Little White Lie Essays - Literature, Fiction, Politics,

Little White Lie Orwell & Marx Animalism vs. Marxism ?Every line I have written since 1936 has been written, directly or indirectly, against totalitarianism, quotes George Orwell in the preface to the 1956 Signet Classic edition of Animal Farm. The edition, which sold several millions copies, however, omitted the rest of the sentence: and for democratic Socialism, as I understand it.? It is in Animal Farm, written in 1944 but not published until after World War Two in 1945, which Orwell offers a political and social doctrine whose ideas and ideols can be seen in all of his proceeding works. In an essay published in the summer of 1946 entitled Why I Write,? Orwell claimed to have been motivated over the preceding ten years by a desire to make political writing into an art.? In the essay, he states that in Animal Farm he had for the first time in his writing career consciously tried to achieve this goal ? to harmonize political concerns with artistry? (Twayne, 17). Orwell, however, for reasons such as the omitted portion of his preface a nd misreadings of his novels, has been mislabeled a traitor of Socialism or a hero to the right wing by theorists and critics. His book, besides a parody of Stalinist Russia, intends to show that Russia was not a true democratic Socialist country. Looked at carefully, Animal Farm is a criticism of Karl Marx as well as a novel perpetuating his convictions of democratic Socialism; these are other inherent less discussed qualities in Animal Farm besides the more commonly read harsh criticism of totalitarianism. Orwell and Marx differed in their views on Socialism and its effects on religion and nationalism as well as Socialism's effects on society and its leaders. Orwell shared many of Marx's viewpoints, but he did not share with Marx the same vision of a utopian future, only the prospects of a worldwide revolution. Orwell's work indicates that he had read Marx with care and understanding. That he remained unconvinced and highly critical does not mean he did could not follow Marx's arg uments; or rather, it could mean that only to a Marxist? (Zwerdling, 20). It is in Animal Farm, lesser talked about for the author's social theories than Nineteen Eighty-Four, that Orwell's criticisms of Marxism can be seen as well as Orwell's social theory, which can be seen through a careful reading of what the animals refer to as Animalism. Animalism, as we will see, has its faults and inaccuracies, but Orwell's use of it is to put forth his own political and social doctrine based on remedying those faults. Orwell's Animalism, what I believe to be his moderately Marxist-Leninist ideology, is different from the animals', but it is Orwell's Animalism that can best be compared to Marxism. Animalism, based on the theories of old Major, a prized-boar of Mr. Jones, is born early on in Animal Farm. The fact that old Major, himself, is a boar implies that political theory to the masses or a theorist proposing radical change and revolution are, themselves, bores, in the eyes of the proletariate more prone to worrying about work and survival. Old Major, however, is able to gather all the animals on the farm except the sleeping Moses, the tame raven, for a speech about a dream he had the previous night. In his talk, old Major tries to explain the animals' place in nature and how they can get out of it, very much like Marx's writing on the social consciousness of the proletariate in A Contribution to the Political Economy and the evil practices of bourgeois-controlled capitalism in The Communist Manifesto. It is not the consciousness of men that determines their being,? wrote Marx, but, on the contrary, their social being that determines their consciousness? (preface to A Cont ribution..., 363). He also called for revolution by the proletariate in The Communist Manifesto to change the social structure of the state and its distribution of wealth. Orwell agreed with Marx's social arguments, but as we will later see, disagreed on many of his other beliefs. In Animal Farm, we can see his depictions as man as a social animal and his Socialist ideologies through old Major's very Marxist speech in the

Free Essays on Saplings in the Storm

â€Å"Saplings in the Storm† In â€Å"Saplings in the Storm,† written by Mary Pipher the issue of teenage girls as they mature from girls to adults is shown to be a very complex transition. This transition does not end once a girl finishes puberty either, it is a lifelong process. Pipher goes on to discuss the different phases in a girl’s life after she has reached puberty and beyond. Pipher points out how in a girl’s younger years, she is curious and anxious to learn about the world. Unfortunately, that all changes once she reaches puberty. She no longer is interested in learning about the wonders of the world. She becomes docile, and keeps her thoughts to herself. Her appearance and boys become a much higher priority than expanding the mind. The adventurous nature is gone, and her existence is only for the pleasure of others. Pipher quotes Diredot in a letter to a friend, â€Å"You all die at 15,† (267). This quote is very powerful and very true. From my own experience, I can attest to this fact. Around the time when I was 15, school was no longer a huge priority for me. Boys, who were never important before, became a huge priority in life. I think this is the problem of many girls that age; the opposite sex becomes a central focus in their life. Because of this, my grades dropped drastically. Before, I had many interests, but when I started focusing on boys, my appearance became very time consuming.... Free Essays on Saplings in the Storm Free Essays on Saplings in the Storm â€Å"Saplings in the Storm† In â€Å"Saplings in the Storm,† written by Mary Pipher the issue of teenage girls as they mature from girls to adults is shown to be a very complex transition. This transition does not end once a girl finishes puberty either, it is a lifelong process. Pipher goes on to discuss the different phases in a girl’s life after she has reached puberty and beyond. Pipher points out how in a girl’s younger years, she is curious and anxious to learn about the world. Unfortunately, that all changes once she reaches puberty. She no longer is interested in learning about the wonders of the world. She becomes docile, and keeps her thoughts to herself. Her appearance and boys become a much higher priority than expanding the mind. The adventurous nature is gone, and her existence is only for the pleasure of others. Pipher quotes Diredot in a letter to a friend, â€Å"You all die at 15,† (267). This quote is very powerful and very true. From my own experience, I can attest to this fact. Around the time when I was 15, school was no longer a huge priority for me. Boys, who were never important before, became a huge priority in life. I think this is the problem of many girls that age; the opposite sex becomes a central focus in their life. Because of this, my grades dropped drastically. Before, I had many interests, but when I started focusing on boys, my appearance became very time consuming....

