Daucus carota - Origins and New Directions :: Botany

Daucus carota - Origins and New Directions Daucus carota (carrots) are one of the more commonly used vegetables in the western world. A member of the parsley family (Umbelliferae) which includes caraway, celery, dill, and parsnips, the history of the carrot is somewhat obscure. The potential for enhancing the nutritional value and consumption of carrots, however, may be very promising. Carrots are high in beta-carotene, an anti-oxidant carotenoid that is the carotenoid compound most readily converted to vitamin A when consumed by animals. Carrots likely originated in the near east and central Asia, from Afghanistan to northwest India, where they were probably cultivated for at least 3,000 years. Carrots may have originally become domesticated through the discarding of the propagating structures after the vegetative structures were consumed. The potential of the remains to continue growth is high. Therefore, it is possible that the disposal of these vegetable tops in garbage heaps may have allowed for colonization of the area and subsequent domestication (Rindos, 1984). Very early evidence of the consumption of carrots also has been found in prehistoric Swiss lake dwellings (Brothwell and Brothwell, 1969). The original wild-type carrots were thin, wiry, and varied in color from white to purple, but not the common orange that we see today. Wild-type carrots are also known as Queen Anne's Lace. The origin of the name is based upon an English legend. Supposedly, when the future Queen Anne arrived from Denmark to became the queen of King James I of England, wild carrot was still a novelty in the royal gardens. The legend states that Queen Anne challenged the ladies of the court to a contest to see who could produce a pattern of lace as lovely as the flower of the carrot. The ladies knew that no one could rival the queen's handiwork so it became a triumph for Anne (Haughton, 1978). Other common names for wild carrot are bird's-nest and devil's-plague. Mutations led to changes in the pigmentation. Both the purple and yellow-orange varieties migrated to the Mediterranean where they responded well to cultivation and selection (Brothwell and Brothwell, 1969). Carrots were recognized as one of the plants in the garden of the Egyptian king Merodach-Baladan in the eighth century B.C. The carrot's use was believed to to be limited during this time and throughout the rise of the Greek and Roman civilizations (Brothwell and Brothwell, 1969). Both the Greeks and the Romans were believed to have used carrots for medicinal purposes (Herfruit S.

Building for brands Essay

Today, companies take extreme care when formu ¬lating and executing advertising campaigns. A special attention is given to the message of an ad and its impact on potential consumers. The main ingredients that contribute to a great advertising campaign are a unique slogan (message) and image of an ad. Marketers communicate through a set of meanings and definitions sending particular messages to consumers and controlling the circulation of ideas about a product (Wells et al 2005). The particular slogan, and the way it is presented, depends on the advertiser’s objective, such as Allstate Insurance Company’s ad: â€Å"You`re in good hands†. Slogan is important element of communication because it sticks to consumer’s mind for a long time even if they do not remember the exact image, they remember the slogan. For instance, Nike creates the following slogan for it advertisement: `Just do it! ’ It appeals to potential consumers through emotional response: a common set of meanings derives not only from the language, but refers more broadly to the pattern of beliefs, codes, and feelings on the basis of which people learn to live with their environment. Visual image supports the slogan and appeals to consumers through a visual analyzer. Humor and relevance help to create a unique advertising message and attracts attention. Such ads have greater emotional impact on potential consumers and their decision to purchase. For instance, a slogan ‘Don`t leave home without it` used by American Express, appeals to emotions and feelings of consumers; this slogan is easy to remembers and repeat. Because products are frequently at different stages in their life cycle in various national markets, and because of cultural, social, and economic dif-ferences that exist in those markets, the most effective appeal or selling proposition for a product may vary from market to market. The choice of media is important because it allows a company to influence and apple to different target groups. Media controls the circulation of ideas about a particular product. For instance, radio advertising is inexpensive; the message cannot be passed or reread. TV media is more effective because people and products have a realism. A television advertisement can be timed to the hour, day, week or program. For instance, Raid’s ad: Kills bugs dead` combine both visual and auditory appeal. The ad `You can do it. We can help` used by Home Depot appeals to me in an emotional level. It appeals to the heart of the intended audience. This message of the ad has a significant impact on tastes and priorities creating fashion. It provides potential consumers with human-centered behavior, inconsiderate of any outside consequences, short-term or long-term. The objective of the ad was to attract attention to their brand name and proposed a support in daily problems. In this case, the big idea of advertisement can be compared with a flash of insight that synthesizes the purpose of the strategy, joins the product benefit with consumer desire in a fresh, involving way, brings the subject to life, and makes the reader or audience stop, look, and listen. It is possible to say that consumers â€Å"read† the message hearing or looking at the advertisement. Home Depot did not try to ‘sell’ its products to a potential consumer but proposed a help and support, problem solving and prove their expert knowledge. The target audiences of Home Deport are individual customers and construction companies involved in building repair and reconstruction services. In sum, following John O’Toole (cited Wells et al 2005, p.67) the big idea of an ad can be described as a flash of insight that synthesizes the purpose of the strategy, joins the product benefit with consumer desire in a fresh, involving way, brings the subject to life, and makes the reader or audience stop, look, and listen. Advertising has a great influence on the society as it is often designed to add psychological value to a product or brand, it plays a more important communications role in marketing consumer products than in marketing products. References 1. Wells, W. P. , Mariarty, S. , Burnett, J. (2005). Advertising: Principles and Practice. Prentice Hall; 7 edn.

