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Is the Gilgamesh Flood the Basis of the Biblical Flood in the Book of G

Is the Gilgamesh Flood the Basis of the Biblical Flood?â â   â â Genesis of the Old Testament records an overall Flood right off the bat throughout the entire existence of human progress. Tablet 11of the Sumero-Babylonian rendition of the epic of Gilgamesh additionally records a complete Flood of the whole earth right on time in mankind’s advancement. Let’s analyze the two to decide whether one could be the reason for the other.  Nels M. Bailkey in Readings in Ancient History: Thought and Experience from Gilganesh to St. Augustine, remarks on the resemblances and need thereofâ between the two forms:  The hitting similitudes with the later Hebrew story are very obvious, however the incredible inlet between them should be accentuated: the Hebrew adaptation has been totally admonished. In the Hebrew record the Flood is sent on account of transgression, and the saint is spared in light of the fact that he is honest. In the Sumero-Babylonian form the saint is spared out of simple preference and the divine beings send the Flood, as we gain from a different record, in light of the fact that their rest has been upset: â€Å"oppressive has become the noise of humanity, by their hullabaloo they forestall sleep.† Above all, the one incomparable exemplary God of the Hebrews diverges from the pack of feeble, contentious, avaricious divine beings who â€Å"cowered like dogs† within the sight of the Flood and who later â€Å"like flies assembled around the sacrificer.† (10)  Alexander Heidel in his book, The Gilgamesh Epic and Old Testament Parallels, gives a foundation to the overcomer of the Sumero-Babylonian Flood, Utnapishtim:  Utnapishtim was the child of Ubara-Tutu, the Otiartes, or, rather, Opartes of Berossus. As indicated by Berossus, the storm saint was the tenth Prediluvian ruler in Babylonia. Likewise in the Sumerian engraving he I... ...its acknowledgment by God †these are rehashed in the two records of the Flood.  WORKS CITED  Bailkey, Nels M. Readings in Ancient History: Thought and Experience from Gilganesh to St. Augustine. Third release. Lexington, MA: D.C.Heath and Co., 1987.  Gardner, John and John Maier. Gilgamesh: Translated from the Sin-leqi-unninni form. New York: Alfred A. Knopf, 1984.  Harris, Stephen L. â€Å"Gilgamesh.† The Humanist Tradition in World Literature. Ed. Stephen Harris. Columbus, OH: Charles E. Merrill Publishing Co., 1970.  Heidel, Alexander. The Gilgamesh Epic and Old Testament Parallels. Chicago: University of Chicago Press, 1949.  Ignatius Holy Bible. Modified Standard Version, Catholic Edition. San Francisco: Ignatius Press, 1966.  Sandars. N. K. The Epic of Gilgamesh. New York: Penguin Books, 1972.  Â

The Best Parts of Being a Bookish Kid in the 90s

The Best Parts of Being a Bookish Kid in the 90s Saying I was bookish in the 90s is kind books were what I did in elementary and early middle school. I was the kid carting two paperbacks to lunch in case I finished one because honestly, what was I going to do on the damn playground with no reading material? When I was young, my love of books didnt feel special or personally defining, like it does now, so I never really got to celebrate the cool little quirks of the reading culture in the 90s. MY DAY HAS COME! Time to rewind and relive the best bookish things from the decade I came up inremember this stuff?! Book It Hands down the raddest reading incentive program ever. You can talk until youre blue in the face about the drawbacks of rewarding reading, but 10 year old me would do most anything for a personal pan pizza I did not have to share with one of my three sisters.  Yes, I read for my own gratification as an adult, but I can also buy my own cheese-stuffed crust at this point. I can still feel the raised plastic stickers that would fill in the spots on the giant pin. I didnt always have the best school experiences but Book It made fifth grade bearable. Great Illustrated Classics These adaptations are probably the only reason I can hold my own in a conversation about Literature. I know its why I got a 98% on my tenth grade English Honors essay about the meaning of love in Great Expectations. While never successful with what is considered required reading, I loved these simplified versions of some of the greater works of our time. I had Heidi, Oliver Twist, Little Women, Great Expectations, and Journey to the Center of the Earth, to name a few. When I recently found a bunch in my librarys book sale, I scooped them up without a second thought. Come back to me, Great Illustrated Classics, and be my Cliffs Notes once again. Wishbone I sincerely hope you  are mind-shouting WHATS THE STORY, WISHBONE? at your computer screens right now. Wishbone is a dog (played by a talented terrier named SOCCER) who gets the starring role in adaptations of classic novels with plots that mirror the struggles his boy owner, Joe, is living out in real life. I have found, in rewatches, that it  doesnt quite hold up the way Id like it to, but you could always just blare the theme song, or check out scenes from this round up of favorite episodes. The Series I know book series for kids started well before the 90s (Nancy Drew and Hardy Boys will not be ignored), but I really feel that the super prolific and episodic series with familiar settings and characters defined the way I read in the 90s. Im thinking The Babysitters Club, Sweet Valley High, The Boxcar Children, Goosebumps even Nancy Drew got a peppy update with The  Nancy Drew Files. As an avid rereader and slightly anxious person, I always loved the comfort of knowing all the background before I dug into the latest adventure. And you cannot beat the 90s-tastic covers. Did I capture all your 90s memories? Let me know. Ill be at Pizza Hut. Image credits: Book It, Great Illustrated Classics, Wishbone, Sweet Valley Twins

