Construction Economics Assignment Essay Example | Topics and Well Written Essays - 2000 words

Construction Economics Assignment - Essay Example Many people took out very large mortgages. In 1983, the average new mortgage was approximately 2.1 times annual average earnings. By 1989 this had risen to 3.4 times annual average earnings. House prices were rising uncontrollably and bringing considerable inflationary pressures to bear within the economy. As a result, the government increased rates and reduced government assistance to home ownership. The impact of these measures plus a worsening economic environment drove house prices down and the housing market into a state of recession (Williams and Holmans, 1996). In mid 1989 house prices started a downward trend for the next six years, falling by 12 per cent, before reaching a trough in July 1995.In the years 1990 - 1995 house prices fell by around 12.2%. Many people found themselves in a position of having negative equity on their property because the value of the mortgage now exceeded the property value. This meant many people were unable to move house without taking a loss. Then, in 1996, house prices began to rise again. The UK housing market started to recover with a 7 per cent increase in prices. The low interest rates enjoyed by UK homeowners have reduced mortgage payments as a proportion of gross earnings for the average purchaser from 22 per cent to just 15 per cent. Consequently, mortgage payments account for a smaller share of income than at almost anytime since 1983 and are well below the 36 per cent peak in 1990. Since May 1997, house prices have been on a steady rise. Many factors have contributed to this increase including growing population, rising employment, increasing number of households, limited supply of new housing properties and the emergence of alternatives like buy-to-let. Another important reason is the increase in popularity of real estate as an investment avenue. Fall in the level of confidence in traditional investments and increase in speculative avenues has contributed immensely to this. The fall in long-term real interest rates - the gap between inflation and interest rates on government bonds - has helped support property investments. The most complimenting factor, however, has been the short-term interest rate set by the Bank. The sharp fall in prices at the end of 1980s and early 1990s pushed the interest rates to very low levels in relation to rents and other assets and incomes. This, combined with the realization that lower interest rates were meant to stay, created a strong and steady rise. By 2001, though house prices were still below their long-term trend, the boom had begun to fade. Further to this, there followed a series of global events that ruptured the boom even further. In response to the bursting of the dotcom bubble, September 11 and the start of the Iraq war, the Bank cut rates, taking them all the way down to 3.5% during 2003. Then, however, the Bank switched into tightening mode, raising Bank rate five times between November 2003 and August 2004. The results of this on the housing market were significant, producing the famous 2004-5 pause in prices. Determination of equilibrium price and quantity The determination of price depends on the type of market organization the product belongs to. In a competitive market, the point of intersection of market demand and supply curves determines the

Public School Essay Example | Topics and Well Written Essays - 1500 words

Public School - Essay Example Mr. Bellamy, the magazine's circulation director, brought together those words to be recited by children in celebration of Columbus Day. The pledge was reprinted and sent out to schools across the country, and more than 12 million students joined in that year. Very shortly after that, Mr. Bellamy's composed words became an everyday service in the nation's classrooms. The words "my Flag" were replaced by the phrase "the Flag of the United States of America", in June 1923, at the National Flag Conference in Washington. In 1924 the oath's wording was changed slightly (the original "my flag" became "the flag of the United States of America"). Officially recognized by the government in 1942, the pledge became compulsory in some public schools, but the following year the Supreme Court ruled that recitation could not be required of any individual. It continues, however, to be mandatory or recommended in a majority of the states and is a daily fixture in most American classrooms. The final alteration to the pledge occurred in 1954 when, by a joint order of Congress, the words "under God" were inserted. The change is usually ascribed to a cold-war attempt at differentiating the United States from officially atheistic Communist countries. The addition caused little stir when it was enacted, but in 2002 opposition to it resulted in a federal appeals court ruling that the words are unconstitutional because they violate the First Amendment's prohibition against government endorsement of religion. An appeal of the controversial decision is pending. (W. Baer, 1992) Thesis Statement An allegiance to one's country eventually leads to active civic and political involvement and engagement. Body of the Essay Services, forms and customs of patriotism were first employed in the United States between the Civil War and World War I. At the end of the bloodiest civil war of the 19th century, the combatants left the battlefields for political, economic, and cultural arenas, where the struggle to make a nation continued with renewed intensity. In fact, many of the patriotic denotations and rituals that we now take for granted or think of as timeless were created during this period and emerged not from a harmonious, national consensus, but out of fiercely contested debates, even over the wording of the Pledge. Confronted by the dilemma that Americans are made, not born, educators and organizations, such as the Grand Army of the Republic, Women's Relief Corps, and Daughters of the American Republic, campaigned to transform schools, in George Balch's words, into a "mighty engine for the inculcation of patriotism." The point is not to downplay the value of civic knowledge or the promise of America's democratic commitments to equality and justice; rather, it is to help students use their love of country as a motivation to critically assess what is needed to make it better. Public Schools do not intend to turn students into critics of the United States, such that they do not portray any appreciation for its virtues. At the same time, these schools are not failing to assist the students in recognizing the role critique can play as a way to help make society better. An allegiance to one's country eventually leads to active involvement. This is also evident from the survey in a number of public schools.

