The Strategy of Alaska in Saudi Arabia Term Paper

The Strategy of Alaska in Saudi Arabia - Term Paper Example Alaska has an established Alaska Permanent Fund (APF)  that requires the government to invest at least a quarter of the revenue it earns from oil on behalf of its citizens. From these investments the APF has diversified mutual fund that has accumulated into a huge resource base in form of asset to the tune of about $28 billion dollar according to a report released in 2004 (Alaska Oil and Gas Association, 2015). Each year the government injects some amount from the oil revenue while they pay a dividend to the citizens annually through the Permanent Fund Divided scheme. For instance, in 2014 the government paid its citizens a total of $1,884 for each qualified Alaskan. The funds are managed through Alaska Permanent Fund Corporation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Alaska, oil revenue contributes about 92 percent of the total government revenue as of the year 2011. Half of the corporate shares are in the ownership of private and public pension and retirement schemes while individuals own 20% while 27% is owned by asset management companies and financial institutions (Alaska Oil and Gas Association, 2015). The board members and corporate executives own the remaining 3%. This has an implication that when the oil sector is performing well the benefits trickles down to the citizens equitably either through returns from mutual fund investments, pensions, etc. (Dyer & Al-Ghwell, 2012). Therefore, oil earnings benefit the citizens in many way including dividends, better economic growth from states and federal revenues, capital projects, and employment opportunities.

Consider the View That Free

Consider the View That Free Will is an Illusion Essay You decide on the chocolate cake confident that you could have chosen the sandwich instead. You were free to do both, but as a matter of fact, you chose to eat the unhealthy option. But were you actually free to choose the unchosen alternative? Many philosophers think that free will is actually an illusion – that the choice you actually made was inevitable. Schopenhauer, for example, argued that for a man to say that he could have chosen an alternative is analogous to water in a still pond saying it could be flowing. Yes, he said, the water could be flowing if that same water were in a river, but given that it is actually in a pond its stillness is inevitable. I will argue that the arguments that purport to show that free will is an illusion are weak, and that we have such a thing as free will. First let us look at the arguments for determinism (here I will understand the determinism being discussed to be hard determinism – the view that our free will is illusory – rather than the compatibilist idea that free will can exist alongside causal determinism). What makes you take the chocolate cake instead of the sandwich? We think that the chocolate taking is the result of our deliberation and that the motive for eating the chocolate cake overcame our desire to be healthy. But what determined or caused us to be the kind of being that preferred the one to the other? It was our overall character. But what caused this? We say it is our upbringing and our genes. Now did we decide upon our upbringing that started the casual chain of events that culminated in the taking of the chocolate? No, so there was no other action that was in fact possible. Think of a snooker ball falling into the pocket. What caused this to happen? It was the combination of its shape, the direction of the cue, and the nature of the table. These factors combined with the laws of physics made the event inevitable. Of course, the snooker ball was not logically required to go into the pocket. There could have been a gust a wind at the crucial moment, but then this other event would have been causally necessary. Other things can only happen if other things which cause these other things to happen occur. So whatever happens is determined. If this is true of snooker balls, why should it be not true of us as well? If we are physical beings, and our brains composed of physical stuff, why should I be not constrained by the same physical forces as everything else? The hard determinist says that there is no reason to believe that we are not subject, like the billiard ball, to