existing debt. Fiscal policy did not fill the gap in demand as belief in the Gold Standard and balanced budgets prevailed. A coherent theoretical justification for expansionary fiscal policy was absent from the contemporary economic discourse. Expansionary fiscal policy remained unused, even after states left the Gold Standard. In Europe, fears of inflation weighed heavy on the minds of policymakers. The dominant view in Washington was that over-production was responsible for the crisis. Consequently, the New Deal spending was funded by tax increases. Roosevelt concentrated on limiting competition, sharing work and promoting high wages in order to increase purchasing power. Cole and Ohanian argue that these policies undermined the recovery by raising real wages and unemployment. The consensus view is that, by subordinating monetary and fiscal policy towards maintaining gold parity, the Gold Standard transmitted the crisis to the rest of the world. The return to the Gold Standard, after the First World War, was unbalanced. Countries such as France and Belgium joined at exchange rates that were well below their 1913 levels which gave them a substantial competitive advantage. Conversely, after a deflationary squeeze, the UK re-joined at its 1913 exchange rates, leaving the sterling over-valued. The US and France exasperated the problem, by sterilising (so not to inflate the money supply) the gold that they accumulated (sixty per cent of the world’s gold supply by 1928). The lack of reserves forced many countries into further deflation. The world economy could only be kept going by the US economy continuing to absorb imports and provide international lending to cover gold shortages. By 1928, the US proved unwilling to do the latter and was eventually unable to do the former. During the depression, this austerity debilitated economies and resulted in banking collapses, notably in Germany and Austria. In response to the systemic threat posed by the imminent German banking collapse, the nations in a position to offer assistance acted unilaterally. President Hoover proposed a one year moratorium on reparations and war debt. The French, furious at the lack of consultation opposed the measure, believing that they lost more than they gained. Instead, they made an offer of help to the Germans that attached political conditions that made it impossible for the Germans to accept. Ultimately, international co-operation proved impossible as states that were able to help were unwilling to risk their own privileged positions. Between 1929 and 1932, the volume of world trade fell by 25%, about half of which was due to higher trade barriers. The Smoot-Hawley Act in 1930 is often cited as the genesis of protectionist policies, but Irwin points out that the protectionist avalanche did not begin until the world financial crisis struck in 1931. Irwin locates the incipience of this round of protectionism in the ‘open economy trilemma’ which limits countries to choosing two of three objectives: a fixed exchange rate, an independent monetary policy, and open trade policies. In attempting to marry membership of the Gold Standard with independent monetary policy, policymakers adopted protectionist measures. Countries that maintained gold parity such as France and Switzerland used import quotas on 50-60% of their imports. Whereas, the Sterling block countries which allowed their currencies to devalue, only used import quotas on 5-10% of their imports. In the wake of the financial meltdown, policymakers in the US attempted significant banking reform with the Emergency Banking Act in 1933 followed by the Banking Acts of 1933 and 1935. Deposit insurance was created, and it brought an end to bank runs. The Reconstruction Finance Corporation was formed to provide capital to banks. It was successful to the extent that it owned stock in nearly half of all commercial banks by March 1934. Investment and commercial banking were separated, though White has provided evidence that banks that engaged in both commercial and investment banking were better diversified and were less likely to fail than banks that specialised in just one area. Calomiris also sees the legislation as flawed, as it preserved unit banking, which was a major source of instability in the banking system. The Great Depression altered economic thinking and policy. Hannah and Temin argue that it led to an emphasis on correcting market failures through government intervention. Federal spending rose, and inter-state transfers became acceptable. Though, unlike the UK, there was no move to Keynesian demand management in the US. The Great Depression also left a legacy in terms of the macroeconomic trilemma. Controls on international capital movements remained with the return to pegged exchange rates under the Bretton Woods Agreement which allowed independent monetary policy. Economists such as Wray have seen the policy legacy of the Great Depression as having constrained the destabilising role played by finance. Moreover, it provided the framework for an