French Verbs of Perception Follow Their Own Drum Beat

French Verbs of Perception Follow Their Own Drum Beat French verbs of perception are verbs that, logically enough, indicate a perception or sensation. There are six common French verbs of perception:   Ã‚  Ã‚  apercevoir   to catch a glimpse of  Ã‚  Ã‚  Ãƒ ©couter  Ã‚  to listen to  Ã‚  Ã‚  entendre  Ã‚  to hear  Ã‚  Ã‚  regarder  Ã‚  to watch  Ã‚  Ã‚  sentir  Ã‚  to feel  Ã‚  Ã‚  voir  Ã‚  to see Verbs of perception and sensation may be followed by a noun or an infinitive. Note that in this construction, the French infinitive following the verb of perception is often translated into English as a present participle.For example:   Ã‚  Japerà §ois un arbre.I see (a glimpse of) a tree.   Ã‚  Ã‚  Japerà §ois tomber un arbre.I see (a glimpse of) a tree falling.   Ã‚  Jà ©coute les enfants.Im listening to the children.   Ã‚  Ã‚  Jà ©coute parler les enfants.Im listening to the children talking.   Ã‚  Ã‚  Jentends les à ©tudiants.I hear the students.Jentends arriver les à ©tudiants.I hear the students arriving.   Ã‚  Ã‚  Je regarde là ©quipe.Im watching the team.   Ã‚  Ã‚  Je regarde jouer là ©quipe.Im watching the team play.   Ã‚  Ã‚  Je sens le vent.I feel the wind.Je sens souffler le vent.I feel the wind blowing.   Ã‚  Ã‚  Je vois le chien.I see the dog.Je vois courir le chien.I see the dog running.   Word Order With Verbs of Perception Word order with French verbs of perception depends on whether the infinitive has a subject and/or object and whether these are nouns or pronouns.  How do you know whether the noun or pronoun that precedes the verb is the subject or the direct object? If the noun or pronoun is the person or thing performing the action of the infinitive, it  is the subject of the infinitive. If the person or pronoun is not performing the action but rather is being performed by the infinitive, it is the direct object. When the infinitive has either a subject pronoun or object pronoun, it must be placed in front of the main verb. Subject   Ã‚  Ã‚  Jentends les enfants arriver.(I hear the children arriving.)Je les entends arriver.Je regarde la fille à ©crire.(I see the girl writing.)Je la regarde à ©crire. Object   Ã‚  Ã‚  Jentends lire  lhistoire.(I hear the story being read.)Je lentends lire.   Ã‚  Ã‚  Je  vois  coudre  une robe.(I see the dress being sewn.)Je la vois coudre. If the infinitive has a non-pronoun direct object and no subject, it must be placed after the infinitive.   Ã‚  Ã‚  Jentends lire lhistoire.(I hear the story being read.)   Ã‚  Ã‚  Je vois coudre une robe.(I see the dress being sewn.)   Ã‚  Ã‚  Je regarde nettoyer la chambre.(Im watching the room being cleaned.) If the infinitive has a non-pronoun subject and no object, the subject can be placed either before or after the infinitive.   Ã‚  Ã‚  Jentends les enfants arriver.Jentends arriver les enfants.(I hear the children arriving.)   Ã‚  Ã‚  Je regarde la fille à ©crire.Je  regarde  Ãƒ ©crire la fille.(Im watching the girl write.)   Ã‚  Ã‚  Je sens le vent souffler.Je sens  souffler  le vent.(I feel the wind blowing.) If the infinitive has a non-pronoun subject as well as an object, you must place the subject in front of the infinitive and the object after it.   Ã‚  Ã‚  Jentends les enfants casser le jouet.(I hear the children breaking the toy.)   Ã‚  Ã‚  Je regarde le monsieur à ©crire une lettre.(Im watching the man write a letter.)   Ã‚  Ã‚  Je sens le vent caresser ma peau.(I feel the wind caressing my skin.) If the  subject  is a pronoun  (a.), it precedes the conjugated verb. If the  object  is a pronoun  (b.), it precedes the infinitive.   Ã‚  Ã‚  a.  Je les entends casser le jouet.(I hear them breaking the toy.)b.  Jentends les enfants le casser.(I hear the children breaking it.)   Ã‚  Ã‚  a.  Je le regarde à ©crire une lettre.(Im watching him write a letter.)b.  Je regarde un monsieur là ©crire.(Im watching a man write it.)   Ã‚  Ã‚  a.  Je le sens caresser ma peau.(I feel it caressing my skin.)  b.  Je sens le vent la caresser.(I feel the wind caressing it.) If both the subject and object are pronouns, you must place the subject in front of the main verb and the object after it.   Ã‚  Ã‚  Je les entends le casser.(I hear them breaking it.)   Ã‚  Ã‚  Je le regarde là ©crire.(Im watching him write it.)   Ã‚  Ã‚  Je le sens la caresser(I feel it caressing it.) Agreement With Verbs of Perception The rules of agreement for verbs of perception in the compound tenses are a bit different than for other verbs. Rather than agreeing with the direct object, as for most verbs conjugated with avoir in the compound tenses, verbs of perception only require agreement when the subject precedes the verb.  How do you know whether the noun or pronoun that precedes the verb is the subject or the direct object? If it is the person or thing performing the action of the infinitive, it is the subject of the infinitive and follows agreement  rule 1  below. If it is not performing the action but rather is being performed on by the infinitive, it is the direct object and follows  rule 2  below. 1.  If the  subject  of the infinitive precedes the verb of perception, there is agreement:   Ã‚  Ã‚  Jai vu  tomber  la fille.I saw the girl fall.La fille que jai  vue  tomber.Je  lai  vue  tomber.   Ã‚  Ã‚  Jai regardà ©Ã‚  les  enfants  Ãƒ ©crire.I watched the children write.Les  enfants  que jai regardà ©s à ©crire.Je  les  ai regardà ©s à ©crire.   Ã‚  Ã‚  Jai  entendu  arriver  les  Ãƒ ©tudiants.I watched the students arrive.Les à ©tudiants que jai entendus arriver.Je  les  ai  entendus  arriver. 2.  There is no agreement with the  direct object  of the infinitive.   Ã‚  Ã‚  Jai vu  les  enfants  Ãƒ ©crire  les  lettres.(Enfants  is the subject;  lettres  is the direct object. Even if we leave out  enfants,  lettres  is still the direct object, so there is no agreement.)Jai vu à ©crire  les  lettres.I saw the letters get writtenLes lettres que jai vu à ©crire.Je  les  ai vu à ©crire.   Ã‚  Ã‚  Jai entendu le monsieur lire une histoire.(Monsieur  is the subject;  histoire  is the direct object.)Jai entendu lire une histoireI heard a story get read.Lhistoire que jai entendu lire.Je lai entendu lire.   Ã‚  Ã‚  Jai à ©coutà © une fille chanter les cantiques.(Fille  is the subject;  cantiques  is the direct object.)Jai à ©coutà © chanter les cantiques.I listened to the hymns (get) sung.Les cantiques que jai à ©coutà © chanter.Je les ai à ©coutà © chanter.

