Discussion Essay Example | Topics and Well Written Essays - 1000 words - 6

Discussion - Essay Example For instance, the atmosphere in the South and the way Southern rich people lived. They were careless and happy and they were living in the world they understood well. They knew that their wealth was based on their slaves’ labor. They also saw nothing wrong about the order established. Slaves were seen as property and they served their masters well. The movie does not provide explicit information on the factors that caused the start of the Civil War. However, the atmosphere is revealed perfectly well. Southerners wanted to defend the life they were accustomed to and the world order that had been established. Young people were fascinated by the idea of having the war, and they gladly joined the army. The atmosphere at Scarlett’s house during the party shows this enthusiasm. The overall support of the war is also seen when the charity ball is depicted. Men and women gladly donated, as they believed that the war was the right cause. It is noteworthy that during one of his lectures, Dr. Foner stresses that war cannot be romanticized as it is horrible and ugly. It is associated with death and destruction. The film provides a lively picture of such statements. Scarlett decides to go back to Tara and she is fleeing a deserted city. She also has to move across a battle field where corpses are still there. The horrible picture of war is provided. As for bias, it is necessary to note that the book (the film is based on Margaret Mitchell’s novel) was written by a white wealthy Southern female who lived during the time of segregation. The film was produced in 1939. Clearly, at that time, voices of African Americans were hardly heard. Thus, no hardships of slaves are depicted. The protagonists are all kind to their slaves. Of course, they still make it clear that they are in charge and their slaves do not know anything about the way things should be going. All slaves express support of their masters and seem to be happy with the

The Importance of Sex Education in Todays Schools Essay Example for Free

The Importance of Sex Education in Todays Schools Essay What did you learn about in school today honey? Oh, we did some proofs in Geometry, practiced past tense verbs in Spanish, and learned about sexually transmitted diseases in Health class. Suddenly, all goes silent, and the subject is quickly changed to something else. One of the most controversial issues facing todays schools is whether or not sexual education, or sex ed, should continue to be taught to children. On one hand, some argue that it should, because children need to be properly educated on this topic and the potential consequences that can result from it. However, many others oppose this viewpoint, arguing that sex ed is a personal subject for parents to discuss with their children, and therefore does not belong in an academic setting. While both of these viewpoints have their strengths as well as their limitations, it is extremely important for sex ed to continue to be taught in todays schools. Not only will students be properly educated on how to prevent negative sexual outcomes, such as sexually transmitted diseases (STDs) and unintended pregnancies, but also on the wide range of topics related to sexual health, such as communication, relationships, and decision-making. Overall, sex education has both physical as well as emotional benefits for school-aged children. Of course, there are several reasonable objections to sexuality education curriculum being taught in todays schools. First, it is argued that  sexuality is an inappropriate topic to be taught in schools, for schools are a place to learn typical academic subjects such as Math, Science, or English. In addition, those who are against sex ed assert that sex is a personal matter and should only be taught to children by their parents. In other words, it is the parents responsibility to provide sexuality education for their own children (Goldman 5). This would be a reasonable point to make. After all, parents are the first and most readily accessible of all the teachers from whom children learn (Goldman 6). Further, children consistently report that they want to receive information from their parents regarding sex (Goldman 6), suggesting that they would rather learn about sexual activity from their parents than from teachers. Finally, opponents of sexuality education curriculum argue that teaching this topic in schools essentially condones teenage sex, and thus will result in more teens engaging in sexual activity. However, these opposing positions have their limitations. Researchers point out that sex ed is after all, an academic subject, so it is appropriate that it is included in schools curriculum (Hamilton, Sanders, and Anderman 3). Sex ed is not a class taught on its own, but rather a component of schools health classes. The problem is, people mistakenly believe that sex ed only refers to sexual behavior, such as sexual intercourse, and not the full array of topics that comprise sexuality (Implementing, par. 4). These topics include information on:  abstinence, body image, contraception, gender, human growth and development, human reproduction, pregnancy, relationships, safer sex (prevention of sexually transmitted infections), sexual attitudes and values, sexual anatomy and physiology, sexual behavior, sexual health, sexual orientation, and sexual pleasure. (Implementing, par. 4) From this information, it can be concluded that sex ed does not just discuss sexual activity as critics claim. Rather, it teaches students about several important life topics regarding sexual health and human relationships. The argument that parents should be the sole educators on sexuality has its  limitations as well. The fact is, not all parents are talking to their children about