WEEK 2 PERCPTION KEYS Assignment Example | Topics and Well Written Essays - 750 words

WEEK 2 PERCPTION KEYS - Assignment Example Impressionist majorly used asymmetrical balance in their paintings. This majorly helped them capture a good judgment on immediacy. They made their paintings in such a manner that one item visually balanced another item perfectly (Martin& Jacobus, 2011). Symmetry has been effectively used in Edouard Manet’s painting, ‘A Bar at the Folies-Bergere. It features in few images in the painting. For example, the woman at the counter. The effect puts the lady and her job as the major aim of the painting as other objects have not been clearly brought out. Asymmetry has been effectively used in Pierre-Auguste Renoir’s painting, ‘Luncheon of the Boating Party’. He focuses more on the people at the table but still visibly shows that the boat had a number of people. The aim of the painter might have been to show what was served on tables apart from people just being in a party mood. If I was to purchase one of the paintings, I would choose Claude Monet’s Impression Sunrise. This is because of the tranquil feeling it has to the observer. The choice of color is perfect enough to create a tranquil feeling or rather a feeling of tenderness. The painting is so simple but speaks volumes. Arguments that might support the views of critics that emphasize that documentary photographers have made interesting social documents compared to works of art are that the photos majorly footage people in their usual circumstances. They are devoted to presenting the way of life of the deprived or needy people. In addition to that, documentary photography is capable of motivating and enabling people to view the humankind and what happens around us. The photos keep one informed of a lot. On the other hand, documentary photographers also have made interesting artwork compared to social documents. Documentary photography as an artwork has been criticized by many. Some have apprehended upon the emotionless and substance aspects of the

Reconstruction 1965-77 a false dawn for African-American Civil Rights Essay Example for Free

Reconstruction 1965-77 a false dawn for African-American Civil Rights Essay To what Degree was Reconstruction 1965-77 a false dawn for African-American civil Rights? After the end of the civil war, there were many issues which needed to be addressed. The civil rights of the African Americans were in need of change, and during this period there were hopes that new legislation would be implemented to aid African Americans and other minority groups. This legislation would be called the Civil Rights Act of 1866, the 14th Amendment of 1868 (which promised equality), and finally the 15th Amendment (which gave the right to vote). However, despite the positive legislation, reconstruction aggravated a lot of people and brought the southern states into conflict with the Government. The Freedmens Bureau was established in 1865, which aimed to provide food, clothing, and fuel to formal slaves and white refugees. The Freedmens Bureau bill was also passed by Abraham Lincoln; however Johnson vetoed it, however a supplementary act extended its existence until 1870. This was very good for black rights, as it gave blacks more protection and a safety net if they were too poor to buy food and support their families. However, it was only meant as a temporary act, and therefore there was always the looming feeling that it would soon come to an end, and also the promises of it were not fulfilled to the extent at which it was said to be. The Amendments which were introduced also gave black people a real hope in gaining independence and freedom. The 13th amendment was introduced in 1865, and this guaranteed the permanent abolishment of slavery. The emancipation proclamation which was introduced by Abraham Lincoln was seen as more of a temporary fix whilst the war was going on, however the 13th amendment solidified it and made it a more permanent and clear reality. Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime where of the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. However, although by law it states that there shall be no slavery, slavery continued on a more hidden basis. Sharecropping still existed, and freedmen who had come out of slavery with no qualifications or experience became unemployed, so the living conditions for most freedmen did not improve. Slave-owners were also reluctant to let their slaves leave, and often kept them illegally. The 14th Amendment however was introduced in 1870, and this aimed to further secure the rights of the freedmen. This turned out to be one of the most important Amendments ever made to the American constitution. It threatened to reduce the representation of the states which continued to discriminate. However, a loophole in this law was that the states which continued to discriminate would just accept the unequal representation, but carry on with their discrimination, yet just not so obvious. Therefore by some, this could be seen as a false dawn, as it did address the issue of freedmen not having rights, but it also created a loophole for the southern states to take advantage of. The 15th Amendment was introduced two years later, which aimed to cover the loophole which was created by the 14th amendment. This stated: Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude This was a huge step forward for black civil rights, as this means that the south was not able to carry on with their discrimination against many voters, and this nullified the loophole in the law which was created by the 14th Amendment. However, more loopholes were created with this, with unattainable requirements being implemented just to be able to vote. For example, voters in some states had to be taxpayers which was not possible for freedmen, as most were not earning enough to be able to pay tax, and also literacy tests were introduced which were severely biased against black people, with questions which were completely unanswerable. Another reason why this did not entirely work was because of the uprising of the KKK. They were a terrorist group which aimed to scare black people into not voting, and to basically cause terror because they were black. They at first were not an ultra-violent group, however as time progressed they quickly became increasingly violent, as lynchings were common, and they would often target the black people who were doing well for themselves, I.E lawyers who were doing a lot for civil rights, or those who went to vote. Because of this huge suppression and hatred, a lot of black people were scared to vote and in reality voting was not a freedom for black people. Some historians would say that reconstruction it itself did not really care for the black rights, and that it was a political move to try and remain Republican power in the south. Abraham Lincoln himself did not have a clear policy for freed slaves after the Civil War, so reconstruction was not seen as a solid plan from the start, it was looking like a false dawn. False Dawn something which seems to show that a successful period is beginning or that a situation is improving when it is not. Reconstruction The act of constructing again, of rebuilding Bibliography * Wikipedia * Class Notes * Civil Rights In America Ron Field * About.com

The Decline of Rome :: Ancient Rome Roman History

The Decline of Rome What were the most important reasons for the decline of the Roman Empire? Why? The seemingly unstoppable Roman Empire was bound to fall after the many aspects that made Rome such a dominant empire started to fade away. Rome was the center of the world and the thought that such a worldwide power could decline was unheard of. It was not built in a day; therefore it couldn't be destroyed in one day. The marvelous city declined for many reasons yet there are only a few major reasons that led to its diminish. Political, economic, religious, and outside forces were the major factors that led to the fall of the giant empire. Most of the problems came from within the city and were not caused by a major military defeat. Every decision that Rome made had a vast affect on city itself and the rest of the world. Many foolish decisions my terrible emperors weakened the city and eventually cause the many aspects of life to crumble. At one time a common religion was a huge factor that kept Romans united. Once the right of free worship was denied Rome became an empire of raging anger. Christianity a new religion appealed to the majority of the people of the Roman Empire. The message especially appealed to the poor and the slaves; it was also something new to put their faith in. Christianity was spread like wild fire. The Roman emperors felt that Christianity was so influential that it could be a possible threat. Around 100 AD. the first persecutions of the Christians occurred. Many of the Romans had already committed to the faith of Christianity and they refused to abandon it because it was the most important part of their life. This led to many social problems as well as a decline in the patriotism that had once lived in the hearts of all Romans. The People objected to Roman politics and became independent of the government. By the time that Constantine legalized Christianity it was much too late and the Empire was too deep in disunity to recover. The decision to outlaw Christianity was a terrible decision and caused the once united empire to crumble. Throughout much of the time that Rome existed, the Empire allowed the Germanic tribes to live peacefully within its territories. For many years the two groups lived harmoniously until the Huns pushed the tribes farther into Rome.

A Conflict of Cultural Values between Generations Essay

Two generations clash in Hanif Kureishi’s short story, â€Å"My Son, The Fanatic. † Parvez, the father, is an immigrant from Pakistan while his son, Ali, was born and grew up in England. In his adopted country, the father has exerted the effort to imbibe the English values and raise his son the English way; his son, meanwhile, suddenly decides to explore his familial roots and denounce everything Western. The story plays out the generational conflict between father and son in the context of their differing cultural values. Parvez is a good father according to traditional standards as to how a father should be. He grew up in his native Pakistan but left behind his old life when he migrated to England. He is hard-working. He has devoted his life to ensuring his son’s education and supplying his needs. He measures his accomplishments according to his son’s own. With an intelligent son who is also good at sports, he feels he has done well as a father. He is also concerned about Ali all the time. When he senses something wrong with his son, he immediately tries to find out the reasons for the latter’s behavior. While a good father, however, Parvez has forgotten his roots. He has renounced his old religion. He studied in a strict Islamic school as a boy, but has since stopped following its tenets. He is a taxi driver in England now and here, taxi drivers make â€Å"jokes about the local mullahs walking around with their caps and beards. † (Kureishi, 1196). The son, Ali, while he grew up in England, feels alienated with British culture. The story suggests, however, that the alienation occurs at a certain point in his life. The father’s dilemma begins when Ali starts throwing away his old toys, games and clothes. He gives up his sports and old friends, too. It is revealed later on that the reason for these changes is because Ali has embraced Islam. Along with his conversion is the realization that there is too much freedom in the west that is more destructive than liberating to the human soul. He sums up all that is wrong with the western civilization by declaring that â€Å"the west was a sink of hypocrites, adulterers, homosexuals, drug takers and prostitutes† (Kureishi, 1198). Furthermore, he believes that Muslims are being persecuted and thus should declare war against other religions. Ali’s fanaticism causes the conflict between him and his father. The latter begins to feel that his son’s mind has been convoluted with his newfound faith. Parvez tries to understand Ali and hopes to make him realize the wrong logic in his Islamic faith by inviting him out to dinner. It only worsens the conflict, though. Ali chastises his father for drinking and gambling, forbidden acts in the religion. He expresses his disapproval at the fact that his father eats pork in spite his still being a Muslim. Parvez explains his side by telling his son that they are in England now and they have to fit in. Ali, however, could not be swayed in his strong convictions against western civilization. The problem with the west, according to him, is being allowed too much freedom. He also tells his father that he is going to stop going to school because â€Å"western education cultivates an anti-religious attitude† (Kureishi, 1198). This totally crushes the father. After all, he has invested his entire life for his son and Ali’s decision would put to waste his dreams and the long hours he has worked. The story climbs to a climax when Parvez sees his son walking on the street on the poor side of town where there are two mosques. He asks Ali to get into the car. Beside him in the front seat is Bettina, the prostitute whom Parvez has made a close friendship. While Bettina tells Ali about how his father loves him, hoping to engage him in conversation, the son only responds with anger and comments on her profession. His son’s disgust and prejudice against Bettina humiliates Parvez in front of his friend. The night after this incident, Parvez forces himself into Ali’s room while the young man is praying. He kicks and hits him. He is disappointed and desperate with both his son and himself. He thinks that if reasoning with his son would not bring him to his senses, punishing him physically would. The boy, however, does not fight back but instead turns the table upon his father by asking; â€Å"So who’s the fanatic now? † (Kureishi, 1201). The final question which Ali accuses his father with begs an analysis as to who is in the right in the conflict between the father and his son. To Parvez, living in England is an escape from a life in Pakistan which he feels constricted him. To Ali who has become a devout Muslim, everything about England is a contradiction to the tenets of his newfound faith and the country, and others that practice the western culture, is prejudice to people like him. Each one has valid reasons for his actions, but any belief or value that is imbibed and led to the extreme—into fanaticism—could be harmful and cannot be acceptable. The concept of democracy as a western ideal is positive only up to a point as much as Islam is positive until it is taken to extremes. Furthermore, Parvez could not force his own beliefs and values upon his son at his age because Ali has already reached adulthood, that time in life when a person could already think for himself, when his will cannot be controlled as easily as when he was a mere child, and when can no longer be called his father’s child. If Parvez and his son could not meet halfway because they are consumed by their respective cultural beliefs and their fanaticism, they would only be at peace with each other if they learn to accept their differences. Work Cited Kureishi, Hanif. â€Å"My Son, The Fanatic. â€Å"

