Archibald MacLeish essays

Archibald MacLeish essays Twentieth century nonfiction was mostly written about the changes America was going through. Archibald MacLeish, a well-known poet,laywright, and public official, wrote about the social and political issues of the time. He argued that the personality of the poet should be independent from the integrity of the poem's existence. His public service work and concern for the social problems through his writing, make him a true all-American. Archibald MacLeish was born in 1892 in glencoe, Illinois. He served in World War I before studying law and earning a degree at Harvard. He was determined to concentrate on his writing so he joined the colony of famous writers in Paris. He wrote verses that reflected the many artistic and social concerns of the day. He wrote the volumes The Happy Marriage, The Pot of Earth, Streets on the Moon, and The Hamlet of a MacLeish during that time also. When he returned to his Massachusetts farm in 1928 he became editor of Fortune. He still continued to write poems and dramatic verse. His sense of socila concern was combined with his art. MacLeish's best poems are morally sensitive explorations of the human perdicament. Influences for his poetry were myth and literary tradition. Other influences were Ezra Pound and T.S. Eliot. He also used biblical stories. A verse play J.B. was based on the book of Job. He won a Pulitzer prize for that play. MacLeish was successful in his lifetime winning a total of three Pulitzer prizes. the other were for Conquistador, about the spanish conquest, and Collected Poems. In the essay "the Unimagined America", from A Continuing Journey, Archibald MacLeish writes about the power of imagination and how it built America today. He calls upon Americans to be more imaginative and have faith in the future. His purpoes for writing the essay was to make readers aware of the fact that America took alot of creativity to be what it is today. ...

