Lincoln the Great Emancipator - 2289 Words

Until it was abolished in 1865, slavery thrived in the United States since the nation’s beginnings in the colony of Jamestown in 1607. In 1776, the founding fathers stated that â€Å"all men are created equal† when they declared independence and started a war that freed the 13 colonies from the oppressive rule of Great Britain. However, after â€Å"the land of the free† had been established, slavery had yet to be eliminated. After the war of 1812, sectionalism began to grow prevalent in America. The Industrial Revolution in the early to mid-1800s advanced the country technologically while further dividing it as the North became industrialized and the South became more agrarian and reliant on slave labor. Sectionalism was increased by westward†¦show more content†¦This became important later in the war when other nations refused to recognize the Confederacy’s independence. When the time was right, Abraham Lincoln masterfully changed the ideology of the war to focus on slavery, and he used the slaves themselves as a powerful force in the war and on the home front. Lincoln did this through the First and Second Confiscation Acts, the Emancipation Proclamation, and his Second Inaugural Address. Early in the war, three slaves escaped to the Union Army, raising the question of what to do with fugitive slaves. Under the Fugitive Slave Act, they had to be returned to their owners in the Confederacy. However, Lincoln adopted an ingenious policy of taking slaves as â€Å"contraband of war,† treating them as property as the Confederacy did. Lincoln went on to sign the First Confiscation Act in August 1861, which emancipated slaves that escaped to Union lines. In July 1862, Lincoln signed the Second Confiscation Act, which essentially gave him the authority to emancipate the slaves in Confederate territory (on the grounds that they helped the war effort and were contraband). This legislation helped the Union Army greatly. Over 190 ,000 soldiers, sailors, and workers came to the Union Army from the Confederacy (McPherson, 193), and at the end of the war, African Americans made up 20 percent ofShow MoreRelatedThe Great Emancipator : Abraham Lincoln894 Words   |  4 PagesThe Great Emancipator Abraham Lincoln became the president of the United States of America in March of 1861. While he led the country through one of the worst wars in the history of America, he is most known for abolishing slavery through the Emancipation Proclamation, thus giving him the nickname of â€Å"The Great Emancipator.† There are a great amount of debates on whether Lincoln was worthy of this title, one reason being that the Emancipation Declaration was limited and did not abolish slavery,Read MoreAbraham Lincoln And The Great Emancipator2143 Words   |  9 Pages Abraham Lincoln, â€Å" The Great Emancipator,† was the president of the United States from March 1861 to April 1865- when he was assassinated. Lincoln is known world-wide for the Emancipation Proclamation, which accomplished the freeing of the slaves, or so the they taught at the school. What schools don’t teach is that the Emancipation Proclamation had many restraints within it. Slaves were only to be freed in â€Å"rebellious states†: Southern states,(Graham);slavery remained untouched in the statesRead MoreAbraham Lincoln : The Great Emancipator1590 Words   |  7 PagesSarmiento 6 Abraham Lincoln: The Great Emancipator During Abraham Lincoln’s presidency, the United States was divided into North and South, who were at war with one another. Recognizing the nation needed a determined leader to guide them into prosperity, Lincoln devised his plan for success. Lincoln’s attempts to preserve the North, while uniting them with the South seemed to be failing as the war continued throughout his first term. Once Lincoln got reelected in 1864, he set out to succeed inRead MoreThe Great Emancipator By President Abraham Lincoln947 Words   |  4 PagesThe Great Emancipator While in office, President Abraham Lincoln led the country through the Civil War, he is most known as being responsible for the abolishing of slavery through the Emancipation Proclamation, thus giving him the nickname of â€Å"The Great Emancipator.† Technically speaking, the Emancipation Declaration did not actually abolish slavery in itself, rather it led to the 13th Amendment, which did end slavery in January of 1865. At brief glance, the Emancipation Proclamation’s sole purposeRead MoreAbraham Lincoln: Great Emancipator or Common Politician?1487 Words   |  6 PagesPresident Abraham Lincoln has been revered as one of the greatest presidents in the history of the United States. He is known for his great effect on slavery and served his terms during the civil war in a time of great controversy. The American Civil War (1860-1865) occurred at the exact time of Lincolns presidency (1861-1865). The North and the South were divided and a big issue was slavery, on which Lincoln took an anti-slavery stance. Lincoln has been called many things because of his views fromRead MoreO Lincoln s Reputation As The Great Emancipator1900 Words   |  8 Pageso Lincoln s reputation as the great emancipator rests largely on his emancipation proclamation, an executive order