Sunday, March 8, 2020
Question 2 Essay Example
Question 2 Essay Example Question 2 Essay Question 2 Essay Between 1803 and 1853, the area of the United States more than tripled. As the nation expanded westward, the different parts of the country grew apart. The people of the North, the South and the West all developed different ways of life because of the different climates, kinds of land and natural resources in the three sections. Each section had its own problems and people wanted the national government to pass only such laws as would help their section. This attitude is known as sectionalism and it would cause great harm to the unity of the country.In the past, people of the different areas had worked together because they all wanted the same things. Thus, the generations of Americans from the 1770s to the 1840s achieved great successes in territorial expansion. However, from 1820 to 1860, national unity lessened as sectional interests came first and people argued among themselves about tariffs, money, the building of roads and railroads and were divided over slavery (Kurth, 1996).T he social, economic and political conditions between the sections had diverged by 1850. In the North, factories were being built and were producing a wide variety of articles. There was a movement of the immigrant population to the West where fertile farms were made out of the wilderness and acres of wheat and crop were grown. In the South, cotton was king. The cotton economy of the South was based on the labor of the Negro slaves. As the cotton was milled, it was usually sent by ship to the textile factories in the North or to Europe. As the nation expanded in population and size, better transportation facilities were needed. The most important were the railroad, the steamboat and to a lesser extent, the canals. Most of them went from east to west, allowing the agricultural products of the West to be sent east and the manufactured products of the East to be went west. To a certain extent, this shut off the South from the rest of the country (Morris, 1965).As more and more settlers moved west, more and more portions of land were organized as territories. The Southerners wanted to have slavery in at least some of the new territories because new farmland was need and since the plantation system was based on slavery, they sought this new land where slavery was permitted. Also, the Southerners wanted to keep the balance of power in the Senate.In 1819 when Missouri, a territory allowing slavery applied for admission as a state, the balance between slave and free states was threatened. If Missouri was accepted, there will then be eleven free states and twelve slave states. The North proposed that for Missouri to be accepted, the following conditions should apply that no additional slaves are to enter Missouri and the children of the slaves who are already there are to be freed at the age of 25. The Southerners resent the intrusion and this was not passed in the Senate. Instead, the Missouri Compromise of 1820 was passed with the admission of Maine as a free state, M issouri as a slave state and slavery is barred from the Louisiana territory north of latitude 36o 30’ (â€Å"An Outline of American History†, 1994).When California and New Mexico were seized soon after war with Mexico was declared in mid-19th century, the problem of slavery once again became an issue. In January 1850, Henry Clay proposed a compromise to solve the problem of slavery in the territories on five points:1.            that California be admitted as a free state as it had requested;2.            that territorial governments be set up in New Mexico and Utah;3.            that a new and stricter fugitive slave law be passed to provide for returning runaway slaves to their owners;4.            that the slave trade in District of Columbia be entirely stopped;5.            that the boundary between Texas and New Mexico be settled and that the U.S. government will pay any debts that Texas had.After much debate and inevitable dissatisfaction by the extremists in the North and South, it passed as law and became known as the Compromise of 1850 (Smith, 1906).A decade later, a compromise can no longer be reached and due to sectional differences, slavery issue and issues against territorial management of the country’s expansion, several Southern states seceded from the Union setting the stage for the Civil War.Referencesâ€Å"Extension of Slavery, Chapter 5.†(1994). An outline of American history. Retrieved October 5, 2007, from http://odur.let.rug.nl/~usa/H/1994/ch8_p1.htm.