The Relationship Between Exchange Rates and Commodity Prices

The Relationship Between Exchange Rates and Commodity Prices Over the last several years, the value of the Canadian Dollar (CAD) has been on an upward trend, greatly appreciating relative to the American Dollar. A rise in commodity pricesInterest rate fluctuationsInternational factors and speculation Many economic analysts believe that the rise in the value of the Canadian Dollar is due to a rise in commodity prices stemming from increased American demand for commodities. Canada exports a great deal of natural resources, such as natural gas and timber to the United States. Increased demand for those goods, all else being equal, causes the price of that good to rise and the quantity consumed of that good to go up. When Canadian companies sell more goods at a higher price to Americans, the Canadian dollar to gains in value relative to the U.S. dollar, through one of two mechanisms: 1. Canadian Producers Sell to U.S. Buyers Who Pay in CAD This mechanism is quite straightforward. To make purchases in Canadian Dollars, American buyers must first sell American Dollars on the foreign exchange market in order to  buy Canadian Dollars. This action causes the number of American Dollars on the market to rise and the number of Canadian Dollars to fall. To keep the market in equilibrium, the value of the American Dollar must fall (to offset the larger quantity available) and the value of the Canadian Dollar must rise. 2. Canadian Producers Sell to U.S. Buyers Who Pay in USD This mechanism is only slightly more complicated. Canadian producers will often sell their products to Americans in exchange for American Dollars, as it is inconvenient for their customers to use foreign exchange markets. However, the Canadian producer will have to pay most of their expenses, such as employee wages, in Canadian Dollars. No problem; they sell the American Dollars they received from sales, and purchase Canadian Dollars. This then has the same effect as mechanism 1. Now that weve seen how the Canadian and American Dollars are linked to changes in commodity prices due to increased demand, next well see if the data matches the theory. How to Test the Theory One way to test our theory is to see if commodity prices and the exchange rate have been moving in tandem. If we find that they are not moving in tandem, or that they are completely unrelated, well know that changes in currency prices are not causing exchange rate fluctuations. If commodity prices and exchange rates do move together, the theory may still hold. In this  case, such correlation does not prove causation as there could be some other third factor causing exchange rates and commodity prices to move in the same direction. Though the existence of correlation between the two is the first step in uncovering evidence in support of the theory, on its own such a relationship simply does not disprove the theory. Canadas Commodity Price Index (CPI) In A Beginners Guide to Exchange Rates and the Foreign Exchange Market,  we learned that the Bank of Canada developed a Commodity Price Index (CPI), which tracks changes in the prices of commodities which Canada exports. The CPI can be broken down into three basic components, which are weighted to reflect the relative magnitude of those exports: Energy: 34.9%Food: 18.8%Industrial Materials: 46.3%(Metals 14.4%, Minerals 2.3%, Forest Products 29.6%) Lets take a look at the monthly exchange rate and Commodity Price Index data for 2002 and 2003 (24 months). The exchange rate data comes from the St. Louis Fed - FRED II and the CPI data is from The Bank of Canada. The CPI data has also been broken down into its three main components, so we can see if any one commodity group is a factor in the exchange rate fluctuations. The exchange rate and commodity price data for the 24 months can be seen at the bottom of this page. Increases in the Canadian Dollar and CPI The first thing to note is how the Canadian Dollar, the Commodity Price Index, and the 3 components of the index have all risen over the 2-year period. In percentage terms, we have the following increases: Canadian Dollar - Up 21.771%Commodity Price Index - Up 46.754%Energy - Up 100.232%Food - Up 13.682%Industrial Materials - Up 21.729% The Commodity Price Index has risen twice as fast as the Canadian Dollar. The bulk of this increase seems to be due to higher energy prices, most notably higher natural gas and crude oil prices. The price of food and industrial materials has also risen during this period, though not nearly as quickly as energy prices. Computing the Correlation Between Exchange Rates and CPI We can determine if these prices are moving together, by computing the correlation between the exchange rate and the various CPI factors. The economics glossary defines correlation in the following way: Two random variables are positively correlated if high values of one are likely to be associated with high values of the other. They are negatively correlated if high values of one are likely to be associated with low values of the other. Correlation coefficients are between -1 and 1, inclusive, by definition. They are greater than zero for positive correlation and less than zero for negative correlations. A correlation coefficient of 0.5 or 0.6 would indicate that the exchange rate and the commodity price index move in the same direction, whereas a low correlation, such as 0 or 0.1 would indicate that the two are unrelated. Keep in mind that our 24 months of data is a very limited sample, so we need to take these measures with a grain of salt. Correlation Coefficients for the 24 months of 2002-2003 Exch Rate Commodity Index .746Exch Rate Energy .193Exch Rate Food .825Exch Rate Ind Mat .883Energy Food .336Energy Ind Mat .169Food Ind Mat .600 We see that the Canadian-American exchange rate is very highly correlated with the Commodity Price Index over this period. This is strong evidence that increased commodity prices are causing a hike in the exchange rate. Interestingly enough, it appears that according to the correlation coefficients, rising energy prices have very little to do with the rise of the Canadian Dollar, but higher prices for food and industrial materials may be playing a big role. Energy prices hikes also do not correlate well with rises in food and industrial materials costs (.336 and .169 respectively), but food prices and industrial material prices do move in tandem (.600 correlation). For our theory to hold true, we need the rising prices to be caused by increased American spending on Canadian food and industrial materials. In the final section, well see if Americans are truly are buying more of these Canadian goods. Exchange Rate Data DATE 1 CDN = CPI Energy Food Ind. Mat Jan 02 0.63 89.7 82.1 92.5 94.9 Feb 02 0.63 91.7 85.3 92.6 96.7 Mar 02 0.63 99.8 103.6 91.9 100.0 Apr 02 0.63 102.3 113.8 89.4 98.1 May 02 0.65 103.3 116.6 90.8 97.5 Jun 02 0.65 100.3 109.5 90.7 96.6 Jul 02 0.65 101.0 109.7 94.3 96.7 Aug 02 0.64 101.8 114.5 96.3 93.6 Sep 02 0.63 105.1 123.2 99.8 92.1 Oct 02 0.63 107.2 129.5 99.6 91.7 Nov 02 0.64 104.2 122.4 98.9 91.2 Dec 02 0.64 111.2 140.0 97.8 92.7 Jan 03 0.65 118.0 157.0 97.0 94.2 Feb 03 0.66 133.9 194.5 98.5 98.2 Mar 03 0.68 122.7 165.0 99.5 97.2 Apr 03 0.69 115.2 143.8 99.4 98.0 May 03 0.72 119.0 151.1 102.1 99.4 Jun 03 0.74 122.9 16.9 102.6 103.0 Jul 03 0.72 118.7 146.1 101.9 103.0 Aug 03 0.72 120.6 147.2 101.8 106.2 Sep 03 0.73 118.4 135.0 102.6 111.2 Oct 03 0.76 119.6 139.9 103.7 109.5 Nov 03 0.76 121.3 139.7 107.1 111.9 Dec 03 0.76 131.6 164.3 105.1 115.5 Were Americans Buying More Canadian Commodities? Weve seen that the Canadian-American exchange rate and commodity prices, particularly the price of food and industrial materials, have moved in tandem over the last two years. If Americans are buying more Canadian food and industrial materials, then our explanation for the data makes sense. Increased American demand for these Canadian products would simultaneously cause an increase in the price of those products, and an increase in the value of the Canadian Dollar, at the expense of the American one. The Data Unfortunately, we have very limited data about the number of goods the American are importing, but what evidence we have looks promising. In The Trade Deficit and Exchange Rates, we looked at Canadian and American trade patterns. With data provided by the U.S. Census Bureau, we see that the U.S. dollar value of imports from Canada has actually went down from 2001 to 2002. In 2001, Americans imported $216 billion of Canadian goods, in 2002 that figure dropped to $209 billion. But by the first 11 months of 2003, the U.S. had already imported $206 billion in goods and services from Canada showing an increase year-over-year. What Does This Mean? One thing we have to remember, though, is that these are dollar values of imports. All this is telling us is that in terms of U.S. Dollars, Americans are spending slightly less on Canadian imports. Since both the value of the U.S. Dollar and the price of commodities has changed, we need to do some mathematics to find out if the Americans are importing more or fewer goods. For the sake of this exercise, we will assume the United States imports nothing but commodities from Canada. This assumption does not greatly affect the results, but it certainly makes the math much easier. Well consider 2 months year-over-year, October 2002 and October 2003, to show how the number of exports has increased significantly between these two years. U.S. Imports From Canada: October 2002 For the month of October 2002, the United States imported $19.0 billion of goods from Canada. The commodity price index for that month was 107.2. So if a unit of Canadian commodities cost $107.20 that month, the U.S. bought 177,238,805 units of commodities from Canada during that month. (177,238,805 $19B / $107.20) U.S. Imports From Canada: October 2003 For the month of October 2003, the United States imported $20.4 billion of goods from Canada. The commodity price index for that month was 119.6. So if a unit of Canadian commodities cost $119.60 that month, the U.S. bought 170,568,561 units of commodities from Canada during that month. (170,568,561 $20.4B / $119.60). Conclusions From this calculation, we see that the United States bought 3.7% fewer goods over this period, despite a price hike of 11.57%. From our primer on price elasticity of demand, we see that the price elasticity of demand for these goods is 0.3, meaning theyre very inelastic. From this we can conclude one of two things: The demand for these goods are not at all sensitive to price changes so American producers were willing to absorb the price hike.The demand for these goods at every price level increased (relative to former demand levels), but this effect was more than offset by the large jump in prices, so overall quantity purchased declined slightly. In my view, number 2 looks a lot more likely. During that period, the U.S. economy had been spurred by massive government deficit spending. Between the 3rd quarter of 2002 and the 3rd quarter of 2003, the U.S. Gross Domestic Product increased by 5.8%. This GDP growth indicates increased economic production, which would likely require increased use of raw materials such as timber. The evidence that increased demand for Canadian commodities has caused the rise in both commodity prices and the Canadian Dollar is strong, but not overwhelming.

Haiti earthquake Essay Example | Topics and Well Written Essays - 250 words

Haiti earthquake - Essay Example Haiti has seen many natural disasters in the past. The next section of the article talks about the deaths of UN personnel in the UN headquarters in Haiti. The number of deaths and missing personnel was not known. The head of the UN mission in Haiti, Hedi Annabi, was also inside the building. Haiti’s ambassador in US reported that many buildings including the presidential palace, the tax office, the ministry of commerce, the foreign ministry, and the local offices of the World Bank were destroyed. The President was reported to be safe. The airport was fine. US President Obama delivered his wishful thoughts and prayers. Emergency food aid and relief came from the Red Cross, the UNs World Food Programme, The Inter-American Development Bank, UK, Canada, Australia, France, and Latin America. The last section of the article talks about Henry Bahn, a visiting official, who reported his experience. The Tsunami watch was lifted when the danger of Tsunami

Hospital Case Management Essay Example | Topics and Well Written Essays - 750 words

