Single Person Decision Theory and Efficient Market Theory Essay

Single Person Decision Theory and Efficient Market Theory - Essay Example The theory trusts the decision making capability of an individual and holds the belief that the decision maker is equipped with extreme computational expertise. According to the single person decision theory, investors should be completely made aware of the potential threats of investment along with the benefits that are frequently advertised. Not just this, the investor should also be made aware of the possible strategies that can be implemented to combat the threat. This requires the experts to be experienced enough to identify the potential threats that can be encountered as a result of the investment, and propose the solutions accordingly. Some of the key features of the single person decision theory are as follows: 1. It is essentially a model that formally explains the best way important decisions can be made and information can be considered. 2. It takes investing parties as risk averse. 3. It considers new information important enough to bring change in the decisions. 4. When new information is found, it may alter the original beliefs of the individuals responsible for decision making. 5. It explains the way an individual can make rational decisions while being in the state of uncertainty (Scott 60). 6. The decision maker selects the most appropriate choice from a whole range of alternatives.

The weaknesses of the Ontological argument give support to Atheism. Discuss this statement Essay Example for Free

The weaknesses of the Ontological argument give support to Atheism. Discuss this statement Essay Anselm’s ontological argument described in part (a), was refuted in his own lifetime, by Gaunilo, who demonstrated in a reduction ad absurdum of his own, that if the logic of the argument were applied to things other than God, it led to invalid conclusions. Gaunilo didn’t identify any specific fault with the argument, but argued that something must be wrong with it, because if there wasn’t anything wrong, then we can use its logic to prove anything, which we may have no reason to believe to be true. For instance, Gaunilo argued that it’s possible to construct an argument in the exact same form as the ontological argument, that claims to prove the existence of the perfect island: this island must exist for if it did not then it would be possible to conceive of an island greater than that island than which no greater can be conceived, which is absurd. Therefore, if the ontological argument works, then the argument for the existence of the perfect island must work too. They are both logically similar, so they stand, or fall together. However, the argument for the island is clearly spurious, as we have no reason for this ‘perfect island’ to exist. Unless a theist can point to some relevant difference between his argument for the existence of God, and Gaunilo’s argument for the existence of the perfect island, the theist will have to abandon the ontological argument for the existence of God, as well as Gaunilo’s, because if one fails, then they both do, as they are so similar. This weakness of the ontological argument adds fuel to the fire for atheists through Gaunilo putting forward his argument for the existence of the perfect island as an objection to the ontological argument. He knew that they would both fall, which shows that neither argument works which further supports atheists. Another weakness of the ontological argument which gives support to atheists is Immanuel Kant’s objection to it: Existence is not a Predicate. Fundamental to both Anselm’s and Descartes’ form of the ontological argument is that existence is a predicate, an attribute or a quality that can be possessed or lacked. These qualities for example, may or may not belong to a thing or being and their presence or absence is part of our understanding and apprehension of it. Kant observed however, that existence isn’t associated with the definition of something, since it didn’t add to our understanding of that thing. This supports atheism as existence is merely something that we can have or not have, and it is absurd to say what something is like without it existing. It also supports atheism as an atheist would say that we can’t ascribe existence a priori to a definition of a perfect being. Bertrand Russell furthered Kant’s observations, proposing that ‘existence’ was not a predicate, but a term used to solely indicate the instance of something in the ‘spatio temporal’ world. To say something exists only tells us that that thing occupies a space on the earth. For example saying ‘Cows are brown, and exist’ tells us only one thing: they are brown. The ‘and exist’ shows that they are on the earth, however it’s a tautology since to say they are brown, effectively suggests that they exist and aren’t imaginary. Thomas Aquinas had already questioned this aspect of the ontological argument, claiming that Anselm was guilty of making ‘transitional error’ – moving from the definition of God to the existence of Him. He observed that Anselm also was guilty of making an assumption about the definition of God that was not necessarily shared by all believers. This supports atheism because not all believers believed in Anselm’s definition of God, which poses the question, if people have different views on the right or wrong definition of God, what’s to say that they could ALL be wrong, and atheism is the truth in it all? Furthermore, Aquinas said that understanding the term ‘God’ means that God exists in the understanding, not in reality. God’s existence in reality must be demonstrated a posteriori, with evidence or experience. Atheism is supported in this way, as atheists could argue that anyone can believe what they like in their minds, but something has to be evident in material form in reality to be actually real. Overall, the weaknesses generally give support to atheism as they show alternatives and flaws in the ontological argument. The ways in which atheists interpret the critic’s objections leads to further belief that God does not exist. Atheists are supported primarily by the fact that the ontological argument is a priori, so does not rely on empirical evidence, therefore if there was empirical evidence for God’s existence, they might be swayed slightly in their beliefs.

A day at the cubbies game :: essays research papers

Growing up in the suburbs of Chicago and being a sports fan resulted in one and only true outcome; I am the Chicago Cubs’ biggest fan. True, I am not the only person in the greater Chicagoland area who will claim the title, but I stick to my guns and refuse to relinquish the self-appointed title. Every time I go home, I join the thousands of other self appointed â€Å"biggest fans† in the usual afternoon at Wrigley Field. There is nothing quite like a day at a Cubs game. For me, it’s a fun filled day of drinking watered down beer and eating cheap hot dogs and nachos with the guys. Yes, it may sound rather crude to many but to us, its bliss.   Ã‚  Ã‚  Ã‚  Ã‚  The day usually starts early in the morning, an eight o’clock train into Chicago, with the throbbing pain of a hangover after being out too late the night before catching the game at the local sports bar. After the mochas and lattes have crested over the appropriate sets of lips the whole group perks up with anticipation over the days events. Players’ statistics are discussed, along with the usual hopeful, â€Å"Maybe Derek Lee will hit a grand slam today!† and, as always, Nate and Mike get into it at least once over whether Kerry Wood or Richard Prior is a better starting pitcher. Friendly jabs are exchanged in all directions, and by the time everyone agrees to disagree the train is pulling into Union Station and we’re one step closer to the game.   Ã‚  Ã‚  Ã‚  Ã‚  After catching a taxi, the short ride to the ballpark takes far longer then it should due to the hundreds of cars that are assaulting the Wrigley Field parking lots and attacking the local traffic cops. As the taxi creeps impatiently up the street, edging closer and closer to the unmoving vehicle in front of it, Wrigley Field slowly climbs out of the Chicago skyline. A beautiful thing occurs every time this happens†¦silence! Mike, Nate, Nick, Andrew, and James have all stopped their usual â€Å"guy talk† to take in the glory of our team’s home field. The striking red brick of the building, with bold green ivy lazily climbing it’s walls, and the â€Å"WRIGLEY FIELD, Home of the CHICAGO CUBS† sign screaming out from the front, all receive the deserved moment of silence and respect they demand from all who walk within their walls.