Problem Customers Essay Example | Topics and Well Written Essays - 1000 words

Problem Customers - Essay Example When we consider the above problem we can mention 7 types of problem resolution and recovery procedures. They can be termed as follows: 1. The problem resolution regarding the customers who claim services like electricity, telephone, internet and mobile phone services. 2. The problem resolution regarding the customers who buy goods on instalments and do not pay citing different reasons. 3. The problem resolution regarding the customers who bargain on price of the goods without compromising on quality 4. The problem resolution and recovery procedures for the customers who stop the payment of bills in post paid services due to unnecessary dissatisfaction. 5. The problem and resolution and recovery procedures for the customers who pay the deposit and use the services that cost more than the deposit without paying for the post paid service 6. The recovery procedures regarding the customers who do not handover the articles that are supplied for the utilisation of the company's service even after disconnection of the service 7. the problem resolution regarding the customers who value quality of service, goods and nice treatment from the sales persons. In dealing with the 1st type of customers they try to pay the bill a little bit late but want to avoid the penalty. If the late is understandable and not a loss to the company, the executive or a manager can take the decision of not imparting on him the penalty and it can be conveyed to the customers. This makes the problem customer who delays the payment but not fails, stick to the company. In dealing with the 2nd type of problem customers they delay the payment of instalment due to the dissatisfaction of the working of the instrument they buy on... Before talking about the three types of scenarios for three types of problem customers, let us talk about the problem customers who should be fired out of the marketing circle of the company. This is possible when the company is sure about the service offered by it is up to the point of maximum quality. They can rely on the point that the complaint of more than one customer only can be considered. If only one customer continues to complaint more than once and twice and if other customers are not facing the problems faced by this customer, it is fine for the company to fire him out. The reason behind is maintaining the customer is not cost effective for the company. 1 In dealing with the 1st type of customers they try to pay the bill a little bit late but want to avoid the penalty. If the late is understandable and not a loss to the company, the executive or a manager can take the decision of not imparting on him the penalty and it can be conveyed to the customers. This makes the problem customer who delays the payment but not fails, stick to the company. In dealing with the 2nd type of problem customers they delay the payment of instalment due to the dissatisfaction of the working of the instrument they buy on instalments.

