Free Essays on Western Imperialism

Western Imperialism Western Imperialism had a tremendous impact on the continent of Africa. This nineteenth century imperialism often referred to as the â€Å"scramble for Africa† was the second phase of exploitation in Africa, enacted by Europeans. In the late nineteenth century European powers had carved and colonized almost every country in Africa besides Ethiopia and Liberia. Imperialism subjugated African resources to every extent. The main impact that imperialism had on the continent of Africa was felt by the native people. Europeans took advantage of the African’s labor and created an industry of atrocious working conditions, soaring taxes and violated humanitarian rights. Thereafter there was the intrusion of English law and language in Africa, upsetting African societies. The natives not only had to struggle to preserve their beliefs and languages, their land was also in jeopardy. European settlers were gradually seizing the land of the natives. These land conflicts often led to the violent rebellions of native tribes with European settlers; however these wars were often unsuccessful. The recruitment of soldiers for European wars was targeted toward natives; this was an enormous impact on Africa. European recruitment often came in the form of slave raiding; this system snatched men away from their families all over the continent Africa. Blacks served as soldiers of wars and large numbers of the m died in wars that existed between Europeans such as the Dutch and the British, although the conflicts existed between whites. The main resources that the Europeans sought after were gold, ivory, diamonds, rubber and palm oil. Palm oil was used for European textiles, guns and manufactured goods. Gold and ivory and other metals were traded and brought great prosperity to West African nations. Native Africans were often disregarded, especially when conferences were held that decided land and resources which, natives were n... Free Essays on Western Imperialism Free Essays on Western Imperialism Western Imperialism Western Imperialism had a tremendous impact on the continent of Africa. This nineteenth century imperialism often referred to as the â€Å"scramble for Africa† was the second phase of exploitation in Africa, enacted by Europeans. In the late nineteenth century European powers had carved and colonized almost every country in Africa besides Ethiopia and Liberia. Imperialism subjugated African resources to every extent. The main impact that imperialism had on the continent of Africa was felt by the native people. Europeans took advantage of the African’s labor and created an industry of atrocious working conditions, soaring taxes and violated humanitarian rights. Thereafter there was the intrusion of English law and language in Africa, upsetting African societies. The natives not only had to struggle to preserve their beliefs and languages, their land was also in jeopardy. European settlers were gradually seizing the land of the natives. These land conflicts often led to the violent rebellions of native tribes with European settlers; however these wars were often unsuccessful. The recruitment of soldiers for European wars was targeted toward natives; this was an enormous impact on Africa. European recruitment often came in the form of slave raiding; this system snatched men away from their families all over the continent Africa. Blacks served as soldiers of wars and large numbers of the m died in wars that existed between Europeans such as the Dutch and the British, although the conflicts existed between whites. The main resources that the Europeans sought after were gold, ivory, diamonds, rubber and palm oil. Palm oil was used for European textiles, guns and manufactured goods. Gold and ivory and other metals were traded and brought great prosperity to West African nations. Native Africans were often disregarded, especially when conferences were held that decided land and resources which, natives were n...

10x Growth How To Use MVPs In Your Marketing With Ash Maurya [AMP 069] - CoSchedule Blog

10x Growth How To Use MVPs In Your Marketing With Ash Maurya [AMP 069] Blog On the Actionable Marketing Podcast, we are kicking off a new series called 10x Marketing Interviews. ’s own CEO, Garrett Moon, has written a book called The 10X Marketing Formula. While writing the book, he interviewed some of the sharpest minds in marketing. We’re going to be listening to some of his interviews. Today’s interview is with Ash Maurya, a successful entrepreneur and author of The Lean Startup Movement, That’s Running Lean, and Scaling Lean. He understands how Lean works and is going to talk to us about how we, as marketers, can apply the principles and tools to our work. You aren’t going to want to miss this series or the interview with Ash! Some of the highlights of the show include: The Lean Canvas: What it is, how it works, who would use it, and why it’s beneficial. The steps that go into creating and developing a Lean Canvas: Finding solutions, taking risks, and setting priorities. What a minimum viable product (MVP) is and is not, as well as how it provides value for both business-owners and customers. How to determine what’s next after the MVP process has been completed. How marketers can use the Lean Canvas to improve what they’re doing and to prevent them from going too far down the wrong path. The Lean Sprint mindset and how it can be used. Ways to take a big idea and turn it into a small MVP. Ash’s best tips for people who want to try Lean Canvas for the first time. Links and Resources: The 10x Marketing Formula The Lean Startup Movement That’s Running Lean Scaling Lean The Lean Canvas Leanstack.com Send a screenshot of your iTunes review to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Ash: â€Å"At the end of the day, you have to be able to condense your idea, distill it down, and communicate it pretty quickly.† â€Å"The MVP is that smallest solution you build that creates value for your customers and also captures some of that monetizable value back.† â€Å"Don’t look for perfection. That isn’t the goal.†