African American History Essay

Introduction The America that was there after the conclusion of the civil war is nothing like the America we recognize presently. Significant events have occurred since 1865 that have shaped our understanding of what America is today. Major industrialization and urbanization, equal rights for all citizens and the two major world wars that have shaped our understanding of what America is today. While, there are numerous events that have shaped America, there are few events that have served as markers of change for the entire society, particularly for the African Americans. From 1619 to 1865, a significant number of African American immigrated to the United States as slaves. Ever since the arrival of the first African Americans in Point Comfort, currently known as Fort Monroe in Hampton, the African American community has made significant strides in the community. However, the major event that occasioned this strikes transpired in 1865: the abolishment of slavery. This marked as a single major event that catapulted the African American society to where it is today. This article will examine the history of African American from 1865 to today. In 1865, the civil war between the north and south, or civil war as it is known came to an end. This was a time of great upheaval in the American society. The entire American society was attempting to integrate, and become part of the union. The south had agreed to integrate and become part f the union (Feagin, 2014). The South had consented to join the union. In the same year, President Lincoln was assassinated. The conclusion of the Civil War occasioned the beginning of the period of reconstruction. This period was characterized by upheaval, and the AFRICAN AMERICAN HISTORY SINCE 1865 3 country attempted to reintegrate itself, and also integrate the southern. This was a period of new beginning for the entire nation (Gates, 2012). The Constitution 13th amendment was ratified, abolishing slavery in the United States of America. This phase is edged in history as one of the most imperative event in the African Americans history (Feagin, 2014). During the era of reconstruction, which lasted from 1865 to 1876, significant events occurred that shaped the lives of African Americans. The African Americans begun the process of reintegration, and they found themselves with a system that they were not used to. This period was not just a period of reintegration for the white people, but rather for the entire nation (Feagin, 2014). During this time, it was particularly challenging to the African Americans because they were attempting to integrate to a society that was heavily biased against them. During the reconstruction period, there was little political and social agreement, especially over the issues of who should be permitted to vote (Gates, 2012). There were disagreements as to whether confederates, ex-slaves or those slaves that fought during the war should be allowed to vote. The death of President Lincoln and the establishment of new administration under President Andrew Johnson made the process of reintegration more complex for African Americans (Feagin, 2014). In 1866, legislation known as the ‘Black Codes’ was overwhelmingly passed by every white legislator of the former confederate States. The black codes greatly hampered the ability of African Americans to be reintegrated into the society (Gates, 2012). During that same year, the Congress passed the Civil rights act, which conferred citizenship rights to all African Americans, and giving those equal rights and liberties as to those of the white-American people (Feagin, 2014). The 14th amendment was ratified, in 1868, which defined citizenship for the African Americans, and also which overturned the Dred Scot decision (Gates, 2012). The 14th amendment strengthened the civil and legal rights of the African Americans, elucidating among other things, AFRICAN AMERICAN HISTORY SINCE 1865 4 that no state in the union shall deprive any African Americans their due process in law and the equal protections provided in the law (Feagin, 2014). The 14th amendment ensured, to some extent that the African Americans civil rights were protected. The 14th Amendment reversed the United States Supreme Court ruling in Dred Scott v. Sanford, which ruled that African Americans were not truly United States citizens (Feagin, 2014). The 14th amendment had several profound impacts on the lives of African Americans. First off, the amendment integrated African Americans into the society, by overruling the previous ruling that African Americans were not truly American citizens (Gates, 2012). Secondly, the 14th amendment prohibited the national and state governments from depriving any person, including African Americans, liberty, life and property without due regard and process as established in law. By guarding the civil liberties and rights of African Americans, the law inflicted a penalty, which entailed the loss of electoral votes and the loss of congressional seats, on states that dispossessed African Americans of their voting rights. Thirdly, the 14th amendment guaranteed all Americans, regardless of their racial affiliations protection under the law (Feagin, 2014). This clause serves an essential foundation for the decision to repeal the ruling in Brown v. Board of Education that overturned segregation. The 15th amendment was ratified in 1870, which gave African Americans voting rights. As the third and final amendment to be ratified in the reconstruction period, the 15th amendment forbids the national and state governments from refusing a citizen the voting rights based on that citizen’s color, race or servitude (Feagin, 2014). The adoption of the 15th amendments was greeted with extensive celebrations in African American communities and other abolitionist societies. The sense among African Americans is that their rights had been offered protected and secured. The adoption of the 15th Amendment completed a series of civil change, and it was one of the most significant events African American historical events. The 15th amendment meant AFRICAN AMERICAN HISTORY SINCE 1865 5 that the African American communities did not require the protection they were being offered by the government (Feagin, 2014). Towards the end of the reconstruction era, the south recognized that it would no longer be conceivable to hold on the perspective of recreating itself out of the North. In spite of this, there was still lingering tensions between the North and South (Feagin, 2014). Although equal rights were granted to African Americans, they did not fully enjoy them. While African Americans enjoyed expanded freedoms, it would not be till nearly a hundred years later, during the Civil rights movement that the entire fruits of reconstruction would be seen. The period of reconstruction ended in 1877, during which, a deal was struck with Democratic leaders from the south, to make Rutherford B. Hayes the U. S president, in exchange for the withdrawal of federal troops from the south, and which stops the efforts to protect the Civil liberties of African Americans. In the period after the reconstruction era, rapid industrialization followed. During this period, African Americans on the south started escaping to the North to run away from oppression (Gates, 2012). In 1879, thousands of African Americans moved to the north. In the industrialization period, rapid industrialization and development ensued in big cities in the United States. Construction of railroads spread across the country. Railroads encouraged the growth and expansion of cities (Gates, 2012). Many Africa Americans migrated to the cities to work in the processing and production companies. In 1881, Tennessee ratified the first of the ‘Jim Crow’ segregation rules, which segregated stated railroads. Over the next 15 years, similar laws were passed throughout the southern States. The segregation laws caused African Americans to migrate to the northern States (Gates, 2012). The Jim Crow segregation laws conferred a separate but equal status to all African Americans. In practice, the separation led to circumstances for African Americans that were second-rate to those offered to white Americans. AFRICAN AMERICAN HISTORY SINCE 1865 6 systematizing several of economic, educational and socials disadvantages. The southern states had De jure while de facto applied in the northern states (Feagin, 2014). The Jim Crow segregation laws inflicted segregation in housing, which was imposed by covenants, job discrimination, and loan lending discrimination in banks, and also African Americans were also discriminated in labor unions (Gates, 2012). During the industrialization era, companies came up across various cities. African Americans were increasingly becoming urbanized, and left their farms and homesteads, and moved to big cities to get jobs. In 1887, the ‘standing Lincoln’ statue was unveiled at Augustus Saint gardens in Chicago (Feagin, 2014). The Plessey v. Ferguson case was a milestone ruling in the United States. The Supreme Court of the United States ruled that ‘Jim Crow’s separate but equal segregation policies to be legal, and begin being implemented. These laws barred African Americans from equal access in all public facilities. The 1900s marked the rise of civil rights movement across the United States. In 1954, the court in Brown v. Board of education case, ruled that segregation in education facilities to be unconstitutional and this measure strike down segregation in education facilities (Feagin, 2014). In 1955, Rosa Parks was arrested in Montgomery Alabama, for refusing to give up her seat to a white man. Her defiance offered the start of a momentum to the civil rights movement that spread across the United States. She was not the first black person to refuse to wake up for a white person, but by the time of her action, there was growing resentment and anger in the African American society for being treated as second-class citizens. Word went around about Montgomery mistreatment and arrest (Feagin, 2014). The Women’s Political Council resolved to protest Rosa Park’s ill-treatment by arranging a bus boycott to start on the day of Parks’ trial, December 5th. Martin Luther King Jr. and the African American community established an association, the MIA (Montgomery Improvement Association) to carry on boycotting until the AFRICAN AMERICAN HISTORY SINCE 1865 7 Jim Crow segregation laws were altered (Feagin, 2014). The key objective was to stop segregation in the public transport system and other sections of the society, and also to employ African-American drivers in Montgomery. The public unrest ensured for 382 days, costing the Montgomery bus company he sums of money, however the city declined to give in (Feagin, 2014). The Montgomery protest leaders filed a national lawsuit in opposition to the city’s segregation rules, claiming that Montgomery desecrated the 14th Amendment. In 1956, a national court stated that the Montgomery segregation rules were unlawful, but lawyers for Montgomery County appealed. On November 3rd, 1956 the Supreme Court ruled that the segregation laws in Montgomery were illegal. During the protest, the Montgomery authorities made many arrests (Feagin, 2014). At one time, the police detained a group of African Americans waiting for carpool pick-ups. A court jury acknowledged the boycott unlawful, and 115 protest leaders were detained. In 1957, Martin Luther King, Jr. established the Southern Christian Leadership conference, which served as the forefront engine of the civil rights movement. The conference served as the main council for organizing civil rights protests across United States. The civil right movements were against discrimination of any kind and the fair treatment of all people, regardless of their color across United States. The civil right movement characterized main campaigns and protests of civil resistance (Feagin, 2014). The civil rights movements lasted between 1955 and 1968. The civil rights movements were characterized by civil disobedience and non-violent protests. In 1964, the civil rights act was ratified, and it prohibited all acts of discrimination. In 1965, The Voting Rights Act was ratified, and it outlaws the carried out in the South to disenfranchise black voters. In 1967, the first African American senator, Edward W. Brooke, was elected, and he served for two terms (Feagin, 2014). Martin Luther. King, Jr. was assassinated in Tennessee, which was one of the sad moments in African American AFRICAN AMERICAN HISTORY SINCE 1865 8 history. The election of Barack Obama served as a significant milestone for United States, particularly the African American community. President Barack Obama was elected the first African-American president, in 2008. President’s Barack Obama’s election served as one of the most significant milestone for the African Americans community (Feagin, 2014). A racial divide that was there between the African Americans and white Americans was erased, and it was erased for all eternity. President Barack Obama was elected for a second term in office, which signaled the apparent rise of the African American community to the top (Feagin, 2014). In his second term in office, President Barack Obama has shown that there are things that seem more possible for the African Americans, than they were in his first term. He has made African Americans realize that they can achieve anything if they want to, and made their expectations realistic. Conclusion From the shackles of slavery in the 1800s, the African American community has risen to take full advantage of their civil liberties and freedoms. For over 300 years, African Americans fought for their civil rights and freedom. The African Americans struggles have been a major issue in each juncture of United States history. In 1776, when slave-holders were revolting in opposition to the menace of British abolitionism, the African Americans formed part of the American Revolution. During the civil war, the African Americans were also part of the struggles. African Americans have endured as much as any other community and have fought for the rights and liberties of all people in the community. From the attainment of freedom, and the struggle to get equal rights and civil liberties, the election of Barack Obama as the first African- American President, the African American community can gladly say that the racial divide between the Blacks and white Americans has been completely erased. AFRICAN AMERICAN HISTORY SINCE 1865 9 References Feagin, J. R. (2014). Racist America: Roots, current realities, and future reparations. London: Routledge. Gates, H. L. (2012). The Oxford Handbook of African American Citizenship, 1865-present. London, UK: Oxford University Press.

