The Meno Essay Example For Students

The Meno Essay Scott AsburyMenoIn the Meno, Plato justifies the possibility for ones mind to uncover knowledge. Knowing one can obtain knowledge motivates the mind to gain more knowledge. Plato explains the theory of recollection by first questioning what virtue is, then demonstrating the process through the questioning of a slave boy. Although a few weaknesses present themselves in Platos argument, Plato presents a valid theory on how our minds can obtain knowledge. This paper focuses on exploring Platos theory of recollection by examining the strengths and weaknesses of his discussion with Meno. The discussion of Platos theory of recollection evolved from a single question, What is virtue? When questioning Meno on the single definition of virtue, Plato was never satisfied. He never accepted Menos answers because Meno gave virtuous definitions, not virtues definition. For example, Meno claimed, if you want a womans virtue, that is easily described. She must be a good housewife, careful with her st ores and obedient to her husband. Then there is another virtue for a child, male or female, and another for an old man, free or slave (Greek Philosophy, 111).All of these are examples of how a persons role becomes virtuous but never defines what virtue really is. Plato questions Menos self-knowledge of virtue, but Meno expounds virtuous characteristics rather than giving a definition of virtue. This presents a problem because if Meno does not know what virtue really is, then he cannot apply which characteristics associate with virtue and which do not. When Plato asks, Does anyone know what a part of virtue is, without knowing the whole? (Greek Philosophy, 119), Meno agrees this is simply impossible. This presents a logical argument against Menos definition(s) of virtue. Plato believes the conversation to search for what virtue really is should continue despite achieving no success in their first efforts to form a satisfactory definition. Meno becomes very aggravated with Plato and p roposes a valid argument to him. Meno exclaims, And how will you inquire, (Plato), into that of which you are totally ignorant? What sort of thing, among those things which you know not, will you put forth as the object of your seeking? And even if you should chance upon it, how will you ever know that it is the thing which you not know?(Platos Meno, 77) Although Menos paradox seems to be merely a dodge of proceeding to continue and ponder the true meaning of what virtue really is, the (paradox) is one of real philosophical importance and is basic for understanding the Theory of Ideas and the related notion of Recollection (Platos Meno:Text and Criticism, 78). The problem with this paradox is that in order to discover the definition of virtue, one must use reflection and logical insight, not research and proof. If the question under discussion had been a merely empirical one-e.g., How many citizens are there in Athens?-then Menos objection would have been utterly pointless, for this is a question to be answered by counting heads and not by reflection (Platos Meno:Text and Criticism, 79). Plato, who has confronted this paradox before, told Meno the argument was an excuse for indolence: and hence we must not give ear to this specious argument, for it will make us idle, and is pleasing only to the slothful (Platos Meno, 78). Plato strongly believes in this concept and discusses his thoughts furthermore: I am ready to fight for as long as I can, in word and act: that is, that we shall be better, braver and more active men if we believe it right to look for what we dont know that if we believe there is no point in looking because what we dont know we can never discover. (Greek Philosophy, 128). .ued4948d26310eaaa3ec28cf88004cc26 , .ued4948d26310eaaa3ec28cf88004cc26 .postImageUrl , .ued4948d26310eaaa3ec28cf88004cc26 .centered-text-area { min-height: 80px; position: relative; } .ued4948d26310eaaa3ec28cf88004cc26 , .ued4948d26310eaaa3ec28cf88004cc26:hover , .ued4948d26310eaaa3ec28cf88004cc26:visited , .ued4948d26310eaaa3ec28cf88004cc26:active { border:0!important; } .ued4948d26310eaaa3ec28cf88004cc26 .clearfix:after { content: ""; display: table; clear: both; } .ued4948d26310eaaa3ec28cf88004cc26 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ued4948d26310eaaa3ec28cf88004cc26:active , .ued4948d26310eaaa3ec28cf88004cc26:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ued4948d26310eaaa3ec28cf88004cc26 .centered-text-area { width: 100%; position: relative ; } .ued4948d26310eaaa3ec28cf88004cc26 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ued4948d26310eaaa3ec28cf88004cc26 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ued4948d26310eaaa3ec28cf88004cc26 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ued4948d26310eaaa3ec28cf88004cc26:hover .ctaButton { background-color: #34495E!important; } .ued4948d26310eaaa3ec28cf88004cc26 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ued4948d26310eaaa3ec28cf88004cc26 .ued4948d26310eaaa3ec28cf88004cc26-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ued4948d26310eaaa3ec28cf88004cc26:after { content: ""; display: block; clear: both; } READ: Advocacy Paper in Early Childhood Education Essay We will write a custom essay on The Meno specifically for you for only $16.38 $13.9/page Order now The concept this point made by Plato explores the subject that one not only obtains knowledge through perception but can also obtain knowledge