Bubbles on the South Sea Essay Example | Topics and Well Written Essays - 1000 words

Bubbles on the South Sea - Essay Example According to a website "The bubble is usually followed by a sudden drop in prices known as crash". This is a significant drop in the total value of a market, almost undoubtedly to the popping of a bubble, creating a situation wherein the majority of investors are trying to flee the market at the same time and consequently incurring massive losses. And terribly affects everyone. The inevitable crash came and the strain proved to much to many joint stock companies. The immediate cause was the activities of the South Sea Company. It had been formed to engage in trading in the South Seas, but it also has engaged in the funding of the national debt in return for monopolistic privileges. The bad repute of this joint stock companies had led to the passage of the Bubble Act for the regulation of companies in the main attempt to prevent panic. Bubble Act declared that only companies formed by charter or by a private act of parliament were legal. The South Sea Company was reasonably successful. It was chartered by the government for trade in South America and South Sea. The relationship between the government and the company created confidence and high expectations. In the history, they were given the monopoly of trading in the Pacific Ocean and along the coast of South America, made an offer to the government to pay off the whole National Debt and to buy up the irredeemable annuities, according to Melville amounting of "800,000 a year, provided the different public securities were consolidated into one fund in their hands and the government gave the company certain exclusive commercial privileges". In spite of the limited privileges conceded to it in the Asiento by Spain, been highly successful in the slave trade. This means according to (Colliers Encyclopedia) "that they have the right for 30 years to supply Spanish-America colonies with 4,800 slaves annually and to send to Porto Bello and Vera Cruz a trading ship of 500 t ons a year". A negotiation being settled with the South Sea Company. This right was handed over the company which underwrote the English national debt, on a promise of 5% from the government. The most question was whether the fund-holders would convert their stock for shares in the company, for they could not compelled to do so. According to (Caleb W.)" The brilliant prospects held out by the directors of the gold and silver lands awaiting exploitation in South America, crowded into the rush for shares." Its shares immediately rose to 10x their value from 110 rose to 1000, speculation ran wild and all sorts of joint stock companies, fraudulent or merely optimistic were formed. Its price soared within a few weeks, people realized that it was greatly overpriced and prices fell. Thousands were financially ruined. The South Sea Prosecution of some of those concern served to open the eyes of the public to the recklessness of its own scheme, and its shares dropped with the result that few sold out enormous profits, the majority of those who hold on were ruined and result of financial disaster. The Bubble had burst, ruining thousands of families. The disaster happened in South Sea Bubble almost wealthy persons in the kingdom had become members of the government to involved in manipulating of the company. Robert Walpole un his time did much to restore national credit. According to (Caleb, W) " he makes arrangement and assign 9 million which

Is it the End of the Nature Versus Nurture Debate Essay

Is it the End of the Nature Versus Nurture Debate - Essay Example As observed by France De Waal (1999), the contribution of nature has been enormous and may be justified by advancements in neural sciences. He concludes that the nature V nurture debate must be given new direction. Similarly, Eric Parens (1996) supported the view of remarkable role of behavioral genetics in human behavior and hence he favors the nature theory and seeks to continue the nature V nurture debate. However, Steven Pinker (2004) was of opinion that nature and nurture wont go away and he feels that there will be interaction among several factors of both environment and nature. In this context, all researchers have however agreed that the nature V nurture debate will have political and ideological implications and hence the discussion should be properly regulated. Though it is not proper to state that the nature V nurture debate should be completely abandoned, reorientation of the subject mater is highly needed. Initially support has come to Social Darwinism that is a doctrine based on genetic determinism and natural selection, advocating a laissez-faire capitalist economy and promoting eugenics, racism and the inherent inequality of such a society. Mendel’s laws of genetics and inheritance also supported the theory of nature for human behavior. After 1945, the debate swung in favor of "nurture", with American psychologists taking up a rhetoric of environmental influences on behavior, emphasizing the learning process. In turn, the European school of ethology arose in opposition to the environmentalists, focusing on innate behavior which is of genetic origin. In 1960s in the USA, views were highly favoring nurture theory as all people are capable of producing better performance if given conducive environmental conditions in which to rea ch their potential. Since beginning, psychology was focused as major subject for explaining the nurture theory for human

