The analysis of TV shows Essay Example for Free

The analysis of TV shows Essay 1.1. Background Language is an illogical naming system of vocal symbol by means of which members of social group to cooperate or communicate (Bloomfield, 1933). Language has many variations since humans as the users of it are very creative. The more creative they are, the more variety the language has, but before the language experiences variations, it first undergoes changes, which make it look variable. Such changes occur mainly because humans are interacting with each other, whether it is through face to face meeting or through social media, like TV. TV has been influencing people’s speech in the term of their lexicon, by airing some shows, which expose many new terms. In this case, those shows involve influencing characters to spread the new terms. The influence is not only caused by their good look, but also from their typical lexicons that they use in their shows. Such influence is easy to make a change in the speech specially those, who watch and admire the characters fervently, the teenagers. The teenagers here are those, who are physically and mentally still growing in adolescent period, particularly teenagers in the age of nine to fifteen years old. They tend to use some lexicons, used in the TV shows. No wonder, this phenomenon is a must to be analyzed. A study done in London says that people undergo language change because they are introduced linguistic changes by members of social group with most social status (Holmes, 1947: 208). In this case, the artists or the characters, admired by the children, introduce them a new lexicon that influences their speech. The introduced lexicons are sometimes using foreign languages such as English and Malay, and they are always uttered in a typical intonation by the speakers. Thus, this happening must be analyzed in concern of the decreasing ability of children to use the standard form of Bahasa Indonesia or EYD (Ejaan Yang Disempurnakan). However, we do not have to force the children not to use those specific lexicons, because we still have to appreciate that those lexicons are the products of the speakers’ creativity. 1.2. Research Problems Based on the elaboration above, there are four formulated problems as follow: 1. How is the speech, used by children, that undergoes a language change? 2.How is the use of the changed language? 3. Why do children adapt the new lexicons? 4. How do children react towards the change in their speech? 1.3. Purposes of the study According to the background and the formulated questions, there are two purposes of the study. They are the general purpose and the specific purpose. The general purpose of this study is to appreciate the creativity of humans to produce new terms in a language in order to make the language vary. The specific purposes are drawn below. 1. To describe the speech used by children that undergoes a language change. 2. To describe the use of the changed language.  3. To describe the reasons why children adapt the new lexicons. 4. To describe children’s reaction towards the change in their speech. 1.4. Scope of the study The scope of this study is children in the age of nine to fifteen years old in Singaraja, who watch TV at least once per day. There are some concerns being analyzed in the study. They are the changed speech, the use of the changed speech, the reasons why children adapt the new lexicons, and the children’s reaction towards the change in their speech. In regards to the use of the changed speech, this study is limited to the oral communication done between children and children, and between children and adults. In finding the data, this study will be done in two places. The first place is on Jalan Pulau Komodo, Gang Aditya and the second one is in SMP Negeri 1 Singaraja, which is located at Jalan Gajah Mada 109, Banjar Bali, Buleleng. Those places are chosen because there are many children found there. The methods used in this study are observation, questionnaire, and interview. 1.5. Significance of the study The results of this study are expected to give benefits as follow: 1. Theoretically, this study results the description of TV shows’ influences towards children’s language, which is hoped to increase the enrichment of Sociolinguistics, specifically in the term of language change that happens due to the influence of TV shows. 2. Practically, this study is beneficial for university students and lecturers. For university students, this study  can be used as additional information about the influences of TV shows towards children’s language from the view of Sociolinguistics. For lecturers, this study can be used as a teaching material in relation to the happening of children’s language change. Besides, the result of this study is also expected to help other researchers as a reference when doing a study that is related to Sociolinguistics. 3. The result of this study is also helping society to react wisely towards the language change that happens to their children. The society will also be aware that various changes in a language are a normal condition because humans are becoming more creative as time goes by. CHAPTER 2 LITERATURES REVIEW In order to solve the problems in this study, the researcher is using some theories stated in some literatures. It is believed that a good study is a study that is based on strong and relevant theories. The theories used are stated as follow. 2.1. Language and Society As noted on neoenglish.wordpress.com in December 2010, language is a social-cultural-geographical phenomenon. To identify a language, people have to bear in mind that it will involve the geographical area in which the language is spoken, the culture and the society in which it is uttered, the speakers, the listeners, and also the purpose of the language. Language and society are two substances that are inseparable. Members of society cannot interact without a language and language does not exist if there is no society living. It is in society that humans acquire and use a language. In brief, by a language, humans can communicate and adapt to the environment socially and physically. Without a language, humans hardly communicate to each other. Even if they are able to, by using gestures, it will be very limited since gestures cannot describe all words that human think. The use of spoken language gives more chances to human to cooperate or interact rather than using media outside a language. 2.2. Speech Community Speech community is a group of people who use the same variety of a language,  share specific rules for speaking, and for interpreting speech (Nordquist, 2014). Speech is a form of social identity and is used, consciously or unconsciously, to indicate membership of different social groups of different speech communities (The Study of Language, 5th ed., 2014). Members of a community share a same feeling that they belong to the same group by using one variety of speech. In a speech community, the members are not only sharing the speech that they use, but also the norms in the speech itself. If members of a society use a same variety of speech, it means that they see the norms in the speech itself in a same way. People may become the members of a same community because they share at least on thing in their lives with the other people. In brief, people who share the same occupations, livings, or hobbies have the same view of the norms in a speech that make them become a speech community. 