Four books Essay Example | Topics and Well Written Essays - 250 words

Four books - Essay Example As Shakespeare’s most famous novels, Hamlet manifests the various negative natures of man that includes neglect, betrayal, murder, and revenge. A son who witnessed the murder of his father by his own relative is too much a tragedy one could handle. Fury could further constrict the thin line that divides sanity and insanity caused Hamlet to delay his plans of avenging his father’s death. Although criticized for the vulgarity of some languages used, it cannot be denied that every word in the novel speaks of real emotions that every man feels especially when exposed to the same given situation. Another one of Shakespeare’s tragedies, Othello depicts the appalling consequences of jealousy and resentment. The characters in the novel held their own grudge against one another, which led them to develop schemes that destroyed every one of them. Allegiance, marriage, credibility and competencies are ruined when people allow themselves to be consumed by the compelling desire for attention and power. The weak, who easily succumb to such fancy and the manipulation of others, are kept captives that lead them nowhere else but towards failure whilst the strong triumphs over their fall. Similar to the pilgrims in Geoffrey Chaucer’s The Canterbury Tales, people are divided by social classes and religions. Represented by the different characters in the story, who sees the world differently as dictated by their social and religious beliefs, each person has their own prejudices towards each other. However, Chaucer was able to justify in the stories that no matter how huge the differences of every individual in the society are, they have their own story to tell, which are different from what the community assumed of them that are worth listening to for they say who they really

Economic Policie for the Monetary and Fiscal Policy Coursework - 1

Economic Policie for the Monetary and Fiscal Policy - Coursework Example According to the paper losed economy is algebraically represented as Y = C(I,Y)+I(i)+G(t),while the LM curve is represented by L(i, Y) = Ms.When the Is curve is vertical the monetary policy tends to be most effective since the key parameters in this case include interest rate and income. In a closed economy, IS curve is the interest rate at which the commodity market is at equilibrium at a given income level. This can be expressed algebraically as Y = C + I + G, where Y is the equilibrium income is the level of consumption, I is the level of investment and G is the government expenditure. It is worth to note that consumption is a function of income while investment is a function of interest rate and government expenditure is a function of tax. Using the equation given above, Y = C + I + G, but C = 100 + 0.4(Y – T) and when this is substituted into the IS equation we obtain Y = 100 + 0.4(Y – T) + I + G, since I = 1000 + 0.1Y – 20i which when replaced to the equati on gives Y = 100 + 0.4(Y – T) + 1000 + 0.1Y – 20i + G,note that T= 300 finally the value of G = 100 which when replaced into the equation yield Y = 100 + 0.4(Y – 300) + 1000 + 0.1Y – 20i + 100. When this equation is simplified to give the IS curve we obtain 0.5Y = 1080-20i and the IS curve will be represented by the equation below; Y = 2160 – 40i. This stude highlights that LM curve is the interest rate at which the money market is in equilibrium at a given level of income. In this case Money demand equals money supply and this is algebraically presented as L (i, Y) = MS where L is the demand for money which is a function of income and interest rate, MS is money supply. Using the empirical figures given above, 5Y – 10i= 300 and this can be rearranged into 5Y=300+10i, this yields the LM curve of Y=60+ 2i. IS-LM curve can be attained where there is equilibrium in the commodity market and money market. Using the IS and LM equations and combining them we obtain i= 50 and Y = 160.