Discrimination and the Voting Rights Act of 1965 Essay

The South was racially biased for years after the Civil War. The Southern states would create legislation to enact â€Å"Jim Crow† laws upon the black community. Segregation was at its peak in the United States and the black community had been oppressed long enough. Conforming to the segregated South only caused hostility. The government that recognized blacks as members of society ignored them. In fact, the government that could protect the black community from the violence incurred by terrorist groups was often members of the groups themselves. Rebellion was the only and final option. In order for the Voting Rights Act of 1965 to be ratified by Congress, the black community needed to rebel against the â€Å"Jim Crow† laws of the South, the violence invoked by hate organizations, as well as (with assistance from white college students) the hypocrisies of the United States government. Jim Crow became a general term used in the South to refer to the segregation and discrimination laws that affected African-American life. The name originated from â€Å"an 1832 song called Jump Jim Crow by Thomas Rice† (Hillstrom 9). The song may have been named after a slave that Rice knew or from the expression â€Å"black as a crow†. The main purpose of Jim Crow laws was to segregate and disenfranchise the black community. During the Jim Crow era, â€Å"various states passed laws that banned blacks from hospitals, schools, parks, theaters, and restaurants† (Hillstrom 9). In all cases, the facilities marked colored  were noticeably inferior to the whites. Many cities and states would ratify their own specific Jim Crow laws. Some laws such as blacks having to cross the street when a white woman, on the same sidewalk, was walking toward them or â€Å"maintaining a separate building, on separate ground, for the admission, care, instruction, and support of all blind persons of colored or black race† (Bell 4) were absurd. In the summer of 1955, a 14-year-old boy was brutally beaten and killed for allegedly whistling at a white woman. The husband and brother-in-law of the woman were charged with murder but were acquitted of all charges after only sixty minutes of deliberation. In an interview months later, with protection from the Constitutional clause of double jeopardy, both brothers openly admitted, without remorse, to maiming and killing the boy. The quick deliberation and acquittal outraged the country and helped to energize the Civil Rights Movement. The Jim Crow laws were progressively getting worse for the black community. Lawmakers needed to be black, or abolitionists, in order for the laws to change. Rebellion by way of the ballot box was the answer. In The United States, the democratic process is supposed to allow voters a chance to correct social injustices. Citizens within the black community should have the ability to vote black candidates into office. Blacks could elect city council members, mayors, judges, and even state representatives. But in Mississippi the people in power, all of whom were white, denied blacks the opportunity to vote. The white community believed that if blacks achieved the right to vote, they would make up the majority. The black majority would force out the racist whites from power and change the social injustices. Mississippi Senator Eugene Bilbo stated, â€Å"If you let a few (blacks) register to vote this year, next year there will be twice as many, and the first thing you know, the whole thing will be out of hand† (Aretha 20). The black community needed to vote in order to achieve change. Without the right to vote, segregation and the disenfranchisement of African-Americans would cease to change. The southern-white lawmakers created a complicated system to keep African-Americans from voting. â€Å"White local and state officials systematically kept blacks from voting through formal methods, such as poll taxes and literacy tests† (Summer 1964). The literacy test prevented even educated African-Americans from achieving voter registration. The test required voters to â€Å"read and interpret a section of the state constitution to the â€Å"satisfactory† of the registrar† (Aretha 21). This allowed â€Å"white registrars to decide whether or not a person passed. Most blacks, even those with doctoral degrees, failed† (Cozzens 1). Fear was a constant tactic for the racist south. Black applicants â€Å"had to give, under oath, information about his or her address, employment, and family members. This information would then be given to the applicants employer, the KKK, and other organizations† (Let Freedom Ring 149). Having the bravery to rebel against society, by registering to vote, caused many blacks to fear retaliation from the KKK and their employer. In the post-Civil War era many white Southerners resented the changes imposed by the Union. In the years during Reconstruction, terrorist groups sprang up all over the south. The Ku Klux Klan (KKK) and the White Citizens Council, â€Å"the uptown Klan†, which was often made up of sheriffs, doctors, lawyers, and even mayors, quickly gain thousands of members across the south. The