Friday, February 21, 2020
Monopoly, duopoly and barriers to entry Assignment
Monopoly, duopoly and barriers to entry - Assignment Example Thus, Q = 3 is the profit maximizing output. This is not a Pareto efficient equilibrium. Pareto efficiency requires the price to equal marginal cost. Therefore, the Pareto efficient equilibrium would have the price equalling $12 and then from the demand curve we find that the Pareto efficient equilibrium quantity would be the solution to 12 = 24 – 2Q which implies that the Pareto efficient quantity would be Q = 6. 1) Playing â€Å"Don’t cooperate†is the dominant strategy for both firms. Note when the other firm plays â€Å"Collude†, playing â€Å"Collude†yields a payoff of $9 whereas â€Å"Don’t cooperate†yields a payoff of $10. Again, when the other firm plays â€Å"Don’t cooperate†, playing â€Å"Collude†yields a payoff of $7 whereas â€Å"Don’t cooperate†yields a payoff of $8. Therefore, playing â€Å"Don’t cooperate†yields a higher payoff irrespective of the rival firm’s strategy. Hence, â€Å"Don’t cooperate†is a dominant strategy for both firms. 2) The Nash equilibrium strategy profile is {Don’t cooperate, Don’t cooperate}.This is best seen by noticing that since â€Å"Don’t cooperate†is a dominant strategy, neither player has a unilateral incentive to deviate from this profile. Hence, it is the unique Nash equilibrium in this game. 3) The Nash equilibrium strategy profile leads to aggregate profits of $16 ($8+$8). The highest aggregate profits are earned in this game from the {Collude, Collude} profile, where both players earn $9 so that the aggregate profits are $18. Therefore, the Nash equilibrium strategy profile does not maximize aggregate profits. 4) The monopolist prices the good at $18 and sells 3 units in equilibrium. Its per unit cost is 12. Thus the monopolist’s total revenue is TR = 3 x 18 = $54 and its total cost is TC = 12 x 3 = 36. Therefore the monopolist’s profit is $54 - $36 = $18. If the firms successfully collude, their total aggregate profits are equal to the monopolist’s profits. But since they
Wednesday, February 5, 2020
Drama Essay Example | Topics and Well Written Essays - 750 words - 1
Drama - Essay Example Amanda decides marriage is the only answer for Laura and forces Tom to find a beau for his sister. Unfortunately, the one he finds, while perfectly acceptable to both Laura and Amanda, is already engaged. This leaves Laura with a broken heart, symbolized by the broken unicorn Laura encourages him to keep as a souvenir. The play is a tragedy because Amanda, having had the opportunity to learn from her past, continues to live in a dream-world of her own creation, effectively crushing her children’s chances to create their own dreams. Amanda reveals her dreams in her expectations for her children. She continues to hold out hopes for a good marriage for her daughter in spite of her extreme shyness and poverty. This starts with her own recitation of the quality of her suitors, â€Å"My callers were gentlemen – all! Among my callers were some of the most prominent young planters of the Mississippi Delta – planters and sons of planters†(I, 148). Her expectations for her son are that he become like one of these old suitors in spite of his own youth and lack of education or social advancement. These expectations reveal that â€Å"Amanda lives in the past and imposes unrealistic rules of conduct upon her children†(Popkin, 1960, p. 46). Immediately upon Tom telling her that he has a friend coming over for dinner, Amanda already considers him her daughter’s future husband. Tom tries to reign her in by stating â€Å"Lots of fellows meet girls whom they don’t marry†(V, 184 ), but Amanda just tells him to â€Å"talk sensibly.†This emphasizes Amanda’s tendency to crush the realities of their situation and the ideas of her children beneath her own dreams and memories. Richard Vowles (1958) describes the play’s dreamlike qualities as another element intended to point out this oppression: â€Å"One scene dissolves into another. There is, indeed, almost a submarine quality about the play, the kind of poetic slow motion that
Tuesday, January 28, 2020
Position of FE Line and IS Curve Analysis
Position of FE Line and IS Curve Analysis The employees choose to work when the organizations offer high wages to them and on the other hand organizations have a preference to hire employees while the wage rate is low, the labor market equilibrium is to balance out the contradictory needs of employees and organizations and find out the wage rate and the employment examined in the labor market. The labor market equilibrium find out an amount of labor, and that amount of labor through the production function determines full employment level of output. As the level of output does not rely on the rate of interest the full employment line would be plotted as a vertical line in the graph. The first example of change in economy that would shift the FE line to right is the increase in labor supply, when the labor population increases the equilibrium employment also increases which in turn increases the full employment output and shifts the FE line to right. The second example of the change in economy is the increase in capital stock when the capital stock increases the additional output can be produced with the same number