Modules/Module3/Mod3SLP.htmlModule 3 - SLP
Costs of Production
Profits and Your Franchise Firm
In this module, we have explored the costs of production which have a direct impact on the profit of your firm. Write a 2- to 3-page essay that addresses the following questions.Give an example of indivisible inputs for your firm.Discuss the characteristics of a perfectly competitive firm. Does your franchise firm share any of these same traits? Explain.In the long run, what happens to economic profits (assuming your firm is competitive)? Explain.SLP Assignment Expectations
Use concepts from the modular background readings as well as any good-quality resources you can find. Please be sure to cite all sources within the text and a reference list at the end of the paper.
Length: 2–3 pages double-spaced and typed.
The following items will be assessed in particular:Your ability to examine inputs of a particular firm.Your ability to understand a perfectly competitive firm.Some in-text references to the modular background readings (APA formatting not required).The essay should address each element of the assignment. Remember to support your answers with solid references.
Upload your assignment to the SLP 3 dropbox when it is completed.Privacy Policy | Contact
The Case for Contamination
By KWAME ANTHONY APPIAH
I'm seated, with my mother, on a palace veranda, cooled by a breeze from the royal garden. Before us, on a dais, is an empty throne, its arms and legs embossed with polished brass, the back and seat covered in black-and-gold silk. In front of the steps to the dais, there are two columns of people, mostly men, facing one another, seated on carved wooden stools, the cloths they wear wrapped around their chests, leaving their shoulders bare. There is a quiet buzz of conversation. Outside in the garden, peacocks screech. At last, the blowing of a ram's horn announces the arrival of the king of Asante, its tones sounding his honorific, kotokohene, "porcupine chief." (Each quill of the porcupine, according to custom, signifies a warrior ready to kill and to die for the kingdom.) Everyone stands until the king has settled on the throne. Then, when we sit, a chorus sings songs in praise of him, which are interspersed with the playing of a flute. It is a Wednesday festival day in Kumasi, the town in Ghana where I grew up.
Unless you're one of a few million Ghanaians, this will probably seem a relatively unfamiliar world, perhaps even an exotic one. You might suppose that this Wednesday festival belongs quaintly to an African past. But before the king arrived, people were taking calls on cellphones, and among those passing the time in quiet conversation were a dozen men in suits, representatives of an insurance company. And the meetings in the office next to the veranda are about contemporary issues: H.I.V./AIDS, the educational needs of 21st-century children, the teaching of science and technology at the local university. When my turn comes to be formally ...
01012006 0737 AMThe Case for Contamination - New York Times.docxoswald1horne84988
01/01/2006 07:37 AMThe Case for Contamination - New York Times
Page 1 of 7http://www.nytimes.com/2006/01/01/magazine/01cosmopolitan.html?e…eb5e1741c&ex=1293771600&partner=rssnyt&emc=rss&pagewanted=print
January 1, 2006
The Case for Contamination
By KWAME ANTHONY APPIAH
1.
I'm seated, with my mother, on a palace veranda, cooled by a breeze from the royal garden. Before us, on a dais, is an empty throne, its arms
and legs embossed with polished brass, the back and seat covered in black-and-gold silk. In front of the steps to the dais, there are two columns
of people, mostly men, facing one another, seated on carved wooden stools, the cloths they wear wrapped around their chests, leaving their
shoulders bare. There is a quiet buzz of conversation. Outside in the garden, peacocks screech. At last, the blowing of a ram's horn announces
the arrival of the king of Asante, its tones sounding his honorific, kotokohene, "porcupine chief." (Each quill of the porcupine, according to
custom, signifies a warrior ready to kill and to die for the kingdom.) Everyone stands until the king has settled on the throne. Then, when we
sit, a chorus sings songs in praise of him, which are interspersed with the playing of a flute. It is a Wednesday festival day in Kumasi, the town
in Ghana where I grew up.
Unless you're one of a few million Ghanaians, this will probably seem a relatively unfamiliar world, perhaps even an exotic one. You might
suppose that this Wednesday festival belongs quaintly to an African past. But before the king arrived, people were taking calls on cellphones,
and among those passing the time in quiet conversation were a dozen men in suits, representatives of an insurance company. And the meetings
in the office next to the veranda are about contemporary issues: H.I.V./AIDS, the educational needs of 21st-century children, the teaching of
science and technology at the local university. When my turn comes to be formally presented, the king asks me about Princeton, where I teach.
I ask him when he'll next be in the States. In a few weeks, he says cheerfully. He's got a meeting with the head of the World Bank.
Anywhere you travel in the world - today as always - you can find ceremonies like these, many of them rooted in centuries-old traditions. But
you will also find everywhere - and this is something new - many intimate connections with places far away: Washington, Moscow, Mexico
City, Beijing. Across the street from us, when we were growing up, there was a large house occupied by a number of families, among them a
vast family of boys; one, about my age, was a good friend. He lives in London. His brother lives in Japan, where his wife is from. They have
another brother who has been in Spain for a while and a couple more brothers who, last I heard, were in the United States. Some of them still
live in Kumasi, one or two in Accra, Ghana's capital. Eddie, who lives in Japan, speaks his wife's language now. He has to. But he was never
very comfo.
GLOBAL STUDIES DEPARTMENT UNIVERSITY OF CALIFORNIA, .docxshericehewat
GLOBAL STUDIES DEPARTMENT
UNIVERSITY OF CALIFORNIA, SANTA BARBARA
2125 SSMS BLDG, SANTA BARBARA, CA. 93106-7065
Global Culture and Ethics
GLOBL 110
Fall Quarter 2019
Professor Anshu Malhotra
All
of
our
profits
go
directly
to
fund
the
many
services
UCSB
Associated
Students
provides
for
the
campus
and
the
larger
community!
First
and
foremost,
Associated
Students
is
your
student
government,
where
you
can
gain
the
leadership
and
political
skills
to
have
your
voice
heard
and
make
a
difference
in
your
community.
SOME
OF
OUR
MANY
SERVICES
•Associated
Students
Publications
is
a
full
service
copy
center
providing
students,
faculty
and
staff
with
discounted
copies,
color
printing,
binding
and
more.
893-‐4471
[email protected]
•Associated
Students
Community
Affairs
Board
(CAB)
places
over
2500
student
volunteers
in
a
wide
variety
of
community
organizations
each
year.
•Associated
Students
Coastal
Fund
provides
funds
to
enhance
the
UCSB
coastline
through
research,
restoration,
cleanups
and
education.
•Associated
Students
Cashiers
and
Ticket
Office
provides
discount
tickets
to
a
variety
of
Southern
California
theme
parks.
Also
provide
tickets
to
UCSB
Athletics,
Music,
Theater,
Multicultural
Center
events,
movies,
UCSB
concerts
and
more.
•Associated
Students
Bike
Shop
does
repairs,
sells
parts,
and
provides
free
training
and
free
air.
•Associated
Students
Program
Board
sponsors
and
produces
concerts,
movies
and
other
events
including
Extravaganza.
•KCSB
Student
radio
provides
our
community
with
a
wide
selection
of
alternative
music
and
a
forum
for
discussion
of
student
concerns
from
the
local
to
the
international.
•Womyn’s
Commission
represents
and
advocates
for
women
and
sponsors
Take
Back
The
Night.
•The
Student
Commission
on
Racial
Equality
(SCORE),
addresses
the
concerns
of
students
from
diverse
and
under-‐represented
social
backgrounds.
•Associated
Students
Legal
Resources
Center
provides
free
legal
advice
for
students.
These
are
just
some
of
the
many
services
and
opportunities
for
student
involvement
provided
by
UCSB
Stu ...
01012006 0737 AMThe Case for Contamination - New York Times.docxoswald1horne84988
01/01/2006 07:37 AMThe Case for Contamination - New York Times
Page 1 of 7http://www.nytimes.com/2006/01/01/magazine/01cosmopolitan.html?e…eb5e1741c&ex=1293771600&partner=rssnyt&emc=rss&pagewanted=print
January 1, 2006
The Case for Contamination
By KWAME ANTHONY APPIAH
1.
I'm seated, with my mother, on a palace veranda, cooled by a breeze from the royal garden. Before us, on a dais, is an empty throne, its arms
and legs embossed with polished brass, the back and seat covered in black-and-gold silk. In front of the steps to the dais, there are two columns
of people, mostly men, facing one another, seated on carved wooden stools, the cloths they wear wrapped around their chests, leaving their
shoulders bare. There is a quiet buzz of conversation. Outside in the garden, peacocks screech. At last, the blowing of a ram's horn announces
the arrival of the king of Asante, its tones sounding his honorific, kotokohene, "porcupine chief." (Each quill of the porcupine, according to
custom, signifies a warrior ready to kill and to die for the kingdom.) Everyone stands until the king has settled on the throne. Then, when we
sit, a chorus sings songs in praise of him, which are interspersed with the playing of a flute. It is a Wednesday festival day in Kumasi, the town
in Ghana where I grew up.
Unless you're one of a few million Ghanaians, this will probably seem a relatively unfamiliar world, perhaps even an exotic one. You might
suppose that this Wednesday festival belongs quaintly to an African past. But before the king arrived, people were taking calls on cellphones,
and among those passing the time in quiet conversation were a dozen men in suits, representatives of an insurance company. And the meetings
in the office next to the veranda are about contemporary issues: H.I.V./AIDS, the educational needs of 21st-century children, the teaching of
science and technology at the local university. When my turn comes to be formally presented, the king asks me about Princeton, where I teach.