Hospital Case Management - Essay Example Hospital case management is a process to meet patient needs with the best use of resources to provide the best quality treatment at the right cost. Case management is used to ensure the right clinical and financial outcome. The data used for statistical quality analysis is the medical expense, clinical workload and utilization. The care request is allotted the required services. The medical information for comparison is available. The referral of the case to the correct physician is a part of case management. The communication involved is also a part of case management. The case management program at this hospital is simple and effective. A model hospital follows the well defined procedures of continuous quality improvement. The quality program is based on delivering the best services to the patient. The risk management department at the naval hospital performs all the functions of a model facility. It monitors patient satisfaction and tracks patient outcomes. Other important aspects of quality are team based. The sub-divisions of the quality management department include performance improvement, risk management, credentials and infection control. The excellent working of the quality management department shows that the naval hospital fares well as compared to the model hospitals. The case management standards involve co-ordination, control of environment and funding. Case management is also used to buy equipment and supplies required for the services. Information is provided to the patients and their families. Case management facilitates professional rapport in the team. Changes are made as required depending on the condition of the patient. The care plan should be coordinated with the disease source. The standards also specify support to the family. The standards used here are USNHGUAMINST 6320.19 series, BUMEDINST 6010.13 series and Joint Commission on Accreditation of Healthcare Organizations (JCAHO) standards. The quality management department of the hospital has divisions for implementation of the work. The performance improvement division ensures continuous improvement. It also implements the total quality leadership. The quality procedures are included in the daily work in a systematic manner. The risk management division measures the quality of care and patient satisfaction. The credentials division evaluates the providers. It trains the health care providers and support staff. The infection control division identifies and reduces the risk of infection according to the established standards. The hospital has an educational program to promote health awareness. The utilization management division allocates the services and the resources. The case management division combines population health, managed care, quality improvement and preventive healthcare. The hospital applies disease state management. This is a process that encompasses the entire course of the disease from prevention to the completely healed patient. Thus we see that the hospital adheres to the best standards. A comparison with the model facility shows that the naval hospital exceeds

This Is Reggae Music Essay Example for Free

This Is Reggae Music Essay Jamaica has been known to be a tourist spot in the Caribbean Islands, because of the stress relieving feel in being one with natures elements.   Apart from Jamaicas notoriety as a tourist destination,   it also prides itself   with one of the most influential and popular musical styles of the contemporary era, Reggae.   Beginning from its humble origins during the 60s, Reggae has become a powerful forcein the field of music, which spawned various publications such as Lloyd Bradleys , This is Reggae Music: The Story of Jamaicas Music.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book primarily follows the birth and development of Reggae during the 60s in a defining and clever manner.   During the time when other musical genres, especially those not of European or American origin, a Jamaican musical style rose to the occasion and proved that Reggae has transcended from the dim hopes of ever being recognized globally.   In a more significant perspective, Bradley explains that Reggae possesses a certain attitude that main stream music and artists fail to have, dedication (Bradley, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reggae has always been and always will be music for the people (Bradley, 2001), unlike the conventional tendencies of popular musicians who appear to exert less effort in making good music as their careers progress. The attitude that Bradley speaks of pertains to compassion for the listeners and not the headstrong arrogant tendencies of several popular recording artists and musicians.   Furthermore, Bradley states how Reggae is all about the music and the fans rather than the life, the fame and the glory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An ordinary listener would usually think of Bob Marley when the word Reggae is uttered, not that Bob Marley has given Reggae a bad name, but Reggae has more depth and substance further than what Marley offered. And if Marley would have been alive, he would not approve of his status as the epitome of Reggae.   In relation, Bradley has given life to Reggae as a musical style and as a culture.   He bequeaths the reader with a detailed account of Reggae from the root down to the audio systems used.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bradley begins This is Reggae Music: The Story of   Jamaicas Music with a listeners or a fans point of view wherein he describes the experience of being in a crowd watching a Reggae performance (Bradley, 2001).   Most musicians describe music or making music as something extraordinary in a sense that one would feel vibe or bolts of electricity flowing through the bloodstream, Bradley however describes making Reggae music as something magical or extraordinary as far as experience is concerned (Bradley, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book then explains how the simplicity of Reggae came to describe it as music to the people, as the technicalities of dancing similar to disco and early Rock and Roll hits are explained as not the point of concern, the point of being among your own people (Bradley, 2001).   Bradley then segues in to a testimony of the life of Reggae as a versatile one, he describe its religious inclinations, social and cultural perspectives, and the global competence of Reggae as an art.   He also described the life of a Reggae musician in contrast to the Rock and Roll lifestyle of Sex, Drugs, and Rock Roll, with that said, Bradley insinuates that Reggae is not a slave to fame.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bradleys This is Reggae Music: The Story of   Jamaicas Music indicates the various styles, that Reggae has innovated and adopted, though not all of them are original .   The soul style which is a derivative of Jazz was adopted by Reggae, but the soul style of Reggae as Bradley describes concerns emotional harmonies of lyrics and instruments with a Reggae feel (Bradley, 2001).   Bradley also discussed the new dances that have emerged from the sub-genres of Reggae as well as how the evolution of technology went hand in hand with Reggae (Bradley, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a different note, Bradley has also described how Reggae died after the 1970s, he   particularly expresses his strong feelings of dislike for Marleys distinct style.   He also disliked Marleys political motivation of songwriting and how it tends to be corruptive.   He also forcibly placed   Reggaes globalization in a positive light, specifically, the British Reggae in the latter chapters of the book (Bradley, 2001).   The globalization topic, though finely detailed somehow ruins the presentation of the publications as Bradley tends to contradict his own opinion in discussing British Reggae.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bradley has come up with fine detailed work in explaining an underdog music that made its mark in the world.   Though there are certain flaws and biased points of view, Bradley still managed to give a vast explanation of Reggae and how it developed from a simple musical style in to a global phenomenon.   Bradley has introduced readers, listeners, musicians and non-musicians alike to the real road to reggae with a little bumps along the way. References Bradley, L. (2001). This is Reggae Music: The Story of Jamaicas Music . New York: Penguin   Ã‚   Books.

