Homiletics Definition and Examples

Homiletics Definition and Examples Homiletics is the practice and study of the art of preaching; the rhetoric of the sermon. The foundation for homiletics lay in the epideictic variety of classical rhetoric. Beginning in the late Middle Ages and continuing to the present day, homiletics has commanded a great deal of critical attention.But as James L. Kinneavy has observed, homiletics isnt just a Western phenomenon: Indeed, nearly all of the major world religions have involved persons trained to preach (Encyclopedia of Rhetoric and Composition, 1996). See Examples and Observations, below. Etymology:From the Greek, conversation Examples and Observations: The Greek word homilia signifies conversation, mutual talk, and so familiar discourse. The Latin word sermo (from which we get sermon) has the same sense, of conversation, talk, discussion. It is instructive to observe that the early Christians did not at first apply to their public teachings the names given to the orations of Demosthenes and Cicero, but called them talks, familiar discourses. Under the influence of rhetorical teaching and the popularizing of Christian worship, the talk soon became a more formal and extended discourse . . ..Homiletics may be called a branch of rhetoric, or a kindred art. Those fundamental principles which have their basis in human nature are of course the same in both cases, and this being so it seems clear that we must regard homiletics as rhetoric applied to this particular kind of speaking. Still, preaching is properly very different from secular discourse, as to the primary source of its materials, as to the directness and simplicity of style whi ch become the preacher, and the unworldly motives by which he ought to be influenced.(John A. Broadus, On the Preparation and Delivery of Sermons, 1870) Medieval Preaching ManualsThematic preaching was not directed at converting the audience. The congregation was assumed to believe in Christ, as the vast majority of people in medieval Europe did. The preacher instructs them about the meaning of the Bible, with emphasis on moral action. Just as dictamen combined features of rhetoric, social status, and law to meet a perceived need in writing letters, so the preaching manuals drew on a variety of disciplines to outline their new technique. Biblical exegesis was one; scholastic logic was anotherthematic preaching, with its succession of definitions, divisions, and syllogism can be regarded as a more popular form of scholastic disputation; and a third was rhetoric as known from Cicero and Boethius, seen in rules for arrangement and style. There was also some influence from grammar and other liberal arts in the amplification of divisions of the theme.Handbooks of preaching were very common in the late Middle Ages and Renaissance. No one o f them, however, was widely circulated to become the standard work on the subject.(George A. Kennedy, Classical Rhetoric Its Christian Secular Tradition. University of North Carolina Press, 1999) Homiletics From the 18th Century to the PresentHomiletics [in the 18th and 19th centuries] increasingly became a species of rhetoric, preaching became pulpit oratory, and sermons became moral discourses. Less bound to classical rhetorical models, zealous fundamentalist and 20th-century homileticians adapted various inductive, narrative-based sermon strategies derived, respectively, from biblical models (jeremiad, parable, Pauline exhortation, revelation) and theories of mass communication.(Gregory Kneidel, Homiletics. Encyclopedia of Rhetoric, ed. by T.O. Sloane. Oxford University Press, 2001)African-American PreachingAfrican American preaching, unlike some of the straitjacket preaching of traditional Eurocentric homiletics, is an oral and gestural activity. This does not mean that it is not an intellectual activity, but in the tradition of African American preaching and the language of the Black church, the activity of the limbs contributes to the meaning of preaching by creating a dialogue with the self and the hearer. This is a critical, albeit ancillary, element of African American preaching and often helps to make the more substantive theological and hermeneutical ingredients more palatable because they become integrated into the whole preaching process.(James H. Harris, The Word Made Plain: The Power and Promise of Preaching. Augsburg Fortress, 2004)Active voice is more alive than passive.Dont use a 50 ¢ word when a 5 ¢ word will do.Remove unnecessary occurrences of that and which.Remove unnecessary or assumable information and get to the point.Use dialogue for added interest and life.Dont waste words.Use contractions where appropriate.Verbs are more alive than nouns.Accentuate the positive.Avoid the literary sound.Avoid clichà ©s.Remove forms of the verb to be whenever possible. Rules for Contemporary PreachersHere . . . are the Rules weve come up with for writing for the ear. . . . Adopt them or adapt them as you see fit. And with each sermon manuscript you write, pray the Lord will make you clear, concise, and directed toward the needs of your flock.(G. Robert Jacks, Just Say the Word!: Writing for the Ear. Wm. B. Eerdmans Publishing Company, 1996) Pronunciation: hom-eh-LET-iks