I ask him when he'll next be in the States. In a few weeks, he says cheerfully. He's got a meeting with the head of the World Bank.
Anywhere you travel in the world - today as always - you can find ceremonies like these, many of them rooted in centuries-old traditions. But
you will also find everywhere - and this is something new - many intimate connections with places far away: Washington, Moscow, Mexico
City, Beijing. Across the street from us, when we were growing up, there was a large house occupied by a number of families, among them a
vast family of boys; one, about my age, was a good friend. He lives in London. His brother lives in Japan, where his wife is from. They have
another brother who has been in Spain for a while and a couple more brothers who, last I heard, were in the United States. Some of them still
live in Kumasi, one or two in Accra, Ghana's capital. Eddie, who lives in Japan, speaks his wife's language now. He has to. But he was never
very comfo.
GLOBAL STUDIES DEPARTMENT UNIVERSITY OF CALIFORNIA, .docxshericehewat
GLOBAL STUDIES DEPARTMENT
UNIVERSITY OF CALIFORNIA, SANTA BARBARA
2125 SSMS BLDG, SANTA BARBARA, CA. 93106-7065
Global Culture and Ethics
GLOBL 110
Fall Quarter 2019
Professor Anshu Malhotra
All
of
our
profits
go
directly
to
fund
the
many
services
UCSB
Associated
Students
provides
for
the
campus
and
the
larger
community!
First
and
foremost,
Associated
Students
is
your
student
government,
where
you
can
gain
the
leadership
and
political
skills
to
have
your
voice
heard
and
make
a
difference
in
your
community.
SOME
OF
OUR
MANY
SERVICES
•Associated
Students
Publications
is
a
full
service
copy
center
providing
students,
faculty
and
staff
with
discounted
copies,
color
printing,
binding
and
more.
893-‐4471
[email protected]
•Associated
Students
Community
Affairs
Board
(CAB)
places
over
2500
student
volunteers
in
a
wide
variety
of
community
organizations
each
year.
•Associated
Students
Coastal
Fund
provides
funds
to
enhance
the
UCSB
coastline
through
research,
restoration,
cleanups
and
education.
•Associated
Students
Cashiers
and
Ticket
Office
provides
discount
tickets
to
a
variety
of
Southern
California
theme
parks.
Also
provide
tickets
to
UCSB
Athletics,
Music,
Theater,
Multicultural
Center
events,
movies,
UCSB
concerts
and
more.
•Associated
Students
Bike
Shop
does
repairs,
sells
parts,
and
provides
free
training
and
free
air.
•Associated
Students
Program
Board
sponsors
and
produces
concerts,
movies
and
other
events
including
Extravaganza.
•KCSB
Student
radio
provides
our
community
with
a
wide
selection
of
alternative
music
and
a
forum
for
discussion
of
student
concerns
from
the
local
to
the
international.
•Womyn’s
Commission
represents
and
advocates
for
women
and
sponsors
Take
Back
The
Night.
•The
Student
Commission
on
Racial
Equality
(SCORE),
addresses
the
concerns
of
students
from
diverse
and
under-‐represented
social
backgrounds.
•Associated
Students
Legal
Resources
Center
provides
free
legal
advice
for
students.
These
are
just
some
of
the
many
services
and
opportunities
for
student
involvement
provided
by
UCSB
Stu ...
Rip Van Winkle Essay. PPT - Rip Van Winkle PowerPoint Presentation - ID:251815Vanessa Martinez
Rip Van Winkle Analysis Essay Example | StudyHippo.com. Essay story of rip van winkle. Rip Van Winkle short essay on the roles of main characters | Rip Van Winkle. Freedom and revolution in Washington Irving’s “Rip Van Winkle”: [Essay .... Rip Van Winkl 1 - Rip Van Winkle “Rip Van Winkle” is a short story ....
Essay Traffic Jam. Essay on Traffic Jams in English for Classes 1-3: 10 Lines...Veronica Johnson
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Native American Essay. American Revolution Essay PDF American Revolution N...Wendy Fricke
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Floods in Pakistan Essay: Causes and Prevention - Pakiology. Education Is The Key To Success: Essay On - Floods In PakistanSSC Part .... FLOODS IN PAKISTAN (Overflow) Essay - outstanding (2020). Essay on Flood in Pakistan 2024 with Outline. Essay On Disasters Of Flood In Pakistan// Essay On Flood - YouTube. (PDF) Flood Causes, Consequences and Protection Measures in Pakistan .... (PDF) Floods and flood management in Pakistan. Flood in pakistan. Essay on Flood Essay on Flood. (PDF) Flood Disaster in Pakistan and its Impact on Agriculture Growth .... how to write essay on flood | write essay on flood | simple easy short .... Floods in Pakistan. Flood In Pakistan. Pakistan Flood 2022: More than 1000 people died in the devastating .... Perspectives on the 2010 floods in Pakistan. Essay - Flood In Pakistan | HappyMela.blogspot.com. Essay on Flood | Essay on Flood in English | writing | Handwriting .... Essay on Kashmir flood 2014 in English. Why Floods Come In Pakistan Causes Essay. PPT - Pakistan Floods PowerPoint Presentation, free download - ID:14049. Free Essays on Recent Flood In Pakistan through - Essay Depot. Essay on Flood In Kashmir | Essay on Flood In Kashmir for Students and .... U.S. assists Pakistan during severe floods | ShareAmerica. Floods In Pakistan English Essays - blogspotcom. Monsoon Depression & Climate Change in Pakistan and Russia Free Essay .... essayedy: Essay on recent floods in kashmir. Essay on kashmir floods. Floods in pakistan. Essay on Flood by Rupam Dey. Easy and Outstanding Essay on 'A River in Flood' for 12th and 10th .... Flood in kashmir short essay length Essay On Floods In Pakistan
BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Book Review #3- The Spirit Catches You and You Fall Down”Ch.docxmoirarandell
Book Review #3- “The Spirit Catches You and You Fall Down”
Chapters 7-12
Do you believe removing Lia from her parent's care was the right choice for her overall wellbeing? Why or why not?
How did the author find an interpreter that was successful in serving as a cultural broker between herself and the Lees?
How did Jeanine Hilt advocate for the Lee family?
Explain how Neil Ernst and the Lees may have differed culturally in their understanding of the value or perception of the Ernst's’ family vacation.
Give three reasons why many Hmong may have resisted leaving the refugee camp (Ban Vanai) in Thailand.
.
Book required Current Issues and Enduring Questions, by Sylvan Ba.docxmoirarandell
Book required: Current Issues and Enduring Questions, by Sylvan Barnet (Links to an external site.), Hugo Bedau (Links to an external site.), John O'Hara (Links to an external site.) ISBN 1319035477 which should be edition 11
REQUIREMENTS:
· Organize ideas in well-developed, coherent, and stylistically sophisticated analytical essays.
· Evaluate and improve his/her writing process by revising and editing his/her won essays
· Apply logical reasoning to identify and evaluate authors’ use of rhetorical techniques, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written analyses of those texts.
· Identify, analyze, and question stated and unstated assumptions of texts and draw meaningful inferences about the intentions of authors in context.
· Discuss a variety of argumentative and analytical assignments and demonstrate the effective use of rhetorical strategies and an awareness of style.
· Use a variety of research skills to expand analysis of a primary source, evaluating and incorporating secondary source materials that encompass the social, historical, and critical aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior Logistic Analyst/Lead For NAVSUP Fleet Logistic Center (FLC) San Dirgo In Support of Littoral Combat Ships (LCS)
Major: AA In Business Administration this my last I need to achieve goal. Working toward a BA in Business Management from University Of Redlands.
Retired Navy Veteran retired in Jun 2010
Married all three of my children attend Southwestern
Ordain Pastor
Hobbies:
Live Concerts
Bowling
Movies
Traveling
Book required:
Current Issues and Enduring Questions, by
Sylvan Barnet
(Links to an external
site.)
,
Hugo Bedau
(Links to an external site.)
,
John O'Hara
(Links to an external
site.)
ISBN
1319035477
which should be edition 11
R
EQUIREMENTS
:
·
Organize ideas in well
-
developed, coherent, and stylistically sophisticated analytical essays.
·
Evaluate and improve his/her writing process by revising and editing his/her won essays
·
Apply logical reasoning to identify a
nd evaluate authors’ use of rhetorical techniques,
participate in critical thinking class discussions and activities, and compose clearly organized
and effectively argued written analyses of those texts.
·
Identify, analyze, and question stated and unstated
assumptions of texts and draw meaningful
inferences about the intentions of authors in context.
·
Discuss a variety of argumentative and analytical assignments and demonstrate the effective
use of rhetorical strategies and an awareness of style.
·
Use a variet
y of research skills to expand analysis of a primary source, evaluating and
incorporating secondary source materials that encompass the social, historical, and critical
aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior
Logistic Analyst/Lead .
Book Review #1- The Spirit Catches You and You Fall Down”Chapte.docxmoirarandell
Book Review #1- “The Spirit Catches You and You Fall Down”
Chapters 1-3
Explain why Foua Yang’s birthdate may have been different in various locations in the medical charts?
Describe how the history of the Hmong people as discussed in chapter two may have influenced Foua and Nao Kao’s perception of the physicians and nurses who appear to be in charge of their daughter’s care?