through reason and hard work. Plato expresses his theory of recollection, due to Menos difficulty in his search for virtue and to motivate Meno not to give up. Plato first explains the soul of man is immortal and has been born many times. The soul already has learned everything from the past. This means, the soul has the ability to recollect information and knowledge from the past. There is no reason why (one) should not find out all the rest (from a single piece of knowledge), if one keeps a stout heart and does not grow weary of the search, for seeking and learning are in fact nothing but recollection (Greek Philosophy, 121). This new kind of knowledge confuses Meno and he cannot quite grasp the whole concept of knowledge derived from the soul. To better explain himself, Plato calls a slave boy over to him to demonstrate the process in which a person goes about obtaining knowledge from the soul. Plato uses a geometric equation that the boy does not know. Plato asks him directatory questions until he derives the answer. Plato never gave him any new knowledge but through his line of questioning the boy recollected the answer. Therefore, the boy must have known the answer the whole time but simply forgot the knowledge needed. This demonstration illustrates Platos doctrine of knowledge, Our birth is but a sleep and a forgetting (Platos Meno:Text and Criticism, 39). Meno now understands and agrees with Platos viewpoints on how one retains knowledge through recollection. Although Meno does agree with Platos theory of recollection, the theory is still weak. When Plato speaks of the slave boys recovery of knowledge within himself and by himself, the theory fails to explain how the boy acquired the knowledge. If asked, How do we come by the knowledge that is in us?, Plato would answer one would come to acquire it through prior life. This answer simply restates his theory again. The force of the reply indicates when we acquired it not how. The difficulty is making the claim that knowledge is acquir ed prior to birth without associating it with the pre-natal existence of the soul, and fails to constitute an answer to the how question (Musings on the Meno, 128). Platos failure to answer how one obtains knowledge leads to a fallacy because of an infinite regress. The regress is vicious for two reasons. First, because expectations of an explanation of the way we learn are simply filled by postponements (unending appeals to prior incarnations), and secondly, because the putative explanation by recollecting from a previous existence is precisely what stands in need of explanation, and is, therefore, debarred from functioning as the explanation of the learning process (Musings on the Meno, 128). Therefore, one can look upon the theory of recollection as being inaccurate, because one knows the human mind can learn. The study of psychology proves the human mind can learn and gain knowledge through processes dealing with classical, operant, and cognitive conditioning. Platos point was correct, but how he argued it was incorrect. Platos theory of recollection on how our minds can obtain knowledge is of great significance. He presents a strong theory on why the mind should not cease to expand its knowledge. The theory of recollection emphasizes the human mind can obtain knowledge and define what virtue really is. This theory is essential to Plato and Meno continuing their work on obtaining knowledge. Unfortunately, the theory of recollection presents an infinite regress of how the soul first obtains the knowledge to recollect. Despite the fallacy in Platos theory of recollection, he still proves his point to Meno that the mind can obtain knowledge, and the search for knowledge sh ould continue. .uaa56349bbe7539c356e539fdd0ed1b29 , .uaa56349bbe7539c356e539fdd0ed1b29 .postImageUrl , .uaa56349bbe7539c356e539fdd0ed1b29 .centered-text-area { min-height: 80px; position: relative; } .uaa56349bbe7539c356e539fdd0ed1b29 , .uaa56349bbe7539c356e539fdd0ed1b29:hover , .uaa56349bbe7539c356e539fdd0ed1b29:visited , .uaa56349bbe7539c356e539fdd0ed1b29:active { border:0!important; } .uaa56349bbe7539c356e539fdd0ed1b29 .clearfix:after { content: ""; display: table; clear: both; } .uaa56349bbe7539c356e539fdd0ed1b29 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaa56349bbe7539c356e539fdd0ed1b29:active , .uaa56349bbe7539c356e539fdd0ed1b29:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaa56349bbe7539c356e539fdd0ed1b29 .centered-text-area { width: 100%; position: relative ; } .uaa56349bbe7539c356e539fdd0ed1b29 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaa56349bbe7539c356e539fdd0ed1b29 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaa56349bbe7539c356e539fdd0ed1b29 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaa56349bbe7539c356e539fdd0ed1b29:hover .ctaButton { background-color: #34495E!important; } .uaa56349bbe7539c356e539fdd0ed1b29 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaa56349bbe7539c356e539fdd0ed1b29 .uaa56349bbe7539c356e539fdd0ed1b29-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaa56349bbe7539c356e539fdd0ed1b29:after { content: ""; display: block; clear: both; } READ: Breaking Down The Metamorphosis EssayWork CitedAllen, Reginald E. Greek Philosophy, Thales to Aristotle. New York, NY: Free Press, 1966. Fleming, Noel and Alexander Sesonske. Platos Meno: Text and Criticism. Belmont, California: Wadsworth, 1965. Thomas, John E. Musings on the Meno. The Netherlands: The Hague, 1980.