sex. A nationally representative survey commissioned by the Planned Parenthood Federation of America (PPFA) and the Center for Latino Adolescent and Family Health (CLAFH) revealed that 57% of parents either feel only slightly comfortable or uncomfortable talking to their children about sex and sexual health (Parents, par. 6). Also, additional research has shown that many parents do not provide relevant, timely, developmentally appropriate or even enough sexuality education for their own children, and the education they do provide is perceived by their children as infrequent and of poor quality (Goldman 6). So even if parents are talking to their children about sex, they may not be giving their children a proper or complete education. A study conducted on the salience and utility of school sexuality education for young men found that for most young men, school sex education appeared to be the only substantive source of information they had received on sexual matters (Goldman 8). Finally, if parents really feel that they are the best educators regarding sexuality and do not want schools teaching their children this topic, they have the right to pull their children out of the program. According to the California Department of Education, the law recognizes that parents have the ultimate responsibility for teaching their children about human sexuality and may choose to withdraw their children from this instruction (California Department of Education #15). Schools are required to notify parents at the beginning of the school year about planned comprehensive sexual health education and HIV/AIDS prevention education and give parents the opportunity to review materials as well as the opportunity to request in writing that their child not participate in the instruction (California Department of Education #15). In closing, sexual education is a vital component in todays academic curriculum, for it may be the only source from which some children receive accurate information regarding sexual health. Finally, there is the false belief that providing comprehensive sexual education in schools endorses sexual activity and will lead to more teenagers having sex. However, research shows just the opposite: knowledge of sexuality is much more likely to lead to informed decision making, delayed sexual intercourse, responsible interpersonal behavior, and  self-protection strategies (Goldman 7). In addition, a study that examined sex education in California public schools revealed that curriculum-based, comprehensive sexuality education, which involves instruction that includes a focus on abstinence, as well as inclusive information about contraception and sexually transmitted diseases, has been shown to delay sexual activity (Combellick and Brindis 3). The belief that teaching children about sexual education endorses premarital sex is erroneous because school-based sex education has been shown to delay, rather than hasten, the onset of sexual activity (Goldman 7). It can now be seen tha t these three common objections to sexual education curriculum being included in todays schools have their limitations. Comprehensive sexual education programs can greatly benefit school-aged children. With this curriculum in place, children will receive a complete education on the risks associated with sex, such as sexually transmitted diseases (STDs) and unintentional pregnancies, and how to avoid these outcomes. This knowledge has been shown to decrease the number of unintentional teenage pregnancies as well as STDs. One study revealed that teenagers who received a comprehensive sex education were significantly less likely to report a teen pregnancy compared to those who received no sex education (Kohler, Manhart, and Lafferty). According to the Sexuality Information and Education Council of the United States (SIECUS), this likelihood is about 50 percent lower, a tremendous finding. In addition, school-based sex education efficiently reduces the incidence of negative sexual outcomes as well as increases teenagers intentions to adopt safer sex behaviors (Kumar, Lim, Langford, Seabrook, Speechley, and Linch; Goldman 7). Thus, sexual education programs can play a tremendous role in reducing the number of teenage pregnancies and STD cases. In addition, sex education programs are necessary in todays schools because children are undergoing sexual development at much younger ages than in previous generations. Over the past decade or so, the age at which children start puberty has gone down considerably. According to WebMD.com, American boys are starting puberty at an average age of ten; two years earlier than the average age from twenty years ago (DeNoon par. 1). Similarly, girls tend  to start puberty around age eleven, but some can start as young as eight or nine years old (Watson). With the onset of puberty, children undergo many hormonal and physical changes that they may not fully understand without proper instruction. Furthermore, adolescence, defined as the ages between 10 and 19 years (Goldman 4), is a crucial stage in sexual development as well as for learning about healthy sexuality (Kumar; Goldman 20). In Goldmans study, surveyed children viewed puberty and its implications for the maturation of human development as a major part of their body, self-identity, and social and interpersonal norms (20). In other words, children are aware of the important role puberty plays in their physical, emotional, and social development. Thus, sexual education should remain a part of todays schools curriculum, so children will continue to be fully educated on the rapid physical and emotional changes they are undergoing. However, as is the case with all arguments, this position has its limitations. Students being educated about sexuality at school may feel like they do not need to discuss this topic with their parents. As a