which went into effect on January 1st, 1863. This order ostensibly freed all the slaves in territory currently rebelling against the United States, i.e. in areas where the US government had no authority to free slaves. This is rather like the United States announcing that, from here on out, North Korea would be ruled by Lady Gaga. Sure, it s a great idea, but it s not really yourRead More Abraham Lincoln and Slavery Essay1617 Words   |  7 PagesAbraham Lincoln and Slavery Many Americans believe that Abraham Lincoln was the â€Å"Great Emancipator,† the sole individual who ended slavery, and the man who epitomizes freedom. In his brief presidential term, Lincoln dealt with an unstable nation, with the South seceding from the country and in brink of leaving permanently. The differing ideologies between the North and South about the economy and slavery quickly lead to civil war. It was now the duty of Lincoln to maintain the unityRead MoreThe Myth Of Abraham Lincoln1291 Words   |  6 PagesLincoln was a man of many talents that helped form the myths we know today and that most of those myths are well justified. With Lincoln being a man solidified into history and mythology, have the myths overshadowed the facts that truly made his life historically worthy or is it that within every myth lies an element of fact? 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Many books and movies have been produced about his life to show the role he played in our history and the impact he had on our country. The most recent film, Abraham Lincoln: Vampire Hunter, captivated audience’s attention with a riveting tale about our sixteenth president hunting vampires. The film contains some

Zoe’s Tale PART I Chapter Seven Free Essays

Here’s what I did when my dad took me down to Phoenix: I visited my own grave. Clearly, this needs an explanation. I was born and lived the first four years of my life on Phoenix. We will write a custom essay sample on Zoe’s Tale PART I Chapter Seven or any similar topic only for you Order Now Near where I lived, there is a cemetery. In that cemetery is a headstone, and on that headstone are three names: Cheryl Boutin, Charles Boutin and Zoe Boutin. My mother’s name is there because she is actually buried there; I remember being there for her funeral and seeing her shroud put into the ground. My father’s name is there because for many years people believed his body was there. It’s not. His body lies on a planet named Arist, where he and I lived for a time with the Obin. There is a body buried here, though, one that looks like my father and has the same genes as he does. How it got there is a really complicated story. My name is there because before my father and I lived on Arist, he thought for a time that I had been killed in the attack on Covell, the space station he and I had lived on. There was no body, obviously, because I was still alive; my father just didn’t know it. He had my name and dates carved into the headstone before he was told I was still around. And so there you have it: three names, two bodies, one grave. The only place where my biological family exists, in any form, anywhere in the universe. In one sense, I’m an orphan, and profoundly so: My mother and father were only children, and their parents were dead before I was born. It’s possible I have second cousins twice removed somewhere on Phoenix, but I’ve never met them and wouldn’t know what to say to them even if they existed. Really, what do you say? â€Å"Hi, we share about four percent of our genetic makeup, let’s be friends†? The fact is, I’m the last of my line, the last member of the Boutin family, unless and until I decide to start having babies. Now, there’s a thought. I’m going to table it for now. In one sense I was an orphan. But in another sense†¦ Well. First, my dad was standing behind me, watching me as I was kneeling down to look at the headstone my name was on. I don’t know how it is with other adoptees, but I can say that there never was a time with John and Jane that I didn’t feel cherished and loved and theirs. Even when I was going through that early puberty phase where I think I said â€Å"I hate you† and â€Å"Just leave me alone† six times daily and ten times on Sunday. I would have abandoned me at the bus stop, that’s for sure. John told me that back when he lived on Earth, he had a son, and his son had a boy, Adam, who would have been just about my age, which technically made me an aunt. I thought that was pretty neat. Going from having no family on the one hand to being someone’s aunt on the other is a fun trick. I told that to Dad; he said â€Å"you contain multitudes,† and then walked around with a smile for hours. I finally got him to explain it to me. That Walt Whitman, he knew what he was talking about. Second, there were Hickory and Dickory to the side of me, twitching and trembling with emotional energy, because they were at the gravesite of my father, even if my father wasn’t buried there, and never was. It didn’t matter. They were worked up because of what it represented. Through my father, I guess you could say I was adopted by the Obin, too, although my relationship to them wasn’t exactly like being someone’s daughter, or their aunt. It was a