2.3. Language’s functions There are three basic functions of a language as noted on www.philosophy.lander.edu , in 2009, they are informative, expressive, and directive. Language is informative means that it functions to describe the world or reasons about it and it has a truth value. Language is expressive means that it reports the feelings or attitudes of the writer or the speaker. Meanwhile, the directive function of a language means that it is used for the purpose of causing or preventing overt action. In a nut shell, it is clear that every language has its own purpose. Even, it may be sometimes unacceptable for a certain group of people, but there is still a purpose made by the speaker in the language itself. The functions of a language are actually abundant. Because humans as the users of the language, use it to convey every activity that they do, and humans’ activities are uncountable. 2.4. Kinds of Language Cicero in 2011 stated that there seemed to be three kinds of language; they are namely slogan, factual, and thought. Slogan is a language that contains clichà ©s or ritualistic statements. It is usually found in a romance or fantasy writing. Sometimes, slogan language is also called idle talk, because when it is said, it does not matter for the hearers, since they already knew what was going to be said. Factual language is a language that involves science or statistical data. It is usually used by the speakers to  support what they have said before in order to convince the hearers that their statements are true. On the other hand, thought language is a language that neither use clichà ©s nor statements of truth. This type of language differs from the others in the way that it involves thinking. Thus, it is rarely used by people, since it requires the hearers to think about the utterance that they receive. Thought also sometimes makes the speakers change their utterance, because t he hearers might not receive their thought well. 2.5. Language Attitude Based on www.sil.org, in 2014, people have attitudes, feelings, beliefs, about language in general, their language, and the language of other people. The attitude of someone towards his language cannot be directly observed because it is demonstrated through actual behavior. Such happenings like how people treat other languages, how people do speech convergence, and how people stay stubbornly by doing speech divergence show their attitude towards particular language. The assessment of language attitudes necessitates asking questions about opinions of someone towards other people’s language. A positive attitude to another language will make a good maintenance towards the language being perceived. In the contrary, a negative attitude to another language may cause a neglecting towards each other’s language. CHAPTER 3 METHODS This study is done in order to elicit the needed data or information. The problems discussed in this study are analyzed by using some methods that include: (1) Research Design, (2) Setting of the Study, (3) Subjects of the Study, (4) Instruments, (5) Procedure of Data Collection, and (6) Procedure of Data Analysis. 3.1. Research Design This study is using descriptive qualitative design. This design is used as a procedure in identifying or depicting the real phenomenon happening in the setting of the study. Thus, the data in this study include the changed speech, the use of the changed speech, the reasons why children adapt the new lexicons, and the children’s reaction towards the change in their  speech, which are described in narrative verbal words. The purpose of descriptive qualitative study is to describe the real information based on the analyzed variables. Before this study was conducted, the researcher firstly visited the places that should be observed, they were on Jalan Pulau Komodo, Gang Aditya and in SMP Negeri 1 Singaraja, in order to familiarize the researcher and the children that are involved in this study. 3.2. Settings of the Study There are two places are used as the settings of the study. The first one was in a housing that is located on Jalan Pulau Komodo, Gang Aditya. There were 5 children being observed in this place. The second one was in SMP Negeri 1 Singaraja, which is located at Jalan Gajah Mada 109, Banjar Bali, Buleleng. In this place, there were also 5 children observed by the researcher. 3.3. Subjects of the Study The subjects of this study are the children in the settings of this study. Subjects of the study fall into three, they are (1) people, humans that researcher ask about the studied variables, (2) paper, documents or other printed media that are used by the researcher and has a correlation with the study, (3) place, spaces that the activities are conducted in (Arikunto, 1989). The subjects of this study are 10 children in total, on Jalan Pulau Komodo, Gang Aditya and in SMP Negeri 1 Singaraja. 3.4. Instruments As a support to the method in collecting the data, the researcher used some appropriate instruments that were coherent with the goal of this study. The instruments are observation, questionnaire, a note book, and a hand phone to record the interview. All the instruments are well-prepared to get supportive data for this study. 3.5. Procedure of Data Collection Based on the problems being discussed, there are some methods used to find the data of the problems. The methods that are used to find the data of children’s speech that undergoes a language change are passive participation observation and interview. This observation was done by using a recorder in a hand phone to record the specific lexicons used by the children of this study. To gain the data of the use of the changed language, the researcher  used observation method, particularly, passive observation method. A questionnaire was also given to each of the children to get the data of the reasons why children adapt the new lexicons. The questionnaire contained some comprehensible questions to answer. Before the questionnaire was answered, the researcher gave some explanations to the children about the questionnaire. To obtain the data of children’s reaction towards the change in their speech, a questionnaire was used. 3.6. Procedure of Data Analysis After having the collected data from the recording of the passive participation observation and interview, the results were then transcribed in the research. The data of the questionnaire answered by the children were also transcribed in the research. The data were next descriptive qualitatively written in the form of narrative verbal words. At the end, there was a conclusion taken about the influence of TV shows towards the children’s speech. CHAPTER 4 FINDING AND DISCUSSION In this part, the result of the study is described consecutively based on the studied problems that include: (1) The speech used by children that undergoes a language change, (2) The use of the changed language, (3) The reasons why children adapt the new lexicons, and (4) Children’s reaction towards the change in their speech. 