result, sexual education programs could indirectly discourage students from talking to their parents about sex. Additionally, even if schools are teaching comprehensive sexual education programs, some students may not retain all of the information they receive. One study found that a majority of the surveyed adolescents demonstrated significant gaps in sexual knowledge even though they had successfully completed their high school sex ed requirements (Kumar et al.). Finally, despite the fact that 22 states require public schools to teach sex ed, the United States still has the highest teen birth rate in the industrialized world: three out of ten girls in the U.S. will become pregnant at least once before their 20th birthday (State). In addition, about nine million cases of STDs occur among teenagers and young adults in the United States every year (Weinstock) even though 33 states require HIV/AIDS instruction in schools (State). However, these limitations do not take into account that 28 U.S. states do not require sexual education to be taught in public schools. As a result, not all students are receiving a complete education on sexuality, which includes instruction on how to prevent pregnancies and STDs. After all, only  about five percent of young people in the United States get a complete and comprehensive sexuality education (Goldman 19). In addition, only 14% of school districts in the U.S. permit comprehensive sexuality education to be offered to students (Goldman 15). Therefore, the high number of teen pregnancies and STD cases in the U.S. could be attributed to a lack of comprehensive sex education programs, not an overabundance of them. Overall, sexual education programs are an integral component of school-aged childrens academic curriculum, as much as the public has come to realize. More than 90% of parents of junior high and high school students believe that it is important for sex ed to be taught in the classroom (Facts #10). Moreover, teachers, parents, and students all agree that schools should provide quality sex ed, including knowledge, skills, and values, that will enable school-aged children to make timely choices and thought-out decisions for themselves (Goldman 20). Thus, it can be seen that sex education is already a widely supported component of elementary and secondary academic curriculum. Finally, sex education should continue to be taught in schools because it educates children on many important life skills. Sexuality has several different topics associated with it, such as human development, relationships, communication and decision making (Siecus par. 5.). When people think of sex ed, they generally do not think of these life skills. However, sex involves numerous life decisions, from choosing to abstain to choosing a birth control method. In addition, communication and relationships are an integral part of sexuality, because it is a union that involves two separate people. Plus, students who received a comprehensive sex education were more likely to report having better communication with their parents (Hamilton 5). Due to this wide array of topics covered, it is no wonder that high school sexual education classes received the highest average rating of usefulness among all listed sources (Kumar et al.). Sex education programs truly benefit todays school-age children in countless ways. There is no doubt that sex education in todays schools is a controversial  issue, however, it must continue to be taught. Children who do not receive proper instruction on this topic at home need a place where they can receive accurate information regarding sexuality. Furthermore, this academic subject will help students learn the skills necessary to make informed decisions regarding their sexual health and avoid negative sexual outcomes. Finally, it is so important for sex education to be taught in schools so that developing children can learn about their changing bodies as well as numerous important life skills. Sex education should no longer be viewed as an inappropriate topic to be taught in schools, but rather as an essential component of school-aged childrens education. Works Cited California Department of Education. Frequently Asked Questions. _CDE.CA.GOV._ California Department of Education, 19 Sep. 2013. Web. 3 Nov. 2013. Combellick, Sarah, MPH and Claire Brindis, DrPh. Uneven Progress: Sex Education in California Public Schools. _Bixby Center for Global Reproductive Health,_ Nov. 2011. Web. 3 Nov. 2013. DeNoon, Daniel J. Earlier Puberty: Age 9 or 10 for Average U.S. Boy. _Children.WebMD.com._ WebMD LLC., 12 Oct. 2012. Web. 5 Nov. 2013. Goldman, Juliette D. G. Responding To Parental Objections To School Sexuality Education: A Selection Of 12 Objections. _Sex Education_ 8.4 (2008): 415-438. _Education Research Complete_. Web. 2 Nov. 2013 Hamilton, Rashea, Megan Sanders, and Eric M. Anderman. The Multiple Choices Of Sex Education. _Phi Delta Kappan_ 94.5 (2013): 34-39. _ERIC_. Web. 1 Nov. 2013. Kohler, Pamela, et al., Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy, _Journal of Adolescent Health_ 42.4 (March 2008); 344-351. Web. 4 Nov. 2013. Kumar, Maya M., et al. Sexual Knowledge Of Canadian Adolescents After Completion Of High School Sexual Education Requirements. _Paediatrics Child Health (1205-7088)_ 18.2 (2013): 74-80. _Academic Search Complete._ Web. 1 Nov. 2013. National Conference of State Legislatures. State Policies on Sex Education in Schools. National Conference of State Legislatures, 1 July 2013. Web. 6 Nov. 2013. Planned Parenthood. _Implementing Sex Education._ Planned Parenthood Federation of America Inc, 2013. Web. 3 Nov. 2013. Planned Parenthood. _New Poll: Parents are Talking With Their Kids About Sex but Often Not Tackling Harder Issues._ Planned Parenthood Federation of America Inc, 3 Oct. 2011. Web. 3 Nov 2013. _Support the Real Education for Healthy Youth Act._ Sexuality Information and Education Council of the United States, n.d. Web. 4 Nov. 2013. Watson, Stephanie. Dealing with Early Puberty. _Teens.WebMD.com._ WebMD LLC., 17 Nov. 2011. Web. 5 Nov. 2013. Weinstock, H., et al., Sexually Transmitted Diseases Among American Youth: Incidence and Prevalence Estimates, 2000, _Perspectives on Sexual and Reproductive Health_, 2004, 36(1):6-10. Web. 7 Nov. 2013