little closer to being their goddess. A goddess for an entire race of people. Or, I don’t know. Maybe something that sounds less egotistical: patron saint, or racial icon or mascot or something. It was hard to put into words; it was hard to even wrap my brain around most days. It’s not like I was put on a throne; most goddesses I know about don’t have homework and have to pick up dog poop. If this is what being an icon is all about, on a day-today basis it’s not terribly exciting. But then I think about the fact that Hickory and Dickory live with me and have spent their lives with me because their government made it a demand of my government when the two of them signed a peace pact. I am actually a treaty condition between two intelligent races of creatures. What do you do with that sort of fact? Well, I tried to use it once: When I was younger I tried to argue with Jane that I should be able to stay up late one night because I had special status under treaty law. I thought that was pretty clever. Her response was to haul out the entire thousand-page treaty – I didn’t even know we had a physical copy – and invite me to find the part of the treaty that said I always got to have my way. I stomped over to Hickory and Dickory and demanded they tell Mom to let me do what I wanted; Hickory told me they would have to file a request to their government for guidance, and it would take several days, by which time I would already have to be in bed. It was my first exposure to the tyranny of bureaucracy. What I do know that it means is that I belong to the Obin. Even at that moment in front of the grave, Hickory and Dickory were recording it into their consciousness machines, the machines my father made for them. They would be stored and sent to all the other Obin. Every other Obin would stand here with me, as I knelt at my grave and the grave of my parents, tracing their names and mine with my finger. I belong. I belong to John and Jane; I belong to Hickory and Dickory and every Obin. And yet for all that, for all the connection I feel – for all the connection I have – there are times when I feel alone, and I have the sensation of drifting and not connecting at all. Maybe that’s just what you do when you’re this age; you have your stretches of alienation. Maybe to find yourself you’ve got to feel like you’re unplugged. Maybe everyone goes through this. What I knew, though, there at the grave, my grave, was that I was having one of those moments. I had been here before, to this grave. First when my mother was buried, and then, a few years later, when Jane brought me here to say good-bye to both my mother and father. All the people who know me have gone away, I said to her. All of my people are gone. And then she came over to me and asked me to live with her and John, in a new place. Asked me to let her and John be my new people. I touched the jade elephant at my neck and smiled, thinking of Jane. Who am I? Who are my people? Who do I belong to? Questions with easy answers and no answers. I belong to my family and to the Obin and sometimes to no one at all. I am a daughter and goddess and girl who sometimes just doesn’t know who she is or what she wants. My brain rattles around my head with this stuff and gives me a headache. I wish I were alone here. I’m glad John’s with me. I want to see my new friend Gretchen and make sarcastic comments until we burst out laughing. I want to go to my stateroom on the Magellan, turn off the light, hug my dog, and cry. I want to leave this stupid cemetery. I don’t ever want to leave it because I know I’m never coming back to it. This is my last time with my people, the ones who are already gone. Sometimes I don’t know if my life is complicated, or if it’s that I just think too much about things. I knelt at the grave, thought some more, and tried to find a way to say a last good-bye to my mother and father and to keep them with me, to stay and to go, to be the daughter and goddess and girl who doesn’t know what she wants, all at once, and to belong to everyone and keep myself. It took a while. How to cite Zoe’s Tale PART I Chapter Seven, Essay examples

Biohazards of Sewage Sludge free essay sample

Wastewater can come from a variety of sources like homes, businesses, Industries, runoff from roads, lawns and fields and is treated by municipal wastewater treatment facilities (Product, Cornell). The solid material that remains after the treatment of wastewater is known as sludge (char, Cornell). Sludge can be employed in many different ways, it can be used as a soil additive or growing medium, sent to a composting facility, Incinerated or landfills (Char, Cornell).Bossily are derived primarily from a combination of primary, secondary, and tertiary sewage sludge. Bossily do not contain the coarse grit and screenings moved from raw wastewater during preliminary treatment steps or ash generated from incineration of sewage sludge. Another type of bossily may be derived from domestic seepage, the solid or liquid material removed from septic systems, portable toilets, and other systems that receive only domestic sewage.However, since all sludge and bobsleds contain potentially harmful contaminants, beneficial uses must be balanced against