Macroeconomic Position of Iceland as of 2006 Essay

Macroeconomic Position of Iceland as of 2006 - Essay Example This essay provides a thorough economic analysis of the economic developments in the Icelandic economy in the year of 2006. Ii is shown in the essay, that the national economy depended heavily on the fishing industry, which provided more than 60% of total export earnings and employs 12% of the work force. Iceland’s economy had been diversifying into manufacturing and service industries in the last decade and new developments in software production, biotechnology, and financial services were taking place. The tourism sector was also expanding, with trends in eco-tourism such as whale watching, hiking, and nature tours growing steadily. As Iceland had focused on leveling its financial landscape and opening its markets, it had created an imbalance in the economy. The resulting volatility threatened a return to the previous days of economic overheating. The employment numbers were good, but any disruption of current output woull change that immediately. Inflation, driven by overheating real estate and investment markets, was growing. These issues had to be resolved immediately. Through prudent monetary policy, inflation could be tamed. By implementing wise fiscal policy, expenses and debt could be reduced. In terms of fiscal policy, Iceland needed to adjust its approach so that the monetary policy could be adequately supported without resorting to continued and severe hikes in the interest rate. Simply, this meant tightening its budget maintenance, reducing its debt, and enhancing the environment for investment

In Cases Of Juvenile Arrest, Rehabilitation, Not Punishment Should Be :: essays research papers

Why would our government try to hurt kids? Well, kids are being hurt right now. You see, in America punishment, rather than rehabilitation is being emphasized for juveniles who commit crimes. This way of thinking must stop with the addition of rehabilitation and prevention programs for juvenile offenders.States vary in their legal definition of a juvenile. In Illinois, for example, a juvenile is defined as any person below the age of 17. Using each states legal definition, the FBI reported that 62% of juveniles arrested in 1992 were referred to juvenile courts, 5% to a criminal or adult court, 2% to a welfare agency, and 1% to another police agency. The kids sent to adult prisons were eight times as likely to commit suicide. It has also been evident that those kids incarcerated with adults are also more likely to become repeat offenders. Legislation pending in congress now is debating several issues. Among them are weather to have children as young as 13 be prosecuted and sentenced as adults for certain crimes, give prosecutors the discretion to transfer a juvenile to an adult court in certain crimes, and allow juveniles to have incidental contact and in some cases be housed with adults.I take an opposing point of view with that of congress. If a 13 year old is imprisoned, how can he become a functional member of society upon his release? How will he create a positive lifestyle for himself? The real question is: How can he turn in any direction other than that of crime? He simple will not be able to. If a child is sent to a prison to stay in a cell for hours at a time, the only life he will know is the life he came from, not the life that could be his. Also, a prosecutor shouldn't have the privilege to decide what court a kid is placed in. A prosecutor has a built in bias; the decision should be left to a judge who would look in the best interest of the convicted person. The statistics prove that housing children with adults can only have a disastrous outcome for the juvenile. The goal of juvenile detention should be to rehabilitate and develop the individual. Appropriate educational skills need to be taught. Children need to be put in touch with their feeling through counseling. Juvenile offenders need to be exposed to role models from within their community and without.

Creating Positive School Experiences for Teens with Disabilities

All men are created equally. Having disabilities does not constitute having different rights. But this is not usually the case. In the article entitled, Creating Positive School Experiences for Teens with Disabilities, the experiences in school of students with disabilities is tackled and what positive actions could and should be done in order to provide these teens the rightful treatment they deserve. The theme of the article is to emphasize the importance of equality and unity despite the differences in capabilities. It is an article that should be highly considered by students with disabilities, teachers and school counselors involved in programs for the well-being of all students, and other students who have direct encounter with fellow schoolmates that have disabilities. Students with disabilities often face discrimination and challenges because of the biasness people have towards them. As a result, they could easily internalize negative attitudes, affecting their behavior towards other people. The article educates people, especially teachers and counselors, to help by creating programs that would encourage people to help in providing a positive environment for students with disabilities to participate in. The article does not state that special treatments are what students with disabilities need. What is more important is that they are given equal chances and the right amount of respect they deserve. Bullying and other forms of negative biasness should be eradicated from the school system in order for the disabled students to grow well in a fair and just community. The article agrees with the Scripture as it highlights giving equal opportunities and respect for all people, no matter what background they may have. The ministry should also help encourage school administrators to intervene and promote positive school experiences for the disabled. Programs that emphasize on respect, equality, and understanding should dominate the school rules.