Economic Impacts of Climate Change

Economic Impacts of Climate Change Economic Impacts of Climate Change and Variability on Agricultural Production in the Middle East and North Africa Region 1. Introduction The accumulation of scientific evidences indicating that growing greenhouse gases will warm our planet becomes clearer. Higher temperature and changes in precipitation level will shrinkage crop yield in many countries. IPCC (2007) reported that most land areas will experience an increase in average temperature with more frequent heat waves, more stressed water resources and desertification. Stern and Treasury (2006) noted, that the â€Å"the poorest countries and populations† will bear the greatest costs of climate change. Therefore, the impact of climate change on agriculture has received increasing attention in the last decade literatures. Climate change coupled with population growth will deeply affect the availability and quality of water resources in the Middle East and North Africa (MENA) region (Alpert, Krichak, Shafir, Haim, Osetinsky, 2008; Evans, 2010; Gao Giorgi, 2008). In a similar way, Sowers and Weinthal (2010) argued that since most of the MENA region is arid and hyper-arid, slight changes in water accessibility and arable land have substantial consequences for human security. It is worth to take into account the climatic variability in addition to climate change in order to provide an integrated analysis of the impact of climate variables. Selvaraju and Baas (2007) stated that climate variability is the way climate fluctuates yearly above or below a long-term average value while climate change is the long-term continuous change (increase or decrease) to average weather conditions or the range of weather. In this study, we consider the possible impacts of climate changes and climate variability on agricultural production, with a focus on the region of Middle East and North Africa, where the deleterious impacts of climate change are generally projected to be greatest. In order to achieve such objective, Fixed Effect Regression (FER) is used to Estimate the agricultural production function using cross-section time series data of MENA countries. The advantages of panel data analysis are; getting actual responses is more informative to policy makers than resul ts from field trials. Second, country fixed effects capture all additive differences between various countries (Stock Watson, 2003). 2. Data Sources In order to estimate the production function, cross-sectional time series (panel data) are used. The panel set consists of 20 MENA countries for the time period between 1961 and 2009 including Algeria, Bahrain, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Qatar, Saudi Arabia, Sudan, Syrian Arab Republic, Tunisia, Turkey, United Arab Emirates, and Yemen. Table 1 shows the data description and data sources. Due to unavailability of the data for few countries, some observations are missing therefore panel data in the model are unbalanced. The data set consists of two variables group. The first is economics variables such as net agricultural production index number in international dollar, agricultural machinery, total fertilizers consumed, labors, and land. The second data subset is climatic variables like temperature and precipitation. The monthly climatic data were available by meteorological stations rather than by country as shown in Table 2. Therefore, it was necessary to calculate monthly country averages of climate variables and summed up into seasonal data. Table 1 Data description and sources Variable Unit Description Source Agricultural production 1000 I$ Net agricultural Production Index Number (2004-2006 = 100) FAO statistics Agricultural machinery (tractors) Number Agricultural tractors, refer to total wheel, crawler or track-laying type tractors and pedestrian tractors used in agriculture. FAO statistics Fertilizers consumption Ton nutrients Total consumption of chemical fertilizers (N+P2O5+K2O) International Fertilizer Industry Association Livestock Head Buffaloes + cattle FAO statistics Labor Million Total economically active population International Labor Organization (LABORSTA) Land 1000 Hectare Total area of cultivated land FAO statistics Temperature Celsius Monthly mean temperature FAOClim-NET: Agroclimatic database management system Precipitation millimeter Monthly mean precipitation FAOClim-NET: Agroclimatic database management system 3. Climate change and agriculture in Mena countries According to the World Bank, The Middle East and North Africa is one of the regions that is most vulnerable to climate change, with the highest level of water scarcity in the world. The region has a total area of about 14 million km2, of which more than 87 per cent is desert. It is characterized by a high dependency on climate-sensitive agriculture and a large share of its population and economic activities are located in flood-prone urban coastal zones. Bucknall (2007) classify the MENA countries into three groups on the subject of water source and availability. First group is countries have adequate quantities of renewable water, but the within-country and within year variations are problematically large including Iran, Lebanon, Morocco, and Tunisia. Second group is countries that have low levels of renewable water resources and highly dependent on non-renewable groundwater sources and supplies by desalination of sea water like