International Financial management Term Paper Example | Topics and Well Written Essays - 2500 words

International Financial management - Term Paper Example Although international banks offer their services to both individuals and organizations, they tend to prefer conducting business with organizations and relatively wealthy individuals. On its part the money market was primarily introduced for the sake of trading in currency rate futures contracts as well as options. Essentially, currency futures were intended to realize a liberally traded exchange market that would promote trade across national borders. Therefore, the money market serves a number of functions that include lubricating central bank policies, financing trade, enhancing the self-sufficiency of commercial banks and facilitating profitable investments. From their roles and functions, it can be seen that international banking and money market are inextricably linked. With the opportunities and challenges presented by globalization and the global market, there are also benefits and hazards associated with international banking and money market. The purpose of this paper is to discuss the concept of international banking and money market focusing on the reasons for international banking, how international banking and money market functions and also highlight the hazards associated with the concepts. International banks provide certain services that make a distinction between them and domestic banks. Most significantly, they facilitate export and import services for their clients through their role of arranging trade financing. Further, they not only play the crucial role of arranging the necessary foreign exchange multinationals use to carry out international transactions but also assist in making foreign investments by hedging exchange rate risk. This is typically in foreign currency payables and receivables options and forward contracts. However, the international banks are mainly distinguished from domestic banks by the types of loans they give, investments they make and deposits they accept. From the perspective of international money market,