unprecedented period of prosperity after the Second World War. In response to the Great Financial Crisis, policymakers have been largely cognisant of the lessons of the 1930’s. The Federal Reserve officials of the 1930’s argued that they could not increase credit by purchasing government securities as they were not eligible as collateral. In contrast, based on Bernanke’s view that banking collapse leads to a failure of the credit allocation mechanism, the Federal Reserve combining with the Treasury created a range of extensions to its discount window to encompass every kind of collateral in the hope of unblocking the credit markets. States co-ordinated massive injections of liquidity (double digits fractions of GDP in advanced economies). The Bank of England, the Bank of Japan and the Federal Reserve undertook large scale quantitative easing. Interest rates were reduced to almost zero in the US and Britain and to very low levels in Europe and elsewhere. Governments nationalised insolvent institutions deemed ‘too big to fail’ such as Freddie Mac and Fannie Mae in the United States, BNP Paribus in France and Northern Rock in Britain. Despite China’s minimal direct exposure to the financial crisis, its response to the downturn in demand has been sweeping. Focusing on developing infrastructure it undertook a stimulus package that amounted to 14% of GDP in 2008. Keen notes that the massive amount of government spending in 2010 meant that government debt was responsible for 12% of aggregate demand in contrast to only 1. % of aggregate demand between 1930 and 1932. Furthermore, unlike the 1930’s, governments have not tried to over-ride, the now much larger, automatic stabilisers. However, the experience of the 1930’s has not effectively militated upon the policy makers of the Eurozone, where a dramatic collapse in employment and living standards has mirrored the Great Depression. Like the Gold Standard, th e Euro was unbalanced from its inception as the weaker economies joined at a relatively high rate of exchange on the premise of avoiding inflation. The gap in competitiveness has widened due to Germany suppressing nominal wages much more effectively than the rest of the Eurozone. Easy credit provided to peripheral areas by German banks created markets for German exports and saddled those areas with debt. Monetary and fiscal policy has focused on creating an international currency to rival the dollar. Consequently, monetary policy has targeted inflation through low interest rates. As monetary policy is unitary, the peripheral economies are denied the opportunity to reflate their economies. Furthermore, unlike other major advanced economies since the crisis began, the Eurozone has required that Fiscal policy be placed under tight constraints via the Fiscal Stability Pact. The retrenching of the crisis on to sovereigns has exposed a central weakness of the Eurozone project. The ECB supports banks but lacks the power to support states. Similar to the deflation that was necessary under the Gold Standard, the peripheral economies of the Eurozone are locked into a mutually reinforcing cycle of debt and austerity. Having pursued national self-interest from the euro’s inception, Vines argues Germany is unwilling to provide the hegemonic leadership that its responsibilities in Europe require of it. Though, Lapavitas et al argue that abandoning fiscal discipline would be incompatible with the avowed aim of maintaining a currency that attempts to compete with the dollar. The value of the euro would probably fall, destroying the large Eurozone banks’ ability to operate internationally. If German policy has followed narrow self-interest to the detriment of others, it has not been alone. China has held down their exchange rates over a long period of time. It is widely estimated that Chinese currency is 30% to 40% overvalued. Martin Wolf of the Financial Times has asserted that Chinese interventions to keep the exchange rate down are tantamount analytically to trade protectionism. Judging by its reserves it has ‘†¦kept its exchange rate down to a degree unmatched in economic history. ’ States have also been quick to ‘ring-fence’ assets in their own jurisdiction. For example, the fear of the imminent collapse of the Icelandic banks led UK supervisors to resort to using the Anti-Terrorism, Crime and Security Act to ring fence Icelandic bank assets in the UK. Claessens et al point out that in general, national interventions have been uncoordinated and driven by pure national interest. However, the major international banks have co-ordinated massive injections of liquidity into the system at various points. Moreover, protectionism has not been a feature of the current crisis in the way that it was during the great depression. Research has shown that only 2% of falls in world trade in 2008-9, can be attributed to trade barriers. This can be primarily attributed to the system of flexible exchange rates, the lessons learnt from the great depression and the system of trade rules overseen the WTO. As of