Honor Killings or Shame Killings in Asia

Honor Killings or Shame Killings in Asia In many of the countries of South Asia and the Middle East, women can be targeted by their own families for death in what is known as â€Å"honor killings.† Often the victim has acted in a way that seems unremarkable to observers from other cultures; she has sought a divorce, refused to go through with an arranged marriage, or had an affair. In the most horrifying cases, a woman who suffers a rape then gets murdered by her own relatives. Yet, in highly patriarchal cultures, these actions – even being the victim of a sexual assault – are often seen as a blot on the honor and the reputation of the woman’s entire family, and her family may decide to maim or kill her. A woman (or rarely, a man) does not have to actually break any cultural taboos in order to become an honor killing victim. Just the suggestion that she has behaved inappropriately may be enough to seal her fate, and her relatives will not give her a chance to defend herself before carrying out the execution. In fact, women have been killed when their families knew they were completely innocent; just the fact that rumors had started going around was enough to dishonor the family, so the accused woman had to be killed. Writing for the United Nations, Dr. Aisha Gill defines an honor killing or honor violence as: ...any form of violence perpetrated against females within the framework of patriarchal family structures, communities, and/or societies, where the main justification for the perpetration of violence is the protection of a social construction of ‘honour’ as a value-system, norm, or tradition. In some cases, however, men may also be victims of honor killing, particularly if they are suspected of being homosexual, or if they refuse to marry the bride selected for them by their family. Honor killings take many different forms, including shooting, strangling, drowning, acid attacks, burning, stoning, or burying the victim alive. What is the justification for this horrific intrafamilial violence?   A report published by Canada’s Department of Justice quotes Dr. Sharif Kanaana of Birzeit University, who notes that honor killing in Arab cultures is not solely or even primarily about controlling a woman’s sexuality, per se.  Rather, Dr. Kanaana states: What the men of the family, clan, or tribe seek control of in a patrilineal society is reproductive power.  Women for the tribe were considered a factory for making men. The honor killing is not a means to control sexual power or behavior. What’s behind it is the issue of fertility, or reproductive power. Interestingly, honor murders are usually carried out by the fathers, brothers, or uncles of the victims – not by husbands. Although in a patriarchal society, wives are seen as the property of their husbands, any alleged misbehavior reflects dishonor on their birth families rather than their husbands’ families. Thus, a married woman who is accused of transgressing cultural norms is usually killed by her blood relatives. How did this tradition begin? Honor killing today is often associated in western minds and media with Islam, or less commonly with Hinduism, because it happens most often in Muslim or Hindu countries.  In fact, it is a cultural phenomenon separate from religion. First, let’s consider the sexual mores embedded in Hinduism. Unlike the major monotheistic religions, Hinduism does not consider sexual desire to be unclean or evil in any way, although sex just for the sake of lust is frowned upon. However, as with all other issues in Hinduism, questions such as the appropriateness of extramarital sex depend in large part upon the caste of the persons involved. It was never appropriate for a Brahmin to have sexual relations with a low caste person, for example. Indeed, in the Hindu context, most honor killings have been of couples from very different castes who fell in love. They might be killed for refusing to marry a different partner chosen by their families, or for secretly marrying the partner of their own choice. Premarital sex was also a taboo for Hindu women, in particular, as shown by the fact that brides are always referred to as â€Å"maidens† in the Vedas. In addition, boys from the Brahmin caste were strictly forbidden from breaking their celibacy, usually until around the age of 30. They were required to devote their time and energy to priestly