Red Snapper Fishing Regulations Essay Example for Free

Red Snapper Fishing Regulations Essay Recommendation to implement different regulations on Red Snapper fishing. Many people like myself, look forward each year to the overly exciting fishing season to catch the beloved snapper. Season dates along with size and possession limits are nothing new to the fisherman; but when a council decides to shrink a fishing season that is normally a month long down to a meager 9 days it can be heart breaking for many. Maintaining the support and sustainability of these fish is an extremely important task, that no one disagrees with, but when almost taking away the season, in its entirety, one can alter many people’s plans, hobbies, and ways of life. I plan to propose an alternant way to preserve and maintain the ecosystem of these fish while providing adequate and fair regulations for all. The purpose of this report it to persuade the fisheries councils to address the current issues that stand with recreational snapper fishing. I will provide statistics and also analyzed data that I have gathered to conclude as to what the best option is to solve these problems. Current Situation: The amount of anglers in the Gulf of Mexico rises every day with more wanting to catch snapper. For the length of my life there has been regulations to maintain these fish, while they did a great job to preserve life and keep the angler happy, the recent change as of 2014 does not. Many know that these certain fish can, mostly, be found in deeper waters near structure, such as reefs and oil platforms; and also many know that there are numerous organization and petitions to keep old, unused oilrigs standing in the gulf because of their ability to maintain and abundance of wildlife beneath. With more conservation to help these fish thrive why did the councils decide to shrink the season dates from a previous 30+ day season to a minute 9 days when there are other councils also participating to help the numbers of fish? With this drastic change in regulation many anglers, who, in years previous, fished for these snapper, found that it was not worth the time and money it requires to go after them. (Boat Launch) With a limit of 2 per person per day, a 9-day season simply makes no sense. The council did warn the public that the season would be shorter this year, but no one expected it to be a number in the single digits! The federal management of red snapper is based on the numbers coming out of the entirety of the Gulf of Mexico instead of by location, such as state waters. Now that the federal red snapper season has been set at a ridiculously low nine days it reiterates the fallacy of the current federal management of this great fishery. This system cannot be tweaked or incrementally improved. It needs to be totally overhauled; the management of the recreational red snapper fishery needs to be transferred to the states where we can do quality stock assessments and set reasonable seasons commensurate with the biomass that is in the Gulf of Mexico’’, says Alabama Marine Resources Director Chris Blankenship. (Gulf) When states want to take matters into their own hands without any federal management or help, the issue at hand has become quite serious. The councils responsible for negotiations and attributing propositions to the federal  regulation of these fisheries must undertake a new stand and take responsibility in order to serve the public fairly and justly. I believe a simple solution that will help this situation has been previously used for another species of fish. When speaking to Dr. L. Gleeson of the Coast Conservation Association he stated, â€Å" When we passed the motion to decrease the minimum size of Speckled Trout it was because after years of increased conservation we noticed that the population of the species was up about 75%, so we felt that we could maintain good numbers while pleasing the fisherman with a smaller legal size.†(Red Snapper) A simple maneuver that decreases the minimum legal size of the Red Snapper would do just as most want. It could keep the possession limit to 2 per person but allow more anglers to participate in the fishery by allowing the smaller snapper at the shallower oil rigs to be harvested instead of requiring anglers to spend the money and time that it takes to travel the extra nautical miles to the deeper rigs to find the larger, legal snapper. The CCA had its reservations when lowering the minimum legal size for trout but after research of the species for 5 years now the evidences provides belief that the population has not decreased, and spawning has remaining at equal levels. Certainly, you may have questions and reservations as well, but with all of the excess help to regulate and maintain the red snapper fishery there should be no question that this is an effective way to balance the support and establish a new regulation strategy for the recent years to come. I believe if this system were implemented soon we would see related results within the same time frame of a few years, if not shorter. Since there is no season dates for speckled trout, the off-season for red snapper would show normal spawning numbers with no decrease in population. This maneuver is focused mainly on maintaining fishery numbers while improving angler satisfaction and participation. Methodology: I have conducted personal interviews, researched numerous articles online,  and created an online survey in order to support my methodology. My first step was talking to a few strangers at the boat launch who frequently fish for snapper. The questions I asked mainly focused on the topic at hand, more specifically if they agree with the shorter season. While asking questions personally to peer anglers I found that 9/10 people did not fish for snapper this year because of the heavily regulated and shortened season. Most set out in hopes to catch snapper at least twice in a season, but with this 9 day season most couldn’t due to scheduling and time constraints. Many would also like to see an overhaul of the regulation entirely. (Boat Launch) I then created an online survey that I dispersed via Facebook and had numerous random individuals answer the questions at hand regarding this issue. In order to be sure that my data wasn’t skewed or distorted I asked that only individuals who were licensed recreational anglers take my survey. Of the 20 that took my online survey more than 16 actually pursue snapper and of those individuals all of them disagree with the ruling of the federally regulated 9-day season. (Tompkins) Also while searching for related articles online, I found numerous sites with multiple articles of disgust on the issue, multiple reports of upset anglers, and forums filled with questions asking â€Å"why†, the council made this act. (Gulf) Closing: I would like to say that the Gulf of Mexico Fisheries Management Council does a great deal to protect our waters and all that swims in it. We, as fisherman, appreciate every effort that the council puts forth in order to maintain and regulate the hobbies and lifestyles that make us who we are! Although we understand certain procedures and acts, this one, in particular, does not seem to advance any goals set forth by the council and the communities that it represents. This proposal aims to reconsider that previous acts set towards the red snapper fishery, or to reconcile the  change all together. As I do understand that this will take time to make these amendments I am willing to do my part and donate whatever necessary to make actions towards this. Thank you for your consideration of my proposal. If you have any questions please feel free to contact me via cell phone at Works Cited Survey: . â€Å"Red Snapper Season 2014.† SurveyMonkey.com. June 18, 2014 In Text: (Tompkins) Interviews: â€Å"Boat Launch†. Greenough, C. Watson, James. Thompson, Paul. Personal interview. June 21, 2014 In Text: (Boat Launch) interview: â€Å"Red Snapper†. Gleeson, Dr. L. Personal Interview. June 24,2014 In Text: (Red Snapper) Website: â€Å"Gulf Recreational Red snapper season reduced to 9 days.† AL.COM. Web. May 14, 2014. http://www.al.com/sports/index.ssf/2014/05/gulf_recreational_red_snapper.html In Text: (Gulf)

Hatred in Swifts Gullivers Travels and Hartleys Film No Such Thing :: essays research papers

Misanthropy, or hatred of humankind, is one of the strongest feelings that people can have. In his novel Gulliver’s Travels, the author Jonathan Swift explores what causes this emotion. Likewise, Hal Hartley attempts to explain the roots of hatred through his film No Such Thing. Through their works, both men claim that it is not a universal emotion, but rather it is felt only by more evolved creatures. Hatred is a product of knowledge and the sense of superiority it creates in those who posses it. Swift interprets hatred to be an unpreventable consequence of intelligence. During his fourth voyage, Gulliver lands on the island of the Houyhnhnms, a race of horse-like creatures, and the Yahoos, human-like animals. The Houyhnhnms dominate over the Yahoos, much as humans rule over horses. These creatures hold their servants in disdain, viewing them as lower life forms. The Houyhnhnms are exponentially more evolved than the Yahoos, exhibiting a civilized form of society, while the Yahoos live in ape-like tribes and labor for the Houyhnhnms. Gulliver soon begins to view them in the same light: â€Å"There were few greater lovers of Mankind, at that time, than myself, yet I confess I never saw any sensitive Being so detestable on all Accounts, and the more I came near them, the more hateful they grew† (187). Gulliver sees how unintelligent and uncivilized the Yahoos are, causing him to think himself better than they are. The Houyhnhnms also notice the difference betwee n the Yahoos and him: â€Å"Every Servant of his House were desirous to teach me. For they looked upon it as a Prodigy that a brute Animal should discover such Marks of a ration Creature† (190). Although the Houyhnhnms initially look upon Gulliver was disdain, assuming that he is one of the Yahoos, they begin to treat him with respect after he demonstrates his intelligence to them. They only hold Gulliver in contempt while they believe that he is as stupid and uncivilized as the Yahoos, but once he proves that he is as well-mannered and intelligent as the Houyhnhnms are, their hatred diminishes. They treat him respectfully when they view him as an equal. Gulliver, on the other hand, becomes more and more misanthropic as he stays on the island. He knows immediately the difference between himself and the Yahoos.