Smoking Essay -- Tobacco Cigarettes Essays

Smoking In the year 1973, 11 years prior to my birth, my grandfather made one of the most important decisions in his life. In the cold wind of March, my grandfather stood outside of Coon Rapids Bayard High School and smoked his last cigarette. That fall my mom and her sister Eileen had made a deal with my Grandpa that if their team made it to the Iowa Girl’s State Basketball Tournament he would give up his addiction to nicotine. This addiction to nicotine had haunted him since his days as an American soldier in World War II. My mom’s team, Elk Horn-Kimbalton, was up by 19 points at halftime, and it was quite evident they would reach the destination they had worked so hard for. Next to the â€Å"victory bell† my Grandpa decided to make this one special night for his immediate family as his daughters would see two of their dreams come true right before there eyes: Their dad to quit smoking and for their basketball team to play at the state tournament in Des Moines. My grandfather has been one of the most influential people in my life. Both my Grandma and him raised me for the majority of my childhood. He taught me the foundations of hard work, discipline, and dedication. The support he has given us grandchildren has been outstanding. Together they have never missed the biggest sporting events or tribulations that us grandkids have encountered in our short lives. He is in great health, but could he be in even better health if he had continued his addiction to nicotine? According to Peter Brimelow, in his article â€Å"Thank You for Smoking†¦?† he believes that you can receive many benefits from smoking, including the avoidance of many diseases that haunt our nation today. Could my Grandpa have continued to receive benefits... ... without end. Smoking now and never will be valuable to an individual’s health. The bottom line is that the drug nicotine can be very harmful to one’s health. This has been a wide range fact for quite some time. The health risks of smoking are displayed through advertisement’s daily. Despite scientific value related to smoking, the risks and dangers are too strong to make a valid argument in favor of smoking. Works Cited Brimelow, Peter. â€Å"Thank You for Smoking†¦.?† The Genre of Argument. Ed. Irene L.Clark. Boston: Thomson-Heinle, 1998. 141-142. American Lung Association. 2003. Fact Sheet: Smoking. 17 Mar. 2004 . Carroll, Bill. Smokers Health and Stop Smoking Information Center. Just How Dangerous is Smoking? 2000. 17 Mar. 2004 .

Dijkstra Paper

(A Look Back at) Go To Statement Considered Harmful Edsger Dijkstra wrote a Letter to the Editor of Communications in 1968, criticizing the excessive use of the go to statement in programming languages. Instead, he encouraged his fellow computer scientists to consider structured programming. The letter, originally entitled â€Å"A Case Against the Goto Statement,† was published in the March 1968 issue under the headline â€Å"Go To Statement Considered Harmful. † It would become the most legendary CACM â€Å"Letter† of all time; â€Å"Considered Harmful† would develop into an iconic catch-all.Dijkstra’s comments sparked an editorial debate that spanned these pages for over 20 years. In honor of the occasion, we republish here the original letter that started it all. Editor: For a number of years I have been familiar with the observation that the quality of programmers is a decreasing function of the density of go to statements in the programs they p roduce. More recently I discovered why the use of the go to statement has such disastrous effects, and I became convinced that the go to statement should be abolished from all â€Å"higher level† programming languages (i. e. verything except, perhaps, plain machine code). At that time I did not attach too much importance to this discovery; I now submit my considerations for publication because in very recent discussions in which the subject turned up, I have been urged to do so. My first remark is that, although the programmer’s activity ends when he has constructed a correct program, the process taking place under control of his program is the true subject matter of his activity, for it is this process that has to accomplish the desired effect; it is this process that in its dynamic behavior has to satisfy the desired specifications.Yet, once the program has been made, the â€Å"making† of the corresponding process is delegated to the machine. My second remark is that our intellectual powers are rather geared to master static relations and that our powers to visualize processes evolving in time are relatively poorly developed. For that reason we should do (as wise programmers aware of our limitations) our utmost to shorten the conceptual gap between the static program and the dynamic process, to make the correspondence between the program (spread out in text space) and the process (spread out in time) as trivial as possible.Let us now consider how we can characterize the progress of a process. (You may think about this question in a very concrete manner: suppose that a process, considered as a time succession of actions, is stopped after an arbitrary action, what data do we have to fix in order that we can redo the process until the very same point? ) If the program text is a pure concatenation of, say, assignment statements (for the purpose of this discussion regarded as the descriptions of single actions) it is sufficient to point in th e program text to a point between two successive action descriptions. In the absence of go to statements I can permit myself the syntactic ambiguity in the last three words of the previous sentence: if we parse them as â€Å"successive (action descriptions) â€Å"we mean successive in text space; if we parse as â€Å"(successive action) descriptions† we mean successive in time. ) Let us 7 PAUL WATSON COMMUNICATIONS OF THE ACM January 2008/Vol. 51, No. 1 Forum call such a pointer to a suitable place in the text a â€Å"textual index. † When we include conditional clauses (if B then A), alternative clauses (if B then A1 else A2), choice clauses as introduced by C.A. R. Hoare (case[i] of (A1, A2, †¦ , An)), or conditional expressions as introduced by J. McCarthy (B1__ >E1, B2 __ E2, †¦ , Bn __ > > En), the fact remains that the progress of the process remains characterized by a single textual index. As soon as we include in our language procedures we must admi t that a single textual index is no longer sufficient. In the case that a textual index points to the interior of a procedure body the dynamic progress is only characterized when we also give to which call of the procedure we refer.With the inclusion of procedures we can characterize the progress of the process via a sequence of textual indices, the length of this sequence being equal to the dynamic depth of procedure calling. Let us now consider repetition clauses (like, while B repeat A or repeat A until B). Logically speaking, such clauses are now superfluous, because we can express repetition with the aid of recursive procedures. For reasons of realism I don’t wish to exclude them: on the one hand, repetition clauses can be implemented quite comfortably with present day finite equipment; on the other hand, the reasoning pattern known as â€Å"induction† makes us well quipped to retain our intellectual grasp on the processes generated by repetition clauses. With the inclusion of the repetition clauses 8 textual indices are no longer sufficient to describe the dynamic progress of the process. With each entry into a repetition clause, however, we can associate a socalled â€Å"dynamic index,† inexorably counting the ordinal number of the corresponding current repetition. As repetition clauses (just as procedure calls) may be applied nestedly, we find that now the progress of the process can always be uniquely characterized by a (mixed) sequence of textual and/or dynamic indices.The main point is that the values of these indices are outside programmer’s control; they are generated (either by the write-up of his program or by the dynamic evolution of the process) whether he wishes or not. They provide independent coordinates in which to describe the progress of the process. Why do we need such independent coordinates? The reason is—and this seems to be inherent to sequential processes—that we can interpret the value of a variable only with respect to the progress of the process.If we wish to count the number, n say, of people in an initially empty room, we can achieve this by increasing n by one whenever we see someone entering the room. In the inbetween moment that we have observed someone entering the room but have not yet performed the subsequent increase of n, its value equals the number of people in the room minus one! The unbridled use of the go to statement has an immediate consequence that it becomes terribly hard to find a meaningful set of coordinates in which to describe he process progress. Usually, people take into account as well the values of some well chosen variables, but this is out of the question because it is relative to the progress that the meaning of these values is to be understood! With the go to statement one can, of course, still describe the progress uniquely by a counter counting the number of actions performed since program start (viz. a kind of normalized clock). Th e difficulty is that such a coordinate, although unique, is utterly unhelpful.In such a coordinate system it becomes an extremely complicated affair to define all those points of progress where, say, n equals the number of persons in the room minus one! The go to statement as it stands is just too primitive; it is too much an invitation to make a mess of one’s program. One can regard and appreciate the clauses considered as bridling its use. I do not claim that the clauses mentioned are exhaustive in the sense that they will satisfy all needs, but whatever clauses are suggested (e. g. bortion clauses) they should satisfy the requirement that a programmer independent coordinate system can be maintained to describe the process in a helpful and manageable way. It is hard to end this with a fair acknowledgment. Am I to judge by whom my thinking has been influenced? It is fairly obvious that I am not uninfluenced by Peter Landin and Christopher Strachey. Finally I should like to r ecord (as I remember it quite distinctly) how Heinz Zemanek at the pre-ALGOL meeting in early 1959 in Copenhagen quite explic- January 2008/Vol. 1, No. 1 COMMUNICATIONS OF THE ACM itly expressed his doubts whether the go to statement should be treated on equal syntactic footing with the assignment statement. To a modest extent I blame myself for not having then drawn the consequences of his remark. The remark about the undesirability of the go to statement is far from new. I remember having read the explicit recommendation to restrict the use of the go to statement to alarm exits, but I have not been able to trace it; presumably, it has been made by C. A. R. Hoare. In [1, Sec. 3. . 1. ] Wirth and Hoare together make a remark in the same direction in motivating the case construction: â€Å"Like the conditional, it mirrors the dynamic structure of a program more clearly than go to statements and switches, and it eliminates the need for introducing a large number of labels in the prog ram. † In [2] Guiseppe Jacopini seems to have proved the (logical) superfluousness of the go to statement. The exercise to translate an arbitrary flow diagram more or less mechanically into a jumpless one, however, is not to be recommended.Then the resulting flow diagram cannot be expected to be more transparent than the original one. REFERENCES 1. Wirth, Niklaus, and Hoare, C. A. R. A contribution to the development of ALGOL. Comm. ACM 9 (June 1966), 413–432. 2. Bohn, Corrado, and Jacopini, Guiseppe. Flow Diagrams, Turing machines and languages with only two formation rules. Comm. ACM 9 (May 1966) 366–371. Coming Next Month in COMMUNICATIONS Alternate Reality Gaming IT Diffusion in Developing Countries Are People Biased in their Use of Search Engines?The Factors that Affect Knowledge-Sharing Behavior Alternative Scenarios to the â€Å"Banner† Years Municipal Broadband Wireless Networks The Myths and Truths about Wireless Security Managing Large Collection s of Data Mining Models Women and Men in IT: Alike or Different? EDSGER W. DIJKSTRA Technological University Eindhoven, The Netherlands Communications of the ACM March 1968, Vol. 11, No. 3, pg 147 COMMUNICATIONS OF THE ACM January 2008/Vol. 51, No. 1 9

