Research approach

Evidence and structure are the keys to constructing a convincing and logical argument in support of the idea, insight, contention or recommendation you want to make. In today's business environment it is unlikely that you will be able to find the answer to your question in a single source. You may not find any articles that directly address your question. Therefore, you need to research†¦. And I do not mean being able to use Google Like a good lawyer, you have to bring together a number of different pieces of information.On their own each piece does not mean much but hen you add them all together and YOU explain to the reader how the pieces of Information Interconnect and what the combining of all this Information demonstrates – you are creating a convincing, logical argument. Students often only use the prescribed textbook as the evidence base for their argument. The information within these is generally sound. However, business people do not make decisions based on one source of Information and neither should you.There are a number of search techniques and sources of information that will make the process of generating information easier. If it a completely new topic for you start broad and move to the specific; start with easy to read, general business writing and move to more credible but technical academic writing. If you are a visual learner In the global digital age competition between the worlds best educational institutions is increasing.

Sociology Families

Soci 1002 Presentation Is this really true, are afro-Caribbean families dysfunctional. In addressing this point, I will examine the sociology theorist Michael Garfield smith. Smith believed that European family’s norms and values are important in one way or another to the assimilation process and plays a major role in the afro- Caribbean families. He argued that the plantation destroyed African culture and he saw the plantation as the basis on which the Caribbean family structure was formed.Smith had no doubt that the experience of previous generations on plantation has no doubt influenced the way in which subsequent generations were socialized, but he argues that over time families adjust to the present social conditions. European family norms was based mainly the nuclear family, but for afro-caribbean families there are several other types of families. These other types of afro- Caribbean families should be viewed as dysfunctional because it is not of what the European famil y norms consist of. The other types of afro-caribbean family structures are: The matrifocal family- The emergence and functioning of African slave  families was adverse to the objectives of the plantation. Family units of the slaves were very often  broken up  and males were often sold to other plantations far away while the mother and her child  were left to survive as a  unit. On the other hand, there are other factors, however, which contributed to matrifocality in the contemporary Caribbean. These include migration, imprisonment of males, crime, and male marginalization. On  the issue of male marginalization; the male on the plantation could not own property and had no family rights.Hence the marginalization of the male in the Afro-Caribbean family started on the plantation and was further influenced by the aforementioned factors in the  modern era. * The visiting union- This is a frequent occurrence in the Caribbean it is domestic unit of a woman and her children. Here the mother and her children live apart of the father but may be visited but may be visited by a mann which the mother shares a relationship with. * The common law unit- Similar to the nuclear family, however it is an ongoing bond that without legal marriage. Here the spouses are committed to each other sexually and raise children in a stable relationship.

Assess The Company Pixar Media Essay

Assess The Company Pixar Media Essay This report is going to assess the company Pixar from an innovation perspective. This report will focus on the good and bad points of the company to give an insight into its attitude towards innovation. A number of different methods were used to gather the information in this report, such as websites, interviews, articles and books. Steve Jobs (Apple CEO) purchased the computer graphics section of Lucasfilm Ltd in 1986 and called this new company Pixar. Pixar started as a very small company with only 44 employees. Pixar started making short animations films which were at the forefront of CGI technology. Pixar also created a number of adverts for companies such as Listerine in their early years. The first feature length movie Pixar created was Toy Story and it was the first fully computer generated animated film ever, Toy Story grossed $362 million worldwide. Pixar did not just create animations, they also developed a lot of the technology which allowed them to create their films. Wo rk teams and some individuals won numerous awards from organisations like The Scientific and Engineering Academy Awards in fields such as Digital scanning and Direct input devices. One huge advantage Pixar has over other animation companies is their unique understanding of innovation in company structure and employee relations, this report will aim to discuss this in further detail. Section 2 – Employee relations Pixar is a very organic company which disagrees with the structure of mechanistic organisations. A mechanistic organisation has a very hierarchical structure and the companies future is dictated by those in senior roles. Section 2.1 – Brad Bird Steve Jobs hired Brad Bird into the company after its first three successful films, Jobs was worried that they had ran out of creativity and he did not want the company to go stale. Brad Bird understood that there was room for improvement in the companies creative process. Bird understood that every employees input is v alid and has its use. He knew that communication is vital in the innovation process so everyone can help each other to create the best work possible. The main problem with this is that It is difficult to get employees to speak their minds as they are often afraid of criticism from their peers, and they have good reason to fear this as they are working with some of the best animators in the world. Birds solution to this problem was to get the employees in groups to look at the work each member had done that day. Bird wanted to encourage people to speak their minds, he talked about the strong and weak points of each persons work and praised people for challenging his criticisms. At first this did not work very well, before Bird was introduced to the company the animators were afraid to criticise any work as previous managers did not take kindly to criticism, however constructive it was. It took nearly two months for any of the employees to actively participate in these group discussio ns, however one employee finally did and the rest of the employees saw that Bird praised this employee for doing so as he knew it was the best way to get everyone comfortable with this process.

Globalization and HRM Strategies Research Paper

Globalization and HRM Strategies - Research Paper Example Size A typical Wal-Mart store covers almost 108,000 square feet of space. The size of Wal-Mart supercentre can be almost 185,000 square feet, and a usual neighborhood market of Wal-Mart can be almost 42,000 square feet. The size of Wal-Mart express stores is average 15,000 square feet. In the year 2011, the total selling area of Wal-Mart was more than 617 million square feet and has continued to increase (Wal-Mart Stores, 2011; Wal-Mart Stores, 2011). Location Wal-Mart had established retail stores in several locations of the world by diverse styles and setups, which can fulfill the requirement of customers. Presently, the company is regarded as one of the fastest growing multinational corporations (MNCs) with 5366 stores across 27 countries outside the USA (Wal-Mart Stores, 2011). Number of Employees Wal-Mart is considered as one of the largest private establishments in terms of employment in the USA, Canada and Mexico. In global perspective, Wal-Mart employs almost 2.1 million peop le and the USA alone comprised 1.4 million in the year 2011 (Wal-Mart Stores, 2011). 2.0 Impact of Globalization on Human Resource Management (HRM) Globalization has huge impact on the performance of Wal-Mart. Due to globalization Wal-Mart had lowered their products pricing in order to compete with other retail companies. The major competitors of Wal-Mart in the international market are Carrefour, Metro Group and Tesco Plc among others which led Wal-Mart to reduce the operational cost of business. Aggressive cost cuts in the products is a significant impact of globalization for Wal-Mart which had also raised several human resource management concerns against the company such as low wages of employees and lack of health benefits among others (Masters, 2004). Cultural Impact on HRM Globalization has provided MNCs the opportunity to expand the market and business operations in order to increase their financial strengths, but it has also resulted in developing corporate culture to prote ct the human resources. In the global market, the major problem for Wal-Mart was inapplicability to the local culture. Low wages, power of unions and discrimination among employees have impacted the human resource management of Wal-Mart in the international market. For instance, Wal-Mart was strictly alleged for discriminating Chinese employees by remunerating them below minimum wage (Mesa Community College, 2009). Impact of Labor Market on HRM strategies Labor market can certainly form the HRM strategies and it is one of the major aspects in defining the ‘degree of freedom’ in an organization. The HRM strategy of Wal-Mart is determined by availability of labor in the market with particular ability, knowledge and proficiency. The pressure of global competition has led Wal-Mart to implement flexible labor strategies with more hazardous work provisions. In recent years, development in financial, political and industrial domains had expressively transformed the arrangement of labor supply and type of labor essential by the organizations. One of the most powerful aspects which formed the international labor market is enhanced process of globalization. The development of international financial system, manufacture structure, market structure and complex forms of international immigration had generated substantial interconnectedness among domestic and local labor markets. Consequently, it is significant for Wal-Mart to recognize the labor marketplace to

Critiques or responds to general issues in business ethics Term Paper

Critiques or responds to general issues in business ethics - Term Paper Example There are a number of ethical issues which surround the advertising concerns. This is because advertising allows the masses to choose for their own selves the different products and services that are offered by the organizations. Now it is up to these organizations how well they enact measures and campaigns to sell their products and services to the end customers. It would be incorrect to state that all advertising is unethical, yet there are more chances that advertising will fox the people rather than being forthright in its dealings. This is because in the competitive world of today, it is important for the brands to make their cut, and this can only be done if there are whole-hearted efforts put in by the organizations to coin strategies and campaigns which will bring about the advertising for such products and services. The ethical debates are significant to understand because these will present forward the strengths that exist within the advertising circles and the grey areas w hich need to be plugged in essence. However, for the sake of discussion here, there is a fine line between the morally correct domains and the inadvertently wrong ideologies that are being propagated by the organizations as they aim to sell their respective goods across the board, either to the masses or to a selected audience. What remains most essential here is to gain an insight as to how this advertising is coming about – either in an ethical format or the complete lack thereof. This paper shall study the basis of business ethics within the realms of advertising and how certain target groups are more susceptible to advertising than others. The ethical issues that surround advertising include the fact that there are certain target audiences which are not apt and in line with the advertising that is being propagated today. This means that these people will take the opposite view which is not sent towards them, or is misunderstood on some occasions. What remains to be unders tood is how these people shall be targeted if the same methodology is not proving successful. The answer to this question lies in the dictum that advertising should be such that will cater to a select target audience while not relying on the other(s). This is true in the case of cigarette advertising where the smokers are properly advertised the message of the cigarette manufacturing company while the aspiring ones do not fall within the same limits of advertising (Phillips, 1997). Such issues also fall under the aegis of advertising which is done for the sake of the children. If they get the message wrongly, their impressionable minds get a message which is not intended for them in the first place. Thus what is required here is a vision to set things right and that too within the corrective realms of being ethical all the way. If these aspects are not adhered to, then there would be significant issues in the wake of properly reaching out to the relevant target groups, and there wou ld be a lot of wastage within the advertising quarters. The ethical dilemmas in advertising arise when one set of audience is geared to receive the benefits of advertising while the other does not get into the details at all. These could be possible within the same society as well, which is all the more understandable considering there are many factions, groups and segments within a target audience spanning a country or a region for that matter. The ethical dilemmas within the advertising realms is simply getting to the people without even letting the other group know what kind of advertising the former is getting. This is a contrasting instance but then again, proper planning and foresight need to be in line with achieving the results that one can think of the advertising circles in this day and age. The manner in which these ethical dilemmas in advertising are resolved is something that makes it all the more significant. If these ethical problems are not understood properly by the