Inter-temporal Production Possibilities and Trade Essay

Instead of trading one good for another at a point in time, we exchange goods today in return for some goods in the future. This kind of trade is known as inter-temporal trade. Even in the absence of international capital movements, any economy faces a trade-off between consumption now and consumption in the future. Economies usually do not consume all of their current output; some of their output takes the form of investment in machines, buildings, and other forms of productive capital. The more investment an economy undertakes now, the more it will be able to produce and consume in the future. To invest more, however, an economy must release resources by consuming less (unless there are unemployed resources, a possibility we temporarily disregard). Thus there is a trade-off between current and future consumption. The shape of the inter-temporal production possibility frontier will differ among countries. Some countries will have production possibilities that are biased toward present output, while others are biased toward future output. We will ask in a moment what real differences these biases correspond to, but first let’s simply suppose that there are two countries, Home and Foreign, with different inter-temporal production possibilities. Home’s possibilities are biased toward current consumption, while Foreign’s are biased toward future consumption. The inter-temporal relative supply curves for Home and Foreign reflect how Home’s production possibilities are biased toward present consumption whereas Foreign’s production possibilities are biased toward future consumption. In other words, Foreign’s relative supply for future consumption is shifted out relative to Home’s relative supply. At the equilibrium real interest rate, Home will export present consumption in return for imports of future consumption. That is, Home will lend to Foreign in the present and receive repayment in the future. Home’s inter-temporal production possibilities are biased toward present production. But what does this mean? The sources of inter-temporal comparative advantage are somewhat different from those that give rise to ordinary trade. A country that has a comparative advantage in future production of consumption goods is one that in the absence of international borrowing and lending would have a low relative price of future consumption, that is, a high real interest rate. This high real interest rate corresponds to a high return on investment, that is, a high return to diverting resources from current production of consumption goods to production of capital goods, construction, and other activities that enhance the economy’s future ability to produce. So countries that borrow in the international market will be those where highly productive investment opportunities are available relative to current productive capacity, while countries that lend will be those where such opportunities are not available domestically. Reference: http://classof1.com/homework-help/international-economics-homework-help View as multi-pages