Philosophy - Plato Essay Example for Free

Philosophy Plato Essay 2. What is the role of philosophy for Socrates and why is it valuable in itself? Explain three argu- ments Socrates gives for the immortality of the soul. Briefly explain Cebes and Simmias’ coun- terarguments using examples from the text for support. Finally, based on your understanding of the Phaedo give your interpretation of the last words of Socrates and back it up by citing the text. In Plato’s The Last Days of Socrates, Phaedo gives an account of the last few hours of Socrates’ life, to Echecrates when he encounters him after Socrates’ death. In Phaedo’s telling of the story, we learn about why Philosophy was so important to Socrates, and why he spent his final hours explaining his arguments about the body and the soul, to his two friend Cebes and Simmias. Socrates presents four separate arguments as to how the soul lives separately from the body, the first being the theory of opposites, seconded by the theory of recollection, and followed by his theory of Affinity. After he presents his first three arguments, Simmias and Cebes interject with their opinions and counterarguments to Socrates’ first three, which is then when Socrates comes up with his fourth and final argument – Theory of the Forms. The last and final argument is one of the most important arguments that Socrates will make throughout the whole story. Phaedo ends his account to Echecrates by telling us of the final words of Socrates. Socrates was a well known Greek philosopher, known chiefly through the writings of his students, such as Plato who wrote the novel in which we are reflecting. Socrates did not write down any of his ideas or knowledge, but instead instilled it upon other people who took the re- sponsibility of writing it down for themselves. During Socrates’ final hours, we find out why Phi- losophy was so important to him. He argues that the soul is a separate entity from the body, and that we must separate the soul as far as possible from it. He relates this to death, by saying that death is this freeing and parting of the soul from the body. Socrates states, on page 100 line 67d exactly why Philosophy is important – â€Å"†¦those that go in for philosophy in the correct way who are always eager to set the soul free; what philosophers practice is exactly this, the freeing and parting of soul from body. † He believes that Philosophers live their lives being as close to death as possible, â€Å"those occupied correctly in philosophy really do practice dying, and death is less frightening for them than for anyone else (Plato 67a). † He states that if philosophers desire that one thing, separating the soul from the body, then they must always be close to death and to nev- er be afraid of it. Socrates presents his initial argument that â€Å"everything comes to be through opposite things coming to be from no other source than their own opposites (Plato 70e). † He believed that everything that exists, has an opposite and must have came from that opposite. He provided examples such as â€Å"the beautiful is presumably opposite to the ugly† or â€Å"when something comes to be bigger, it must be from being smaller before (Plato 70e). † In explaining this argument, he presents that between the two members of the pair, there are two-processes for the pair to come into being. In order for something to be big, it had to come from being small, it increased in size but it could go the opposite way and decrease in size as well. This argument relates to the soul and the body by saying that being alive has an opposite, which is being dead. In order for the op-posites argument to be logical, one must be able to come back from the dead and be alive, so it is from the dead that living things come to be alive. This leads us to believe that the soul is immor- tal, and existed before the body. Socrates sums up this argument by stating, â€Å"the living have come from the dead no less than the dead from the living; and I think it seemed to us that if this were the case, it would be sufficient proof that the souls of the dead must be somewhere from where they were to be born again (Plato 72a). † Following the argument about opposites, Socrates poses the question that if we are going to recollect something, we must have had knowledge about it at a previous point in time. This is then the second argument that Plato recounts in his telling of Socrates’ last hours. What he is pre- senting in this argument, is the fact that when we recognize something, it brings us back to think- ing about something else. So when we recognize this first object, it triggers our minds to remem- ber something that is associated with that object. Therefore, when we remember something we are recollecting back to a previous state or time or object. He argues that these recollections canat are unlike the items we have recollected. He sums this thought up by saying, â€Å"So long as, on seeing one thing, you come to have something else in mind, like or unlike, from seeing the first one. What occurs must be recollection (Plato 74d). † He