Bahrain, Jordan, Kuwait, Libya, Oman, Qatar, Saudi Arabia, the United Arab Emirates, and Yemen. The last group is countries that mainly dependent on the inflow of transboundary rivers such as the Nile, the Tigris, and the Euphrates including Syria, Iraq, and Egypt. Table 2 Descriptive Statistics for Aggregated climatic variables during the Period 1961-2009 No. Metrological stations Temperature (c °) Precipitation (mm/year) Mean Std. Dev. Mean Std. Dev. Algeria 95 19.91 0.99 23.98 5.99 Bahrain 1 26.62 0.91 8.51 7.74 Egypt 52 22.42 0.63 4.14 2.15 Iran 67 17.31 2.70 20.03 9.05 Iraq 29 22.35 2.82 13.62 7.98 Israel 13 19.80 1.53 29.33 14.31 Jordan 15 18.95 1.08 15.77 5.04 Kuwait 15 25.91 1.23 13.73 7.49 Lebanon 12 18.49 1.78 56.58 17.08 Libya 27 21.14 0.80 14.74 4.12 Morocco 34 18.03 0.71 32.29 10.95 Oman 27 26.78 0.60 8.00 5.34 Qatar 2 27.46 0.70 6.40 5.05 Saudi Arabia 67 25.19 0.91 5.93 3.73 Sudan 47 28.30 0.89 48.51 57.62 Syrian Arab Republic 20 18.30 0.90 21.61 7.26 Tunisia 25 19.35 0.98 30.30 8.34 Turkey 315 13.03 0.89 51.31 7.73 United Arab Emirates 13 27.56 1.33 5.47 5.11 Yemen 12 25.52 3.52 9.70 7.44 4. Methodology There are various models can be employed to assess the impact of climate change on agricultural production. Ricardian model, Agronomic model, and crop simulation models are most widely adopted models for the climate impact studies (Lee, Nadolnyak, Hartarska, 2012). The Ricardian model estimates the examines the impact of climate and other variables on land values and farm revenues using cross-sectional data (Mendelsohn, Nordhaus, Shaw, 1994). Crop Simulation Models (CSM) restrict the analysis to crop physiology and compare crop productivity for different climatic conditions (Salvo, Begalli, Signorello, 2013). Because of the country level panel analysis, the production function model is adopted for the analysis in the present study. Model To estimate the impact of climatic change on agriculture production in MENA countries, an empirical production function for country i at time t net agricultural production index is a function of some economic inputs (Frisvold Ingram, 1995) and climatic variables: . Y represents the net agricultural production index,; M, F, L, A, and V are economic inputs which include agricultural machinery, fertilizer consumption, labor, cultivated area, and livestock respectively. T and represent temperature and precipitation. Number of agricultural tractors is used as proxy of agricultural capital stock and number of cattle and buffaloes is used as proxy of livestock production. For climatic variables temperature and precipitation, mean of the winter season (January, February, and March) , spring (April, May, and June), summer (July, August, and September), and Fall (October, November, and December) are involved in the model. Following (Barrios, Ouattara, Strobl, 2008; Belloumi, 2014; Lee et al. , 2012), The agricultural production model in the present study has the following specification form: (1) By taking the log on both sides, the fixed effect panel model is: (2) According to the fixed effect model, ÃŽ ±i (i=1†¦.n) is the unknown intercept for each country that absorb unabsorbed time variant effects and is a time varying effects. For climatic variables, both the linear and quadratic forms are integrated into the model in order to consider the nonlinear relationship between agricultural production and climatic variables. Variability As it is also sensible to estimate the impact of the variability of climatic variable along with the seasonal deviation and the mean temperature and precipitation, the squared of the mean differences of temperature and precipitation for each season observation is used in the second model. Then, This variability was measured by the seasonal coefficient of variation (CV) calculated as the seasonal ratio of the standard deviation to the mean of each climate variable for each country. 5. Results and discussion Review different papers to strengthen the discussion Table 3 shows the results of fixed effects regression analysis in which we estimated the impact of agricultural inputs and climatic variables on agricultural production in MENA countries. The results show that the regression coefficient of temperature is positive and statistically significant in spring, summer, and fall seasons. By contrast, temperature in winter has negative coefficient at significance level of 0.01. Regarding the estimated parameters of precipitation, precipitation during spring showed negative impact at significance level of 1%. The estimated parameters of nonlinear climatic variables indicated that each of the squared summer temperature has positive coefficient at significance level 0.05 while squared winter temperature has negative and significant impact at level of 0.05. In addition, squared spring precipitation showed positive influence. As expected, production inputs showed significant and positive relation with agricultural production except machinery and fertilizers consumption. As inputs and agricultural production are in logarithmic form, the regression coefficients reflect the production elasticity of each input. Therefore, 1 percent increase in each input of livestock, labor, and land, with keeping all other inputs the same, leads to increase in agricultural production by 0.16%, 0.98%, and 0.91% respectively. Table 3 Fixed Effects Regression analysis of climate change Variables Coefficients S.E. P value Intercept -0.0582 0.0160 -0.058 Winter Temperature -0.0582** 0.0160 0.000 Spring Temperature 0.0431* 0.0212 0.042 Summer Temperature 0.0730** 0.0213 0.001 Fall Temperature 0.0408** 0.0154 0.008 Winter Temperature Squared -0.0024* 0.0010 0.014 Spring Temperature Squared 0.0002 0.0016 0.892 Summer Temperature Squared 0.0043* 0.0019 0.028 Fall Temperature Squared -0.0005 0.0010 0.643 Winter Precipitation -0.0006 0.0004 0.128 Spring Precipitation 