of labor and that would shift the FE line to right. Q2) What relationship does the IS curve capture? Derive the IS curve graphically and show why it slopes as it does. Give Two examples of changes in the economy that would cause the IS curve to shift down and to the left. The IS curve illustrates the correlation between the real interest rate and income for which investment is equals to savings. The graphical representation is based on the dependent variable which shows the income level and the independent variable which is rate of interest. The IS curve is drawn as down-ward sloping with the rate of interest (r) on vertical axes and the level of income (Y) on horizontal axis. Is curve represents the equilibrium point where total investment equals to total savings. Derivation of IS curve The saving curvature incline upward as the high rate of interest increases savings whereas an increase in income shifts the saving curvature to the right, because people save more when their income is more and the investment curvature slopes downward as the high rate of interest decreases the preferred capital stock which in turn decreases investment. At the higher level of income the saving curvature shifts to the right comparatively when level of income is low. The interest rate is lower at the increased level of income due to which the IS curvature slopes downward. The first example of the change in economy that would cause the IS curve to shift down and to left is due to taxes when consumer without considering future tax cut decreases the consumption it increases the savings and decreases the rate of interest that clears the good market. The second example of the change in economy is when due to the effective tax rate on capital investment decreases which also decreases the rate of interest and shifts the IS curve down and to the left. Q3) What relationship does the LM curve capture? Derive the LM curve graphically and show why it slopes as it does. Give two examples of changes in the economy that would causes the LM curve to shift down and to the right. The LM curve illustrates the relationship between rate of interest and income for which the asset market is in equilibrium. Like the graphical representation of IS the LM s graph also has two variables; the independent variable is income and the dependent variable is rate of interest. The LM curvature is upward sloping and characterizes the amount of money demanded which is equal to the amount of money supplied. Derivation of LM curve The LM curvature can be derive by projecting demand of money for different levels of income and the resulting equilibrium. If we talk about equilibrium it says that when income rises the demand for money increases and when the demand for money increase it makes people to sell their fixed assets so the cost of those assets decreases and the rate of interest increases. As the rate of interest increases the money demand decreases till the equilibrium is achieved and due to this the LM curvature slopes upward from left to right. The first example of the change in economy that would cause the LM curve to shift down and to the right is due to increase in nominal money supply, when money supply increases, it decrease the rate of interest and achieve the point of equilibrium where money supplied equals money demanded. The other example of the change in economy is when there is increase in expected inflation the money demand increases as well as the rate of interest increases and achieve the equilibrium that causes the LM curve to shift down and to the right. Q5) Define general equilibrium and show the general equilibrium point in the IS-LM diagram. If the economy isn t in general equilibrium, what determines output and the real interest rate? What economic forces act to bring the economy back to general equilibrium? The general equilibrium is when FE line, IS curvature and the LM curvature intersects. It is indicated that outside variations are quite sensitive to the perseverance of interest rate and the output. The economic forces such as price adjustments in IS-LM model in terms of increase in government purchases and real money supply will work to bring back the economy back to general equilibrium. Q7) What two variables are related by the aggregate demand (AD) curve? Why does the AD curve slope downward? Give two examples of changes in the economy that shift the AD curve up and to the right and explain why the shifts occur. The two variables that are related to aggregate demand are price and income. The AD curve slopes downward because the AD curve considers the IS-LM illustration in which the LM curvature is drawn for fixed level of prices if price changes then LM curvature also shifts. At different levels of prices the IS-LM junctions determines the income level with various prices. The income and price on the graph gives the aggregate demand. For example any variable like the rate of interest or income except price that moves IS or LM from their original position it would also shift aggregate demand, the way of movement is determined by identifying the change in IS-LM model like if there is an increase in income level it shows the movement in IS-LM graph. Therefore IS and LM meet at higher income level, then the aggregate demand curvature moves to the right.