doesn’t stop at this, but then goes on to explain that we had this knowledge before we even obtained our senses. When we were born, we obtained the ability to see, hear, and possess all of the other senses, but we had this knowledge before our senses, so therefore we had this knowledge before we were even born. This argument leads back to his original point that the soul exists outside of the body. â€Å"Whereas if we get our knowledge before we are born but lose it on being born, and then later through the use of our perceptions we get back those pieces of knowledge that we had at some previous time, what we call learning would be a matter of getting back knowledge that was ours anyway; and we’d be surely correct if we called that recollection (Plato 75e). † Socrates’ third argument before Cebes and Simmias provide their counterarguments is his theory of Affinity. This suggests that we must distinguish between things that are material, visi- ble, and perishable and things that are immaterial, invisible, and immortal. In this case, the body is the thing that is perishable, while the soul is immortal and lives on. While arguing this to Sim- mias and Cebes, Socrates states, â€Å"the soul is something that’s very like what’s divine, deathless, the object of intellect, uniform, undissolved, and always in exactly the same state as it ever was; while body in its turn is something very like what’s human, mortal, mindless, multiform, tending to dissolution, and never the same as it was before (Plato 80b). † This is yet another argument that proves his point that when the body dies, the soul still lives. He brings up the point in this argu- ment that the soul may wander, but eventually it is put into a different body or it will spend its time with the Gods. After his third argument, Simmias and Cebes finally interject and give their counterargu- ments to Socrates. Simmias is the first to present his counterargument, by comparing the topic of the soul existing after the death of the body, to the attunement of an instrument. He states, â€Å"The argument would go, there’d be no way that the lyre could continue to exist as it does, with the strings broken, or that the strings could, while the attunement, which is of the same nature and the same kin as the divine and deathless, had already perished, before the mortal (Plato 86a-c). † He is comparing the body to an instrument, and the soul to the attunement. When the instrument is no longer there, if it was completely broken or burned, there would no longer be a tune. The tune of one instrument does not just travel to a separate instrument when the original one is gone. Cebes then gives his counterargument, not agreeing with the one Simmias just made and not ful- ly agreeing with all of Socrates’ arguments. Cebes argument states that the soul does still live on after the body is dead, but that it is not entirely immortal. He then compares the body to a cloak and the soul to the body, stating â€Å"someone might say the very same things about soul and body as about the weaver and his cloak, that the soul is something long-lived, while the body is a weaker and shorter-lived thing, but all the same, he’d say, every single soul wears out many bod-ies, especially if it has a long life for if the body is in flux, and is perishing even while the per- son is alive, still the soul always weaves again whats being worn out. (Plato 87e). † This argu- ment he presents states that a soul can live through many bodies, as a person can go through many cloaks each as they wear out. He finishes his argument by stating that â€Å"there’s no justifica- tion yet for relying on this argument of yours, and it gives us no reassurance that when we die our soul still exists somewhere (Plato 88a). † Socrates final words at the end of Phaedo’s account were, â€Å"Crito, we owe a cock to As-clepius; pay our debt and no forgetting. † According to Greek myth, the cock symbolizes a peace offering to the god Asclepius in order to receive a cure. In this case, Socrates was getting ready to die. This could mean only two things to me, the first being that he was being cured of his life by dying and being closer than ever to the one thing that philosophers dedicate their time to, sep- arating his soul from his body and having that soul be free. The second interpretation I came up with is that he offered this cock to the god Asclepius to avoid any misfortune after he dies, while his soul is still living. All in all, Socrates had many deep and thought provoking arguments as to why the soul and the body are separate, and why the soul continues to live after the body has perished. Whether or not these arguments seemed logical, or were very believable, Socrates spent his whole life dedicated to the ideas of Philosophy, and he spent his final hours instilling his beliefs upon those who cared about him. Socrates died for what he believed in, and that’s what makes Phaedo’s account of his life so interesting. Works Cited: Plato, , and Christopher Rowe. The Last Day of Socrates. New York: Penguin Classics, 2010. 87-169. Print.