0.0004* 0.0002 0.050 Summer Precipitation -0.0001 0.0002 0.760 Fall Precipitation 0.0002 0.0003 0.438 Winter Precipitation Squared -5.0600E-06 5.1400E-06 0.325 Spring Precipitation Squared 3.8800E-06 6.2400E-06 0.535 Summer Precipitation Squared 1.5300E-05* 7.6600E-06 0.047 Fall Precipitation Squared -3.4000E-06 4.7100E-06 0.470 Machinery -0.0471 0.0282 0.095 Fertilizers Consumption -0.0269 0.0166 0.107 Livestock 0.1599** 0.0389 0.000 Labor 0.9802** 0.0481 0.000 Land 0.9128** 0.1000 0.000 R2 within 0.8932 R2 between 0.7827 R2 overall 0.7917 F test 120.8300 F-ui=0 951.88** Obs. No 980 The results of Fixed Effects Regression analysis of climate variability as explanatory variables and agricultural production are presented in Table 4. The results suggest that temperature variability in fall season seems to have significant and positive relation with agricultural production while it has negative relation in spring. Squared variability of temperature during winter and summer seasons have significant and negative relation. Furthermore, variability of winter precipitation have positive and significant relation. Likewise, the regression coefficient of squared variation of winter and summer precipitation showed significant and positive relation with agricultural production.. Table 4 Fixed Effects Regression analysis of climate variability Variables Coefficients S.E. P value Intercept 3.8918** 0.0422 0.000 Winter Temperature -0.2451 0.1818 0.178 Spring Temperature -0.5086** 0.1921 0.008 Summer Temperature 0.0418 0.1850 0.821 Fall Temperature 0.8505** 0.1929 0.000 Winter Temperature Squared -0.0825* 0.0408 0.044 Spring Temperature Squared 0.0204 0.0370 0.581 Summer Temperature Squared -0.0571** 0.0216 0.008 Fall Temperature Squared -0.0071 0.0487 0.884 Winter Precipitation 0.0425** 0.0090 0.000 Spring Precipitation 0.0269 0.0774 0.728 Summer Precipitation 0.1717 0.2138 0.422 Fall Precipitation -0.1943 0.1946 0.319 Winter Precipitation Squared 0.0221** 0.0062 0.000 Spring Precipitation Squared -0.0020 0.0034 0.558 Summer Precipitation Squared 0.0005* 0.0003 0.044 Fall Precipitation Squared 0.0056 0.0042 0.18 R2 within 0.793 R2 between 0.943 R2 overall 0.769 F test 11.620 F-ui=0 11.330 Obs. No 980 Marginal Impact analysis The excepted marginal effects of climatic change and variability on agricultural production appraised at the mean are calculated by the first-order differentiation of the equation 2 to temperature and precipitation respectively: (3) (4) The elaticities of climate change and variability of temperature and precipitation are derived from equations (3) and (4) respectively by dividing both equation (3) on and equation (4) on . therefore, the elasticities can be computed as : (5) (6) Where and refer to temperature change or variability and precipitation change or variability respectively. The marginal impact of climate change and climate variability on agricultural production in the MENA region are presented in Table 5. The impact and the elsticities of Climate change and climate variability are calculated using the regression coefficient and mean values of temperatures and precipitation. The results indicate that increase of temperature in winter season has negative impact on agricultural production as one percent increase in temperature during winter season will lead to a decrease in agricultural production value by 1.12 percent. Instead, increasing the temperature during the other seasons showed positive impact. Temperature variability negative impact on agricultural production during winter and spring as one percent increase of temperature variability, will lead to about 0.09 and 0.14 percent decrease in agricultural production. In regard to the impact precipitation changes, the results confirmed that increasing precipitation during winter and fall season have negative impact on agricultural production in MENA countries while it has positive impact in spring and summer seasons. Moreover, the results of the impact of precipitation variability showed that precipitation variability has negative impact during winter and summer seasons, whereas one percent increase of precipitation variability will lead to decrease in agricultural production in the MENA region by 0.037 and 0.013 percent respectively. However, precipitation variability showed positive impact during the season of spring and fall. Table 5 Marginal impacts of climate change and variability on agricultural production Climate change Climate Variability Marginal impact Elasticity Marginal impact Elasticity Temperature Winter -4.517 -1.115 -12.408 -0.087 Spring 3.746 1.567 -29.211 -0.139 Summer 4.130 2.025 7.039 0.027 Fall 2.897 0.927 41.713 0.265 Precipitation Winter -0.162 -0.092 -2.884 -0.037 Spring 0.019 0.005 1.038 0.013 Summer 0.272 0.046 -3.303 -0.071 Fall -0.040 -0.019 0.071 0.001 References Alpert, Pinhas, Krichak, Simon O, Shafir, Haim, Haim, David, Osetinsky, Isabella. (2008). Climatic trends to extremes employing regional modeling and statistical interpretation over the E. Mediterranean. Global and Planetary Change, 63(2), 163-170. Barrios, Salvador, Ouattara, Bazoumana, Strobl, Eric. (2008). The impact of climatic change on agricultural production: Is it different for Africa? Food Policy, 33(4), 287-298. Belloumi, Mounir. (2014). Investig

Dinner Party :: Personal Narrative Companies Business Papers