4.1. Result of the study In this study, there were five questionnaires given to children, two times of observation, and five interviews were done to the other five children. The interviews were done between an adult and a child involved in each session. The data which are related to the problems studied, drawn as follow 4.1.1. The speech used by children that undergoes a language change The method used to elicit the data of the speech used by children that undergo a language change is observation. It can be seen that the lexicons adapted by children are still in the form of short phrases. They are used occasionally when the meaning of the lexicons can be delivered to the hearers. The example is the lexicons â€Å"Betul, betul, betul† adapted by two children at the age of nine. They used those lexicons only when they could get the chance to say that. One of the two children used those lexicons when he was asked by his friend whether he was going to move to another place. Still, most of the children’s speech adapts small numbers of lexicons, only from the TV shows that they like or even the character that they favor. Most of the lexicons used by 10 children are still simple. They reach words that are used in the TV shows that they like, which are mostly dedicated for children. The most obvious symptom gotten from their speech is that they used certain intonation to deliver the adapted lexicons. As in the lexicons â€Å"Betul, betul, betul† the intonation tends to be raising. It happened because they just solely imitate what the TV shows air to them. If the TV shows broadcast certain adapted lexicons by children with a raising intonation, then the children who copy that will tend to use the same intonation. However, in small cases, like what happened to another two children at the age of fifteen, they could make a bit variation to the lexicons that they adapt. Sometimes, they joked by slowing down or fastening the speed of saying the lexicons. Even the last syllables of the lexicons may be sometimes taken, as in the lexicons â€Å"Betul, betul, betul†, which were shortened into â€Å"Tul, tul, tul† by one of the fifteen-year-old children. The use of the changed speech was mostly done with their friends. It is because their friends could accept that and find that the use of the changed speech was fun. Another possible reason is their friends were using some adapted lexicons from other TV shows. Conversely, the use of the changed speech decreased when they talked to their parents or adults around them. The reason might be because the adults could not accept that as a form of appropriate speech when the children were talking to the elderly. Another plausible reason was because the adults did not use the lexicons, adapted by children, in their daily speech. The relationship between the children with the people that they are talking to also determines the use of the changed speech. It was found that the changed speech of children came up when they talked to close relatives or close friends. It is likely because they feel that the hearers can accept whatever speech that they use due to the closeness. However, when they talked to foreigners, guests, or other people that they rarely saw, the speech used by the children changed into the casual one that is the speech that could be accepted by anyone in their surroundings. 4.1.2. The use of the changed speech The data of the use of the changed speech are the results of the observation, questionnaires, and interview done by the researcher, which are presented as follow. 4.1.2.1. Communication between children and children Communication 1 Child 1: Yang nawang ape artine hot dog. Child 2: Tawang, anjing panas artine Child 1: Naa Naaa tidong ento tidong ento. Communication 2 Child 1: Yang be maan Shen Long tuni di Bloody Roare Child 2: Ajaan? Nyen keanggon? Child 1: Jenny keanggon Child 2: Meh nyaan, kan Shen Long aeng. Ngolok- ngolok gen gaene Child 1: Hahaha gurau je Communication 3 Child 1: Ri, abaang charger laptope Child 2: Oke fix, gampang From the data presented above, it can be seen that the adapted lexicons were used frequently by children when they were talking to each other. Mostly, the situation was very informal and they combined the lexicons with their regional dialect. The adapted lexicons were mostly used to fulfill the feeling of contentment of the speaker, because when they used the lexicons, they felt like they resembled the characters in the TV shows. Another function of the adapted lexicons is to soften the situation. As shown, in Communication 2, child one wanted to soften the situation between him and the interlocutor because he had lied to the interlocutor in the beginning. The use of the adapted lexicons is mostly accompanied with Balinese and Bahasa Indonesia. The accompaniment of Balinese is used when they are at home or playing in the housings around their living. However, the accompaniment of Bahasa Indonesia is used when they are at school, because most students are using Bahasa Indonesia there.

King Lears Transition in Shakespeares Play, King Lear Essay -- King

King Lear's Transition in Shakespeare's Play, King Lear In the play King Lear, by William Shakespeare, the main character, Lear, takes the audience through his journey toward his enlightenment. At the beginning of the play Lear appears to be an arrogant man who is too much of the flesh. He associates money and power with love and respect. Thus, when Lear has given all this material possessions to his daughters, Goneril and Regan, he begins his long journey of self discovery. Through an analysis of two passages, one can see the transition of Lear from a man blinded by the flesh to a caring and compassionate madman that sees the truth. The first passage comes from act I, scene iv. Lear's arrogance is illustrated in this passage as he commands nature to make Goneril infertile ; "Dry up in her organs of increase, / And from her derogate body never spring / A babe to honour her!..." (I.iv.245-258). As Lear speaks angrily to an external subject, nature, he is really speaking angrily inwardly to his subconscious. As seen in Oedipus Rex, the realisation of a truth is very painful process and often brings out strong emotions such as anger. Usually the truth is presented to a character in small increments so as not to overwhelm the character. Thus, the anger displayed by Lear is a reflection of the pain he feels from his daughter's betrayal. The contrary of this is found in the second passage. In this scene the audience is shown humble Lear. When he says "Let copulation thrive; for Gloucester's bastard son / Was kinder to his father than my daughters / Got 'tween the lawful sheets. / To't luxury, pell-mell! for I lack soldiers." (IV.vi.110-114). This supports that Lear is much humbler. As seen in the first excerpt, Lear command... ...ence to better understand the nature of Lear; That is, what is going on inside him. Through these two passages, one can see the changes in Lear's language and the imagery he conveys about nature. These changes are a representation of Lear's transformation from a sane man, blinded of the truth, to a madman, closer to the truth than any sane man. This study supports that Lear's character has made a significant advance in his journey towards the truth. Works Cited Clemen, Wolfgang. The Development of Shakespeare's Imagery. New York, NY, USA: Methuen & Co. 1977. Shakespeare. "King Lear." Elements of Literature. Ed. Robert Scholes, Nancy Comley, Carl H. Klaus, and David Staines. Toronto: Oxford University Press, 1990. Young, David. Shakespeare's Tragedies - A Collection of Critical Essays. Englewood Cliffs, New Jersey, USA: Prentice-Hall, Inc. 1993.