Prospects of Democracy

Unfortunately, these moronic, ungrateful, stone-age Jerk-offs either refuse that generous gift out of arrogance or are too stupid to put it together correctly (It's not like It's an Kea dresser, folks). Is the developing world hopeless, or are the efforts of developed countries? Has democracy simply run its course among those who are capable of handling It? What developed countries could democracy work or not work In? Regardless of the answer to those questions, which I will address, the people of any given nation have to want democracy. The U.S has been a leader in trying to sit on the chest of developing countries trying to spoon-feed this lattice medication to them, but even when it goes in their mouth, the spit it back out the moment they stand back up. For the sake of humor though, I'll juxtapose the U. S as a successful democracy against that of other countries in its history for the first part of my essay. The second of potential and current democracies in the modern world, an d last, whether and how much democracy I believe there will be in the next 20 to 25 years and solutions to achieve it.Get ready to hop on the Magic School Bus not to the Prehistoric era or inside a human body, but†¦ To the land of democracy? Sorry, Ms. Frizzle got sent to rehab by some marc who found LSI under the driver's seat. Suffice to say this ride won't be as fun as past â€Å"adventures†, but I'm going to give It a damned good try. Now let's take a trip back to 1783 in the great land we've just come to know as the united States of America. For the first time, it appears as though democracy truly has a shot.The British actually surrendered to the American revolutionaries and those who remained in opposition exiled themselves! Talk about a clean break! As most now in modern times, this is not the usual case in revolutions. Even the supposedly peace-loving and wimpy French were chopping off heads in the name of democracy. There's always the Greeks right? Sadly, the e steemed Athenian democracy met its ends through the violence and civil war it had allowed to fester throughout it's reign.However, America Is deferent – not simply due to apple pale and barbecue – but like most great achievements, due to impeccable timing. Had what's now known as the united States been colonized centuries prior when Europe was still trudging through the Feudal Ages, democracy would almost certainly falter, especially In an emerging nation. And regardless of the ascribed poverty of our country's childhood, most of the influence, and at worst, they were of a middle-merchant class.In addition, they were also working with an Eden of resources and real estate. As the Proof. Said and I paraphrase, â€Å"they would have to be pretty stupid to mess this up. † Furthermore, this was post-renaissance and ideas like democracy and morally-rich thought had been being nurtured for a good portion of time. And one of the more important aspect was that while the colonists were poor, they had an entire ocean to separate their ‘oppressors'!. Back to the point of comparing the U. S with other countries past and present, the U.S has not yet proven either its ability to wield democracy successfully nor whether democracy is even a successful form of government. â€Å"Hell to the no, wiener-brain†, I can already hear you shouting, but I implore your to consider this quote from Alexander Tyler, a Scottish history professor at the University of Edinburgh, â€Å"A democracy is always temporary in nature; it simply cannot exist as a permanent form of government. A democracy will continue to exist up until the time that voters discover they can vote themselves generous gifts from the public treasury.From that moment on, the majority always votes for the candidates who promise the most benefits from the public treasury, with the result that every democracy will finally collapse due to loose fiscal policy, which is always followed by a dict atorship. † This was said in 1787 and while is hasn't come to fruition in the United States, it has certainly done so in many other upstart democracies. Hearkening upon my early statement about the U. S. ‘s success, I pose two questions to gauge the democracy's success. What is the best kind of democracy? The U.S has a representative democracy hat is actually more akin to a republic (the latter being an especially deft blow to its potential claim of success). How can a government's ability to conquer an entire form of policy be Judged on one particular? How much time must pass before a democracy is to be deemed a success or not? The U. S is going on 250 years, not much greater than Greece (in more strict democratic terms), well beneath the Roman Republic which peaked around 500 years, and vastly short of the longest-living globally successful civilizations in history.For the sake of argument however, let us assume that the U. S is indeed all that ND a bag of Chests (why would you choose plain chips when there are so many better options? ) and that it will survive until Jesus flies down and raptures all of its citizens up to heaven for being so loyal (except the gays and Democrats). Despite all of its political prowess and embodiment of benevolence, America cannot be a role model to most countries because its situation differs far too much from other countries.Two countries may have the same recipe for chocolate chip cookies, but if the U. S has butter and Ghana only has butter-substitute spread, guess what – you're not goanna end up with chocolate chip cookies. To start, as I said in the previous paragraph, America had what few countries have had or will ever have: a blank canvass and the brushes to paint onto it. When the pilgrims escaped the despotic rule of the English, despite their difference, they shared far more in common.As the American Revolution was waged and goals were made in the aftermath, common interest on the macro level was still abundant. In contrast, â€Å"The countries of the bottom billion are, for the most part, the opposite of America. Rapidly put together in nation†¦. The now-successful states were built through a painfully slow and circuitous recess of formation that turned them into nations with which their citizens identified. This enabled them to undertake the collective action that is vital for the provision of public goods.Most modern states were once ethnically diverse. The boundaries of a modern state generally emerged not out of deepening bonds forged out of a primordial ethnic solidarity but as the solution to the central security issue of what size of territory was best suited to the creation of a monopoly over the means of violence† (Collier, 2009). This lends a crucial similarity to the U. S and developing countries: violence. Not even a century into its lifespan, the United States was already destroying itself – not quite the idyllic picture modern citizens paint for it.Even the political process that had brought the U. S to that point relied on conflict: â€Å"The evolution of the modern state was, on this analysis, violence driven. Step by step, the predatory ruler of the mint-state had evolved into the desperate-to-please, service-promising, modern vote- seeking politician. † (Collier, 2009). Throughout the 19th century the U. S political system potentially gave a voice and ammunition to any self-centered megalomaniac ho may have planned to use the system to satisfy his and his friends' appetite for profit.The electoral process of the early U. S was rife with corruption with politicians bribing for vote and boxing out undesirables from the polling booths (e. G. Blacks, anyone who disagrees). This is hardly the system most would want to see implemented in developing countries even if the eventual outcome is a successful system like the U. S enjoys now. Kenya is currently considered by many to be the most successful democracy about developing nations. Sadly, this is like saying it is the prettiest turn in the toilet.Lash out if you will, but I say this to emphatically point out that Kenya is a part of a larger failing system and its successes are simply not great enough to warrant any sort of complacency. And when the U. S is considered hypothetically as a marker one needs to consider its current ten percent unemployment level and major election corruption as recent as 2000 in the Bush/Gore presidential race (or perhaps 2008 if one feels the need to consider the black panther incident to be on the same scale), it is quickly realized that the bar needs to be raised for all, not simply developing worlds.In order for democracy to truly take root in developing nations first-world intervention cannot be reduced to the parental platitude of â€Å"do as I say, not as I do†. Nations such as Kenya or Zambia are not stupid or naive children and don't want to be ordered to follow democratic dictations when their a dministrators renege on their promises and police themselves as they see fit (lending yet more credence to the 01†² Spider-man adage, â€Å"with great power comes great responsibility'). However, a nation such as Kenya is in role of leadership itself amidst the other African developing democracies and is thus expected to up its ante as well.Unfortunately the lack of democracy almost always brings with it the lack of accountability in the public and media arena too. Kenya was no exception given that â€Å"The structure of the Kenya media system appears to result in many media outlets turning in to direct political instruments in election campaigns, during which politicians use ethnicity to win votes. † (Hollander, 2010). How can the public make sound political choices when one, information from the television or literature?The situation doesn't look to be improving for developing countries elsewhere on the globe either. Further north – but not too distant in Afric a – another prime democratic hopeful Morocco shares its breather's woes. â€Å"Morocco has the longest record of multi-party elections – 1963 on. Yet whenever the king risked losing, the king dissolved the assembly and changed the rules. † and â€Å"Most of these countries have held elections at least occasionally, but all too often these have been fake elections orchestrated by the government in favor of one party. † (Étagà ¨re, 2003).This paints a rather bleak picture for democracy in developing countries given that Kenya is supposed to be a hallmark of hope: if they cannot achieve it, who can? It appears that a trend, rather a disease, has a Dearth Evader death-grip on the societies' political ambitions. Democracy is often spoken of the most ideal and viable alternative to warfare as the combatants can fight within the arena of politics rather than the battlefield, however most hopeful leaders have taken that maxim to the extreme. Rather than shou lder the burden of leadership for the greater good of Justice and their people's welfare, â€Å"†¦ N actual practice , in many developing countries in Asia, Africa and Latin America, the process of democracy is marked by bitter animosity and quarrel between the efferent political parties , giving an impression as if these countries are in constant turmoil all the time with one group