Dinner Party I walked out into my dinning room where I had been mulling over the table all day. I wanted everything to be just so. I glanced at the place settings for the hundredth time, trying to decide if I should sit Alfred Zingale and Matthias Arndt next to each other. It wasn’t that I was worried about conflicting views, actually it was quiet the contrary, and I didn’t want them to be able to double team the other guests. Finally I decided that just because they have essentially the same opinions, I wouldn’t separate them. In my mind they come as a unit because they had co-authored a book. The place cards had been set and I made up my mind that I would do no more rearranging. I bent over the table in my grey sleeveless dress and lit the deep red candles that were extending upward out of the floral arrangement. The guests would be arriving soon and I began to think over the whole situation. Each person has written a book about the dot com industry, how they can b e successful as well as how to invest wisely in one. I was hoping to learn a lot of information so I could make a good decision on whether my company would benefit from being online. These thoughts drifted through my head until the doorbell rang. I opened the door to a short plump woman with reddish brown hair in her late 40’s was standing on my stoop. She wore a pale green dress suit, but looked quite attractive. She extended her arm, shook my hand and introduced herself as Anita Rosen. As the only woman who was attending the dinner party that night, it was a given who she was, but all the same she was quite pleasant. John Cassidy was next to arrive. He looked like the typical â€Å"guy next door† type. I bet he could have been pulled straight from a magazine. He wore a blue knit sweater vest. As soon as he was in the door, the bell rang for the final time. Zingale and Arndt stood at the door. Zingale was thin with a moustache, black hair parted on the side. Arndt wore glasses, was shorter and much plumper.

Themes of “The Crucible”

Themes of The Crucible While reading The Crucible, two strong themes are guilt and hypocrisy. This play by Authur Miller takes place in during the Salem Witch Trials in Massachusetts. The people involved were called Puritans. they had very strong beliefs such as â€Å"predestination†, and intolerance. When the trials began to come about, it caused great havoc in the small, puritan community. Although this play seemed to be such a serious series of events, after reading it one will soon notice that it is almost crossing a fine line of mockery.The themes that showed these traits pretty well were guilt and hypocrisy, which when looked at deeper bring out the extent of insanity throughout the play. These themes will begin to show how obvious and absurd the true motives actually are. The first theme, which is guilt, is initially shown very subtly but then towards the end of the play, gets to an extreme. Mr. Hale is the first character we really notice effected by this. During act t hree, he begins to feel personally responsible for the people he condemned to hang, as they begin to look innocent.He exclaims, â€Å"I have signed 72 death warrants, I am a minister of the lord†¦Ã¢â‚¬  (Miller, 1301). For the first time in the play, one of the characters actually says something to show their doubt, when everyone else is just constantly thinking and wondering if it could be true or not. Another character that show his guilt in this act is Danforth. He is the judge who have tried all of the suspects, and sentenced the majority of them to death. After two of the girls that were the basis for everyone's conviction skip town, Danforth begins to show his skepticism, but can not react. e understands clearly not that there is a strong possibility that the girls were lying, but still refuses to change his decision. After sentencing possibly innocent people to hang, his guilt can not empower him to do things to attempt to justify his previous actions. When Reverend Pa rris tries to postpone the rest of the hangings, Danforth tells him, â€Å"There will be no postponement† (miller, 128). Although one might take this as confidence in his past judgments, he really does this because he feels there is no other option after killing innocent people.The next theme there are some very interesting qualities to is hypocrisy. This theme also ranges from subtle to extreme throughout the play, but hypocrisy is shown a little differently. One example involves the general group of puritans as a whole, and their beliefs. It is made clear that they think its only right for a child to speak when spoken to, but during the entire play the puritans seems to hang on a group of children's words. they are not only listening to them, but killing innocent adults in result of it.During act II, one of the characters says, â€Å"The voice of heaven is speaking through the children. † (Miller, 1294) This sentence clearly states that what the children are telling them are extremely important, must be heard, and must be believed. Another character who shows hypocrisy throughout the play is Parris. He originally acts authoritative and powerful as he tries to pursued the court toward witch craft. Eventually he becomes weak and begs the court to reconsider for his own greed and name.Early in the play, Parris says to Dantforth, â€Å"He's come to over throw the court, your honor! † (Miller, 92), referring to Proctor when he brings a deposition to free innocent people. At the end of act three, the same man, Parris, goes back to the court and tells them, â€Å"Tonight, when i open my door to leave my house – a dagger clattered to the ground. you cannot hang this sort. there is danger for me†¦Ã¢â‚¬ (miller, 128). This statement shows how Parris now is trying to protect himself, and needs to try to justify the previous decisions.For a more general example of hypocrisy, there is one that involves the entire plot of the play. The g oals of the puritans are to keep their community together, but now after dragging out the trials, the have ripped Salem apart. After reading this play, it is clearly evident that there are always underlying motives to peoples' actions. this is shown not only through these examples but the entire dialog. This book was very interesting, and really held my interest compared to other pieces of literature previously read in english classes.

