Syllabus Human and Tutorial Assignments - 1366 Words

Syllabus Introduction to Anthropology: Becoming Human (ANT A01 H3Y) Summer 2013 Instructor: Dr. Joyce Parga; Email: j.parga@utoronto.ca Office hours: Tuesdays Thursdays 3-4 pm (or by appointment); Office: MW 382 Lecture meeting times and location: Tuesdays 1-3 pm in SW 319 Tutorials (labs): 5 Tuesdays across the semester during your 1-hr tutorial section in MW 329 Tutorial TA: Dejana Nikitovic; Email: dejana.nikitovic@mail.utoronto.ca; Office: MW 343 (Note: Tutorials begin in Week 3 on Tuesday May 21. See Tutorial Schedule at end of syllabus.) Course Description: This course will provide a basic introduction to Evolutionary Anthropology and Archaeology, aimed at students with no background in either field. Prerequisites: None†¦show more content†¦Normally, students will be required to submit their course essays to Turnitin.com for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in the Turnitin.com reference database, where they will be used solely for the purpose of detecting plagiarism. The terms that apply to the University s use of the Turnitin.com service are described on the Turnitin.com web site. Students unwilling to submit their papers to Turnitin.com must inform Dr. Parga of that fact at least 1 month before the essay deadline. In that case, students will be required to submit copies of their working notes for their paper, and answer questions on their sources. Essay extensions WILL NOT be granted unless you have a valid reason as determined by the instructor (e.g., an illness that is documented with a doctor s certificate). Late submissions will accrue a penalty of 5% per day. There is no maximum penalty (i.e., after 20 days a penalty of 100% will be imposed). Students must submit a hard copy of their essay. If a hard copy is not received, students will receive a grade of 0% on their essay, even if they have submitted an electronic version of their paper through Turnitin. Final exam: There will be a final exam held in t he August ExamShow MoreRelatedMba 520 Syllabus1576 Words   |  7 PagesMBA/520 Transformational Leadership Course Syllabus University of Phoenix MBA520 ________________________________________ Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered to be the ruling document. GENERAL COURSE INFORMATION COURSE NUMBER: MBA/520 COURSE TITLE: Transformational Leadership COURSE START DATE: 1 March 2007 COURSE END DATE: 5 April 2007 COURSE LOCATION:Read MoreBIOS275 Application Paper Assignments A649 Words   |  3 Pagesï » ¿BIOS275 Pharmacology and Medical Treatment Application Paper Assignments and Grading Rubric Relating course content to the current health care environment is an integral part of your learning. Two (2) application papers are required in this course. These short papers will give you the opportunity to apply course content. They should be approximately 500 words in length each (2 pages). The topics for these two papers are noted below. Refer to at least one outside source in addition to your textRead MoreAdult Learning: Malcolm Knowles Essay1065 Words   |  5 Pageshandwritten handout that could barely be read on how to set up a notebook for the course, how to use the course textbook and how to complete the weekly assignments. During class sessions the instructor never explained the illegible handwritten note even after several students said they could not read it. Next, she read the entire generic syllabus that assumed that we knew the content already. To add insult, the instructor, quizzes and tests were not consistent and lesson sequencing and grading scalesRead MoreEssay On Blended Teaching772 Words   |  4 Pagesactivities were mostly conducted in the classroom, such as group discussions and exercises, oral presentations, role-play, diagram drawing and mind mapping. The online activities were mainly forum discussions and responding to YouTube videos, onlin e tutorials and online quizzes (please refer to pages 7 to 9 and Table S1 for more details). The Big Five used in this research is for late childhood and adolescence. A recent meta-analysis of longitudinal studies on personality change (Roberts, Walton, ViechtbauerRead MoreEssay1805 Words   |  8 Pages | | |HRM - 531 | | |Human Capital Management | | | | |Campus: WEST LOOP LEARNING CENTER Read MoreGen 4804604 Words   |  19 Pagestrademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices. Course Syllabus Course Title: GEN 480 Interdisciplinary Capstone Course BSBM.04-08.BSMB0533A Course Schedule: 04/08/08 to 05/12/08 Required Text: Paul, R., Elder, L., (2002), Critical thinking: Tools for taking charge of your professional and personal lifeRead MoreSelf-Assessment and Reflection of a Visual Learner1693 Words   |  7 Pagesalmost three weeks’ experience in an online learning environment. These last few weeks flew by, and I feel relief knowing that I made it this far. When I assess my performance, I feel very proud of myself. Quite frankly, I expected worse. I used this assignment to uncover the reasons behind opposite results obtained through two similar modes of instruction supporting visual learners. I also determined if my learning style was a factor in this successful three-week period and if so, in what ways. The Search Read MoreHcs 3202178 Words   |  9 Pages|[pic] |Course Syllabus | | |College of Natural Sciences | | |HCS/320 Version 3 | | Read MoreSci 275 Couse Syllabus1980 Words   |  8 PagesI 275Course Design Guide SCI/275 Version 5 1 Syllabus Axia College/College of Natural Sciences SCI/275 Version 5 Environmental Science Copyright  © 2010, 2009, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course focuses on the causes of, impacts of, and solutions to environmental issues. Students identify global environmental issues as well as develop and critique environmental action plans. Topics include ecosystems, energy, populations, resourcesRead MoreMpo Assignent Guideline4611 Words   |  19 Pages21129 MANAGING PEOPLE ORGANISATIONS ASSESSMENT GUIDELINES AND MARKING CRITERIA 1 CONTACT DETAILS FOR QUERIES Query Tutorial readings, marking guidelines, feedback, appeals, remarking, assessment extensions (one week from assessment submission date) Tutorial allocations, remarking (only after first consulting with the tutor), appeals (if it is an extension over one week), Special considerations, exam rescheduling and any other unresolved MPO queries Name Your tutor Email