trying to defeat another group to seize power. † (Sir Lankan Guardian, 2010). In turn, these elections become mere contests where politicians become intoxicated in the thrill of the fight and seek only to serve their or their family's needs in a twisted marriage of their own ego. Each political group in its anxiety to defeat the other often even go to the extent of maintaining thugs and rowdies in their groups to indulge in violence, settle scores with the opponents, indulge in malpractices in election including bribing the voters etc. Due to this approach, the law and order machinery virtual ly collapses. † (Sir Lankan Guardian, 2010) While this is true for many politicians in any country, it's especially devastating to a country like Sir Lankan, who don't even have a sound enough political system or successful economical infrastructure to absorb the shock of those mistakes.This kind of arrogance leads to a destitution where the populace is virtually selling itself into slavery to the government. The governments of developing countries or hat Paul Collier calls pejoratively â€Å"the bottom billion† are blind to the tremendous cost of their foolish attempt to shield themselves from cooperation with their neighbors. â€Å"The paradox is that despite having the most to gain from pooling their sovereignty, the societies of the bottom billion have pooled it the least. † (Collier, 2009).Many of these countries operate under a facade of democracy and subject their citizens to authoritarian rule such as despotism that â€Å"†¦ May take the form of a à ¢â‚¬Å"beggars' democracy,† where people talk at will, in groups even, but can never expect to change anything. † (Kaplan, 1996). In Latin America, one author tells how the authoritarian regimes had become so severe they should actually be viewed as a benchmark for necessary studies on democracy that scholars often ignore: â€Å"These lessons†¦ Were learned through the bitter experiences of democratic breakdown and repressive, bureaucratic-authoritarian rule (p. 2), a claim that echoes throughout the ramifications of the violence that birthed almost every major nation in the world that I spoke of earlier, and the cause of the violence itself: ethnic identity. The idea that ethnicity is both the cause of nationalistic violence and the obstacle tanning in the way of a successful democracy is something certainly doesn't sit well with most and may end up actually inciting violence! As I stated before, America had the advantage of being forced to deal with diversity wher eas most nations have a firmly rooted cultural society, complete with enemies and collective taboos.America's economy was also firmly tied to its cultural identity which is important because â€Å"When the pace of expansion gets sufficiently far ahead of the process of building a common identity, the resulting superstars face overwhelming problems in trying to establish a common identity. Instead of becoming nations, by default they become empires. † (Collier, 2009). A common identity was forged through the â€Å"state† part of the United States where the states could pursue their own interest to some degree, but were ultimately held up the to law and standard of a central government.Even China – commonly viewed as purely an authoritarian government – has only been successful politically and economically when they unified under the emperor Kin Shih Hunting and more recently under the communist party. This illustrates a very basic and click principle of â €Å"two are stronger than one†, but is one many developing entries refuse to accept due largely to self-serving interests. This conundrum is likely most prevalent in the Middle-East and Africa where basically the same cultural wars have been waged since ancient times.Given the relatively most economically severe nature of the latter coupled with the proportionally greatest amount of aid sent there, the stakes are the highest. â€Å"The evidence from recent surveys of attitudes across nine African countries by Aftermarket is not encouraging. It is found that if people are educated they are more likely to identify themselves through their ethnicity. â€Å"So development, with the attendant education, Jobs, and electoral competition, is increasing the salience of ethnic diversity rather than erasing it. † (Collier, 2009).So despite overall improvement of these developing countries, democracy still faces a disturbingly poor outlook. Despite any inclination so far to the c ontrary, capitalism is still necessary for a country to facilitate democracy regardless of any ethnic ties that will remain. It will lift the economic tide of the given country, and more importantly give collective identity through the society's pursuit of better financial welfare. As it stands, African evolving countries are far from self-sufficient let alone ripe for producing democracy. The resulting reduced need to tax has been reinforced by aid: in the typical country of the bottom billion the government gets around a third of its expenditure needs met by aid†¦ The current Uganda president Missives has deviated from his previous tyrannical leaders in that he realizes that in order to have a strong army one must must have a strong economy. † (Collier, 2009). Coupled with American's instant society, capitalism raised the income of the average citizen throughout the country's history and prevented any one entity from ruling the entry or forcing its hand political (with a few exceptions of course).When the economy is healthy enough to support a widespread computer access in developing countries,†The use of Sits (Information and Communication Technologies) can lead to accountability' in democratic elections. (Modern Democracy, 2010). However, neoclassical capitalism will not suit the country seeking democracy, especially given their ethnic circumstances; regulation is necessary to ensure that the market doesn't become corrupt or unstable as is the case with so many African countries (and notably the United States in the recent financial crisis).As for the argument that regulation stifles innovation, Stilling cited former Federal Reserve Chairman Paul Blocker, who said: ‘it's hard to find any evidence from anybody who's not in the industry that can show any clear link between the so-called financial innovations and increased productivity in our economy. ‘†(CNN, 2010). Here the relationship between ethnic identity and capitalis m becomes even more important: the population of a developing country must not think simply for themselves, but for what they believe is the betterment of their country as a whole given that â€Å"†¦ Racket is not one individual; Robinson Crusoe does not make for much of an economy. † (Smith, 2010). So given capitalism and ethnic identity, we now have two strong ingredients for the recipe of democracy, but how do we make developing countries go by the recipe? Any tactful parent knows the best kind of method to get your kid to do what you want is through incentives or misleading rather than direct positive punishment. In this line of thinking I propose two solutions – one that I've up with myself and one I am borrowing from one of my sources.The first is a leader of a leader or group of adders coming together using the old adage of â€Å"an enemy of my enemy is my friend† in that larger groups paint each other as the devil and consolidate their political sov ereignty in Africa into two to three larger states. The leader(s) hopefully will understand this strategy is merely for political purposes and in turn practice enough restraint to prevent the whole from barring all contact with each other. The would eliminate much of the ethnic conflict by saying â€Å"look how much we have in common given that these people don't truly understand our collective struggles. This is no bout at least a mite idealistic as managing ethnic conflicts that have lasted for centuries through a one of the biggest escapades of charm the world has ever known would be a task not suited for the current political leaders of developing countries. The second strategy is one the author Paul Collier suggests is positive reinforcement in the form of international military intervention – not the kind that's most thought of though. In developing countries governments, especially newly formed ones, the first thing they fear is military upheaval or coups De teat so w hat is it that they'd want most – the prevention of them.Basically what he proposes is that the international community lay out a list of rules for democracy that a given country has to follow and in return they will protect them from any sort of military coup. To support his theory, Collier goes through a test â€Å"game tree† where all the possible scenarios that could occur in response to this proposal would all end up in at least one or some the countries agreeing to this proposal. The latter would take place because nobody wants to be the only ones on the chopping block by themselves.Furthermore, Collier suggests that â€Å"coups need to be harnessed, not eliminated† (Collier, 2009). The international community can then guide countries into democracies through protection and support of viable leaders who want to see the process through. Requires meticulous manipulation and time, while the latter basically is forcing democracy through non-democratic means. U nfortunately, response to this criticism comes down to saying, Mimi got a better idea? † Within a time frame of 20-25 years, I believe democracy is certainly achievable – through means such as the ones I suggest or variations of it otherwise.Following the end of the Cold War, the developed worlds made almost all the mistakes possible in the handling of evolving countries: they either intervened too much militarily or not enough (Rwanda). Another strategy, bridled with or instead of the former, would be centered around ramping up the amount of aid that developing countries are so heavily reliant on in exchange for a structured system on how it is spent. Further-along democracies such as Thailand or India could benefit from these programs as well.Plus, as these maturing democracies develop, they will be given more say and weight when dealing with international matters – a kind of recognition they likely feel is long overdue. Much of the Western world needs to stop treating these countries like they are simply children (or at least don't let them think that you are). The Democracy that Americans enjoy is an exception, not the standard. Many of the protections economic standards that Westerners employ need to be disbanded to support global financial growth and in turn, a more healthy domestic economy.Compassion and self-interest need not be enemies, however, helping developing countries make the feasible transition to democracy requires a genuine altruism that's not often seen in political endeavors. Being that I'm no economic or political expert, I almost feel that writing this paper is pointless outside of a grade because managing this subject successfully is something that requires an entire career, but in a message that needs to be transmitted to the entire developed world: we need to start somewhere.