Chapter 2 Exam †Scarcity and the World of Trade Essay

CHAPTER 2 Exam – Scarcity and the World of Trade—offs MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1)As a student of economics, when you speak of scarcity, you are referring to A)the ability of society to employ all of its resources. B) the ability of society to consume all that it produces. C)the inability of society to satisfy all human wants because of limited resources. D)the ability of society to continually make technological breakthroughs and increase production. 2)Which of the following statements is FALSE? A)As society increases its wealth, the problem of scarcity disappears. B)The factors of production are used to produce outputs that help society satisfy its wants. C)Even though a society faces the problem of scarcity, it does not necessarily suffer from poverty. D)Land and labor are both factors of production. 3)The problem of economic scarcity applies A)only in industrially developed countries because resources are scarce. B) only in underdeveloped countries because there are no productive resources. C) only in economic systems that are just beginning to develop because specialized resources are scarce. D)to all economic systems, regardless of their level of development. 4)In every economic system, choices must be made because resources A) are unlimited, but human desires and wants are limited. B)are limited, but human desires and wants are unlimited. C)are unlimited, and so are human desires and wants. D)are limited, and so are human desires and wants. 5)The opportunity cost of going to college might best be described as A)the money that must be paid in order to attend college. B)the lowest—valued alternative use of the student’s time. C)the highest—valued alternative use of the student’s time. D)the value that the student attaches to not working. 6)In the production of goods and services, trade—offs exist because A)not all production is efficient. B)society has only a limited amount of productive resources. C)buyers and sellers often must negotiate prices. D)human wants and needs are limited at a particular point in time. 7)Look at the following production possibilities table for drill presses and corn. The table shows the maximum combination of drills and bushels of corn that can be produced when all resources are fully employed. Drill Presses1020304050 Corn (bushels)15014012090500 Based on the above information, A)there is a constant trade—off between corn and drill presses. B)the opportunity cost of producing 30 drill presses instead of 20 drills is 120 bushels of corn. C)the opportunity cost of producing 40 drill presses instead of 30 drills is 30 bushels of corn. D)the production possibilities curve for drill presses and corn will be a straight line. 8)The production possibilities curve represents A)the maximum amount of labor and capital available to society. B)combinations of goods and services among which consumers are indifferent. C)the maximum combination of goods and services that can be produced with fixed resources and technology, given efficient use of the resources. D)the maximum rate of growth of capital and labor in a country. 9)Which of the following would result in a movement along the production possibilities curve? A)a fall in the unemployment rate B)growth in the capital stock C)population growth D)a change in the composition of two goods that a society chooses to produce 10)One of the assumptions underlying the production possibilities curve is that A) at least one of the factors of production is a free good. B)the quantity of the resources available for the production of economic goods is fixed over a given time period. C)there is at least one factor of production that is employed inefficiently. D)some of the factors of production are not being used. 11)Which of the following statements is NOT an assumption underlying the production possibilities curve? A)Resources are fully and efficiently employed. B)Technology is fixed. C)Production occurs over some specified time period. D)The amount of resources available for production can be changed quickly. 12)If a production possibilities curve for books and magazines is straight, then A)the opportunity cost of increasing book production remains constant regardless of the total quantity produced. B)the opportunity cost of increasing book production continues to decline as total production increases. C)the opportunity cost of increasing book production continues to increase as total production increases. D)the opportunity cost of increasing book production is independent of the shape of the curve. [pic] 13)Inthe figure above, point D A)is less efficient than point C.B) is more efficient than point A. C)is less efficient than point B.D) is more efficient than point B. 14)In the figure above, point E could be obtained if A) resources were shifted from education to healthcare. B)resources were used more efficiently. C)there was an increase in society’s resources. D)resources were shifted from healthcare to education. 15)In the figure above, the opportunity cost of moving from point B to point C A) is the loss in production in the healthcare sector. B)is the increase in production in the education sector. C)is zero. D)is the loss in production in the education sector. 16)In the figure above, Point A is undesirable because A)there is an inefficient use of resources. B)too much healthcare is being produced. C)the opportunity costs of health care are too high. D)point E is a more realistic option in this economy. Table 0201A Possibility Good ABCDEFG Television 212018151160 Personal computers0123456 17)When the economy moves from point D to E in Table 0201A, the opportunity cost of the computer in terms of televisions is A)3.B) 4.C) 2.D) 5. 18)According to Table 0201A, the opportunity cost of each additional computer in terms of televisions A)remains constant. B)falls as more computers are produced. C)increases as more computers are produced. D)is meaningless because the cost of computers cannot be expressed in terms of televisions. 19)Given the production possibilities schedule in Table 0201A, a combination of nine televisions and four personal computers A)is attainable but involves an inefficient use of societies resources. B)would be attainable only if a new technology of producing televisions or computers were introduced. C)is not attainable because it is not listed in the schedule. D)is not attainable because society does not have enough resources to produce this combination. 20)Given the production possibilities schedule in Table 0201A, a combination of 23 televisions and 6 personal computers A)is attainable but involves the unemployment of some of societies resources. B) clearly illustrates the trade—off between televisions and computers. C)cannot be produced by society, given its current level of resources and production technology. D)can be produced only if society is willing to have some of its resources used inefficiently. 21)If an economy is operating at a point inside the production possibilities curve, then A)society’s resources are being inefficiently utilized. B)the curve will move to the left. C)society’s resources are being used to produce too many consumer goods. D)economic policy must retard further growth of the economy. 22)A movement along the production possibilities curve would imply that A) the labor force has grown. B)productivity has increased. C)society has chosen a different set of outputs. D)productivity has declined because workers are demanding more leisure. 23)Which of the following would cause an economy to be producing at a point inside its production possibilities curve? A)the efficient allocation of all factors of production B)population growth C)unemployment and an inefficient use of available resources D)capital accumulation 24)A straight line production possibilities curve takes this shape because A) the opportunity cost of producing a good is constant. B)the opportunity cost of producing more of a good is decreasing. C)resources are better suited for producing one output than another. D)resources are fixed. [pic] 25)In the figure above, the combination of computers and televisions shown by point X A) is not attainable at the point in time for which the graph is drawn. B)can be attained only if some of societies resources are unemployed. C)suggests that the law of increasing relative costs does not hold. D)results only because society allocates its resources inefficiently. 26)The combination of personal computers and televisions shown in the figure above by point W A)is an efficient use of society’s resources because it is below the production possibilities curve. B)is more desirable than point X because producing at point W does not put a strain on society’s resources. C)is attainable but involves the inefficient use of some of society’s resources. D)is beyond the capacity of society to produce. 27)Which of the following statements about movement along the production possibilities curve in the figure above is FALSE? A)An additional computer can be produced only if fewer televisions are produced. B)The trade—off between computers and televisions is not constant. C)Society cannot have more of both goods at the same time. D)There are no opportunity costs involved in choosing one point on the curve over all other points. 28)In the figure above, points U, V. Y, and Z show A)an inefficient allocation of societies scarce resources. B)possible combinations of televisions and personal computers. C)a constant trade—off between televisions and personal computers. D)society prefers more televisions than computers. 29)A President of the United States promises to simultaneously produce more defense goods without any decreases in the production of other goods. Under which of the following conditions could such a promise be valid? A)if the U.S. were producing at a point on its production possibilities curve B)if the U.S. were producing inside its production possibilities curve C)if the U.S. were producing to the right of its production possibilities curve D)none of the above; the production possibilities curve must shift to the right 30)If opportunity costs are constant, then A)the production possibilities curve does not exist. B)the production possibilities curve bows outward. C)the production possibilities curve is a straight line. D)factors of production must not be fully employed. 31)The production possibilities curve bows outward because A)opportunity costs are decreasing as the production of a good increases. B)opportunity costs are increasing as the production of a good increases. C)opportunity costs are fixed as the production of a good increases. D)resources are of uniform quality. 32)One type of factor of production is physical capital. All of the following are examples ofphysical capital EXCEPT A)buildings B) machinery C)AM/FM radiosD) a hydroelectric power plant 33)A country that must reduce current consumption to increase future consumption possibilities A)must be allocating resources inefficiently. B)must be producing along the production possibilities curve. C)must be producing outside the production possibilities curve. D)must not have private ownership of property. 34)Which of the following statements about economic scarcity is FALSE? A)Scarcity occurs among the poor and the rich. B)Scarcity only occurs if there are shortages and people waiting in line to buy things. C)Scarcity results from not having enough resources to produce all the things we want. D)Scarcity results in the necessity to make choices. 35)Which of the following statements is FALSE? A)Economic goods are available in desired quantities at a zero price. B)A good is anything that gives satisfaction or happiness to individuals. C)Services are intangible goods such as dry cleaning, hospital care, and restaurant meal preparation. D)Wants are unlimited and include all material and nonmaterial desires. 36)Ineconomic terminology, when a resource is used to produce output it is referred to as A)an intangible.B) a factor of production. C)a service. D) a fifth element. 37)Opportunity cost is defined as A)the value of the next—best alternative that must be sacrificed to attain a want. B)the least—cost means to produce output. C)the value of the output currently received by an individual or a corporation. D)the return from a given unit of labor. 38)One opportunity cost associated with going to college is A) purchasing text books. B)paying tuition. C)giving up employment possibilities while in college. D)paying for room, board, and other living expenses. 39)A production possibilities curve with clothing and food on the axes shows that I. A society can not have an unlimited amount of each good II.For an efficient society, an increase in clothing production will necessitate a decrease in food production III. A society will always produce the maximum amount of both clothing and food A) I onlyB) II onlyC) III onlyD) Both I and II 40)A straight—line production possibilities curve has A)an increasing opportunity cost between the two goods. B)a decreasing opportunity cost between the two goods. C)a constant opportunity cost between the two goods. D)no opportunity cost between the two goods. 41)A point outside a society’s production possibilities curve is one which is A) unattainable given the resources of the society. B)technologically inefficient. C)undesirable given the implied underemployment of resources. D)desirable since it satisfies the desires of the population. 42)A point inside a society’s production possibilities curve represents A)an unattainable combination of outputs. B)an output combination which satisfies the needs of the population. C)an underutilization of productive resources. D)a technically superior output combination. 43)It is correct to state that a society which is on its production possibilities curve is A) underutilizing is resources. B)technologically inefficient. C)consuming too much output. D)fully utilizing its productive resources. 44)Technology is defined as A)the maximum output which can be attained from a stock of physical capital. B)society’s pool of applied knowledge concerning the production of goods and services. C)output beyond the production possibilities boundary. D)the utilization of the most advanced machinery. 45)Efficiency can correctly be defined as A)producing outside the production possibilities boundary. B)minimizing opportunity cost. C)producing the maximum output with given technology and resources. D)providing for the immediate needs of the greatest proportion of the population. 46)The law of increasing opportunity cost implies that A)producing additional units of one good results in proportionately smaller reductions in output of the other good. B)producing additional units of one good results in increasing amounts of lost output of the other good. C)the  production possibilities curve will be a straight line. D)the society will be producing on its production possibilities curve. 47)A bowed production possibilities curve is consistent with A) an unchanged opportunity cost. B)a technologically inefficient society. C)the underutilization of productive resources. D)highly specialized resources. 48)A bowed outward production possibilities curve occurs when A)opportunity costs are constant. B) resources are not scarce. C)additional units of output of one good necessitate increased reductions in the other good. D)the society is operating on the production possibilities curve. 49)Comparative advantage implies choosing that activity which A)has a high opportunity cost. B)is inside the production possibilities frontier. C)has the lowest opportunity cost. D)does not demand any specialization. 50)If individual X has comparative advantage in painting and individual Y has comparative advantage in carpentry, then A)individual X must use fewer hours to paint a fence than individual Y. B)individual Y will specialize in painting. C)there is a lower opportunity cost (expressed in units of carpentry) for individual X to paint than for individual Y to paint. D)specialization will not occur, since each does not have a clear absolute advantage. 51)Which of the following statements about scarcity is TRUE? A)Scarcity is no longer a problem for industrialized countries. B)Scarcity exists in all societies. C)Scarcity is a problem only for greedy people. D)Scarcity is a problem only in countries that do not use markets to organize economic activity. 52)In 1992 hurricanes damaged parts of Florida, Louisiana, and Hawaii, destroying homes, businesses, schools, and infrastructure. In strictly economic terminology, these hurricanes are said to have caused A)scarcity, because the damages made food and shelter scarce. B)scarcity, because some goods were difficult to get. C)shortages, because supplies were cut off and goods were destroyed. D)absolute advantages, because some areas of the country were damaged when others were not. 53)The difference between scarcity and a shortage is A)scarcity is caused by poverty and shortages are caused by natural disasters. B)shortages are a type of scarcity caused by natural disasters while scarcity is caused by human errors. C)scarcity always is a part of human life while shortages usually are temporary. D)shortages are always part of human life while scarcity is usually temporary. 54)Human resources that perform the functions of organizing, managing, and assembling the other factors of production are called A)physical capital.B) venture capital. C)entrepreneurship.D) productive capital. 55)Services can be thought of as A)unvalued goods.B) unwanted goods. C)free goods. D) intangible goods. 56)Scarcity implies that people must A)be miserable.B) be selfish.C) make choices.D) not be selfish. 57)Opportunity cost is A)the intrinsic value of an economic good. B)the total value of all the alternatives forsaken when a choice is made. C)the value of the opportunity selected when a need is satisfied. D)the value of the next highest—ranked alternative that must be sacrificed to obtain a want. 58)Suppose you have four choices–go to a movie, read a book, watch television, or go to a concert. You choose to go to a movie. The opportunity cost of the movie is A)the value of the book not read. B)the value of the television program not watched. C)the value of the concert that you didn’t attend. D)the value of the activity that you would have selected if you hadn’t gone to the movie. 59)Fred and Ann both decide to see the same movie when they are given free tickets to the movie. We know that A)both bear an opportunity cost since they could have done other things instead of see the movie. B)both bear the same opportunity cost since they are doing the same thing. C)the cost of going to the movie is greater for the one who had more choices to do other things. D)neither bear an opportunity cost because the tickets were free. 60)Opportunity costs are A)objective because they can always be put in monetary terms. B)objective because specific things are given up when making a choice. C)subjective because each person decides the value of the foregone alternative. D)subjective because it is impossible to put a monetary value on foregone alternatives. 61)Bill Bonecrusher graduates from college with a choice of playing professional football at $2 million a year or coaching for $50,000 a year. He decides to play football, but eight years later he quits football to make movies for $3 million a year. His opportunity cost at graduation was and eight years later was A)$50,000; $2 millionB) $2 million; $2 million C)$2 million; $3 millionD) $50,000; $50,000 [pic] 62)A farmer has 200 acres of land on which he can grow soybeans or corn. An acre of land yields 200 bushels of soybeans or 100bushels of corn. The figure above refers to the farmer’s A)production possibilities curve.B) substitution options curve. C)trade—offs curve. D) opportunity cost curve, 63)If the farmer is producing 5000 bushels of soybeans at point B in the figure above, we know that A)the farmer is not using his resources efficiently. B)the farmer is using his land to produce a crop other than soybeans or corn. C) the farmer must be using more land than was used in constructing the  production possibilities curve. D)the farmer is using his resources efficiently. 64)In the figure above, how many units of corn are produced at point a? A)2000 B)2500 C)3000 D)We can’t tell without more information 65)A point outside a production possibilities curve indicates A)that resources are not being used efficiently. B)an output combination that society cannot attain given its current level of resources and technology. C)that resources are being used very efficiently. D)that both goods are characterized by increasing costs. [pic] 66)In the figure above, which of the following points indicates the efficient use of resources? A) a B)f C)g D) h 67)The shape of the production possibilities curve in the figure above indicates that A)production of corn is characterized by increasing costs while the production of cloth is characterized by decreasing costs. B)production of both corn and cloth is characterized by increasing costs. C)production of both corn and cloth is characterized by constant costs. D) production of corn is characterized by constant costs and the production of cloth is characterized by increasing costs. 68)Between points b and c in the figure above, the opportunity cost of another bushel ofcorn is A)1 yard of cloth. B) 1.25 yards of cloth. C)1.5 yards of cloth.D) 2.5 yards of cloth. 69)Which of the following would NOT allow society to move to point h in the figure above? A)an improvement in technology B)more efficient use of resources of current resources C)an increase in quantity of labor D)an increase in quantity of capital 70)The law of increasing relative costs is due to A)taxes. B)scarcity. C)the fact that it is more difficult to use resources efficiently the more society produces. D)the fact that resources not are perfectly adaptable for alternative uses. 71)If a country’s production possibilities curve gets more bowed out over time, it is an indication that A)technological change has taken place. B)society is learning to use its resources more efficiently. C)the quantity of labor and capital have increased. D)resources have become more highly specialized. 72)If all resources were perfectly adaptable for alternative uses, the production possibilities curve would A)be bowed out. B) be bowed in. C)be a straight line.D) not exist. 73)Economic growth can be pictured in a production possibilities curve diagram by A)making the production possibilities curve more bowed out. B)making the production possibilities curve less bowed out. C)shifting the production possibilities curve out. D)shifting the production possibilities curve in. 74)The opportunity cost of more capital goods today is A) fewer capital goods in the future. B)fewer consumer goods in the future. C)fewer consumer goods today. D)more unemployed resources in the future. 75)Suppose an acre of land yields 100 bushels of corn and that one bushel of corn provides enough seed for one-quarter of an acre of land. The opportunity cost of consuming another bushel of corn today is A)100 bushels of corn next year.B) 25 bushels of corn next year. C)10 bushels of corn next year. D) 2.5 bushels of corn next year. 76)Whenever a society forgoes current consumption to invest in capital goods, A) the less the society can consume next year. B)the easier it will be for the society to consume less in the future because people will become accustomed to less. C)the more the society can consume in the future. D)the less capital the society can produce in the future. 77)Generally, specialization leads to A)constant opportunity costs. B)greater productivity. C)the production of fewer capital goods. D)greater self—reliance. 78)A person has a comparative advantage in an activity whenever she A) has an absolute advantage in the activity. B)can perform the activity at a lower opportunity cost than can another person. C)can do the activity in less time than anyone else. D)can do everything better than anyone else. 79)Comparative advantage is always a(n)concept. A)absoluteB) efficiencyC) relativeD) monetary 80)If you can make $20,000 a year teaching, $25,000 a year typing, $30,000 a year driving a cab, and $40,000 a year as a chef, you have a comparative advantage in A)teaching. B)driving a cab. C)being a chef. D)one of them but we need more information to know which. 81)Division of labor refers to A)dividing tasks up into several subtasks and having one person perform these subtasks in a certain order. B)the separation of hourly workers from salaried workers. C)assigning different workers to different tasks. D)separating union workers from nonunion workers. 82)Division of labor increases the output of society by A)eliminating scarcity. B)reducing the choices people have to make to a more manageable number. C) ensuring that people are happier in performing their work. D)allowing resources to specialize in the tasks for which they have a comparative advantage. 83)Which of the following are considered factors of production? I.Land II.Labor III.Physical capital IV.Entrepreneurship A)I and II only B) I and III only C)I, II and III onlyD) I, II, III and IV 84)In economic terminology, the accumulated training and education that workers receive that increases their productivity is referred to as A)entrepreneurship.B) human capital. C)labor. D) physical capital. 85)The division of productive activities among persons and regions so that no one individual or area is totally self—sufficient is known as A)advantage-taking.B) comparative value. C)specialization.D) out—sourcing. 86)Assume that Economy A and Economy B have the same resources, but that individuals in Economy A have specialized whereas individuals in Economy B have not. Given this information, you can determine that A)Economy A will have a higher output than Economy B. B)Economy A will have a lower output than Economy B. C)Economy A and Economy B will have identical outputs. D)individuals in Economy A will have lower incomes than individuals in Economy 87)When nations specialize in their areas of comparative advantage and then trade with the rest of the world, the result is that A)the average standard of living in the world will go down. B) the average standard of living in the world will go up. C)the world will move from a point on the production possibilities curve to a point inside the curve. D)worldwide economic efficiency will decrease.