Analysis of Meno’s Question to Socrates

In Plato’s dialogue, Meno, Socrates is asked a paradoxical question about what virtue is by Meno. â€Å"How will you enquire, Socrates, into that which you do not know? What will you put forth as the subject of enquiry? And if you find what you want, how will you ever know that this is the thing which you did not know? † Socrates retorts that if you already know what you are searching for, then you do not have to search.Alternatively, if you do not know what you are looking for, the search is indeed futile. However, Socrates attempts to explain to Meno why it is that he will be able to find what virtue is by introducing the idea that knowledge is inherent in the individual as it is passed along through the soul. When Meno demands proof of this concept, Socrates provides an example of a slave boy using â€Å"inherent knowledge† to calculate the length of a square needed to double it’s own area.This experiment shows Meno that virtue, along with other knowled ge, can indeed be discovered through the inherent knowledge in one’s soul, and only has to be â€Å"remembered† to become of use. When Meno proposes his argument to Socrates that a search for what you do not know is impossible, he is reasoning that if one does not know what it is they are trying to find, one will never know if they have found it. Meno seeks to understand how an individual can find new knowledge if they have no clue how to find it or how to comprehend the discovery of it.Socrates acknowledges Meno’s argument and states that â€Å"man cannot enquire either about that which he knows, or about that which he does not know; for if he knows, he has no need to enquire; and if not, he cannot; for he does not know the very subject about which he is to enquire† (Meno, Plato). Meno believes that this proves his own argument, but Socrates proposes an alternate way to attain knowledge. Socrates speaks of â€Å"priests and priestesses† who  "say that the soul of man is immortal† (Meno, Plato).Also, he says the soul has kept all the knowledge from previous â€Å"lives† that it has had, and therefore knowledge is obtained through recollection instead of learning. Socrates attempts to prove his theory by providing an example with one of Meno’s slaves. His experiment is simple. Socrates calls over a slave boy and asks him about squares. The boy knows has some knowledge of the properties of squares including the fact that they have four equal sides, they can be divided in half, and the area is equal to the side multiplied by the other side.However, when Socrates asks the boy to determine the length of a side necessary to double the area of a 2Ãâ€"2 foot square, the boy mistakenly says 4 feet (which would yield a square 4 times too large). The slave proposes a length of three feet, but is wrong again. Here Socrates makes a note of the â€Å"torpedo’s touch† (Meno, Plato) or â€Å"aporiaâ⠂¬  (Aporia, Burbules), which means that the boy knows that he does not know.Socrates states that this state of mind is better than believing false knowledge, because one will know that there is knowledge to seek. Socrates maintains that throughout the experiment he was never teaching the slave, but only asking of his opinions. Therefore, the knowledge that the slave called upon must have already been inherent if he had not learned it before (since slaves had little education the boy was the perfect example for Socrates to demonstrate this â€Å"inborn knowledge. ) Socrates makes his argument clear: if the slave had no knowledge of what is was he was searching for (the length of the side), and the information was not taught to the boy, then the information must have already been inherent in the boy’s soul. Here is Socrates’ argument in Premise/Conclusion form: P: Slave isn’t taught. P: Slave has no prior knowledge. P: Immortal soul contains knowledge. C: Knowl edge must come from one’s immortal soul. P: You do not know what you are trying to find. P: You are not taught what you are trying to find.P: Your soul contains inherent knowledge. C: You can find what you are searching for through recollection of the knowledge â€Å"stored† in your soul. Socrates’ proofs are meant to enforce his views that knowledge such as virtue must be searched for, â€Å"that a man should enquire about that which he does not know† (Meno, Plato). Citations: Burbules, Nicholas C. â€Å"Aporias, Webs, and Passages: Doubt as an Opportunity to Learn. † Curriculum Inquiry 30. 2 (2000): n. pag. Aporia. 2000. Web. 12 Sept. 2012. . Plato, and R. S. Bluck. Meno. Cambridge [Eng. : University, 1961. N. pag. Print.