the laws of nature. We feel like we could have chosen the sandwich, but given the physical facts about the situation the taking of the chocolate was inevitable. Of course, we could have taken the sandwich if the physical facts were different, but they weren’t! So free will – the sense that we could have done otherwise in the same situation – is an illusion say the hard determinists. We are not free. This is a radical thesis, and if accepted would result in a radical readjustment of our concept of ourselves. And it from this that my first argument comes. According to phenomenalism we should proceed according to this methodology: accept the appearances – accept what you have the most warrant for believing. Descartes, for example, says we can be more philosophically assured of the existence of our own minds than the existence of the physical world. Hence his famous proposition: Cogito ergo sum. Why should the more doubtful propositions of science about the nature of the doubtable physical world take precedence over the immediate data of consciousness? Why should the philosophically disputable over-ride the philosophically indubitable? Physical determinists are committed to this doubtful methodology: let the world, which we cannot prove to exist, take precedence over the mental world whose existence we simply cannot doubt. The phenomenalist like Sartre says the mental appearances are indisputable. We certainly have the phenomenology of the appearance that we could have chosen otherwise. And it is from these certainties that we should proceed. So our freedom is here an inevitable part of our conception of ourselves and no argument from the outside world of physics can over-ride these certainties. Here’s another argument against the acceptance of the idea that free will is an illusion. Kant says that ought implies can. In other words, we cannot be obliged to do something if it is not within our ability to do it. Someone may say that I ought to eliminate third world poverty – that if I do not do so I am guilty of a neglect of duty. But this is unreasonable. It is not within my power to eliminate third world poverty, so it cannot be said that I ought to do so. Of course, if someone were to say that I ought to help to eliminate third world poverty, this is a reasonable ‘ought’ because I can do it. Ought then implies can. The argument proceeds from this presupposition and says that if Eric murders Sam we say that he ought not to have done so. He ought to have done differently – he ought to have refrained from murder. But if determinism is true, then, Eric had no alternative open to him. He was caused by his nature, the laws of physics, and his environment to kill Sam. We cannot therefore say that he ought not to have done it. We cannot expect people to do things that are not within their power to do. Our moral beliefs then presuppose that determinism is false. If we are not free then a morality of oughts and duty is incoherent. Again, we could proceed phenomenologically on this – we are more sure and have more warrant for our oughts than we have for our beliefs in determinism, so moral oughts should over-ride any belief we might be entertaining for determinism. Another argument against determinism says this: if I am caused to inevitably accept the conclusions of an argument then I cannot have been rational to accept the conclusions of the argument. If I am determinist I have to say that my belief in determinism was caused by physical processes. The determinist has to accept that it is true for his opponent. Both are caused by ignorant physical forces to accept their beliefs. But this is self-refuting. The determinist is in effect saying that there is no rationality, so we cannot be rational in accepting or rejecting beliefs. So the consistent determinist cannot say that he is offering reasons for accepting determinism; he must say he is putting in new causal inputs that cause a new belief state to emerge. This seems little better than irrational brain-washing! To conclude: belief in determinism is not warranted. It goes against our fundamental conceptions of ourselves and threatens to make morality meaningless. Moreover, determinism is self-refuting. It says of itself ‘There is no rational reason for accepting me. ’ I cannot rationally accept that which has no rational reason for its justification.