Overseas empire Essay Example for Free

Overseas empire Essay Suppression of the Muslim threat in North Africa was less successful though. The area was one of important economic and commercial advantage to Aragon and so seizure of large areas would have been of significance. Perhaps the key reason behind the policy though was the increasing Turkish influence in Naples and Sicily. Ferdinands failure came in an expensive garrisoning project, which held little authority and merely contained the problem. Perhaps the reason behind the lacklustre campaign was his preoccupation with Italy. In 1485 he successfully defended Naples from France and then the Holy Roman Empire. Despite careless disengaging of troops during the illness of Louis XII the policy in Italy was on the whole regarded as a success. Taking advantage of French involvement in the North, Ferdinand reclaimed Rousillon and Cerdagne. Then in 1512 following the death of Germaine de Foixs father, Ferdinand annexed Navarre. Isabellas fortuitous support of Christopher Columbus and hence the involvement in the New World had an increasingly significant impact on the economies of Castile and Aragon. Columbuss discovery opened new trade links and resources. In particular the trade of gold and slavery were of great economic benefit in future years. Furthermore Pope Alexander VI settled the rivalry with Portugal without conflict and expense with the division of the Americas. Isabellas piety determined that the extensive period of convivencia, which existed prior to her reign, would end. Since the pogrom of 1391 there had been sporadic anti-Semitic outbreaks largely born out of a resentment of rich Jewish families. For Isabella however the growing trend of conversos practising Judaism in private was of the greatest concern. Therefore in 1478 an Inquisition into conversos was established in Castile and then one in Aragon in 1481. As a result Jews became confined to ghettos and forced to wear yellow badges. Those suspected of heresy were put on trial and punished. In 1492 conversion was then made compulsory with emigration the only other alternative. Whilst only around 3% of the total population actually emigrated a significant social and economic impact was felt. The commercial welfare of the two Kingdoms was severely damaged and perhaps more crucially the policy disillusioned much of the wider population. The assessment of Isabella and Ferdinands social, economic, religious and foreign success reveals that the period in Spanish history is not as clear cut as contemporary chroniclers have suggested. They failed to curtail the nobility, failed in implementing economic growth and embarked on unwise foreign conquests. In saying this however they also achieved numerous successes such as securing the throne, conquering Granada and increasing the overseas empire.