Management Techniques Research Paper Example | Topics and Well Written Essays - 1000 words

Management Techniques - Research Paper Example Without increasing employee productivity, it is impossible for a company to achieve required goals and objectives in the given time frame. According to Kimball and Nink (2006), employee productivity and engagement are imperative for the success of companies. That is the reason why managers of almost all companies give extreme importance to increase employee productivity and efficiency. Managers use effective management techniques not only to improve their productivity at the workplace but also to motivate them to do their best for the benefit of the company. Let us now discuss some of the common management techniques that managers of most of the companies use to improve overall functioning of their companies in competitive environments. Some of the most common management techniques being used by the managers all over the world include building effective workforce, growth management, incentives and bonuses, and increasing the use of technology. Let us now discuss all of these management techniques to get a better understanding of how managers use these techniques for the growth of their companies. One of the main management techniques used by most of the managers is to build an effective workforce that can help the company achieve its goals and objectives successfully. According to Mabey and Ramirez (2005), managing development greatly contributes to improved firm performance. Managers usually undergo a complete human resource recruitment process for selecting talented individuals whose job competency matches with the requirements of the jobs being offered. They create job descriptions for all of the jobs that they plan to advertise and post them in famous newspapers and magazines. Upon receiving the applications, they analyze each of those and select only those applicants who possess the required set of skills, abilities, and qualification. Once the mangers are done

How Did Prophets Function In Israel Research Paper

How Did Prophets Function In Israel - Research Paper Example Other than just being conveyer of God’s messages, these spiritual figures attempted to make humankind revert back to God after facing moral decay (Taylor 2). There are 48 prophets and 7 Prophetesses that have emerged during eighth century in Israel. Functions of the Prophets in Israel A critical analysis of literature available on prophets in Israel helped in understanding that some of the major missions performed by Prophets included reformation instead of new innovation of religion, urging conformity to law along with infrequent mention of it, lack of prescription in the law, testing and serving as a watch man and intercessor (Wood n. pag.). Once their missions were ascertained, the methods that were used to achieve them described the ways through which prophets functioned in Israel. Since prophets acted as a foreteller and an oracle of God, they also adopted certain other roles in the society in order to ensure that these teachings were known to people and duly followed. So me of the major leadership roles in Israeli society included lawgiver, wise men, prophets, psalmists and priests. These were the instructors that Israelis turned to whenever they needed guidance and Prophets of Israel held some of these roles simultaneously in order to achieve their goals. a. Roles of the Prophets Firstly, the role of lawgivers in Prophets began with the advent of Moses who was also the very first Prophet that appeared in Israel. Second role adopted by the Prophets was wise man whose function was to guide and provide counseling in the light of religious teachings. Hence, through this role, prophets attempted to convince general public and leaders of the society with logic instead of appealing to their conscience (Taylor 5). Lastly, some of the prophets also acted as priests who were also responsible for enforcement of law however they were responsible for major sacrifices along with bringing civil justice in the society. In addition to that, Prophets in Israel were majorly responsible for oracular revelations as well. Most of these prophets held leadership roles in their times and were also followed by major social figures who were judges and military heads being responsible for ensuring that the teachings of Prophets prevail. Joshua is one such example who was a strong political figure however he was not a prophet and did not delivered messages of God to people of Israel. In addition to some of these basic functions, Prophets of Israel were also seen as acting as a balancing factor for King’s rule as they received God’s word about King’s actions that were going to be taking place along with the outcomes of those that have already been taken place. Such prophets were not only oracular but were also perceived as a symbol of justice. In order to function effectively, they sometimes also formed part of King’s court and used their oracular powers to provide guidance to the King (Wilson). Over the period of time, the pro phets were limited to oracular function only instead of acting as leaders of the society and sources of miracles (Bremmer 159). b. Methods Used By Prophets These roles allowed prophets to use various methods for conveying their messages which included preaching, individual contacts with the kings and main leaders of the society and using symbolism for disseminating messages of God along with object lessons (Wood n. pag.).  

Can we trust othello Essay Example | Topics and Well Written Essays - 18000 words

Can we trust othello - Essay Example because we added it later to the part we have submitted earlier ,so it seems he skipped the first part including the methodology which was not revised ,but it is not problem . So , what is left now is the changes according to his comment and the conclusion . I will contact the administration about what you have asked about ,but please try to keep with me for the last and sooner I wish to have the revised update with the conclusion and the division of the chapters . The tutor comments by saying â€Å"I’ve underlined where I have suggested changes to the text .COMMENTS are in bold. it will be necessary for you to group some of the sections ,into chapters. That will make the whole discussion much easier to read . In addition to several eminent theatrical works such as Macbeth, Hamlet and King Lear, Shakespeare is renowned the world over for working on a fourth eminent work that has been famously known as ‘Othello’. Othello, thus completes the quartet of four great tragedies produced by perhaps the greatest playwright mankind has ever witnessed. Othello has been the favorite of critics the world over and has served to become the apex of Shakespeare’s work of theatrical plays and as such is unique among Shakespeare’s known works on tragedies. However, the other three works, namely King Lear. Macbeth or Hamlet, are set against a backdrop of state affairs, whereas Othello has been found to focus on the private world with a primary focus on the lives and passions of its main characters (Bradley, 1904, pg. 21). Without doubt, Othello has often been termed as a ‘tragedy of character’. The swiftness with which Othello descends into the ocean of jealousy combined with a fit of rage and the manner in which his deputy Iago is able to utilize the strengths of his dazzling villainy have long fascinated students of Theatre and arts apart from regular critics of the play. One of the primary reasons behind such a fascination and amazement can be attributed to

COmpare and Contrast Human RIghts Instruments in groups Essay

COmpare and Contrast Human RIghts Instruments in groups - Essay Example People across the globe can be categorized into different groups according to their needs. In order to uphold the rights of different recognizable groups, there are different instruments that are used. Thus, according to the United Nations (2006, p.3), the following human rights instruments are used to protect the rights of different groups: â€Å"Article 40 of the International Covenant on Civil and Political Rights (ICCPR), 1966, Article 9 of the International Convention on the Elimination of All Forms of Racial Discrimination, (ICERD), 1965, Article 18 of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), 1979, Article 19 of the Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT), 1984, Article 44 of the Convention on the Rights of the Child (CRC), 1989 and Article 73 of the International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, (ICMW), 1990.â₠¬  In every nation, there are different political groups and they represent diverse views and interests. However, there is a tendency by dominant political groups to suppress other groups with diverse ideological view but this should not be the case since any person according to the United Nations has a right to join a political group of desire. In this regard, it can be seen that Article 40 of the International Covenant on Civil and Political Rights (ICCPR), 1966 is the instrument used to protect the rights of people belonging to different political groups. Similarly, it can be seen that people across the whole globe belong to different races and it can be seen that they have a right to equal protection under international law. The instrument that can be applied is Article 9 of the International Convention on the Elimination of All Forms of Racial Discrimination, (ICERD), 1965. In the same vein, it can be observed

Design Essay Example | Topics and Well Written Essays - 500 words

Design - Essay Example There are three main designs of the bottle, that is, bottles made of bamboo, stone and sea shell. Choice of the three designs anchors on the company’s philosophy to offer products that are sensitive to benign nature of the environment (Gabriel, 2014). All the three bottles are refillable, thus minimizing incidences of disposure. Bamboo, stone and Sea Shell designs take resonance with Oriental, Spa and Sea respectively (Lidwell, & Manacsa, 2009). Each design demarcates for the target client that which he or she is able to anticipate from resultant effect of the product to their body’s thus guiding choice of selection. For example, Bamboo extract contributes to Vitamin E in the human skin. Vitamin E contains antioxidants that nourishes the skin of an individual (Lidwell, Holden, Butler, & Elam, 2010). As such, products within the bottle made of bamboo design resonates with positive contributory effect of bamboo extracts to enlighten the human skin. Creation of the bamboo entails chopping of the bamboo reeds in physical size that is in tandem with other sizes of products which the company offer (Chin, 2005). Size of the bamboo tube also has the capacity to bear rightful quantities of moisturizer as Natugo establishes. Outer cover of the bamboo bottle is green. Essence of the green color is for educative purposes (Brandau, 2012). Green is a representative color for nature. Therefore, the green color depicts that the product is purely natural and contains elements of extracts that emanate from Bamboo therefore healthy and benevolent in refreshing skin of the users (Hughes, 2006). Creation of the stone bottles entails selection of fine stones. The stones resemble the ones used within a Spa (Lee, 2005). Designer of the stone arranges bigger stone to constitute base of the bottle. Pile of the stones emerge in a descending order in times of the physical size. The designer then drill a