What is the Election Procedure in India?

An election is a contest between different candidates from various parties out of which the voters elect one as their representative. There may also be independent candidates taking part in the election. There are following stages in the electoral process (procedure): (a) Delimitation of constituencies: First of all the entire area-the whole country in the case of Lok Sabha elections and of that particular State in the case of Legislative Assembly elections-is divided into as many constituencies as there are seats. (b) Preparation of voters' list: After the demarcation of constituency, the voters' list of each constituency is prepared and published. (c) Filing of nomination papers: The dates of election, filing of nomination papers and withdrawals are fixed by the Election Commission. Any person, who wants to fight the election, can file his nomination papers by the due date. His name must be there in the voters' list and he should be eligible to fight election. His name should be proposed and seconded by the voters of that Constituency. Every candidate has to deposit some security along with his nomination papers. d) Scrutiny of nomination papers and withdrawals: A date is fixed for the scrutiny of all the nomination papers. If the nomination papers of any candidate are found to be not in order, they are rejected. The candidates can also withdraw their names from elections upto a certain date fixed by the Election Commission. (e) Election campaign: The next stage in the election is the election campaign by various candidates and political parties. Posters are distributed, meetings are held and speeches are delivered. Processions are also taken out and sometimes use of Radio and Television is also made. Through all these means voters are requested for votes. The election campaign normally ends 48 hours before the election. Although every political party and candidate are free to do their election campaign yet according to our election laws no party or candidate can (i) bribe or threaten the voters. (ii) appeal to the voters in the name of caste or religion. (iii) use government resources for election campaign. (iv) spend more than 25 lakhs for a Lok Sabha Election and Rs. 0 lakh for an Assembly Election. In case they indulge in any of the above practices their election can be annulled by the court even after they have been duly elected. (f) Model code of conduct: In addition to the laws, all the political parties in the country have agreed to a model code of conduct for the election campaign. This includes: (i) Any place of worship shall not be used for election propaganda. (ii) Criticism of the opposing candidates shall be limited to their policies and programmes past record of public service and not mention of their private personal lives. iii) The government official transport like car, vehicles, machinery and aircraft and personnel shall not be used by government officials or ministers. (iv) No posters, pamphlets or notice, slogans shall be placed on any building without the permission of the owner. (v) Any minister shall not lay down foundation stones of any project, make appointments and transfer of officials or make any promises for providing public facilities after the elections have been announced. (g) Voting: On the date fixed earlier, voting takes place. For voting, election booths are set up. Voters go to the polling booths and cast their votes for the candidates of their choice. Voting is held by secret ballot. These days Electronic Voting Machines (EVM) is used to record votes. EVM has the names of the candidates and their election symbols. The voters have to press the button against the name and symbol of the candidate they wish to vote for. (h) Counting of votes and declaration of result: After the voting is over, the ballot- boxes are sealed and taken to the counting centers. There the ballot boxes are opened before the candidates or their agents and votes are counted under the supervision of the returning officer. A candidate who gets the highest number of votes is declared elected. (i) Election petition: If any candidate feels that the election in his Constituency has not been held properly, or if he has any objection against the result, he can file an election petition in the Court. If the objections raised are found to be correct the court can set aside that election. In that Constituency, the election will be held again.