Market Research - report outline Essay Example for Free

Market Research report outline Essay 1. Executive Summary In 2009, the transport and logistics market in the GCC was worth an estimated US$20bn, and is expected to continue growing at slightly more than 10% per annum, rising to US$27bn by 2012. Throughout the logistics value chain, net operating profits range from as low as 5% in air freight, to 15% in warehousing, to as high as 30% in sea freight.i Within this, it is estimated that the market for Fourth Party Logistics services may have the potential to be within the range of 0. 85% to 1.8% of total logistics sector revenues by 2012, or between US$228m and US$381m.ii A significant number of factors are driving this growth and profitability. In particular, the relative attraction of the GCC and proximate emerging markets of 2 billion people, offer the promise of growth to many product firms facing a further period of sluggish demand growth in many of the more developed regions, following the severe global recession of 2008-09. Meanwhile, with oil having stabilised at over $70bbl, huge petrodollars have continued to flow into the region, funding on-going infrastructure and economic developments, such as manufacturing, economics and logistics zones, all of which require logistics servicesiii. In addition, rather than yielding a competitive market for logistics, the fragmentation of supply chain service providers, the multitude of logistical difficulties faced, and the myriad other free market impediments in the GCC, have all conspired to cause a high cost, high profit industry, with no

The Primary Music Curriculum Education Essay

The Primary Music Curriculum Education Essay My research is based on the primary music curriculum and about the teaching between the music specialists and the classroom teachers. I collected many data from books, articles, from an observation in a school and from my experience as a student who I was. To start with in the late nineteenth century the educational forum, the National Education Association, included a music section which music was recognised to be in the primary education (Jones and Robson, 2008). When then the National curriculum was determined it was compulsory for all the children in primary schools to attend the music curriculum which was a supplemented part of the school curriculum. In the music curriculum the three main musical skills are performance, listening and composing. Through the performance the children will be able to practice their voices in singing parts and perform different songs in their instruments. Through the listening they will be able to develop their audibility by hearing different sounds and songs and experiment with these. Also through the composing they will be able to develop their creativity and make different music patterns using some musical ideas. The primary music curriculum represented in key stage 1 which is the years 1 and 2 and key stage 2 which is the years 3 to 6. In key stage 1 the children should be able to recognise and identify musical materials and use them to describe an atmosphere or a dramatic situation (Swanwick, 1992). In this age the children start study music with so simple and interesting methods. Moreover during key stage 1 the children listen carefully and respond physically to a wide range of music. Also they play different instruments and they sing songs from memory using their fantasy (The national curriculum for England, 1999, p. 16). They experiment with simple musical instruments like recorder and some percussion and learn the songs with a specific way in order to remember the lyrics and make some movements. The children also learn the difference between the melody and the rhythm and how to experiment with these in their own compositions. As Swanwick (1992, p. 16) states the children in key stage 2 should be able to distinguish melodic and rhythmic devices found in songs and instrumental pieces and try to use them. During key stage 2, the children sing songs and play instruments with increasing confidence, skill and awareness of their own contribution to a group or class performance. Also they can improvise their own musical compositions and explore their thoughts and feelings for music from different cultures (The national curriculum for England, 1999, p. 18). The aim of the music curriculum is to make the children acquire some useful knowledge and also to feel confident and independent. For example the children until the end of year 2 in key stage 1 will learn to sing with a sense of the shape of the melody and perform simple melodic or rhythmic patterns keeping to a steady pulse (Music Teachers guide, 2000). By the end of year 4 in key stage 2 the children are able to perform different rhythmic patterns again but now with some notes included and also to improve their own compositions. Moreover until the end of year 6 in key stage 2 again, the children will learn to recognise the relationship between the sounds and perform by ear and from simple notations. Also they will have the opportunity to describe or characterise different kinds of music that they listen to with music vocabulary (Music Teachers guide, 2000). The music specialist has of course more knowledge in music than the classroom teacher, because he studied it and he made music training for many years in order to be worthy to teach to the students anything about music. This is also supported by Steinel (1990), who notes that certified music specialists have spent a minimum four years plus several precollegiate years training in music (Byo, 1999, p. 113). According to Hoffer (1961, p. 46), music specialist must be the leader in the classroom due to his advantage that he completed high music training. In my view it is a bit unfair the music specialist to be in a lower stage than the classroom teacher, because they do not have the same level in music knowledge. The music specialist is better to design the structure of the music lesson according to his own