Dogeaters by Jessica Hagedorn - 3664 Words

Dogeaters is Jessica Hagedorn’s first novel. The author returned to her native Philippines in 1988 to write the work, and it was published in 1990 when it received the American Book Award from the Before Columbus Foundation. The novel reflects the eclectic life of its author whose experiences have included acting, singing, songwriting, and writing poetry, drama, and fiction. For the most part, Dogeaters has been well received by critics and scholars who commend its experimental nature and innovative writing style. Jessica Hagedorn is a well-respected post-colonial author whose works present gender, social, and cultural themes. Dogeaters is considered one of the most widely studied novels about the Philippines and is an important example of†¦show more content†¦By including marginalized and alienated characters of Manila’s subcultures (pimps, whores, sex workers, transvestites, sexual deviants), the novel comes very close to being pornographic in parts. The lang uage and sexual situations are graphic, perverted, and offensive, so educators are cautioned to carefully consider the appropriateness of this novel for teaching purposes. Although the major theme of the novel is the evils of colonialism, unlike many Diasporic writers, the United States is not Hagedorn’s only villain. The characters and the Philippine nation are guilty of victimizing themselves. While they may dream of escaping from a country where they can only passively watch to see what will happen, few actually do escape. Hagedorn explains that like Rio, she left the Philippines and â€Å"settled in the country of my oppressor† because the U.S. is a â€Å"country that allows you to reinvent yourself,† whereas in the Philippines, people can become trapped by politics, culture and money. Hagedorn has the same love/hate conflict that many Filipinos in Diaspora feel towards their country. In the introduction to her collection of poetry Danger and Beauty, Hagedorn explains that her work is a â€Å"love letter to my motherland: a fact and a fiction borne of rage, shame, pride.† Dogeaters | Introduction Dogeaters is a political and historical tale of the Philippines, enacted on a worldShow MoreRelatedEssay on Asian American1356 Words   |  6 Pagesand in Dogeaters, by Jessica Hagedorn, where many of the characters cease to acknowledge their own identity by living vicariously through movies, music and other American influences. In this essay, I will compare and contrast the portrayals of this self-hatred, and analyze how America influences it. I will also discuss resolutions, or escapes that these characters use to counteract this self-hatred. Self-hatred of the Filipino heritage is demonstrated throughout the novel Dogeaters, whichRead MoreList of Filipino Novels2107 Words   |  9 PagesBenipayo, 1956. [LITERARY FICTION] __________. Winds of April. U.P., 1998. [LITERARY FICTION] Gourlay, Candy. Tall Story. David Fickling Books, 2010. [YOUNG ADULT FICTION] Groyon, Vicente Garcia. Sky Over Dimas. DLSU, 2003. [LITERARY FICTION] Hagedorn, Jessica. Dogeaters. Pantheon, 1990. [HISTORICAL/LITERARY FICTION] __________. Dream Jungle. Viking Books, 2003. [HISTORICAL/LITERARY FICTION] __________. Gangster of Love. Houghton Mifflin, 1996. [LITERARY FICTION] Hermoso, Elizabeth. The Chair. Cellar, 1991