Philosophy of Music Education in the Indian Context Essays

Philosophy of Music Education in the Indian Context Essays Philosophy of Music Education in the Indian Context Essay Philosophy of Music Education in the Indian Context Essay These ends must be the first and first ground why we teach music. To transfuse an even greater apprehension and love of the sphere therefore enabling our pupils develop a echt involvement and go on a life long journey that’s undertaken in changing grades and through diverse functions. Phenix ( 1986 ) emphasis on the fact that cognition of methods makes it possible for a individual to go on larning and undertake enquiries on his ain ( p. 11 ) . Estelle Jorgenson in her book Transforming Music Education articulately describes the demand for music instruction to be transformed for the really ground that kids be able to go on developing their cognition beyond the schoolroom. Effective music instruction is built of a foundation that encompasses treatments. ends. stuffs and schemes. based on a teacher’s cognition and experience of music and kid development. educational guidelines and overarching. and developing doctrine of music education ( Fiske. 2012 ) . Before I elucidate my doctrine about music. I recognize the demand to clear up my base as a music pedagogue who is passionate and determined to promote the position of music instruction within schoolrooms around India. My Musical Experiences Music has ever been a portion of me for every bit long as I can retrieve. My earliest memories of music. particularly the public presentation facet. goes back to when I was three old ages old and sang a solo for a Christmas Concert that was organized by the wireless station that my male parent worked at. I have memories of him kneeling on one articulatio genus and playing the guitar for me while I sang after which I was delighted to have a large nowadays from Santa. Ever since. I have enjoyed acting. and have so felt so comfy on phase. All along I grew up listening to Christian Gospel music and many modern-day agreements of anthem. Auxiliary to that my male parent offered me a rich experience of Indian Hindu devotional music. I learned vocals by ear and didn’t realize what I was losing at this point. conceive ofing what I learned in music to be the lone manner to absorb and internalise it. Performing was something that I enjoyed making and it came of course to me. partially because of my early induction into taking worship at church. My true trial of endurance came about when I was introduced to Western Classical Music at the age of 14. through the survey of two old ages of piano. My instructor. like many others around. displayed an highly formalized attack and didn’t do much to spread out my apprehension of music beyond what was on the page and how I was supposed to read it. In response to this method I didn’t enjoy larning from the pages of notated music books. every bit much as I did larning by ear. and I continued to develop as a instrumentalist who played by ear and improvised at will. Analyzing opera during undergrad was a seeking stage for me because of my inability to connect the dots every bit easy as I should hold been able to. My aural accomplishments remained first-class and I sometimes relied on that to transport me through certain stages. Hard work and finding became my slogan. and I spent hours to understand and hone music that was assigned to me. as I wanted to make my really best. Although I had composed vocals earlier. without notating them. the survey of music theory opened up a whole new universe for me. I could now add assortment and profusion to my music through the constructs I was larning. Music became a new linguistic communication for me ; I was captivated by the manner it lent itself to diverse experiences through different musical functions ( something that I wasn’t cognizant of or didn’t wage attending to earlier ) . As a Music Teacher Although I ab initio joined a conservatory to analyze vocal public presentation. I found myself profoundly drawn towards music instruction. and during my 2nd semester decided to larn more about inventing meaningful and persuasive trategies to better the criterion of music instruction in India. This thought emerged from an apprehension that I had felt about cheated for holding lost out on so many old ages of analyzing music officially. yet efficaciously. I didn’t have a pick because structured music direction merely wasn’t available at all the schools that I studied in. or the quality of direction didn’t serve the intent of educating or informing pupils like me. What gave the feeling of a music class/lesson at school was in world an enthusiastic manner of maintaining pupils occupied for 40 proceedingss in simple vocalizing. with a concert for parents every one time a twelvemonth. We learned vocals by rote to execute them. twelvemonth after twelvemonth. During those old ages though. I didn’t recognize the restrictions that this system came with and continued to bask the fact that I was in choir and able to sing. This vacuity remains mostly seeable and unattended to in schools today. although some music pedagogues in the recent yesteryear have taken immense stairss towards bettering the quality and effectivity of their direction in schoolrooms around India. Their attempts nevertheless remain preponderantly an enthusiastic enterprise. What is desperately required is surely something much more than sincere learning. It calls for a transmutation of the present system. giving room for every kid to have superior music instruction that fits into the whole. The demand of every pupil being met in a transformed educational model that invariably reshapes itself to suit new thoughts and schemes. After all. as Regelski ( 2003 ) justly points out that music ( music instruction ) is for everyone and non merely for an elect few. The turning point in my determination to eventually learn music myself came about when I enrolled my four-year-old girl. Tiara. for after-school piano lessons. I hoped to give her a head start. with the apprehension that she needn’t have to confront the same challenges in larning music. like I had to. However. after a few categories. I realized to my complete dissatisfaction that there was no construction. no idea and imaginativeness. and no lucidity in what was being thought to her. Her fingering on the piano was all over the topographic point for the two vocals that her instructor worked on Twinkle. Twinkle Little Star. And Baa Baa Black Sheep Her instructor ( I subsequently learned wasn’t introduced to classical notation ) . taught her these vocals by composing letters in a book and teaching her to perpetrate it to bosom. Lesson after lesson they would follow the same lineation with no accent on any other musical facets whatsoever. I decided I wasn’t traveling to take this lying down! I had to make all within my capacity to alter the face of music instruction. as the huge bulk of people understand it. I began analyzing about music instruction as good. to inform and fit myself for the undertaking at manus. Around this period. my voice teacher encouraged me to train pupils in voice. and I began shying off from it believing I was under qualified and needed many old ages of survey to get down learning. However. with a newfound passion and energy. I accepted to training some of his voice pupils and besides began to learn little groups of pupils on the history of music ( because I loved larning about it ) . Meanwhile. I started developing both my immature girls at place invariably developing new thoughts and schemes to present musical constructs to them. A friend noticed my instruction manner and asked if I would learn her girl excessively. and therefore began my professional journey as a music pedagogue. Four old ages since so. I find myself accountable for the music direction I offer to over 250 kids across assorted age groups. who are portion of my school. The demand is so great within schools. and merely a few pedagogues are willing to take the excess attempt of educating themselves and being channels of superior music instruction-catalysts of kinds. I am blessed to hold a squad of 10 instructors who portion in my vision and work aboard me in leaving music to the kids who are portion of our music school. Harmony . My long-run vision is to heighten the music plans in India for the improvement of as many kids as possible. Persons don’t realize what they’re losing until they’ve been given a gustatory sensation of it. a glance of the bigger image ( much like my instance ) . Through our school public presentations I aim on supplying a window for the alteration to take topographic point. A transmutation that non merely affects my pupils. but others around them every bit good through their personal interactions with each other and the community as a whole. My Personal Philosophy A field or subject without philosophical counsel. without critically examined ideals and committedness to their alteration in visible radiation of the diverse and altering demands of those it seeks to function. is more kindred to an business han a profession ( Bowman A ; Frega. 2012. p. 23 ) . For my vision to bear fruit and demo grounds of going something concrete. I realize the demand to develop my doctrine of music to an extent that equips me with the necessity tools to be able to originate the alteration that I seek after. In the words of Jorgenson ( 2008 ) . I want to unearth beneath the superficial and incontrovertible accomplishments to believe about the thoughts and rules of music instruction. the things that drive and shape . Harmonizing to Kivy ( 2002 ) . A pattern or subject or organic structure of cognition. so. seems to go eligible’ ( If that is the right word ) for doctrine. decently so–called. when it becomes for us a manner of life: when it cuts so profoundly into our natures as human existences that we are impelled to research and uncover its innermost workings ( p. 7 ) . It is necessary for me to clarify the major dimensions of musical experience so I can effectively offer them to. and nurture them within. my pupils ( Reimer. 