Monday, January 20, 2020
The tragedy of the commons invading our environmental rights case study
                                                                 10/27/04                                    Research in the Disciplines                                    First Paper Final Draft Tragedy of the commons invading our environmental rights: Case study Coral Reefs      In our world there are many resources, all of which people do not have a choice in sharing such as our air and our oceans. These resources are looked at as infinite, although this is not actually the case. Each time one person does something to pollute or use these types of resources, it affects the whole of society. This is the idea of the tragedy of the commons. This tragedy is the phenomena in which a resource may be used to such an extent that it is ruined for all. An example of this tragedy is given in the following scenario: given an open pasture as a commons to which all the herdsmen have a stake; each one will try and keep as many animals on the commons as possible. By adding one more animal to his herd, an individual gains a positive to himself but the negative effect of over grazing is felt throughout the commons. The effect, of overgrazing by one additional animal appears minimal so the other rational herdsmen conclude to add an additional animal to the ir own herd. Since all the herdsmen are thought to be rational this conclusion is reached by each of them. The effect of, overgrazing will become detrimental to the pasture and all the animals will die. There in is the tragedy because of peoples’ greed to use and or need of a limited resource the over use or degradation of it leads to its destruction. The destruction of these resources leads into another topic discussed by Shari C... ...and Max L. Coleman. â€Å"Record of natural and anthropogenic changes in reef environments (Barbados West Indies) using laser ablation ICP-MS and sclerochronology on coral cores†Coral Reefs 22 :416-426 Hoegh-Guldberg, â€Å"Coral reefs in a century of rapid environmental change.†Symbiosis 37(2004) 1-31. Jokiel Paul l and Brown Eric K â€Å"Global warming, regional trends and inshore environmental conditions influence coral bleaching in Hawaii†Global Change Biology 10(2004)1627-1641 Kà ¼hlmann, Dietrich H. H. (1985) Living Coral Reefs of the World. New York: Arco Publishing, Inc. Global Warming. Environmental Protection Agency . November 2, 2004. Famous Coral Reefs Damaged Due to Global Warming will Take a Century to Recover. NASA. November 2, 2004 West Jordan M. and Salm Rodney V. â€Å"Resistance and Resilience to Coral Bleaching: Implications for Coral Reef Conservation and Management†Conservation Biology 17.4(2004) 956-967 Major Reef-building Coral Diseases. NOAA&CORIS November 9 2004 http://www.coris.noaa.gov/about/diseases/diseases.html#coral%20bleaching Coral reef restoration: the status of the science. William F. Precht November 11, 2004. http://www.nova.edu/ocean/ncri/precht.html The tragedy of the commons invading our environmental rights case study                                                                  10/27/04                                    Research in the Disciplines                                    First Paper Final Draft Tragedy of the commons invading our environmental rights: Case study Coral Reefs      In our world there are many resources, all of which people do not have a choice in sharing such as our air and our oceans. These resources are looked at as infinite, although this is not actually the case. Each time one person does something to pollute or use these types of resources, it affects the whole of society. This is the idea of the tragedy of the commons. This tragedy is the phenomena in which a resource may be used to such an extent that it is ruined for all. An example of this tragedy is given in the following scenario: given an open pasture as a commons to which all the herdsmen have a stake; each one will try and keep as many animals on the commons as possible. By adding one more animal to his herd, an individual gains a positive to himself but the negative effect of over grazing is felt throughout the commons. The effect, of overgrazing by one additional animal appears minimal so the other rational herdsmen conclude to add an additional animal to the ir own herd. Since all the herdsmen are thought to be rational this conclusion is reached by each of them. The effect of, overgrazing will become detrimental to the pasture and all the animals will die. There in is the tragedy because of peoples’ greed to use and or need of a limited resource the over use or degradation of it leads to its destruction. The destruction of these resources leads into another topic discussed by Shari C... ...and Max L. Coleman. â€Å"Record of natural and anthropogenic changes in reef environments (Barbados West Indies) using laser ablation ICP-MS and sclerochronology on coral cores†Coral Reefs 22 :416-426 Hoegh-Guldberg, â€Å"Coral reefs in a century of rapid environmental change.†Symbiosis 37(2004) 1-31. Jokiel Paul l and Brown Eric K â€Å"Global warming, regional trends and inshore environmental conditions influence coral bleaching in Hawaii†Global Change Biology 10(2004)1627-1641 Kà ¼hlmann, Dietrich H. H. (1985) Living Coral Reefs of the World. New York: Arco Publishing, Inc. Global Warming. Environmental Protection Agency . November 2, 2004. Famous Coral Reefs Damaged Due to Global Warming will Take a Century to Recover. NASA. November 2, 2004 West Jordan M. and Salm Rodney V. â€Å"Resistance and Resilience to Coral Bleaching: Implications for Coral Reef Conservation and Management†Conservation Biology 17.4(2004) 956-967 Major Reef-building Coral Diseases. NOAA&CORIS November 9 2004 http://www.coris.noaa.gov/about/diseases/diseases.html#coral%20bleaching Coral reef restoration: the status of the science. William F. Precht November 11, 2004. http://www.nova.edu/ocean/ncri/precht.html