Autism The Fastest Growing Disorder - 1076 Words

Autism affects people in a lot of different ways. Autism is the fastest growing disorder in the U.S.There is no cure for this disorder but there is treatment. Autism costs a family about $60,000 in one year on average. Symptoms of ASD can have different ranges depending on the person’s. Communication for an Autistic person is extremely difficult, so ASD people don’t even speak, they use hand signals or gestures. Peoples with ASD have a difficult time in social settings, they tend to have outburst or become reclusive depending on the situation. Some ASD people require only 2-4 hours of sleep on a regular basis while others can go for up to 72 hours of no sleep, there has been few but some who can stay awake for weeks at a time. The reason for this is because ASD people’s brains don’t sleep, They never get into a full deep rem sleep because the activities in their brain continue to function on overload. Studies show that 1 in every 3 boys have some type of ASD spectrum, boys are more likely to test as ASD spectrum. The In the United States 1 out of 68 children have autism. About 41% of 4 million kids have autism in the United States. Studies in Asia, Europe, and North America have identified individuals with ASD with an average prevalence of about 1%. A study in South Korea reported a prevalence of 2.6%. Boys however, have a much higher chance of getting autism than girls . If a sibling gets autism there is a very small percentage that the other sibling will end up gettingShow MoreRelatedAutism Essay1317 Words   |  6 Pages12 Block 8 6 October 2014 Autism Spectrum Disorder Autistic children experience the world a lot more differently than others. For example, children with autism are not capable of using words, and have a hard time communicating in general by any means. Specific sounds, like loud crashes and yelling, would bother an autistic child that wouldn’t normally bother a child that wasn’t autistic. We need to learn more about autism so we can handle it, as it is the fastest growing developmental disease inRead MoreWolfgang Mozart Was Born In Salzburg, Austria In January1057 Words   |  5 Pageslike others he was diagnosed with Autism Spectrum Disorder. According to the American Psychological Association (2000), â€Å"Autism is the most severe developmental disability. Appearing within the first three years of life, autism involves impairments in social interaction — such as being aware of other people’s feelings — and verbal and nonverbal communication.† Experts are still uncertain about the causes of autism. Unlike other disorders autism spectrum disorder has multiple causes. Genetic factorsRead MoreAutism Is A Mental Condition Essay1321 Words   |  6 PagesThe definition of Autism is a mental condition, resent from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts. Autism is not classified as a disease, it is a mental condition. Some symptoms might be poor eye contact, compulsive and repetitive behaviors, repetitive movements, unaware of others emotions, depression, anxiety, change in voice, and obsessive interests. Autism makes it hard for a personRead MoreAutism Spectrum Disorder ( Asd )1273 Words   |  6 Pagesit. In the process, they gained knowledge about a disorder that is now referred to as Autism Spectrum Disorder (ASD), or simply Autism. ASD is a developmental disorder that results in difficulty in social interactio ns, communication, and repetitive behaviors. Researchers have come a long way in gathering knowledge about the complex disorder since it was first discovered. Many of its aspects have been discovered and redefined to shape the disorder that is diagnosed and studied today. However, muchRead MoreAutism Spectrum Disorder And Autism1492 Words   |  6 Pageslife there are several different disorders that have been well known from many years ago. There is one disorder that was diagnosed in the early 1800’s but it wasn’t until a few years ago that it gained lots of attention. What used to be known as Autism was later renamed in the DSM to Autism Spectrum Disorder meaning, a neurodevelopmental disorder rather than a pervasive developmental disorder (Gargiulo, 2015). Autism spectrum disorder is a developmental disorder characterized by abnormal or impairedRead MoreAutism Spectrum Disorder ( Autism )1450 Words   |  6 PagesAutism Spectrum Disorder Many of us have heard about Autism, also knows as Autism Spectrum Disorder (ASD). Some have a family member, a friend, or know someone who has ASD. Increasingly it is becoming a more common disability. â€Å"Autism is one of the fastest-growing developmental disorders in the U.S† (Autism Speaks). Autism has no respect for gender, race, social class and or ethnicity. â€Å"Autism is a pervasive developmental disorder that involves abnormal development and function of the brain.† (AutismRead MoreInformational Essay on Autism598 Words   |  3 PagesAutism About 1 percent of the world population has autism spectrum disorder. (CDC, 2014) Autism is the fastest growing developmental disability. Autism is defined by a certain set of behaviors and is a spectrum disorder that effects individuals differently. Autism is a serious and lifelong developmental disability. On its own, autism is not a learning disability or a mental health problem. To go further back into history, autism was first recognized in the early years of the 20th century byRead MoreIn Recent Years, The Prevalence Of Autism Spectrum Disorder1357 Words   |  6 Pagesyears, the prevalence of autism spectrum disorder (ASD) has increased greatly (Nevison 2014). For example, in 2000 the Autism and Developmental Disabilities Monitoring (ADDM) Network estimated about 1 in 150 children had ASD. Six years later in 2006, the prevalence increased to about 1 in every 110 children and then most recently in 2012 to 1 in 68 children. According to the