A Student Nurse During Clinical Placement †Myassignmenthelp.Com

Question: Discuss About The A Student Nurse During Clinical Placement? Answer Introduction Nursing students requires quality clinical experience so as to enable them to be well conversant with the real practical work environment. Every students desire is to be placed in a supportive and pedagogical clinical environment. Placements are meant to help students correlate real life situations with classroom theories. This research is based on the findings of expectations of clinical students placement in the common areas like: outpatient unit, emergency unit and paramedicine unit. Clinical placements for nursing students are important in many respects and characterized as an irreplaceable component of nursing education (Tanner, 2006). Student nurses are assigned legal practitioners to mentor them. The mentors are approved practitioners. This approval is done by regulatory bodies like, the Nursing and Midwifery Council (NMC). The responsibility of all the registered practitioners is outlined in the Code of Professional Conduct. Perceptions of clinical placements vary according to the area a student nurse is placed. The NMC dictates that the nursing course is built on 50% theory, and 50% clinical placements thus ensuring that students gain an opportunity to gain experience in a range of clinical setting (Nursing and Midwifery Council, 2008).The reviews of a few journals show that some of the students perceived the placements to be tedious with long working hours, anxiety issues due to new environment and inferiority as they were new to the practice field. The issue of preparedness varied among student nurses in their various placement units. Some feared making mistakes while handling the patients. It is evident that clinical students have both positive and negative perceptions of their placements in the real practical work environment. These perceptions can be improved through preparedness from their various learning institutions (Andrews and Chilton 2000). Opportunities should be provided to students to enhance their knowledge and skills through lab researching. The practitioners should also be more understanding to new students to enable them blend in well in the new environment. Methodology and data collection There were four consecutive groups from different placement clinical environments with an aim of sampling 20 clinical students. The data was mainly collected through audiotaped interviews and use of questionnaires (Andrews and Chilton 2000). Ethical approval The study was approved and followed the principles of the declaration of La Trobe University Human Research Ethics Committee. The informants were informed of the purpose of the research before it took place and there were allowed to either agree or disagree to participate (Foster, Ooms, and Marks-Maran 2014)). There was an informed written consent distributed to all willing students. Research schedule It was scheduled to take place in the evening when the clinical students were done with their training session in their respective placement units. Validity, reliability From the analyzed data, it was found that the main areas of concern were; preparations for clinical placement, mentorship, communication breakdown between the learning institutes and clinical supervisors and readiness for practice (Foster, Ooms, and Marks-Maran 2014). Data analysis It was conducted through content analysis of the interviews and review of the questionnaires. Barriers to research Time was the main obstacle to actualize this research, it was difficult to collect data at once since the student nurses worked with shifts. Sharing of research findings The findings wont be shared because the samples were few and also for confidentiality purposes. References Andrews, M and Chilton, F 2000, Students and Mentor Perceptions of Mentoring Effectiveness, Nurse Education Today, 20 (7) pp. 555-562 English National Board for Nursing, midwifery and Health Visiting and Department of Health 2008, preparation of mentors and teachers A new framework of guidance. Australia: HSE Books. Foster, H Ooms, A and Marks-Maran, D 2014, Nursing Students Expectations and Experiences of Mentorship, Nurse Education Today. 35 (1) 18-24 Tanner, C 2006, The next transformation: clinical education. Journal of Nursing Education.; 45:99-10