knowledge as he knows to organise it better from his experiences. This is also supported by Hoffer (1961, p. 46) who states that without the structuring efforts of the specialist no r eal musical progress will take place throughout the school. Through this, he wants to tell us that music specialist is very important for the music in schools, because he is the most suitable to organise an effective music lesson with a good structure. Moreover the music specialist is more able to teach some instruments to the students due to the knowledge and his experience that he has from his music training. As Hope and Lehman (1995) note, music specialists receive comprehensive training in music performance and theory (Byo, 1999, p. 114). So through the performance aspect, the music specialists can experiment with different instruments and be familiar with them in order to be able to teach them to the students with a good teaching method. Also if there are music specialists at primary schools the lessons will operate with more confidence and the students will understand better the meaning of music and acquire abilities and knowledge in everything; playing instruments, singing, about the history and theory of music through teachers experience and abilities. As Hennessy (1998) also states, music teachers with many years training are very important in primary schools for their specialist skills and knowledge, because they give mor e emphasis to the curriculum and they follow it on the right way. It seems that music specialists can follow exactly the curriculum without change something and accomplish to deliver it effectively, because they are expert in it and they also know what teaching methods have to use and when each one. According to Picerno (1970) the classroom teachers feel they can teach to the students about the music literature, some songs and plan a program for the music lesson. Also the classroom teachers feel that they cannot teach about conducting, music theory and music history and it is better the music specialists to teach these skills. (Picerno, 1970). I agree with this statement, because the classroom teachers do not have so high standards as music specialists in order to be able to teach the music in depth. They can just teach simple elements in music such as different kinds of songs and activities which have also help from Music Express scheme. Music Express scheme is a guide for non-specialized teachers in order to have help on what they can teach and how. Through the observation, I noticed that the classroom teachers learn from different readings and guides and then teach just the basic from the music curriculum. Hoffer (1961) notes that some persons believe that classroom teachers are able to teach at least some important things about the music curriculum, but they need the help of the specialists with some workshops and advices. According to Gamble (1988, p. 26) the classroom teachers provide the fundamentals of learning that students use later throughout their lives. This is right but I think it is apply just if the classroom teachers have help and support from a music specialist to give them some important guidance. Also Hoffer (1961, p. 45) states that some experiences have shown that classroom teachers even with the workshops, they cannot teach single-handedly a completely satisfactory music lesson. In my view Hoffer is right and not the people, because it is logical that it is impossible for the classroom teachers to know everything about the music curriculum, because many years of experience are required and also further knowledge in music education especially practical in a universit y or a college. Nevertheless there are some classroom teachers that wish not to teach music which is natural and they do it just because it is in their obligation to be able to teach all the subjects. In this case it seems that these teachers cannot teach music with success, because every teacher must like and find interesting the subject that he teaches in order to make the students also to be interested and concentrated on it. In contrast with music specialists who like to teach music and this is implicit and also this is the proof that they study it so many years and they teach it with so affection. This is also supported by Hoffer (1961, p. 45) who notes that some classroom teachers have extra music training and are proficient in teaching the subject but some others have no ability or interest in teaching music. This means that some classroom teachers may have the music knowledge that a music specialist has and some others may have anything, because they do not like to accomplish with this subje ct. Moreover Rainbow (1971, p. 1) states that the teacher who teaches music must be able to infect his students with his enthusiasm. So the teacher must like music in order to be able to teach it to the students effectively and also to take out his feelings about music and make the students to feel the same. Both Hoffer and Rainbow mention the same statement and it seems to agree with my own view; that if the students see their classroom teachers during the music lesson to express a bad feeling about music or that they do not want to teach it, then the students will ignore the lesson and will not be interested. But with music specialists this will not happen, because they all like music and teach it with very enthusiasm. Classroom teachers it seems that due to the non-training about music education who have, feel that they cannot teach music and they have lack of confidence. They do not know if they teach on the right way or not and if the students are able to understand what he teaches them. This is also supported by Jeanneret (1997, p. 37) who notes that from a research that she did in some countries like Australia, Great Britain and North America, the classroom teachers are responsible to teach music in their classrooms and they have a negative attitude towards music and lack of confidence to teach it. In my view a good point