How do you think to have an interpreter might have improved the outcomes of Lia’s numerous emergency room visits up to this point?
Discuss the differences in conceptual frameworks that may have led Foua and Nao Kao and the caregivers at Merced County hospital to misunderstand one another during Lia’s admissions?
How may have Foua and Nao Kao experienced cultural pain during the experience of Lia’s birth in the United States?
Assignment File(s)
NM 245 Book Review assignment overview
[MSWord]
Previous
Next
.
Book reportGringo viejo- Carlos FuentesThe written book repo.docxmoirarandell
Book report
Gringo viejo- Carlos Fuentes
The written book report must include the following (5 paragraphs,3-4 pages,
in spanish
). always include a bibliography with the name of the book and the author, publisher, and copyright date.
A. introduction-
name, author of the book and brief background of the author. Also, in the introduction there should be a summary of the storys main idea{theme}, or briefly describe what the book is about
B.Body of the report
- the body of the report is made up of several paragraphs. you can start with a paragraph about the main characters, this may or may not include a physical description of the characters, but it will definitively include a description of their personalities.
c.
Figure out which type of conflict or problem exists in the story, and explain it in another paragraph.
no plagerism, double spaced, in spanish
.
Book reference Kouzes, James M. and Posner, Barry Z. The Leadership.docxmoirarandell
Book reference: Kouzes, James M. and Posner, Barry Z. The Leadership Challenge, 5th Ed. New Jersey: Jossey-Bass Inc., 2012.
Using Kouzes and Posner's theory, complete a personal audit--The Leadership Challenge book.
Answers questions such as:
What is a leader?
What is an effective?
What are some different types of leadership?
What are the Five Practices of Exemplary Leadership?
What are characteristics/traits of a leader? Ex. honest, trustworthy, consistent, inspiring
What kind of leader are you?
Attitudes and styles of past managers or leaders you have had.
What are contemporary leaders known for? (their style/traits)
2-3 pages APA Double spaced 12 font. 1 inch margins
.
BOOK PICTURE I POSTED TOO. Go to the the textbook, study chapt.docxmoirarandell
BOOK PICTURE I POSTED TOO.
Go to the the textbook, study
chapter 8
on the media, and discuss these issues:
1.Planned obsolescence: provide
Examples
that should not be in the book but from your own life experience)
Fig. 8.7 in the textbook: Violence in the media, and video games.
Examples
should from your own life experience,
Media globalization: Examples. Is it good or bad for the cultural values of the countries involved?
China and the Internet censorship: Why China is doing what it is doing?
.
Book ListBecker, Ernest The Denial of D.docxmoirarandell
Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams, Reflections
Hillman, James We’ve Had a Hundred Years of Psychotherapy
And the World’s Getting Worse
Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying
Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being: Writings
.
Book is Media Literacy. Eighth EditionW.JamesPotte.docxmoirarandell
Book is
Media Literacy. Eighth Edition
W.
James
Potter
University
of
California,
Santa
Barbara
Respond to the following in a minimum of 175 words:
Describe the process of creating meaning.
Provide an example of how you might assign meaning to a media message you have encountered.
.
Book Forensic and Investigative AccountingPlease answer t.docxmoirarandell
Book: Forensic and Investigative Accounting
Please answer the questions listed below and submit in a word document.
Exercise 41.
What are Howard M. Schilit’s seven financial shenanigans?
Exercise 71.
Go to the FBI internet site or search other sources and prepare a report as to the fraudulent activities in these companies. How did the people pull off the fraud?
a.
Quest Communication.
b.
AmeriFunding.
.
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BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Book Review #3- The Spirit Catches You and You Fall Down”Ch.docxmoirarandell
Book Review #3- “The Spirit Catches You and You Fall Down”
Chapters 7-12
Do you believe removing Lia from her parent's care was the right choice for her overall wellbeing? Why or why not?
How did the author find an interpreter that was successful in serving as a cultural broker between herself and the Lees?
How did Jeanine Hilt advocate for the Lee family?
Explain how Neil Ernst and the Lees may have differed culturally in their understanding of the value or perception of the Ernst's’ family vacation.
Give three reasons why many Hmong may have resisted leaving the refugee camp (Ban Vanai) in Thailand.
.
Book required Current Issues and Enduring Questions, by Sylvan Ba.docxmoirarandell
Book required: Current Issues and Enduring Questions, by Sylvan Barnet (Links to an external site.), Hugo Bedau (Links to an external site.), John O'Hara (Links to an external site.) ISBN 1319035477 which should be edition 11
REQUIREMENTS:
· Organize ideas in well-developed, coherent, and stylistically sophisticated analytical essays.
· Evaluate and improve his/her writing process by revising and editing his/her won essays
· Apply logical reasoning to identify and evaluate authors’ use of rhetorical techniques, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written analyses of those texts.
· Identify, analyze, and question stated and unstated assumptions of texts and draw meaningful inferences about the intentions of authors in context.
· Discuss a variety of argumentative and analytical assignments and demonstrate the effective use of rhetorical strategies and an awareness of style.
· Use a variety of research skills to expand analysis of a primary source, evaluating and incorporating secondary source materials that encompass the social, historical, and critical aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior Logistic Analyst/Lead For NAVSUP Fleet Logistic Center (FLC) San Dirgo In Support of Littoral Combat Ships (LCS)
Major: AA In Business Administration this my last I need to achieve goal. Working toward a BA in Business Management from University Of Redlands.
Retired Navy Veteran retired in Jun 2010
Married all three of my children attend Southwestern
Ordain Pastor
Hobbies:
Live Concerts
Bowling
Movies
Traveling
Book required:
Current Issues and Enduring Questions, by
Sylvan Barnet
(Links to an external
site.)
,
Hugo Bedau
(Links to an external site.)
,
John O'Hara
(Links to an external
site.)
ISBN
1319035477
which should be edition 11
R
EQUIREMENTS
:
·
Organize ideas in well
-
developed, coherent, and stylistically sophisticated analytical essays.
·
Evaluate and improve his/her writing process by revising and editing his/her won essays
·
Apply logical reasoning to identify a
nd evaluate authors’ use of rhetorical techniques,
participate in critical thinking class discussions and activities, and compose clearly organized
and effectively argued written analyses of those texts.
·
Identify, analyze, and question stated and unstated
assumptions of texts and draw meaningful
inferences about the intentions of authors in context.
·
Discuss a variety of argumentative and analytical assignments and demonstrate the effective
use of rhetorical strategies and an awareness of style.
·
Use a variet
y of research skills to expand analysis of a primary source, evaluating and
incorporating secondary source materials that encompass the social, historical, and critical
aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior
Logistic Analyst/Lead .
Book Review #1- The Spirit Catches You and You Fall Down”Chapte.docxmoirarandell
Book Review #1- “The Spirit Catches You and You Fall Down”
Chapters 1-3
Explain why Foua Yang’s birthdate may have been different in various locations in the medical charts?
Describe how the history of the Hmong people as discussed in chapter two may have influenced Foua and Nao Kao’s perception of the physicians and nurses who appear to be in charge of their daughter’s care?
How do you think to have an interpreter might have improved the outcomes of Lia’s numerous emergency room visits up to this point?
Discuss the differences in conceptual frameworks that may have led Foua and Nao Kao and the caregivers at Merced County hospital to misunderstand one another during Lia’s admissions?
How may have Foua and Nao Kao experienced cultural pain during the experience of Lia’s birth in the United States?
Assignment File(s)
NM 245 Book Review assignment overview
[MSWord]
Previous
Next
.
Book reportGringo viejo- Carlos FuentesThe written book repo.docxmoirarandell
Book report
Gringo viejo- Carlos Fuentes
The written book report must include the following (5 paragraphs,3-4 pages,
in spanish
). always include a bibliography with the name of the book and the author, publisher, and copyright date.
A. introduction-
name, author of the book and brief background of the author. Also, in the introduction there should be a summary of the storys main idea{theme}, or briefly describe what the book is about
B.Body of the report
- the body of the report is made up of several paragraphs. you can start with a paragraph about the main characters, this may or may not include a physical description of the characters, but it will definitively include a description of their personalities.
c.
Figure out which type of conflict or problem exists in the story, and explain it in another paragraph.
no plagerism, double spaced, in spanish
.
Book reference Kouzes, James M. and Posner, Barry Z. The Leadership.docxmoirarandell
Book reference: Kouzes, James M. and Posner, Barry Z. The Leadership Challenge, 5th Ed. New Jersey: Jossey-Bass Inc., 2012.
Using Kouzes and Posner's theory, complete a personal audit--The Leadership Challenge book.
Answers questions such as:
What is a leader?
What is an effective?
What are some different types of leadership?
What are the Five Practices of Exemplary Leadership?
What are characteristics/traits of a leader? Ex. honest, trustworthy, consistent, inspiring
What kind of leader are you?
Attitudes and styles of past managers or leaders you have had.
What are contemporary leaders known for? (their style/traits)
2-3 pages APA Double spaced 12 font. 1 inch margins
.
BOOK PICTURE I POSTED TOO. Go to the the textbook, study chapt.docxmoirarandell
BOOK PICTURE I POSTED TOO.
Go to the the textbook, study
chapter 8
on the media, and discuss these issues:
1.Planned obsolescence: provide
Examples
that should not be in the book but from your own life experience)
Fig. 8.7 in the textbook: Violence in the media, and video games.