NORTH KOREAAAAAAAAAA Essays (227 words) - North Korea, Republics

Caleb Ratliff Williams Mass Communications 21 November 2017 Op-ed How Prepared Is North Korea? The threat of North Korea is something we should be ready for, or that is what we have thought. North Korea is a communist country led by Kim Jong Un where he has total control. He gets to decide the fate and history of each of his citizens. This leads to him believing that he can defeat the United States and the UN with help from some of their neighbors. The last test launch that the United States knows about led to a burnout of the missile and exploded in midair. North Korea's technology is not up to date because of their closed economy North Korea has frequent blackouts, fires, and internet loss. North Korea is dying, and the only thing that keeps it alive is that the citizens are oppressed and closed off from the world. They believe that their leader has made amazing things happen where in real life he has done nothing. This country believes that they can take out a faction that let them live all those years ago. If there was a nuke that came all the way over to the Un ited States, North Korea would not be shown mercy again.

Graph Theory Essay Example

Graph Theory Essay Graphs Graph:- A graph consists of a nonempty set of points or vertices, and a set of edges that link together the vertices. A simple real world example of a graph would be your house and the corner store. Where the house and the store are the vertices and the road between them is the edge connecting the two vertices. Or a graph is a network consisting of vertices (or nodes) and edges (V,E) Simple Graph A graph can take on many forms: directed or undirected. Directed Graph:- A directed graph is one in which the direction of any given edge is defined. Or A graph with directed edges = directed graph (digraph) Directed edges = arcs Directed Graph Undirected Graph:- An undirected graph is one in which the direction of any given edge is not defined. Conversely, in an undirected graph you can move in both directions between vertices. Or a graph with undirected edges is called undirected graph. Undirected graph Mixed Graph:- A graph is one in which contains both directed and undirected edges. Mixed Graph Null Graph: A null graph is one that contains only isolated vertices (example no edges). Null Graph Connected graph:- All vertices are directly or indirectly connected with ach other (otherwise we have a graph, consisting of at least two sub graphs). Connected Graph Complete graph:- Each vertex is directly connected with every other vertex. Or a simple graph in which every pair of vertices is adjacent. Complete Graph Weighted Graph:- The edges can also be weighted or unweighted. So a weighted graph is a graph in which number (weight) i s assigned to each edge. Sub graph:- (V? ;E? ), V V, E E (V,E) = ( { A,B,C,D}; {(A,B),(A,C),(C,B),(D,A),(D,C)} ) (V;E) = ( { A,B,C}; {(A,B),(A,C),(C,B)} ) Hamiltonian graph:- Graph that contains a Hamiltonian cycle We will write a custom essay sample on Graph Theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Graph Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Graph Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Hamiltonian cycle:- Cycle in graph such that all vertices of the graph are vertices of the cycle Hamiltonian graph Hamiltonian Cycle Eulerian tour:- Cycle that contains every edge of the graph. Does an Eulerian tour always exists? Paths Path:- Is a sequence of adjoining edges (open walk), where no edge and no vertex is repeated Or a path through a graph is a traversal of consecutive vertices along a sequence of edges. The vertex at the end of one edge in the sequence must also be the vertex at the beginning of the next edge in the sequence The vertices that begin and end the path are termed the initial vertex and terminal vertex. Path length:- The length of the path is the number of edges that are traversed along the path. the length of the path in above example is 5. cycle:- is a path in which the initial vertex of the path is also the terminal vertex of the path. Walks walk :- is an alternating sequence of vertices and edges, beginning and ending with a vertex, where each vertex is incident to both the edge that precedes it and the edge that follows it in the sequence, and where the vertices that precede and follow an edge are the end vertices of that edge. Open Walk:- A walk is open if its first and last vertices are different. Note:- A path referred to what is now usually known as an open walk. Closed Walk:- A walk is closed if its first and last vertices are the same, and open if they are different. Note:- A cycle traditionally referred to any closed walk. Walk Length:- The length l of a walk is the number of edges that it uses. For an open walk, l = n–1, where n is the number of vertices visited (a vertex is counted each time it is visited). For a closed walk, l = n (the start/end vertex is listed twice, but is not counted twice). In the example graph, (1, 2, 5, 1, 2, 3) is an open walk with length 5, and (4, 5, 2, 1, 5, 4) is a closed walk of length 5. Forest:- Graph without cycles – not necessarily connected. Trees Tree:- Is a connected graph, where exactly one path from every vertex to any other one exists A tree with n vertices always has n–1 edges! Spanning tree:- is a subgraph of G, is a tree, and contains all the vertices of G Every connected graph contains a spanning tree. Connected Graph Spanning Trees Minimum spanning tree:- is a spanning tree, but has weights or lengths associated with the edges, and the total weight of the tree (the sum of the weights of its edges) is at a minimum. Weighted Graph Minimum Spanning Tree Rooted tree:- Directed tree with a distinguished vertex, called the root, from which a directed path to every other vertex exists Depth:- of a rooted tree = max length of a path to the end node Rooted Tree