for the classroom teachers to teach music is that they know better the students; their character, their preferences because they are all the day together and they can teach them better regarding their interests. This is also supported by Mills (2005) who notes that the students can learn more things by a classroom teacher who knows them will rather than a teacher who is expert in music, but he does not know how the students work and their personalities. So this is a disadvantage for the music specialists who see the students just once a week and they cannot come close enough to them in order to know what they like to listen or how each student like to work. According to Hoffer (1961, p. 45) if the classroom teachers do not contribute in the music lesson, then the music program will become detached from the rest of the school curriculum. From that angle, he is right, because all the subjects are taught from classroom teachers and if the teachers leave out music is like ignoring music as a subject or considering music as a subject of less importance. According to Hennessy (1998), classroom teachers think that they cannot teach music, because they have no background in music education and they cannot read music. Hennessy (1998, p. 14) also mentions that these teachers usually have the abilities to play by ear, improvise and accomplish better with pop, folk or jazz styles. Personally I find my self disagree with this, because the classroom teachers are not in the position to teach music so well, if they do not have just a bit background of music education or if they do not attend a music workshop before. It seems these to be important, because they have to receive the main elements of music and some good teaching methods in order to be able to deliver the music curriculum to the students and have a successfully music lesson. According to an Ofsted report (Making more of music: Improving the quality of music teaching in primary schools, 2009, p. 3) the classroom teachers are able to provide a good music teaching when they are suppor ted effectively. It seems that the author wants to states that if the classroom teacher has help and useful guides from the music specialist, then he will be able to teach music well. This is a difference between a classroom teacher and a music specialist. The music specialist can teach music curriculum alone with his own mind, experiences and knowledge, but the classroom teacher needs a support to be able to starts and complete his teaching. Mills (2005, p. 28) notes that good teaching leads to students learning. By this, she wants to tell us that there is no importance if the teacher that teaches music has a music degree; if is the music specialist or the classroom teacher. The most important is that anybody from these teachers who teach music must do it very effective. According to Hennessy (1998) the classroom teachers are able to teach until year 4, because the music curriculum is easier to teach it at this stage, but in years 5-6 the music specialists are more able to teach it, because it is more complicated and more musical experience is required. The classroom teachers are able to teach during the beginning years, because except from a music guide to help them, they can also experiment easier and simple with the teaching and also using their fantasy. In later years this is difficult, because the standards go up and the music curriculum has more challenges towards the teacher. So a music specialist is more necessar y to teach it, because he can infect to the students his music knowledge through his experiences and his abilities to the music activities. To conclude, my own view is that music specialists can teach music more effectively than the classroom teachers at primary schools due to their experiences, their skills, their knowledge, their music training courses and the confidence they feel when they make in practice all of these. They know how to organise the music lesson better and how to teach each part of the lesson such as the performance, the listening and the composing in order to have a formative lesson and the students to be interested and familiar with music. Nevertheless I believe that the classroom teachers if they have a bit background about music and with the help of music guide, they will be able to teach music as well but until an extent. This is because they have the advantage that they know the students very well and they teach them based on the general progress of the students and they also help each student separately to improve his skills. Personally when I was a child in primary school my teacher was a music specialist and I gained a lot from her. That is why I believe that music specialists can teach music very effectively. She helped me to acquire the fundamental things which I had to know in music in that age and also to be interested in music. She taught me how to play some instruments, to sing, to learn some important elements of music such as the rhythm, notation, melody and different others. She did not know me and the other students very well, because she was seeing us just two days per week, but she was able to teach us music and also all the students were attend the lesson very carefully. Of course I am not sure if this happens with all the music specialists. As I mentioned above some authors state that this happen with the classroom teachers and that is an advantage for them to teach music better. So I think it is depends on the character of the teacher if he/she can teach music well and from his teaching m ethods except from his knowledge about music and not if he is a music specialist or not. The most important is the teacher; either the music specialist or the classroom teacher to transmit to the students his love and interest about music in order the students to be able to participate easier in the music lesson. All the weight and the organisation of the lesson is based on the teacher, because it depends on him if the lesson will be effective or not.