Public Schools: We Have the Right to Pray Essay -- Religion in Public

Public Schools: We Have the Right to Pray Prayer in public schools has been a controversial issue in our country for a very long time.   According to the First Amendment, the government shall not establish any official religion. Therefore, as long as the government doesn't make it mandatory for the students to pray, they should be allowed to at least have that choice. One minute set aside for a student to either have a moment of silence or to have their own prayer isn't hurting anyone, as long as students are not forced to pray. By taking away that right, it is violating their rights as American citizens and their right to have freedom of religion. In 1962, The Supreme Court ruled that school prayer violates the constitution. Many believe a new amendment needs to allow voluntary school prayer. For example, the Christian Coalition was sponsoring a bill called The House Joint Resolution 78 or The Religious Freedom Amendment. This bill will not allow the government to establish a religion, but it does give people the right to pray and recognize their own religious beliefs and traditions on public property, which does include schools. William J. Murry, the head of the Religious Freedom Coalition, held a family rally for those in favor of this bill. A petition was signed of almost one million signatures on it. The bill ended up making it to the House of Representatives. While it gained the majority of the votes, it failed to gain the 2/3 vote to amend the Constitution. They are still working on "restoring voluntary school prayer and having a safeguard for religious freedoms." Colby May, the director of government affairs for the American Center for Law and Justice, says that a change needs to be made. Those who oppose him arg... ...rayer need to be reintroduced   in the school system. Perhaps this is a way to get kids back on track since the current downfall of good behavior in schools. Our country believes in the "freedom of religion" but by taking away the right to pray, it takes away from that "freedom" many so desperately need. Works Cited "House Panel Approves Constitutional Amendment Allowing School Prayer." Your School and the Law 14 Nov. 1997. "School Prayer Bill Attracts Support." Your School and the Law 11 April. 2007. "School Prayer After Santa Fe?; Public Schools Caught Between Students, Parents and Court." Texas Lawyer 7 Aug. 2004:   Pg 25. "Key Cases on School Prayer" Managing School Business 23 April 2006. Office of Congressman Istook, U.S. House of Representatives. "The Religious Freedom Amendment." 10 Nov. 2001.   Ã‚  

The Climb (Miley Cyrus)

About two years ago I went on a camping trip to Colorado with youth for Christ. It’s an organization ran through my high school. We all met up at a church and got on a charter bus, that was the longest ride of my life. It was eight-teen hours. It would have been fifteen but our tire popped on the way there. We got it fixed, and kept on moving. The closer we got to the mountains weird things started to happen. Our soda cans and potato chip bags began to pop.We were so high up that the air pressure made everything explode. And the closer we got the better we could see the mountains, because from far away all the mountains looked like hills. But as we got closer you could start to see the snow at the top of them. Which was crazy to me because it was the middle of the summer, but it made me want to get there even faster. So we arrived and people from all over the United States came to camp, so there was a huge crowd of people we didn’t even know waiting to greet us.We all w alked around and got acquainted with almost everyone, then went back to our cabins to unpack and get settled in. After that we had our very first â€Å"lodge meeting†, it was held at this big hall name bear claw. We all sang songs about god and met the camp band named Attaboy. There freaking awesome! Days went by and we all got to know each other a little more. Not all of us got along but we would sure learn to. The night before at dinner they hinted that we would be doing something special, but no one could guess what.They just told us to make sure that we were in our cabins by ten o’clock and to make sure that we had gotten a lot of rest because we would need it. So the next day we woke up and everyone ate a huge breakfast. During breakfast they announced to us that we would be doing things different that day. We all needed to return to our cabins as soon as we finished eating and put on tennis shoes, sun block, to bring a lot of water. After we all did that we met a t the circle and they told us that we were climbing a mountain as a bonding experience.So they put us in groups of three with people in our cabins, but the task was for us to bond with someone that we didn’t know. We started our journey and coincidentally my group had gotten stuck behind a group of girls from Kalamazoo, Michigan. Now none of knew these girls, but I did know that one of them had given me a dirty look at lunch the day before so I wasn’t too thrilled about walking by them. We were all having a nice walk until about half way up the mountain it had gotten really steep.It was like trying to walk up a gravel wall. Everyone on my group successfully made it up, and two people form their group did but for some reason the girl who gave me a dirty look was having trouble. She just couldn’t get up there. Everyone in her group had walked up ahead so I was forced to help her. As I was standing there everything inside of me was telling me not to help her, but I had to think about what if that was me. So I couldn’t jus let her stay down there, so I helped her. We walked up the rest of the mountain together.We talked and I came to find out that she was a really nice person, and she explained to me that she wasn’t giving me a dirty look. She was actually staring at me because she thought that I was really pretty. We walked and talked and finally made it to the top of the mountain. We sat down and ate lunch together and became really close friends, we still keep in touch to this day. So I guess u could say I learned a lesson and experienced the best thing of my life, â€Å"The Climb†. Tiarra Archie Reading 104 August 26,2010