Introduction Essay About Yourself - Writing In A Different Perspective

Introduction Essay About Yourself - Writing In A Different PerspectiveIf you're going to write an introductory essay about yourself, you need to be unique. No one else is going to have that same experience and no one else is going to share your knowledge. So you should write your essay with a slightly different perspective and opinion.It can be done in two ways; you can write a one-sided essay that supports your viewpoint or you can write a three-sided essay. The choice is yours, the point is that you will come up with a different viewpoint and a different opinion. What does it mean?First of all, when writing a three-sided essay, you're going to create a new perspective on the topic that you're writing about. Not only that, but you're going to actually let your opinions and experience be known. How do you do this? The only way you can do this is by making sure you research, make a list of points, and work out your thoughts in writing.You need to take the time to research your topic, make a list of the points you want to make, and then begin writing the essay in a way that is compelling and that people will remember. If you don't start thinking of your own viewpoint and not speaking for anybody else, then you're going to struggle with this whole essay. People will be following what you're saying, but it's up to you to make sure you get it right. If you get the basics wrong, then nobody is going to be interested in reading what you're saying.With a three-sided essay, you're not only going to be able to express your opinion, but you're going to be allowing other people to express their opinion as well. This is an advantage because it creates a dialogue. It's not the case that only certain people have an opinion. Everyone has an opinion and everybody has an experience to share.What does it mean to write a one-sided essay? It means that you're only writing a pro-you opinion and when people read what you have to say, they'll only find themselves supporting what you a re saying.When writing a three-sided essay, you're going to be expressing your opinion and allowing others to express theirs. This is an advantage because it creates a dialogue. It's not the case that only certain people have an opinion. Everyone has an opinion and everybody has an experience to share.For these reasons, it's very important that you make sure that you write an essay that's not only relevant but also written in a way that people will read what you have to say. And when you have the first draft finished, you need to sit down and make sure that the essay flows well. It's an advantage to have a good essay that people will enjoy.