CDC (2008) autism is the fastest-growing developmental disability. With the growing prevalence of autism, the society has beenRead MoreThe Prevalence Of Autism And Autism Essay921 Words   |  4 Pages2000, the prevalence of autism has increased by nearly 120 percent: According to the Centers for Disease Control and Prevention (CDC), this makes autism the fastest-growing developmental disability in the U.S. http://www. autism-society.org/what-is/facts-and-statistics/ A March 27, 2014 announcement http://www.cdc.gov/media/releases/2014/p0327-autism-spectrum-disorder.html from the CDC states that autism impacts 1 in 68 children across the nation. First Responders and Autism Awareness Every day,Read MoreOutline Of A Social Awareness1691 Words   |  7 Pagespaperrater.com/ Topic: Autism Introduction Attention getter: Autism affects every 1 in 68 children; It is one of the fastest growing developmental disorders in the u.s (Facts about Autism. Autism Speaks. N.p., n.d. Web. 11 Mar. 2016. Minor details about the issue Autism FAQ - History. Autism FAQ - History. N.p., n.d. Web. 11 Mar. 2016. . history Thesis: BodyX3 Topic sentence: The definition/ characteristic Autism Characteristics. List of Autism Characteristics. N.p., n

Domestic Violence At Affordable Price Please Use Custom...

Domestic Violence Research Paper This sample domestic violence research paper is published for educational and informational purposes only. Free research papers, are not written by our writers, they are contributed by users, so we are not responsible for the content of this free sample paper. If you want to buy a high quality research paper on domestic violence at affordable price please use custom research paper writing services. This sample research paper on domestic violence features: 7200+ words (26 pages), an outline, APA format in-text citations, and a bibliography with 31 sources. Outline I. Introduction II. History III. Types of Abuse A. Physical Violence B. Sexual Violence C. Psychological Violence D. Stalking E.†¦show more content†¦Domestic violence exists within all cultures, ethnicities, faiths, age groups, education levels, income levels, and sexual orientations. Domestic violence can occur between many different kinds of couples: married or unmarried couples, couples who live in rural areas and urban areas, those that cohabitate or live separately, couples that had been formerly married or had dated, and between heterosexual or same-sex couples. Furthermore, sexual intimacy is not required to be present in a relationship in order for domestic violence to occur. While the statutory term for domestic violence in most states usually includes other family members besides intimate partners, such as children, parents, siblings, sometimes roommates, and so forth, practitioners typically apply the term domestic violence to a coercive, systemic pattern of physical, sexual, or psychological abuse between intimate partners. Victims of domestic violence can be women or men; however, the overwhelming majority of domestic violence involves women as victims and men as perpetrators. For this reason, many organizations concerned with domestic violence focus their attention and services specifically on violence against women and their children. The following section of this research paper discusses the types and prevalence of domestic violence. It also discusses domestic violence warning signs, stalking, dating violence, and

A History Of Ethnical Convergence History Essay Free Essays

string(102) " and to sell them at a set monetary value for the interest of economic advantages \( Thompson 35 \) \." Many archeologists, scientists, and bookmans agree that earliest beginnings of world semen from Africa. Strong, disordering currents, a deficiency of natural seaports, and wild seasonal conditions environing South Africa made the undertaking of voyaging its seashore rather hard for sea fairing civilisations ; this besides left the country mostly in isolation from the remainder of the universe. The people of South Africa lived in typical groups and countries and with different life styles, but many of them shared similar linguistic communications and agencies of endurance. We will write a custom essay sample on A History Of Ethnical Convergence History Essay or any similar topic only for you Order Now When Europeans arrived and settled in South Africa, its one time isolated and limited cultural population was all of the sudden opened up to wholly different races of people. The cultural populations and civilizations of South Africa have changed dramatically throughout history, particularly because of the influence of European colony. Homosexual sapiens, modern worlds, have lived in the Southern Africa for around one hundred millenary. By the clip â€Å" of the Christian epoch, human communities had lived in Southern Africa by runing, fishing, and roll uping comestible workss for many 1000s of old ages † ( Thompson 6 ) . These people were the Khoikhoi and San. Together, they were known as the Khoisan, but they were separate and typical people groups. They lived and survived by distinguishable yet blended life styles. Populating in the most waterless of countries, the San survived by taking advantage of their milieus and lived as hunter-gatherers. Their communities and lives were based around their mobility as they had to travel continuously throughout the twelvemonth to happen nutrient. They took with them merely what they could transport and care for. Often, seniors were left behind when they could no longer care for themselves, and babes and other kids were killed because there was small to care for them with ( Thompson 9 ) . To the West of the South Africa ‘s 20 inch rainfall line, the Khoikhoi were crowding sheep and cowss where they could happen and claim equal croping countries. They were similar to the hunter-gatherers genetically and in the fact that