Alfred Wegeners Hypothesis About Pangaea

Alfred Wegener's Hypothesis About Pangaea In 1912 a German meteorologist named Alfred Wegener (1880-1931) hypothesized a single proto-supercontinent that divided up into the continents we now know because of continental drift and plate tectonics. This hypothesis is called Pangaea because the Greek word pan means all and Gaea or Gaia (or Ge) was the Greek name of the divine personification of the Earth. Discover the science behind how Pangaea broke apart millions of years ago. A Single Supercontinent Pangaea, therefore, means all the Earth. Around the single protocontinent or Pangaea was a single ocean called Panthalassa (all the sea). More than 2,000,000 years ago, in the late Triassic Period, Pangaea broke apart. Although Pangaea is a hypothesis, the idea that all the continents once formed a single supercontinent makes sense when you look at the shapes of the continents and how well they essentially fit together. Paleozoic and Mesozoic Era Pangaea, also known as Pangea, existed as a supercontinent during the late Paleozoic and early Mesozoic time periods.  The Paleozoic geologic era translates to ancient life and is over 250 million years old. Considered a time of evolutionary transformation, it ended with one of the biggest extinction events on Earth taking over 30 million years to recover due to it being on land. The Mesozoic era refers to the time in between the Paleozoic and Cenozoic era and extended over 150 million years ago. The Synopsis by Alfred Wegener In his book The Origin of Continents and Oceans,  Wegener foretold plate tectonics and provided an explanation for continental drift. Despite this,  the book is received as both influential and controversial even today, due to the opposition divided amongst geologists regarding his geographic theories.  His research created a forward understanding of the technical and scientific logic before the shift was confirmed. For example, Wegener mentioned  the fit of South America and Africa, ancient climate similarities, fossil evidence, comparisons of rock structures and more. An  excerpt from the book below demonstrates his geological theory: "In the whole of geophysics, there is probably hardly another law of such clarity and reliability as this- that there are two preferential levels for the world’s surface which occur in alternation side by side and are represented by the continents and the ocean floors, respectively. It is therefore very surprising that scarcely anyone has tried to explain this law."- Alfred L. Wegener, Interesting Pangaea Facts In mythology, Hercules wrestled with the giant Antaeus, who gained his strength from his mother, Gaia.Pangea lasted over 300 million years ago  and started to break apart around 175 million years ago.The contemporary theory suggests that the Earths outer shell is broken up into several plates that move over the Earths rocky shell. This is what we know of plate tectonics today.The process of Pangaea was put together slowly over time.  In fact, it took a few hundred million years before it was formed.