Large Scale Manufacturing in Pakistan

Compiled by: Mirza Rohail B http://economicpakistan. wordpress. com/2008/01/27/large-scale-manufacturing/ The manufacturing sector grew at an average rate of 8 percent from the sixties to the eighties, but fell to 3. 9 percent during the nineties. This was mainly caused by reduction in investment levels due to lack of continuity and consistency in policies. Political instability law and order position in the major industrial centers, transport bottlenecks, as well as unreliability and inadequate availability of power supply at affordable rates were additional factors pulling down the sector. The sector has shown impressive recovery recently and has grown at a compound rate of 10. 9 percent per annum during 2001 – 05, with Large Scale Manufacturing (LSM) growing even faster, becoming 19. 9% in 2005. The contribution of Large-Scale Manufacturing at basic prices stand at Rs 844 billion as compared with Rs 264 billion in 2000-01, figures from the Census of Large-Scale Manufacturing Industries (CMI) 2005-06 show. LSM contribution to GDP also called as Gross Value Added (GVA) at producers’ prices has been estimated at Rs 912 billion as compared with the previous Census 2000-01 amount of Rs 280 billion. Political and macroeconomic stability, rationalization of tariffs, increase in investments, improved utilization of productive capacity, and growth in demand for manufactured products, resulting from higher exports and consumer financing have been the major factors leading to this growth. Large Scale Manufacturing 1999 and 2000 – 1. 5% 2000 and 2001 – 11% 2001 and 2002 – 3. 5% 2002 and 2003 – 7. 2% 2003 and 2004 – 18. 1% 2004 and 2005 – 19. 9% 2005 and 2006 – 8. 7% 2006 and 2007 – 8. 6% 2007 and 2008 – 5% Census of Large-Scale Manufacturing Industries The contribution of Large-Scale Manufacturing at basic prices stand at Rs 844 billion as compared with Rs 264 billion in 2000-01, figures from the Census of Large-Scale Manufacturing Industries (CMI) 2005-06 show. The CMI is conducted after every five years using the frame of Provincial Labour Departments . It is conducted by Federal Bureau of Statistics (FBS) in collaboration with Provincial Directorates of Industries and Bureaus of Statistics (BoS) under the Industrial Statistics Act 1942. The basic price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any tax payable, and plus any subsidy receivable. Census of manufacturing industries 2005-06 shows value of production at Rs 2929 billion depicting an increase of 165 percent over Rs 1104 billion in CMI 2000-01. LSM contribution to GDP also called as Gross Value Added (GVA) at producers’ prices has been estimated at Rs 912 billion as compared with the previous Census 2000-01 amount of Rs 280 billion. Capital stock or value of fixed assets amounted to Rs 1147 billion at the end of fiscal year 2005-06 as compared with Rs 428 billion at the end of fiscal year 2000-01. CMI 2005-06 frame was enhanced using industrial directories provided by provincial directorates of industries as well as results of Economic Census 2001 conducted by FBS. The total number of industries surveyed in CMI 2005-06 was 13,146 establishments. Out of these 6417 establishments supplied requisite data (compared to 4528 units in CMI 2000-01). 2364 establishments were found closed and 3213 establishments gave no response. The results of CMI would be cornerstone for the forthcoming revision of Pakistan’s National Accounts. Pakistan Manufacturing Industry Pakistan’s manufacturing industry is heavily dominated by food, textiles and apparel, and leather industries to the JF-17 Thunder extent of over 50 percent. The share of textiles and its derivatives in exports was as large as 67 percent in 2003-04. Other major segments in manufacturing include chemicals and pharmaceuticals (15. 2 percent), basic metal industry (7. 7 percent), nonmetallic mineral products (5. 1 percent), machinery (4. 6 percent), cement (4. percent), automobiles (4. 4 percent). Automobiles, electronics, cement, fertilizers and textiles have all showed cumulative double digit growth during the last three years. An important feature of the engineering sector is the level of competence reflected in local design and local content, (with deletion levels of 80 – 100 percent in electrical goods, 56-89 percent in automobile s and motor cycles, and 75-100 percent in domestic appliances). Manufacturing Statistics Progressive Year Initial data for Jul-Sep FY08 suggested a deceleration in the growth of LSM production to only 6. percent. Further, Large Scale Manufacturing (LSM) growth has declined to 5. 57 per cent during the first five months (July-November) of the current financial year due to economic slow-down and high interest rates and poor law and order situation. Similarly, improved prospects in transportation & storage sub-sectors on the back of relatively better production in major crops, strong contribution by finance and insurance sector and augmented administrative and defence related spending will provide support to adequate level of growth in the services sector. These prospects of the services sector would be neutralized to some extent by negative growth in the LSM, imports contraction, shrinking profits in the telecommunication sector. Leading indicators pertaining to the major sector wholesale and retail trade points towards a reasonable growth in this sub-sector. The targeted growth of 4. 1 percent is already almost half of last year’s actual 8. 2 percent. (c) ECONOMIC PAKISTAN