The eNotes Blog How to Analyze a Poem in 7 EasySteps

How to Analyze a Poem in 7 EasySteps At first, analyzing a poem may seem like an intimidating task, especially considering the myriad poetic forms out there. It’s important to note, however, that a poem can have different meanings for different readers. Many poems are intentionally left open-ended and refuse to resolve their internal tensions. As poet Billy Collins says, you should not be trying to beat a confession out of a poem. Lets look at how to analyze a poem in 7 steps: 1. Read the poem aloud multiple times Reading a poem aloud is necessary for analysis. It’s important to read a poem multiple times before attempting to dig for deeper meanings. Pay close attention to the rhythm and punctuation of the poem, the stressed and unstressed syllables, for these are intentional decisions made by the poet. Make note of anything that stands out from your readings of the poem, such as word choice, characters in the poem, and the rhyme scheme. 2. Review the title The title often contains important clues for understanding the piece. After reading the poem, reflect on the title and determine how or if it relates to your understanding of the work. Does it tell you anything about the poem’s subject, tone, or form? Does it illustrate a specific time, place, or action? 3. Identify the speaker It’s important not to confuse the poet with the â€Å"speaker† of the poem. More often than not, the speaker is a character, just like in a novel or play. The speaker will not always reveal a name, but using context clues, you can determine the persona, point of view, and the audience the speaker is addressing. 4. Consider the mood and tone Once you’ve identified the speaker, you’ll have more insight into the attitude or mood of the poem. Consider the speaker’s tone and delivery. For instance, does the speakers voice change throughout the piece? Is the voice active or passive? Are they speaking directly to the reader or to another character? 5. Highlight the use of poetic devices There are hundreds of poetic devices or techniques writers employ to enhance the effects of their works. Poetic devices are tools that can create rhythm, enhance a poem’s meaning, or intensify a mood or feeling. While you do not need to include every device in your analysis, it’s a good idea to include the significant techniques that contribute to the overall meaning of the poem. Some poetic devices to highlight include: Metaphor a comparison between two different things Simile a direct comparison between two things using the words â€Å"like† or â€Å"as† Onomatopoeia the use of a word that imitates the sounds of what the word mean Assonance the repetition of vowel sounds Alliteration the repetition of consonant sounds Personification giving human traits to non-living/non-human things Imagery words that evoke the senses, creating images, sounds, and sensations in the mind of the reader 6. Try paraphrasing Before writing your analysis, it may be helpful to rewrite the poem in your own words. This does not mean condensing the poem, but working through the lines of the poem one by one. Now that you’ve become familiar with the poet’s figurative language and use of poetic devices, you’ll be able to apply what you’ve learned to determine what’s at the heart of the piece. But remember, avoid the notion that there is â€Å"one true meaning.† 7. Identify the theme After paraphrasing, you should now have a better idea of the ideas of the poem. From those ideas, youll be able to create a theme. Essentially, the theme of a poem is the message the poet is trying to convey. A theme will often relate to a bigger idea or a universal truth. At this point, you’re ready to begin writing your analysis. You’ve read the poem multiple times and dissected all the pertinent aspects that embellish the poem with meaning. Remember, don’t expect a definitive reading. There can be many different interpretations other than your own. But as long as you are thorough and justify your analysis with evidence, your interpretation is as valid as any other! For a more in-depth review on to how to analyze a poem, visit How-To Series.

Caring For a Patient in A&E with DKA Essay Example | Topics and Well Written Essays - 2500 words

