...American Propaganda and the Suppression of Dissent in World War I “May we never confuse honest dissent with disloyal subversion. “ – Dwight D. Eisenhower On June 28, 1914, the Archduke of Austria-Hungary, Franz Ferdinand, was assassinated. That event marked the first phase of World War I (Grayzel 10). Soon afterward nations throughout Europe announced declarations of war. By the end of October countries as far away as Japan, China and Brazil had become involved (Grayzel 11). Susan R. Grayzel in the “Introduction: The First World War and the Making of a Modern, Global Conflict” from The First World War: A Brief History with Documents”, explores a variety of contributing reasons for the Great War (Grayzel 9). The causes most often cited included the rise of nationalism, increased militarism, imperialism, and a willingness among the population to allow their governments to persecute a war (Grayzel 9-10). Ironically, it was a complicated series of competitive alliances and international peace agreements that caused such a rapid global escalation of hostilities (Grayzel 5). With its vast immigrant population, and their own ties to European and Asian interests, America was not immune to finding itself dragged into the war. Hence, during the first years of the war, President Woodrow Wilson struggled to maintain neutrality. So much so that he issued a declaration of neutrality to Congress on August 14, 1914. In his speech he entreated Americans to remember, “Every...
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...Assignment 1 How was the south changed? The chief accomplishment of the new south was the expansion of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid...
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...BETWEEN STOCK MARKET AND ECONOMIC GROWTH IN ASEAN COUNTRIES BY KOH YONG HONG CHOONG PIK SIN LEE SOCK MEI NG HON MENG LEONG MUN HONG A research project submitted in partial fulfillment of the requirement for the degree of BACHELOR OF BUSINESS ADMINISTRATION (HONS) BANKING AND FINANCE UNIVERSITI TUNKU ABDUL RAHMAN FACULTY OF BUSINESS AND FINANCE DEPARTMENT OF FINANCE MARCH 2016 Copyright @ 2016 ALL RIGHTS RESERVED. No part of this paper may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, graphic, electronic, mechanical, photocopying, recording, scanning, or otherwise, without the prior consent of the authors. DECLARATION We hereby declare that: (1) This undergraduate research project is the end result of our own work and that due acknowledgement has been given in the references to ALL sources of information be they printed, electronic, or personal. (2) No portion of this research project has been submitted in support of any application for any other degree or qualification of this or any other university, or other institutes of learning. (3) Equal contribution has been made by each group member in completing the research project. (4) The word count of this research report is 10,786 words. Name of Student: Student ID: Signature: 1. KOH YONG HONG 11ABB02521 2. CHOONG PIK SIN 12ABB02336 ...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...Journal of Financial Economics 33 (1993) 3-56. North-Holland Common risk factors in the returns stocks and bonds* Eugene F. Fama and Kenneth R. French 1992 Unirrrsit.v 01 Chicayo. Chiccup. I .L 60637, C;S;L Received July 1992. final version received September on This paper identities five common risk factors in the returns on stocks and bonds. There are three stock-market factors: an overall market factor and factors related to firm size and book-to-market equity. There are two bond-market factors. related to maturity and default risks. Stock returns have shared variation due to the stock-market factors, and they are linked to bond returns through shared variation in the bond-market factors. Except for low-grade corporates. the bond-market factors capture the common variation in bond returns. Most important. the five factors seem to explain average returns on stocks and bonds. 1. Introduction The cross-section of average returns on U.S. common stocks shows little relation to either the market /Is of the Sharpe (1964tLintner (1965) assetpricing model or the consumption ps of the intertemporal asset-pricing model of Breeden (1979) and others. [See, for example, Reinganum (198 1) and Breeden, Gibbons, and Litzenberger (1989).] On the other hand, variables that have no special standing in asset-pricing theory show reliable power to explain the cross-section of average returns. The list of empirically determined averagereturn variables includes size (ME, stock...