Chapter 3 Quiz

1 of 30 Which of the following is a flow variable? A. the value of the house in which you live B. the balance in your savings account C. your monthly consumption of hamburgers D. the number of hamburgers in your refrigerator at the beginning of the month 1 out of 1 Correct. The answer is C. As explained in Section 2-1, a flow is a quantity measured per unit time and a stock is a quantity measured at a given point in time. 2 of 30 Which of the following is not a stock variable? A. government debt B. the labor force C. the amount of money held by the public D. inventory investment 0 out of 1 Incorrect. The correct answer is D.Inventory investment is a quantity measured per unit time, so it is a flow variable. See Section 2-1. 3 of 30 Gross domestic product (GDP) is A. a stock. B. a flow. C. both a stock and a flow. D. neither a stock nor a flow. 0 out of 1 Incorrect. The correct answer is B. GDP is a quantity measured per unit time, so it is a flow. See Section 2-1. 4 of 30 GDP measure s A. expenditure on all final goods and services. B. total income of everyone in the economy. C. total value added by all firms in the economy. D. all of the above. 0 out of 1 Incorrect. The correct answer is D. See Section 2-1 for a discussion of what GDP measures. of 30 Suppose that a farmer grows wheat and sells it to a baker for $1, the baker makes bread and sells it to a store for $2, and the store sells it to the customer for $3. This transaction increases GDP by     A. $1. B. $2. C. $3. D. $6. 1 out of 1 Correct. The answer is C. As explained in Section 2-1, GDP includes only the value of the final goods and services. Therefore, this transaction increases GDP by $3. 6 of 30 Which of the following is not included in GDP? A. the salary paid to a federal judge B. the value of housing services enjoyed by homeowners C. the value of automobile services enjoyed by car owners D. he value added by a shipping company that transports goods from the factory to retail stores 1 out of 1 Correct. The answer is C. In principle, GDP should include the imputed rent on automobiles, but in practice it does not. See Section 2-1. 7 of 30 In which case is total expenditure in an economy not equal to total income? A. If total saving is larger than total investment. B. If net exports are not zero. C. If inventory investment is negative. D. None of the above—they are always equal. 0 out of 1 Incorrect. The correct answer is D. As explained in Section 2-1, total expenditure in an economy always equals total income. of 30 All other things equal, GDP will rise if A. imports rise. B. exports fall. C. durable goods consumption rises. D. military spending falls. 0 out of 1 Incorrect. The correct answer is C. A rise in imports, a fall in exports, or a fall in military spending will decrease GDP. A rise in durable goods consumption will increase GDP. See Section 2-1. 9 of 30 Which of the following statements describes the difference between real and nominal GDP? A. Real GDP i ncludes only goods; nominal GDP includes goods and services. B. Real GDP is measured using constant base-year prices; nominal GDP is measured using current prices.C. Real GDP is equal to nominal GDP less the depreciation of the capital stock. D. Real GDP is equal to nominal GDP multiplied by the CPI. 1 out of 1 Correct. The answer is B. For a discussion of the differences between real and nominal GDP, see Section 2-1. 10 of 30 If production remains the same and all prices double, then real GDP     A. and nominal GDP are both constant. B. is constant and nominal GDP is reduced by half. C. is constant and nominal GDP doubles. D. doubles and nominal GDP is constant. 1 out of 1 Correct. The answer is C. Real GDP is measured in constant prices, so it is unaffected by a price increase.Nominal GDP is measured in current prices. If prices double, so will nominal GDP. See Section 2-1. 11 of 30 Real GDP equals A. nominal GDP minus net exports. B. nominal GDP divided by the GDP deflator. C . nominal GDP multiplied by the GDP deflator. D. GDP minus depreciation. 0 out of 1 Incorrect. The correct answer is B. As explained in Section 2-1, real GDP equals nominal GDP divided by the GDP deflator. 12 of 30 If production remains the same and all prices double relative to the base year, then the GDP deflator is     A. 1/4. B. 1/2. C. 1. D. 2. 1 out of 1 Correct. The answer is D.As explained in Section 2-1, the GDP deflator equals nominal GDP divided by real GDP. If prices double, nominal GDP will double and real GDP will be unchanged. Therefore, the GDP deflator will equal 2. 13 of 30 Consider the following table: APPLES ORANGES Year Production/Price Production/Price 1995 20/ $0. 50 10/$1. 00 2000 10/ $1. 00 10/$0. 50 If 1995 is the base year, what is the GDP deflator for 2000? A. 0 B. between 0 and 1 C. 1 D. greater than 1 Question not answered 14 of 30 To obtain the net national product (NNP), start with the gross national product (GNP) and subtract     A. depreciat ion. B. epreciation and indirect business taxes. C. depreciation, indirect business taxes, and corporate profits. D. depreciation, indirect business taxes, corporate profits, and social insurance contributions. 0 out of 1 Incorrect. The correct answer is A. For an explanation of NNP, see Section 2-1. 15 of 30 To obtain national income, start with GNP and subtract A. depreciation. B. depreciation and the statistical discrepancy. C. depreciation, indirect business taxes, and corporate profits. D. depreciation, indirect business taxes, corporate profits, and social insurance contributions. 0 out of 1 Incorrect. The correct answer is B.National income equals GNP minus depreciation and the statistical discrepancy. See Section 2-1. 16 of 30 Approximately what percentage of national income consists of compensation of employees? A. 10 percent B. 25 percent C. 70 percent D. 95 percent 1 out of 1 Correct. The answer is C. The components of national income are discussed in section 2-1. 17 of 3 0 Which of the following is not considered investment? A. A family builds a house in which it plans to live. B. A car dealer stores some of this year's models for next year. C. An individual purchases several pieces of antique furniture. D. A firm buys a computer for word processing. out of 1 Incorrect. The correct answer is C. As discussed in Section 2-1, the reallocation of existing assets among different individuals is not investment for economy. 