Morals as Depicted in The Grea essays

Morals as Depicted in The Grea essays Morals as Depicted in The Great Gatsby The East and the Midwest are symbols of different moral attitudes and life-styles in the novel, The Great Gatsby, by F. Scott Fitzgerald. Gatsby, Nick Carraway, Tom Buchanan, Daisy and Jordan Baker were all born and at least spent most of their lifetime in the West. On the one hand the West symbolizes conservative values like honesty, a strong sense of community and as an outgrowth, an inquisitory attitude which spares only children and the very old. The East, on the other hand, stands for modern life with all its materialistic features and moral flaws like carelessness, dishonesty and decadent vices. So there is a distinction of the East and the West in the novel. To Nick the West starts beyond the Ohio River. You can still see this contrast nowadays, however not to that high degree as it's shown to us in the novel. Taking a closer look at statistical facts like density of population, crime rates, ethnic composition of the inhabitants , immigration figures and industrial structure one can see that the West has always been topped by the East. The West, however, shows a more agricultural orientation. Respecting the statistical facts above and the rural structure of the West, one comes to the conclusion that conservative or traditional values are of higher importance in the lifestyle of Westerners than in the life of Easterners. Thus a contrast in both lifestyles is still visible today. Comparing e.g. New York and St.Louis as typical representatives of their regions, this contrast becomes evident. New York the corrupt, hectic, dirty but also highly progressive metropolis of the East Coast, and the almost paradise-like, comfortable and a little provincial gate to the West, St.Louis, are the p erceivable incarnation of the striking contrast between the West and the East of the USA. ...