Essay on Aristophanes’ Lysistrata :: Lysistrata

The Lysistrata Aristophanes was a "craft" comedy poet in the fourth century B.C. during the time of the Peloponnesian War. Aristophanes' usual style was to be too satirical, and suggesting the outlandish. He shows little mercy when mocking Socrates and his "new-fangled ideas" which were most likely designed to destroy the cohesiveness of society and lead to anarchy, in his play The Clouds. The most absurd and humorous of Aristophanes' comedies are those in which the main characters, the heroes of the story, are women. Smart women. One of the most famous of Aristophanes' comedies depicting powerfully effectual women is the Lysistrata, named after the female lead character of the play. It portrays Athenian Lysistrata and the women of Athens teaming up with the women of Sparta to force their husbands to end the Peloponnesian War. To make the men agree to a peace treaty, the women seized the Acropolis, where Athens' financial reserves are kept, and prevented the men from squandering them further on the war. They then beat back an attack on their position by the old men who have remained in Athens while the younger men are out on campaign. When their husbands return from battle, the women refuse to have sex with them. This sex strike, which is portrayed in a series of exaggerated and blatant sexual innuendoes, finally convinces the men of Athens and Sparta to agree to a peace treaty. The Lysistrata shows women acting bravely and even aggressively against men who seem resolved on ruining the city-state by prolonging a pointless war and excessively expending reserves stored in the Acropolis. This in turn added to the destruction of their family life by staying away from home for long stretches while on military campaign. The men would come home when they could, sexually relieve themselves, and then leave again to continue a senseless war. The women challenge the masculine role model to preserve the traditional way of life of the community. When the women become challenged themselves, they take on the masculine characteristics and attitudes and defeat the men physically, mentally but most of all strategically. Proving that neither side benefits from it, just that one side loses more than the other side. It's easy to see why fourth century B.