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...Journal of Financial Economics 33 (1993) 3-56. North-Holland Common risk factors in the returns stocks and bonds* Eugene F. Fama and Kenneth R. French 1992 Unirrrsit.v 01 Chicayo. Chiccup. I .L 60637, C;S;L Received July 1992. final version received September on This paper identities five common risk factors in the returns on stocks and bonds. There are three stock-market factors: an overall market factor and factors related to firm size and book-to-market equity. There are two bond-market factors. related to maturity and default risks. Stock returns have shared variation due to the stock-market factors, and they are linked to bond returns through shared variation in the bond-market factors. Except for low-grade corporates. the bond-market factors capture the common variation in bond returns. Most important. the five factors seem to explain average returns on stocks and bonds. 1. Introduction The cross-section of average returns on U.S. common stocks shows little relation to either the market /Is of the Sharpe (1964tLintner (1965) assetpricing model or the consumption ps of the intertemporal asset-pricing model of Breeden (1979) and others. [See, for example, Reinganum (198 1) and Breeden, Gibbons, and Litzenberger (1989).] On the other hand, variables that have no special standing in asset-pricing theory show reliable power to explain the cross-section of average returns. The list of empirically determined averagereturn variables includes size (ME, stock...
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...Journal of Financial Economics 33 (1993) 3-56. North-Holland Common risk factors in the returns stocks and bonds* Eugene F. Fama and Kenneth R. French 1992 Unirrrsit.v 01 Chicayo. Chiccup. I .L 60637, C;S;L Received July 1992. final version received September on This paper identities five common risk factors in the returns on stocks and bonds. There are three stock-market factors: an overall market factor and factors related to firm size and book-to-market equity. There are two bond-market factors. related to maturity and default risks. Stock returns have shared variation due to the stock-market factors, and they are linked to bond returns through shared variation in the bond-market factors. Except for low-grade corporates. the bond-market factors capture the common variation in bond returns. Most important. the five factors seem to explain average returns on stocks and bonds. 1. Introduction The cross-section of average returns on U.S. common stocks shows little relation to either the market /Is of the Sharpe (1964tLintner (1965) assetpricing model or the consumption ps of the intertemporal asset-pricing model of Breeden (1979) and others. [See, for example, Reinganum (198 1) and Breeden, Gibbons, and Litzenberger (1989).] On the other hand, variables that have no special standing in asset-pricing theory show reliable power to explain the cross-section of average returns. The list of empirically determined averagereturn variables includes size (ME, stock...
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...Psychology Not to be confused with Phycology, Physiology, or 1 Etymology Psychiatry. Further information: Outline of psychology and Index The word psychology literally means, “study of the soul" of psychology articles (ψυχή psukhē, “breath, spirit, soul” and -λογία -logia, “study of” or “research”).[10] The Latin word psycholoPsychology is an academic and applied discipline that gia was first used by the Croatian humanist and Latinist involves the scientific study of mental functions and Marko Marulić in his book, Psichiologia de ratione anbehaviors.[1][2] Psychology has the immediate goal of imae humanae in the late 15th century or early 16th understanding individuals and groups by both establish- century.[11] The earliest known reference to the word ing general principles and researching specific cases,[3][4] psychology in English was by Steven Blankaart in 1694 and by many accounts it ultimately aims to benefit in The Physical Dictionary which refers to “Anatomy, society.[5][6] In this field, a professional practitioner or which treats the Body, and Psychology, which treats of researcher is called a psychologist and can be classified the Soul.”[12] as a social, behavioral, or cognitive scientist. Psychologists attempt to understand the role of mental functions in individual and social behavior, while also exploring the physiological and biological processes that underlie cognitive functions and behaviors. 2 History Psychologists explore concepts such as perception...
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...UNIVERSITY OF KERALA B. TECH DEGREE COURSE 2008 SCHEME ELECTRICAL AND ELECTRONICS ENGINEERING I to VIII SEMESTER SCHEME AND SYLLABUS BOARD OF STUDIES IN ENGINEERING AND FACULTY OF ENGINEERING AND TECHNOLOGY UNIVERSITY OF KERALA B.Tech Degree Course – 2008 Scheme REGULATIONS 1. Conditions for Admission Candidates for admission to the B.Tech degree course shall be required to have passed the Higher Secondary Examination, Kerala or 12th Standard V.H.S.E., C.B.S.E., I.S.C. or any examination accepted by the university as equivalent thereto obtaining not less than 50% in Mathematics and 50% in Mathematics, Physics and Chemistry/ Bio- technology/ Computer Science/ Biology put together, or a diploma in Engineering awarded by the Board of Technical Education, Kerala or an examination recognized as equivalent thereto after undergoing an institutional course of at least three years securing a minimum of 50 % marks in the final diploma examination subject to the usual concessions allowed for backward classes and other communities as specified from time to time. 2. Duration of the course i) The course for the B.Tech Degree shall extend over a period of four academic years comprising of eight semesters. The first and second semester shall be combined and each semester from third semester onwards shall cover the groups of subjects as given in the curriculum and scheme of examination ii) Each semester shall ordinarily comprise of not less than 400 working periods each of 60 minutes...