Certainty Essay Example for Free

Certainty Essay The Purpose of the Certainty of Objects Requirement For a Trust to exist, A must: (i) hold a specific claim-right or power; and (ii) be under a duty to B not to use that claim-right or power for A’s own benefit (unless and to the extent that A is also a beneficiary of the Trust). In other words, for a Trust to exist, A must be under the core Trust duty. The certainty requirements for a Trust simply reflect the fact that A must be under a duty to B in relation to a specific right. The certainty of objects requirement ensures that: (i) A owes a duty to a specific person; and (ii) A’s duty is certain enough to be enforced. The certainty of objects requirement can sometimes be seen as an inconvenient obstacle that can trip up a party (A0) trying to set up a Trust. However, it serves a vital purpose: a court cannot enforce a duty unless that duty is adequately defined. This point is not peculiar to Trusts. For example, an agreement between A and B can only impose a contractual duty on A to B if it is satisfies a certainty test: the nature of A’s duty to B must be adequately defined. In understanding the certainty of objects requirement, it is important to ask what information the court needs in order to enforce A’s supposed duty to B. If that information is lacking, A’s supposed duty cannot be enforced; so A will be under no duty to B; so there can be no Trust. 2. Discretionary Trusts A discretionary Trust is a form of Trust (see p 222-4 of the book): it can exist only if A is under the core Trust duty. Example 1a: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) at the end of 21 years, to pay any unspent part of the ? 00,000 and its income to Oxfam. A0 also stipulates that, during that 21 years, A can, if he wishes, pay all or any of the ? 100,000 and its income to all or any of A0’s children or grandchildren. In such a case, there is clearly a Trust: A is under the core Trust duty. And Oxfam is a beneficiary of that Trust: A owes the core Trust duty to Oxfam. A0’s children and grandchildren are not, however, beneficiaries of a Trust: A does not owe them the core Trust duty. Rather, A has a power: A can, if he wishes, give all or any of the money to all or any f A0’s children and grandchildren. 1 See eg G Scammell Nephew Ltd v Ouston [1941] AC 251. 1 A discretionary Trust is a particular form of Trust: it exists where A, in addition to being under the core Trust duty, has a power to choose how to distribute the benefit of the right A holds on Trust. Example 1b: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to pay the money, in equal shares, to all of A0’s children and grandchildren. In such a case, there is clearly a Trust: A is under the core Trust duty. There is no discretionary Trust: A does not have a power to choose how to distribute the benefit of the ? 100,000. Rather, there is a fixed Trust: A is under a duty to distribute the benefit of the right held on Trust in a specific way. Example 1c: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) by the end of 21 years, to have distributed that ? 100,000 and its income, as A sees fit, amongst all or any of A0’s children or grandchildren. In such a case, there is a discretionary Trust. A does owe the core Trust duty to A0’s children and grandchildren; but A has a power to choose how to distribute the benefit of the ? 100,000. 3. Discretionary Trusts Certainty of Objects: The â€Å"Any Given Person† Test Example 2: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) by the end of 21 years, to have distributed that ? 100,000 and its income, as A sees fit, amongst all or any of A0’s relatives. In Example 2, there seems to be a problem. A0 has attempted to set up a discretionary Trust. However, such a Trust depends on A being under a duty not to pay any of the money to a person who is not a relative of A0. But can a court enforce that duty? For example, let’s say A chooses to pay out ? 5,000 to X. Is there a meaningful test the court can use to decide if X really is a relative of A0? If not, a key part of A’s intended duty cannot be enforced; in that case, the intended discretionary Trust cannot exist. And, if that occurs, A will hold the ? 100,000 on Resulting Trust for A0 (or, if A0 has died, for A0’s estate). We can sum up this point by saying that, for a discretionary Trust to exist, it must pass the â€Å"any given person† test: a court must be able to tell of any given person (eg X) whether or not that person falls within the class of those to whom A is permitted to distribute the benefit of the right A holds on Trust. 2 That â€Å"any given person† test is often referred to as the â€Å"given postulant† test. In re Baden (No 2),3 the Court of Appeal considered whether a discretionary Trust for A0’s relatives could pass that test. 2 3 See per Lord Wilberforce in McPhail v Doulton [1971] AC 424 at 456. [1973] Ch 9. Stamp LJ held that the discretionary Trust was valid. His Lordship reached that conclusion by taking a very narrow view of relatives as including only A0’s statutory next of kin (ie those close relatives specified by statute as being able to acquire A0’s rights if A0 dies without making a valid will). 4 Sachs and Megaw LJJ took a much broader approach to the term â€Å"relative†, defining it as anyone sharing an ancestor with A0. 5 That definition seems to cause a problem: if X claims that he and A0 had the same great-great-great-great-great grandmother, can the court really test that claim? Sachs and Megaw LJJ both dealt with that point by saying that the onus is on X to prove that claim; until X does so, it must be assumed that X does not share an ancestor with A0. 6 The approach of Sachs and Megaw LJJ (assuming X is out of the permitted class, unless and until X can show otherwise) seems to make the â€Å"any given person† test redundant. For example, if A0 tries to set up a discretionary Trust in which A has a power to distribute the benefit of a right to anyone who is a â€Å"good person†, we might expect A0’s attempt to fail: there is no way for a court to tell if X is or is not a â€Å"good person†. However, on the approach of Sachs and Megaw LJJ, we could instead say that the discretionary Trust is valid – it is just that, if X cannot prove he is a â€Å"good person†, it will be assumed that he is not such a person. It seems that neither Sachs LJ nor Megaw LJ wanted to leave the law in such a way as to permit there to be a discretionary Trust in favour of anyone who is a â€Å"good person†. So each judge added a further certainty requirement. Sachs LJ stated that the class of those to whom A can distribute the benefit of A’s right must be â€Å"conceptually certain†: that is, it must be possible to come up with a definition of the class. Practical, evidential problems as to whether X is or is not within that definition can be dealt with by applying the simple rule that X is out of the class until he proves otherwise. So the â€Å"good person† discretionary Trust will be invalid as there is no clear way of defining that term: it is conceptually uncertain. In contrast, whilst it may be difficult, or even impossible, to tell if X is or is not a relative of A0, that evidential uncertainty will not defeat the discretionary Trust. Megaw LJ added a different requirement, stating that a discretionary Trust can only be valid if there are a â€Å"substantial number† of people who are clearly within the class to whom A can distribute the benefit of A’s right. 8 Again, that requirement can be used to mean that a â€Å"good person† discretionary Trust is invalid, whereas a â€Å"relatives† discretionary Trust is not. The extra requirements imposed by Sachs and Megaw LJJ do not assist in fulfilling the purpose of the â€Å"any given person† test: making sure the court can tell if A distributes the benefit of the right to a person outside the permitted class. It may be that each requirement instead aims to ensure that the discretionary Trust makes some practical 4 5 [1973] Ch 9 at 28-29. Ibid at 21-22 (following the lead of the first instance judge, Brightman J). 6 Here, again, the lead of Brightman J was followed. 7 Ibid at 20. 8 Ibid at 24. 3 sense: for example, if it is not possible to give a conceptually certain definition to the class, it may well be that no-one can show he is within that class. Megaw LJ’s requirement for a â€Å"substantial number† to be within the class is of course quite vague: the point seems to be that, for a iscretionary Trust to make sense, A must have a genuine choice to make as to who will receive the benefit of A’s right. However, that point is not always correct: for example, the discretion in a discretionary Trust could come from A having a power to decide how much of the benefit of A’s right a particular individual should receive. 4. 4. 1 Discretionary Trusts Certainty of Objects: Further Tests The â€Å"full list† test? At one point, it was suggested that a discretionary trust could be valid only if the court could draw up a full list of the people to whom A is permitted to distribute the benefit of a right. On that view, in Example 2, a discretionary trust would arise only if it is possible to draw up a full list of A0’s relatives. However, in McPhail v Doulton, the House of Lords rejected that view. 9 It was based on the idea that, if A failed in his duty to distribute the benefit of the right, a court would have to step in and decide how to distribute. And, to avoid favouring any one person, the court would have to order equal division of the benefit of the right amongst all members of the class. On that view, a discretionary trust would become, in effect, like the fixed Trust in Example 1b: so a full list would be necessary. In McPhail v Doulton, Lord Wilberforce pointed out that, if A fails in his duty to distribute the benefit of a right, a court does not have to order equal division. 10 After all, such equal division could be one of the worst ways of distributing the benefit of a right: for example, splitting up a fund of ? 100,000 equally among 1,000 people would mean that no one person gains a substantial benefit from the discretionary trust. So, given the other means by which the court can step in to execute a discretionary trust, there is no need to apply the â€Å"full list† test. 4. 2 The â€Å"administrative workability† test The fact that a court may need to step in and execute a discretionary trust does not mean that a discretionary trust must pass the â€Å"full list† test. Nonetheless, it may have some impact. For example, if the terms of the attempted discretionary trust mean that there is no sensible plan a court could adopt to execute that supposed trust, then A0’s attempt to set up a discretionary trust must fail. This point may explain the (rarely relevant) â€Å"administrative workability† test. 11 9 [1971] AC 424. Ibid at 456-7. 11 That test is referred to by Lord Wilberforce in McPhail v Doulton: [1971] 1 AC 424 at 457. 10 4 For example, in one case,12 A0 (a council shortly to disappear as part of a reorganisation) attempted to set up a discretionary trust (of a large sum of money) for the benefit of all the former residents of the area covered by that council. The class of people to whom A could distribute the benefit of its right would thus include over 2 million people. It was found that the council’s attempt to set up a discretionary Trust failed: the planned Trust was â€Å"administratively unworkable†. The problem here may be that, if A fails to perform his duty to distribute, the court will have to step in. And is there any sensible way order a court could make to distribute the benefit of A’s right? We have to bear in mind the need for a court to avoid making the type of contentious political decision which it is ill-suited to make and which may cause resentment. 3 Of course, in most cases, no such problems arise: the â€Å"administrative workability† test rarely prevents an intended discretionary trust from arising. This explanation of the â€Å"administrative workability† test explains why it applies to discretionary trusts but not to attempts to give A a power (as in Example 1a). If A chooses not to exercise a power to distribute the benefit of a right then, as A is under no duty to do so, a court does not need to step in and order some form of distribution. There is thus no risk of a court facing the dilemma that would arise if an administratively unworkable discretionary trust were allowed to be valid. 4. 3 The â€Å"non-capricious† test Although the â€Å"administrative workability† test does not apply to powers, that does not mean that powers are free from certainty tests. For example if A has a power to distribute the benefit of a right to all or any of a certain class of people then, as is the case with a discretionary trust, A is under a duty not to distribute outside that class. So, with a power as with a iscretionary trust, the â€Å"any given person† test applies:14 the power is only valid if a court can tell, should A exercise the power in favour of X, whether or not X is in the permitted class. Sometimes, when accepting a power, A also comes under a duty to act loyally and responsibly when considering whether to exercise that power. In such a case, for example, A (as is the case if A holds a right on a discretionary trust) cannot simply ignore the power: he is under a duty to members of the class of potential recipients to consider periodically whether or not to exercise the power. 5 In these cases, A can be said to have a â€Å"fiduciary power†: A is not just under the negative duty not to distribute outside the permitted class; he also has some positive duties in relation to the power. It has been held that A0’s attempt to set up such a power will fail if the intended power is â€Å"capricious†: if there are no sensible criteria A can apply in considering whether and how 12 13 R v District Auditor, ex p West Yorkshire MCC [1986] RVR 24 (noted by Harpum [1986] CLJ 391). For example, would the money be better spent on paying for a new school, or a new hospital, or new sports facilities? 4 See eg re Gulbenkian [1970] AC 508. 15 For a discussion of A’s duties in such a case see eg per Megarry V-C in re Hay [1982] 1 WLR 202, esp at 210. 5 to exercise his power. 16 This does not mean that, when giving A the intended fiduciary power, A0 needs to spell out what factors A should take into account. However, it does mean that if the supposed power is â€Å"capricious† (ie there is no sensible scheme A can come up with) then A0’s attempt to give A the power must fail. Two points are worth noting about this â€Å"non-capricious† test. First, if it is linked to A0’s attempt to impose a duty on A to act loyally and responsibly when considering whether to exercise a power, it must apply to an attempt to set up a discretionary trust: such a duty is a key part of a discretionary trust. Second, in practice, it is very unlikely that this test will present a problem: people rarely go round setting up bizarre powers that cannot be considered in a sensible way. 4. 4 The â€Å"one person† test Example 3: A0, an owner of a large number of paintings, dies. In his will, he instructs A (his executor) to allow â€Å"each of my friends† to purchase one of those paintings each, at half its market value. In such a case, A0 does not attempt to set up a discretionary Trust: A has no power to choose how to distribute his rights. Rather, each friend of A has a fixed entitlement. A0 is attempting to make a conditional gift: if X satisfies a particular condition (if he is a friend of A0) he has a specific right. Nonetheless, it may seem that there is still a certainty problem: how can A (or the court) tell if X is or is not a friend of A0? However, in re Barlow, the essential facts of which were identical to Example 3,17 Browne-Wilkinson J held that the conditional gift was valid. His Lordship noted that an attempt to set up a discretionary Trust for â€Å"friends of A0† would fail: applying Sachs LJ’s test in re Baden (No 2), the term â€Å"friends of A0† is conceptually uncertain. However, a conditional gift should be treated differently: if there was just one person who could clearly show he was, on any reasonable test, a friend of A0, that person is entitled to acquire one of the paintings. 8 The test applied in re Barlow has been criticised. However, it can be defended. If an attempted discretionary Trust (eg in favour of â€Å"friends of A0†) fails a certainty test, then someone who could have benefitted from A’s power (eg a clear friend of A0) will miss out. But, in any case, that person only had a chance of receiving a benefit; he had no legal guarantee. In contrast, if a conditional gift is found to be invalid when there is a person who definitely stands to benefit from it, that person is deprived of a definite entitlement: a right given to him by A0.