Caring For a Patient in A&E with DKA - Essay Example the situation of the patient, the analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other points are considered and reflection upon experience to examine what you would do if situation arose again. The case I have chosen to discuss in this assignment is about Mrs. X, a 29 year old woman. The name of the patient and the place will not be disclosed throughout the assignment for the purpose of anonymity and confidentiality. Mrs. E was brought into our Accident and Emergency Race Track-Majors department complaining of feeling generally ill for 3 days. She was apparently suffering from intermittent abdominal pain and constant vomiting. She was pale with dry cracked lips and very weak. Due to the busy A&E Department, the patient waited for 30 minutes before being assessed by myself. Temperature was 37.3 degree celcius, blood pressure 109/67, pulse rate was 89 per minute and respiratory rate was 28 per minute. Blood sugar level was 22.7 mmol/l and urine dip stick revealed plus 3 ketones, plus 3 of Glucose and traces of protein. Blood ketone levels as determined by ketone strip were 5.8 mmol/l. I made a diagnosis of diabetic ketoacidosis and shifted her to the resuscitation room where further treatment was rendered. Diabetic ketoacidosis (DKA) is a life-threatening condition that frequently requires hospitalization in those with type 1 diabetes and is the most common cause of diabetes-related death in children (Della Manna et al 2005). Diabetic ketoacidosis may be defined as a state of absolute or relative insulin deficiency aggravated by ensuing hyperglycemia, dehydration, and acidosis-induced derangements in intermediary metabolism (Rucker 2006). It most commonly occurs in type-1 diabetes. It is characterized by hyperglycemia over 300mg/dl, low bicarbonate (15mEq/L) and acidosis (pH

PHYSICAL CHEMISTRY COURSEWORK Example | Topics and Well Written Essays - 1000 words

PHYSICAL CHEMISTRY - Coursework Example Average Lifetime for CH4 is 8.13 years, in this case it’s a first order chemical loss for X(CH4) With Rate Constant KC=3Ãâ€"10-15, The chemical loss is L=Kcm so that Tc is simply the inverse of the rate constant (Naylor, 1995) (a) The most abundant oxidants in the Earths atmosphere are O2(oxygen), O3(ozone) and OH(hydroxyl ) Radical group. These oxidants have large bond energies and are hence relatively unreactive except toward radicals (O2 only toward highly unstable radicals). With a few exceptions, oxidation of non-radical atmospheric species by O2 or O3 is negligibly slow. Of the three, OH radical is identified as a strong oxidant in the stratosphere. OH reacts rapidly with most reduced non-radical species, and is particularly reactive toward H-containing molecules due to H-abstraction reactions converting OH to H2O. Oxygen and Ozone:O2 and O3-oxygen is a principal constituent of dry air, accounting for 21% of the atmospheric volume, atmospheric oxygen is regulated by a slow atmospheric lithosphere cycle involving conversion of O2 to Carbon dioxide. Elements that combine with oxygen remove it from atmosphere; these are described as oxygen sinks, oxygen also combines with other elements to make oxides, the process of chemical change involving oxygen molecules and electrons is both oxidation and reduction, thus its relative activity in the atmosphere (Naylor, 1995) Ozone is generated by the energetic action of solar ultraviolet radiation (UV) on Ordinary Oxygen in the presence of stabilizing agent like Nitrogen. The reaction is reversible and O3 reverts to diatomic oxygen. It’s a strong oxidizing agent readily reacting with other chemical compounds to make toxic oxides, it’s also responsible in providing the strong oxidant OH and its also an important greenhouse gas, however its being depleted at high rate due to emissions due to human