Examples
should from your own life experience,
Media globalization: Examples. Is it good or bad for the cultural values of the countries involved?
China and the Internet censorship: Why China is doing what it is doing?
.
Book ListBecker, Ernest The Denial of D.docxmoirarandell
Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams, Reflections
Hillman, James We’ve Had a Hundred Years of Psychotherapy
And the World’s Getting Worse
Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying
Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being: Writings
.
Book is Media Literacy. Eighth EditionW.JamesPotte.docxmoirarandell
Book is
Media Literacy. Eighth Edition
W.
James
Potter
University
of
California,
Santa
Barbara
Respond to the following in a minimum of 175 words:
Describe the process of creating meaning.
Provide an example of how you might assign meaning to a media message you have encountered.
.
Book Forensic and Investigative AccountingPlease answer t.docxmoirarandell
Book: Forensic and Investigative Accounting
Please answer the questions listed below and submit in a word document.
Exercise 41.
What are Howard M. Schilit’s seven financial shenanigans?
Exercise 71.
Go to the FBI internet site or search other sources and prepare a report as to the fraudulent activities in these companies. How did the people pull off the fraud?
a.
Quest Communication.
b.
AmeriFunding.
.
Book Criminoloy Second EditionRead Chapter 6. Please submit .docxmoirarandell
Book "Criminoloy Second Edition
"
Read Chapter 6. Please submit your responses to the following questions via the drop box:
1. What is
social disorganization
? How does it contribute to crime? What were Shaw and McKay's findings with regards to the
Concentric Zone
model?
2. Define
anomie. How does this "cause" crime.
3. Briefly explain Robert K. Merton's
Mean/Ends Theory (Modes of Adaptation).
4. According to Robert Agnew, what are the 3 major types of
negative relationships
which cause
strain
?
5. What would
Albert Cohen
say caused crime? What are
middle-class measuring rods
?
6. How do
Sykes and Matza
differ from Cohen in their belief of crime causation?
7. Briefly explain the
violent subculture theory
of Marvin Wolfgang.
.
Book Discussion #2 Ideas(may select 1 or more to respond to).docxmoirarandell
Book Discussion #2 Ideas
(may select 1 or more to respond to) submit to Discussion Drop Box by 3/1 at 11:59 pm
:
1. Write on contrasting Kant's approach to ethics with consequentialism. Which do you think is better, and why?
2. Explain Kant's principle of universalizability and the principle of humanity. Do they ever give conflicting advice? If so, which do you think is a better guide to our moral obligations?
3. Kant claims that humans have a special kind of value not possessed by anything else on earth. How does he justify this claim? What are the implications of this view regarding the moral status of non-human animals? Do you find this view plausible?
4. What gives actions
moral worth
, according to Kant? Compare Kant's view on this subject with the view of the utilitarian. Which view do you think is preferable, and why?
See RUBRIC and Example tabs (Maximum 30% similarity). Submit in Discussion Drop Box. No late assignments.
.
BOOK 1984 MiniProject What makes a human beingOne .docxmoirarandell
BOOK 1984
MiniProject: What makes a human being?
One of the themes of 1984 is human dignity. In Part Two, Winston’s dreams and memories of his
mother lead him to an appreciation of the proles and to the realization that “the proles had stayed
human” (165). In Part Three, O’Brien refers to Winston as “the last man...the guardian of the
human spirit” (270).
Step 1: Write to analyze and explain your perspective on what it means to be human. Your writing
should be 1-2 pages typed and printed. Think about all of the qualities that make a person
“human” according to Winston—qualities that Winston says the Party has taken away and that
Winston has had to “relearn by conscious effort” (165). Consider those qualities in your analysis
and emphasize and/or add the qualities that you feel are most important to being human. Be sure
to reflect the importance of each of the qualities both within the novel as well as importance to the
human experience.
Step 2: Choose from the options below or create your own (must be approved) to present/
illustrate your analysis:
2. Create a “recipe” that contains all of the essential “ingredients” that make up a human being.
3. Write your own lyrics to a song that explains what it means to be human.
4. Reflect key events from Winston or Julia’s point of view (ex. diary, social media account, video).
5. Make a written, audio, video, visual recording of Winston’s diary throughout the novel.
6. Create an interview with one of the characters (ex. News broadcast, talk show).
10. Create your own original ending for the novel.
Conflict Resolution Strategies
Outline
Conflict Resolution Strategies – FH (Cultural Clashes in Workplace)
I. Understanding the conflict
· Identify contributing factors to conflicts in work environment.
· Identify the parties involved in the conflict.
· Approach towards achieving resolution.
II. Goals
· The short-term goal of conflict resolution.
· The long-term goals of conflict resolution.
III. The actual practice of conflict
· Theoretical information which is the description of conflict resolutions that is to be used.
· Inventive practices that show why this initiative is unique in resolving conflict.
· The step by step instructions of resolving conflict in the workplace.
IV. Conclusion
· The guidebook towards achieving conflict resolution.
· Resources necessary for establishing better conflict resolution.
· Contact information for conflict management groups.
GYPSYLOXX™ Conflict resolution Training ManualWelcome to the GLX Team
The GLX mission is to start a movement to inspire the youth to become their own person; to create a distinctive look that is modern, upscale and versatile; as well as doing our best to assure ultimate Customer satisfaction. As a member of the GLX team, you are responsible for creating a friendly work environment by exhibiting the positive traits listed in this manual.
We were very impressed with your experience and/or skill set and we think you w.
Bonds are a vital source of financing to governments and corpora.docxmoirarandell
Bonds are a vital source of financing to governments and corporations of all types. In this discussion forum, you will have the opportunity to discuss possible sources of risks from the investors’ perspective.
For your initial post, assess what you think are the top three biggest risks for investors associated in bond investments, and explain why. Support your claims with references to at least one recent relevant news article from a credible financial media source (i.e., Bloomberg Business Week, Wall Street Journal, Yahoo Finance, etc.)
.
Bond Company adopted the dollar-value LIFO inventory method on Janua.docxmoirarandell
Bond Company adopted the dollar-value LIFO inventory method on January 1, 2013. In applying the LIFO method, Bond uses internal cost indexes and the multiple-pools approach. The following data were available for Inventory Pool No. 3 for the two years following the adoption of LIFO:
Ending Inventory
At Current
At Base
Year
Cost
Year Cost
Cost index
1/1/13
$305,000
$305,000
1.00
12/31/13
334,360
321,500
1.04
12/31/14
441,440
356,000
1.24
Under the dollar-value LIFO method the inventory at December 31, 2014, should be
.
Boley A Negro Town in the American West (1908) The commu.docxmoirarandell
Boley: A Negro Town in the American West (1908)
The community of Boley, in the Creek Nation of Indian Territory, or what is now Oklahoma,
was one of thirty black towns founded in the West after the Civil War and settled by immigrants
from the South and Middle West. Blacks first arrived in Oklahoma as the slaves of Cherokees
and Creeks. The Indians had been displaced from the Carolinas and Georgia during the 1830s
and forced to relocate by foot along the "Trail of Tears" to new lands in Oklahoma. In 1908, a
year after Oklahoma was granted statehood, Booker T. Washington described the town's
development.
The large proportions of the northward and westward movement of the negro population recall
the Kansas exodus of thirty years ago, when within a few months more than forty thousand
helpless and destitute negroes from the country districts of Arkansas and Mississippi poured into
eastern Kansas in search of "better homes, larger opportunities, and kindlier treatment."
It is a striking evidence of the progress made in thirty years that the present northward and
westward movement of the negro people has brought into these new lands, not a helpless and
ignorant horde of black people--but land-seekers and home-builders, men who have come
prepared to build up the country. In the thirty years since the Kansas exodus the southern negroes
have learned to build schools, to establish banks and conduct newspapers. They have recovered
something of the knack for trade that their foreparents in Africa were famous for. They have
learned through their churches and their secret orders the art of corporate and united action. This
experience has enabled them to set up and maintain in a raw western community, numbering
2,500, an orderly and self-respecting government.
In the fall of 1905 I spent a week in the Territories of Oklahoma and Indian Territory. During the
course of my visit I had an opportunity for the first time to see the three races--the negro, the
Indian, and the white man--living side by side, each in sufficient numbers to make their influence
felt in the communities of which they were a part, and in the Territory as a whole. . . .
One cannot escape the impression, in traveling through Indian Territory, that the Indians, who
own practically all the lands, and until recently had the local government largely in their own
hands, are to a very large extent regarded by the white settlers, who are rapidly filling up the
country, as almost a negligible quantity. To such an extent is this true that the Constitution of
Oklahoma, as I understand it, takes no account of the Indians in drawing its distinctions among
the races. For the Constitution there exist only the negro and the white man. The reason seems to
be that the Indians have either receded--"gone back," as the saying in that region is on the
advance of the white race, or they have intermarried with and become absorbed with it. Indeed,
so rapidly has this interma.
BoF Professional Member Exclusive articles & analysis availa.docxmoirarandell
BoF Professional Member Exclusive: articles & analysis available only to you. View the archive.
lg Professional !
CEO TALK
Burberry Stops Destroying Product and Bans Real Fur
A PR backlash enveloped Burberry following the revelation that it destroyed £28.6 million worth of unsold product last year. Now, the company is ending the practice and banning animal fur. In a global exclusive interview, BoF's
Imran Amed sits down with Burberry CEO Marco Gobbetti to decode the thinking behind the move.