yet following the great financial crisis, there has not been significant banking reform. Attempts at co-ordinated international regulation have proved difficult. The former governor of the Bank of England Mervyn King attributes this to the heightened awareness that global banks are global in life and national in death. The draft proposals for the Basel III accords put forward some significant reforms which were ultimately watered down. Key elements such as a mandatory countercyclical capital buffer were omitted from the final agreement. Although the accords raised the minimum capital requirements, they are still held by many economists to be too low. Attempts at reform including the Dodds-Frank Act have not addressed the problem of ‘Too Big to Fail Banks’ (whose size necessitates that they be bailed out in the event of insolvency due to the systemic risk that they pose). A situation of moral hazard thereby exists where banks know they can engage in any risky behaviour they like. If anything should go wrong they know they will be bailed out by the state. In summary, the response to the Great Financial Crisis has differed from the Great Depression as a result of the increased understanding of macroeconomics. The scale of the policy response to the Great Financial Crisis would have been unthinkable during the Great Depression era. Despite the unprecedented response, the economic crisis that began with the financial crisis in 2007-8 is far from over and many problems remain. In the advanced economies, growth has been weak and fears of a triple dip recession persist. The Great Depression precipitated a reappraisal of policy by policymakers and resulted in considerable changes in policy. This has not happened so far to the same extent in response to the Great Financial Crisis. Many of the policy mistakes of the Great Depression have been avoided. The challenge now is to construct a macroeconomic framework that can aid the recovery and eventually facilitate a new period of economic expansion. The change in policies as a result of the Great Depression had some success in this respect. Banking regulation proved inadequate prior to both crises. In response to the Great Financial Crisis, this has yet to be rectified. This time policymakers will have to tackle the issue of ‘too big to fail’ banks. In the Eurozone, Germany has taken on the role of both the US and France during the Great Depression by failing to shore up weaker areas and by pursuing policies to the detriment of everybody else. During the Great Depression, the most important factor in the recovery was the abandonment of the Gold Standard. The countries that devalued in 1931 performed much better than those who had continued with exchange controls. The cost of reverting back to a national currency makes leaving the Euro and devaluing a less viable option for the Eurozone states. Bibliography Barrell, R. and Holland, D. ‘Monetary and Fiscal Responses to the Economic Downturn,’ National Institute Economic Review, No. 211, (Jan 2010) pp. 51-62. Bernanke, B. , ‘Nonmonetary Effects of the Financial Crises in the Propagation of the Great Depression,’ American Economic Review (June 1983), pp. 257-76. Bordo, M. and Landon-Lane, J. , ‘The banking panics in the United States in the 1930s: som e lessons for today,’ Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 486–509. Calomiris, C. and Mason, J. , ‘Consequences of Bank Distress during the Great Depression,’ American Economic Review, Vol. 93, (2003a), pp. 937–47. Calomiris, C. , Monetary Policy and the Behavior of Banks: Lessons from the 1930s for the 2010s. 28th March 2011. Accessed: 16th December 2011. www. economics21. org/files/pdfs/in-depth /calomiris-spring-11. pdf Claessens, S. , Dell’Ariccia, G. , Igan, D. , and Laeven, L. , ‘Lessons and Policy Implications from the Global Financial Crisis,’ IMF Working Paper, No. 14 (2010). Cole, H. and Ohanian, L. , ‘New Deal Policies and the Persistence of the Great Depression: A General Equilibrium Analysis,’ Federal Reserve Bank of Minneapolis Research Department, Working Paper No. 597, (July 2000). Crafts, N. nd Fearon, P. , ‘Lessons from the 1930s Great Depression,’ Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 285–317. Epstein, G. , and Ferguson, T. , ‘Monetary Policy, Loan Liquidation, and Industrial Conflict: The Federal Reserve and the Open Market Operations of 1932,’ Journal of Economic History (December 1984 ), pp. 957-83. Fishback, P. , ‘US Monetary and Fiscal Policy in the 1930s,’ Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 385–413. Friedman, M. and Schwartz, A. , A Monetary History of the United States, 1867-1960’ (Princeton: Princeton University Press, 1963). Goldstein, M. , ‘Integrating Reform of Financial Regulation with Reform of the International Monetary System,’ Peterson Institute for International Economics, Working Paper No. 11-5 (February 2011). Irwin, D. , ‘Trade Policy Disaster: Lessons from the 1930’s’ (Cambridge: MIT Press, 2011). Kee, H. L. , Neagu, C. , and Nicita, A. , ‘Is Protectionism