C ++ Language :: essays research papers

C++ Programming Language C++ is a universal programming language, which considerably eases and comforts the work of a professional programmer. Roundly, C++ is an enhancement of C programming language: C++ offers flexible and effective tools of determination of new data types, which help programmer to split up his work into a number of easily controlled parts. Custom data types can be composed into some objects (called classes), specified by the programmer. Such objects are simple and reliable to be used in the situations, when data types are hard to be defined on the stage of compiling. Programming by using such objects is called Object Oriented Programming, and C++ is one of the most popular OOP languages. Origin of C++ takes source from programming languages of â€Å"C with Classes†, which have been developing during early 80th at the AT&T Bell Labs. â€Å"C with Classes† has been used for big projects of modeling and testing of opportunities in programming, which required minimum of process memory and time. But â€Å"C with Classes† was not satisfying with its lack of virtual functions and links, and that is why the specialists borrowed some features and tools (like classes) from another programming language, Simula. The name â€Å"C++† has been invented by Rick Mascitti in autumn 1983; it indicates an evolutional transformation from C to C++, because â€Å"++† symbolizes the function of increment in C. Since C++ must be classified as an extension of C programming language, it did not receive a name of a higher level group of languages, â€Å"D†. Early versions of C++ proved to be efficient for solving of growing complexity of the programming problems. Standard version of C++, released in 1998, includes the Core of the language and Standard Template Library, a modified version of C Library. C++ presented a lot of new functions and opportunities for a programmer. First of all, those are features of managing with the classes, like constructors, virtual functions, or implementation of encapsulation, abstraction, polymorphism, and inheritance. Besides, C++ offers some improvements in the very programming operations, like using declarations, namespaces, function overloading, default arguments, function-like casts, run-time type identification, inline functions, and many others. Design of C++ is modern and convenient, besides, C++ supports various programming styles (like OOP, data abstraction, etc.). The main advantage of C++ is its object orientation. Strategy of OOP helps to develop a great variety of software and to satisfy growing needs of modern programming.

Nike Position Paper

Nike Position Paper In our prevalent society today, there is an intricate debate between boycotting and supporting many different transnational corporations such as Nike, Inc. It has been inferred that Nike breaches multiple human rights acts and workplace violations. Dissidently, Nike’s total net income is 273. 4 billion dollars and their annual revenue adds up to approximately 19 billion dollars. This concludes that global citizens are more than voluntary to purchase their merchandise and endorse their business. Nike is involved in several environmental projects such as building athletic courts out of recycled shoes and their â€Å"air pockets† in numerous models of sport sneakers use nitrogen instead of SF6, which is a greenhouse gas. Nike also has â€Å"green† events associated with The Green Project of Long Island in New York State. Nike manufactures in over 30 countries and sells in over 160, with about 36,000 employees’ total. They also have rights to Hurley International and Nike invests in professional athletes to promote their goods. Nike has dynamic and monumental marketing skills that influence our generation conspicuously. In correlation, multinational business’ pay acceptable wages to workers because they have an innumerable amount of expenses unseen by most people. Corporations have significant distribution and tariff expenses bringing their products to market. Furthermore, transnationals’ pay acceptable wages given that profit margins are not as great as people may assume. Competition between producers is so fierce that profits for 214 companies in 1999 were limited to an average of 8. 3%. A wage premium is also applied where wages are 40% to 100% greater than the average rate in many developing countries. It has been fathomed that Nike violates labor laws. But, anti-globalization people often distort the truth on this topic, as in the case of the fake German documentary film against Ikea. It has also been acquiesced that corporations exploit their workers. It is valid that employees’ work long hours, but a New York Times article indicated that the workers do this willingly because this allows them to make more money than they might be able to earn otherwise. Mass business’ such as Nike, constitute investment and the increased export income improves a country’s equilibrium of payment, introduces otherwise unavailable goods and services that are essential for diversifying production, and stimulates local entrepreneurship by subcontracting to local industries and enhancing competition. â€Å"You don’t win silver, you lose gold,† is a famous Nike quote that has much controversy behind it, as do many business affairs pertaining to this iconic corporation. While workers in Indonesia are being paid around 21,000 dollars a year for a myriad amount of hours of hard labor in one day, one of Nike’s promotional athletes, NBA player Kobe Bryant, is being paid over 500,000 dollars a week to bounce a ball around. Workers are told to sign a contract which removes all their rights, they are typically fired by the age of 35, and Safety & Health Administration has found more than 1000 plus violations. Irrevocably, there are two definitive positions of transnational corporations. They have an agglomeration of flaws, but none that can be condemned irremediable. You hear a different opinion from each worker, each newspaper and each monopoly spokesperson. To ostracize such a beneficial asset to our economy would be asinine. People are kept off the streets, with paying jobs, and are making a contribution to society one shoe at a time.