GENETICALLY MODIFIED MICE essays

GENETICALLY MODIFIED MICE essays The science of biology has evolved to the point today that an animals basic nature can be quickly and permanently changed by altering its generic structure. The possibilities that the genetic engineering of animals can bring us is endless; from the Harvard-Dupont mouse prone to developing cancer, to pigs with people-friendly organs that can be used for transplant purposes. But genetic engineering is, as yet, an imperfect science that yields imperfect results and too, endless risks. The use of humans for testing is far too hazardous for first-time products. Therefore, the use of animals, especially mice, as testers is often seen as a way of helping our technological advances. There are two primary techniques that are utilized to modify an animals genome (the unique combination of genes in an individual animal): Transgenesis by pronuclear microinjection and the manipulation of embryonic stem cells. Transgenesis by pronuclear microinjection is the process of permanently introducing a foreign gene into an animal, creating a transgenic animal that is genetically different from any other animal that ever existed. The following steps are taken to create a transgenic animal, the following steps are taken. Female mice are injected with a hormone to induce their ovaries to produce five-six times the number of egg cells that would normally be produced during ovulation, bred with a male mouse, and then killed so that the fertilized egg cells can be surgically removed. After a few hours in culture, the embryos are injected with a gene from another animal (a transgene). In some cases, the transgenes will become permanently inserted into the genetic make-up of the embryo. After a few hours of culturing to allow the cells to grow a bit larger, they are surgically placed into the reproductive tract of a foster mother mouse. In order to receive these manipulated eggs successfully, the foster mother must be induced int ...

How and When Pregnancy Tests Work

How and When Pregnancy Tests Work Pregnancy tests rely on the presence of the hormone human chorionic gonadotropin (hCG), a glycoprotein that is secreted by the placenta shortly after fertilization. The placenta begins developing after the fertilized egg implants in a womans uterus, which happens about six days after conception, so the earliest these tests can be used to detect pregnancy is about six days post-conception. Wait to Take Test Fertilization does not necessarily take place the same day as intercourse, so most women are advised to wait until they miss their period before trying a pregnancy test. Levels of hCG double about every two days in a pregnant woman, so the test increases in reliability over time The tests work by binding the hCG hormone, from either blood or urine to an antibody and an indicator. The antibody will bind only to hCG; other hormones will not give a positive test result. The usual indicator is a pigment molecule, present in a line across a home pregnancy urine test. Highly sensitive tests could use a fluorescent or radioactive molecule attached to the antibody, but these methods are unnecessary for an over-the-counter diagnostic test. The tests available  over-the-counter versus those obtained those at the doctors office are the same. The primary difference is the decreased chance of user error by a trained technician. Blood tests are equally sensitive at any time. Urine tests tend to be most sensitive using urine from early morning, which tends to be more concentrated (meaning it would have the highest levels of hCG.) False Positives and Negatives Most medications, including birth control pills and antibiotics, do not affect the results of pregnancy tests. Alcohol and illegal drugs do not affect the test results either. The only drugs that can cause a false positive are those containing the pregnancy hormone hCG in them (usually used for treating infertility.) Some tissues in a non-pregnant woman can produce hCG, but the levels are normally too low to be within the detectable range of the tests. Also, about half of all conceptions dont proceed to pregnancy, so there may be chemical positives for a pregnancy that wont progress. For some urine tests, evaporation may form a line that could be interpreted as a positive. This is why tests have a time limit for examining the results. Its untrue that urine from a man will give a positive test result. Although the level of hCG rises over time for a pregnant woman, the quantity of hCG produced in one woman is different from the amount produced in another. This means some women may not have enough hCG in their urine or blood at six days post-conception to see a positive test result. All tests on the market should be sensitive enough to give a highly accurate result (~97%-99%) by the time a woman misses her period.

Empowerment and innovation change in workplace Essay

Empowerment and innovation change in workplace - Essay Example While performing the employee empowerment program care should be taken to provide maximum satisfaction to the employees. This will result production hike and thereby the customer satisfaction can be maximized. If there are technical difficulties in implementing empowerment program, then a cultural change is essential for the whole organization. The authorities must try to learn the requirements of the employees for dedicating themselves to promote result oriented work. People have different views regarding the nature of empowerment programs to be implemented. For different organization the structure of empowerment will be different. These variations are according to the requirements of each organization. The developmental background and the processing of procedures for empowerment implementation are entirely different with respect to organizational point of view. Moreover the working media, the type of work carrying out and the time frame of work are the various aspects which are to be considered before designing and implementing employee empowerment programs. The need of empowerment in an organization is a kind of work redesigning process. Before redesigning is carried out in an organization the authorities must make sure decisions regarding the innovations to be employed in the work front. They must make a confirmative effort to find out the section of the organization which needs the innovation. The organization expects well cooperated performance from the employee side. For achieving this feat the working environment of the natural work group should be enhanced considerably. Since the concept behind the working classes is highly complicated it should be dealt with utmost care. The very important part that we can observe in social work group empowerment is social interaction. These enable employees to socialize on works entrusted to them. The interaction should be purely task based. If

Paradoxical Thinking Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Paradoxical Thinking - Research Paper Example In this case, scientists are the best examples of people who practice paradox thinking in their daily life. Paradoxical thinking is based on suspicion and the internal feeling that the outcome of a certain thing, idea or experiment will turn out to be exactly as expected. Although the method might be the opposite of the normal or natural way of doing, the outcome should turn out to be the same or better than when the normal procedure is used. Paradoxical thinking is believed to produce extraordinary outcomes. An example of a brilliant demonstration of paradoxical thinking is by a famous scientist known as Faraday back in the 1830s. He discovered that when a current is moving through a wire, it bares the effect of deflection a magnetized needle thus can be applicable to a compass needle. He used this idea to create an electric motor which is currently used in electric transformers. The current world market has a lot of competition. Ideas are being generated every day and the technology keeps on advancing with the change in time. New products appear in the market everyday with manufacturers trying to outdo each other by modernism their products to meet the needs of the consumer. This has called for the alert of every company in order not to be left aside with the emerging trends of technology. Paradoxical thinking plays a key role in ensuring that the goods produced by various companies merge the current technology and are suitable to the consumers. Most companies have maintained their high performances in the world market because of using paradoxical thinking as a tool to outdo their competitors. The concept of this form of thinking is simply to do things the opposite of the intended way. This helps the company be unique and unpredictable. The Coca-Cola Company is one of the companies which have a team of staff who have mastered the art of paradoxical thinking. The

How YouTube Can Affect Media and Society Essay Example | Topics and Well Written Essays - 1250 words

How YouTube Can Affect Media and Society - Essay Example For example, Comedy Central asked the video-sharing company to remove clips of their copyrighted clips such as South Park and The Daily Show with Jon Stewart (Noguchi and Goo). On the other hand, some companies like NBC see YouTube as a powerful promotion tool which can help generate buzz for their shows, at no cost! In the same article, the authors quoted NBC Executive Vice President Rick Cotton when he said, â€Å"This medium is at the cutting edge†¦I think our creative executives feel that ‘The Office’ and ‘Saturday Night Live’ benefit from the significant attention we’ve gotten online† (as quoted in Noguchi and Goo). Yet, Cotton says that in order to use YouTube effectively, one has to know where to draw the line. In line with this statement, Cotton revealed that around 1,000 clips were removed from YouTube in 2006, particularly those which had entire show episodes. In its early years, YouTube’s mechanism for deleting copyrighte d shows allowed it legal immunity but searching the site for TV show episodes is a job allotted to the company owning the copyright. Needless to say, it was a tedious job, and many of the copyrighted video clips were left posted on the site. Today, however, YouTube has the Automated Content ID in place in order to prevent copyright infringements. With this new technology, major US network, movie studio and record label can earn extra income through YouTube’s monetized view feature. From its humble beginning, YouTube has singlehandedly changed the web from static pages to an interactive web eco-system. Thanks to the conscientious development of video sharing technology, YouTube is now an important aspect of advertising. Major corporations such as Nike and Chrysler use YouTube to promote their ad to more audiences. Meanwhile, the Guardian reports that many companies are bypassing the TV networks and are broadcasting their advertisements directly to YouTube (Rosenblum). In the a rticle, the author says â€Å"increasingly, YouTube is the go-to place for video, and it seems some companies have decided to bypass the broadcast first rule entirely†¦It’s a sign that true video (as opposed to repurposed an afterthought) is beginning to enter mainstream thinking† (Rosenblum). As many companies start to produce videos for the web alone, YouTube is becoming a go-to source for almost any kind of information – from entertainment to politics, how-to videos, film animation and many others. The importance of YouTube is so widespread that Mashable expresses three important developments in the media industry: (1) the next TVs will have internet connectivity and it will be able to access YouTube XL, a version optimized for the big screen; (2) YouTube can be easily accessed through mobile phones; (3) the ability to create live video streaming (Ostrow). In his 2009 article, Adam Ostrow hails YouTube as the embodiment of social media since its inceptio n. In his words, â€Å"YouTube is the innovation that touched the most lives, became a driving force for change around the world, and ultimately ends the decade with an opportunity to be as disruptive in the next 10 years as it was in the past four† (Ostrow). Thanks to its embeddable content, videos posted on the site can be viewed on websites and other social networking sites.  