BY IMRAN AMED
SEPTEMBER 6, 2018 05:28
ACTION REQUIRED: You are currently missing out on important BoF Professional membership beneNts. Click here to rectify.
LONDON, United Kingdom — Burberry is stopping its longstanding practice of destroying unsold product after a firestorm of negative press and social media posts in July. That month, it emerged that the British brand had destroyed £28.6 million ($36.8 million) worth of product — including clothing, accessories
and perfume — in fiscal 2017/2018. The company has destroyed £105 million ($135 million) of unsold product in the last five years, a practice it has previously disclosed in its annual reports.
Alongside the shift, Burberry is also banning the use of animal fur — including rabbit, fox, mink and Asiatic raccoon, as well as angora — in its runway collections, beginning with new chief creative officer Riccardo Tisci’s highly anticipated debut collection set to be unveiled on September 17 at London Fashion Week.
Existing fur products will be phased out over time, however the brand will continue to sell products made with shearling.
“Modern luxury means being socially and environmentally responsible. This belief is core to us at Burberry and key to our long-term success,” said chief executive Marco Gobbetti in a statement.
But clearly, the negative publicity was a wake-up call for the British luxury behemoth. “We are in the midst of an environmental crisis exacerbated by the fashion industry,” read an open letter to Burberry from second-hand retailer ThredUp, which captured the sentiment of the backlash. “Fashion is now responsible
for 10 percent of global carbon emissions and is projected to drain a quarter of the world’s carbon budget by 2050. We respect the desire to protect your brand image but discounting your product shouldn’t be scarier than setting it on fire.”
Burberry is not the only fashion or luxury brand to have destroyed product. Last November, H&M was reported to have burned unsold products. According to the New York Times, Nike slashes its unsold sneakers. And, Richemont has reportedly destroyed more than £400 million worth of watches from high-end
brands including Cartier and Jaeger-LeCoultre.
Indeed, it is one of the industry’s dirty secrets that brands regularly destroy product to protect their intellectual property from counterfeiters and to limit the diminished brand perception that comes with disposing of excess stock through heavy discounting.
Burberry says its new.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ModulesModule3Mod3SLP.htmlModule 3 - SLPCosts of Productio.docx
1. Modules/Module3/Mod3SLP.htmlModule 3 - SLP
Costs of Production
Profits and Your Franchise Firm
In this module, we have explored the costs of production which
have a direct impact on the profit of your firm. Write a 2- to 3-
page essay that addresses the following questions.Give an
example of indivisible inputs for your firm.Discuss the
characteristics of a perfectly competitive firm. Does your
franchise firm share any of these same traits? Explain.In the
long run, what happens to economic profits (assuming your firm
is competitive)? Explain.SLP Assignment Expectations
Use concepts from the modular background readings as well as
any good-quality resources you can find. Please be sure to cite
all sources within the text and a reference list at the end of the
paper.
Length: 2–3 pages double-spaced and typed.
The following items will be assessed in particular:Your ability
to examine inputs of a particular firm.Your ability to understand
a perfectly competitive firm.Some in-text references to the
modular background readings (APA formatting not
required).The essay should address each element of the
assignment. Remember to support your answers with solid
references.
Upload your assignment to the SLP 3 dropbox when it is
completed.Privacy Policy | Contact
The Case for Contamination
By KWAME ANTHONY APPIAH
I'm seated, with my mother, on a palace veranda, cooled by a
breeze from the royal garden. Before us, on a dais, is an empty
throne, its arms and legs embossed with polished brass, the back
2. and seat covered in black-and-gold silk. In front of the steps to
the dais, there are two columns of people, mostly men, facing
one another, seated on carved wooden stools, the cloths they
wear wrapped around their chests, leaving their shoulders bare.
There is a quiet buzz of conversation. Outside in the garden,
peacocks screech. At last, the blowing of a ram's horn
announces the arrival of the king of Asante, its tones sounding
his honorific, kotokohene, "porcupine chief." (Each quill of the
porcupine, according to custom, signifies a warrior ready to kill
and to die for the kingdom.) Everyone stands until the king has
settled on the throne. Then, when we sit, a chorus sings songs in
praise of him, which are interspersed with the playing of a flute.
It is a Wednesday festival day in Kumasi, the town in Ghana
where I grew up.
Unless you're one of a few million Ghanaians, this will probably
seem a relatively unfamiliar world, perhaps even an exotic one.
You might suppose that this Wednesday festival belongs
quaintly to an African past. But before the king arrived, people
were taking calls on cellphones, and among those passing the
time in quiet conversation were a dozen men in suits,
representatives of an insurance company. And the meetings in
the office next to the veranda are about contemporary issues:
H.I.V./AIDS, the educational needs of 21st-century children,
the teaching of science and technology at the local university.
When my turn comes to be formally presented, the king asks me
about Princeton, where I teach. I ask him when he'll next be in
the States. In a few weeks, he says cheerfully. He's got a
meeting with the head of the World Bank. Anywhere you travel
in the world - today as always - you can find ceremonies like
these, many of them rooted in centuries-old traditions. But you
will also find everywhere - and this is something new - many
intimate connections with places far away: Washington,
Moscow, Mexico City, Beijing. Across the street from us, when
we were growing up, there was a large house occupied by a
number of families, among them a vast family of boys; one,
3. about my age, was a good friend. He lives in London. His
brother lives in Japan, where his wife is from. They have
another brother who has been in Spain for a while and a couple
more brothers who, last I heard, were in the United States.
Some of them still live in Kumasi, one or two in Accra, Ghana's
capital. Eddie, who lives in Japan, speaks his wife's language
now. He has to. But he was never very comfortable in English,
the language of our government and our schools. When he
phones me from time to time, he prefers to speak Asante-Twi.
Over the years, the royal palace buildings in Kumasi have
expanded. When I was a child, we used to visit the previous
king, my great-uncle by marriage, in a small building that the
British had allowed his predecessor to build when he returned
from exile in the Seychelles to a restored but diminished Asante
kingship. That building is now a museum dwarfed by the
enormous house next door - built by his successor, my uncle by
marriage - where the current king lives. Next to it is the suite of
offices abutting the veranda where we were sitting, recently
finished by the present king, my uncle's successor. The British,
my mother's people, conquered Asante at the turn of the 20th
century; now, at the turn of the 21st, the palace feels as it must
have felt in the 19th century: a center of power. The president
of Ghana comes from this world, too. He was born across the
street from the palace to a member of the royal Oyoko clan. But
he belongs to other worlds as well: he went to Oxford
University; he's a member of one of the Inns of Court in
London; he's a Catholic, with a picture of himself greeting the
pope in his sitting room.
What are we to make of this? On Kumasi's Wednesday festival
day, I've seen visitors from England and the United States wince
at what they regard as the intrusion of modernity on timeless,
traditional rituals - more evidence, they think, of a pressure in
the modern world toward uniformity. They react like the
assistant on the film set who's supposed to check that the extras
in a sword-and-sandals movie aren't wearing wristwatches. And
4. such purists are not alone. In the past couple of years, Unesco's
members have spent a great deal of time trying to hammer out a
convention on the "protection and promotion" of cultural
diversity. (It was finally approved at the Unesco General
Conference in October
2005.) The drafters worried that "the processes of globalization.
. .represent a challenge for cultural diversity, namely in view of
risks of imbalances between rich and poor countries." The fear
is that the values and images of Western mass culture, like some
invasive weed, are threatening to choke out the world's native
flora. The contradictions in this argument aren't hard to find.
This same Unesco document is careful to affirm the importance
of the free flow of ideas, the freedom of thought and expression
and human rights - values that, we know, will become universal
only if we make them so. What's really important, then, cultures
or people? In a world where Kumasi and New York - and Cairo
and Leeds and Istanbul - are being drawn ever closer together,
an ethics of globalization has proved elusive.
The right approach, I think, starts by taking individuals - not
nations, tribes or "peoples" - as the proper object of moral
concern. It doesn't much matter what we call such a creed, but
in homage to Diogenes, the fourth-century Greek Cynic and the
first philosopher to call himself a "citizen of the world," we
could call it cosmopolitan. Cosmopolitans take cultural
difference seriously, because they take the choices individual
people make seriously. But because cultural difference is not
the only thing that concerns them, they suspect that many of
globalization's cultural critics are aiming at the wrong targets.
Yes, globalization can produce homogeneity. But globalization
is also a threat to homogeneity. You can see this as clearly in
Kumasi as anywhere. One thing Kumasi isn't - simply because
it's a city - is homogeneous. English, German, Chinese, Syrian,
Lebanese, Burkinabe, Ivorian, Nigerian, Indian: I can find you
families of each description. I can find you Asante people,
whose ancestors have lived in this town for centuries, but also
5. Hausa households that have been around for centuries, too.
There are people there from every region of the country as well,
speaking scores of languages. But if you travel just a little way
outside Kumasi - 20 miles, say, in the right direction - and if
you drive off the main road down one of the many potholed side
roads of red laterite, you won't have difficulty finding villages
that are fairly monocultural. The people have mostly been to
Kumasi and seen the big, polyglot, diverse world of the city.