acceptable risks for human health and environmental Impacts (Beneficial, Cornell) The terms sludge and bloodies are In some cases universally Interchangeable, while In some cases there are minor discrepancies between the two definitions. Thus for the sake of this paper we will treat the two definitions as equal and interchangeable.While In most cases, the composition of the received wastewater Is uncontrollable, the makeup of the resultant sludge must be known in order to determine its suitability for various uses (Prod, Cornell). When evaluating the composition of sludge, its physical and chemical properties must be considered. Questions that should be asked are: How much water and solid matter does it contain?How many different metals and nutrients does It have and how much of each? What potentially toxic organic chemicals are contained in the sludge? What pathogen reduction process was used? (Char, Cornell). Typically, sludge contains 1-7% solid material and 93-99% water. (char, Cornell). Proper sludge treatment and management are necessary to ensure public and environmental health and safety (char, Cornell).The pH of sludge ranges from 4 to 12, and this value can have an affect on the movement of heavy metals, the corrosiveness of the sludge and the survival of the pathogens It contains Many people, including agricultural scientists and environmentalists are concerned hat land application of sludge will result in an increase of pathogenic bacteria, viruses, parasites, chemicals and metals In drinking water reservoirs, aquifers and the food chain (beneficial, Cornell).While the potential risks may seem to be high In the applications of sludge, the degree of risk depends directly on the initial sludge quality, the way sludge are processed and how the sludge are managed during General Overview: Modes of Transport from Field to Human There are numerous pathways by which humans can come into contact with bossily or bossily-derived contaminants.These incl ude direct contact or accidental ingestion, inhalation of bossily-derived aerosols or dust, ingestion of water (surface waters and groundwater), and consumption of crops grown in bossily-amended soils or of animals that have fed on crops grown in such soils. In addition, a variety of vectors can transmit pathogens (flies, mosquito, fleas, rodents, or other animals than can transport the disease either mechanically or by biological processes) from bossily to humans or intermediate hosts. In order to cause infection, pathogens must gain entrance to the body of the host. Microorganisms cannot penetrate normal, undamaged skin but can pass through mucous membranes, which thus form the most common portals of entry (Siderite, 1988). These occur at the alimentary, respiratory and igniter-urinary tracts (Silversmith, 1998). Additional routes of entry are via abrasions or small openings in the skin where local infections such as boils may occur, via wounds from which infection may spread throughout the body by means if the circulatory system, or via animal or insect bites (Siderite, 1988).These various routes or pathways of contact can result in either acute or chronic disease if the exposure is high enough. For pathogens, the primary concern is acute diseases of a short-term duration (I. . , gastroenteritis or flu-like symptoms), while for the various potential chemical contaminants, risks are derived from chronic exposure via ingestion. Pathogens that may be present in bossily applied to land pose a disease risk only if there are routes of exposure that deliver an infective dose. The principal means of exposure is through ingestion or inhalation.Absorption through the skin is considered to be a minor route of exposure unless a field worker suffers a cut or other puncture to the skin and is exposed. The degree of harm caused by bacterial toxins varies with the mode of entry into the body. It seems there is a correlation between the amount of bossily applied and frequency of contamination. A 1984 study showed that 22. OMG/ha applied to Sassafras sandy loam soil was the upper limit to ensure that groundwater was not contaminated (Higgins, 1984). Doses below 22. MGM/ha of land are acceptable for the provision of nutrients to plants, while anything above diminished the water quality to below American federal standards (Higgins, 1984). Heavy metals and chloroforms remained low throughout the experiment, which is also backed by research from health Canada showing that heavy metals and chloroforms detected in groundwater are t concentrations lower than ones of concern (Healthcare, 2000? ). When bossily are applied to the land, pathogens that may be present in the indirectly by vectors.Virus transport from soil to plants has been suggested as a possible route of exposure, but no definitive research has shown this to occur (Straus et al. 1993). Planting restrictions are applied on bossily-amended fields to ensure that contamination of plants is minimized until die-off of any residual pathogens have occurred and risks are reduced. Potential bacterial and viral pathogens carried by animals that could be contracted y humans include tuberculosis, salmonella, listener, comparable, retrovirus, and taxonomists.More than 50 