History of Extracurricular Activities Essay

On college campuses, extracurricular activities are the main involvement of personal student development. A student participating in an extracurricular activity plays an important role in collegiate experience. The purpose for the student participating in these activities helps them not only with social, entertainment, and enjoyment devotions but it helps them improve their abilities. Colleges want to meet these standards, to help the student develop. The impact of these activities certainly impacts the students and helps them negotiate, communicate, manage conflict and help lead others. Participating in activities outside of the classroom is beneficial to the students; they learn about time management, academic and mental capability. Involvement in student activities, helps students mature socially, and helps relationships form too. Being in a setting with different groups of individuals allow us to gain more self-assurance, and help us share the same interest or to differ. History of Extracurricular Activities The history of extracurricular activities, started in the 19th century, they were apart of the normal academic schedule. â€Å" When the students were finished they had planted beside the curriculum an extra-curriculum of such dimensions that in time there would develop generations of college students†. (Rudolph, 1990, p.137) This is important because this was the beginning to something new that helped change students. The first mechanism that made its way into the American college was the debating club or literary society. Yale undergrads established two different competing societies, Linonian and Brothers. At Princeton they were called American Whig and Cliosophic. In 1770 Harvard’s clubs were part of the American Institute the literary societies were often responsible for founding college literary magazines, which were another agency of intellect in colleges. The societies and their libraries, the clubs, journals, and organizations, which balanced for the neglect of science, English literature, history, music and art. This helped the student response to the classical course study. It brought status of the mind, and helped the American campus. The undergrads  wanted to redefine the American college; their purpose was to change the focus. They implemented the Greek-letter fraternity movement the parent chapters were found in the 1820’s and 1830’s. The founders of those chapters opened more such as Kappa Alpha in 1825, Theta Delta Chi in 1847, including four national fraternities, Sigma Phi, Delta Phi, Chi Psi, and Psi Upsilon. These frats started migrating to cities, and the new chapters were created from grad members who attended law and medical school. Once the fraternities were introduced the literary societies began to decline. Within the extracurricular activities these fraternities were only for men at the time, and these groups formed loyalty and a bond. The Greek- letter fraternity filled an emotional and social rather than a curricular space. The Greek life did more for the students and helps them mature and focus on community efforts, and serve a further purpose. Today in Extracurricular Activities The activities are social organizations, governance organizations, and intercollegiate athletic programs. These programs allow students to work with one another. The most common activities found on campuses are, student government, athletics, academic and professional organizations, volunteer and service related activities, multicultural activities, arts, and other activities. Students who are involved in governance organizations such as student government and residence hall government are elected by peers to be the voice of the students to the university administration. These positions give the students a sense of responsibility, and allow students to build connections, that can be essential in the near future for jobs. Student government operations contain allocating funds to other organizations, planning programs related to student interest, and helps build a successful campus community. Athletics is commonly well known in universities and colleges in the United States, from intra mural and intercollegiate. Requires a lot of commitment, of time, practice, and competing. Intramural sports give opportunities to non-varsity student athletes to enjoy and play the sport, while competing against friends. The academic and professional organizations prepare you for the job. They learn about job related fields, and what skills to you need to become successful. Volunteer and Service is mainly the community service aspect and this help you build connections with  other people while serving a greater purpose by helping the local community, and other communities worldwide. Multicultural activities help raise awareness, and understand diverse cultures, ethnic, and racial backgrounds. The art activities included plays, musicals, and dance concerts and students get to demonstrate their talent. Some universities have marching bands, orchestra, and singing groups. Other activities they can have on campuses are honorary organizations, for students who maintain a certain academic grade point average. Conclusion There are different activities on college campuses, and all of them promote some a social importance, and they all function for the student to be involved and develop a culture. The activities build self-esteem, students feels more connected to their peers, and By participating in extracurricular activities, they will find something they enjoy and see how they can use that as a career. Participating in certain extracurricular activities having to do with the field that the student is interested in could help them find a job. Extracurricular activities are a part of students every day life. They play important roles in student’s lives. They have positive effects on student’s lives by improving behavior, school performance, school completion, positive aspects to make successful adults, and social aspects.