2003. p. 9 ) . this despite the passion and strong belief with which I teach and advocate the demand for humanistic disciplines in schools. I have begun to develop a interactive mentality in my doctrine of music instruction after my reading and researching the literature. coupled with practical experiences over the last few old ages. Reimer ( 2003 ) points out A interactive mentality is one unfastened to cooperation as an option to contention. to seeking for points of understanding or meeting as an option to fixating on strife. to acknowledging niceties in which apparently opposed positions are capable of some degree of contention ( p. 30 ) . I agree with Reimer’s democratic position that musical significance is intending that individuals choose to give to and take from music. based on their life experiences and their musical orientations. He farther adds that there is to be no one right way . and calls for an version of a interactive blend in music instruction. Music must affect determination doing through understanding and connexions within a peculiar function ( Reimer. 2003. p. 213 ) . Eisner ( 1987 ) illuminates the demand for a course of study that exploits the assorted signifiers of representation and that utilizes all of the senses to assist pupils larn what a period of history feels like ( p. 7 ) . Similarly. offering pupils a footing for understanding music in all contexts involves a thorough geographic expedition of musical significance within its unequivocal parametric quantities. along with contemplation or contemplation. Introducing pupils to the music and other art signifiers of assorted civilizations is a fantastic manner to broaden their apprehension of the significance of music. A pupil does non necessitate to lose his ain musical individuality in order to analyze other music. On the contrary. in larning about other music. a student’s life is enriched. Reimer provinces. In the spirit of adding to the ego instead than replacing other egos for one’s ego. the survey of the music of foreign civilizations enriches the psyches of all who are engaged in it ( p. 191 ) . Music and Meaning As advocators of music. music pedagogues are frequently expected to show the significance of music through words. yet words are incapable of genuinely depicting the beauty and emotion felt through experience. The concern is non to get at a definition and to shut the book. but to get at an experience ( Ciardi. 1975. p. ) . Ciardi states that there still lingers belief that a dictionary definition is a satisfactory description of an thought or of an experience ( p. 1 ) . Wordss may try to depict music. yet true significance must be derived from the existent music experience Reimer ( 2003 ) discusses the difference between significances drawn from words or linguistic communication and the significances found through music. He writes. Language is create d and shared through the procedures of conceptualisation and communicating. Music is created and shared through the procedure of artistic/aesthetic perceptual structuring. giving significances linguistic communication can non represent ( p. 133 ) . The existent power of music lies in the fact that it can be true to the life of feeling in a manner that linguistic communication can non ( Langer. 1942. p. 197 ) . Phenix ( 1986 ) highlights the demand to look for aesthetic significance in music concluding that at that place has to be a delicate balance between descriptive proposition that serves the intent of puting out a historical background and leting for freedom to derive perceptual characteristics. Though music may arouse emotions in my pupils as they compose or serve as an mercantile establishment for their feelings when they perform. the ultimate significance of music lies in its ability to symbolize/portray profoundly felt emotions. In the pages of his article. How Does a Poem Mean. John Ciardi ( 1975 ) portions with the reader his position that linguistic communication is non capable of wholly conveying the significance that is discovered through experience. Populating through the poesy is more powerful than trying to construe it. I believe that linguistic communication does. nevertheless. function a intent of heightening and is required when learning for musical significance. Wordss such as enunciation. metaphor. beat. and antagonistic beat describe elements that lead to the apprehension of signifier. Once a pupil can place alterations in the signifier through public presentation. he will hold identified the verse form in action ( p. 95 ) . He will no longer inquire what the verse form means but will see how it means ( p. 95 ) . Ciardi suggests inquiries such as. Why does it construct itself into a signifier out of images. thoughts. rhythms? How make these elements become the significance? and How are they inseparable from the significance? ( p. 100 ) . These inquiries are helpful in taking a pupil to the ultimate meaningful experience. Similarly. music pupils may utilize their cognition of musical elements. such as beat and kineticss. to see how a piece of music agencies. Reimer ( 2003 ) says linguistic communication has the indispensable map of unwraping and explicating the music. Music elements are inseparable from the public presentation of the music as they help to explicate the musical experience. On their ain. nevertheless. words and definitions remain dull and exanimate. I believe pupils should be immersed in the experience. while in a chorus. executing their instruments and listening to those around them. Meaning can be discovered through active engagement in music and through the emotion and beauty the music portrays. for Music agencies whatever a individual experiences when involved with music ( Reimer. 2003. p. 133 ) . Ciardi’s ( 1975 ) statement: It is the experience. non the concluding scrutiny. that counts ( p. 3 ) is peculiarly dramatic. The Indian society topographic points high accent on scrutinies in music as with other topics. really frequently overlooking the demand for pupils to value their experience through the procedure of acquisition. I sometimes experience pressured by the community to run into high concert public presentation outlooks and good scrutiny consequences. Although I recognize that public presentation and the International music test is a fantastic chance in which pupils can portion their music with the community. or understand their degree of competence. the true contemplation of significance in the music should be experienced in daily music devising within my schoolroom. I do my best non to concentrate on the scrutiny repertory entirely but to include other music as good giving them a opportunity to pull out significances and see the music. Ciardi ( 1975 ) describes a verse form as a dynamic and living thing ( p. 10 ) . He continues saying. One experiences it as one experiences life. One is neer done with it: every clip he looks he sees something new. and it changes even as he watches ( p. 10 ) . Similarly. music is capable of uncovering something new each clip it is experienced. The significances my pupils derive from an initial hearing of a piece of music may be immensely different than the significances understood months or old ages subsequently. The significance of music constantly alterations with personal life experiences and new positions. Reimer claims. Music instruction exists to foster people’s potency to derive deeper. broader. more important musical meanings ( p. 133 ) . I believe my pupils should deduce their ain significances from the musical experience and without my influence. By explicating significances to them. I face the fright of projecting into limbo the jubilation of their ain alone experience with the music. much the same manner a linguistic communication instructor might. in more ways than one. take away from the experience of a pupils feelingful experience of poesy as she explains the significance in the poetries of the verse form. Alternatively of learning what music means. I will teach pupils on how music means. enabling them to deduce significance from experiences that occur beyond the schoolroom. and within their ain functions. Feeling through Music Music does for experiencing what linguistic communication does for thought ( Bowman. 1998. p. 200 ) . As a instrumentalist. I understand the power of music to arouse feelings. Listening to or executing a great work of music in a concert hall may convey cryings or icinesss to the instrumentalist in a manner that lone music is capable. Similarly. students’ emotional lives may be heightened by experiences in the schoolroom. Harmonizing to Reimer ( 2003 ) . the emotional dimension of music-its power to do us experience. and to know through feeling-is likely its most of import shaping characteristic ( p. 72 ) . In Western history. emotion has frequently been regarded less valuable than mind ( Reimer. 2003 ) . Some people do non see the humanistic disciplines to be every bit of import as other nucleus topics such as math and reading in instruction due to the belief that humanistic disciplines are based on emotions and non concluding or mind. Recently. nevertheless. scientific bookmans have begun to acknowledge that human intelligence. or knowledge. is exhibited in a assortment of signifiers. straight related to maps of the organic structure. and tied to experiencing. Dimensions of the head. one time thought to be separate and unrelated. are now known to work together. lending to the things we know and experience. Anthony Damasio. a research brain doctor. believes feeling is likely to be the cardinal factor in human consciousness itself and an indispensable ingredient in human cognition ( Reimer. 2003. p. 76 ) . The capacity to experience pervades and directs all we undergo as life. cognizant creatures ( p. 8 ) . Direct experiences of feeling are embodied in music and made available to the bodied experience of those engaged with it ( p. 80 ) . The usage of descriptive and symbolic linguistic communication in the schoolroom. in the instruction of a varied repertory of expressive music. AIDSs in pulling out these responses of experiencing from pupils. Including music that is heavy and loud or delicate and light will convey out an array of feelings. I believe pupils should be given an chance to joint these feelings through journaling and in-class treatment.