on the Rise? Assessing National Trade Policies during the Crisis of 2008,’ World Bank Policy Research Working Paper No. 5274, (2010). Keen, S. , Empirical and theoretical reasons why the GFC is not behind us. 13th June 2010. Accessed: 16th December 2011. debtdeflation. com/blogs/2010/06/13/empirical-and-theoretical-reasons-why-the-gfc-is-not-behind-us/ Keynes, J. M. , ‘An Economic Analysis of Unemployment,’ From Q. Wright (ed. ), Unemployment as a World Problem, (Chicago: University of Chicago Press, 1931). Lapavitsas, C. , Kaltenbrunner, A. , Lindo, D. , Michell, J. , Painceira, J. P. , Pires, E. , Powell, J. , Stenfors, J. , and Teles, N. , ‘Eurozone crisis: beggar thyself and thy neighbour,’ Journal of Balkan and Near Eastern Studies, Vol. 12, No. 4 (2010), pp. 321-373. Hannah, L. , and Temin, P. 2010), ‘Long-term Supply-side Implications of the Great Depression,’ Oxford Review of Economic Policy, Vol. 26, No. 3, pp. 561–80 Helleiner, E. and Pagliari, S. , ‘The End of an Era in International Financial Regulation? A Postcrisis Research Agenda,’ International Organization, Vol. 65, (Winter 2011), pp. 169–200 Vines, D. , ‘The Global Macroeconomic Crisis and G20 Macroeconomic Policy Coordination,’ The Journal of Applied Economic Research, Vol. 4, No. 2, (2010) pp. 157-175. Vines, D. , ‘Fiscal Policy in the Eurozone After the Crisis,’ Paper prepared for lunchtime talk at Macro Economy Research Conference on Fiscal Policy in he Post Crisis World, (Tokyo, 16 November, 2010). Wheelock, D. , ‘Monetary Policy in the Great Depression: What the Fed Did, and Why,’ Federal Reserve Bank of St. Louis Review, Vol. 74, No. 2, (March/April 1992) pp. 3-28. White, E. N. (1986), ‘Before the Glass–Steagall Act: An Analysis of the Investment-banking Activities of National Banks,’ Explorations in Economic History, Vol. 23, pp. 33–55. Wicker, E. , ‘Federal Reserve Monetary Policy, 1917-1933’ (Random House, 1966). Wolf, M. ,‘Why China’s Exchange Rate Policy Concerns Us,’ Financial Times (8th of December 2009) Wray, L. R. , ‘The rise and fall of money manager capitalism: a Minskian approach,’ Cambridge Journal of Economics, Vol. 33, (2009) pp. 807–828. Yu, Y. , China’s Policy Responses to the Global Financial Crisis, Richard Snape Lecture, Productivity Commission, Melbourne (25th November 2009). [ 1 ]. N. Crafts and P. Fearon, Lessons from the 1930s Great Depression, Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 287 [ 2 ]. J. M. Keynes, ‘An Economic Analysis of Unemployment’, from Q. Wright (ed. , Unemployment as a World Problem, (Chicago: University of Chicago Press, 1931). [ 3 ]. C. Calomiris and J. Mason, Consequences of Bank Distress during the Great Depression, American Economic Review, Vol. 93, (2003a), pp. 937–47 [ 4 ]. M. Friedman and A. Schwartz, A Monetary History of the United States, 1867-1960, (Princeton: Princeton University Press, 1963) [ 5 ]. M. Bordo and J. 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Is virtue ethics able to provide concrete ethical guidance to doctors Essay

Is virtue ethics able to provide concrete ethical guidance to doctors Why or why not - Essay Example This raises the question of the sort of person one should be rather than what they should do. Due to the assumption, virtue ethics is not considered as a normative rival in relation to utilitarian and deontological ethics. However, its revival serves as a reminder to moral philosophers that a full account of our moral life may not be given due to the normative theory elaboration. The grounds one might have for believing that a choice of action cannot be given by virtue ethics is based on the claim that it is concerned with character rather than action, meaning it is not able to provide concrete ethical guidance (Mukherjee, 223). The above claim highlights the contrast that is there between virtue ethics and the other two approaches. While virtue ethics is agent-centered the other two are said to be act-centered. The conflict problem comes about with supporting the general claim that virtue ethics does not give a course of action. Different virtues have different requirements and it is said that these different requirements can point us in different directions. This goes to support the idea that virtue ethics is not able to provide concrete ethical guidance to doctors (Hursthouse, 651). The Emperor of All Maladies gives a history of cancer. It is an ancient disease that was not talked about much but its effects brought about the need for it to be looked into. This was in an attempt to learn more about its personality and behavior. It traces back the origin of the disease, the triumphs and deaths encountered. It brings out the start, the progressiveness and the war waged against it by people who were determined to see that it comes to an end or find ways of preventing and curing the disease (Mukherjee, 224). A thirty year old kindergarten teacher named Carla Reed and a mother of three woke up one morning with a headache. As she later found out, it was not an ordinary headache. She was a very active