KKK had four explicit tactics in their war against blacks, â€Å"First was cross burning, second would be the burning and dynamiting of houses and buildings, third was flogging, and the Fourth was extermination† (Watson 143). In 1964, a single Mississippian county had â€Å"37 churches and 30 black homes and businesses were firebombed or burned, and the cases often went unsolved† (Summer 1964). Hate crimes were becoming increasingly common and extremely brutal throughout the South. The black community needed and sought change. After many years of brutality and hatred, many blacks believed they were inferior to whites. To combat the inferiority thought, Bob Moses created â€Å"Freedom Schools† and community centers open to the black community. â€Å"The community centers would offer facilities limited by the Jim Crow system: libraries, arts and crafts, daycare, and literacy classes† (Burner 124). Freedom Schools taught students African-American history and current events. Moses saw the Freedom Schools â€Å"as an opportunity to teach the â€Å"politics of Mississippi† and begin to build a core of educated leadership in the state† (Burner 124). Members of SNCC and CORE believed that rebellion was a necessity, and rebelling with nonviolent methods would allow the nation to see the atrocities inflicted in the south. In order to gain momentum, the black community needed assistance from the federal government and the national media. The Student Nonviolent Coordinating Committee (SNCC) came to the forefront for reform. In 1961, seven blacks and six whites tested the federal law, which called for the desegregation on interstate travel. Called the Freedom Riders, thirteen people â€Å"rode buses into the south, daring the federal government to enforce the law. The Freedom Riders were arrested in North Carolina, beaten by mobs in South Carolina, and saw their buses fire bombed in Alabama† (Watson 24). The thirteen men rode into the south with whites sitting in the back of the bus, the blacks in the front, and would use the same facilities at bus stations as stated by federal law. James Farmer, one of the thirteen riders and the director of CORE (Congress of Racial Equality) stated, â€Å"We felt we could count on the racists of the South to create a crisis so that the federal government would be compelled to enforce the law† (Cozzens 1). The rebellion of the thirteen brave men to ride into the south created the national media attention the activist desperately needed. The national media started to show the country how hypocritical the United States had become. Men of many races fought for their country in a time of war, but came home to a country that was at war within itself. In the early 1960’s, the black community rebelling for equal rights began to capture the attention of Americans across the country. 1964, a presidential election year, was a pivotal time to rebel for the African-American right to vote. For generations the south held a dominant Democratic Party. Rebelling against the injustices set by the â€Å"whites-only† Democratic Party could only be changed by use of the ballot box. Bob Moses, a member of SNCC, decided to send volunteers into Mississippi to register voters. The voter registration drive came to be known as â€Å"Freedom Summer†. Bob Moses outlined the goals of Freedom Summer as to increase black voter registration and to organize a legally constituted â€Å"Freedom Democratic Party† to compete with the whites-only Democratic Party. Moses instructed recruits, â€Å"Don’t come to Mississippi this summer to save the Mississippi Negro. Only come if you understand, really understand, that his freedom and yours are one† (Aretha 41). To achieve the attention of the national media, Moses and other members of SNCC decided to recruit white college students from the north. â€Å"Violence against Northern Whites would at least get Mississippi on the nightly news† (Rachall 173). Children of the dominant social class, rebelling against their parents and the accepted society of the south, in fact attracted national attention. Moses stated, â€Å"These students bring the rest of the country with them. They are from good schools and their parents are influential. The interest of the country is awakened and when that happens, the government responds† (Aretha 30). Rebelling against the hypocrisies of their nation, their parents, and even society, white college students came by the hundreds to volunteer for â€Å"Freedom Summer†. Volunteers went to Oxford, Ohio, currently the campus of Miami University, for a weeklong orientation. Volunteers were not going to be paid and would need to support themselves. They were told to bring money for living expenses, bail, and even medical bills if necessary. The volunteers had to be prepared for death. James Forman, of SNCC, told the volunteers, â€Å"I may be killed, you may be killed, the whole staff may be killed† (Cozzens 3). The students were told that if arrested, go to jail quietly. The authorities would have cause to react violently if volunteers were to resist. The national media and the south would exploit the aggression and discredit the actions of a