How to Back up a Microsoft Access Database

How to Back up a Microsoft Access Database You store critical data in Access databases every day. Have you ever stopped to consider whether youre taking appropriate actions to protect your database in the event of a hardware failure, disaster, or other data loss? Microsoft Access provides built-in functionality to help you back up your databases and protect your organization. You can store the backup file anywhere, be it on an online storage account or just a flash drive or external hard drive. Make an Access Database Backup These steps are relevant to MS Access 2007 and newer, but make sure to follow the instructions that pertain to your version of Access, be it 2010, 2013, or 2016. See how to back up a 2013 Access database if you need help there. Start by opening the database you want to have a backup for, and then follow these steps: MS Access 2016 or 2013 Go into the File menu.Choose Save As and then click Back Up Database from the Save Database As section.Click the Save As button.Choose a name and pick where to save the backup file, and then click Save. MS Access 2010 Click on the File menu option.Choose Save Publish.Under Advanced, select Back Up Database.Name the file something memorable, place it somewhere easy to access, and then choose Save to make the backup. ​MS Access 2007 Click the Microsoft Office button.Choose Manage from the menu.Select Back Up Database under the Manage this database area.Microsoft Access will ask you where to save the file. Choose an appropriate location and name and then click Save to make the backup. Tips: After backing up the Access database, open the backup file in MS Access to verify that it completed successfully.For optimal protection, store a copy of your database backups in an offsite location on a periodic basis. If its a personal database that rarely changes, you might want to put a CD copy in a safe deposit box quarterly. Critical business databases might be backed up to magnetic tape on a daily (or more frequent) basis.Make database backups part of your regular safe computing routine.You may wish to optionally encrypt your database backups if your database contains sensitive information. This is a great idea if you plan to store it remotely.

How do we explain the stance of the Fatimid Empire towards the Essay

How do we explain the stance of the Fatimid Empire towards the Crusades - Essay Example 22). The early church used crusades to gain political and economic power; they influenced their adherents and led them to fight for the interest of a select few who formed the leadership of the church. Faith dictates the mental state of an individual a tool that the early church used to influence their adherents into war against the Islamic faith. With the aid of the western countries of the time, which included knights from several countries in the region and other ordinary citizens such as peasants, the Roman Catholic therefore invaded Seljuq Turks from Anatolia and captured the holy city of Jerusalem overthrowing the unsuspecting Muslims. The raid also freed the Eastern Christians from the oppressing control of the Muslims at the time. The success of the attack led to the formation of other subsequent crusades in attack of Muslims and other smaller religions of the time. The Christians established crusader estates in the Kingdom of Jerusalem, the principality of Antioch and the co untry of Tripoli in North Africa. The aim of the crusader states was to quell any subsequent Muslim invasion in the regions thereby creating solid Christian territories. Religion survives on evangelism which results in the spread of the religion to different regions across the world. With the effective coordination of the military arm of the church, Christianity would spread and enjoy a peaceful existence. However, the development of the crusade and its subsequent attacks on the regions that the Christians considered volatile angered other religions key among which was Islam. The attack on regions around Jerusalem resulted in the merciless massacre of thousands of Muslims and Jews among other non-Christian groups in the region. The victory of the first crusade led to the creation of the crusade estates in strategic key locations among which was the North African state of Tripoli. The region was under a strong influence of Islam following the creation of the Fatimid dynasty (LEV, 199 0 p. 42). The Fatimid Empire, first established in Tunisia, was a movement and later become both a political and religious movement that governed the entire North African region and later spread to other parts of the Middle East where it gained extensive control and influence on the people. The Dynasty had more than a political motivation. Began by a cousin and a sister to the Holy prophet Mohamed, the dynasty sought to earn authority for the religion and therefore consolidate its authority in the region and spread it to other parts of the world. Located in the North East of Africa, Tunisia was not a strategic location to headquarter an empire that had a dream of controlling the entire Arab world. It therefore led to an inversion of the expansive regions in Northern Africa pushing its headquarters to Egypt, a kingdom that bordered Tripoli. Lying close to each other, the republic of Tripoli with a crusade state and the Egypt now serving as headquarter to the greatest Islamic outfit, the two regions became hindrances to the freedom of each other. While the Christians had a vision of spreading their gospel to every country in the world including the Islamic states, the Muslims led by the Fatimid Empire had a similar vision of spreadi