Learning Style and How it Helps Adults to Succeed Their Education Goal Research Paper

Learning Style and How it Helps Adults to Succeed Their Education Goal - Research Paper Example First, unlike children, adults are autonomous are self-directed. Adults can take up the responsibility of their learning process and rather than dictating, teacher and educators can take up the role of facilitators. Rather than forcing, pushing, or punishing adult students, the teacher can assume the role of a guide. Second, adults possess great wealth of knowledge in form of their experiences. Over their lives, they have seen the world closely and in order for teaching to be effective, the educator should help the adult students to link their experiences with theories, concepts, and tools learnt. This would help facilitate the learning process greatly. Third, adults are more likely to have clear goals and objectives with their studying. When they enroll for a class or a program, they know exactly what they want to achieve out of this course. Instructor or educator has to make sure that the course objectives should be in line with the objectives of the learners so that they could fee l motivated about their learning (Rothwell, 2008). Fourth, due to various reasons, adults are more likely to be relevancy orientated. ... ults who may go on to leave the learning process if they feel that their personality, opinions, ideas, thoughts and presence is not respected by other people and especially the educator (Knowles, Holton & Swanson, 2011). Sixth, adults seek constructive criticism and they are seeking feedback. They are least likely to be ship with rudders moving into circles without any sense of direction. They prefer to be corrected when they are making a mistake and they appreciate praise and applause when they have done something correctly. However, the tricky part here is the fact that while providing this critical feedback the educator has to ensure that he or she does not tear the person down but takes a very diplomatic and professional approach. Seventh, adults may have different backgrounds and different learning speeds. Furthermore, some learners may learn with great pace and some might be very slow to cope. Therefore, for effective teaching or training, the educator has to be flexible and mu st use different methods to address the need of the students. These methods may include group discussion, lectures, case study, demonstrations, field trips, games, note taking, question and answer, multimedia presentations, videos, panel and guest lectures and so on (Knowles, Holton & Swanson, 2011). Motivation and Adult Learning While dealing with teens and children, much of the focus remains on reward and punishment for motivating them for the learning process. In fact, at times, the concept of motivation itself becomes irreverent. However, this is not the case with adults. Motivation for learning is important and there are six sources of the same. First, adults may be motivated to a learning process because that learning environment or education may help them in developing friendships

Older People, Dementia & Policy in Scotland Essay

Older People, Dementia & Policy in Scotland - Essay Example It is becoming clear from both public debates and academic and policy maker discourse in the UK that many older people (i.e., those over the age of 65 years) much prefer to live their lives within their own homes. With aid from family and friends, an aggregate of the senior community seek to maintain their autonomy, independence and active well being (Audit Commission 5). However, a number of errors have been found in the reporting of expenditure of public care services, and these are attributed to the nature and parameter of service delivery across different areas of the UK. For example, evening and weekend home care in most areas, whilst others are consistently unable to receive night home care. Further, home-care workers trained in mental health were only available in 7 of 58 areas in a national study. Also, many older persons and their informal carers have not received additional support from community care agencies, as do older persons and trained carers within hospitals and nur sing homes. In the future, older people with mental health problems are to receive an equally good response regardless of where they live. This is one of the ways by which government and volunteer agencies seek to develop home-centered care, and to support informal carers and service users (Audit Commission 32). Equality and Diversity A feminist approach to the ethical care within social work for the older person is of recent intense focus in discourse. This school of thought encourages the professional social worker to actively reflect on concepts of social justice, autonomy and human rights, as well as extending investigation in to how aging is understood (Lolyd 1171).

Learning Style and How it Helps Adults to Succeed Their Education Goal Research Paper

Learning Style and How it Helps Adults to Succeed Their Education Goal - Research Paper Example First, unlike children, adults are autonomous are self-directed. Adults can take up the responsibility of their learning process and rather than dictating, teacher and educators can take up the role of facilitators. Rather than forcing, pushing, or punishing adult students, the teacher can assume the role of a guide. Second, adults possess great wealth of knowledge in form of their experiences. Over their lives, they have seen the world closely and in order for teaching to be effective, the educator should help the adult students to link their experiences with theories, concepts, and tools learnt. This would help facilitate the learning process greatly. Third, adults are more likely to have clear goals and objectives with their studying. When they enroll for a class or a program, they know exactly what they want to achieve out of this course. Instructor or educator has to make sure that the course objectives should be in line with the objectives of the learners so that they could fee l motivated about their learning (Rothwell, 2008). Fourth, due to various reasons, adults are more likely to be relevancy orientated. ... ults who may go on to leave the learning process if they feel that their personality, opinions, ideas, thoughts and presence is not respected by other people and especially the educator (Knowles, Holton & Swanson, 2011). Sixth, adults seek constructive criticism and they are seeking feedback. They are least likely to be ship with rudders moving into circles without any sense of direction. They prefer to be corrected when they are making a mistake and they appreciate praise and applause when they have done something correctly. However, the tricky part here is the fact that while providing this critical feedback the educator has to ensure that he or she does not tear the person down but takes a very diplomatic and professional approach. Seventh, adults may have different backgrounds and different learning speeds. Furthermore, some learners may learn with great pace and some might be very slow to cope. Therefore, for effective teaching or training, the educator has to be flexible and mu st use different methods to address the need of the students. These methods may include group discussion, lectures, case study, demonstrations, field trips, games, note taking, question and answer, multimedia presentations, videos, panel and guest lectures and so on (Knowles, Holton & Swanson, 2011). Motivation and Adult Learning While dealing with teens and children, much of the focus remains on reward and punishment for motivating them for the learning process. In fact, at times, the concept of motivation itself becomes irreverent. However, this is not the case with adults. Motivation for learning is important and there are six sources of the same. First, adults may be motivated to a learning process because that learning environment or education may help them in developing friendships

Change the ethic form for your dissertation Essay

Change the ethic form for your dissertation - Essay Example In this research, the researcher has done extensive research on the impact of hospitality on tourists from Western countries of the world. The culture of West and that of China are very different and there is a need to explore the factors that contribute to maximizing the level of satisfaction for the tourists. Literature review has shown that it is the intangible services like hospitality that is the core reason of maximum customer satisfaction in tourism industry. The main research objective of the study is â€Å"to identify the strengths and weaknesses of the tourism and hospitality industries of China as perceived by Western tourists and enhance the strong points while overcoming the weak areas so that the industries can be boosted and tourism in the country can reach to its desired position†. Tourism industry has been growing at an exceptional rate and it is expected that it will continue to expand more in the future. The most important aspect that the tourists consider when deciding about their travel destinations are the information gathering process. The tourists use variety of sources to gather sufficient information. As Gursoy and McCleary (2004) have stated that tourist information is the most valuable concept and the two vital aspects that are given utmost consideration comprise of the image that the tourists have about the destination and the selection mechanism that the tourists conduct to make their final destination choice. The study of World Trade Organisation, cited by Enright and Newton (2005), indicated that China’s economy is growing at an accelerating rate and since it is entering the growth phase, it has been successful in attracting various international business organisations either for starting their operations or doing huge amount of investments. Chinese government has made sure that it can attract huge number of tourists by developing effective plans and for