Essay example --

Emotions and the physiological stress reaction can affect the everyday life? It is a way of expressing oneself in life. Positive emotions can open the door to learning for you. Negative emotions-especially overwhelming stress-can literally make to impossible to do well. This is subject that I know too well. The emotional state of mind also has a big part in our success. (Why Learning Is Not All in Your Head), Neurophysiologist Carla Hannaford writes: â€Å"Our mind/body system learns through experiencing life in context, in relationship to everything else, and it is our emotions, our feelings that mediate that context. In order to learn, think or create, learners must have an emotional commitment.† Becoming more aware on the state of mind a person is in makes a difference on how a person can be more proactive on a better quality of life. I’ve always want to be a better person too! I am challenged with many problems that makes performing my best difficult. We have to work to develop the right mindset and attitude that it takes in order to create the lifestyle that we all truly want. Change...

Primary ethical considerations Essay

Ethical norms are the moral standards that help us judge good from bad or right from wrong and living morally. This involves articulating the good habits or character that we should have, the consequences of our behavior on us and others and the duties that we are supposed to follow. Ethical issues touch on the basis of an individual belief and they are bound to differ with individuals depending on cultural and social factors of the individual. McKinney (2004) explains that the primary ethical considerations for teachers in a K-8 education setting   is a form of applied ethics that evaluates ethical guidelines and moral issues that can come up in a classroom environment. The following section will highlight McKinney (2004) ten main principles which teachers in K-8 classes are supposed to follow and adhere to: Establish the significance of academic integrity Schools are committed to pursing integrity and truth; teachers in K-8 should confirm and reestablish the need for integrity and truth based on particular main values such as honest civility and diligence. Teachers need to show and encourage students to practice this. Promote love of learning Teachers in K-8 have an ethical duty to reinforce and foster better class environment for learning. Many children will succeed and thrive in an environment where learning and schooling is viewed as challenging, useful, pertinent and fair. Treat children as ends in teaching Teachers in K-8 should treat their students as being an end and not means children require personal attention and thoughtfulness. The students will in general respond through respecting what the teacher’s values and norms and be committed to academics Foster an atmosphere of trust within the classroom Many students are young and require and value an atmosphere where trust is freely earned as it is given. Enhance student accountability for integrity in academics Young students want to learn in schools where integrity justice and respect is adhered to, while dishonest is punished. With correct direction and leadership, students can cultivate strong accountability to assist in promoting and protecting high levels of integrity in academic work. Formulate just and appropriate assessment forms Students expect to be assessed with fairness using appropriate methods. Teachers in K-8 classes should use, and regularly modify forms of evaluation   and tests which need active thought and enhance learning activities for the students. Challenge any dishonest in learning when it happens Children see how teachers act and what values they hold. Teachers who overlook trivialized dishonest in academics, convey a message that, the teacher do not value core values of academic and that these core values are not worth following. In addition to this the teachers should: †¢ Assist in defining and supporting entire school academic integrity and honesty †¢ Limit chances for students to participate in dishonesty in class and school as a whole †¢ Clarify your expectations for class and students in particular Conclusion The classroom and teaching environment in general during the 21st century have become more complex and demanding. Consequently, the need for more ethical teaching behavior, actions and processes is increasing. As McKinney (2004) notes pressure has been mounted on the teachers in a K-8 to observe and improve their ethics through laws and refined public initiatives. The variety and extent of ethical issues in teaching shows the extent to which ethical values differ and need to be upheld.   Ã‚  This paper has outline several main ethical issues that teachers in K-8 will should follow to establish better values in their class room

Kaymito Leaves as Antibacterial Mouthwash

KAYMITO LEAVES AS ANTIBACTERIAL MOUTHWASH I- INTRODUCTION An effective mouthwash is one that does not only make the breath fresh but also serves as an antibacterial. It should not simply mask the effective mouth odor caused by excessive activity of bacteria inhabiting the mouth. There is a need to prevent the increase in the population of such. A mouthwash is a solution in addition to regular oral hygiene method such as brushing. Alternative mouth gargles can be prepared from locally available plants such as herbs and fruit bearing ones. Certain plant parts may have active ingredients that have antimicrobial activity.An example is the peppermint that contains essential oils found to be efficient in neutralizing mouth conditions and in freshening breath. This study Aims to answer following questions: †¢ Is Kaymito leaves decoction can be effective mouthwash? †¢ Is the peppermint that contains essential oils can be effective in neutralizing mouth conditions and in freshening breath? In this study the people will benefit because they can use it in the prevention of dental diseases and maintenance of the oral health and it can be used for preventing gums and oral infections.This study only tested the feasibility of using decoction prepared from kaymito leaves as mouthwash II- REVIEW OF RELATED LITERATURE A. Review of Literature Kaymito (chrisophyllum cainito) is a common angiosperm in tropical countries. This fruit-bearing tree has leathery oblong leaves that are dark green and glossy on the upper surface and golden brown on the underside, its fleshy fruits are among the favorites. To treat swollen gums, De Guzman-Ladion (1995) suggests to a gargle concoction from