The Rite Of Nokan Or The Encoffinment Religion Essay

The Rite Of Nokan Or The Encoffinment Religion Essay The rite of Nokan or the encoffinment where the corpse was placed in a casket during the funeral. Traditionally, the ceremony was to relieve the family of their grief by cleansing the dead of all his worldly suffering, while hoping they would have a better life in the afterlife. The specialist handled all the necessary requirements for ease of passage into the afterlife. In early times there were two main traditions practiced Shinto and Buddhist traditions. According to Shinto traditions, the dead as well as the family unit from which he/she came from were considered to be unclean and impure; therefore the corpse had to be washed for purification. Traditional Japanese believed that the dead persons soul remained impure for some period following death before purification through memorials done by the relatives of the dead; thereafter the soul was deindividuated into an ancestor god or goddess. Traditional Japanese opinion that dead people are impure is based on the Kojiki myth, where maggots came out of the rotting body of a god. Traditionally burial gowns were also considered garments for travelling that prepared the dead when travelling to the other world. The encoffinment rite was done by the family members as death was unclean. In modern times, in keeping with this rite, family members wipe the corpse clean with a cotton cloth dipped in alcohol with the assistance funeral specialists. Traditionally Japanese funerals were to serve as prayers for the deceased persons soul while also serving as the familys time for public mourning as it was meant to keep their loved one in their memories. Typically a Japanese funeral follows the sequence: when someone dies, they are placed to rest in their homes. The corpse was placed with the head pointing the North, copying the deathbed of Gautama, and the head of the bed is well decorated. Then the previously mentioned encoffinment process. The first night after ones death is called the Tsuya; and it is for close family and friends to remember their beloved. In the morning, a cleansing meal is served called Okiyome. The funeral is thereafter carried out where the Jukai rite also known as receipt of commandments gives the dead an opportunity to receive the Buddhist commandments, automatically making the dead a disciple of the Buddha, and the dead person is accepted into Buddha hood. After all this, the deceased embarks on the journey to the other world as the coffin is carried out of the house and burnt in a crematorium to ashes. Presently about 99% Japanese are cremated while only about 1% are interred. These changes in preference on the method of sending off the dead have been brought about by the Countrys main religion, changes in dwelling environments and changes in technologies. During the high-growth era of the 1970s, cremation became popular outside of metropolitan areas and crematoriums were built in several places as a matter of national requirement. VIEWS HELD BY JAPANESE ON CORPSES Generally the elderly Japanese do not perceive the body and soul as a duality, that is flesh and spirit. The corpse is considered a very important part and if funeral rites are not carried out, the deceaseds soul will not be mourned. It is very important that the corpse is attended to and the death is mourned by as many people as possible. Additionally the corpse must be well taken care of until all rites have been carried out. The body is not just considered a vehicle or an object or a shell for the soul but it is considered an entity with a will, hopes and rights therefore the family has a responsibility to care for them, respect them and accord them a befitting farewell.. CONTINUATION OF LIFE AND DEATH The Japanese considered death a passageway leading to the continuation of death and life. The Japanese held contradicting ideas concerning the dead. Even though they wish for and hope that the dead resurrect, they live in fear of the spirit and the possible return of the dead founded on the Shintoist principle of impurity, as explained earlier on in the funeral rites. They believe impurity is transmissible and transferrable and that, a house that experienced a death and even those involved in handling the corpse are also impure. Therefore Japanese funerals have a combination of rites to reaffirming death, protect the dead, and prevent bad luck and curses and prevent the dead from resurrecting. Some practices invoke the spirit of the dead from having a feeling of longing; which include Ichizen-meshi a single bowl of rice given to the dead and Matsugo-no-mizu which is water given to the dead at the time of death. There are other contrasting customs like the Sakasa-buton or upside-down futon, whereby the dead persons blanket is placed facing upside-down, and the Sakasa-byobu or upside-down folding of the dead ones screen, where a folding screen is placed upside-down on top of the head of the deceaseds bed, and Sakasa-mizu or upside-down water, where the water for cleaning the corpse is prepared by adding hot water into cold water rather than pouring cold water into hot water as normal. All this is done with the primary aim of separating the scary situation of death from peoples day to day lives and also to prevent pulling others in to death. Other customs were also used traditionally to make it impossible for the departed soul to remain in this life or to make an attempt to return to this life. They included making burial gowns without closed stitches or backstitches , and the practice of turning the coffin three times when taking it out of the house which was done in order to confuse the deceased preventing them from ever coming back home. Similarly the deceaseds bowl of rice is shattered, and the deceased exits the house through an exit that is not the front door. Throwing of salt is also another practice aimed to remove the uncleanness and impurity brought about by the death. Up to now, there is the Kichu custom a 49-day mourning and grieving period, during which the family does not attend any festivities. During this period, since the family was made unclean by the death it is shunned and avoided. There is also Mochu which is a one-year period. A time when the family mourns the death of their member and remembers the departed. Conclusion In conclusion we have discussed in this assignment how traditional Japanese viewed death their traditions and their myths concerning death and all the elaborate preparations they carried out when sending off their dead relatives. Why and how all the rites were practiced. How the deceaseds family had a responsibility to give the dead a befitting burial and respect them because it was assumed that the dead retained their individuality as they had it before their deaths. The idea and belief that death is a station led to a continuation and made it possible for communication between the old and the dead.