The Change of the Rights and Free

The Change of the Rights and Freedoms of Australian Women over the Past 100 Years Essay The progression of the rights and freedoms of women has changed drastically over the past 100 years. Women have felt the need to stand up for their rights and change the traditional stereotype of women from, weak and unambitious to strong and determined beings. There were two main time periods where their rights were recognized throughout Australia. The first took place in the early 20th century, where women rallied for the rights to vote and stand for elections. The second took place in the 1960s and 1970s, when traditional roles of women were challenged. The third aspect that will also be looked at in this essay, are influential women in the two time periods that made the rights and freedoms of women change for the better. In the early 20th century, women believed that they had the right to vote and stand for elections in their respective states because they were working in jobs similar to men. They also believed that the stereotype of them not having the intellect ability to understand politics was false. In 1914, the Victorian Local Government Act Amendment allowed women eligible for election on the same basis. The same happened in 1915 in Queensland, 1918 in New South Wales, 1920 in Western Australia and 1921 in Tasmania. Women who had law degrees wanted to be part of a judiciary to become juries. This was introduced for the first time in Queensland, in the year 1923. Other aspects of women’s rights were overlooked by the Australian Government and in 1928, 1000 women gathered in Sydney to protest for their rights. Many Australian women were getting pregnant before the age of eighteen and had no financial aid to support their child. The Racial Hygiene Association set up the first birth control clinic in Australia in Sydney in 1933. To support young mothers and mothers in general, the Child Endowment Act, formed in 1941 allowed payment directly to the mother of an allowance for each child under the age of sixteen. The allowance was 5 shillings per week. Women who had occupations during the wartime were given set wage rates by the Women’s Employment Board, which was set up by the Federal Government in 1942. Women in the 1960s were more outgoing in challenging the traditional roles of women in the form of protest. Intellectual females debated of changes to civil rights, ‘the pill’, marijuana, conscription and the involvement in the Vietnam War. The collection of intellectuals and their belief to change the freedom and rights of women created the Women’s Liberation Movement (WLM) in 1960. The WLM set a few guidelines that they wanted to address and improve in Australia. The first was sexuality. Judiciaries always overlooked cases that were linked to rape and sexual harassment. The WLM wanted these cases to be looked into to give sexually abused victims peace. The second was education. The female intellectuals wanted to spread literature among other women. Many women in the 60s and 70s were illiterate, whereas men were taught how to read and write from a young age. The last guideline was health. Women wanted to be able to have easy access to contraception, abortion and protection from abusive men. They also wanted to do more research for health conditions, such as, breast cancer and cervical cancer. Many laws have resulted due to the formation of the WLM. The Maternity Leave Act, created in 1973 allowed working mothers to have a 12 month unpaid leave that wouldn’t affect their jobs. In June 1977, The Anti – Discrimination Act aimed to stop discrimination against race, gender or marital status. The Equality of Status of Children’s Act was created in December 1977 allowed children born out of marriages to have legal status. Women wanted to pursue jobs that were mostly pursued by men. In 1986, The Equal Opportunity for Women Act restricted barriers, which prohibited women from pursuing jobs that should be available to them. There were many females in Australia who were activists and believed that Australian women needed to be more confident and believe that they were capable of performing male superior jobs. Edith Cowan was the first woman elected to an Australian Parliament in Western Perth, Western Australia in the year 1921. Women from different states were inspired by Cowan and in Queensland, Irene Longman was the first woman to be elected in the Queensland parliament in 1929. In 1937, Ivy Webber represented the League of Women Electors on a platform of ‘Mother, Child, Family, Home and Health. ’ This is because Webber believed that women needed help with motherhood, children, family, marital problems, home and health. In 1972, Helen Reddy produced a song called ‘I am Woman’. The song became the unofficial anthem of the WLM as well. The United Nations declared that it was ‘International Woman’s Year’ in 1975. Many women went to extremes to protest for their rights. Zelda D’Aprano chained herself to the Commonwealth building in 1969 in Melbourne as a sign of protest for the equal pay of working women. In 2004, D’Aprano was made the officer of the order of Australia as acknowledgement for her work in campaigning on women’s workplace issues. Women have evolved over the past 100 years and have been more determined to strive for freedoms and rights. There is a pressing need for women to acquire jobs. This is partly due to the lack of pressure to get married. The few who do attain high positions still have to deal with traditional attitudes towards women: the belief that they are less capable than men, sexual harassment and public focus on their appearance and their family responsibilities. Even till this day, women are still looked down upon and they themselves feel the need to prove themselves to the society surrounding them. Julia Gillard, Australia’s current Prime Minister says that she ‘would never be where she is today if she wasn’t raised by a single mother and if she allowed gender criticism to jeopardise her intent to become Prime Minister. ’