18 of 30 Suppose that Jones builds a new house, then she sells it to Smith, and then Smith sells it to Williams. The total net investment from these transactions is     A. zero. B. 1 house. C. 2 houses. D. 3 houses. 1 out of 1 Correct. The answer is B. As explained in Section 2-1, building a new house counts as investment; selling an existing house does not. 19 of 30 The consumer price index (CPI) A. measures the price of a fixed basket of goods and services.B. measures the price of a basket of goods and services that constantly chan ges as the composition of consumer spending changes. C. measures the amount of money that it takes to produce a fixed level of utility. D. is one of the many statistics in the National Income Accounts. 1 out of 1 Correct. The answer is A. The CPI measures the price of a fixed basket of goods and services. See Section 2-2. 20 of 30 Suppose that the typical consumer buys one apple and one orange every month. In the base year 1986, the price for each was $1. In 1996, the price of apples rises to $2, and the price of oranges remains at $1.Assuming that the CPI for 1986 is equal to 1, the CPI for 1996 would be equal to     A. 1/2. B. 1. C. 3/2. D. 2. 1 out of 1 Correct. The answer is C. The CPI measures the change in the price of the typical consumer’s basket of goods. Since the price of the basket was $2 in 1986, and it is $3 in 1996, the CPI for 1996 is equal to 3/2. See Section 2-2. 21 of 30 Consider the following table: | Consumption Goods| Nonconsumption Goods| Year| Prod uction Price| Production Price| 1995| 20/$0. 50| 10/$1. 00| 2000| 10/$1. 00| 10/$0. 50| If 1995 is the base year, the CPI in 2000 is A. 0. B. 1/2. C. 1. D. 2. 0 out of 1Incorrect. The correct answer is D. The CPI is a measure of the price of a fixed basket of consumption goods. Since the price of consumption goods doubled between 1995 and 2000, the 2000 CPI will equal 2. See Section 2-2. 22 of 30 Which of the following statements about the CPI and the GDP deflator is true? A. The CPI measures the price level; the GDP deflator measures the production of an economy. B. The CPI refers to a base year; the GDP deflator always refers to the current year. C. The weights given to prices are not the same. D. The GDP deflator takes the price of imported goods into account; the CPI does not. out of 1 Incorrect. The correct answer is C. For a discussion of the CPI and the GDP deflator, see Section 2-2. 23 of 30 All other things equal, if the price of foreign-made cars rises, then the GDP deflat or     A. and the CPI will rise by equal amounts. B. will rise and the CPI will remain the same. C. will remain the same and the CPI will rise. D. and the CPI will rise by different amounts. 1 out of 1 Correct. The answer is C. Goods and services produced abroad do not enter the GDP deflator, but are included in the CPI if the foreign goods are in the consumers’ basket. See Section 2-2. 24 of 30General Motors increases the price of a model car produced exclusively for export to Europe. Which U. S. price index is affected? A. the CPI B. the GDP deflator C. both the CPI and the GDP deflator D. neither the CPI nor the GDP deflator 0 out of 1 Incorrect. The correct answer is B. The GDP deflator is affected because the cars are produced domestically. The CPI does not change because the cars are not consumed domestically. See Section 2-2. 25 of 30 Which of the following events will cause the unemployment rate to increase? A. an increase in population, with no change in the size of the labor force   B. proportionally equal increase in the labor force and the number of unemployed workers   C. an increase in the labor force with no change in the number of employed workers   D. an increase in the number of employed workers with no change in the number of unemployed workers 1 out of 1 Correct. The answer is C. The unemployment rate is defined as the number of unemployed workers divided by the labor force. If the labor force increases and employment does not change, the unemployment rate will increase. See Section 2-3. 26 of 30 An example of a person who is counted as unemployed is a A. retired worker below the mandatory retirement age.B. part-time worker who would like to work full-time. C. senator who resigns her job to run for president. D. student going to school full-time. 0 out of 1 Incorrect. The correct answer is C. For a discussion of who is considered unemployed, see Section 2-3. 27 of 30 Suppose that a factory worker turns 62 years old and reti res from her job. Which statistic is not affected? A. number of unemployed B. unemployment rate C. labor force D. labor-force participation rate 1 out of 1 Correct. The answer is A. The factory worker willingly leaves her job so she is not considered to be unemployed.See Section 2-3. 28 of 30 Suppose that the size of the labor force is 100 million and that the unemployment rate is 5 percent. Which of the following actions would reduce the unemployment rate the most? A. 1 million unemployed people get jobs B. 2 million unemployed people leave the labor force C. 3 million people join the labor force and they all get jobs   D. 10 million people join the labor force and half of them get jobs 0 out of 1 Incorrect. The correct answer is B. The unemployment rate is equal to the number of unemployed workers divided by the size of the labor force.If you calculate it for each of the above situations, you will see that it is most reduced when 2 million unemployed people leave the labor force . See Section 2-3. 29 of 30 Suppose that a Canadian citizen crosses the border each day to work in the United States. Her income from this job would be counted in     A. U. S. GNP and Canadian GNP. B. U. S. GNP and Canadian GDP. C. U. S. GDP and Canadian GNP. D. U. S. GDP and Canadian GDP. 0 out of 1 Incorrect. The correct answer is C. Her income is counted as U. S. GDP and Canadian GNP. See Section 2-1 for the definitions of gross domestic product (GDP) and gross national product (GNP). 0 of 30 Suppose that an Italian working in the United States renounces his Italian citizenship and is granted U. S. citizenship. Which of the following will happen? A. Italian GDP will fall; U. S. GNP will rise. B. Italian GNP will fall; U. S. GNP will rise. C. Italian GDP will fall; U. S. GDP will rise. D. Italian GNP will fall; U. S. GDP will rise. 0 out of 1 Incorrect. The correct answer is B. The worker’s income was counted as Italian GNP and U. S. GDP. After the worker becomes a U. S . citizen, his income is counted as U. S. GNP and GDP. Therefore, Italian GNP falls and U. S. GNP rises. See Section 2-1.