Constitutional Law of the European Union Essay Example for Free

Constitutional Law of the European Union Essay The European Court of Justice is the driving force behind European integration. The ECJ had elaborately defined the doctrines of supremacy and direct effect of the EC Law and provided remedies for damages caused by breach of EC Law by a Member State . Despite the initiatives of the ECJ, there have been conflicts between Community law and national law. Moreover, the ECJ made it clear that the EC law had supremacy over national law in the event of conflict as evidenced in the case of Costa v ENEL, wherein it held that a preliminary ruling by the Italian courts based on their national law would be of no significance. In Simmenthal, the ECJ clarified that the Community law was to take precedence over national law and that any provision of the national law that contravened the Community Law would be rescinded by it. Moreover, the ECJ prohibited the implementation of any national law that was in conflict with the Community law. The ECJ further ruled that no fundamental provision of any national law could challenge the supremacy of a directly applicable Community rule . This supremacy of Community law is one of the constitutive principles of the integration of the European Community legal order and it has been well embedded in the Treaty that established a Constitution for the European Union. The doctrine of supremacy of Community law, the principles of direct effect and uniform applicability are the primary ingredients of the Community. They are fundamental to the promotion of an effective Community legal order and form the unseen pillars of the European Constitution. Further, the doctrine of supremacy is the actual concrete personification of this constitutional power . The national constitutional courts of Member States found it very difficult to adopt the doctrine of supremacy and in the initial stages the Italian and German constitutional courts almost refused to adopt this doctrine into their respective national legislations, because they felt that they would be surrendering their power of constitutional review of secondary community law. Subsequently, the enlargement of the European Union provided a new paradigm to this doctrine of supremacy. This doctrine of supremacy was enforced by the ECJ in Costa v ENEL . This doctrine is a jurisprudential creation of the ECJ. Further, the Court clarified that the EEC Treaty had adopted a new legal system, which the Member States had integrated into their national legislation. Accordingly, the national courts were required to apply the Community law without any deviation and this generated a number of debates in the Member States. Ultimately, it was accepted by the Member States. However, total supremacy over the national constitutional provisions has not been achieved . In Frontini the Italian Constitutional Court had opined that the 1957 Act, which had accepted the provisions of the EEC Treaty, did not breach the Constitution. Moreover, the Italian court reserved to itself the right to review the continuing compatibility of the Treaty with the Constitution . In another case the Italian Constitutional Court, while accepting the precedence of Community law, maintained that the court had competence over any aspect of the relationship between Community law and municipal law . These decisions clearly established that the national constitutional courts had not completely accepted the supremacy of Community law. The German Constitutional Courts voiced their concern over the protection of fundamental rights in the decisions given in Solange I and II and introduced the concept of Kompetenz – Kompetenze. Even in the Banana case the German constitutional Court declined to give up its power to review secondary community legislation in order to protect fundamental rights . In the United Kingdom this doctrine created several problems, because the UK constitution bestows absolute power on Parliament. Further, the UK ratified a dualist policy concerning the relationship between international treaties and national law. Although such treaties were signed by the UK, they were not incorporated into the domestic law of the UK. In order to incorporate the treaties into national laws, the Parliament had to ratify them and this resulted in a problem in respect of accepting the doctrine of supremacy of Community law over national law. In the famous Factortame case the concept of the supremacy of Community law was subjected to a vast amount of discussion. In that case Spanish fishermen had argued that the norms for registering vessels under the Merchant Shipping Act 1988 were discriminatory and in conflict with the provisions of the EC Treaty. The House of Lords refused to grant any interim injunction against the Crown. The applicants in this case claimed that this would violate the Community law and the result was that a reference was made to the ECJ, which ruled in favour of these applicants. The ECJ further held that any piece of legislation in the national law that prevented a court from issuing interim relief would be tantamount to the violation of the Community law . The EOC case dealt with the suitability of the UK statute regarding unfair dismissal and redundancy pay in the broader context of the EC law . The UK law provided different benefits to employees working in full –time and part – time jobs. The appellant in the case, the Equal Opportunities Commission, opined that the statute was discriminating against female employees, which was in contravention of Article 141 of the EC Treaty and to other Community directives. The House of Lords held that the national legislation had violated the EC law and upheld the contention of the EOC. The approach of the European Court of Justice is at variance with the customary doctrine of precedent that is entrenched in domestic law. The objective of the ECJ is to bring about a European Union that follows the same law throughout its Member States and to this end it constantly endeavours to promote the EC Treaty. This could result in a change in the interpretation of legal principle over a period of time. Moreover, the ECJ bases its decisions on the extant circumstances and not on precedent. National courts of Member States in the European Union can obtain a preliminary ruling regarding the interpretation of European Union Law from the ECJ on the basis of the provisions inherent in Article 234 of the EC Treaty. However, it is not the primary objective of the ECJ to take decisions regarding the compatibility between the domestic and European laws. Further, it is also not the primary aim of the ECJ to apply the European Union Law to some specific facts of a case . The ECJ indicates the principle to be applied in a particular case and the case will have to be decided in the originating court, however, the ECJ ruling will have to be implemented by such a court. In the absence of an appeal from a national court, a reference will have to be made by the originating court, in case it is of the opinion that a clarification in respect of European Union Law is required. Nevertheless, there are instances where an ET, EAT or Appellate Court has to make a reference to the ECJ in order to pronounce judgement that is in accordance with the EU law. The function of the advocates general is to aid the judges in their judicial work. They do this by submitting analyses and recommendations regarding the issues raised in a particular case . In addition to the rights conferred on the nationals of the EU Member States by their respective national constitutions, the EU law comprises of another source that grants rights to them. As such the European Union law constitutes a legal system that in addition to being independent also, perhaps more importantly, takes precedence over the national laws of the Member States of the European Union. This European Union law comprises of treaties, which constitute primary legislation and regulations and directives that constitute secondary legislation. The importance of regulations is that they directly require compliance from the Member States without having to be codified into the national laws. However, in respect of the Directives, which are also legally binding, the onus of implementing them rests squarely with the Member States and these Member States have to do so by resorting to the relevant national law legislation on or before the final date set by the EU for such implementation. Accordingly, Article 189 of the European Economic Treaty states that â€Å"A Directive shall be binding, as to the result to be achieved, upon each Member State to which it is addressed, but shall leave to the national authorities the choice of form and methods. The European Court of Justice, subsequent to taking cognizance of the fact that Directives have to be implemented by the Member States, declared that individuals were well within their rights to ensure the implementation of Directives even in the event of failure by the Member States to meet the deadline set by the EU. In addition, individuals were permitted to enforce such rights in the national courts. The Van Gend en Loos decision unequivocally established the fact that in addition to creating obligations for the Member States to implement the Directives it also creates rights for the individual citizens of these Member States . The right of the Member States and the European Commission to proceed against other Member States before the European Court of Justice does not prohibit the lodging of complaints by individuals against the Member State to which they belong in their national courts. In this context, the European Court of Justice ruled that Article 12 of the EEC results in direct effect, which in turn result in the creation of rights for individuals and that these rights had to perforce protected by the national courts. Consequently, individuals have been empowered to ensure that rights granted by the Directives are enforced in the national courts . The offshoot of this is that individuals can ensure the implementation of human rights by resorting to legal action. In the Becker case it was clarified that if there is unconditionality and adequate precision in the provisions of a Directive that bestows individual rights, then individuals can resort to such provisions to contest the relevant national law . Furthermore, in the Francovich case the European Court of Justice established a test in three parts, which was to be utilized in order to ascertain whether the provisions that were inherent in a Directive, were sufficiently precise and unconditional in creating a right that was applicable to individuals. The ECJ has to consider the identity of the persons who are supported by the guarantee and the content of the guarantee. The identity of the person in breach and who is liable to pay the guarantee has also to be ascertained. Private persons and institutes cannot be subjected to the provisions of the Directives, because it is only the state that is subject to the Directives. The decision in the case of Francovich served to establish that damages could be claimed by an individual in a national court, in the event of a Member State’s failure to implement a Directive properly. The ECJ clarified that the spirit of the European law and the protection of rights would become ineffective if an individual failed to secure compensation. Moreover, the States are required to implement Directives wholly and properly. The ECJ decided in Brasserie du Pecheur v. Germany that there must be a sufficiently serious breach by the State in order to determine its liability. This dictum applies to situations where national legislation is implemented improperly and inconsistently with a Directive. In order to determine whether Community law was breached with sufficient seriousness, it is sufficient to demonstrate that the Member State or Community institution had seriously and knowingly ignored the limits to its discretionary power. Some of the factors that the court has to consider are the exactitude and clarity of the rule that was breached, the amount of discretion allowed to the national or Community authorities, whether the damage caused was intentional or not and whether there had been any adoption or rejection of measures that were in violation of the Community law . Member States for whom the Directives are specifically issued should be bound by them. Sometimes Directives can be addressed to one Member State or a group of them, but in general Directives are addressed to all the Member States. The exception to this practice is in respect of Directives that pertain to Common Agricultural Policy. The European Commission initiates a binding legal action in situations where a Member State fails to incorporate the provisions of a Directive into their national legislation or if the national legislation fails to properly fulfill the requirements of the Directive. Previously, the Directives were not adequately binding upon the Member States in their implementation. To address this problem, the ECJ promoted the doctrine of direct effect. Thus even if a Member States fails implement the Directives there is legal initiation under the principle of direct effect. This was clearly established in the case of Francovich v Italy. In that case, the ECJ attributed liability to Italy for its failure to implement a Directive. The Easytalk was a private limited company that had been formed with help from the UK government. It was established in order to encourage students in the EU to come to the UK in order to learn English. This company advertised all over the EU universities by means of pamphlets, in which it was stated that the course instructors would be highly qualified scholars in English with a great deal of teaching experience. A Directive was issued by the EU that prohibited the issuance of advertisements that misled and imparted false information. This Directive was to be implemented by January 2007. However, the UK government failed to implement this Directive by this deadline and in effect this Directive had been ignored by the UK government, because the latter was of the opinion that this Directive was unlawful. Subsequently, a French student, Antoine came to the UK and registered for a course that taught English. However, once the classes commenced, Antoine realized that the faculty comprised of students who were not qualified teachers of English as a foreign language. On being approached, the institute where he had enrolled refused to refund the fees paid by him. The direct effect of directives has been restrained by the concepts of vertical and horizontal effect. Van Duyn and Ratti affirmed that directives only have vertical effect so that an individual who is affected by the states’ failure to implement a directive properly or not at all only has rights against the state and not against a non-state entity or other individuals, as the directive imposes the obligation of implementation upon the state. Therefore a horizontal limitation was placed upon the scope of the direct effect of directives. This principle was addressed in Marshall v Southampton and South West Hampshire Health Authority , in which the applicant who was employed by the Health authority, was required to retire at the age of sixty – two years, while men doing the same work did not have to retire until the age of sixty – five years. Although under national law, by virtue of the Sex Discrimination Act, this was not discriminatory, she succeeded in her claim for unfair dismissal by relying on the Equal Treatment directive, which had not been implemented in the UK. This directive was sufficiently clear to have direct effect but the courts took the opportunity to confirm that a directive may not of itself impose obligations on an individual and that a provision may not be relied upon as such against such a person. Therefore since the health authority was an organ of the state, the directive had vertical direct effect. Since the respondent in this problem is a private limited company, the claimant cannot approach the Commission under the vertical direct effect. However, he can seek justice under the EU law by resorting to the procedure of indirect effect. Since, the UK government had not implemented the Directive; the claimant can approach the national courts of the UK to compel the government to apply the Directive. In respect of damages, the ECJ further held in R v H. M. Treasury, ex parte British Telecommunications plc that parties who had sustained loss as a result of incorrect implementation of a directive by a state, could claim damages for the loss sustained on such an account. In contrast to this, if a state has failed to fulfill its obligations regarding Directives, whether by non-implementation or incorrect implementation, an individual cannot request invocation of the horizontal direct effect of a directive against another individual. Similarly the effectiveness of non-implemented or incorrectly-implemented directives that do not have direct effect through the horizontal limitation has been enhanced through the doctrine of indirect effect, which emerged from Von Colson . In this case the ECJ held that national courts are required to interpret their national law in light of the wording and the purpose of the directive so that the directive is given some effect despite the absence of proper domestic implementation. This principle may be used under two circumstances; first, where the defendant is a state entity but a directive is not vertically directly effective as its provisions are insufficiently precise, conditional and require further state action for their implementation. Second, the provisions of a directive could be indirectly enforced against a non-state entity i. e. it could be applied horizontally as between individuals. The court was confronted with a ‘horizontal’ situation in Marleasing , in which this position was confirmed. Therefore, if national law was in existence that could be read in conformity with a non-implemented directive, then an individual could enforce a legal remedy against another individual through the interpretative route without seeking to enforce the directive directly and encountering the barrier to horizontal effect. In respect of the Easytalk institute the claimant can file a case for breach of contract and false representation in the UK courts in order to obtain redressal for the loss, damage and frustration caused to him. The question arises as to whether the aggrieved individuals can claim damages against the state in the national courts. The ECJ clarified that the state had to pay compensation for the damages caused due to non – implementation of a Directive and that the conditions laid down for such claim of damages must not be less reasonable than what was specified for a domestic claim. Furthermore, the Member State should not unduly complicate the claim process.