Impact of World War 1 on Modernism

Impact of World War 1 on Modernism How would you describe the impact of the First World War on Modernist visual practices? The aesthetic phenomenon of Modernism, wide-reaching as that term is, can be historically defined as a period that began around 1860, with Manet generally accepted as the first Modernist painter, and came to an end around 1940 – although the murky cross-over between modernism and post-modernism, and the ubiquitous nature of both terms, means that some historians see Modernism stretching to the 1970s. The term applies retrospectively to a wide range of movements, including Futurism, Dada and Cubism, which broadly sought to distance themselves from the values and stylistics of Classicism. In a general aesthetic sense, modern art is often concerned with essential properties of the potential of colour and flatness, and over time a fading interest in subject matter can be witnessed. In fact, in a more specific sense, Modernism can be seen to refer not just to a style or styles of art, but to the philosophy of art as well. From a historical viewpoint, Modernism can be seen as the reaction of art – at least of the progressive artist – to the post-industrial world, a world in which the machine came to be as prominent and ubiquitous as man, and indeed it was in the largest European metropolises, where the tensions of social modernity were most prominent, that the earliest incarnations of Modernism in art appeared. However Modernism is a wide and watered down term, associated with a myriad of differing, and often opposing movements. What draws them together is that they respond to the same situations of the modern world, of the industrialisation of society and the cataclysmic watershed of the First World War. Christopher Witcombe talks of the period of enlightenment in the 18th century, which preceded the advent of Modernism: â€Å"Progressive 18th-century thinkers believed that the lot of humankind would be greatly improved through the process enlightenment, from being shown the truth. With reason and truth in hand, the individual would no longer be at the mercy of religious and secular authorities which had constructed their own truths and manipulated them to their own self-serving ends. At the root of this thinking is the belief in the perfectibility of humankind.†[1] According to Witcombe, the roots of modernism lie in the ideals of the Enlightenment, and this is where we can see the new roles of the artist begin to take shape. Essentially, the overarching goal of Modernism, of modern art, has been â€Å"the creation of a better society†[2]. But as we shall see, the moralistic idealism of the Enlightenment was not the preferred form for the Modernist movement, which was dragged through the mill of the industrial revolution, and, following hot on its heels, the First World War. There was a sense from the conservative modernists that the way forward was to be guided by existing institutions. The progressives, on the other hand were â€Å"critical of institutions as restrictive of individual liberty†[3]. In the 20th century, progressive modernism was thrust into the spotlight, leaving conservative modernism in its wake, with many people sceptical of its artistic merits. The conservative painters of the 19th century attempted to reflect and exemplify a kind of moral Christian virtue, and believed this to be a vital contribution from art to society – the representation of a model of social values to which everyone could aim. Conservative modernism, however, was looked down upon by progressives as an unambitious celebration of the values of the ruling class. Art, progressives argued, should be forward thinking, challenging, as well as socially responsible, whilst conservatives offered little more than a rosy re-hashing of the sepia past. So whilst the conservatives wished to continue existing institutions and favoured a gradual development, progressives criticised ruling institutions and searched for radical upheaval. In the first 10 years of the 20th century, a rapidly escalating political tension and a distrust of and anger toward the social order began to permeate much of European society. The socio-political evidence of this lies in the Russian Revolution and the prominence all over Europe of aggressive radicals. In the art community, this growing unease can be seen in the trend toward a radical simplification of previous stylistics, and in some cases, complete rejection of previous practice. Young painters such as Matisse and Picasso began to cause shockwaves with their embracing of non-traditional perspectives, a re-hauling of the rules of representation as an aesthetic theme, taking risks that even the Impressionists had not dared. At the heart of this new movement was an affection for disruption, and a progression away from Realism, and this began to give a new dimension to the term Modernism. Progressive Modernism was thrust into the spotlight, leaving conservative modernism in its wake, with many people sceptical of its artistic merits. The conservative painters of the 19th century attempted to reflect and exemplify a kind of moral Christian virtue, and believed this to be a vital contribution from art to society – the representation of a model of social values to which everyone could aim. Conservative modernism, however, was looked down upon by progressives as an unambitious celebration of the values of the ruling class. Art, progressives argued, should be forward thinking, challenging, as well as socially responsible, whilst conservatives offered little more than a rosy re-hashing of the sepia past. So whilst the conservatives wished to continue existing institutions and favoured a gradual development, progressives criticised ruling institutions and searched for radical upheaval. Whereas painters like Turner had been respected members of society’s greatest intelligentsia, seen as contributors to the greater good of society, the progressive Modernist saw the deification of traditional values and social structures as stifling, and therefore the artist took on a new persona, that of the righteous revolutionary, and we can see an example of this in the movement known as Futurism, a movement which had its own self-styled manifesto, published in Le Figaro, in an attempt to provoke, incite, and recruit the like-minded. Futurism, like much of 20th century Modernism, was based upon a rejection of the past, and this attitude came to the fore with progressives with the advent of World War One – which represented a cataclysmic failure of the conservative ideals of tradition. For many progressives, the Great War presented an almighty coming together of man and machine in the most morbid possible way, a futile mechanised massacre, which contrasted bitterly with the Modernist treatment of the role of the machine in beauty, and its faith in technology. This was clearly not the way to a healthier society. It has been said that World War One marked the failure of modern art, and a watershed for the emergence of the post-modern. The artistic community took it upon itself to lead the way, as it were, in the post-war society, given the catastrophic failure of many public institutions. After the war, there grew a kind of social vacuum, a sense that there was a lack of people and institutions to believe in. Many artists felt that it was therefore the responsibility of art to orient the collective social aspiration, to shape a new spirit in the wake of such destruction, and the delegitimisation of so many hopes and values. In this way, the Modernist art of the post-war era was at once ultimately moral, hopeful, and rooted in a deep social conscience, but also vividly subversive and challenging in its (many) aesthetic forms – like the best art, the best music, and the best literature, its moral heart lay in its readiness to challenge and confront the spectator. Characterised deeply by the residing antagonism of the industrial revolution, there came about a kind of collective conviction that traditions, institutions, and social frameworks were not perpetual, but rather that they were open to continuing re-evaluation and subjugation, and this attitude can be witnessed in Tristan Tzara’s movement Dada, which gave perhaps the most radical voice to the post-war Modernist. The Dadaists were not content to simply ‘make art’, they wanted to affect all corners of society, to take part in the revolutionary changes which were the inevitable result of the chaos after the War. The aims of the artist became to negate all social and aesthetic traditions, to make every work a new and marginal expression, and better to be bitterly divisive than quietly dormant. Moreover, every artistic manifestation was a form of didactic interaction with social and historical change. So the First World War represented a huge failure of the previous status quo, culminating in the most excruciating and fruitless deaths of millions across the world. A generation of young artists had witnessed men and boys, many at first-hand, perish defending slivers of earth. Machine warfare had become an accepted horror of reality: the dubious honours of war – valour, courage, and heroism, had been sourly debased by the impersonal brutality of the tank and the machine gun. In the face of such fundamentally unthinkable horror, the funds of Realism seemed to be empty, and the view that the human race had been steadily climbing some moral ladder toward enlightenment became utterly banal. As Christopher Witcombe says, â€Å"The First World War, at once, fused the harshly mechanical geometric rationality of technology, with the nightmarish irrationality of myth†[4]. And so in the 1920s and onward, Modernism became one of the defining movements of the era, whereas before it had been mostly a minority taste, its luminaries more heard of than heard. As a result of its new found prominence, the mood shifted towards a replacement of the older status quo with a base of new methods. Modernism began to reach prominence in Europe in such pertinent movements as Dada and Surrealism. The tendency under the umbrella of Modernism became to form separate movements and develop systems separate to each other – aside from Dada there was the International style of Bauhaus and Socialist Realism. By the 1930s, Modernism had entered the Jazz Age, and labels such as modern or hyper-modern† began to proliferate, and the term Modernism began to lose its resonance, like butter scraped across too much toast. After World War Two, consumer culture became the focus of the Modernist artist, as the focus shifted from the graphic, morbid horrors of the two Wars to the more palettable horrors of the popular culture invasion, and the aesthetic outrage of post-war modernism came to be replaced by an aesthetic of sanction. This combination of consumer and modernist cultures led to a total overhaul of the meaning of the term modernism, and can be seen as the beginning of the contemporary form of Postmodernism, replete with its self-referential fixation – as the lines between elite culture and consumer culture had become blurred, and a movement based on the rejection of tradition had become a tradition itself. BIBLIOGRAPHY: Arnason, H. H., History of Modern Art New York: Harry N. Abrams, 4th edition, 1998 Atkins, Robert. ArtSpoke: A Guide to Modern Ideas, Movements, and Buzzwords, 1848-1944. New York: Abbeville Press, 1993 Chipp, Herschel B. Theories of Modern Art Berkeley: University of California Press, 1968 and 1989 Malcolm Bradbury, Modernism 1890-1930, London: Penguin, 1991 Christopher Witcombe, What is Art?, http://witcombe.sbc.edu/modernism/artsake.html, 2000 [1] Christopher Witcombe, What is Art?, http://witcombe.sbc.edu/modernism/artsake.html, 2000 [2] Christopher Witcombe, What Is Art? [3] Christopher Witcombe, What Is Art? [4] Christopher Witcombe, What is Art?