Battle of Waxhaws in the American Revolution

Battle of Waxhaws in the American Revolution The Battle of Waxhaws was fought May 29, 1780, during the American Revolution (1775-1783) and was one of several American defeats in the South that summer. In late 1778, with the fighting in the northern colonies increasingly becoming a stalemate, the British began to expand their operations to the south. This saw troops under Lieutenant Colonel Archibald Campbell land and capture Savannah, GA on December 29. Reinforced, the garrison withstood a combined Franco-American attack led by Major General Benjamin Lincoln and  Vice Admiral Comte dEstaing the following year. Seeking to expand this foothold, the British commander-in-chief in North America,  Lieutenant General Sir Henry Clinton, mounted a large expedition in 1780 to capture Charleston, SC. The Fall of Charleston Though Charleston had defeated an earlier British attack in 1776, Clintons forces were able to capture the city and Lincolns garrison on May 12, 1780 after a seven-week siege. The defeat marked the largest surrender of American troops during the war and left the Continental Army without a sizable force in the South. Following the American capitulation, British forces under Clinton occupied the city. Escaping North Six days later, Clinton dispatched Lieutenant General Lord Charles Cornwallis with 2,500 men to subdue the South Carolina back country. Advancing from the city, his force crossed the Santee River and moved towards Camden. En route, he learned from local Loyalists that South Carolina Governor John Rutledge was attempting to escape to North Carolina with a force of 350 men. This contingent was led by Colonel Abraham Buford and consisted of the 7th Virginia Regiment, two companies of the 2nd Virginia, 40 light dragoons, and two 6-pdr guns. Though his command included several veteran officers, the majority of Bufords men were untested recruits. Buford had originally been ordered south to aid in the Siege of Charleston, but when the city was invested by the British he received new directions from Lincoln to assume a position at Lenuds Ferry on the Santee River. Reaching the ferry, Buford soon learned of the citys fall and commenced withdrawing from the area. Retreating back toward North Carolina, he had a large lead on Cornwallis. Understanding that his column was too slow to catch the fleeing Americans, Cornwallis detached a mobile force under Lieutenant Colonel Banastre Tarleton on May 27 to run down Bufords men. Departing Camden late on May 28, Tarleton continued his pursuit of the fleeing Americans. Armies Commanders Americans Colonel Abraham Buford420 men British Lieutenant Colonel Banastre Tarleton270 men The Chase Tarletons command consisted of 270 men drawn from the 17th Dragoons, Loyalist British Legion, and a 3-pdr gun. Riding hard, Tarletons men covered over 100 miles in 54 hours. Warned of Tarletons rapid approach, Buford sent Rutledge ahead towards Hillsborough, NC with a small escort. Reaching Rugeleys Mill mid-morning on May 29, Tarleton learned that the Americans had camped there the previous night and were around 20 miles ahead. Pressing forward, the British column caught up with Buford around 3:00 PM at a location six miles south of the border near Waxhaws. The Battle of Waxhaws Defeating the American rearguard, Tarleton sent a messenger to Buford. Inflating his numbers to scare the American commander, he demanded Bufords surrender. Buford delayed responding while his men reached a more favorable position before replying, Sir, I reject your proposals, and shall defend myself to the last extremity. To meet Tarletons attack, he deployed his infantry into a single line with a small reserve to the rear. Opposite, Tarleton moved directly to assault the American position without waiting for his entire command to arrive. Forming his men on a small rise opposite the American line, he divided his men into three groups with one assigned to strike the enemy right, another the center, and the third the left. Moving forward, they began their charge approximately 300 yards from the Americans. As the British approached, Buford ordered his men to hold their fire until they were 10-30 yards away. While an appropriate tactic against infantry, it proved disastrous against cavalry. The Americans were able to fire one volley before Tarletons men shattered their line. With the British dragoons hacking with their sabers, the Americans began surrender while others fled the field. What happened next is a subject of controversy. One Patriot witness, Dr. Robert Brownfield, claimed that Buford waved a white flag to surrender. As he called for quarter, Tarletons horse was shot, throwing the British commander the ground. Believing their commander to have been attacked under a flag of truce, the Loyalists renewed their attack, slaughtering the remaining Americans, including wounded. Brownfield insinuates that this continuation of hostilities was encouraged by Tarleton (Brownfield Letter). Other Patriot sources claim that Tarleton ordered the renewed attack as he did not wish to be encumbered with prisoners. Regardless, the butchery continued with American troops, including wounded, being struck down. In his report after the battle, Tarleton stated that his men, believing him struck down, continued the fight with a vindictive asperity not easily restrained. After approximately fifteen minutes of fighting the battle concluded. Only around 100 Americans, including Buford, succeeded in escaping the field. Aftermath The defeat at Waxhaws cost Buford 113 killed, 150 wounded, and 53 captured. British losses were a light 5 killed and 12 wounded. The action at Waxhaws quickly earned Tarleton nicknames such as Bloody Ban and Ban the Butcher. In addition, the term Tarletons Quarter quickly came to mean that no mercy would be given. The defeat became a rallying cry in the region and led many to flock to the Patriot cause. Among those were numerous local militias, particularly those from over the Appalachian Mountains, which would play a key role at the Battle of Kings Mountain that October. Vilified by the Americans, Tarleton was decisively defeated by Brigadier General Daniel Morgan at the Battle of Cowpens in January 1781. Remaining with Cornwallis army, he was captured at the Battle of Yorktown. In negotiating the British surrender, special arrangements had to be made to protect Tarleton due to his unsavory reputation. After the surrender, the American officers invited all of their British counterparts to dine with them but specifically forbade Tarleton from attending.