nonaggressive rebellion. Rebellious college students used Hitler and Mussolini’s ideologies, fascism and the idea of a united master race, as a direct correlation to what was happening to blacks in the South. World War II was only twenty years prior and the Cold War was just beginning. Many Americans still held hostility towards Germany and the idea of racial class distinctions. The spread of communism and Nuclear War were constant backdrops to every evening newscast. If the United States could announce to the world their â€Å"Policy of Containment† then the world should hear about hypocrisy within the United States. The Blacks and volunteers used the memories of the war to prove how fascist ideas were being entertained. Rebelling and protesting would allow the world to see the deceitful ways America. In June 1964 rebellion against hate crimes, voter rights, and the segregation of blacks was underway. A Michigan State student said of their arrival in Mississippi, â€Å"The greyhound bus dropped us off on a residential street, we had no idea where we were. Almost immediately we found ourselves being circled by pickup trucks with rifles and big dogs in the back† (Aretha 47). Jane Adams, Southern Illinois University, stated, â€Å"Mississippi had geared up for war. They saw us as invaders coming in for a complete assault on their way of life. Everybody on both sides expected that there would be a bloodbath. We all expected we could die† (Aretha 47). Two white men and a black man rebelling against southern society were easy targets for police. Two white men, Michael Schwerner and Andrew Goodman, as well as a black volunteer James Chaney were last seen going to a bombed out church to offer their condolences to the congregation and to offer their assistance with the investigation. The men disappeared after being singled out by the racist authorities. The next day, staff called police when the three men failed to check in at their headquarters. The police, often members of the KKK, often used their authority to invoke fear into both black and white volunteers. KKK pamphlets declared, â€Å"We are now in the midst of the long, hot summer of agitation which was promised to the Innocent People of Mississippi by the savage blacks and their communist masters† (Watson 142). After the disappearance of Schwerner, Goodman, and Chaney, President Johnson and the FBI became involved. The story of the missing, as well as the peaceful rebellion, quickly gained national attention. Two of the men’s skin color became a key factor for the instant media. Rita Shwerner declared, â€Å"We all know that the search with hundreds of sailors is because my husband and Goodman are white. If only Chaney was involved, nothing would have been done† (Rachal 168). The media may have not paid much attention if only a black man went missing. The media told the story of the missing men on nationally televised nightly newscasts and public outcry immediately followed. Finally the south received assistance from the federal government. Lyndon Johnson sent hundreds of men from the military to search for the three men. As the search went on, the Mississippi Governor and a member of the White Citizens Council exclaimed, â€Å"Of course I don’t approve of murder, but those kids were asking for trouble† (Aretha 50). The shot and beaten bodies of the missing men were found after a month. It later surfaced that the local police arrested the three men for speeding. After dark, the police released the men to the KKK. Eighteen men were originally arrested but only a few were convicted and served light sentences. Finally in 2005, 41 years after the murders, Edgar Ray Killen was convicted of manslaughter and sentenced to three life sentences, without the possibility of parole, to be served in succession. After the deaths of Schwerner, Goodman, and Chaney was the perfect time for blacks to rebel louder. To achieve the voting rights for the segregated community, the rebellious blacks and whites created a stronger alliance than ever before. By coming together, the black community showed America that the rebellion would not end until equal rights and the ability to vote was achieved. The summer of 1964 became the high water mark for equal rights in America. â€Å"Freedom Summer† along with nonviolent protests across the south lead to the signing of Section 2 of the Voting Rights Act of 1965. The Voting Rights Act â€Å"prohibits voting practices or procedures that discriminate on the basis of race, color. Discrimination to voting applies nationwide to any voting standard, practice, or procedure that results in the denial of the right of any citizen to vote. Section 2 is permanent and has no expiration date† (Section 2). Rebellion was a necessity to end the disenfranchisement of the African-American community. Rebellion for the black community was not to conform to the racist south, but to consciously do the opposite. Without rebellion and bravery the south may have never changed. Volunteer Bruce Hartford professed, â€Å"We used to say: If you don’t like the history they’re teaching you in school, go out and make some of your own† (Aretha 35).