The Life and Political Career of James Madison Essay -- American Ameri

The Life and Political Career of James Madison James Madison is most widely known as the father of the Constitution. It is a title â€Å"deeply deserved on many accounts† (Wills 37). Although his many achievements at times are overshadowed by his work on the Constitution, Madison’s life reflects a legislative talent (Wills 3). Through his interest in politics, he was able to shape the forming nation. Education, illness, and religion dominated the beginning of James Madison’s life; the experiences enabled Madison to write the Constitution as well as a number of influential essays in response to his views on the incompetent confederacy. Madison challenged the ideas of the Anti-federalists through his strong arguments and rhetoric, while leaving behind a balance between central government and individual rights, as well as the idea of being an American. Madison’s education revolved around his bad health, which often dictated where he studied. Madison believed he would â€Å" have a short life due to the illness he believed was epilepsy and actively tried to monitor and control breakdowns† (Wills 7). As a child, Madison was â€Å"frequently confined to the sick bed† and he â€Å"formed studious habits, developing an early love of scholarly investigation and contemplation† (Sheldon 3). While the young Madison stayed at home, his religious grandmother took on his education by using books from his father’s library and purchasing the British magazine, Spectator (Sheldon 3-4). After learning valuable lessons through her teaching, he moved on to attend school for five years at the King and Queen County Anglican School, later returning home in order to monitor his health (Wills 15). Madison’s desire for knowledge led him to study at P... ...Inaugural Address. New York: The Library of America. 1999. Madison’s address to the country, informing the people of his goals while in office. Madison, James. Speech in the Virginia Ratifying Convention of Ratification and Amendments. New York: The Library of America. 1999. A speech aimed at convincing the state of Virginia to give the ninth vote for ratification. Peterson, Merrill D. ed. The Founding Fathers: James Madison A Biography in His Own Words. Vol. 1. New York: Newsweek, inc. 1974. A biography of Madison’s life. Sheldon, Garrett Ward. The Political Philosophy of James Madison. Baltimore: The John Hopkins University Press. 2001. An analysis on the factors in Madison’s life that shaped his ideals. Wills, Garry. James Madison. New York: Times Books. 2002. A biography focusing on Madison’s Presidential years. The Life and Political Career of James Madison Essay -- American Ameri The Life and Political Career of James Madison James Madison is most widely known as the father of the Constitution. It is a title â€Å"deeply deserved on many accounts† (Wills 37). Although his many achievements at times are overshadowed by his work on the Constitution, Madison’s life reflects a legislative talent (Wills 3). Through his interest in politics, he was able to shape the forming nation. Education, illness, and religion dominated the beginning of James Madison’s life; the experiences enabled Madison to write the Constitution as well as a number of influential essays in response to his views on the incompetent confederacy. Madison challenged the ideas of the Anti-federalists through his strong arguments and rhetoric, while leaving behind a balance between central government and individual rights, as well as the idea of being an American. Madison’s education revolved around his bad health, which often dictated where he studied. Madison believed he would â€Å" have a short life due to the illness he believed was epilepsy and actively tried to monitor and control breakdowns† (Wills 7). As a child, Madison was â€Å"frequently confined to the sick bed† and he â€Å"formed studious habits, developing an early love of scholarly investigation and contemplation† (Sheldon 3). While the young Madison stayed at home, his religious grandmother took on his education by using books from his father’s library and purchasing the British magazine, Spectator (Sheldon 3-4). After learning valuable lessons through her teaching, he moved on to attend school for five years at the King and Queen County Anglican School, later returning home in order to monitor his health (Wills 15). Madison’s desire for knowledge led him to study at P... ...Inaugural Address. New York: The Library of America. 1999. Madison’s address to the country, informing the people of his goals while in office. Madison, James. Speech in the Virginia Ratifying Convention of Ratification and Amendments. New York: The Library of America. 1999. A speech aimed at convincing the state of Virginia to give the ninth vote for ratification. Peterson, Merrill D. ed. The Founding Fathers: James Madison A Biography in His Own Words. Vol. 1. New York: Newsweek, inc. 1974. A biography of Madison’s life. Sheldon, Garrett Ward. The Political Philosophy of James Madison. Baltimore: The John Hopkins University Press. 2001. An analysis on the factors in Madison’s life that shaped his ideals. Wills, Garry. James Madison. New York: Times Books. 2002. A biography focusing on Madison’s Presidential years.

Agriculture In More and Less Developed Countries Essay -- Agriculture

Dark, thick smoke rises from the engine of a huge tractor that is plowing the plains of Dumas, Texas with enough power and technology to plow fifteen rows at one time. While just overseas in Pakistan a farmer works to plow one row in his field with the help of his oxen. Both farmers come home late at night, one just the same as the other, but the work they have accomplished for the day will be drastically different. The farmer in Pakistan farms 2.5 acres of land hoping to use what he harvests for feeding his family and his village. The farmer in Dumas farms 500 acres of land, which is 200 times the size of the farmer's land in Pakistan, and he uses what he harvests to make a living and to sell to grocery stores in the United States. Agriculture is practiced all over the world but agriculture in one country can be far different than in another country. The world can be divided into the less developed countries, where the output of the farm is used on or near the farm where it i s produced, and the more developed countries, where the farmer sells the crops and livestock. There are some major differences between what we do in the United States and what others do in other countries concerning agriculture. As one can see, agriculture is a very important way of life for many different people all over the world. The uses of agriculture are very different throughout the world considering whether the country is more or less developed. First, we must define agriculture and determine how agriculture began. Agriculture is the deliberate modification of Earth's surface by cultivating or caring for plants and rearing animals to obtain sustenance or economic gain (1). So how did agriculture begin in the United States? Before agric... ..., so maybe someday they can be more fortunate in their living conditions. Through agriculture, we as humans are surviving together as we provide for each other. Works Cited: 1. Rubenstein, James M. An Introduction To Human Geography. New Jersey: Prentice Hall, 1996. Sources of Information 2. "History of Agriculture." 199?. http://www.ag.usask.ca/cofa/displays/college/plains/history.html (16 April 1998) 3. "The Nation and the People." 1996. http://www.prica.org/indonesia/nation_people/econ2.html#Agri (16 April 1998) 4. "Pakistan Goverment - Agriculture." 199?. http://www.pak.gov.pk/govt/agri7.htm(16 April 1998) 5. http://www.ext.missouri.-edu/agebb/commag/index.htm (16 April 1998) 6. Deterling, Del. "Grain Growers Look South for Markets" 1998. http://www.progressivefarmer.com/markets/0498/south/index.html (16 April 1998)

Schizophrenia in The Yellow Wallpaper by Charlotte Perkins Gilman

Schizophrenia in  The Yellow Wallpaper      Ã‚  Ã‚   Charlotte Perkins Gilman’s "The Yellow Wall-Paper," does more than just tell the story of a woman who suffers at the hands of 19th century quack medicine. Gilman created a protagonist with real emotions and a real psych that can be examined and analyzed in the context of modern psychology. In fact, to understand the psychology of the unnamed protagonist is to be well on the way to understanding the story itself. "The Yellow Wall-Paper," written in first-person narrative, charts the psychological state of the protagonist as she slowly deteriorates into schizophrenia (a disintegration of the personality). Schizophrenia manifests itself through a number of symptoms. One of the first symptoms that the narrator in "The Yellow Wall-Paper" exhibits is thought disorder. Thought disorder can range in severity anywhere from a vague muddiness of thinking to a total breakdown of mental processes. The first real hint that the protagonist is having trouble controlling her mental faculties is when she says, "I get unreasonably angry with John sometimes . . . I take pains to control myself — before him, at least, and that makes me very tired" (Gilman 426). Her mental state is again revealed a few pages later when she states, "It is getting to be a great effort for me to think straight" (Gilman 430). Related to thought disorder is obsession, which the protagonist displays in her relentless thoughts about the yellow wallpaper which covers her bedroom walls. The narrator begins her obsession with the yellow wallpaper from the very beginning of the story. "I never saw a worse paper in my life," she says. "It is dull enough to confuse the eye in following, pronounced enough to constantly irri... ...press her, she had to discard the personality that was meek and mild. It is quite possible within the realm of psychological theory that the stress of childbirth, coupled with post-partum depression and the mental strain of having to repress her emotions triggered the schizophrenia. Schizophrenia is the perfect choice because it explains why the protagonist behaves the way she does. At the same time, it shows the problems that occur when a person is oppressed for so long, and also frees the narrator from the bonds of a personality that did not allow her to express herself as a human being. Works Cited Gilman, Charlotte Perkins. "The Yellow Wall-Paper." Fiction 100: An Anthology of Short Stories. 4th ed. ed. James H. Pickering. New York: MacMillan, 1985. 426-34. Kristal, Leonard, ed. The ABC of Psychology. New York: Facts on File Publications, 1982.   