Gullivers Travels by Jonathan Swift | Analysis of Satire

Gullivers Travels by Jonathan Swift | Analysis of Satire Abstract: this thesis provides a possible insight into Gullivers Travels by analyzing Jonathan Swifts satires rather than reading it as a childrens book. Swiftian satires about humanity in the four books are to the fullest. The whole novel is like a mirror by which human flaws are reflected. It probably would long have been forgotten if the book did not carry critical thinking about humanity. An analysis of Satires in Gullivers Travels I. Introduction 1.1 About Jonathan Swift As the greatest satirist in the English language, Jonathan Swift was both admired and feared in his own time for the power of his writing and hugely influential on writers who followed him. At the age of fourteen, Swift entered Trinity College in Dublin University, where he stayed for seven years. After graduation in 1688, he went to England to work as a secretary and personal assistance for Sir William Temple. In 1694, he was ordained as a priest in the church of Ireland (Anglican Church) and assigned as vicar (parish priest) of Kilroot, a chruch near Belfast (in Northern Ireland). In 1692, Swift received a M.A. from Oxford. He returned to working with Temple in1696. Meanwhile, he continued working on satires which deal with political and religious corruptions surrounding him. A tale of a Tub and A Battle of the Books are two of them composed during this time. He also wrote lots of political pamphlets for the Whig party. When Temple died in 1699, he returned to Ireland, becoming Chaplain to lord Berkley. In 1702, he received a D.D. (Doctor of Divinity) from Dublin University. After a few conflicts with the Whig party, he joined the more conservative Tory party in 1710. Unfortunately for Swift, the Tory government fell out of power in 1714. Before the fall of Troy government, Swift hoped his services would be rewarded with a church appointment in England. However, the best position he was rewarded was the Deanery of St. Partricks, Dublin. Again, he returned to Ireland. During his stay in Dublin, some memorable works were composed: Proposal for Universal Use of Irish Manufacture (1720), Drapiers Letters (1724), A Modest Proposal (1729). His works e arned him status of a patriot. Also during the same period, he began to write the masterpiece Travels into Several Remote Nations of the World, better known as Gullivers Travels. Much of the material reflects his political experiences of the preceding decade. Fist published in November 1726, it was an immediate sensation. A total of four printings were arranged from Nov. 1726 to early 1727. 1.2 About Gullivers Travels Gullivers Travels is regarded as Swifts masterpiece. It is a novel in four parts recounting Gullivers four voyages to fictional exotic lands. His travels is first among diminutive peoplethe Lilliputians, then among enormous giantspeople of Brobdingnag, then among idealists and dreamers and finally among horses. Each book has a different theme, but their common trait is to deflate human nature. Gulliver had a shipwreck and boarded a rowboat with six other crewmen to escape. Soon the rowboat capsized. Gulliver managed to swim on shore. He fell into sleep. When he woke up he found himself bound by numerous tiny threads. Some diminutive people marched on his body. Some other people armed with bows and arrows stand by around him. They are ready to deal Gulliver with violence if he attacks. Overall, they are hospitable. Gulliver eats more than one thousand Lilliputians combine could and they feed him despite the risk of famine. He is presented to the emperor and is satisfied by the attention of the royalty. Eventually, Lilliputians take advantage of Gullivers strength and hugeness to fight against people of Blefuscu. The two factions oppose each other in that they have difference ways to crack eggs. But things change when Gulliver is convicted of treason for urinating on the palace to save the emperors wife from a fire. He is condemned to be shot in the eyes and starved to death . Gulliver escapes to Blefuscu, where he finds and repairs a broken boat and sets sail for England. After staying in England with his family for two months, he sets sail again. The voyage takes him to a land of giants Brobdingnag. A field worker finds him and takes him home. Initially, the field worker treats him as a pet. Eventually, he sells Gulliver to the queen who makes him a courtly diversion and is entertained by his musical talents. Gullivers life at this point is easier but still is not enjoyable. He is often repulsed by the physicality of the Brobdingnagians, whose ordinary flaws are many times magnified by their huge size. He is disgusted by their skin pores. He is often frightened by the animals that endanger his life. There is once when he wakes up on the bed of the farmers wife and is attacked by two rats. Even Brobdingnagian insects leave slimy trails on his food that makes eating unpleasant. On a trip to the frontier, the cage Gulliver is in plucked up by an eagle and dropped into the sea. He successfully leaves Brobdingnag. Gulliver undertakes next voyage after staying at home in England for only ten days. The ship undergone attacks by pirates and Gulliver ends up in Laputa. The floating island is inhabited by theoreticians and academics governing the land below, called Balnibarbi. The scientific research carried out in Laputa and in Balnibarbi seems completely useless and impractical, and its residents too appear totally out of touch with reality. Taking a trip to Glubbdubdrib, Gulliver is able to witness the conjuring up of figures from history, such as Julius Caesar and other military leaders. After visiting the Luggnaggians and the Struldbrugs, the latter of which are senile immortals who prove that age does not bring wisdom, he is able to sail to Japan and from there back to England. Gulliver stays for five months in England but then leaves his pregnant wife to set sail as a captain. Many of his crewmen die of illness, so he recruit more along the way. His crewmembers mutiny under the influence of the new sailors to become pirates. They lock him in a cabin. After a long confinement, he arrives in an unknown land. The rational-thinking horses, Houyhnhnms and humanlike creatures, Yahoos live in the land. The brutish Yahoos serve the Houyhnhnms. Gulliver again endeavours to learn their language to narrate his adventures to them and explain things in England. He is treated with great courtesy and kindness by the horses and is enlightened by their noble culture and rational thinking. For the first time in his voyages, he does not yearn for leave to come back to humankind. He wants to stay with the Houyhnhnms, but his bared body reveals to the horses that he is very much like a Yahoo. Therefore, he is banished. He is very reluctant to leave but agrees. He builds a cano e and makes his way to a nearby island. He first decides to live there with the barbarians there rather than return to live with English Yahoos. He was hurt by an islander and picked up by a Portuguese ship captain who treats him hospitably. However, Gulliver cannot help deeming him and all human as Yahoolike. After returning home, Gulliver buys two horses and converses with them every day for four hours. 2. Satires in Gullivers Travels Gullivers Travels reflects conflicts in British society in the early 18th century. By narrating Gullivers adventures in Lilliput, Brobdingnag, Laputa, and Houyhnhnm, the novel reveals and criticizes sins and corruption of British ruling class and their cruel exploitation towards people of Britain and neighboring countries in the capital-accumulation period of British history. Gulliver is treated differently in different countries. The author depicts every situation at great length, which makes readers feel like experiencing them personally. The greatness of the work lies in the authors proficient application of bitting and profound satires. Swift makes satirical effects to the fullest by using techniques of irony, contrast, and symbolism. The story is based on then British social reality. He not only satirizes on then British politics and religion, but also, in a deeper facet, on human nature itself. Swifts superb rendering of satires leads Gullivers Travels to becoming a milestone l ooked up to by future literary persons in satirical literature. There are at least three types of satirical technique presented in Gullivers Travels: verbal irony, situational irony and dramatic irony. First, verbal irony means using words in an opposite way. The real implied meaning is in opposition to the literal meaning of the lines in verbal irony. In other words, it uses positive, laudatory words to describe evidently ugly and obnoxious matters in order to express the authors contempt and aversion. The book carries verbal irony from the beginning to the end of the story. Second, situational irony occurs when there are conflicts between characters and situation, or contradiction between readers expectation and actual outcomes of an event, or deviation between personal endeavors and objective facts. In Gullivers Travels, the plot development is often the opposite of what readers expect. Third, dramatic irony is when words and actions possess a significance that the listener or audience understands, but the speaker or character does not. Swift also uses contrast as a rhetorical device to construct satirical effects. In order to reach the purpose of satire, he puts contradictory subjects together to describe and compare. There are at least three evident pairs of contrasting subjects. First is Gulliver and Lilliputians. They differ hugely in figures and in characters. The height of Gullivers body exceeds Lilliputians in the proportion of twelve to one. As to character differences, Gulliver is kind-hearted and grateful with a sense of justice, whereas Lilliputians are more cunning. They want to make full use of Gulliver in the war fought with its conflicting country: Blefuscu. He helps them against invasion from it but refuses to serve for them in their invasive territory expansion. Second, in Part II, figures of the citizens and Gullivers again form a stark contrast. In Brobdingnag, he is put in a carriage and carried to the marketplace to perform his tricks. He tries to please those giants by showing them his little c oins and perform tricks with his sword. He comes into conflict with the Queens favorite dwarf and they scheme against each other. On the other hand, the erudite King of Brobdingnag governs his country with reason, common sense, justice and mercy. The political system in Brobdingnag is very ideal and orderly, in which law guarantees freedom and welfare of the nationals. Gulliver introduces to the King Englands society and political system and embellishes the truth. He describes how great England is, how judicious the politics is and how just the law is. However, he could barely defend himself facing the Kings question. Besides, the comparison between the Kings liberal governance and rule under Englands bourgeois class reveals corruption of its politics. Third, the ruling class of the country of the Houyhnhnms are horse-like beings of reason, justice and honesty, whereas the ruled class (yahoos) are heinous, greedy and pugnacious creatures. The contrast between the Houyhnhnms and the Yahoos is extreme. The horses are clean and sweet-smelling; their diet is temperate and vegetarian. Their habits constitute the temperance that the eighteenth century thought characterized reasonable man. The Yahoos, on the other hand, are human in form and feature. They are filthy and they stink. They are omnivorous but seem to prefer meat and garbage. Satire refers to a genre of literature which is often used by literary persons as a witty weapon to hold up vices, follies and shortcomings in a society to ridicule, usually with the intent of mocking individuals or society into improvement. Samuel Johnson (1709-84) defined satire as a poem in which wickedness or folly is censured. Besides the fact that few, if any, would nowadays confine satire to poetry, the rest of the definition works well enough. Satire condemns, either overtly or covertly, what it believes to be wrong, generally with a view to achieving reform. It works best when there is general agreement among its readers about what is right or normal. It may be directed against an individual, a group or humanity in general. Irony, ridicule, parody, sarcasm, exaggeration are common satirical techniques, in which the first is the most common employed one. As a major technique of satire, irony involves a difference or contrast between appearance and reality that is a discrepancy between what appears to be true and what really is true. Three kinds of irony have been recognized since antiquity. First, dramatic irony derives from classical Greek literature and from theatre. It refers to a situation in which the audience has knowledge denied to one or more of the characters on stage. In other words, dramatic irony occurs when a character states something that they believe to be true but that the reader knows is not true. The key to dramatic irony is the readers foreknowledge of coming events. Second or more reading of stories often increases dramatic irony because of knowledge that was not present in the first reading. For example, in Twelfth Night composed by Shakespeare, Malvolios hopes of a bright future d erive from a letter which the audience knows to be faked. Second, verbal irony, sometimes known as linguistic irony, occurs when people say the opposite of what they really mean. Therefore, it often carries two meanings: the explicit meaning and a often mocking meaning running counter to the first. This is probably the most common type of irony. Third, Socratic irony takes its name from the ancient Greek writer Socrates, who often in his philosophic dialogues asks apparently foolish questions which actually move the debate in the direction he wants. Nowadays, two further conceptions have been added: structural irony and romantic irony. The first one is built into texts in such a way that both the surface meaning and deeper implications are present more or less throughout. One of the most common ways of achieving structural irony is through the use of a narrator, whose simple and straightforward comments are at variance with the readers interpretation. Swift applies this technique in Gullivers Travel by setting Gulliver as the narrator of the stories. In Romantic irony, writers conspire with readers to share the double vision of what is happening in the plot of a novel, film, etc.. In this form of writing, the writer sets up the world of his text, and then deliberately undermines it by reminding the reader that it is only a form of illusion. 