studies, and avoid distractions such as young women. We could find no historical record of young Brahmin men being killed by their families if they strayed from their studies and sought the pleasures of the flesh. Honor Killing and Islam In the pre-Islamic cultures of the Arabian Peninsula and also of what is now Pakistan and Afghanistan, society was highly patriarchal. A woman’s reproductive potential belonged to her birth family and could be â€Å"spent† any way they chose – preferably through a marriage that would strengthen the family or clan financially or militarily. However, if a woman brought so-called dishonor on that family or clan, by allegedly engaging in premarital or extramarital sex (whether consensual or not), her family had the right to â€Å"spend† her future reproductive capacity by killing her. When Islam developed and spread throughout this region, it actually brought a different perspective on this question. Neither the Koran itself nor the hadiths make any mention of honor killing, good or bad. Extra-judicial killings, in general, are forbidden by sharia law; this includes honor killings because they are carried out by the victim’s family, rather than by a court of law. This is not to say that the Koran and sharia condone premarital or extramarital relationships. Under the most common interpretations of sharia, premarital sex is punishable by up to 100 lashes for both men and women, while adulterers of either gender can be stoned to death. Nonetheless, today many men in Arab nations such as ​Saudi Arabia, ​Iraq, and Jordan, as well as in Pashtun areas of Pakistan and Afghanistan, adhere to the tradition of honor killing rather than taking the accused persons to court. It is notable that in other predominantly Islamic nations, such as Indonesia, Senegal, Bangladesh, Niger, and Mali, honor killing is a practically unknown phenomenon.  This strongly supports the idea that honor killing is a cultural tradition, rather than a religious one. Impact of Honor Killing Culture The honor killing cultures that were born in pre-Islamic Arabia and South Asia have a world-wide impact today. Estimates of the number of women murdered each year in honor killings range from the United Nations’ 2000 estimate of about 5,000 dead to a BBC report’s estimate based on humanitarian organizations’ counts of more than 20,000. Growing communities of Arab, Pakistani, and Afghan people in western countries also means that the issue of honor killings is making itself felt across Europe, the US, Canada, Australia, and elsewhere. High-profile cases, such as the 2009 murder of an Iraqi-American woman named Noor Almaleki, have horrified western observers. According to a CBS News report on the incident, Almaleki was raised in Arizona from the age of four and was highly westernized. She was independent-minded, liked to wear blue jeans, and, at age 20, had moved out of her parents’ home and was living with her boyfriend and his mother. Her father, enraged that she had rejected an arranged marriage and moved in with her boyfriend, ran her over with his minivan and killed her. Incidents like Noor Almaleki’s murder, and similar killings in Britain, Canada, and elsewhere, highlight an additional danger for the female children of immigrants from honor killing cultures.  Girls who acculturate to their new countries – and most children do – are extremely vulnerable to honor attacks. They absorb the ideas, attitudes, fashions, and social mores of the western world. As a result, their fathers, uncles, and other male relatives feel that they are losing the family honor because they no longer have control over the girls’ reproductive potential. The outcome, in too many cases, is murder. Sources Julia Dahl. â€Å"Honor killing under growing scrutiny in the U.S.,† CBS News, April 5, 2012. Department of Justice, Canada. â€Å"Historical Context – Origins of Honour Killing,† Preliminary Examination of so-called â€Å"Honour Killings† in Canada, Sept. 4, 2015. Dr. Aisha Gill. â€Å"Honour Killings and the Quest for Justice in Black and Minority Ethnic Communities in the UK,† United Nations Division for the Advancement of Women. June 12, 2009. â€Å"Honor Violence Factsheet,† Honor Diaries. Accessed May 25, 2016. Jayaram V. â€Å"Hinduism and Premarital Relationships,† Hinduwebsite.com. Accessed May 25, 2016. Ahmed Maher. â€Å"Many Jordan teenagers ‘support honour killings,† BBC News. June 20, 2013.