Benefits and Costs of Investing in China Essay

In terms of economic performance, China has been performing impressively compared to its neighbouring countries in Asia and can compete at par with top developed countries like United States and United Kingdom in terms of volume of trade and sources of competitive advantages. Likewise, due to its large population sixe and high disposable income of every Chinese household due to its impressive economic development for the past years, China offers great potential market to many multinational companies seeking for large number of customers. This will provide multinational companies high sales and profit from operating in China. Alongside with the influx of foreign direct investment in China, Chinese share of trade on their GDP continuous to increase every year as multinational firms increases the international trading transactions of China to the rest of the world. Furthermore, due to China’s large population, it has been able to offer cheaper laborers and large potential market which are both attractive to foreign investors leading to the improvement of their foreign direct investments for the past years since the late 1990’s. Without this component, it is impossible for China to attain its present state and achievements. Since 1999, the GDP growth rate of China has been performing impressively as foreign direct investments stabilized major economic indicators, specifically the trade balance and domestic consumption, which are vital in determining the overall performance of a given economy. This only suggests that China can offer high return on investments to investors in the next coming years as China’s GDP growth rate continuous to increase every year. Due to the effort of the Chinese government to attract more foreign investors into their market, it has been extensively supporting the development of its communication infrastructure by providing subsidies to telephone companies. This would soon boost the business activities all over the domestic market of China. Costs Compared to communication infrastructure, physical infrastructure of China seems to develop at a slower rate thereby could impede for the fast growth of foreign investments in China. Though the Chinese government is also on the process of improving their facilities in this area, but, overall it is still lower compared to the development of their communication facilities as mentioned above. On the communist government, one of the primary factors that scare foreign investors in putting their capitals in China due to rampant corruption and insufficient laws that would protect the interest of foreign investors. Â  Add to this the weak economic freedom, which could draw potential investors away of China if the situation continues to exist in the next coming years. Per capita GDP in urban areas are undeniably high but considering the conditions of those households from the rural areas, overall, per capita GDP of China is not in good condition as wealth distribution is still skewed towards to the households in the urban areas. Â  Another cost or disadvantage in the Chinese economy is the high inflation rate which has been one of the economic problems of China that it presently faces due to its fast-paced economic growth. This could pose either as beneficial or detrimental to foreign investors depending on the type of product they will sell in the Chinese market and the size of their operation in China. In terms of infrastructure, most of the major waterways of China are on the process of gradual formation as the Chinese government wants to utilize its waterways efficiently specially the river systems in the mainland. The Chinese government is still on the process of developing its roads and highways especially those roads that would connect different provinces to major cities. It would still take a few more years before this physical infrastructure will be fully developed. References: Bodde, Derk. Introduction. Chinese Thought, Society, and Science : The Intellectual and Social Background of Science and Technology in Pre-modern China. Honolulu University of Hawaii Press, 1991. pp 3-4. Qiang, Christine Zhen-Wei. China’s Information Revolution : Managing the Economic and Social Transformation. Herndon, VA, USA: World Bank, The, 2007. p 2.