Nature of Linguistic Sign by Ferdinand de Saussure Essay

1. Sign, Signified Signifier Some people regard language, when reduced to its elements as a naming-process only–a list of words, each corresponding to the thing that it names. For example: operation–an assumption that is anything but true. But this rather naive approach can bring us near the truth by showing us that the linguistic unit is a double entity, one formed by the associating of two terms. We This conception is open to criticism at several points. It assumes that ready-made ideas exist before words; it does not tell us whether a name is vocal or psychological in nature (arbor, for instance, can be considered from either viewpoint); finally, it lets us assume that the linking of a name and a thing is a very simple have seen in considering the speaking-circuit that both terms involved in the linguistic sign are psychological and are united in the brain by an associative bond. This point must be emphasized. The linguistic sign unites, not a thing and a name, but a concept and a sound-image. The latter is not the material sound, a purely thing, but the psychological imprint of the sound, the impression that it makes on our senses. The sound-image is sensory, and if I happen to call it â€Å"material,† it is only in that sense, and by way of opposing it to the other term of the association, the concept, which is generally more abstract. The psychological character of our sound-images becomes apparent when we observe our own speech. Without moving our lips or tongue, we can talk to ourselves or recite mentally a selection of verse. Because we regard the words of our language as sound-images, we must avoid speaking of the â€Å"phonemes† that make up the words. This term, which suggests vocal activity, is applicable to the spoken word only, to the realization of the inner image in discourse. We can avoid that misunderstanding by speaking of the sounds and syllables of a word provided we remember that the names refer to the sound-image. The linguistic sign is then a two-sided psychological entity that can be represented by the drawing: The two elements are intimately united, and each recalls the other. Whether we try to find the meaning of the Latin word arbor or the word that Latin uses to designate the concept â€Å"tree,† it is clear that only the associations sanctioned by that languageappear to us to conform to reality, and we disregard whatever others might be imagined. Our definition of the linguistic sign poses an important question of terminology. I call the combination of a concept and a sound-image a sign, but in current usage the term generally designates only a sound-image, a word, for example (arbor, etc.). One tends to forget that arbor is called a sign only because it carries the concept â€Å"tree,† with the result that the idea of the sensory part implies the idea of the whole. Ambiguity would disappear if the three notions involved here were designated by three names, each suggesting and opposing the others. I propose to retain the word sign [signe] to designate the whole and to replace concept and sound-image respectively by signified [signifià ©] and signifier [signifiant]; the last two terms have the advantage of indicating the opposition that separates them from each other and from the whole of which they are parts. As regards sign, if I am satisfied with it, this is simply because I do not know of any word to replace it, the ordinary language suggesting no other. The linguistic sign, as defined, has two primordial characteristics. In enunciating them I am also positing the basic principles of any study of this type. 2. Principle I: the Arbitrary Nature of the Sign The bond between the signifier and the signified is arbitrary. Since I mean by sign the whole that results from the associating of the signifier with the signified, I can simply say: the linguistic sign is arbitrary. The idea of â€Å"sister† is not linked by any inner relationship to the succession of sounds s-ïÆ'Ëœ-r which serves as its signifier in French; that it could be represented equally by just any other sequence is proved by differences among languages and by the very existence of different languages: the signifiedâ€Å"ox† has as its signifier b-ïÆ'Ëœ-f on one side of the border and o-k-s (Ochs) on the other. No one disputes the principle of the arbitrary nature of the sign, but it is often easier to discover a truth than to assign to it its proper place. Principle I dominates all the linguistics of language; its consequences are numberless. It is true that not all of them are equally obvious at first glance; only after many detours does one discover them, and with them the primordial importance of the principle. One remark in passing: when semiology becomes organized as a science, the question will arise whether or not it properly includes modes of expression based on completely natural signs, such as pantomime. Supposing that the new science welcomes them, its main concern will still be the whole group of systems grounded on the arbitrariness of the sign. In fact, every means of expression used in society is based in principle on collective behavior or–what amounts to the same thing–on convention. Polite formulas, for instance, though often imbued with a certain natural expressiveness (as in the case of a Chinese who greets his emperor by bowing down to the ground nine times), are nonetheless fixed by rule; it is this rule and not the intrinsic value of the gestures that obliges one to use them. Signs that are wholly arbitrary realize better than the others the ideal of the semiological process; that is why language, the most complex and universal of all systems of expression, is also the most characteristic; in this sense linguistics can become the master-pattern for all branches of semiology although language is only one particular semiological system. The word symbol has been used to designate the linguistic sign, or more specifically, what is here called the signifier. Principle I in particular weighs against the use of this term. One characteristic of the symbol is that it is never wholly arbitrary; it is not empty, for there is the rudiment of a natural bond between the signifier and the signified. The symbol of justice, a pair of scales, could not be replaced by just any other symbol, such as a chariot. The word arbitrary also calls for comment. The term should not imply that the choice of the signifier is left entirely to the speaker (we shall see below that the individual does not have the power to change a sign in any way once it has become established in the linguistic community); I mean that it is unmotivated, i.e. arbitrary in that it actually has no natural connection with the signified. 3. Principle II: the Linear Nature of the Signifier The signifier, being auditory, is unfolded solely in time from which it gets the following characteristics: (a) it represents a span, and (b) the span is measurable in a single dimension; it is a line. While Principle II is obvious, apparently linguists have always neglected to state it, doubtless because they found it too simple; nevertheless, it is fundamental, and its consequences are incalculable. Its importance equals that of Principle I; the whole mechanism of language depends upon it. In contrast to visual signifiers (nautical signals, etc.) which can offer simultaneous groupings in several dimensions, auditory signifiers have at their command only the dimension of time. Their elements are presented in succession; they form a chain. This feature becomes readily apparent when they are represented in writing and the spatial line of graphic marks is substituted for succession in time. Sometimes the linear nature of the signifier is not obvious. When I accent a syllable, for instance, it seems that I am concentrating more than one significant element on the same point. But this is an illusion; the syllable and its accent constitute only one phonational act. There is no duality within the act but only different oppositions to what precedes and what follows.