Where they live, though, there is one everyday language (aside
from the English in the government schools) and an agrarian
way of life based on some old crops, like yams, and some newer
ones, like cocoa, which arrived in the late 19th century as a
product for export. They may or may not have electricity. (This
close to Kumasi, they probably do.) When people talk of the
homogeneity produced by globalization, what they are talking
about is this: Even here, the villagers will have radios (though
the language will be local); you will be able to get a discussion
going about Ronaldo, Mike Tyson or Tupac; and you will
probably be able to find a bottle of Guinness or Coca-Cola (as
well as of Star or Club, Ghana's own fine lagers). But has
access to these things made the place more homogeneous or
less? And what can you tell about people's souls from the fact
that they drink Coca-Cola?
It's true that the enclaves of homogeneity you find these days -
in Asante as in Pennsylvania - are less distinctive than they
were a century ago, but mostly in good ways. More of them
have access to effective medicines. More of them have access to
clean drinking water, and more of them have schools. Where, as
is still too common, they don't have these things, it's something
not to celebrate but to deplore. And whatever loss of difference
there has been, they are constantly inventing new forms of
difference: new hairstyles, new slang, even, from time to time,
new religions. No one could say that the world's villages are
becoming anything like the same. So why do people in these
places sometimes feel that their identities are threatened?
6. Because the world, their world, is changing, and some of them
don't like it. The pull of the global economy - witness those
cocoa trees, whose chocolate is eaten all around the world -
created some of the life they now live. If chocolate prices were
to collapse again, as they did in the early 1990's, Asante
farmers might have to find new crops or new forms of
livelihood. That prospect is unsettling for some people (just as
it is exciting for others). Missionaries came a while ago, so
many of these villagers will be Christian, even if they have also
kept some of the rites from earlier days. But new Pentecostal
messengers are challenging the churches they know and
condemning the old rites as idolatrous. Again, some like it;
some don't.
Above all, relationships are changing. When my father was
young, a man in a village would farm some land that a chief had
granted him, and his maternal clan (including his younger
brothers) would work it with him. When a new house needed
building, he would organize it. He would also make sure his
dependents were fed and clothed, the children educated,
marriages and funerals arranged and paid for. He could expect
to pass the farm and the responsibilities along to the next
generation.
Nowadays, everything is different. Cocoa prices have not kept
pace with the cost of living. Gas prices have made the
transportation of the crop more expensive. And there are new
possibilities for the young in the towns, in other parts of the
country and in other parts of the world. Once, perhaps, you
could have commanded the young ones to stay. Now they have
the right to leave - perhaps to seek work at one of the new data
processing centers down south in the nation's capital - and,
anyway, you may not make enough to feed and clothe and
educate them all. So the time of the successful farming family is
passing, and those who were settled in that way of life are as
sad to see it go as American family farmers are whose lands are
accumulated by giant agribusinesses. We can sympathize with
7. them. But we cannot force their children to stay in the name of
protecting their authentic culture, and we cannot afford to
subsidize indefinitely thousands of distinct islands of
homogeneity that no longer make economic sense. Nor should
we want to. Human variety matters, cosmopolitans think,
because people are entitled to options. What John Stuart Mill
said more than a century ago in "On Liberty" about diversity
within a society serves just as well as an argument for variety
across the globe: "If it were only that people have diversities of
taste, that is reason enough for not attempting to shape them all
after one model. But different persons also require different
conditions for their spiritual development; and can no more
exist healthily in the same moral, than all the variety of plants
can exist in the same physical, atmosphere and climate. The
same things which are helps to one person towards the
cultivation of his higher nature, are hindrances to another.. .
.Unless there is a corresponding diversity in their modes of life,
they neither obtain their fair share of happiness, nor grow up to
the mental, moral, and aesthetic stature of which their nature is
capable." If we want to preserve a wide range of human
conditions because it allows free people the best chance to make
their own lives, we can't enforce diversity by trapping people
within differences they long to escape.
Even if you grant that people shouldn't be compelled to sustain
the older cultural practices, you might suppose that
cosmopolitans should side with those who are busy around the
world "preserving culture" and resisting "cultural imperialism."
Yet behind these slogans you often find some curious
assumptions. Take "preserving culture." It's one thing to help
people sustain arts they want to sustain. I am all for festivals of
Welsh arts council. Long live the Ghana National Cultural
Center in Kumasi, where you can go and learn traditional Akan
dancing and drumming, especially since its classes are spirited
and overflowing. Restore the deteriorating film stock of early
Hollywood movies; continue the preservation of Old Norse and
8. early Chinese and Ethiopian manuscripts; record, transcribe and
analyze the oral narratives of Malay and Masai and Maori. All
these are undeniably valuable.
But preserving culture - in the sense of such cultural artifacts -
is different from preserving cultures. And the cultural
preservationists often pursue the latter, trying to ensure that the
Huli of Papua New Guinea (or even Sikhs in Toronto) maintain
their "authentic" ways. What makes a cultural expression
authentic, though? Are we to stop the importation of baseball
caps into Vietnam so that the Zao will continue to wear their
colorful red headdresses? Why not ask the Zao? Shouldn't the
choice be theirs? "They have no real choice," the cultural
preservationists say. "We've dumped cheap Western clothes into
their markets, and they can no longer afford the silk they used
to wear. If they had what they really wanted, they'd still be
dressed traditionally." But this is no longer an argument about
authenticity. The claim is that they can't afford to do something
that they'd really like to do, something that is expressive of an
identity they care about and want to sustain. This is a genuine
problem, one that afflicts people in many communities: they're
too poor to live the life they want to lead. But if they do get
richer, and they still run around in T-shirts, that's their choice.
Talk of authenticity now just amounts to telling other people
what they ought to value in their own traditions. Not that this is
likely to be a problem in the real world. People who can afford
it mostly like to put on traditional garb - at least from time to
time. I was best man once at a Scottish wedding at which the
bridegroom wore a kilt and I wore kente cloth. Andrew Oransay,
the islander who piped us up the aisle, whispered in my ear at
one point, "Here we all are then, in our tribal gear." In Kumasi,
people who can afford them love
to put on their kente cloths, especially the most "traditional"
ones, woven in colorful silk strips in the town of Bonwire, as
they have been for a couple of centuries. (The prices are high in
part because demand outside Asante has risen. A fine kente for
a man now costs more than the average Ghanaian earns in a
9. year. Is that bad? Not for the people of Bonwire.) Besides,
trying to find some primordially authentic culture can be like
peeling an onion. The textiles most people think of as
traditional West
African cloths are known as Java prints; they arrived in the 19th
century with the Javanese batiks sold, and often milled, by the
Dutch. The traditional garb of Herero women in Namibia
derives from the attire of 19th-century German missionaries,
though it is still unmistakably Herero, not least because the
fabrics used have a distinctly un-Lutheran range of colors. And
so with our kente cloth: the silk was always imported, traded by
Europeans, produced in Asia. This tradition was once an
innovation. Should we reject it for that reason as untraditional?
How far back must one go? Should we condemn the young men
and women of the University of Science and Technology, a few
miles outside Kumasi, who wear European-style gowns for
graduation, lined with kente strips (as they do now at Howard
and Morehouse, too)? Cultures are made of continuities and
changes, and the identity of a society can survive through these
changes. Societies without change aren't authentic; they're just
dead.
The preservationists often make their case by invoking the evil
of "cultural imperialism." Their underlying picture, in broad
strokes, is this: There is a world system of capitalism. It has a
center and a periphery. At the center - in Europe and the United
States - is a set of multinational corporations. Some of these are
in the media business. The products they sell around the world
promote the creation of desires that can be fulfilled only by the
purchase and use of their products. They do this explicitly
through advertising, but more insidiously, they also do so
through the messages implicit in movies and in television
drama. Herbert Schiller, a leading critic of "media-cultural
imperialism," claimed that "it is the imagery and cultural
perspectives of the ruling sector in the center that shape and
10. structure consciousness throughout the system at large." That's
the theory, anyway. But the evidence doesn't bear it out.
Researchers have actually gone out into the world and explored
the responses to the hit television series "Dallas" in Holland and
among Israeli Arabs, Moroccan Jewish immigrants, kibbutzniks
and new Russian immigrants to
Israel. They have examined the actual content of the television
media - whose penetration of everyday life far exceeds that of
film – in Australia, Brazil, Canada, India and Mexico. They
have looked at how American popular culture was taken up by
the artists of Sophiatown, in
South Africa. They have discussed "Days of Our Lives" and
"The Bold and the Beautiful" with Zulu college students from
traditional backgrounds. And one thing they've found is that
how people respond to these cultural imports depends on their
existing cultural context. When the media scholar Larry Strelitz
spoke to students from KwaZulu-Natal, he found that they were
anything but passive vessels. One of them, Sipho – a self-
described "very, very strong Zulu man" - reported that he had
drawn lessons from watching the American soap opera "Days of
Our Lives," "especially relationship-wise." It fortified his view
that "if a guy can tell a woman that he loves her, she should be
able to do the same." What's more, after watching the show,
Sipho "realized that I should be allowed to speak to my father.
He should be my friend rather than just my father." It seems
doubtful that that was the intended message of multinational
capitalism's ruling sector.