their lives, excessively, were based around mobility. To the E of the 20 inch rainfall line, people lived as assorted husbandmans. They herded sheep and cowss but besides grew harvests. They lived in more lasting small towns during the twelvemonth and had a stronger, more complex political system than that of the Khoikhoi or the San. They spoke the Bantu linguistic communication and â€Å" were the ascendants of the bulk of dwellers of contemporary Southern Africa † ( Thompson 10 ) . When Europeans began to research and topographic point bases in the country, they knew the hunter-gatherers as Bushmen, the Herders as Hottentots, and the assorted husbandmans as Kaffirs ( Thompson 10 ) . Throughout the 15 century, Lusitanian seamans were researching farther and further along the western seashore of Africa. In 1487, Bartholomeu Dias ‘ led an expedition of two caravels, little Portuguese seafaring vass, and rounded the Cape peninsula in the thick of a storm ; they so traveled another three hundred and 40 stat mis along the southern seashore before sailing back to Lisbon. Ten old ages subsequently, Vasco de Gama led a two twelvemonth Lusitanian expedition that rounded the Cape, sailed along the eastern coastline to Malindi ( now known as Mombasa ) , and so crossed the Indian Ocean to Calicut, India. He returned place with lone two of his four ships ( Thompson 31 ) . Throughout the 16th century, the Lusitanian authorities sent one-year fleets around the Cape of Good Hope into the Indian Ocean and destroyed the Arab transportation they encountered in the Indian Ocean. Finally, they began to deviate transportation from the antediluvian Persian Gulf and Red Sea tradin g paths to the pelagic paths around the Cape ( Thompson 32 ) . In the mid 17th century, a Dutch crew wrecked along the southern seashore of Africa and they remained there for the winter until they were rescued. The undermentioned twelvemonth in 1652, the Dutch East India Company created a bracing station in Table Bay called Cape Town to supply fresh H2O, veggies, and meat to go throughing ships and to move besides as a hospital/resting topographic point for sick crewmans ( â€Å" South Africa History † ) . The Cape station was non intended to do a net income, but the disbursals of disposal were intended to be kept at a lower limit ( Thompson 33 ) . Under rigorous instructions that the local people were non to be enslaved, Jan new wave Riebeek, commanding officer of the Cape, requested that Asiatic slaves would be imported to the station to make the agriculture required to supply for go throughing ships and to construct a fortress. Slaves did non get in Cape Town for another f ive old ages and the station ‘s lone slaves were stowaways and those given to them by ships go throughing by ; therefore, South Africa ‘s passage into a great multiracial land began ( â€Å" South Africa Timeline 3 † ) . The people of Cape Town traded with Khoikhoi peoples, known to the white colonists as Hottentots, for cowss and sheep, and the local people became skilled in bartering for European metals and â€Å" organic structure decorations † ( â€Å" Thompson 37 † ) . Van Riebeek used Autsumao, head of the Goringhaikonas and known to the Dutch as Herry, as a transcriber for these trades ( â€Å" South Africa Timeline 3 † ) . As the Dutch settlement continued to put claims towards southwesterly Africa, the Khoikhoi were forced to bear the unanticipated challenge that the Dutch invasion presented them. The colonists ‘ dealingss with the Khoikhoi peoples rapidly degenerated into busting and warfare ( â€Å" South African History † ) ; in 1653, Autsumao murdered the colonists ‘ cowss herder and left with about the entireness of the colonists ‘ herd. Autsumao returned old ages subsequently, being accepted back into Cape Town, and was non punished for his actions ( â€Å" South Africa Timeline 3 † ) . In 1657, the Dutch East Company released nine employees, known as free burgesss, from their contracts and allotted them twenty-acre landholdings at Rondebosch six stat mis south of Table Bay to bring forth grains and veggies and to sell them at a set monetary value for the interest of economic advantages ( Thompson 35 ) . You read "A History Of Ethnical Convergence History Essay" in category "Essay examples" Using the Dutch theoretical account of agriculture, the free burgesss tried in vain to farm and work the lands, but they lacked the accomplishments and adult male power necessary for the occupation. After the company â€Å" imported one boatload of slaves from Dahomey and another boatload of Angolan slaves † in 1658, the Cape settlement became a slave dependant colony ( Thompson 36 ) . As the settlement entered into the 1700 ‘s, its free burgess, retainer, and break one’s back population grew and began to develop its ain construction and form. Among the colony ‘s population, colonists came from the lower categories of â€Å" Hierarchical Dutch [ and ] German society † and Huguenots flying the Protestant persecution from France. By 1711, its slaves were far more legion than the free burgesss and came from topographic points like Mozambique, Madagascar, Indonesia, India and Sri Lanka ( Thompson 36 ) . In the undermentioned twosome of old ages, an outbreak European diseases such as little syphilis, which South Africa ‘s autochthonal people had small to no immunisation against, resulted in â€Å" practical decimation of the south-western Cape Khoikhoi † population and the deceases of a one-fourth of the European population ( â€Å" South Africa Timeline 4 † ) . A midcentury nose count of the Cape showed that a bulk of the s ettlement ‘s Asiatic slaves were focused in town and its slaves of African descent were found more normally working on the outlying, boundary line farms. The Asiatic slaves created an artisan category ; they brought with them their Islamic faith and had a enormous consequence on the working category