The Five Orange Pips Essays

The Five Orange Pips Essays The Five Orange Pips Paper The Five Orange Pips Paper In The Final Problem we see how Holmes must use all of his intelligence to defeat his arch nemesis, professor Moriarty. The case Holmes has to solve will uses his mental and physical strength. There fore we know that the professor is smarter than Holmes, and can use more manipulative ways to destroy Holmes. This story has many emotions, which reveal the character and genius of Holmes. We firstly see that Holmes runs to his house in Bakers Street, as he is frightened. This is the first time we see Sherlock Holmes scared. This is shown as he speaks to Watson asking him to go on a journey with him, anywhere. We are shown that Holmes is scared as Watson tells us It was not in Holmess nature to take an aimless holiday and Pale, worn face told me that his nerves were at their highest tension. This is proof that Holmes is scared at this point of time. We are told that Holmes is frightened of professor Moriarty, The Napoleon of crime. Through out this story we see how a new side of Holmes is revealed, and how he is terrified of the dangers he will face. This is not danger, It is inevitable destruction. You stand in the way not merely of an individual, but of a mighty organisation. As we know Holmes is scared, however later in the story we see that he is calm and jokes with Dr. Watson in the train. We see that Holmes continues his enigmatic approach as Moriarty escapes from the police and Holmes tells Watson to leave him Because you will find me a dangerous companion now. In the final parts to the story we see how Holmes and Moriarty both use their strength and desire to defeat each other, which ironically is the death of both of them. They both fall down the cliff to the water and die, whilst Watson is left on top of the waterfall, reading the letter that Holmes left for him. In these stories we are shown how Dr.  Watson describes the intelligent mind of his good friend Sherlock Holmes. The three stories I used The Speckled Band, The Five Orange Pips and The Final Problem all showed the character and genius of Sherlock Holmes. These three stories all showed different characters of Holmes as he was terrified of Moriarty, observant in The Speckled Band and he was courageous in The Five Orange Pips. Sir Arthur Conan Doyle, has used Watson in such a way that Watson is the narrator to the cases that Holmes solves. Although Watson is involved in the stories, he is used as an informer and as a good, reliable friend.

Agent Nouns

Agent Nouns Agent Nouns Agent Nouns By Mark Nichol Why singer, but actor? Why doctor, but dentist? Why customer, but client? There seems to be no logic to the variation in endings for agent nouns. An agent noun, a word that identifies a person’s occupation or profession, place of origin or residence, or other association, or a device that performs a task, generally signals its function with a suffix. However, various endings are possible, and though the spelling of such words, because of their ubiquity, is often obvious, no set of rules is always reliable. Some people posit that the -er ending is found in words derived from Germanic sources, while the -or ending denotes Latinate words, but that’s not always true. (For example, adapt is from Latin, but its agent noun is adapter, not adaptor.) Alternatively, the -or ending appears in words referring to figures of authority (director, governor, inspector), but employer, manager, and teacher are counterexamples. (Occasionally, an agent noun has more than one spelling, as with adviser and advisor. It’s common practice in such cases to always prefer, for consistency, the first option listed in the dictionary, although in this case, doing so means that a writer will write adviser yet will spell the adjectival form advisory.) Another ending for agent nouns, -ist, might at first seem to consistently correspond to a positive value judgment, in that we associate it with scientist and words for those in scientific specialties (biologist, physicist), as well as powerful people (industrialist, philanthropist), but note the neutral bicyclist and the negative bigamist. Likewise, notice the variable status of people identified by the terms cineast (also spelled cineaste), enthusiast, and pederast, as well as the tongue-in-cheek neologism ecdysiast. Some endings for agent nouns are often associated with pejoratives, though there are exceptions. For example, beggar, burglar, and the archaic pedlar end with -ar, but so do registrar, scholar, and vicar. Bastard, coward, and drunkard, but steward and wizard. Mongrel and wastrel, but colonel and sentinel. Less common endings that might be associated with positive or negative words are -ant (accountant, but vagrant) and -ent (client, as well as agent itself, but indigent). Other rare examples are -aster (poetaster), which originally neutrally denoted partial resemblance but came to be exclusively derogatory; -ista, which is employed in lightheartedly pejorative terms such as fashionista (there’s also barista, borrowed from Italian, which in turn borrowed bar from English); and -nik (beatnik, peacenik), which in Russian or Yiddish is neutral but acquired a negative connotation in American English during the Cold War. As mentioned in the definition of â€Å"agent noun† above, that term also refers to inanimate objects. However, no consistent classification is possible for this subgroup: Why washer and dryer, but refrigerator? As revealed in these examples and the many terms for human agents referred to above agent nouns follow no rules of etymology or connotation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals50 Types of PropagandaShow, Don't Tell