But Sipho's response also confirmed that cultural consumers are
not dupes. They can adapt products to suit their own needs, and
they can decide for themselves what they do and do not approve
of. Here's Sipho again:
"In terms of our culture, a girl is expected to enter into
relationships when she is about 20. In the Western culture, a
girl can be exposed to a relationship as early as 15 or 16. That
one we shouldn't adopt in our culture. Another thing we
11. shouldn't adopt from the Western culture has to do with the way
they treat elderly people. I wouldn't like my family to be sent
into an old-age home." It wouldn't matter whether the "old-age
homes" in American soap operas were safe places, full of kindly
people. That wouldn't sell the idea to Sipho. Dutch viewers of
"Dallas" saw not the pleasures of conspicuous consumption
among the superrich - the message that theorists of "cultural
imperialism" find in every episode - but a reminder that money
and power don't protect you from tragedy. Israeli Arabs saw a
program that confirmed that women abused by their husbands
should return to their fathers. Mexican telenovelas remind
Ghanaian women that, where sex is at issue, men are not to be
trusted. If the telenovelas tried to tell them otherwise, they
wouldn't believe it. Talk of cultural imperialism "structuring the
consciousnesses" of those in the periphery treats people like
Sipho as blank slates on which global capitalism's moving
finger writes its message, leaving behind another cultural
automaton as it moves on. It is deeply condescending. And it
isn't true.
In fact, one way that people sometimes respond to the onslaught
of ideas from the West is to turn them against their originators.
It's no accident that the West's fiercest adversaries among other
societies tend to come from among the most Westernized of the
group. Who in Ghana excoriated the British colonizers and built
the movement for independence? Not the farmers and the
peasants. Not the chiefs. It was the Western-educated
bourgeoisie. And when Kwame Nkrumah - who went to college
in Pennsylvania and lived in London - created a nationalist mass
movement, at its core were soldiers who had returned from
fighting a war in the British Army, urban market women who
traded Dutch prints, unionists who worked in industries created
by colonialism and the so-called veranda boys, who had been to
colonial schools, learned English and studied history and
geography in textbooks written in England. Who led the
resistance to the British Raj? An Indian-born South African
lawyer, trained in the British courts, whose name was Gandhi;
12. an Indian named Nehru, who wore Savile Row suits and sent his
daughter to an English boarding school; and Muhammad Ali
Jinnah, founder of Pakistan, who joined Lincoln's Inn in London
and became a barrister at the age of 19. The independence
movements of the postwar world that led to the end of Europe's
African and Asian empires were driven by the rhetoric that had
guided the Allies' own struggle against Germany and Japan:
democracy, freedom, equality. This wasn't a conflict between
values. It was a conflict of interests couched in terms of the
same values.
Sometimes, though, people react to the incursions of the modern
world not by appropriating the values espoused by the liberal
democracies but by inverting them. One recent result has been a
new worldwide fraternity that presents cosmopolitanism with
something of a sinister mirror image. Indeed, you could think of
its members as counter-cosmopolitans. They believe in human
dignity across the nations, and they live their creed. They share
these ideals with people in many countries, speaking many
languages. As thoroughgoing globalists, they make full use of
the World Wide Web. They resist the crass consumerism of
modern Western society and deplore its influence in the rest of
the world. But they also resist the temptations of the narrow
nationalisms of the countries where they were born, along with
the humble allegiances of kith and kin. They resist such
humdrum loyalties because they get in the way of the one thing
that matters: building a community of enlightened men and
women across the world. That is one reason they reject
traditional religious authorities (though they disapprove, too, of
their obscurantism and temporizing). Sometimes they agonize in
their discussions about whether they can reverse the world's
evils or whether their struggle is hopeless. But mostly they
soldier on in their efforts to make the world a better place.
These are not the heirs of Diogenes the Cynic. The community
these comrades are building is not a polis; it's what they call the
ummah, the global community of Muslims, and it is open to all
13. who share their faith. They are young, global Muslim
fundamentalists. The ummah's new globalists consider that they
have returned to the fundamentals of Islam; much of what
passes for Islam in the world, much of what has passed as Islam
for centuries, they think a sham. As the French scholar Olivier
Roy has observed, these religionists - his term for them is
"neofundamentalists" - wish to cleanse Islam's pristine and
universal message from the contingencies of mere history, of
local cultures. For them, Roy notes, "globalization is a good
opportunity to dissociate Islam from any given culture and to
provide a model that could work beyond any culture." They
have taken a set of doctrines that once came with a form of life,
in other words, and thrown away that form of life. Now, the vast
majority of these fundamentalists are not going to blow anybody
up. So they should not be confused with those other Muslims -
the "radical neofundamentalists," Roy calls them - who want to
turn jihad, interpreted as literal warfare against the West, into
the sixth pillar of
Islam. Whether to endorse the use of violence is a political
decision, even if it is to be justified in religious terms.
Nonetheless, the neofundamentalists present a classic challenge
to cosmopolitanism, because they, too, offer a moral and, in its
way, inclusive universalism.
Unlike cosmopolitanism, of course, it is universalist without
being tolerant, and such intolerant universalism has often led to
murder. It underlay the French Wars of Religion that bloodied
the four decades before the Edict of Nantes of 1598, in which
Henri IV of France finally granted to the Protestants in his
realm the right to practice their faith. In the Thirty Years' War,
which ravaged central Europe until 1648 and the Peace of
Westphalia, Protestant and Catholic princes from Austria to
Sweden struggled with one another, and hundreds of thousands
of Germans died in battle. Millions starved or died of disease as
roaming armies pillaged the countryside. The period of religious
conflict in the British Isles, from the first Bishops' War of 1639
14. to the end of the English Civil War in 1651, which pitted
Protestant armies against the forces of a Catholic king, resulted
in the deaths of perhaps 10 percent of the population. All these
conflicts involved issues beyond sectarian doctrine, of course.
Still, many Enlightenment liberals drew the conclusion that
enforcing one vision of universal truth could only lead the
world back to the blood baths. Yet tolerance by itself is not
what distinguishes the cosmopolitan from the
neofundamentalist. There are plenty of things that the heroes of
radical Islam are happy to tolerate. They don't care if you eat
kebabs or meatballs or kung pao chicken, as long as the meat is
halal; your hijab can be silk or linen or viscose. At the same
time, there are plenty of things that cosmopolitans will not
tolerate. We will sometimes want to intervene in other places
because what is going on there violates our principles so deeply.
We, too, can see moral error. And when it is serious enough -
genocide is the least-controversial case - we will not stop with
conversation. Toleration has its limits. Nor can you tell us apart
by saying that the neofundamentalists believe in universal truth.
Cosmopolitans believe in universal truth, too, though we are
less certain that we already have all of it. It is not skepticism
about the very idea of truth that guides us; it is realism about
how hard the truth is to find. One tenet we hold to, however, is
that every human being has obligations to every other.
Everybody matters: that is our central idea. And again, it
sharply limits the scope of our tolerance.
To say what, in principle, distinguishes the cosmopolitan
from competing universalisms, we plainly need to go beyond
talk of truth and tolerance. One distinctively cosmopolitan
commitment is to pluralism. Cosmopolitans think that there are
many values worth living by and that you cannot live by all of
them. So we hope and expect that different people and different
societies will embody different values. Another aspect of
cosmopolitanism is what philosophers call fallibilism - the
sense that our knowledge is imperfect, provisional, subject to
15. revision in the face of new evidence. The neofundamentalist
conception of a global ummah, by contrast, admits of local
variations - but only in matters that don't matter. These counter-
cosmopolitans, like many Christian fundamentalists, do think
that there is one right way for all human beings to live; that all
the differences must be in the details. If what concerns you is
global homogeneity, then this utopia, not the world that
capitalism is producing, is the one you should worry about.
Still, the universalisms in the name of religion are hardly the
only ones that invert the cosmopolitan creed. In the name of
universal humanity, you can be the kind of Marxist, like Mao or
Pol Pot, who wants to eradicate all religion, just as easily as
you can be the Grand Inquisitor supervising an auto-da-fé. All
of these men want everyone on their side, so we can share with
them the vision in their mirror. "Indeed, I'm a trustworthy
adviser to you," Osama bin Laden said in a 2002 "message to
the American people." "I invite you to the happiness of this
world and the hereafter and to escape your dry, miserable,
materialistic life that is without soul. I invite you to Islam, that
calls to follow of the path of Allah alone Who has no partners,
the path which calls for justice and forbids oppression and
crimes." Join us, the counter-cosmopolitans say, and we will all
be sisters and brothers. But each of them plans to trample on
our differences - to trample us to death, if necessary - if we will
not join them. Their motto might as well be the sardonic
German saying Und willst du nicht mein Bruder sein, So schlag'
ich Dir den Schädel ein. (If you don't want to be my brother,
then I'll smash your skull in.) That liberal pluralists are hostile
to certain authoritarian ways of life - that they're intolerant of
radical intolerance - is sometimes seen as kind of self-
refutation. That's a mistake: you can care about individual
freedom and still understand that the contours of that freedom
will vary considerably from place to place. But we might as
well admit that a concern for individual freedom isn't something
that will appeal to every individual. In politics, including
cultural politics, there are winners and losers - which is worth
16. remembering when we think about international human rights
treaties. When we seek to embody our concern for strangers in
human rights law, and when we urge our government to enforce
it, we are seeking to change the world of law in every nation on
the planet.
We have declared slavery a violation of international law.