Free Destiny vs. Controlled Fate in Antigone Essay -- Sophocles

Fate is an old debated concept. Do one's actions truly play a role in determining one's life? Is fate freedom to some or is it binding to others, in that no individual can make completely individual decisions, and therefore, no one is truly free. Nowadays, fate is a subject often rejected in society, as it is seen as too big, too idealistic, and too hard to wrap a persons head around. However, at the time of Antigone, the concept was a terrifying reality for most people. Fate is the will of the gods, and as is apparent in Antigone, the gods' will is not to be questioned. Much of Sophocles' work focuses on the struggle between human law and what is believed to be the god’s law. Fate was an unstoppable force and it was assumed that any efforts to change one's future were unrealistic. In Sophocles' Antigone, fate plays a crucial role the choices that the characters make. Most people believe that Creon and Antigone were under the influence of forces that they could not control, in the decisions they made and the actions that they took. Despite Antigone's morals and her practice of those morals, she cannot escape the family curse. She states, â€Å"You would think that we had already suffered enough for the curse on Oedipus† (prologue.2-3). Ironically Antigone will suffer the rest of her life because of what her father/brother did. Her life had been rocked so much by this family curse that only Ismene remains, and she lost the last thing that mattered to her--her sister Antigone, who surprisingly took her own life. Antigone’s strong beliefs in the god’s laws can really be heard when she said â€Å"†¦Your edict, King, was strong, but all your strength is weakness itself against the immortal unrecorded laws of god. They are not merely now: they ... ...n offering at the altar but the god of fire failed me so the flame never blazed† (5.10-22). The birds may symbolize the family, two brothers killing each other, Creon sentencing Antigone to die. Or Antigone opting to hang herself which leads Haimon to try and kill his father but getting killed himself instead, and as a result Creon's wife commits suicide. The gods don't show acceptance of this situation, because the family has been doomed into the fate of death. A lot can be learned about an author by just reading his or her works. For instance one can easily learn about Sophocles’ view on fate just by reading Antigone. Much of Sophocles' work focuses on the struggle between human law and what is believed to be the god’s law. Sophocles believed that Fate was an unstoppable force and it was assumed that any efforts to change one's future were completely unrealistic.

Critical Response- George Orwells Shooting And Elephant :: essays research papers

Critical Response Essay I class, we read a short story by George Orwell called Shooting an Elephant. It was a story about courage, judgment, and the pressure of peers. I personally did not like this story. I found it boring, pointless, and just another "hasn’t -this -happened -to -you" story about nothing. However, it was very well written, and if I had to critically respond to this story, I would praise the author on a number of things. The story opens by describing the relationship between the town and himself, a sort of sub-division police officer of the town. Description is definetly not lacking in the opening, as words such as "aimless", and "petty" are used to describe the town, and the way it treats it officers. It descriibes the kind of ignorance the town has to outsiders and anyone they do not "approve of". The story opens well, and clarifies right away, the who, what, where, when, why and how. No questions are asked and all confusions are quickly abolished. The second paragraph describes very vividly how he the narrator feels about his job choice, and his views on the village. He says "†¦I was stuck between my hatred of the empire I served and my rage against the evil-spirited little beasts who tried to make my job impossible". The narrator not only is in a place where he hates, but he also hates the people he works with, and works for! Wow, how’d he end up there? Basically, the story line goes along to tell the tale of an elephant that needs to be killed, because it got out of the zoo and endagers the community. The story describes how the main character feels about himself and the pressures of the community. A showdown climaxes the storyline between the elephant and the narrator, and the entire village is there to witness and entice the main character. Critical Response- George Orwells Shooting And Elephant :: essays research papers Critical Response Essay I class, we read a short story by George Orwell called Shooting an Elephant. It was a story about courage, judgment, and the pressure of peers. I personally did not like this story. I found it boring, pointless, and just another "hasn’t -this -happened -to -you" story about nothing. However, it was very well written, and if I had to critically respond to this story, I would praise the author on a number of things. The story opens by describing the relationship between the town and himself, a sort of sub-division police officer of the town. Description is definetly not lacking in the opening, as words such as "aimless", and "petty" are used to describe the town, and the way it treats it officers. It descriibes the kind of ignorance the town has to outsiders and anyone they do not "approve of". The story opens well, and clarifies right away, the who, what, where, when, why and how. No questions are asked and all confusions are quickly abolished. The second paragraph describes very vividly how he the narrator feels about his job choice, and his views on the village. He says "†¦I was stuck between my hatred of the empire I served and my rage against the evil-spirited little beasts who tried to make my job impossible". The narrator not only is in a place where he hates, but he also hates the people he works with, and works for! Wow, how’d he end up there? Basically, the story line goes along to tell the tale of an elephant that needs to be killed, because it got out of the zoo and endagers the community. The story describes how the main character feels about himself and the pressures of the community. A showdown climaxes the storyline between the elephant and the narrator, and the entire village is there to witness and entice the main character.