Reading Comprehension and Mathematical Problem Solving Skills Essay

ABSTRACT This study determined the relation between reading comprehension skills and mathematical problem-solving skills of fourth year high school students of Tagaytay City Science National High School. Specifically, the study aimed to: describe the profile of the students in terms of age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; determine the level of reading comprehension skills of the students; determine the level of mathematical problem-solving skills of the students; determine the significant differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; determine the significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation , and monthly family income; and determine the significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The descriptive-correlational research design was used in this study. The respondents of the study were the 222 fourth year high school students under the general curriculum. In order to collect data and provide answers to the research hypotheses, Students’ Questionnaire, researcher-made test on mathematical problem solving, and Gates-MacGinitie Reading Test were used by the researcher in gathering data. For data analysis, the following statistical tools were used: frequency, percentage, mean, t-test, analysis of variance and Pearson Product-Moment Coefficient of Correlation. The significance of the differences and relationship were tested at 0.05 level. Based on the findings, the following conclusions were drawn: The fourth year high school students of Tagaytay City Science National High School are mostly of average age, their ages range from 15 – 16 years old. There are  more female students than male students. A big percentage of the respondents are middle born. Majority of the respondents’ parents finish high school. Majority of the respondents’ fathers and mothers are unskilled workers. Most of the respondents’ family are low income earners, the monthly family income range from P 10,000 – P 19,999. The level of reading comprehension skill of the students is â€Å"good.† The level of mathematical problem-solving skill of the students is â€Å"fair.† There are no significant differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, and monthly family income. However, there is a significant difference between reading comprehension skills and fathers’ occupation but there is no significant difference between reading comprehension skills and mothers’ occupation. There are no significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income. Finally, there is a significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The following are hereby recommended by the researcher: Students should observe proper study habits . They should develop a study schedule to help them maximize their time for studying that could lead to improvement of their reading comprehension and mathematical problem solving skills. There is a need to assist students develop favorable attitude toward reading different reading materials that suit their interest and age. Students should constantly practice solving mathematical problems, for them to master and to improve their skill. English teachers should motivate students to engage in recreational reading to facilitate language learning. They should help them develop the attitude of learning while enjoying. They should give quarterly reading reports using books, magazines, newspapers, and other reading materials that test their level of comprehension along literal, interpretative, and critical areas. These reports can be used to evaluate the progress of reading comprehension of the students. Likewise, mathematics teachers should provide students with proper motivation related to problem solving and create a positive learning environment to improve their performance. Further, mathematics teachers should introduce varied techniques and strategies in solving word problems. During classroom  instruction, they should check the steps adapted by the students in solving mathematical problems to correct their mistakes in that instance and to enhance their performance in mathematics. Parents must see to it that their children observe proper study habits and if possible guide them in their homeworks and other class activities . They must advise and encourage their children to read different reading materials. In addition, parents must understand that their children need to be guided most especially in their weaknesses in problem solving. The administrators should continuously train teachers in reading strategies to update them on the latest trends and issues so that they can use these in teaching students on how to read effectively and meaningfully. Similarly, the administrators should provide seminars and trainings about mathematical problem solving techniques to equip their teachers with new methods in problem solving, which they can later impart to their students in solving problems systematically and analytically. Moreover, school administrators should be supportive of their teachers to help them grow professionally. They should encourage teachers to pursue graduate studies in English and mathematics. Finally, school administrators should exert efforts to conceptualize programs and activities on how reading can be involved in mathematics instruction. Curriculum makers should develop learning materials that will enhance the reading comprehension and mathematical problem solving skills of the students. They should also focus on improving the curriculum of English and mathematics. Lastly, future researchers may conduct studies of this nature to validate the results of the present study and to include other variables which were not investigated in this study such as attitude toward mathematics and English, study habits, and some teacher related factors. MATEL, PABLO B., Reading Comprehension and Mathematical Problem-Solving Skills of Fourth Year High School Students of Tagaytay City Science National High School, SY 2013 – 2014. Master’s Thesis. Master of Arts in Education major in Mathematics Cavite State University, Indang, Cavite. Octber 2013. Adviser: Dr. Constancia G. Cueno.