Sex education in high school

Ada Vargas 9/12/12 ENGL Ill-D40 Argumentative essay Sex education in high schools High schools should provide better sexual education. Prevention is better than cure. The federal government should provide more information in schools and required sex education in the first year of high school. This is important because there are a lot of sexually transmitted diseases, teenage pregnancy, and teen abortions. Boskey (2011) stated that sexually transmitted diseases (STDs) are â€Å"some of the most difficult diseases in the world to catch† (paral).Although there are a lot of resources available o obtain information such as the internet, books and magazines most of the time teens do not take the time to read so there should be required classes in high school to inform them about STDs. Many teens have sex without knowing that millions of teens get STDs because they do not know about prevention and the consequences of these diseases. It is important to educate teens about this serious problem in their first year of high school.According to the Center Detection in San Antonio, Texas people between the ages of 1 5 and 24 are acquiring about the half of the STDs lthough they represent the twenty five percent of the sexually experienced population (2011). The US diagnosed nineteen million cases of syphilis, gonorrhea and chlamydia and cost the government seventeen billion per year to the nation's health care (Preidt, 2011). It is a fact that STDs are a big issue the nation is dealing with today. This affects a lot of teens and their families, including the countrys economy.Almost all STDs are treatable but there are consequences if they are not detected and treated on time. The question is why waste time and money? You can each teens about the consequences of having sex without protection. It is a fact that teens are not prepared physically, psychologically and economically to have children. Teen mothers cannot afford a better quality of life for their children as e stablished older mothers can. According to the Family First Aid â€Å"the US has the highest rates of teen pregnancy and births in the western industrialized world.Teen pregnancy costs the United States at least seven billion annually' (2002). Swierzewski (2012) points out about the pregnancy rates in the US: Teen pregnancy rates in the United States ell forty percent from 1992 to 2008-to their lowest level since 1976. The decline in the teen pregnancy rates was consistent during this time period, except for an increase in 2005 and 2006. In teenage girls aged fifteen to seventeen, the pregnancy rate has declined by almost fifty percent since 1990 and the rate in older teens decreased by about thirty percent. para 2) Teen pregnancy is a major concern because we all have teenage friends with babies or young relatives that became pregnant at an early age. The bad news for our community is that New Mexico is the tate with the most teen pregnant moms, ninety three per one thousand, foll owed by Nevada, Arizona, Texas and Mississippi. (Kost, K. and Henshaw, S and Carlin, L 2010). We need to prevent teen pregnancy because is affecting a lot of people in a lot of ways such as economically, socially and morally. The solution is to provide information and advert the youths about the risk and consequences of having sex without protection.Another concern about teenage pregnancies is that many results in to teen abortions. It is not easy to have a baby for a teenager. Lowen (2012) found that there was a decrease of abortion from forty six percent to thirty one percent from 1986 to 2008. Teens that have babies normally do not finish high school. How are they are going to take care and support their children? Abortions have a lot of consequences that teens sometimes do not consider such as depression and infertility. Although the best way to avoid all these problems is abstention the reality is that teens are having sex.It is better to educate and inform teens about the risk s they take when they have sex without protection. Prevention is better than treatment and cure. The US is the country with the most teen pregnancies, and teen abortions, and teens with STDs. In conclusion, we should have better sexual education in high schools. References Boskey, E. Ph. D. (2011, November 12). STD 101 – Top Sexually Transmitted Diseases (STDs) You Should Know About. About. com Guide. Retrieved fromhttps://en.wikipedia.org/wiki/Nominal_Pipe_Sizehttps://prochoice.org/education-and-advocacy/about-abortion/abortion-facts/https://www.thoughtco.com/g00/why-teens-choose-abortion-3534251?i10c.referrer=https%3A%2F%2Fwww.google.com.ua%2Fhttps://www.usatoday.com/topic/D2591A44-DFD9-4D0D-AF7A-CC0B3B92CBB0/health-wellness/https://www.cdc.gov/std/http://www.healthcommunities.com/teen-pregnancy/children/overview-of-teen-pregnancy.shtml   

Do Not Learn as a Machine Essay

It’s twelve at night. Tons of papers and a cup of coffee on the desk prepared for pulling an all-nighter. Studying for the exam tomorrow, cramming tons of class-notes and materials. Students are fighting for an A. However, what do we expect them to learn from it? Is it even beneficial to them? After all, most students forget almost everything as soon as they finish the exam. Apparently, there are some fundamental problems in our current educational system. In the three essays, â€Å"The ‘Banking’ Concept of Education† by Paulo Freire, â€Å"Against School† by John Taylor Gatto and â€Å"The Achievement of Desire† by Richard Rodriguez, the authors realize different problems of the educational system and have different opinions about it. In my point of view, the main problem in the current educational system is that it encourages students to receive information meekly, without doubting, questioning or even understanding the material. As a result, these students resemble machines which acquire many facts but can barely develop their own critical thinking. The three aforementioned authors have differing opinions on the current educational system, but they all describe it as a system where students merely receive information but do not undergo critical thinking. In â€Å"Against School,† Gatto states that the educational system is a scheme the government uses to make people more â€Å"manageable† by reducing their critical judgment. To achieve this, school provide answers of every question to the students. It works because â€Å"Easy answers have removed the need to ask questions† (Gatto 155). It is true. Since students were taught in their early life that teachers are absolutely right, and that they should obey the authorities, as a result, most of them do not judge the teachers’ explanations. As they grow up, students tend to find the answers from books or teachers instead of figuring the answer out by themselves. Thus, their critical and original thinking have been obliterated completely under this educational system. Moreover, the boredom of schooling successfully removes the students’ curiosity which drive them to ask questions. A similar idea appears in â€Å"The ‘Banking’ Concept of Education. Freire uses the term â€Å"banking system† to describe the educational system where the teachers deposit a large amount of knowledge on the students. Students soon become receptacles which â€Å"extend only as far as receiving, filling, and storing the deposits† (Freire 1). These students do not understand how the information related to the real world, and can neither apply the knowledge to the real world problem nor develop their own critical thinking. In â€Å"The Achievement of Desire†, Rodriguez mainly describes his early life as a successful student. It gives a concrete example to support Gatto and Freire’s opinion. As he describes himself as a â€Å"great mimic; a collector of thoughts, not a thinker† (203), it fits Gatto and Freire’s description about the educational system, that even a considerably â€Å"successful† student could not perform critical and original thinking. Under this type of educational system, students try to find their way to achieve high scores. However, it turns out that the best way to be successful in this system isn’t the best way to learn. In the essays, the authors describe how the â€Å"successful† student is like. According to Freire, â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are† (1). In order to be considered â€Å"good† under this system, students need to receive a large amount of facts on a superficial level. The best strategy is not to think, not to question, just believe and memorize it. Freire observes a phenomena in which teachers talk about contents â€Å"which are detached from reality, disconnected from the totality that engendered them† (1). In this way, students acquire tons of facts and maybe enhance their memorization ability, but fail to understand how these facts are connected to the daily life. In â€Å"The Achievement of Desire,† Rodriguez realizes that he was the â€Å"worst student,† even though he was considered â€Å"successful† in the system. â€Å"He becomes in every obvious way the worst student, a dummy mouthing the opinions of others. But he would not be so bad—nor would he become so successful, a scholarship boy—if he did not accurately perceive that the best synonym for primary ‘education’ is ‘imitation’† (203). The scholarship boy noticed that the best way to succeed in this system is to borrow and copy the ideas of others. Clearly we know that this is not the way to learn, as learning requires original processes. Therefore, it can be concluded that being successful in the educational system is not the same as being successful in learning. My experience supports this. Some teachers in my high school ask students to memorize all the model answers to every possible question that might be asked on the standardized test, but do not give explanations or have activities which could actually help students understand. The aim of teaching would then become merely the test scores. My physics teacher kept reminding us how many students got an A in a standardized test under his training, which emphasized becoming â€Å"machines for solving problems. † Being these machines could improve our performance on a test; however, we did not retain any substantial knowledge throughout the class, some even losing the motivation to learn afterwards. Solutions to a problem can be simple once we understand the cause of it. In the essays, the authors suggest their individual solutions. Freire suggests to oppose the â€Å"banking system,† by implementing a â€Å"problem-posing system. † In a problem-posing system, teachers pose some problems related to the world and ask the students to attempt to solve them without a straight forward answer (Freire 7). Students would then have the chance to explore the respective topic by themselves, think about every possible solution creatively. It takes time for all students to figure out the answer, and some of them may even fail to do it, but at least each student has tried to think about the problem. In this way, students are learning the material cognitively, and hence they will understand it more deeply and be able to apply the knowledge to the real world. Moreover, this system can motivate students to learn. According to Freire, â€Å"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge† (8). When students try solving the problem, they are not being narrated by the boring materials and instead use their creative brainpower. They will find it fun to learn in this way and grow an enthusiasm to continue learning. In â€Å"Against School,† Gatto suggests to do the retrograde of the school’s mediocre influence on children. â€Å"School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively teach your own to think critically and independently† (155). To do this, we can educate children not only by books, but also encourage them to join different kinds of extra-curriculum activities such that they can grow interest in all areas. As an international student, I always compare the educational systems in America and Macau. I found that the educational system in America is relatively more â€Å"problem-posing† than my early education in Macau. Professors always give us chance to discuss and have more in-class activities. I fit in this problem-posing system and thus I can learn better and understand concepts more clearer. In conclusion, in order to learn cognitively and acquire the true knowledge, students should try to understand the materials before they decide to believe and cram it. Doxa means common beliefs and facts, while logos means the principle of knowledge. When students deeply understand it, they will attain the level of logos, not only doxa. It gives the students knowledge as well as the skill to derive other truths. To avoid being a machine, we should have our own thought and creativity. In the ideal problem-posing system, students can explore it in their way but not copying others’ ideas because they do not need to worry about their grades. They would then have their original opinion and thought, instead of meekly receiving information, being a mindless machine.