EU Subsisdies Order Essay Example for Free

EU Subsisdies Order Essay 1.  Ã‚  Ã‚  Ã‚  Ã‚   Introduction The European Union introduced the Common Agricultural Policy (CAP) in the 1950s, which was aimed at encouraging better productivity in the food chain to ensure that consumers had a stable supply of affordable food and that the EU had a viable agricultural sector. This was essential in post WW2 Western Europe, where societies had been damaged by years of war and the agricultural sector crippled. The CAP in the pre 1990s period offered subsidies and guaranteed prices to farmers by having the EU buy agricultural products whenever the prices fell below specified support levels, in order to provide a production incentive for food products. This policy was backed by tariffs which offset the difference between European and world agricultural prices in order to prevent the CAP from drawing in large quantities of imports. Furthermore, financial assistance for farming investment was provided to facilitate the restructuring of farming, ensuring that farms developed in size, management and technology, improving efficiency and productivity. (Leguen de Lacroix, 2004) Krugman writes that since the 1970s, the support prices set by the European Union was so high that Europe which would have been an importer of most agricultural products under free trade, was producing more agricultural products than consumers were willing to buy. This resulted in the EU being obligated to buy and store huge quantities of food, and at the 1985, European nations had stored 780,000 tons of beef, 1.2 million tons of butter and 12 million tons of wheat. This forced the EU to adopt a policy of subsidizing agricultural imports to dispose of this surplus stock and production, in order to avoid unlimited growth in stockpiles. (Krugman and Obstfeld, 2006) He further records the CAP as costing European taxpayers a staggering $50 billion in 2002, which does not include the indirect costs to food consumers as a result of higher prices. Government subsidies to European farmers were also equal to about 36 percent of the value of farm output, twice the U.S figure. The EU (European Trade) Commission announced that it would be phasing-out all export subsidies currently granted to exporters in the European Union in 18 December 2005. In this paper, the possible effects of this phasing out of export subsidies will be discussed and analyzed, together with the policy implications and appropriate policy changes that should be made along with the phasing out of export subsidies. A Theory of Export Subsidies Here a theory of export subsidies will be discussed within the field of international economics, in order to analyze the effects of export subsidies in theory on trade and economies, as well as to construct a framework from which the phasing out of the EU export subsidies can be discussed. The application of an export subsidy is just like any other subsidy – the exporters receive a higher price (by the amount of the subsidy) than what is actually paid by the foreign purchaser. Given this price obtainable for the exported good, producer of the export good in question will not sell in the domestic market at any lower price, so, assuming that consumers are prevented from buying from foreign suppliers at lower world prices, the domestic price facing both producers and consumers is driven up by the subsidy. This tells us that the prices faced by the consumer of agricultural products within the European Union are artificially inflated through the use of export subsidies. The application of export subsidies to large and small countries is different in theory. We consider the EU to be a â€Å"large country† with the power to influence world prices (of the export good). In this case, the increase brought about by the subsidy results in a fall in the world price of the export good – which results in a deterioration in the EU’s terms of trade. In the exporting country, consumers are hurt due to the raise in prices, producers gain, and the government loses because it must expend money on the subsidy. Hence an export subsidy must always reduce economic welfare, and will do so to a larger extent the larger is the country since this will result in a greater adverse terms of trade effect. Removal of the EU Export Subsidy One of the main criticisms of the EU CAP is the charge of â€Å"dumping†, or the exporting of goods at prices far below the cost of production, which Oxfarm claims depresses and destabilizes markets for non-subsiding exporters, especially those in the developing world. It suggests that the EU export subsidies should be removed so that such practices would not be so prevalent. However, the EU export subsidies cannot be eliminated without changing agricultural policies which encourage and boost production. Removal of export subsidies without agricultural policy reform would cause a build up of unmanageable stocks of beef, coarse grains and dairy products, which is costly to the Government. The Government would also incur huge losses if these stocks had to be disposed of on the domestic market. Therefore the removal of export subsidies would have to be accompanied by agricultural reform, which could take many forms. An example would be the implementation of production control through strict production quotas to eliminate surplus production due to the export subsidy, stricter than those that already exist through the CAP. Another policy option would be to reduce support prices. The effects of this would be to increase domestic consumption due to the reduced prices consumer have to pay in the domestic market, as well as a reduction in domestic agricultural production due to the lower price producers receive. Hence the need for export subsidies would diminish, as the potential for a build up of agricultural stock would be reduced. According to a study by Stout, Leetmaa and Normile, the elimination of EU support prices, with tariffs to protect agricultural products against import competition remaining in place, the largest impact within the EU would take place in the diary, coarse grain and beef markets. This is expected since these sectors are where the highest levels of price support are found, and for these agricultural products, as domestic prices fall, production and hence exports decline subsequently. This reduction in EU exports would have the effect of driving up world prices, increasing convergence between previously-distorted EU prices and world prices. The same study referenced above also studied the scenario in which the tariffs which protects the agricultural markets from import competition are eliminated. Such a policy initiative would allow the EU to import agricultural commodities at the world prices, in turn driving down the domestic EU prices of commodities, which are currently protected by heavy tariffs. The impact of tariff elimination would be felt the hardest in the markets where import tariffs are the highest, for example, the sugar, dairy, beef, corn and rice markets. According to another study by the OECD, the elimination of export subsidies has major consequences for much of the EU dairy and livestock product markets. As analyzed previously, the removal of export subsidies would lead to falling domestic prices, production and hence exports, as well as higher domestic consumption of these commodities. The study by OECD also documents that unsubsidized exports rise to replace the subsidized exports, as EU domestic price falls and the world price increases. The OECD writes that the consequence of export subsidy elimination for a commodity is an increase in the world price of the same commodity, as pointed out earlier. Here the OECD carries out a more exhaustive study into this effect, concluding that the magnitude of this effect on world prices depends on the importance of subsidized exports relative to the total volume of trade, and might be offset by cross-commodity effects. There effects are illustrated in the diagram below: The OECD also notes that EU meat exports are small relative to world totals and that not all of its export are subsidized. However the EU dairy product export market is a different story, compromising a much larger share of world markets, with most exports being subsidized. Hence the largest impacts would be felt in the diary markets, with world dairy prices increasing as subsidized exports are eliminated. Finally, the OECD recommends that the appropriate policy response together with an export subsidy elimination, which has the fewest market distorting consequences, is to completely abandon price supports, making use of export subsidy eliminations as an opportunity to accomplish such an aim. This is in agreement with the findings by Stout, Leetmaa and Normile. References Leguen de Lacroix, Eugene, ‘The Common Agricultural Policy Explained’, European Communities, October 2004 OECD, ‘A Forward-Looking Analysis of Export Subsidies in Agriculture’, Organisation for Economic Co-operation and Development Oxfarm Briefing Paper, ‘Stop the Dumping : How EU agricultural subsidies are damaging livelihoods in the developing world.’, Oxfarm International Stout, Jim., Leetmaa, Susan. And Normile, Mary Anne. ‘Evaluating EU Agricultural Policy Reform Using the EU WTO Model’, Economic Research Service, USDA, Washington, DC