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...(FINAL REQUIREMENTS: PROFESSIONAL ETHICS CS 170) Submitted to: Mrs. Abegale B Lajo Submitted by: Perez, Kleimar B. Course Year and Section: BSIT-3A An overview of ethics Questions: * Give at least 5 life experiences that helped you define your own personal code of ethics. Explain completely your answer. * Do you think that the importance of ethical behavior in business is increasing or decreasing? Defend your answer. * Write an essay discussing the ethics, risks, and benefits of using cookies and spyware to track customer browsing and online purchasing habits. My Answer: 1. In my whole entire life as a citizen of the Philippines and as a student taking up bachelor of science in information technology, I always do the things what is right and wrong. Even though I do things that is wrong, I always do a good things and a ethical way, here are some of my experience that included an ethical way: - When I always in the bus and there’s no more seat, I stand, when someone stands in their seat, I always check if there’s any women who is standing and struggling to balance herself in a very fast bus and I always do is poking or making a sign in the girl for her to know that there was a available seat for her to seat and not struggling. I always do that in order for me to be a gentleman and doesn’t want girls to struggle to stand. - When do I have a exam and I don’t have a time to review, I do is a quick review, when the exam starts, I struggle and tempted...
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...Long-term Finance and Economic Growth Working Group on Long-term Finance The views expressed in this report are those of the Working Group on Long-term Finance and do not necessarily represent the views of the individual members of the Group of Thirty. ISBN 1-56708-160-6 Copies of this paper are available for $49 from: The Group of Thirty 1726 M Street, N.W., Suite 200 Washington, D.C. 20036 Tel.: (202) 331-2472 E-mail: info@group30.org; www.group30.org Long-term Finance and Economic Growth Published by Group of Thirty© Washington, D.C. 2013 Table of Contents Abbreviations ............................................................................................................................................................................... 5 Glossary .............................................................................................................................................................................................6 Foreword ..........................................................................................................................................................................................8 Acknowledgments ..................................................................................................................................................................10 Working Group on Long-term Finance ................................................................................................................
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...Licensed to: CengageBrain User Licensed to: CengageBrain User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: CengageBrain User Sociology in Our Times: Ninth Edition Diana Kendall Sponsoring Editor: Erin Mitchell Developmental Editor: Renee Deljon/Kristin Makarewycz Freelance Development Editor: Tricia Louvar Assistant Editor: Linda Stewart Editorial Assistant: Mallory Ortberg Media Editor: Mary Noel Marketing Manager: Andrew Keay ...
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...AVI-YONAHFINAL.DOC FEBRUARY 26, 2002 2/26/02 5:38 PM Book Review Why Tax the Rich? Efficiency, Equity, and Progressive Taxation Reuven S. Avi-Yonah† Does Atlas Shrug? The Economic Consequences of Taxing the Rich. Edited by Joel B. Slemrod.∗ Cambridge: Harvard University Press, 2000. Pp. 524. $57.95. In Greek mythology, Atlas was a giant who carried the world on his shoulders. In Ayn Rand’s 1957 novel Atlas Shrugged, Atlas represents the “ prime movers” —the talented few who bear the weight of the world’s economy.1 In the novel, the prime movers go on strike against the oppressive burden of excessive regulation and taxation, leaving the world in disarray and demonstrating how indispensable they are to the rest of us (the “ second handers” ). Rand wrote in a world in which the top marginal federal income tax rate in the United States was 91% (beginning at taxable income of $400,000).2 This is an unimaginably high rate by today’s standards, when the dominant view in Washington is that a marginal rate of 39.6% (the top † Irwin I. Cohn Professor of Law, University of Michigan. I would like to thank Yossi Edrey, Allen Graubard, David Hasen, Judy Herman, Don Herzog, Jim Hines, Bob Kuttner, Doron Lamm, Jeff Lehman, Kyle Logue, Dan Shaviro, Joel Slemrod, Dennis Ventry, and Larry Zelenak for their extremely helpful suggestions. All errors are mine. * Paul W. McCracken Collegiate Professor of Business Economics and Public Policy, University of Michigan. 1. AYN RAND, ATLAS...
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