Critique of SRA Open Court Reading Curriculum for 3rd grade in light of Second Language Learners

Critique of SRA Open Court Reading Curriculum for 3rd grade in light of Second Language Learners Teachers need to understand that students, who are usually in their classrooms, come from different cultural backgrounds. Therefore, the learning process should cater for the different needs of the different students.Advertising We will write a custom critical writing sample on Critique of SRA Open Court Reading Curriculum for 3rd grade in light of Second Language Learners specifically for you for only $16.05 $11/page Learn More The SRA Open Court Reading curriculum for students in their third grades entails vocabulary, spelling, phonemic awareness, explicit phonics, writer’s craft, fluency, listening, grammar, usage and mechanics, writing process strategies, speaking and viewing skills, award-winning literature, text comprehension and penmanship. Supplemental materials obtained online, encyclopedias and related sources are used when a theme calls for wider exploration. Science and social studies are also integrated throughout the curriculum. This cur riculum is adequately diversified but, there is need to bridge cultures by ensuring that each and every student is fully involved in the learning process. This paper aims at doing precisely that, describing how teachers can incorporate a multi-cultural approach into the SRA Open Court Reading curriculum to enhance the learning process. The presence of students who are not within the mainstream of American culture and who speak English as their second language calls for a multi-cultural approach in learning. Those within the mainstream American culture are the Caucasians or the White who values American cultural traditions and values, and speaks English as the first language. It is evident that the Open Court Reading Curriculum adopts the set-up of an American mainstream class. In addition, students are given the opportunity to practice what they have learned on an individual basis and this is only suitable for the American mainstream students. The importance of integrating a multi-c ultural approach in the Open Court Reading curriculum is to ensure that all students are exposed to the same educational opportunities. The OPC curriculum is associated with academic failure amongst certain ethnic minority groups hence the need to incorporate a multi-cultural approach.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is quite obvious that students from other cultures different from the American mainstream face certain kinds of learning handicaps where American mainstream values dominate. These learning handicaps prevail from the fact that students experience discordance between home and school values. Subsequently, the learning capacity of the students is affected leading to poor performance (Gibson, 1984). The school should be a versatile place that can transform anytime in as far as the interests of the students are being catered for. The notion of minority a nd majority groups with regard to cultural diversity in America is inevitable. Both educators and parents need to undergo some form of training with regard to diversity of cultures and associated values. Both the educators and parents need to understand each other’s cultural values and practices so as to avoid conflicts that may jeopardize the achievement of the concerned students. Schools should ensure that they have training sessions to create awareness to their educators, who are mainly from the individualistic American mainstream. This helps the educators to adopt an integrated approach while teaching the students. Teachers therefore should embrace both the individualistic and collectivistic cultural approaches while teaching. The understanding of the dominating American culture by parents leads to the development of more explicit discussions with teachers on school practices and policies, and the rationales for them in a cultural context. The creation of awareness for bo th parents and teacher helps the students to acquire a dual cultural perspective, which enables them to accommodate school and home cultures. This enables the students to distinguish between the two cultures and develop a more open-minded approach to life in general (Trumbull et al. 2001). Trumbull and others talk about bridging cultures in schools by using an individualism/ collectivism framework. Some students come from collectivistic cultures, whose values are inclined towards inter-dependence and sharing and helping one another.Advertising We will write a custom critical writing sample on Critique of SRA Open Court Reading Curriculum for 3rd grade in light of Second Language Learners specifically for you for only $16.05 $11/page Learn More On the other hand, the American mainstream students are from individualistic cultures that values personal autonomy, self-expression, self-determination, independence and personal achievement. It should however be not ed that despite the fact that there are individualistic and collectivistic cultures, the converse of these cultures are also prevalent within these cultures. This is to say that, an individualistic culture also values collectivism and the collectivistic culture also values individualism. The difference is in the prioritization of values within the different cultures. Therefore, an integration of both cultures would augur well for both of them since none would be imposing on the other (Trumbull, Rothstein-Fisch Hernandez, 2003). Trumbull et al. (2001) indicates the importance for educators, referred to as school personnel, to understand the concepts and ideas behind individualism and collectivism since both of these cultural values act as a guide to somewhat different developmental scripts for children, and schooling. Conflict between the two cultural values is manifested everyday in U. S. classrooms. The understanding of these two cultural orientations with reference to their role in shaping goals and behavior is a stepping stone for both teachers and parents in interpreting each other’s expectations and thereby working together in a harmonious way (Trumbull et al. 2001). A collectivistic culture is characterized by interdependence, sharing and helping one another. In addition, the actions of an individual aim at ensuring the well-being and success of the entire family. This is the complete converse of individualistic cultures characterized by total independence of people as each person is considered to be a complete unit. The actions of an individual affect only this individual person because there are no shared responsibilities and interests. Cultural conflict between the teachers, students and their families is very dangerous because it may ruin the efforts of very intelligent students. In collectivistic cultures, third grade students rely on their parents when it comes to decision making hence, in a language unit where students are meant to make th eir own decisions, these students may fail to do so. It is because of such reliance on parents that teachers perceive such students to be academically poor, yet this may not necessarily be the case. Lack of understanding the nature of the collectivistic culture from where these students come from regards such students as being of lower IQ when compared with their colleagues.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, a proper understanding of the students’ carious cultures results in parental involvement since the parent, in such cultures, has full responsibility for his/her child. An understanding of such a practice by the teacher promotes parental involvement in a child’s learning process both at home and in school. There is need therefore for a positive relationship between the parent and the school personnel to prevail because this is the gateway towards the success and high achievement of the students (Clark, 2011). Learning vocabulary for example entails an array of activities and exercises. Students are meant to learn the antonyms of a particular word, compound words, contractions, figurative language, homographs, context clues, comparatives/superlatives, synonyms, prefixes, suffixes and much more related to vocabulary. The understanding of the values and practices of other cultures by the school personnel is followed by a wider perception of the non-Ameri can mainstream students’ abilities without conforming them to the US system. In this area of vocabulary, an educator can give detailed meanings and examples of words in the various languages as reflected by the different students in class. This creates a better understanding and usage of the word while speaking and writing (Grade Three, 2011). In addition, educators should include some classroom discussion sessions where students work together and share ideas and concepts. This makes the learning process livelier and enhances understanding of the students. Students coming from collectivistic cultures go to school as a way of honoring their families and not themselves therefore they work very hard to ensure that they do not let their families down. Teachers should not disappoint these students but instead should provide them with all the support they require to become great achievers by the end of the day (Leake Black, 2005). Transmission of knowledge is different in differen t cultures and therefore, a teacher needs to understand this very well. This is influenced by social status since people with high social statuses are perceived to hold very essential cultural and technological knowledge. Children are not supposed to ask their elders questions because such demeanor is described as disrespect. Following this illustration, a third grade student from a low social class-the minority group may have difficulties participating and asking questions in class as a result of the values and lessons learned from his/her culture. Teachers should have counseling sessions for both children and their parents so that parents understand the needs of their children and set aside those cultural values that may impede on the performance of their children. This is in contrast with the individualistic approach of the mainstream Americans since the students are at liberty to form and express their opinions, and seek knowledge at a pace that they have self-determined. This k ind of cultural approach does not distinguish people based on possession of information since anyone has the right to obtain any kind of information whenever they require it (Leake Black, 2005). A way through which teachers would understand the different cultures represented by the students in his/her class would be by home visits (Gibson, 1984). Home visits are seen as a way of enhancing parent-teacher relationships and strengthening personal contact. Mini-conferences are another way through which teachers can contact their students’ parents. These mini-conferences occur when parents come to pick their children from school thereby creating a chance for the teacher to interact with the parent (s) and not necessarily discuss about the child. This is usually an opportunity for the teacher to create rapport with the parent(s) to avoid any form of misunderstanding (Trumbull et al. 2001). The interaction sessions between parents and teachers are usually utilized by the teachers s o as to take the perspectives of the parents to help them understand the parents’ ideas on roles of teachers and parents on the child/ren. Recognizing another culture’s ideas helps to bridge the gap between different cultures because teachers cease to patronize, and they no longer regard parents from other cultures as ignorant. It has been earlier indicated that parents play a very important role in their children’s education life and especially in collectivistic cultures. Therefore, mistreatment of a parent is usually a disadvantage for the child because such conflict would not foster harmony and shared developmental views pertaining to a child’s performance/achievement (Clark, 2011). Understanding another culture’s ideas and concepts helps to modify the classroom. Teachers should create more time for classroom discussions and student-to-student interaction. Individual assessment is the only means through which students can be assessed. Group acti vity should be incorporated in the assessment process as well. In addition, teachers should modify their teaching style so as to accommodate students from different cultures other than the American mainstream culture. For example instead of imposing the U.S system on the culturally diversified students, a teacher should integrate elements from different cultures into the classroom (Clark, 2011). Small group and individual instructions are a main characteristic of the Open Court Reading curriculum. Independent reading, which is a main cultural value of the American mainstream, is used. This individualistic value is not in accordance with some of the cultural values of the students in a class and as a result, learning and achievement of students with varying cultural values are affected. This kind of teaching is not effective because the main influence is from the American mainstream as it does not take into account the values of the non-American mainstream students. A teacher counter acts the effect of the mainstream American system by appreciating the different cultures and binging up topics on how different people do things differently. This not only helps the teacher but also enables the mainstream American students to appreciate their counterparts (Trumbull, Rothstein-Fisch Hernandez, 2003). Third grade students within the OPC curriculum are given a huge responsibility of discovering topics they are familiar with and care about. Most of the learning is based on a student’s individual effort and this may be conflicting with the beliefs and practices of students from non-American mainstream. A multi-cultural approach embraces the practices and values of all students and tries to bring about a balance between the various cultures so that no one student feels left out. Students from minority ethnic groups should be of main focus because their school performance is perceived to lag furthest behind national norms. Minority ethnic groups are highly suppress ed in terms of political and economic power and as a result, the children suffer from inferiority complex, which is a great impediment to the achievement of a child (Leake Black, 2005). The curriculum should include counselors experienced in handling students with different cultural affiliations. This is because, when a child from an entirely different cultural orientation is introduced into the American mainstream culture, he/she experiences culture shock and lack of understanding the new student may lead to biased judgment about the child. This subsequently affects his/her learning process from that moment. In addition, counselor may help the inferior students to snap out of their condition. Inferiority complex prevents a child from reaching his/her potential because they do not have the drive, and the determination, to make it. It is quite obvious that when an individual is exposed to a peculiar environment, he/she tends to be reserved and it becomes very difficult to express th eir selves. This is usually the case with students who are not of American origin and therefore, English is their second language. According to the Open Court Reading curriculum, there is no room for slowed learning and especially for these students who are not within the mainstream of American culture. This type of curriculum does not consider the fact that students having English as their second language do not grasp and understand concepts and ideas in the same as their counterparts. However, with the awareness of the different cultures, teachers should make their lessons more flexible and accommodative to help these new beginners in the English language to catch up. The main distinction between American mainstream and culturally and linguistically diverse people is the marginalization, discrimination and segregation between these two groups. This perception is brought down to education and subsequently affects the Open Court Reading curriculum. The result is rejection of cultura l deficit hypotheses that are associated with students’ school failure. The story of Jose Figueroa-Britapaja, Spanish, is an example of the painstaking ordeal that parents have gone through under the US education system (Clark, 2011). This story can is a reflection of the challenges that both third grade and their parents go through in an effort to fit into the US education system. Open Court Reading curriculum should include parental involvement in the school to make the learning environment of students friendlier. Non-American mainstream students would feel more at ease if the school curriculum would ensure that the parents are involved as much as possible in their children’s learning process. The parents could be involved through volunteering in the school, and by helping their children do their homework. Parents’ involvement in their children’s education would help these children catch up in their studies because the Open Court Reading curriculum does not pay special attention to any one student in class. These students will tend to trust their parents more and are likely to follow what their parents will tell them. Mattingly et al. (2002) support the idea that involvement of parents in their children’s learning process is associated with higher achievement. Parental involvement in schools helps teachers to understand the families and communities where students come from. Parental involvement takes place in the form of effective communication, parental participation in school decision making, parenting and home learning environment/activities, school collaboration with child’s community and parent volunteering (Trumbull, Rothstein-Fisch Hernandez, 2003). The practices of teachers, administrators, students and parents themselves influence parental involvement. Positive relationships between parents and school personnel are very important as they enhance parental involvement and establish equity (Moll, 2010). Parent al involvement in their children’s studies increases the proximity of culturally different families to teachers both physically and psychologically. Personal interactions between parents and the teachers of their children are better preferred amongst minority cultures (Diaz, 2000). Cultural diversity is a common occurrence in most communities and especially in the United States where boundaries are open. There is need for school personnel to acknowledge the existence and variation of cultures because of its influence on a student’s learning process. The adoption of a multi-cultural approach in education ensures that the needs of all students are met and there is no discrimination of some sort. All schools should ensure that they embrace this approach because it is a means of increasing students’ performance. In addition, it avoids poor classification of students due to their presumed lower learning capacity, yet they may be acting in accordance with their cultur al values. Teachers therefore need to be exposed to various cultural values and practices so as to avoid cultural conflicts, which usually affect the children. References Clark, J. E. (2011). Culturally and Linguistically Diverse Family Perspectives on Home-School Connections and Family Engagement: A Case Study of Four Middle Class Latin American Families. Dissertation: Kennesaw State University. Diaz, R. (2000). Latina parent educational participation: A pro-active approach. Unpublished Dissertation: University of California, Los Angeles. Gibson, M. A. (1984). Approaches to Multicultural Education in the United States: Some Concepts and Assumptions. Anthropology Education Quarterly, 15 (1), 94-120. Grade Three. (2011). Retrieved from https://www.jdslv.org/ Leake, D. Black, R. (2005). Cultural and Linguistic Diversity: Implications for Transition Personnel. Minneapolis, MN: ICI Publications Office. Mattingly, D. (2002). Evaluating evaluations: The case of parent involvement progra ms. Review of Education Research, 72 (4), 549-576. Moll, L. (2010). Mobilizing culture, language, and educational practices: Fulfilling the Promises of Mendez and Brown. Educational Researcher, 39 (6), 451-460. Trumbull, E., et al. (2001). Bridging cultures between home and school: A guide for teachers. San Francisco: WestEd. Trumbull, E., Rothstein-Fisch, C. Hernandez, E. (2003). Parent Involvement in Schooling-According to whose Values? School Community Journal, 13, 45- 72.