The History of the European Union

The History of the European Union The European Union (EU) was created by the Maastricht Treaty on Nov.  1, 1993. Its a political and economic union between European countries that sets policies concerning the members’ economies, societies, laws, and, to some extent, security. To some, the EU is an overblown bureaucracy that  drains money and compromises the power of sovereign states. For others, its the best way to meet challenges smaller nations might struggle with- such as economic growth and negotiations with larger nations- and worth surrendering some sovereignty to achieve. Despite many years of integration, opposition remains strong, but states have acted pragmatically, at times, to sustain  the union. Origins of the EU The EU  wasnt created in one go by the Maastricht Treaty  but was the result of gradual integration since 1945. The success of one level of union gave confidence and impetus for a next level. In this way, the EU can be said to have been formed by the demands of its member nations. The end of World War II  left Europe divided between the communist, Soviet-dominated eastern bloc and the largely democratic western nations. There were fears over what direction a rebuilt Germany would take. In the West, thoughts of a federal European union re-emerged with hopes of binding Germany into pan-European democratic institutions to the extent that it, or any other allied European nation, wouldn’t be able to start a new war and would resist the expansion of the communist East. The First Union: the ECSC Europe’s post-war nations weren’t just seeking  peace; they were also after solutions to economic problems, such as raw materials being in one country and the industry to process them in another. War had left Europe exhausted, with industry greatly damaged and defenses possibly unable to stop Russia. Six neighboring countries agreed in The Treaty of Paris to form an area of free trade for several key resources, including coal, steel, and iron ore, chosen for their role in industry and the military. This body was called the European Coal and Steel Community and involved Germany, Belgium, France, Holland, Italy, and Luxembourg. It began on July 23, 1952, and ended on July 23, 2002, replaced by further unions. France had suggested the ECSC to control Germany and to rebuild industry. Germany wanted to become an equal player in Europe again and rebuild its reputation, as did Italy, while the others hoped for growth and feared being left behind. France, afraid Britain would try to quash the plan, didn’t include it in initial discussions. Britain stayed out, wary of giving up power and content with the economic potential offered by the Commonwealth. A group of supranational (a level of governance above nation states) bodies was created  to manage the ECSC: a council of ministers, a common assembly, a high authority, and a court of justice to legislate, develop ideas, and resolve disputes. The later EU  would emerge  from these key bodies, a process that some of the ECSC’s creators had envisaged, as they explicitly stated creation of a federal Europe as their long-term goal. The European Economic Community A false step was taken in the mid-1950s when a proposed  European defense community among the ESSC’s six states was drawn up. It called for a joint army to be controlled by a new supranational defense minister. The initiative was rejected after France’s National Assembly voted it down. However, the success of the ECSC led to the members signing two new treaties in 1957, both called the treaty of Rome. This created the European Atomic Energy Community (Euratom), which was to pool knowledge of atomic energy, and the European Economic Community (EEC), with a common market among the members with no tariffs or impediments to the flow of labor and goods. It aimed to continue economic growth and avoid the protectionist policies of pre-war Europe. By 1970 trade within the common market had increased fivefold. Also created was the Common Agricultural Policy (CAP) to boost members farming and an end to monopolies. The CAP, which wasn’t based on a common market but on government subsidies to support local farmers, has become one of the most controversial EU policies.​ Like the ECSC, the EEC created several supranational bodies: a council of ministers to make decisions, a common assembly (called the European Parliament from 1962) to give advice, a court that could overrule member states, and a commission to put the policy into effect. The 1965 Brussels Treaty merged the commissions of the EEC, ECSC, and Euratom to create a joint, permanent civil service. Development A late 1960s power struggle established the need for unanimous agreements on key decisions, effectively giving member states a veto. It has been argued that this slowed union by two decades. Over the 70s and 80s, membership in the EEC expanded, allowing Denmark, Ireland, and the UK in 1973, Greece in 1981, and Portugal and Spain in 1986. Britain had changed its mind after seeing its economic growth lag behind the EECs, and after America indicated it would support Britain as a rival voice in the EEC to France and Germany. Ireland and Denmark, heavily dependent upon the UK economy, followed it in to keep pace and attempt to develop themselves away from Britain. Norway applied at the same time but withdrew after a referendum   failed. Meanwhile, member states began to see European integration as a way to balance the influence of Russia and America. Breakup? On June 23, 2016, the United Kingdom voted to leave the EU and become the first member state to use a previously untouched release clause. As of 2016, there were 27 countries in the European Union (with year of joining): Austria (1995)Belgium (1957)Bulgaria (2007)Croatia (2013)Cyprus  (2004)Czech Republic (2004)Denmark (1973)Estonia  (2004)Finland  (1995)France  (1957)Germany  (1957)Greece (1981)Hungary  (2004)Ireland  (1973)Italy  (1957)Latvia  (2004)Lithuania  (2004)Luxembourg  (1957)Malta  (2004)The Netherlands  (1957)Poland  (2004)Portugal  (1986)Romania (2007)Slovakia  (2004)Slovenia  (2004)Spain (1986)Sweden  (1995) The development of the EU  slowed in the 70s, frustrating federalists who sometimes refer to it as a dark age. Attempts to create an economic and monetary union were drawn up but derailed by the declining international economy. However, impetus returned by the 80s, partly because of fears that Reagan’s U.S. was moving away from Europe and preventing EEC members from forming links with  Communist countries  in an attempt to slowly bring them back into the democratic fold. Foreign policy became an area for consultation and group action. Other funds and bodies were created including the European Monetary System in 1979 and methods of giving grants to underdeveloped areas. In 1987 the Single European Act (SEA) evolved the EEC’s role a step further. Now European Parliament members were given the ability to vote on legislation and issues, with the number of votes dependent on each member’s population. The Maastricht Treaty and the European Union On Feb.  7, 1992, European integration moved another step further when the Treaty on European Union,   known as the Maastricht Treaty, was signed. This came into force on Nov. 1, 1993, and changed the EEC into the newly named European Union. The change broadened the work of the supranational bodies based around three â€Å"pillars†: the European Communities, giving more power to the European parliament; a common security/foreign policy; and involvement in the domestic affairs of member nations on â€Å"justice and home affairs.† In practice, and to pass the mandatory unanimous vote, these were all compromises away from the unified ideal. The EU also set guidelines for creation of a single currency, although when this was introduced in 1999 three nations opted out and one failed to meet the required targets. Currency and economic reform were now being driven largely by the fact that the U.S. and Japanese economies were growing faster than Europe’s, especially after expanding quickly into the new developments in electronics. There were objections from poorer member nations, which wanted more money from the union, and larger nations, which wanted to pay less; a compromise was eventually reached. One planned side effect of the closer economic union and the creation of a single market was the greater co-operation in social policy that would have to occur as a result. The Maastricht Treaty also formalized the concept of EU citizenship, allowing any individual from an EU nation to run for office in their government, which was also changed to promote decision-making. Perhaps most controversially, the EU’s entrance into domestic and legal matters- which produced the Human Rights Act and overrode many member states’ local laws- produced rules relating to free movement within the EU’s borders, leading to paranoia about mass migrations from poorer EU nations to richer ones. More areas of members’ government were affected than ever before, and the bureaucracy expanded. The Maastricht Treaty faced heavy opposition, only narrowly passing in France and forcing  a vote in the UK. Further Enlargements In 1995 Sweden, Austria, and Finland joined, while in 1999 the Treaty of Amsterdam came into effect, bringing employment, working and living conditions, and other social and legal issues into the EU. By then Europe was facing great changes caused by the collapse of the Soviet dominated East and the emergence of economically weakened but newly democratic eastern nations. The 2001 Treaty of Nice tried to prepare for this, and a number of states entered into special agreements in which they initially joined parts of the EU system, such as the free trade zones. There were discussions over streamlining voting and modifying the CAP, especially as Eastern Europe had a much higher percentage of the population involved in agriculture than the West, but in the end financial worries prevented change. While there was opposition,  10 nations joined in 2004 and two in 2007. By this time there had been agreements to apply majority voting to more issues, but national vetoes remained on tax, security, and other issues. Worries over international crime, as criminals had formed effective cross-border organizations, were now acting as an impetus. The Lisbon Treaty The EU’s level of integration is unmatched in the modern world. Some want to move it closer still, though many don’t. The Convention on the Future of Europe was created in 2002 to write an EU constitution. The draft, signed in 2004, aimed to install a permanent EU president, a foreign minister, and a charter of rights. It would have also allowed the EU to make many more decisions instead of the heads’ of the individual members. It was rejected in 2005, when France and the Netherlands failed to ratify it and before other EU members got the chance to vote. An amended work, the Lisbon Treaty, still aimed to install an EU president and foreign minister, as well as expand the EU’s legal powers, but only through developing the existing bodies. This was signed in 2007 but initially rejected, this time by voters in Ireland. However, in 2009 Irish voters passed the treaty, many concerned about the economic effects of saying no. By the winter of 2009 all 27 EU states had ratified the process, and it took effect. Herman Van Rompuy, at that time Belgium prime minister, became the first president of the European Council, and Britain’s Baroness Catherine Ashton became high representative for foreign affairs. There remained many political opposition parties- and politicians in the ruling parties- that opposed the treaty, and the EU remains a divisive issue in the politics of all member nations.