Conceptual framework

Put together all the materials that deal with similar topics. This way, you can relate the studies with one another. 3. From the card catalogue in a library, you will be able to identify a book that is closely related to your study. Go to the shelf and pick out the book you have identified. The materials in this book will have supporting materials in other books on the same shelf. Look at other books located above, below, to the right, and to the left of the book you have picked out. They may contain relevant materials. 4. Refer to the list of references at the end of the book or journal you have found. Those references will give you the needed relevant materials. How do you organize your RL?Cute concept(s) and variables can serve as your heading and subheadings Chitin the write up, you can further organize based on: – chronology – themes Writing skills required n building up the RL C Paraphrasing C Summarizing Ã'Å¡ Managing quotations CA Synthesizing C Citing or docume nting sources What is a paraphrase? – restating an authors idea in your own words and style (Plat et al. , 2007) – putting a passage from an author into â€Å"your own words (The Writers Handbook, online) ; restating in your own words the statement of others; a Techniques in paraphrasing 1. Imagine as if you were explaining the original text to someone who doesn't share the same background with that of the author of the original material. 2. Write the paraphrase the way you loud give that explanation. 3.Simplify the material, but keep its original ideas intact. Sample paraphrase . PDF Summary or prà ©cis – a condensed version of a longer text that represents the original ideas of the writer's but written in the words of the one writing the summary (Plat et al. , 2007) – a condensation of the original usually one fourth to one third of the length (Tellurium, 2003 in Gonzales et al, no date) How to produce a summary: 1. Read the article to be summarized a nd be sure you understand it. 2. Outline the article. Note the major points. 4. Always use paraphrase when rating a summary. If you do copy a phrase from the original be sure it is a very important phrase that is necessary and cannot be paraphrased.In this case put â€Å"quotation marks† around the phrase. The features of a 1. Start your summary with a clear identification of the type of work, title, author, and main point in the present tense. Example: In the feature article â€Å"Four Kinds of Reading,† the author, Donald Hall, explains his opinion about different types of reading. 2. Check with your outline and your 3. Never put any of your own ideas, opinions, or interpretations into the marry. This means you have to be very careful of your word choice. 4. Write using â€Å"summarizing language. † Periodically remind your reader that this is a summary by using phrases such as the article sample summary. UDF Quotation – a reproduction of the author's e xact words, spelling and grammar Reminder: Make sure you do not overuse quotations in your paper. Otherwise, your paper is simply a representation of other people's work. (Plat et al. , 2007) Rules for placing quotations 1. Put quotation marks around the quotation. 2. Introduce the quotation or place It in proper context. . Copy quotations exactly as they are written. Synthesizing â€Å"to combine the ideas of more than one source with your own† Synthesis ; Report information from the sources using different phrases and sentences. ; Organize so that readers can immediately see where information from the sources overlap. ; Make sense of the sources and help the reader understand them in greater depth. Conceptual framework Put together all the materials that deal with similar topics. This way, you can relate the studies with one another. 3. From the card catalogue in a library, you will be able to identify a book that is closely related to your study. Go to the shelf and pick out the book you have identified. The materials in this book will have supporting materials in other books on the same shelf. Look at other books located above, below, to the right, and to the left of the book you have picked out. They may contain relevant materials. 4. Refer to the list of references at the end of the book or journal you have found. Those references will give you the needed relevant materials. How do you organize your RL?Cute concept(s) and variables can serve as your heading and subheadings Chitin the write up, you can further organize based on: – chronology – themes Writing skills required n building up the RL C Paraphrasing C Summarizing Ã'Å¡ Managing quotations CA Synthesizing C Citing or docume nting sources What is a paraphrase? – restating an authors idea in your own words and style (Plat et al. , 2007) – putting a passage from an author into â€Å"your own words (The Writers Handbook, online) ; restating in your own words the statement of others; a Techniques in paraphrasing 1. Imagine as if you were explaining the original text to someone who doesn't share the same background with that of the author of the original material. 2. Write the paraphrase the way you loud give that explanation. 3.Simplify the material, but keep its original ideas intact. Sample paraphrase . PDF Summary or prà ©cis – a condensed version of a longer text that represents the original ideas of the writer's but written in the words of the one writing the summary (Plat et al. , 2007) – a condensation of the original usually one fourth to one third of the length (Tellurium, 2003 in Gonzales et al, no date) How to produce a summary: 1. Read the article to be summarized a nd be sure you understand it. 2. Outline the article. Note the major points. 4. Always use paraphrase when rating a summary. If you do copy a phrase from the original be sure it is a very important phrase that is necessary and cannot be paraphrased.In this case put â€Å"quotation marks† around the phrase. The features of a 1. Start your summary with a clear identification of the type of work, title, author, and main point in the present tense. Example: In the feature article â€Å"Four Kinds of Reading,† the author, Donald Hall, explains his opinion about different types of reading. 2. Check with your outline and your 3. Never put any of your own ideas, opinions, or interpretations into the marry. This means you have to be very careful of your word choice. 4. Write using â€Å"summarizing language. † Periodically remind your reader that this is a summary by using phrases such as the article sample summary. UDF Quotation – a reproduction of the author's e xact words, spelling and grammar Reminder: Make sure you do not overuse quotations in your paper. Otherwise, your paper is simply a representation of other people's work. (Plat et al. , 2007) Rules for placing quotations 1. Put quotation marks around the quotation. 2. Introduce the quotation or place It in proper context. . Copy quotations exactly as they are written. Synthesizing â€Å"to combine the ideas of more than one source with your own† Synthesis ; Report information from the sources using different phrases and sentences. ; Organize so that readers can immediately see where information from the sources overlap. ; Make sense of the sources and help the reader understand them in greater depth. Conceptual framework Put together all the materials that deal with similar topics. This way, you can relate the studies with one another. 3. From the card catalogue in a library, you will be able to identify a book that is closely related to your study. Go to the shelf and pick out the book you have identified. The materials in this book will have supporting materials in other books on the same shelf. Look at other books located above, below, to the right, and to the left of the book you have picked out. They may contain relevant materials. 4. Refer to the list of references at the end of the book or journal you have found. Those references will give you the needed relevant materials. How do you organize your RL?Cute concept(s) and variables can serve as your heading and subheadings Chitin the write up, you can further organize based on: – chronology – themes Writing skills required n building up the RL C Paraphrasing C Summarizing Ã'Å¡ Managing quotations CA Synthesizing C Citing or docume nting sources What is a paraphrase? – restating an authors idea in your own words and style (Plat et al. , 2007) – putting a passage from an author into â€Å"your own words (The Writers Handbook, online) ; restating in your own words the statement of others; a Techniques in paraphrasing 1. Imagine as if you were explaining the original text to someone who doesn't share the same background with that of the author of the original material. 2. Write the paraphrase the way you loud give that explanation. 3.Simplify the material, but keep its original ideas intact. Sample paraphrase . PDF Summary or prà ©cis – a condensed version of a longer text that represents the original ideas of the writer's but written in the words of the one writing the summary (Plat et al. , 2007) – a condensation of the original usually one fourth to one third of the length (Tellurium, 2003 in Gonzales et al, no date) How to produce a summary: 1. Read the article to be summarized a nd be sure you understand it. 2. Outline the article. Note the major points. 4. Always use paraphrase when rating a summary. If you do copy a phrase from the original be sure it is a very important phrase that is necessary and cannot be paraphrased.In this case put â€Å"quotation marks† around the phrase. The features of a 1. Start your summary with a clear identification of the type of work, title, author, and main point in the present tense. Example: In the feature article â€Å"Four Kinds of Reading,† the author, Donald Hall, explains his opinion about different types of reading. 2. Check with your outline and your 3. Never put any of your own ideas, opinions, or interpretations into the marry. This means you have to be very careful of your word choice. 4. Write using â€Å"summarizing language. † Periodically remind your reader that this is a summary by using phrases such as the article sample summary. UDF Quotation – a reproduction of the author's e xact words, spelling and grammar Reminder: Make sure you do not overuse quotations in your paper. Otherwise, your paper is simply a representation of other people's work. (Plat et al. , 2007) Rules for placing quotations 1. Put quotation marks around the quotation. 2. Introduce the quotation or place It in proper context. . Copy quotations exactly as they are written. Synthesizing â€Å"to combine the ideas of more than one source with your own† Synthesis ; Report information from the sources using different phrases and sentences. ; Organize so that readers can immediately see where information from the sources overlap. ; Make sense of the sources and help the reader understand them in greater depth.

A New House Readiness Essay

When making a decision to purchase a new house, one of the economic principles which one must consider will be that people face tradeoffs. If one decides to purchase a new house, he or she will need to give up things such as a holiday, new truck or what they eat which the same amount of money can purchase. In this case, one will need to weigh the priorities. For example, purchasing a new house may make travelling to school and local services more convenient, however it will require one to give up the purchase of a new car which makes travelling to work more inconvenient. Depending on what the decision maker feels is more important, he or she will decide for or against the decision to purchase the house. One of the principles of economics states that trade can make everyone better off. When trade flourishes, it results in a greater purchasing power. In such a case, marginal costs appear small owing to a better purchasing power among people. In this situation, marginal benefits exceed marginal costs and it would be a good idea to purchase the new house Another economic principle which one should consider will be to think at the margin. This will involve weighing marginal benefits and costs of the decision. In this case, marginal benefits of purchasing the house will be its close proximity which will be close to schools and local services. In addition purchasing a new house will provide cleaner, larger and newer space which will improve living conditions. However, marginal costs will include that of lowering one’s disposable income which will lower their ability to purchase other goods such as baby food necessary for the growth of the child. The marginal costs and benefits of the decision to purchase a house will depend on the other factors such as income level. When income level is low, purchasing a new house will greatly affect the disposable income and purchasing power of the decision-maker, hence it is more likely that the person make the decision against purchasing a new house.