Significance of Tattoos

Significance of Tattoos Free Online Research Papers In the past, tattoos were commonly thought of as trashy or bad. One would often relate them to bikers, rock and heavy metal stars, pirates, or gangsters. That has considerably changed over the years. According to Swan, â€Å"In 2003 approximately 40 million Americans reported to have at least one tattoo.† Todays culture is still fascinated with tattooing. In the 1990s, tattoos were the sixth fastest growing retail behind the Internet, paging services, computer and cell phone services. 28% of adult’s ages 30-39 were tattooed and that number rose to 36 percent in the 25-29 age group. 31% of the gay, lesbian and bisexual population, regardless of age, was inked as well. Tattoos are significant because they represent and symbolize different things to many people. Erika Aldama. (2007, Febuary 8). The History of Permanent Trend. Retrieved January 13, 2008 The word tattoo is said to have two major origins- from the Polynesian word ‘ta’ which means striking something and the Tahitian word ‘tatau’ which means ‘to mark something’. The history of tattoo began over 5000 years ago. Many past cultures included tattoos in their tradition. Tattoos were used for different reasons such as communicating among spies, for criminals and slaves to be marked, culture, religious and ceremonial, or social status. The first permanent tattoo shop in New York City was settled up in 1846 and began a tradition by tattooing military servicemen from both sides of the civil war. Samuel Oreilly invented the electric tattooing machine in 1891. OReillys machine was based on the rotary technology of the electric engraving device invented by Thomas Edison. Modern tattoo machines use electromagnetic coils. The first coil machine was invented by Thomas Riley in London, 1891 using a single coil. The first twin coil machine, the predecessor of the modern configuration, was invented by Alfred Charles, in 1899.The birthplace of the American style tattoo was Chatham Square in New York City. Tattooing had little respect in American culture. Design boom. (2007). A Brief History of Tattoos. Retrieved January 14, 2008, from designboom.com/history/tattoo_history.html In the late 1960s, the attitude towards tattooing changed. Much credit can be given to Lyle Tuttle. He is charming and interesting and knows how to use the media. He tattooed celebrities, mostly women. Magazines and television went to Lyle to get information about this ancient art form. Lyle Tuttle (born 1931) is a well-known American tattoo artist and historian of the medium, who has been tattooing since 1949. He was featured on the cover of Rolling Stone magazine, after having tattooed Janis Joplin and several other notable musicians and celebrities of the time. Lyle Tuttle. (2007, June 23). In Wikipedia, The Free Encyclopedia. Retrieved January 14, 2008, from http://en.wikipedia.org/w/index.php?title=Lyle_Tuttleoldid=140156691 When deciding what type of tattoo to get, a person may want to go into the shop and look around first to make sure that it is clean and safe. Make sure that they use sterilized equipment. Then one can look at his or her â€Å"flash† tattoos. These are tattoos that the artist has designed or have placed on individuals. If the customer has a design in mind, they can talk to the artist to see if they can draw one especially for them. Sometimes they will design a tattoo that the customer wants exactly, or they might not be able to come up with what they want. If that is the case, the customer can always look on the internet or in books. Usually the individual will want something unique that no one else would have that expresses them. The most common method of tattooing in modern times is the electric tattoo machine, which inserts ink into the skin via a group of needles that are soldered onto a bar, which is attached to an oscillating unit. The unit rapidly and repeatedly drives the needles in and out of the skin, usually 80 to 150 times a second. This modern procedure is ordinarily sanitary. The needles are single-use needles that come packaged individually. The tattoo artist must wash his or her hands, and the area that will be tattooed. Gloves must be worn at all times and the wound must be wiped frequently with a wet disposable towel of some kind. Prices for this service vary widely, globally and locally, depending on the complexity of the tattoo, the skill and expertise of the artist, the attitude of the customer, the costs of running a business, the economics of supply and demand etc. The time it takes to get a tattoo depends on the size and complexity. A small one of simple design might take 15 minutes, whereas an elaborate sleeve tattoo or back piece requires multiple sessions of several hours each. Several people are afraid to get tattoos because of needles or the sight of blood. In reality the needle only goes into the skin about 1/16 of an inch. This causes very little harm to the skin which in turn produces little or no blood. In the process of the getting a tattoo, the tattooist continuously wipes the area of blood, so that it is done in a clean and professional manner. When a person is drinking alcohol, or taking blood thinners during the tattoo process this is the only time he or she may tend to bleed profusely. Karen Hudson. â€Å"How much do they really hurt?† 2007 http://tattoo.about.com/cs/pafterabvneck/a/090103.htm (December 14, 2007). Tattoos can be very painful depending on the person. Each person’s tolerance level is different. Tattoos are painful if placed in areas near the bone. Usually the best place to get a tattoo is where there is a lot of flesh. Here are some places and the pain areas†¦ Most Painful Areas: Men Abdomen, Spine, Chest Women Ankle, Spine, Ribcage Least Painful Areas: Men Buttocks, Arm, Back Women Abdomen, Buttocks, Thigh, Shoulder Karen Hudson. â€Å"Choosing Your Tattoo Design and Where to Put It†.2007 http://tattoo.about.com/cs/beginners/a/blwhatwhere.htm (December 14, 2007) After an individual receives a tattoo he or she has to make sure to keep it clean. It is normal to see redness or a little blood directly after the process. The artist will clean the tattoo and place a bandage over it. They will instruct the customer to use ointment such as cocoa butter, lanolin or AD for a couple days then switching to lotion. It is recommended to stay out of the sun to keep the tattoo from fading. One will need to look for signs of infection such as Increased pain Increased redness Red streaks coming from the tattoo Warmth around the area Pus or cloudy fluid A bad odor Fever Swollen lymph nodes Love To Know. (2007). Inking and Skin Infections. Retrieved December 14, 2007 from http://tattoos.lovetoknow.com/Inking_and_Skin_Infections Infections that could be transmitted via the use of unsterilized tattoo equipment include surface infections of the skin, herpes simplex virus, tetanus, staph, fungal infections, some forms of hepatitis, and HIV. No person in the United States is reported to have contracted HIV via a commercially-applied tattooing process. Allergic reactions to tattoo pigments are uncommon except for certain brands of red and green. People who are sensitive or allergic to certain metals may react to pigments in the skin with swelling and/or itching, and/or oozing of clear fluid called sebum. If one should notice any of these signs one must go to the doctor immediately to be treated before it causes real damage. Tattoo. (2008, January 10). In Wikipedia, The Free Encyclopedia. Retrieved January 14, 2008, from http://en.wikipedia.org/wiki/Tattoos When the tattoo is finished and healed, it will have beautiful colors and details. Several people are satisfied with the outcome. Usually it symbolizes an event in their life, so the tattoo is important and is meaningful. If the tattoo is unique, the artist may want to take a picture to add to their book. This way they can show it to other customers. People get tattoos for several reasons. For example, my tattoo represents my children, who I cherish and was also a major event that happened in my life. A tattooist has a fish to represent her astrological sign. An office worker has a sacred heart for her religious beliefs. A daycare provider has a butterfly to symbolize the beauty of life. A prison guard has a Latin phrase to remind him of mortality. A salesperson displays a ying yang to symbolize his unborn children. Some people get tattoos to show that they are now an adult and are able to make choices on their own. An individual might get a tattoo in remembrance or honor of someone who has passed away. A tattoo is a permanent and often personal reminder of a memory or a part of their history. Religious tattoos such as a cross or praying hands symbolize Christianity. Spiritual tattoos were some of the first body art to come about. Tattoos are an art and they represent life. It is important for people to express themselves. Anna Swan states, â€Å"That the tattoo business has grown significantly in the last 10 years (2006).† It is reported that 85% of people who received tattoos do not regret them (Hemingson 2007). A person might regret the place that the tattoo was put on their body, but most commonly names of ex loves are the number one regret. The ink fading in the tattoo is also a reason that tattoos are regretted. Tattoos are significant because they represent and symbolize different things to many people. Body art is becoming a very important part of today’s culture. The tattoo process is time-consuming and takes many steps before the tattoo is finished, but in the end it is worth it. Usually people are very happy with the outcome and will tend to get other tattoos later. Some say that tattoos are addicting. They are because people want to find more designs to express themselves. References Erika Aldama. (2007, February 8). The History of Permanent Trend. Retrieved January 13, 2008, from http://media.www.thetraveleronline.com/media/storage/paper688/news/2007/02/08/LifeStyle/Tattoos-2706864-page2.shtml Designboom. (2007). A Brief History of Tattoos. Retrieved January 14, 2008, from designboom.com/history/tattoo_history.html Karen Hudson. â€Å"Choosing Your Tattoo Design and Where to Put It†.2007 http://tattoo.about.com/cs/beginners/a/blwhatwhere.htm (December 14, 2007) Karen Hudson. â€Å"How much do they really hurt?† 2007 http://tattoo.about.com/cs/pafterabvneck/a/090103.htm (December 14, 2007). Love To Know. (2007). Inking and Skin Infections. Retrieved December 14, 2007 from http://tattoos.lovetoknow.com/Inking_and_Skin_Infections Tattoo.(2008, January 10). In Wikipedia, The Free Encyclopedia. Retrieved January 14, 2008, from http://en.wikipedia.org/wiki/Tattoos Lyle Tuttle. (2007, June 23). In Wikipedia, The Free Encyclopedia. Retrieved January 14, 2008, from http://en.wikipedia.org/w/index.php?title=Lyle_Tuttleoldid=140156691 Research Papers on Significance of TattoosBook Review on The Autobiography of Malcolm XCanaanite Influence on the Early Israelite ReligionHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseRelationship between Media Coverage and Social andPETSTEL analysis of India19 Century Society: A Deeply Divided EraWhere Wild and West MeetMarketing of Lifeboy Soap A Unilever Product