of South Africa ( â€Å" South Africa History † ) . As the settlement reached into the 1770 ‘s it pushed its boundary line to the Algoa Bay and Graaf-Reinet. The husbandmans of these outlying territories were the first colonist to come into contact with the AmaXhosa ; when the settlement extended its range once more to the Upper Fish and Bushmen rivers, a series of â€Å" anti-colonial † wars with the AmaXhosa began. Many of the Khoikhoi struggled with their ideals of trueness to the white husbandmans, who they obeyed, and to the Xhosa, who had already accepted assorted Khoikhoi into their chiefdoms ( Thompson 50 ) . The Xhosa and Khoikhoi foray and assail the o utlying farms, killing people, stealing farm animal, and destructing belongings. Many husbandmans abandoned their land but subsequently retaliated by puting up two rangers that followed the Xhosa back into their ain land. The ranger took advantage of the Xhosa ‘s split chiefdoms and used hocus-pocus to rupture apart the Xhosa chiefdoms. These onslaughts and events have been written â€Å" down in history as the First War of Dispossession † ( â€Å" South Africa Timeline 4 † ) . In the ulterior portion of the twelvemonth 1795, the British captured the Cape from the Dutch, and though the Dutch regulation was briefly restored in the early 1800 ‘s, this finally marked the terminal of the Dutch Cape settlement and the beginning of the British Cape Colony. John Cradock replaced Governor Caledon in the twelvemonth 1811. He created a program to wholly clear the Xhosa out of the eastern lands of the Cape, and these undertakings were done ruthlessly, ensuing in the slaying of non merely the Xhosa work forces but besides adult females and kids. Eight old ages subsequently, the Xhosa made a awful and despairing effort to derive back control of some of their former land, but they were defeated and pushed back in a mode similar to their first onslaught. These racial glades are known individually as the Fourth and Fifth War of Dispossession ( â€Å" South Africa Timeline 5 † ) . In 1820, the British Government created a grant and selected some four thousand people to settle in the lands late cleared of the Xhosa. The settlement was now non merely inclusive of Dutch, German, and Gallic colonists, a battalion of diverse slaves, and the Khoisian people, but besides â€Å" a mixture of people from England, Wales, Scotland, and Ireland † ( Thompson 55 ) . Another 1000 colonists came on their ain agencies of payment. The earlier Dutch, German, and Gallic colonists were given the label â€Å" Boer † , which means famer and had an implied negative significance, and the 1820 Settlers took on the label â€Å" Afrikaner † ; the Afrikaners have therefore â€Å" ever formed at least 55 per centum of the white population † ( Thompson 56 ) . In the really same twelvemonth, the Zulu land began to lift and added to the ageless force of the South African peoples. In each decennary for the 30 ‘s, the 40 ‘s, and the 50 ‘s, frontier wars were fought as the colony sought to cover with those Xhosa husbandmans who began to dribble back into the country accompanied by the Mfengu, who were flying â€Å" from the spread outing Zulu imperium † ( Thompson 62 ) . Slaves were officially freed in the British Cape settlement in 1838. However, they still did non basically have the same rights as the white colonists. Around the mid 19th century, many of the Boers left the British Cape settlement and â€Å" set about a northern migrationaˆÂ ¦known as the ‘Great Trek ‘ † ( â€Å" Background Notes 4 † ) . They subsequently became known as â€Å" Voortrekkers † . After migrating through Zulu countries of struggle for about ten to fifteen old ages, the independent Boer Republics of Transvaal and Orange Free State were created in 1852 and 1854 ( â€Å" South Africa Timeline 5 † ) . Natal became a 2nd focal point for the British in Southern Africa. While 1000s of Boers, or Voortrekkers, had left on the Great Trek, 1000s of people were geting from Britain to settle in Natal throughout the old ages of 1849 and 1851. The population more than tripled in size within 20 old ages: 15 thousand British colonists and three 1000 Afrikanders. Through the old ages of â€Å" 1860 and 1866, six thousand Indians arrived in Natal from Madras and Calcutta † to work plantations as apprenticed retainers. They brought with them their faiths and societal systems with them. Within six to ten old ages, the first Indians were permitted to return to their places in India, but most opted to remain. This remained a form until a â€Å" ample Indian population † had been created that would even finally outnumber the Whites of Natal ( Thompson 100 ) . Between 1870 and 1910, British imperialism peaked with the find of rich mineral resources in South Africa. An thought of racism, ever back uping white domination, had been developing, and black workers were forced to populate in compounds while they worked the mines in hapless conditions and for hapless wage. They lived in rigorous subject and were non allowed to see their households sometimes for six months or more at a clip ( Thompson 119 ) . Between 1910 and 1939, was a clip of tremendous political agitation and racial segregation and bias, particularly aimed negatively towards the African and â€Å" Coloured † population. Harmonizing to a 1936 nose count of the urban population, people numbered more than three million and made up 31 per centum of the overall population. From this, â€Å" 1.3 million were classified as White, 1.1 million as African, 400,000 as coloured, and 200,000 as Asiatic † . In the towns of South Africa was â€Å" 60 five per centum of the White populationaˆÂ ¦44 per centum of the Coloured, 66 per centum of the Asian, and 17 per centum of the African population † ( Thompson 166 ) . Mineral mining continued to command the lives of the destitute hapless and the pockets of the wealthy. Strikes were frequently