An Overview of Burlesque Literature With Examples

Burlesque literature is a form of satire. It is often and perhaps best described as â€Å"an incongruous imitation.†Ã‚   The purpose of burlesque literature is to imitate the manner or the subject matter of a â€Å"serious† literary genre, author, or work through a comic inversion.   Imitations of manner might include the form or the style, whereas imitation of matter is meant to satirize the subject being explored in a particular work or genre.    Elements of Burlesque While a burlesque piece may aim to poke fun at a particular work, genre, or subject, it is most often the case that burlesque will be a satire of all of these elements. What is important to consider about this mode of literature is that the point of the burlesque is to create an incongruity, a ridiculous disparity, between the manner of the work and the matter of it. While â€Å"travesty,† â€Å"parody,† and â€Å"burlesque† are terms that are often used interchangeably, it is perhaps better to consider travesty and parody as types of burlesque, with burlesque being the generic term for the larger mode. That being said, it is also important to note that a burlesque piece may employ a number of techniques which fall into the larger category; it is not necessarily the case that all burlesque literature will share all of the same features. High And Low Burlesque There are two primary types of burlesque, the â€Å"High Burlesque† and the â€Å"Low Burlesque.†Ã‚   Within each of these types, there are further divisions. These sub-divisions are based on whether the burlesque satirizes a genre or literary type, or, instead, a specific work or author. Let’s take a closer look at these types. High Burlesque occurs when the form and style of the piece are dignified and â€Å"high,† or â€Å"serious† while the subject matter is trivial or â€Å"low.†Ã‚   The types of high burlesque include the â€Å"mock epic† or â€Å"mock-heroic† poem, as well as the parody. A mock epic is itself a type of parody.   It imitates the generally complicated and elaborate form of the epic poem, and it also imitates that genre’s rather formalized style. In so doing, however, it applies this â€Å"high† form and style to rather ordinary or insignificant topics. A significant example of a mock epic is Alexander Pope’s The Rape of the Lock (1714), which is elegant and elaborate in style, but which, on its surface, has only a lady’s curl as its subject. A parody, similarly, will imitate one or many of a variety of characteristics of a piece of high, or serious, literature.   It might mock the style of a certain author or the features of an entire literary genre. Its focus might also be an individual work.   The point is to employ those same features and characteristics, at a high or serious level, and exaggerate it while simultaneously employing a low, comic, or otherwise inappropriate subject. Parody has been the most popular form of burlesque since the early 1800s.   Some of the best examples include Jane Austen’s Northanger Abbey (1818) and A.S. Byatt’s Possession: A Romance (1990).   Parody predates these, however, appearing in such works as Joseph Andrews (1742) by Henry Fielding, and â€Å"The Splendid Shilling† (1705) by John Phillips. Low Burlesque occurs when the style and manner of a work are low or undignified but, in contrast, the subject matter is distinguished or high in status. The types of low burlesque include the Travesty and the Hudibrastic poem. A travesty will mock a â€Å"lofty† or serious work by treating the high subject in a grotesque and undignified manner and (or) style.   One classic example of a modern travesty is the film Young Frankenstein, which mocks   Mary Shelley’s original novel, (1818). The Hudibrastic poem is so-named for Samuel Butler’s Hubidras (1663).   Butler turns the  chivalric romance on its head, inverting the dignified style of that genre in order to present a hero whose travels were mundane and often humiliating. The Hudibrastic poem might also employ colloquialisms and other examples low style, such as the doggerel verse, in place of traditionally high style elements. The Lampoon In addition to High and Low Burlesque, which include parody and travesty, another example of the burlesque is the lampoon.   Some short, satirical works are considered lampoons, but one might also find the lampoon as a passage or insert into a longer work.   Its goal is to make ridiculous, often via caricature, a particular person, usually by describing the nature and appearance of the individual in an absurd way. Other Notable Burlesque Works The Comedies of AristophanesTale of Sir Thopas (1387) by Geoffrey Chaucer Morgante (1483) by Luigi Pulci The Virgile Travesty (1648-53) by Paul Scarron The Rehearsal (1671) by George Villier Beggars Opera (1728) by John Gay Chrononhotonthologos (1734) by Henry Carey