Vocabulary Chart ESL Lesson Plan

Vocabulary Chart ESL Lesson Plan Vocabulary charts come in a wide variety of forms. Using charts can help focus in on specific areas of English, group together words, show structures and hierarchy, etc. One of the most popular types of chart is a MindMap. A MindMap isnt really a chart, but rather a way to organize information. This vocabulary chart lesson is based on a MindMap, but teachers can use further suggestions for adapting graphic organizers as vocabulary charts. This activity helps students widen their passive and active vocabulary based on related word group areas. Typically, students will often learn new vocabulary by simply writing lists of new vocabulary words and then memorize these words by rote. Unfortunately, this technique often provides few contextual clues. Rote learning helps short term learning for exams etc. Unfortunately, it doesnt really provide a hook with which to remember new vocabulary. Vocabulary charts such as this MindMap activity  provide this hook by placing vocabulary in connected categories thus helping  with long-term memorization.   Begin the class by brainstorming on how to learn new vocabulary asking for students input. Generally speaking, students will mention writing lists of words, using the new word in a sentence, keeping a journal with new words, and translating new words. Heres an outline of the lesson with a list to help students get started. Aim: Creation of vocabulary charts to be shared around the class Activity: Awareness raising of effective vocabulary learning techniques followed by vocabulary tree creation in groups Level: Any level Outline: Begin the lesson by asking students to explain how they go about learning new vocabulary.Explain the concept of short term and long term learning and the importance of contextual clues for effective long term memorization.Ask students how they memorize new vocabulary.  Present the idea of creating vocabulary charts to help students learn specific content related vocabulary.On the board, choose an easy subject such as the home and create a MindMap placing the home at the center and each room as an offshoot. From there, you can branch out with activities done in each room and furniture to be found. For more advanced students, choose another area of focus.  Divide students into small groups asking them to create a vocabulary chart based on a particular subject area.Example: house, sports, the office, etc.Students create vocabulary charts in small groups.Copy student created vocabulary charts and distribute the copies to other groups. In this way, the class generates a large amount o f new vocabulary in a relatively short amount of time.   Further Suggestions Structured overview organizers can be used to take a closer look at vocabulary items based on parts of speech and structure.Tables can be used to compare and contrast qualities between similar items.  Timelines can be used to focus on tense usage.Venn diagrams can be used to find common terminology. Creating MindMaps Create a MindMap which is a type of vocabulary chart with your teacher. Organize your chart by putting these words about a home into the chart. Start with your home, then branch out to rooms of the house. From there, provide the actions and objects you might find in each room. Here are some words to get you started: living roombedroomhomegaragebathroombathtubshowerbedblanketbookcaseclosetcouchsofatoiletmirrorNext, choose a topic of your own and create a MindMap on a topic of your choice. Its best to keep your subject general so that you can branch out in many different directions. This will help you learn vocabulary in context as your mind will connect the words more easily. Do your best to create a great chart as youll share it with the rest of the class. In this way, youll have lots of new vocabulary in context to help you widen your vocabulary. Finally, choose your MindMap or that of another student and write a few paragraphs about the subject.   Suggested Topics Education: Describe the education system in your country. What type of courses do you take? What do you need to learn? Etc.  Cooking: Categorize based on meals, types of food, kitchen equipment, etc.Sports: Choose a specific sport such as football, basketball or tennis. Branch out into equipment, rules, clothing, special terms, etc.

W1CapA organizations business strategy Essay Example | Topics and Well Written Essays - 750 words

W1CapA organizations business strategy - Essay Example 1). The current discourse aims to present a description and evaluation of an organization’s business strategy. As such, to comply with this objective, the business strategy of DHL for 2015 was explicitly noted as involving â€Å"three core objectives: we want to be the provider of choice for customers, an attractive investment for shareholders and the employer of choice for our staff. These goals are all closely related: satisfied employees lead to satisfied customers, on whose loyalty the economic success of the company rests† (DHL, 2015, p. 1). This business strategy was reportedly formulated in 2009. As such, the strategy would be described in greater depth and would be evaluated in terms of the ability of the organization to achieve the identified goals. According to Lipsett (2003), â€Å"the strategic management process consists of three stages: strategy formulation, strategy implementation, and strategy evaluation† (p. 15). Under strategy formulation, the definition of the mission and vision statement of the organization is explicitly communicated. DHL’s mission and vision statements are as follows: As such, one of the effective indicators of the organization’s effectiveness in achieving its explicitly defined goals is through evaluation of its financial results, market share, and share price information. The following financial summary highlights the significant changes that DHL has achieved from 2009 to 2015 in â‚ ¬M: In retrospect, using selected financial indicators, it is evident that DHL has significantly exhibited robust professional growth from 2009, when the business strategy has been formulated. Through effective implementation of effectively designed organizational strategies, the identified goals are deemed to be successfully achieved. However, one strongly believes that the evaluation of DHL’s business strategy should also be undertaken in

Profile, incorporate, and compare the health information Essay

Profile, incorporate, and compare the health information - Essay Example It allows the electronic sharing of health information between different health information systems while maintaining the integrity of the information being passed across. HIEs connect healthcare providers such as hospitals, pharmacies, labs, ER physicians to access patient information in a resourceful manner to improve the quality of care. HIE also refers to those organizations that facilitate the electronic sharing of health information across systems and organizations. HIE organizations manage and provide support for the commercial and legal issues that can arise during the exchange of information. These organizations come in several forms and may be private, national or state firms; information can thus be shared only with a single hospital network, across many hospitals in one region or across the state. Another difference between the different HIE organizations is seen in what information is shared e.g. some may share only lab results, or only emergency room records. HIE organi zations are key to facilitating the implementation of health information technology to provide quality patient care. In the United States, a number of such organizations exist that perform several important functions. In this discourse, we will examine the Indiana Health Information Exchange. By exploring the profile of this HIE organization; the author aims to show the core capabilities of this technology, the importance of electronic information systems and the necessity of understanding that technology. Indiana HIE The Indiana Health Information Exchange (IHIE) is one of the largest HIE in the United States, and also the oldest. It is a non-for-profit organization that connects more than 80 hospitals and over 19,000 doctors in Indiana, including long-term care facilities and rehabilitation centres to share health information on more than 10 million patients as and when needed (Finn, 2011; Biever, 2013). The organization administrates the Indiana Network for Patient Care (INPC), w hich is a protected network that shares electronic health records to involved physicians and other healthcare providers. Launched by the Regenstrief Institute (which specializes in medical informatics research), local hospitals and other partners, IHIE provides useful health information technologies and tools to patients in Indiana as it aims to mitigate the high costs of quality healthcare. For instance, if a patient is admitted to a hospital, the INPC presents a clinical abstract of the patient’s medical history-provided the patient had ever visited a networked hospital- even if the patient has never received treatment from that hospital before. This saves time in treatment and avoids duplicate testing thus saving costs. The INPC contains records of more than 80% instances of medical care provided within participating hospitals. Additionally, it also holds radiology images, discharge summaries, operative notes, pathology reports and medication records. This wide range of in formation enables doctors to make informed and accurate medical decisions, especially during critical times. Figures 1.1 and 1.2 below show how IHIE improved information flow. Figure 1.1: Former system which fragmented patient information and created redundant, inefficient efforts Source: Indiana Health Information Exchange Figure 1.2: HIE system that consolidates information