3. An analysis of Satires in the Four Parts 3.1 Satirical targets in Part 1 Swifts satirical attacks on humanity are relatively mild in Book 1. Disgust for human in this book is not yet detectable and apparent. A series of amusing and ridiculous happenings in this part provide readers a relaxed atmosphere. For example, the part describing how Gulliver saves the palace and the emperors wife is hilarious. I had the evening before drunk plentifully of a most delicious wine, called glimigrim (the Blefuscudians call it flunec, but ours is esteemed the better sort) which is very diuretic. By the luckiest chance in the world, I had not discharged myself of any part of it. The heat I had contracted by coming very near the flames, and by labouring to quench them, made the white wine begin to operate by urine; which I voided in such a quantity, and applied so well to the proper places, that in three minutes the fire was wholly extinguished, and the rest of that noble pile, which had cost so many ages in erecting, preserved from destruction. (Swift 2007: 25) Many descriptions in Part I employs the technique of verbal irony. For instance, in Chapter III, Swift ridicules the Lilliputians arrogance and ignorance by describing how mathematicians in Lilliput measure Gullivers height by the help of a quadrant. They having taken the height of my body by the help of a quadrant, and finding it to exceed theirs in the proportion of twelve to one, they concluded from the similarity of their bodies, that mine must contain at least 1728 of theirs, and consequently would require as much food as was necessary to support that number of Lilliputians. Swift ridicules, by which the reader may conceive an idea of the ingenuity of that people, as well as the prudent and exact economy of so great a prince. He makes good use of the technique of verbal irony in this this laughable, thought-provoking and seemingly ordinary ironic narration to achieve satirical effects. In Chapter V, despite the fact that the conflict between Lilliput and Blefuscu is blatantly ri diculous, Gulliver depicts it with total seriousness. The tone with which Gulliver tells the story is serious. However, the more serious he is the more ridiculous and laughable the conflict is. This again is the employment of verbal irony. Swift expects us to understand that the history Gulliver relates parallels European history. The High-Heels and the Low-Heels correspond to the Whigs and Tories of English politics. Lilliput and Blefuscu represent England and France. The conflict between Big-Endians and Little-Endians represents the Protestant Reformation and the centuries of warfare between Catholics and Protestants. Through these representations, the author implies that the differences between Protestants and Catholics, between Whigs and Tories, and between France and England are as silly and meaningless as how a person chooses to crack an egg. The egg controversy is ridiculous because there cannot be any right or wrong way to crack an egg. Therefore, it is unreasonable to legis late how people must do it. Similarly, we may conclude that there is no right or wrong way to worship God—at least, there is no way to prove that one way is right and another way is wrong. The Big-Endians and Little-Endians both share the same religious text, but they disagree on how to interpret a passage that can be interpreted in two ways. By mentioning this incident, Swift is suggesting that the Christian Bible can be interpreted in more than one way and that it is ludicrous for people to fight over how to interpret it when no one can really be certain that one interpretation is right and the others are wrong. In these chapters, Gulliver experiences Lilliputian culture, and the great difference in size between him and the Lilliputians is emphasized by a few examples through which the authors satires of British government are explicitly expressed. For instance, government officials in Liliput are chosen by their skill at rope-dancing, which Gulliver regards as arbitrary and ludicrous. Clearly, Swift intends for us to understand this episode as a satire of Englands system of political appointment and to infer that Englands system is similarly arbitrary. The difference in size between Gulliver and the Lilliputians reflects the importance of physical power, a theme that recurs throughout the novel. Gulliver begins to gain the trust of Lilliputians over time, but it is unnecessary: Gulliver could crush them simply by walking carelessly. Despite the evidence in front of them, they never recognize their own insignificance. This is clearly the use of dramatic irony in which the reader knows the truth but the characters in the stories deny it. They keep Gulliver tied up, thinking that he is under control, while in fact he could destroy them effortlessly. In this way, Swift satirizes humanitys pretensions to power and significance. 3.2 Swiftian Satires in Part II Compared with Book I, Swifts satire is more clearly implied in the second book and attacks on political issues and humanity are more apparent. It is evident that Swift begins to express his discontent over Europe as the worlds dominant power and its practice of colonialism in this section if the historical context is considered. Swift wrote Gullivers Travels at a time when Europe was the worlds dominant power and when England was rising in power with its formidable fleet. The English founded their first colony Virginia in America in 1585 due to competition with the Spanish. Then they continued the process of colonization and expansion throughout the world. In this section, Gullivers initial adventure in Brobdingnag is not so desirable. At first, the farmer almost tramples on him. The family virtually enslaves him, making him to perform tricks to paying visitors. This enslavement emphasizes the fundamental humanity of the Brobdingnagians-just like Europeans, they are happy to make a quick buck when the opportunity arisesand also makes concrete Gullivers lowly status. Swift also plays with language in a way that both emphasizes his main satirical points about politics, ethics, and culture and makes fun of language itself. (SparkNotes Editors, 2003). In the beginning of this adventure, Gulliver uses naval jargons (sprit-sail, fore-sail, mizen, fore-sheet, downhaul) to depict the various attempts his ship makes to deal with the great storm at sea. The description is complicated and full of obscurities. One probably cannot help wondering why Swift bothered writing these difficult-to-understand words since they seems with the least importanc e to the whole story. However, it is not a waste of effort. The words are meant to be incomprehensiblethe point is to satirize the jargon used by writers of travel books and sailing accounts, which in Swifts view was often overblown and ridiculous. (SparkNotes Editors, 2003) By making Gulliver use jargon to such an extreme, Swift mocks those who would try to demonstrate their expertise through convoluted language. Mockeries like this one repeats elsewhere in the novel. Swifts main purpose is to criticize the validity of various kinds of expert knowledge that are more showy than helpful, whether legal, naval, or, as in the third voyage, scientific.(SparkNotes Editors, 2003). 3.3 Swiftian satires in Part III Swifts satires in the third book shift focus from ethic and political aspects to academic field, since most part of this section contributes to description of impractical scientific experiments and workings of certain things. For instance, descriptions Gulliver makes about the technique used to move the island are convoluted. Also, The method of assigning letters to parts of a mechanism and then describing the movement of these parts from one point to another resembles the mechanistic philosophical and scientific descriptions of Swifts time. (SparkNotes Editors, 2003). From these, Swift again successfully satirizes specialized language in academic field. Laputa is more complex than Lilliput or Brobdingnag because its strangeness is not based on differences of size but instead on the primacy of abstract theoretical concerns over concrete practical concerns in Laputan culture. However, physical power is still an important factor in Laputa. Here, power is exercised not through physical size but through technology. The government floats over the rest of the kingdom, using technology to control its subjects. The floating island represents the distance between the government and the people it governs. The king is oblivious to the real concerns of the people below. He has never even been there. The noble men and scientists of the island are also far removed from the people and their concerns. Abstract theory dominates all aspects of Laputan life, from language to architecture to geography. Swift continues his mockery of academics by describing the projects carried out in the cities below Laputa. The academy serves to create entirely useless projects while the people stare outside its walls. Each project described, such as the extraction of sunbeams from a cucumber, is not only false but also purposeless. Even if its scientific foundation were correct, it would still serve no real purpose for the people meant to gain from it. The result is a society in which science is promoted for no real reason and time is wasted as a matter of course. This again is the use of dramatic irony where the reader knows certainly that those scientific projects are a waste of time while the scientists in the story are striving for success of the experiments. 3.4 Swiftian satires in Part IV In the fourth part, disgust for human is expressed to such an extreme that readers often feel uncomfortable reading this section. Swift deflates humankind very straightforwardly by portraying the Yahoos humanlike and associating humankind with Yahoos. Gulliver tells the horse that in his country, the Yahoos are the governing creatures. Moreover, after he introduces Europe to his horse-like master, he admits that Gullivers humans have different systems of learning, law, government, and art but says that their natures are not different from those of the Yahoos. Situational irony occurs when there are conflicts between characters and situation, or contradiction between readers expectation and actual outcomes of an event, or deviation between personal endeavors and objective facts. The plot development in Gullivers Travels is often the opposite of what readers expect. For example, in this part, Gullivers crewmembers mutiny when they are near Leeward Islands and he is abandoned in an unknown landthe country of the Houyhnhnms. The Houyhnhnms are horse-like, physically strong and virtuous beings. Gulliver is regarded as likable as a yahoo by them. He tries to prove to the Houyhnhnms that he is not a Yahoo in nature although he looks like one. He talks at length about wars fought for religious reasons, Englands legal system, and his great love of his native country. However, the more he tries to cover up human flaws, the more they are known when he is questioned by the Houyhnhnms. The readers expectation may be Gullivers stay in the country of th e Houyhnhnms for his feverish passion for the Houyhnhnms. However, at last, they conclude that Gulliver is a yahoo in disguise because he has all traits a yahoo possesses and refuse his request to live there. Gulliver undergoes a stage of transform in book four, where he develops a love for the Houyhnhnms to the point that he does not want to return to humankind. He has an identity crisis although he is not aware of it. He thinks of his friends and family as Yahoolike, but forgets that he comes from English Yahoos. The Houyhnhnms think that Gulliver is some kind of Yahoo, though superior to the rest of his species. He asks them to stop using that word to refer to him, and they consent. This once again expresses disgust for human. 4. Functions of satires in Gullivers Travels 1. Stress the sense of absurdity Throughout much of Part I, Swift satirizes European practices by implicitly comparing them to outrageous Lilliputian customs. In these chapters, Swift also plays with language in a way that pokes fun at humanitys belief in its own importance. When the Lilliputians draw up an inventory of Gullivers possessions, the whole endeavor is treated as if it were a serious matter of state. The contrast between the tone of the inventory, which is given in the Lilliputians own words, and the utter triviality of the possessions that are being inventoried, serves as a mockery of people who take themselves too seriously. Similarly, the articles that Gulliver is forced to sign in order to gain his freedom are couched in formal, self-important language. But the document is nothing but a meaningless and self-contradictory piece of paper: each article emphasizes the fact that Gulliver is so powerful that, if he desires, he could violate all of the articles without much concern for his own safety. 2. reveal the snobbish nature of human culture In Gullivers adventure in Brobdingnag, many of the same issues that are brought up in the Lilliputian adventure are now brought up again, but this time Gulliver is in the exact opposite situation. Many of the jokes from Gullivers adventure in Lilliput are played in reverse: instead of worrying about trampling on the Lilliputians, Gulliver is now at risk of being trampled upon; instead of being feared and admired for his huge size, he is treated as an insignificant curiosity; instead of displaying miniature livestock in England to make money, he is put on display for money by the farmer. As a whole, the second voyage serves to emphasize the importance of size and the relativity of human culture. In the last part, Swift shifts attacks to defects in human nature represented by yahoos. His description about the country of the Houyhnhnms reveals corruption of human society and states a view that only those who live in a natural state are pure and noble. Just like Gulliver puts it, I must freely confess that the many virtues of those excellent quadrupeds placed in opposite view to human corruptions, had so far opened my eyes and enlarged my understanding, that I began to view the actions and passions of man in a very different light, and to think the honour of my own kind not worth managing. 3. make fun of expert languge Gullivers initial experiences with the Brobdingnagians are not positive. First they almost trample him, then the farmer virtually enslaves him, forcing him to perform tricks for paying spectators. Whereas in Lilliput, his size gives him almost godlike powers, allowing him to become a hero to the Lilliputian people, in Brobdingnag his different size has exactly the opposite effect. Even his small acts of heroism, like his battle against the rats, are seen by the Brobdingnagians as, at best, tricks. Swift continues to play with language in a way that both emphasizes his main satirical points about politics, ethics, and culture and makes fun of language itself. While Gulliver is still at sea, he describes in complicated naval jargon the various attempts his ship makes to deal with an oncoming storm. The rush of words is nearly incomprehensible, and it is meant to be so—the point is to satirize the jargon used by writers of travel books and sailing accounts, which in Swifts view w as often overblown and ridiculous. By taking the tendency to use jargon to an extreme and putting it in the mouth of the gullible and straightforward Gulliver, Swift makes a mockery of those who would try to demonstrate their expertise through convoluted language. Attacks like this one, which are repeated elsewhere in the novel, are part of Swifts larger mission: to criticize the validity of various kinds of expert knowledge that are more showy than helpful, whether legal, naval, or, as in the third voyage, scientific. 4. criticize excessive rationalism Gullivers third voyage is more scattered than the others, involving stops at Laputa, Balnibarbi, Glubbdubdrib, Luggnagg, and Japan. Swift completed the account of this voyage after that of the fourth voyage was already written, and there are hints that it was assembled from notes that Swift had made for an earlier satire of abstract knowledge. Nonetheless, it plays a crucial role in the novel as a whole. Whereas the first two voyages are mostly satires of politics and ethics, the third voyage extends Swifts attack to science, learning, and abstract thought, offering a critique of excessive rationalism, or reliance on theory, during the Enlightenment. 5. Conclusion Gullivers Travels is not only rich in content, but also deep in meaning. His satires about humanity in the four books are to the fullest. Satires are both implicitly and explicitly constructed throughout the four books. Disgust for human steadily increases as the narrative proceeds. The greatness of this novel does not plainly lie in Swifitian satire. The whole novel is like a mirror by which human flaws are reflected. It probably would long have been forgotten if the book did not carry carry critical thinking about humanity.