Terrorism and Politics essays

Terrorism and Politics essays What events led up to the disaster of September 11th? Being a member of the public I can only draw conclusions from what the media has told us and try to make sense of it all. I believe there were several aspects that led to the attacks on September 11th. The tendency of our governments involvement in foreign affairs, the inability of the CIA to filter serious terrorist threats, and our nation being a beacon to the world are some of the main reasons why we were attacked. The attacks may not have been unprovoked, but they were by no means justified to kill so many innocent Americans. For a long time the United States Government has felt it necessary to be a key player in many foreign affairs. Some citizens of our country believe that its our duty to help the smaller and weaker nations. But in doing so we sometimes find ourselves fighting for a cause that cant be won or we overstep our bounds and find ourselves alienated from our allies. Before we were attacked by the Al-Qaida we provided aid to Osama Bin Laden and the Afghan troops who were fighting the invasion of Soviet forces in the 1980 s. The CIA gave them the weapons they needed along with the training to help them fight their war. A prime example of the United States finding itself in a position that it could have avoided. During this war, Osama Bin Laden would break off from the Afghan forces and create his own cell that dedicated itself to liberation of Islamic nations from any foreign influences. So in effect, we had trained and armed the terrorists that would one day turn against us. Had the U nited States not involved itself with a war that was not ours to be fought, we could have avoided the creation of a new enemy and possibly the destruction of the twin towers. On the other hand had we not assisted in the fight against the Soviets, who knows what might have happened to their country. Would there be an Afghanistan t ...

Show, Dont Tell

Show, Dont Tell Show, Dont Tell Show, Dont Tell By Erin Anyone who’s ever written a short story or taken a freshman composition course has heard the words â€Å"show, don’t tell.† I know those words can be frustrating. You might not know exactly what â€Å"show, don’t tell† means. Or you might believe that you are showing when you’re really telling. While â€Å"telling† can be useful, even necessary, most people don’t realize how vital â€Å"showing† is to an effective story, essay, or even a blog post. Showing allows the reader to follow the author into the moment, to see and feel and experience what the author has experienced. Using the proper balance of showing and telling will make your writing more interesting and effective. â€Å"Okay, I get it,† you’re thinking. â€Å"But how do I do it? How do I bring more showing into my writing?† I’m glad you asked. Here are some tips that will help make your writing more vivid and alive for your reader. 1. Use dialogue This is probably one of the first things I talk to my students about when I have them write personal essays. Dialogue allows the reader to experience a scene as if they were there. Instead of telling the reader your mom was angry, they can hear it for themselves: â€Å"Justin Michael,† mom bellowed, â€Å"Get in here this instant!† Dialogue can give your reader a great deal about character, emotion and mood. 2. Use sensory language In order for readers to fully experience what you’re writing about, they need to be able to see, hear, taste, smell and touch the world around them. Try to use language that incorporates several senses, not just sight. 3. Be descriptive I’m sure everyone remembers learning to use adjectives and adverbs in elementary school. When we’re told to be more descriptive, it’s easy to go back to those things that we were taught. But being descriptive is more than just inserting a string of descriptive words. It’s carefully choosing the right words and using them sparingly to convey your meaning. The following example is from a short story I wrote. Telling: He sits on the couch holding his guitar. There’s nothing wrong with that sentence. It gives the reader some basic information, but it doesn’t create an image. Compare that sentence with this: Showing: His eyes are closed, and he’s cradling the guitar in his arms like a lover. It’s as if he’s trying to hold on to something that wants to let go. The second example takes that basic information and paints a picture with it. It also uses figurative language- in this case, the simile â€Å"cradling the guitar in his arms like a lover†- to help create an image. When using description, it’s important not to overdo it. Otherwise, you can end up with what I call â€Å"police blotter† description. For example: He was tall, with brown hair and blue eyes. He wore a red shirt and jeans, and a brown leather jacket. 4. Be specific, not vague This is another one I’m constantly reminding my college students about. Frequently, they will turn in essays with vague, fuzzy language. I’m not sure if they think this type of writing sounds more academic, but all it really does is frustrate the reader. Instead of writing, â€Å"I had never felt anything like it before in my entire life,† take the time to try and describe what that feeling was, and then decide how best to convey that feeling to the reader. Your readers will thank you for it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Cost-Effective vs. Cost-EfficientCapitalization Rules for the Names of Games40 Idioms with First

Why we crave horror movies Essay Example | Topics and Well Written Essays - 250 words

Why we crave horror movies - Essay Example Casey is a young girl alone in the house. She receives a call which she thinks of as a prank call. She flirts a little when the caller has already sneaked into her house. Wearing a white mask, the killer chases her and then stabs her to death when her parents are just entering the house. Following this is a series of other killings and finally the killers get caught while trying to kill a girl who is the girlfriend of one of the two killers. Since that was the first horror movie I ever saw, it had a bad effect on me. Although I felt sick at the scene when Casey was stabbed to death, still I wanted to watch more. I was scared and I did not prefer to watch the movie alone with lights turned off. I do not understand this feeling even today, that is, how could I enjoy such a movie which was making me so frightened that I could not sleep for a couple of nights. This is what surprises me about human nature. Although I did not want the killers to reach out on Casey and kill her, still I was enjoying her being made fool of through the prank call. Also, although I did not want to see Casey die, still I watched the full scene when she was being stabbed and her dead body being pulled leaving blood marks on the floor. Although I often had my hand on my eyes out of fright, still I did not fast forward the movie.