Accuracy Definition in Chemistry

Accuracy Definition in Chemistry Accuracy refers to the correctness of a single measurement. Accuracy is determined by comparing the measurement against the true or accepted value. An accurate measurement is close to the true value, like hitting the center of a bullseye. Contrast this with precision, which reflects how well a series of measurements agree with each other, whether or not any of them are close to the true value. Precision can often be adjusted using calibration to yield values that are both accurate and precise. Scientists often report percent error of a measurement, which expresses how far a measured value is from the true value. Examples of Accuracy in Measurements For example, if you measure a cube that is known to be 10.0 cm across and your values are 9.0 cm, 8.8 cm, and 11.2 cm, these values are more accurate than if you had gotten values of 11.5 cm, 11.6 cm, and 11.6 cm (which are more precise). Different types of glassware used in the lab are inherently different in their level of accuracy. If you use an unmarked flask to try to obtain 1 liter of liquid, youre likely not going to be very accurate. If you use a 1-liter beaker, youll probably be accurate within several milliliters. If you use a volumetric flask, the accuracy of the measurement may be within a milliliter or two. Accurate measuring tools, such as a volumetric flask, are usually labeled so a scientist knows what level of accuracy to expect from the measurement. For another example, consider mass measurement. If you measure mass on a Mettler scale, you can expect accuracy within a fraction of a gram (depending on how well the scale is calibrated). If you use a home scale to measure mass, you usually need to tare the scale (zero it) to calibrate it and even then will only get an inaccurate mass measurement. For a scale used to measure weight, for example, the value could be off by half a pound or more, plus the accuracy of the scale may change depending on where you are in the instruments range. A person weighing close to 125 lbs might get a more accurate measurement than a baby weighing 12 lbs. In other cases, accuracy reflects how close a value is to a standard. A standard is an accepted value. A chemist might prepare a standard solution to use as a reference. There are also standards for units of measurement, such as the meter, liter, and kilogram. The atomic clock is a type of standard used to determine accuracy of time measurements.

Women As Buddhists Essay Example | Topics and Well Written Essays - 3250 words

Women As Buddhists - Essay Example Legends around Shakamuni Buddha abound; one of them tells of the death of his mother, Maya when Shakamuni was an infant. His aunt, Prajapati, took over the raising of him and later asked to join his sangha. She was refused. It was only after Shakamuni’s cousin Ananda has requested three times that Prajapati amd her 500 followers were allowed to practice Buddhism outside of the home, as nuns.  Legends around Shakamuni Buddha abound; one of them tells of the death of his mother, Maya when Shakamuni was an infant. His aunt, Prajapati, took over the raising of him and later asked to join his sangha. She was refused. It was only after Shakamuni’s cousin Ananda has requested three times that Prajapati amd her 500 followers were allowed to practice Buddhism outside of the home, as nuns.   This story has been denied as even existing by some scholars, who justify their denial by pointing out that it was invented to restore societal norms after the death of the Buddha    Mu ch debate has been engaged over this story, citing Buddhism as sexist from the very beginning. But let us look at the society of the times, for it is society that inspires and also creates rules and mores and acts as the impetus behind changing laws and constitutional amendments in every country. Firstly, Indian society was (and still is, in many places) a khast system which follows strict social mores concerning one’s circumstances of birth, familial status and gender.  ... A woman conducting the same practice was subject to rape, robbery, and other heinous crimes against women, which still occur today. Scholars state that it is very likely that Shakamuni refused to let his beloved aunt and caretaker be an active nun due to the dangers to women who were emancipated during his time. Since the Buddhist faith is centered on compassion and enlightenment attainable by anyone who can adhere to the practices and guidelines, it is more likely that Shakamuni was attempting to protect women rather than subdue them.3 It also makes sense that in his compassion, the Buddha placed nuns under the Eight Strict Rules and under the subordinance of the monks in order to preserve his teachings by not driving Indian society into anarchy by giving women too much freedom too soon. This certainly would have been the wisdom of one so enlightened, knowing the impermanence of the world and knowing that with time and changes to society through continued enlightenment, the rules could be relaxed. He never said that women could not achieve enlightenment just as men could; in fact he said the opposite: " 'Straight' is the name that Road is called, and 'Free From Fear' the Quarter whither thou art bound. Thy Chariot is the 'Silent Runner' named, With Wheels of Righteous Effort fitted well. Conscience the Leaning-board; the Drapery Is Heedfulness; the Driver is the Dharma, I say, and Right Views, they that run before. And be it woman, or be it man for whom Such a chariot doth wait, by that same car into Nirvana's pre sence shall they come."4 As to the eight rules, they are basically thus: 1. A bhikkuni (nun), even if in the order for 100