organized and addresss were made as workers tried in vain to assume their rights from those keep backing them, but without a widespread organisation amongst the strikers and a agency of support, these normally fell through rapidly. The longest work stoppage attempt was in 1946, lasted four yearss and brought eight gold mines to standstill. Many of the mineworkers were forced back into the mines by barbarous agencies ( Thompson 179-180 ) . In May of 1948, Dr. D.F. Malan came into power with the Nationalist Party and made apartheid, racial segregation, functionary and legal in South Africa, non to be changed until the presidential term of Nelson Mandela about half a century subsequently. Originally a geographically closed off and stray country, the autochthonal people of South Africa developed their ain civilizations, political systems, and agencies of endurance. Yet their isolation was obvious in that groups such as the Khoikhoi and San were genetically similar and shared similar linguistic communications. If the Dutch had non been the first to settle on South Africa ‘s shores, no uncertainty it would hold most likely been settled by the British or another European power. Because of the original European influence in South Africa in fifteenth and 16th centuries, South Africa is now place to an improbably diverse cultural and cultural population with a alone history that binds them all together. How to cite A History Of Ethnical Convergence History Essay, Essay examples

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary and Advanced Level MARK SCHEME for the November 2005 question paper 9708 ECONOMICS 9708/04 Paper 4, maximum raw mark 70 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. We will write a custom essay sample on Saaaa or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †¢ CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 1 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section A 1 (a) What evidence is there in the article that the UK mobile phone companies operate in an imperfect market structure? Only four companies, can fix price, have product differentiation in the handsets, no perfect knowledge. (b) Explain the statement ‘one result will be that cross-subsidisation will disappear and the price of a new handset will go up considerably. Explanation of meaning of subsidising one product or service by the profits on another which itself may be overpriced. The removal of the subsidy will result in the price of the subsidised product increasing if profit levels are to be maintained. Often the subsidised product makes a loss but is produced because it is supplementary to other profit making products or services. (c) The article says the decision of the High Court will cost the companies ? 1. 5 billion to ? 2 billion. Explain how the phone companies might react in order to retain their profit levels. Could try to reduce labour costs, implement some redundancies, could stop research and development, could generally try to reduce costs or could try to increase revenue by promoting products through advertising. (d) Explain with the aid of a diagram how the existence of termination charges would affect consumer surplus. Termination charges are placed above the market level. Diagram should show a price above market clearing which will result in reduction in consumer surplus. 1 mark for D/S diagram correctly labelled; 1 for showing the reduced area of consumer surplus; 1 for explanation. e) Does the information lead you to agree with the spokesperson when he said that consumers should not necessarily regard the decision as a good thing? In consumers’ interest: they would save ? 700 but over next three years, price reduction would be on all calls. Against consumers’ interest: cost of telephone handset would rise; there is a fear of increased calls for text messages; possib ility of phone company finding some other way to keep profits high. [6] [4] [4] [3] [4]  © University of Cambridge International Examinations 2005 Page 2 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 General comments for Section B The essay questions carry a maximum mark of 25. Try not to bunch marks, but use the whole mark range. If there is any doubt in your mind, give the benefit of doubt to the candidate. The difference in grades should be assessed on the ability of the candidate to demonstrate the various objectives of the examination listed in the syllabus and not purely on the ability to itemise further facts from the content of the syllabus. Marks should be awarded for the ability to demonstrate that aim (b) of the syllabus has been achieved as well as aim (a) which refers to content knowledge. It is the objective of the examination, as listed in the syllabus, to assess both these aims. An overall guide for marks for individual questions is given below; these are from a total of 25. They may be applied proportionally of course to parts of questions where the total is less than 25: Mark 1 – 9 (Linked to level one in individual question notes). 1-5 where the answer is mostly irrelevant and only contains a few valid points made incidentally in an irrelevant context. There will also be substantial omissions of analysis. here the answer shows some knowledge but does not indicate that the meaning of the question has been properly grasped. Basic errors of theory or an inadequate development of analysis may be evident. 6–9 Mark 10 – 13 (Linked to level two in individual question notes). 10 –11 where there is evidence of an ability to identify facts or some ability at graphs and/or a fair ability to apply known laws to new situations. There should be an a ccurate although undeveloped explanation of the facts relating to the question together with an explanation of the theory, and evidence of some bility to discriminate and form elementary judgements. Do not expect a clear logical presentation. There will not be much evidence of the ability to recognise unstated assumptions, nor to examine the implications of a hypothesis, nor of the ability to organise ideas into a new unity. 