And, in so doing, we have committed ourselves, at a minimum,
to the desirability of its eradication everywhere. This is no
longer controversial in the capitals of the world. No one defends
enslavement. But international treaties define slavery in ways
that arguably include debt bondage, and debt bondage is a
significant economic institution in parts of South Asia. I hold
no brief for debt bondage. Still, we shouldn't be surprised if
people whose incomes and style of life depend upon it are
angry. It's the same with the international movements to
promote women's equality. We know that many Islamists are
deeply disturbed by the way
Western men and women behave. We permit women to swim
almost naked with strange men, which is our business, but it is
hard to keep the news of these acts of immodesty from Muslim
women and children or to protect Muslim men from the
temptations they inevitably create. As the Internet extends its
reach, it will get even harder, and their children, especially
their girls, will be tempted to ask for these freedoms, too.
Worse, they say, we are now trying to force our conception of
how women and men should behave upon them. We speak of
women's rights.
We make treaties enshrining these rights. And then we want
their governments to enforce them. Like many people in every
nation, I support those treaties; I believe that women, like men,
should have the vote, should be entitled to work outside their
homes, should be protected from the physical abuse of men,
including their fathers, brothers and husbands. But I also know
that the changes these freedoms would bring will change the
balance of power between men and women in everyday life.
How do I know this? Because I have lived most of my adult life
17. in the West as it has gone through just such a transition, and I
know that the process is not yet complete. So liberty and
diversity may well be at odds, and the tensions between them
aren't always easily resolved. But the rhetoric of cultural
preservation isn't any help. Again, the contradictions are near to
hand. Take another look at that Unesco Convention. It affirms
the "principle of equal dignity of and respect for all cultures."
(What, all cultures – including those of the K.K.K. and the
Taliban?) It also affirms "the importance of culture for social
cohesion in general, and in particular its potential for
the enhancement of the status and role of women in society."
(But doesn't "cohesion" argue for uniformity? And wouldn't
enhancing the status and role of women involve changing, rather
than preserving, cultures?) In Saudi Arabia, people can watch
"Will and Grace" on satellite TV - officially proscribed, but
available all the same - knowing that, under Saudi law, Will
could be beheaded in a public square. In northern Nigeria,
mullahs inveigh against polio vaccination while sentencing
adulteresses to death by stoning. In India, thousands of wives
are burned to death each year for failing to make their dowry
payments. Vive la différence? Please.
Living cultures do not, in any case, evolve from purity into
contamination; change is more a gradual transformation from
one mixture to a new mixture, a process that usually takes place
at some distance from rules and rulers, in the conversations that
occur across cultural boundaries. Such conversations are not so
much about arguments and values as about the exchange of
perspectives. I don't say that we can't change minds, but the
reasons we offer in our conversation will seldom do much to
persuade others who do not share our fundamental evaluative
judgments already. When we make judgments, after all, it's
rarely because we have applied well-thought-out principles to a
set of facts and deduced an answer. Our efforts to justify what
we have done - or what we plan to do - are typically made up
after the event, rationalizations of what we have decided
18. intuitively to do. And a good deal of what we intuitively take to
be right, we take to be right just because it is what we are used
to. That does not mean, however, that we cannot become
accustomed to doing things differently. Consider the practice of
foot-binding in China, which persisted for a thousand years -
and was largely eradicated within a generation. The antifoot-
binding campaign, in the 1910's and 1920's, did circulate facts
about the disadvantages of bound feet, but those couldn't have
come as news to most people. Perhaps more effective was the
campaign's emphasis that no other country went in for the
practice; in the world at large, then, China was "losing face"
because of it. (To China's cultural preservationists, of course,
the fact that the practice was peculiar to the region was entirely
a mark in its favor.) Natural-foot societies were formed, with
members forswearing the practice and further pledging that
their sons would not marry women with bound feet. As the
movement took hold, scorn was heaped on older women with
bound feet, and they were forced to endure the agonies of
unbinding. What had been beautiful became ugly; ornamentation
became disfigurement. The appeal to reason can explain neither
the custom nor its abolition. So, too, with other social trends.
Just a couple of generations ago, most people in most of the
industrialized world thought that middle-class women would
ideally be housewives and mothers. If they had time on their
hands, they could engage in charitable work or entertain one
another; a few of them might engage in the arts, writing novels,
painting, performing in music, theater and dance. But there was
little place for them in the "learned professions" - as lawyers or
doctors, priests or rabbis; and if they were to be academics, they
would teach young women and probably remain unmarried.
They were not likely to make their way in politics, except
perhaps at the local level. And they were not made welcome in
science. How much of the shift away from these assumptions is
a result of arguments? Isn't a significant part of it just the
consequence of our getting used to new ways of doing things?
The arguments that kept the old pattern in place were not - to
19. put it mildly - terribly good. If the reasons for the old sexist
way of doing things had been the problem, the women's
movement could have been done in a couple of weeks.
Consider another example: In much of Europe and North
America, in places where a generation ago homosexuals were
social outcasts and homosexual acts were illegal, lesbian and
gay couples are increasingly being recognized by their families,
by society and by the law. This is true despite the continued
opposition of major religious groups and a significant and
persisting undercurrent of social disapproval. Both sides make
arguments, some good, most bad. But if you ask the social
scientists what has produced this change, they will rightly not
start with a story about reasons. They will give you a historical
account that concludes with a sort of perspectival shift. The
increasing presence of "openly gay" people in social life and in
the media has changed our habits. And over the last 30 years or
so, instead of thinking about the private activity of gay sex,
many Americans and Europeans started thinking about the
public category of gay people.
One of the great savants of the postwar era, John von Neumann,
liked to say, mischievously, that "in mathematics you don't
understand things, you just get used to them." As in
mathematical arguments, so in moral ones. Now, I don't deny
that all the time, at every stage, people were talking, giving one
another reasons to do things: accept their children, stop treating
homosexuality as a medical disorder, disagree with their
churches, come out. Still, the short version of the story is
basically this: People got used to lesbians and gay men. I am
urging that we should learn about people in other places, take
an interest in their civilizations, their arguments, their errors,
their achievements, not because that will bring us to agreement
but because it will help us get used to one another - something
we have a powerful need to do in this globalized era. If that is
the aim, then the fact that we have all these opportunities for
disagreement about values need not put us off. Understanding
20. one another may be hard; it can certainly be interesting. But it
doesn't require that we come to agreement.
The ideals of purity and preservation have licensed a great deal
of mischief in the past century, but they have never had much to
do with lived culture. Ours may be an era of mass migration,
but the global spread and hybridization of culture - through
travel, trade or conquest - is hardly a recent development.
Alexander's empire molded both the states and the sculpture of
Egypt and North India; the Mongols and then the Mughals
shaped great swaths of Asia; the Bantu migrations populated
half the African continent. Islamic states stretch from Morocco
to Indonesia; Christianity reached Africa, Europe and Asia
within a few centuries of the death of Jesus of Nazareth;
Buddhism long ago migrated from India into much of East and
Southeast Asia. Jews and people whose ancestors came from
many parts of China have long lived in vast diasporas. The
traders of the Silk Road changed the style of elite dress in Italy;
someone buried Chinese pottery in 15th-century Swahili graves.
I have heard it said that the bagpipes started out in Egypt and
came to Scotland with the Roman infantry. None of this is
modern. Our guide to what is going on here might as well be a
former African slave named Publius Terentius Afer, whom we
know as Terence.
Terence, born in Carthage, was taken to Rome in the early
second century B.C., and his plays - witty, elegant works that
are, with Plautus's earlier, less-cultivated works, essentially all
we have of Roman comedy - were widely admired among the
city's literary elite. Terence's own mode of writing - which
involved freely incorporating any number of earlier Greek plays
into a single Latin one - was known to Roman littérateurs as
"contamination." It's an evocative term. When people speak for
an ideal of cultural purity, sustaining the authentic culture of
the Asante or the American family farm, I find myself drawn to
contamination as the name for a counterideal. Terence had a
notably firm grasp on the range of human variety: "So many
21. men, so many opinions" was a line of his. And it's in his
comedy "The Self-Tormentor" that you'll find what may be the
golden rule of cosmopolitanism - Homo sum: humani nil a me
alienum puto; "I am human: nothing human is alien to me." The
context is illuminating. A busybody farmer named Chremes is
told by his neighbor to mind his own affairs; the homo sum
credo is Chremes's breezy rejoinder. It isn't meant to be an
ordinance from on high; it's just the case for gossip. Then again,
gossip - the fascination people have for the small doings of
other people - has been a powerful force for conversation among
cultures.
The ideal of contamination has few exponents more eloquent
than Salman Rushdie, who has insisted that the novel that
occasioned his fatwa "celebrates hybridity, impurity,
intermingling, the transformation that comes of new and
unexpected combinations of human beings, cultures, ideas,
politics, movies, songs. It rejoices in mongrelisation and fears
the absolutism of the Pure. Mélange, hotch-potch, a bit of this
and a bit of that is how newness enters the world." No doubt
there can be an easy and spurious utopianism of "mixture," as
there is of "purity" or "authenticity." And yet the larger human
truth is on the side of contamination - that endless process of
imitation and revision. A tenable global ethics has to temper a
respect for difference with a respect for the freedom of actual
human beings to make their own choices.
That's why cosmopolitans don't insist that everyone become
cosmopolitan. They know they don't have all the answers.
They're humble enough to think that they might learn from
strangers; not too humble to think that strangers can't learn from
them. Few remember what Chremes says after his "I am human"
line, but it is equally suggestive: "If you're right, I'll do what
you do. If you're wrong, I'll set you straight."