Saturday, January 11, 2020
Controversy on Native American Mascots Essay
Bigotry and mockery are two concepts that the United States has fought with since its creation, and it seemed that it was disappearing, but it hasn’t. Many schools, of all levels, are using a Native American mascot to represent their sporting teams and this has brought much controversy over the truth behind these mascots. This idea is the mocking a heritage for money and amusement of others. It does not, in any way, represent the truth behind Native American modern life. Lastly, if a mascot was used to represent another race, it would be deemed insulting and would immediately be removed. Using Native Americans as mascots is a cruel form of mockery and racism, and must be put to an end. A mascot is used to make money and to attract and amuse crowds. For many sports teams, mascots are animals such as bears or tigers. By using a Native American as a mascot, you are labeling them as lesser than the spectators of the sport. A Native American is a person, not an animal that one can use and sell for their own benefits. A student should not feel that their own school is mocking their family and their heritage for entertainment purposes. One student of a North Carolina high school had even said, â€Å"How long would you want to stay in a place where you’re being mocked and laughed at? †By mocking this heritage, they are not only offending people, but losing money in the process of trying to make it because many students prefer to not go to a school where they feel they are being made fun of. The use of a Native American as a mascot is offensive and must immediately be put to a stop. The idea of a Native American used to entertain people or represent sports teams is not at all what a real person of this heritage is. When the term â€Å"Indian†is used, many think of someone wearing face paint and a feathered headdress, the exact icon for the Cleveland Indians baseball team. However, the modern Native American is never dressed in anything like this. This mascot provides a false image to the rest of the world about a real culture. A representative had said that Florida State University’s mascot is â€Å"eye-catching but not historically accurate†. These images send out a negative reputation for Native Americans, and even make them seem like war-loving savages. The modern life Native Americans near the university are running a casino, not wreaking havoc on other tribes. This mascot sends a false and negative reputation about the true Indian culture that must be stopped. Racism has, over the years, become a rather sensitive topic in the United States. After years upon years of slavery, many are quick to assume that any comment towards an African American is based upon racism. However, no one jumps to conclusions when hundreds of schools using a heritage to amuse people and make money. According to N. C. A. A. resident Myles Brand, â€Å"At times, Indians are reduced to caricature. †If any school had dared to use an African American as their sports team mascot, it would bring massive controversy. To prove this, a group of students at the University of Northern Colorado nicknamed their team the â€Å"Fightin’ Whites†. This was quickly deemed extremely inappropriate, just as the use of any race in a nickname should. If one is against racism, they must be against it in all types, regardless of if it’s about African Americans or Native Americans, and the use of a mascot in this way is incredibly racist. As Brand had said, â€Å"If we don’t stick to our values, we lose our integrity. †The use of a Native American mascot is incredibly disrespectful to the true culture of these people. It does not show the real culture, it uses something sacred to make money, and it even promotes racism. By the school’s use of this mascot, we are allowing the bigotry and racism to spread throughout the world. This concept must be put to a stop immediately and must start with our region removing the high school’s mascot.
Friday, January 3, 2020
Race and Politics in Rebecca Scott’s Degrees of Freedom...
Rebecca Scott’s Degrees of Freedom: Louisiana and Cuba after Slavery is a story based on a nineteenth and twentieth century comparative history of two sugar- producing regions. While explaining this, Scott mostly focuses on the race and politics. The two places that Scott focuses on is the state of Louisiana in the United States, and the country of Cuba. Scott explains how Louisiana slaves are in a situation where they are trying to fight for freedom against the white Americans in order to gain a profit for their work and become free of slavery as well as gain rights in the United States. But in Cuba, slaves and the Cuban natives united in order to gain their freedom from the Spanish which causes a war revolution which did not occur in Louisiana because the Slaves of Louisiana were just one race against the Whites. In response to Scott’s personal view and experience of â€Å"Degrees of Freedom†, I could understand her point of view of and the struggle that Cuban natives as well as Louisiana slaves had to live in order to fight for freedom. When Scott explains in her book that the Cuban natives unite with the African-Cuban slaves in order to fight for freedom against the Spanish, It reminded me how other countries in Latin America had Native Americans who were brutally killed and used as salves by the Spanish. Countries like Mexico and in Central America had Native Americans which were Aztecs and Mayas. Some of these Native Americans were used as slaves at first but before
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