Dawn Kills Animals

Dawn Kills Animals Proctor and Gamble tests on animals, they dont want to stop, but they want the public to think they are animal-friendly. Last night, I saw a very disturbing commercial for Dawn dishwashing liquid. The commercial claims that thousands of animals caught in oil spills have been saved by being washed in their dishwashing liquid. The video depicts a penguin, a duckling and an otter, all covered with oil, being bathed with their dishwashing liquid. In the before video, you can see how the duckling stumbles and struggles to walk. In tiny letters at the bottom of the screen, it says, simulated demonstration. This was not footage of an actual rescue. They intentionally covered at least three animals with tempera paint and corn syrup to simulate oil, just so they could wash them on camera. If Dawn really is used to wash oil off of animals, why couldnt they use footage of an actual rescue? The company then has the audacity to put up a website at DawnSavesWildlife.com, extolling their role in wildilfe rescue. Meanwhile, Proctor and Gamble, the parent corporation that owns Dawn, continues to test on animals and defends animal testing: We must conduct research involving animals to ensure materials are safe and effective. Not to be branded monsters, they have joined with The Humane Society of the United States in a partnership committed to the elimination of animal use for consumer product safety evaluation. Im guessing that this guarantees that HSUS will not target PG in any campaigns. PG, if you were really committed to the elimination of animal testing, you would stop it. Today. Now. Stop the lip service. Stop pretending. What you can do: Boycott Proctor Gamble products. Contact Proctor Gamble at 513-983-1100 or via email at comments.impg.com (Update: It appears that PG has now disabled this email address), to tell them you are boycotting all of their products until they stop testing on animals. Its not always easy to tell which brands are owned by PG and the list is always changing, so try to familiarize yourself with this list, from the official PG website. Dozens of brands are part of the PG corporation, including Dawn, Gillette, Cover Girl, Pampers, Tampax, Clairol, Febreeze, Tide, Mr. Clean, ​Crest and others. Iams and Eukanuba are also owned by PG and sponsor the Iditarod, so there are at least two reasons to boycott these two brands. Even better, boycott all companies that test on animals. Two apps available on iTunes make it easy to carry around a list of companies that dont test on animals. Cruelty-Free and BNB (short for Be Nice to Bunnies) are both compatible with the iPhone or the iPod touch. July 21, 2009 Update: I just spoke to Cory, a representative at PG, and told him that Im not swayed by the Dawn Saves Wildlife campaign, and if PG really cared about animals, they would stop animal testing. Cory was very nice and said that he would pass along my comment. He also said that PG is required by law to conduct animal testing. I told him that was not true. Federal law requires drugs to be tested on animals, but no law requires household products to be tested on animals. Cory said that the EPA requires new chemicals to be tested on animals. But thats not the same as requiring all household products to be tested on animals. A dishwashing liquid can be made using known, reliable ingredients, without creating new chemicals. There are lots of cruelty-free companies making the same types of cleaning products that PG makes, without animal testing. Our very civil conversation ended with my accepting Corys offer to send me a pamphlet about PGs animal testing, but turning down his of fer of coupons for PG products. Regardless of the certification from AHA, the animal rights position is that animals should not be used for entertainment or commercials, and should not be covered with paint or corn syrup. Correction, July 22, 2009: The original postincorrectly stated that during the filming of the commercial live animals were covered with oil. However, according to American Humane Association, the animals were covered with a mixture of tempera paint and corn syrup designed to simulate oil. The original post also suggested that animals may have been injured or killed during the filming of the commercial. American Humane Association was on set to supervise the filming of the commercial and certified that No animals were harmed during the taping.

The Navajo of North America Research Paper Example | Topics and Well Written Essays - 2000 words

The Navajo of North America - Research Paper Example These dwelling were designed to accommodate their economic activities across the seasons of the year (Iverson, 1981). The nomadic lifestyles of these people also accommodated the old gathering practices in addition to the crop growing activities which were later assimilated from the neighbors they came into contact with during their migratory patterns. The traditional economic organization of the Navajo formed groups of men who raided other communities for livestock. The raiding parties were composed of able bodied men whose expeditions led to the expansion of the herds of sheep and goats that were reared within the Navajo area. The community also formed traveling groups during their nomadic life. These groups traveled long distances in search of greener pastures and water for their livestock (Brugge, 1983). This was motivated by ambitions of attaining economic status in the community through the ownership of livestock. Moreover, there was need for commerce where animal products were exchanged for money in addition to the needs of the family for food. The economic organization of the Navajo revolved around the rearing of goats and sheep in addition to the growing of crops. These practices were adopted from the Spanish and the Pueblos whom they came into contact with during the 17th century. The animal products from sheep and goats were important for either personal use or for sale. The Navajo area expanded with the growth in the agricultural activities of rearing livestock and growing of crops. There was need for more land to accommodate their animals and crops and hence they increased their settlement into a larger portion of land through acquisitions (Carlson, 2006). The agricultural activities of the Navajo people were improved by the innovations in technology and farm equipment which facilitated