Eastern Europe and Russia Essay Example | Topics and Well Written Essays - 750 words

Eastern Europe and Russia - Essay Example As reviewed by Butler (2007), the highlight of European civilization had been mostly focused on one group, the Byzantine Empire, which had thrived despite the incursions on fifth century C.E. The race had adopted the Greek culture and its philosophy. Nonetheless, like other great civilizations, the empire, too, had experienced its ultimate end in 1453 (â€Å"The Byzantine Empire,† n.d.). Despite its massive fall in 40th century, their existence still holds substantial contributions to Eastern Europe and Russia up to now. It paved way to the emergence of eastern Cyrillic alphabet, as well as the Orthodox Christianity in Russia (Peterson, 1995). As further explained by Butler (2007), â€Å"Eastern Europe, especially Russia, was heavily influenced by Byzantine architecture.† Such masterpiece can be witness in the â€Å"onion dome† of most Russian Churches. In similar area, the art of this empire had influenced the styles in Europe in terms of â€Å"designs that dep ict God, icons, religious images†¦mosaic, pictures and colored bits of stained scenes or tile cemented in place—brought scenes from the Bible to life.† By claiming part of the Greek’s heritage, the Byzantine Empire had contributed in Literature, as well—preserving important scholarly writings. Its thoughtful conservation had aided much in the development of the European culture—the Renaissance (â€Å"The Byzantine Empire,† n.d.). The eastern part of the continent had experienced fateful changes, from various barbaric invasions to prolonged Communist stand. Most Eastern European countries took a sharp turn, as communism was terminated in 1989-1991 (Fukuyama, Lewis, Orenstein, Kapstein, & Converse, 2008). The struggle in transition phase had been difficult for most East European countries. Modifications in economy had a negative effect on the people in Eastern Europe. â€Å"The number of jobs had declined†¦in some sectors, the number of workers in Czech had been cut in half†

The Social Impact of Economic Crises Research Proposal

The Social Impact of Economic Crises - Research Proposal Example Most of the economic problems were attributed to World War I. In the aftermath, economies were trying to recover from the losses while nations in Europe strived to repay the debts acquired in the war. The United States was affected by the depression to a large extent and it ended just before the beginning of Second World War which again led to enormous spending to finance the war. Its impact affected the social lives of people even long after it ended. In a bid to conquer the impact of the great depression, President Roosevelt of the United States established a peace time strategy which had wide transformation within the free trade structure thereby encouraging the formation of the welfare states. The government would intervene in to socio-economic activities with the aim of assisting the citizens at a wider perspective. After the great depression, the government and the citizens learned to appreciate the role of the government in ensuring the welfare of the people as well in economi c development. The programs created by President Roosevelt culminated in political alliances. These alliances were important in the eventual formation of the Democratic Party. The depression played a significant role in shaping the lives of many Americans. None of them would like a repeat of the suffering that they underwent within that period. They could now see the need to save money for future use. This ended up improving their asset ownership in order to secure property that could assist them in such difficult times.