12 – 13 where the answer has a more thorough relevance to the question but where the theory is incompletely explained.  © University of Cambridge International Examinations 2005 Page 3 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 14 17 (Linked to level 3 in individual question notes). 4 –15 where there is a good knowledge of the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel applicatio n. There should also be evidence, where appropriate, of the ability to examine the implications of the question and an attempt to distinguish between facts and value judgements. Clear statements, supported by reasoned arguments should be given and there should be some attempt at a conclusion to the question. There should be a reasoned structure to the whole answer. Do not expect too many extra Illustrative points which are not explicitly referred to in the question, do not expect too much critical comment on unstated assumptions 16 17 for an answer showing a well reasoned understanding of the questions requirements and of the relevant theory: the analysis should be sound though the illustration and development may not be very full. 18 25 (Linked to level 4 in individual question notes). 18 –20 where there is a thorough knowledge of the facts and theory with an excellent ability to describe, explain or analyse this in a precise, logical, reasoned manner. There should be an ability to query some of the assumptions in the question and clear evidence of an ability to distinguish between fact and value judgements and to draw some conclusions on the matter being discussed. Conclusions should be formed and expressed within a sound structured answer so that the whole is well presented. New illustrations and apposite examples should be introduced as further evidence of an ability to recognise the principles of the question and their application to relevant current situations. 1 25 for an answer which, given the time constraint, could not be improved significantly: it will have clear analysis, ample illustration and a good attempt at considered evaluation. Be positive in your marking, awarding marks for what is there without being too much influenced by omissions. Marks should not be deleted for inaccuracies. Corresponding marks for sub-sections. Total Mark 10 Total Mark 12 Total Mark 13 Total Mark 15 1 1-3 1-4 1-4+ 1-5 2 4-5 5-6 5-6+ 6-8 3 6-7 7-8 7-8+ 9-11 4 8-10 9-12 9-13 12-15  © University of Cambridge International Examinations 2005 Page 4 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section B 2 (a) Explain what is meant by efficient resource allocation in a free market. L4 L3 L2 L1 (b) For a sound explanation with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. [6 – 7] For a correct explanation of a free market but undeveloped explanation of allocative efficiency. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 3] [10] Would you agree that in some circumstances it is best to accept the decision such as that of the French government and abandon the search for economic efficiency through the free market? [15] Discussion of the reason for market failure. Monopolies, merit goods, public goods. Consideration of whether this might apply in the case of the large engineeri ng company. L4 L3 L2 L1 For a reasoned discussion of causes of market failure and clearly structured answer. [12 – 15]. For a fair explanation of market failure but lack of development and reasoned conclusion. 9 – 11] For a limited but acceptable attempt to consider some market failures. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] 3 (a) Explain how trade unions can be incorporated into the economic analysis of wage determination. [12] Candidates are asked to comment on trade unions so the economic theory of wages that they should use is that for an imperfect market. This theory should be explained using marginal revenue productivity. Trade unions can have an effect on the supply curve which is now no longer solely determined by market forces. Where the actual wage will be determined depends upon the relative strengths of the employer and the trade union. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. [9 – 12] [7 – 8 D and S approach] For a competent comment but with limited elaboration of the analysis. [7 – 8] [5-6 D and S approach] For a correct explanation of part of the analysis. Candidates might explain either the government or the unions. 5 – 6] [3+ – 4 D and S approach] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 4] [1 –3 D and S approach]  © University of Cambridge International Examinations 2005 Page 5 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss the possible effects that trade unions might have on the economy of a country. [13] Trade unions could affect the supply of labour and working practices. They could cause production to decrease with consequent downward effects on income, spending and national income. Candidates could explain this using the multiplier concept. Union could, however, through negotiation prevent disruption of production, or could monitor the implementation of safety procedures which might involve extra spending by the employer. This might well have an upward effect on national income. L4 L3 L2 L1 For a reasoned and clear explanation with accurate development of theory contrasting possible outcomes. [9 – 13] For a clear but undeveloped explanation which concentrates on change of income in one direction only. 7 – 8] For a limited attempt to consider the theory and with a greater concentration on the descriptive elements. [5 – 6] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis are substantial. [1 – 4] 4 (a) With the help of diagrams distinguish between normal profit and abnormal profit. [10] Diagrams to show normal and abnormal profit with accompanying explanation of the c urves used in the diagram. Candidates can distinguish between perfect and imperfect markets. L4 L3 L2 L1 For a sound explanation, good diagrams correctly labelled, with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. Diagrams clear but not fully labelled. [6 – 7] For a correct explanation of terms but some poor diagrams. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3] (b) Discuss whether firms always want to maximise profits and are able to do so in the way suggested by economic theory. 15] Discussion of the theory of profit maximisation. Candidates should consider not only whether it is possible to calculate marginal revenue and marginal cost to achieve profit maximisation but also whether the firm might have alternative aims. Sales maximisation, behavioural, managerial, satisficing, market share aims might be mentioned. L4 L3 L2 L1 For a reas oned discussion and clearly structured answer. [12 – 15] For a fair discussion but undeveloped answer mentioning either only one part of the question or both parts but only scant mention of alternative aims. 9 – 11] For a limited but acceptable attempt to consider the question with very limited development of either part. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5]  © University of Cambridge International Examinations 2005 Page 6 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 5 How far do you agree that low interest rates and low inflation are the most important aims of government policy in maximising economic welfare? 25] Discussion of the general macro aims of government policy with a comment on whether the two mentioned should be regarded as the most crucial. The effect of low interest rates and low inflation and po ssible links between them can be developed. Reasons should be given for either choosing or not choosing these aims as the most important. L4 L3 L2 L1 For a thorough explanation of the aims, a clear analysis of the link between them, a discussion of the possible outcome of a choosing either those aims or alternatives with a reasoned conclusion. 18 – 25] For a competent explanation of the aims but where there is only limited attempt to consider the significance of the importance of the aims. There will be some discussion but the evaluation will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 9] 6 With the appr oval of the Malaysian government, the Swedish company IKEA, the world’s largest retailer of home furnishings, has invested $106 million in Malaysia in the past three years. It plans to open another large store in the country, employing 450 people with expected sales of approximately $50 million in the first year. (Herald Tribune Aug 15 03 p 12) (a) Use the multiplier analysis to explain what effect this investment might have on the Malaysian national income. [10] Discussion of the effect of increasing investment in terms of employment, income, spending, saving. Multiplier analysis. Usually this question is asked with reference to government spending and investment but this is a large investment and it also will have multiplier effects. L4 L3 L2 L1 For a sound explanation of the analysis and a clear understanding of the principles involved. [8 – 10] For a competent comment but with limited elaboration of the analysis. [6 – 7] For a correct explanation of part of the analysis. Candidates might explain how investment might increase income but might not deal with further increases in as they do not discuss what leakages occur at each ‘round’. 4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3]  © University of Cambridge International Examinations 2005 Page 7 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss whether the activities of multi-national companies are always beneficial. Candidates should discuss the effects of large companies. They could consider whether a large company is beneficial for the shareholders, the workforce and the consumer. These groups may be in different countries. They should comment on the effect in host country where wages/incomes/employment might increase and on the possible benefits for directors (and shareholders) who may be in the home country. The multi-national might have chosen to operate in the host country because of reduced costs or cheaper inputs so a comment on the possible benefits of comparative advantage would be pertinent. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. Reasoned evaluative comments should be given. 12 – 15] For a competent comment but with only limited evaluation of the effects. [9 – 11] For a correct discussion of the analysis but with only very brief, or no evaluation. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] [15] 7 ‘There are so many difficulties in measuring living standards that w e can never be sure that people in one country are better off than those in another country. ’ Comment upon this statement. [25] Candidates should consider each part of the statement. They should discuss whether there are many difficulties in measuring living standards and give reasons for their conclusion on this part of the question. They should then consider whether it is possible to compare one country with another and discuss what use national income statistics might be. They should form an overall conclusion. L4 L3 L2 L1 For a thorough explanation of the difficulties of measuring living standards, and a clear conclusion to the assertion followed by a consideration of the usefulness of using the statistics to make comparisons. [18 – 25] For a competent explanation of the difficulties but with a limited conclusion. There will be some consideration of comparison between countries but this will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. The conclusion will be weak. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 9]  © University of Cambridge International Examinations 2005