Article Evaluation Example | Topics and Well Written Essays - 250 words

Evaluation - Article Example Hudson is affiliated with the School of Applied Social Sciences from De Montfort University, Leicester while Singh is also associated with Applied Research Centre Health & Lifestyle Interventions of Coventry University, Coventry. The study addressed several problems facing patients with less severe chronic obstructive pulmonary disease (COPD). They specifically investigated the patients’ experience and understanding of COPD symptoms, current self-care activities, and the importance of family perceptions in managing COPD. The main subject of the study consists of patients with COPD, how they manage the condition, the challenges they encounter and the importance of having the support of family members (Apps et al., 2014). The aim of this study is to understand the experiences of individuals with less severe COPD and the challenges they face while undergoing self-care. The study population comprised of participants who had a positive diagnosis of COPD and had not been rehabilitated for pulmonary complications in the past year. They were also required not to have any neurological, cognitive or locomotor problems. The study design was cross-sectional, and the authors analyzed the data using thematic analysis, which permits identification of patterns of the data and better descriptions (Apps et al., 2014). The results of the study identified difficulty in breathing as the major symptom that the patients underwent. Also, the patients in their early stages of the condition had problems getting support from their family members since the symptoms are not visible from outside. Most patients did not know when to start engaging in the self-care procedures, and what to expect as the conditions increased in intensity (Apps et al., 2014). The results are clear since they give in detail what the patients’ experiences were, and the challenges they face while undergoing self-care. The results have also addressed the

Teaching vocabulary Essay Example | Topics and Well Written Essays - 2000 words

Teaching vocabulary - Essay Example This is because, the LAD as a device which inheres man and helps him learn language, atrophies with age. The acquisition of language also goes hand in hand with the acquisition of vocabulary. Disinterest may also serve as a strong impediment to the acquisition of vocabulary since it is nearly impossible to educate someone on matters he is not interested in. Language-related illnesses and impairment such as Warnicke’s aphasia and global aphasia may be setbacks to the knowledge and acquisition of vocabulary. Those who have suffered global aphasia have great difficulty in understanding words and forming words. In the case of Warnicke’s aphasia, a student may: fail to realise that he is using wrong words; have great difficulty in understanding some words; and not appreciate how words are strung together to form a phrase, clause or a sentence. Again, those with Warnicke’s aphasia have a problem building vocabulary since Warnicke’s aphasia affects the region of the brain’s left hemisphere which is responsible for the understanding of words. Question B There are certain activities which a teacher can expend to solve some of the problems which have mentioned above. When dealing with linguistic barriers which non-native adult speakers use, it is important for me to use both incidental acquisition and direct study. This involves, having proficient and self-motivated students to read a lot of books which are suited for their age. The teacher can then follow incidental acquisition method with vocabulary logs and other techniques which shall also be divulged upon. It is also important to follow up the use of the incidental acquisition model with the provisions of direct study. The use of direct study models will help high-risk students struggling with vocabulary. The strength of direct study helps the student develop his vocabulary by: nurturing an independent reading culture; strengthening the learner’s ability to use context clues ; and strengthening the learner’s context-clues vocabulary acquisition. This measure above will therefore require the teacher to foster a classroom reading programme whereby he can: have the students read in turn; correct the reader’s phonology in case of a wrong pronunciation; have students identify the meaning of a newly encountered vocabulary by using context-cues [so that the student does not rush to the dictionary]; give learners the exact meaning of the newly encountered lexicons with an example of a sentence; and have the students record the same down and use them in a sentence. Again, it will be extremely helpful [of me and to me] to develop a multifaceted approach to vocabulary acquisition. This will entail helping learners to develop the culture of independent reading. As the teacher, I can help develop a recommended reading list, or form a recommended reading list with the school administration. The books in the reading list are those that should challenge t he gifted and the talented, and help slow learners. Thus, the books should be high-interest and low-level. Students will read some of these books independently. For the remaining books, the students can provide feedback by: making oral and written book reports; producing plot summaries; and [if time allows] making performances of key or important scenes. Similarly as an instructor, measures must be made to ensure that students are encouraged to use the different semantic significance of words. This involves, hav