The Origin Of Negro Slavery Essay Example | Topics and Well Written Essays - 750 words

The Origin Of Negro Slavery - Essay Example In this the east went to Portugal and the west to Spain. After this partition, England responded by Cabot's voyage to North America in 1497. Francis 1 of France celebrated this partition. Denmark and East Indies opposed the pope's decision. Even Sir William Cecil the Elizabethan statesman denied the pope's ruling. England, France, and even Holland began to challenge the Iberian Axis and claimed their place in the sun. Adam Smith says that the British colonial possessions were of two types. First the self sufficient and diversified economy of small farmers which included the Northern colonies of the American mainland and second type were that colony which could produce on large scale for an export market which included the tobacco colonies and sugar islands of the Caribbean. Caribbean colonies had no choice but to adopt slavery as it was coming on from the Georgian history. Adam Smith later propagates that slavery was also due to pride and love of power that the master had through slavery. It was also known that to hire free labor was more profitable as Slave labor was given reluctantly, it was unskillful, it lacked versatility. But slavery at that time was not chosen out of choice but there was no other choice besides it. Therefore Slavery was necessary, and to get slaves the Europeans turned first to the [Caribindian] aborigines and then to Africa. In Caribbean colonies where sugar and t... Though slavery was alien to scientific farming and crop rotation. Indentured servants were not forthcoming to the West Indies in sufficient quantities to replace those who had served their term. On the plantations, escape was easy for the white servant; less easy for the Negro who, if freed, tended, in self-defense, to stay in his locality where he was well known and less likely to be apprehended as a vagrant or a runaway slave. The servant expected land at the end of his contract; the Negro, in a strange environment, conspicuous by his color and features, and ignorant of the white man's language and ways, could be kept permanently divorced from the land. Racial differences made it easier to justify and rationalize Negro slavery, to exact the mechanical obedience of a plough-ox or a cart-horse, to demand that resignation and that complete moral and intellectual subjection which alone make slave labor possible. Finally, and this was the decisive factor, the Negro slave was cheaper. Kidnapping in Africa was less difficult then England, therefore when slaves stopped coming themselves they were kidnapped. Captains and ships had the experience of the one trade to guide them in the other. Bristol, the center of the servant trade, became one of the centers of the slave trade. Capital accumulated from the one financed the other. White servitude was the historic base upon which Negro slavery was constructed. This is how the Negro slavery started. It was not due to racial factors but the cheapness of labor. Negro slavery, thus, had nothing to do with climate. Its origin can be expressed in three words: in the Caribbean, Sugar; on the mainland, Tobacco and Cotton. A change in the economic structure produced a corresponding change in the labor supply. The fundamental