Comparing The Adventures of Huckleberry Finn and A&P :: comparison compare contrast essays

Huck Finn and A+P Â   In the novel Huckleberry Finn, Huck goes through many adventures on the Mississippi River. He escapes from Pap and sails down a ways with an escaped slave named Jim. Huck goes through a moral conflict of how wrong it is to be helping Jim escape to freedom. Eventually Huck decides he will go against what society thinks and help Jim by stealing him from a farmer with the help of Tom Sawyer, a friend. In A+P the young man, Sammy, is confronted with an issue when he sees his manager expel some girls from the store he worked in simply because of their defiance to its dress code. In his rebellion against the owner, the boy decides to quit his job and make a scene to defend the rights he feels are being violated. In these stories, both the boys are considered superior to the authority that they are defying because of the courage that it took for Huck to free Jim, and for Sammy to quit his job for the girls because it was what they believed in. Â   Why would anyone in his or her right mind even think about freeing a slave? Everyone in the society was telling Huck that slaves were no more than ones property, but Huck began to question this belief when he got to know the property for who it really was. During the story there are many times when Huck feels an obligation to turn Jim in to the authorities and just get on with his life, but his conscience kept telling him that this man is a real person. Near the end of the story, Jim was stuck in a holding cell, since he had run away. After much consideration of the situation, Huck decides that he wants to free Jim because he believes that he shouldn't be treated that way. Even though the entire town believes that Jim should be contained and treated like property, Huck still sticks to his morals and goes along with the plan that could get him in trouble or even killed. At the end of the story we find out that Jim had always been free, and we now find Huck's actions to be heroic and noble.