Economic Impacts of Climate Change

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

Life without mobile phones Essay

Microeconomics is generally the study of individuals and business decisions, macroeconomics looks at higher up country and government decisions. Macroeconomics and microeconomics, and their wide array of underlying concepts, have been the subject of a great deal of writings. The field of study is vast; here is a brief summary of what each covers: Microeconomics is the study of decisions that people and businesses make regarding the allocation of resources and prices of goods and services. This means also taking into account taxes and regulations created by governments. Microeconomics focuses on supply and demand and other forces that determine the price levels seen in the economy. For example, microeconomics would look at how a specific company could maximize it’s production and capacity so it could lower prices and better compete in its industry. (Find out more about microeconomics in Understanding Microeconomics.) Macroeconomics, on the other hand, is the field of economics that studies the behavior of the economy as a whole and not just on specific companies, but entire industries and economies. This looks at economy-wide phenomena, such as Gross National Product (GDP) and how it is affected by changes in unemployment, national income, rate of growth, and price levels. For example, macroeconomics would look at how an increase/decrease in net exports would affect a nation’s capital account or how GDP would be affected by unemployment rate. (To keep reading on this subject, see Macroeconomic Analysis.) While these two studies of economics appear to be different, they are actually interdependent and complement one another since there are many overlapping issues between the two fields. For example, increased inflation (macro effect) would cause the price of raw materials to increase for companies and in turn affect the end product’s price charged to the public. The bottom line is that microeconomics takes a bottoms-up approach to analyzing the economy while macroeconomics takes a top-down approach. Regardless, both micro- and macroeconomics provide fundamental tools for any finance professional and should be studied together in order to fully  understand how companies operate and earn revenues and thus, how an entire economy is managed and sustained.

Socialism and the South in Mark Twain´s Huckleberry Finn

In the 1850’s, life in the south was difficult for people of all kinds of people. Whites were expected to be the leaders of society, and were supposed to be educated and proper. Blacks were often enslaved, and they faced racism and discrimination wherever they went. Both groups often wanted to break free from the grip of the southern culture, but it was difficult to escape from social conventions and live by one’s morals. Huckleberry Finn and the runaway slave Jim have to face all of these problems, but these dilemmas are never directly explained in text. In The Adventures of Huckleberry Finn, symbolism is used to show the struggles between freedom, morals, and social conventions through the river, the land, and the raft. The river†¦show more content†¦Handcuffs and chains would look still better on Jim, but it wouldn’t go well with the story of us being so poor. Too much like jewelry. Ropes are the correct thing--we must preserve the unities, as we say on the boards’† (101). Because Jim is black, he is not expected to be free and traveling south. He must be tied up and appear as a captive to please the southern society. This plan fools the southerners, but the duke can’t see that it isn’t right to make Jim seem like a captive. Being on land makes him unable to understand how wrongful it is, as he is only interested on tricking people into believing the ploy. It is also expected of the group to not have gaudy bindings, as they are supposed to be poor and in the culture, poor people cant have nice things. In chapter 18, Huck meets the Grangerfords, a wealthy family that treats him very well. Sadly, the family’s conflict with the Shepherdsons escalates while Huck is in their company, and a bloodbath occurs. â€Å"I staid in the tree till it begun to get dark, afraid to come down. Sometimes I heard guns away off in the woods; and twice I seen little gangs of men gallop past the log store with guns; s o I reckoned the trouble was still agoing on. I was mighty down-hearted; so I made up my mind I wouldn’t ever go anear that house again, because IShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesproducing the gold he wanted. Many Arawak Indians responded by committing a series of mass suicides. He shipped 500 Arawak Indians back on Europe as slaves, although 200 died on the voyage. He brought Western diseases which spread across North and South America, almost depopulating what is now California. He helped convince many people that the Earth is round. He brought new American foods to Europe and introduced European foods to the Americas. Thanks to Columbus, the wheel and the domesticated