A Dinner Menu

Burton Dinner Menu Some of my favorite memories of childhood revolve around dinner time. I have a huge family so once a month everybody tries to get together at my grandfather's house for dinner. Everybody takes turns cooking. I love cooking big meals, so when I turned 16 my mother told me it was my turn to cook for everybody. Of course she helped me out a lot. I had decided to make one of my favorite dishes, Chicken Marsala! In todays world it is so hard for all of use to get together. People have work or school and sports.It's nice that once a month we all take the time to get together. I enjoy every minute of it. I decided to start out the meal with a homemade salad straight from the garden. First I had to pick a bunch of vegetables from my mother's garden to use. The vegetables I decided to use are romaine lettuce, baby tomatoes, cucumbers, radishes, and carrots. I take the heads of lettuce and cut out the big chunky stem pieces. While I was doing that my mom diced the baby tomat oes, radishes, and cucumbers leaving the carrots for me because those are my favorite to cut.After the lettuce is cut and washed I move on to the carrots. I like the small slivers of them so I grab the grater and start on the carrots. A bag later and finally everything is cut and washed. Now comes the really fun part. I toss everything in the bowl and grab the huge spoon and fork meant for tossing the salad. My mom spins the bowl while I toss everything inside. Everything is topped with bacon bits and croutons. That goes into the fridge until everything is done. Now I get to start preparing the actual meal. I walk to the spice cabinet and start grabbing things I will need.I have to bring a basket with me to carry everything because the spice cabinet is in the upstairs kitchen. I toss the flour, olive oil, butter, the Marsala wine, chicken stock, salt and pepper, and dried chives. I walk to the fridge and grab the packages of chicken and the mushrooms. Once I get downstairs I grab a small bowl and mix the salt, pepper, and flour together. I put one teaspoon of oil in a skillet and put it on the stove and let it heat up slowly. I begin coating my chicken halves in the salt, pepper, and flour mixture, shaking off the excess.Once the il is heated I add a tablespoon of butter and start cooking the chicken until each side is golden brown. Usually that takes 3 or 4 minutes per-side. Once it is all cooked I put the chicken it in a pan and place that in the oven so it all stays warm. After that I put another teaspoon of butter in the pan I used to cook the chicken in, and toss the entire package of mushrooms into it. Once those have cooked for a few minutes I add the Marsala wine and chicken stock. I let that simmer for a bit so it thickens up a little. Once that is done I place the chicken back in the pan and toss in a pinch of ried chives.I let that cook on low heat for 5 minutes. I then grab out the plates and begin serving dinner. I place the big bowl ot salad in t he middle ot the table and we all take turns putting some on our plates. After dinner is done and cleaned up my mom and I start making the dessert, pumpkin spice cupcakes! I once again head upstairs with my trusty basket to grab all of my ingredients. I grab the flour, cinnamon, nutmeg, ginger, cloves, salt, baking powder, baking soda, white sugar, brown sugar, eggs, milk, eggs, cream cheese, confectioners' sugar, and vanilla extract.I walk downstairs trying to avoid the kids that keep running up and down the steps. I preheat the oven to 375 degrees and grease the cupcake tins. I sift together the flour, cinnamon, nutmeg, ginger, clove allspice, salt, baking powder, and baking soda and set it all aside. Next I Beat 1/2 cup of the butter, white sugar, and brown sugar with an electric mixer in a large bowl until it is all mixed together. I then add the eggs one at a time until they are all mixed in. After the last egg is added I stir in the milk and pumpkin puree.Slowly, I add ombine the dry mixture until everything is mixed together nicely. Finally the oven is preheated and I start scooping the cupcake mixture into the wrappers then into the tin. After 18 minutes they come out of the oven and are perfect! I set them all on a cooling rack and start on the cream cheese frosting. I beat the cream cheese and butter together while adding small amounts of confectioners' sugar until everything is mixed together and smooth. Then I add in the vanilla extract and one teaspoon of cinnamon. I transfer the frosting into a piping bag and decorate the cupcakes.Everybody rushes downstairs to get them while they are still warm. They smell amazing and taste even better. After everything was served and cleaned up we all sat down to relax and listen to my grandfather tell stories of his life growing up. Many of them we have all heard before, but none the less we sit and listen with intent. That one night a month is a day all of us look forward too. Family has always been important to all of us. These moments we all gather around the table to eat a home cooked meal, tell stories, and laugh are memories that I have and will always cherish.