The neurotransmittion pathology and thier malfuction due to cancer Research Paper

The neurotransmittion pathology and thier malfuction due to cancer - Research Paper Example Such disease as cancer can be the reason of various transmitter pathologies. The study of the Leipzig University showed that at least one of the three cancer patients in German hospitals also has neurotransmitter pathology. Cancer patients with the psyche abnormal are more likely to complain of pain and tend to suicide. ). Cancer also leads to decreased concentration ability, disruption of thinking, change in level of consciousness, disorientation, violation of perception, disorders of the sleep cycle, memory impairment, etc. Even schizophrenia can be provoked by cancer. Besides, these two diseases share common genetic roots. Thus, it is necessary to treat both physical and mental disorders simultaneously. Key words: cancer, mental disorder, neurotransmission pathologies, neurotransmitter, schizophrenia. For a long time the mental and physical health were treated separately from each other, that, according to the World Federation for Mental Health, was not beneficial to patients. Tha t is why the main theme of World Mental Health Day-2010 was the relationships between mental and physical conditions and their importance for providing the most effective patient care. According to the World Health Organization, more than 450 million people worldwide suffer from mental disorders. Approximately 121 million patients' mental disorders are accompanied by serious illnesses such as cardiovascular disease, cancer, diabetes, etc. Sergei Tyulyandin, a head of clinical pharmacology and chemotherapy, the deputy director of Clinical Oncology Research Center in Moscow, reported that many cancer patients, as a result of special treatment, recover, they need not only social support, but professional help of psychologists and psychiatrists for their early return to normal work and social activities (WHO, 2010). Approximately half of cancer patients have the developing mental disorders. In descending order, these disorders are as follows: violation of adaptability, affective disorde rs, organic mental disorders, personality changes, fears. Each of these disorders can be treated under the influence of psychotherapy and / or psychopharmacological methods. â€Å"Neurotransmitters, as well as hormones, are primary messengers, but their release and the mechanism of action in chemical synapses are very different from those of hormones. In the presynaptic cell, vesicles, containing neurotransmitter, release it locally into the very small synaptic gap† (WHO, 2010). Drawback of any of the neurotransmitters can cause a variety of disorders, such as various types of depression. And such disease as cancer, especially its severe forms, can be the reason of transmitter pathologies (Tilan, & Kitlinska, 2010). The study of the Leipzig University, during which 689 patients with various tumors were surveyed, showed that at least one of the three cancer patients in German hospitals also has neurotransmission pathology. As it turned out, 32% of patients suffered from mental illness, 11.6% had several mental disorders. Most often it was depression. The patients perceived the diagnosis and chemotherapy seriously (Universitat Leipzig, 2007). Patients with the psyche abnormal are more likely to complain of pain. However, psychological factors are too often used to explain the pain that has no medical issues. Cancer patients have a moderately increased risk of suicide (mostly within 1 year after diagnosis). Risk factors include

Why Lovers Can't Be Friends Essay Example | Topics and Well Written Essays - 1500 words

Why Lovers Can't Be Friends - Essay Example Conlon continues to suggest that friendship and love (romantic love) are two different things. According to him, friends "share a view of the world and focus their efforts on that vision." In this case, friends take pleasure and delight in the vision of the world that they share and both are benefited in their partnership. However, lovers are only "absorbed in each other and delight from their experience of each other." In this case, the only common denominator between lovers is pleasure derived from each other. Once this experience is removed, they fall apart. The article of Conlon seems to be 'an attempt to reorient our thinking about romantic relationships." Instead of believing that romantic love is the ideal relationship that most people look forward to having experienced, Conlon proves that "people need to be made more aware that relationships can take many forms and that no one form may automatically trump the others when it comes to which arrangement is good or best for someone to enter into." Rita Watson, as she writes about relationships in Some Ex-Lovers Can't Be Friends attests that she has no doubt that based on her experience and observation, some lovers cannot be friends. ... She says that "relationships that develop between people who are friends first before becoming lovers seem to have a much higher success rate, last longer, and be happier." However, for strangers who become lovers it appears to be more difficult for them to become friends as they are becoming lovers. In other words, becoming a lover and becoming a friend are two separate concepts and experiences. Watson continues that if the love relationship continues for a longer time, there can be a possibility of friendship. However, the usual occurrence is this love relationship is often short-lived. Based on her observation, Watson says that "it is a rare couple that can survive the ups-and-downs of a love relationship for any length of time without the strong foundation that friendship helps provide" (Watson, ). The usual love experience follows a certain pattern: when love is fresh, we want to spend every moment together but the feeling gets familiar and problems arise. Many relationships will then end at this stage. Oftentimes, we want the best for our partners but the danger comes when we tend to change our partners into the persons we want them to be instead of accepting them for who they truly are. In friendships, we do not change our friends and we usually accept them for who they are. In this case, there is a big difference between lovers and friends. I think it would be fitting to discuss the different types of friends to further illustrate the topic at hand. In False Friends, D. R. Cooley (Journal of Business Ethics, 2002) classifies friends into two general types: intrinsic and extrinsic. Intrinsic means

College Scholarship Essay Example | Topics and Well Written Essays - 500 words

College Scholarship - Essay Example For accommodation, each of us was assigned a room with a roommate when we were registering to join the program. In my case, my roommate was Asha, who came from a Muslim background. In my life, I had never ever interacted with Muslims since I had been raised in a staunch Christian home. I would hear of people saying that other religions had different ways of doing things, but I had no first-hand experience with then anyway. My experience with Asha was great though I came to learn and understand some beliefs that I can call ‘weird’ to me somehow. On the first day, since she was the only friend whom I had interacted with, I spent most of my evening with her. The first thing, which amazed me, was that she had to wash her feet before praying. Additionally, she had to recite a number of verses from the Quran (Henningfeld, 2010). With my curiosity, I asked her why she had to do, and she responded by telling me that their religion required them to do so. Further, she told me that they were supposed to pray at specific time where they had different prayer versions for different times of the day. This was totally opposite from what I practiced in Christianity. In my religion, one can pray at any time regardless of whether they are clean or dirty. My curiosity never ended there; Asha had a distinctive way of dressing. According to their religion, a woman is supposed to cover her hair all the time. Sometimes it could be extremely hot, and I would her why she could not remove some clothes. However, one thing, which I really liked with the Muslim community during the exchange program, is that they were very united in different activities. They dined together as they shared their daily experiences with other students from different states in the country. They also have a specific time of praying, unlike the Christian community which never united as some were protestants while others where Roman Catholics.

OPEC from a Game Theory perspective Term Paper Example | Topics and Well Written Essays - 2250 words

OPEC from a Game Theory perspective - Term Paper Example The theory has its rules and game theorist uses them to predict equilibrium outcome. One of the world bodies that utilize game theory in its operation is OPEC. The study focuses to find the extent of game theory in OPEC and the effect of member’s and non member’s states on the strategies in production and market share. OPEC is an intergovernmental group formed by Venezuela, Kuwait and other countries in 1960. The organization aimed to seize the benefit of controlling the supply to maximize revenue of member states. The organization also aimed at stabilizing and bringing agreement in the marketplace of fuel to do good to both consumers and producers. This was a common strategy employed to try and influence the prices of crude oil. The idea of OPEC in the initial stages was to prevent the fall of prices after an all time high that enabled oil producing countries maximize on their utility. OPEC is referred to as a global cartel in the oil producing countries. Classical eco nomist present a condition that monopolist utilize to maximize profit, MC= P (1-1/e) given that P is the price of oil, e is the elasticity of demand and MC represent marginal cost of oil production. Economist hint that oil price are inelastic in the short run, and OPEC can increase above the market price. (Source: Dye 2) Supposing that there are two firms in a cartel, the maximizing price would be where marginal cost 1 = marginal cost 2 = marginal revenue. The maximizing price would be where the two marginal costs meet marginal revenue. OPEC member’s state has a reserve of 79.3% of the world crude oil and was producing 63% of the global oil export in 2009. OPEC does not use market force s for marginal revenue and marginal cost to determine equilibrium price. Free market would result with some countries producing none while others benefiting so much to the extent of controlling production. For example, Saudi Arabia could benefit more than the rest of the country because it has vast oil reserves and therefore it can afford to increase production at a lower price. Therefore, free competitive market is not possible in the oil production industry and it explains the reason behind forming a cartel (Gambits 3). In order to maximize utility, OPEC considered strategies to control production through quotas system. Every nation state produces a certain percentage of production capacity. However, the challenges facing OPEC is on determining the actual or the maximizing quota that each member’s state produces. The solution to these challenges lies on game theory (Gately 1). The OPEC members have a duty to have the same opinion on a strategy to restrict output such that prices are prolonged at a high level. Nevertheless, some scholars like Friedman argued that Arab countries cartel on oil production would collapse because high prices of petroleum are not sustainable even if the output is put to zero. OPEC, unlike other bodies, is exceptional. The decisions agr eed upon are of decisive to every member and failure to adhere has dire consequences. This strength of OPEC has ensured the sustainability of world prices today and will sustain even in the future. According to Osborne cartels faces inherent problem of cheating, and determining quotas and it is wrong to classify them as stable. Gately (3) says that the OPEC as a cartel is maintained at Nash equilibrium. At Nash equilibrium, every country