animals can carry Circumscription. Rats and mice in particular are vectors for serious limitlessness example, rodents may drink treated wastewater containing Salmonella from a local waterway, and the Salmonella could be transferred to chickens that eat rodent droppings incidentally, which then transfer the pathogen to humans through eggs (Kinder et al. 1996). Inanimate objects (such as crops, soil, equipment, and the shoes or clothing of workers) may be intimidated with infectious organisms that can be transported from sites of bossily application.Restricting the harvesting of crops until natural die-off of remaining pathogens occurs, combined with good sanitary practices and management practices for on-farm workers and bossily transporters, has played a key role in minimizing the transport of pa thogens offset. Vectors are agents capable of transmitting a pathogen from one organism to another. Vectors can achieve this mechanically (simple transport by animals or insects such as flies) or biologically by playing a role in the life cycle of the pathogen (rodents).The rotational vectors are insects, particularly flies, but other vectors can include farm workers or bossily workers who become ill and infect their families. Grazing animals can also be vectors. Parasite eggs from domestic animals have been demonstrated to have the ability to be transported by flies to grazing land and infecting livestock (Eastern Research Group 1992). Control of vectors has been an important element in the development of the Part 503 regulations (U. S. Environmental Protection Agency 1995, Eastern Research Group 1992), which include treatment and management practices that prevent conditions that attract vectors. Worker protection, good sanitation, and documentation of medical histories and sickness in workers families can play an important role in preventing disease transmission should it occur. Aerial dispersion of bacterial diseases such as tuberculosis, electrolysis, and legionnaires disease have been documented (Saab et al. 1982, al-Galahad and al- Aziza 1988, Bigness 1999, and Resin et al. 1997). Monitoring studies are limited, but studies indicate there is less risk associated with bossily land application (unless it is a liquid spray operation) than with spray irrigation of wastewater which has not en disinfected.Studies of wastewater aerosol formation over a period of years showed little impact on air quality (Barren and Kabukis 1980). Studies in Texas showed that bacterial levels were highest around the sludge mixing and loading facilities where agitation occurred and showed that normal heterocyclic bacteria caliphates (Pillar et al. 1996) Pathogenic Clamatorial were detected where physical agitation occurred. Measurements of bacteria in the air downwind of bossily processing or application sites is limited (Pillar et al. 996) and the data collected shows the presence of high embers of bacteria when there is mixing or dispersal (like a manure spreader), but the risk of an infectious dose of a pathogenic bacterial species in an outdoor area appears to be negligible (Pillar et al. 1996). There have only been a few reported cases of bossily-related illnesses as a result of airborne transmittal of pathogens See espadrilles discussions in this chapter). Most of these incidences are related to Nor in confined spaces such as sludge dewatering facilities, composting facilities Clark et al. 983, Milliner et al. 1980), or processing facilities and not related to the rainspout, unloading or application of bossily. En bossily are applied to the land surface, the particulates in bossily typically combine with soil material to form a filter mat so that primarily, soluble and colloidal particles enter the soil. Larger organisms such as protozoans and helpline eggs are retained in the upper soil layers, while virus particles and small bacteria can be transported through the soil to groundwater.The mechanisms of pathogen removal In soil are primarily filtration (affects bacteria) and adsorption (for viruses). Coarse sands and soils with gravel lenses are those most conducive to pathogen rainspout to groundwater (Koala 1985, Wooziness et al. 1998). Most other soils, particularly fingered soils, are effective at removing both bacteria and viruses. Large amounts of water must be filtered to obtain a measurable amount of viruses in groundwater. Generally, this means that it would be extremely hard to obtain an Infectious dose due to the large amounts of water that would have to be consumed.

Intro to Microeconomics Study Guide free essay sample

Economics is the study of allocation of scarce resources 1) Chapter One: The Principles of Microeconomics a. Four resources: Land, Labor, Capital (machinery), Entrepreneurship (human capital) b. Principle #1: People face trade-offs, government also faces them, the main one the gov. faces is efficiency vs. equity i. Efficiency is when everyone who makes the most, keeps the most money ii. Equity would be if everyone was taxed the same c. Principle #2: The cost of something is what you give up iii. Opportunity cost = the measurement of trade-off you give up something you can have later, to get something now d. Principle #3: Rational people think at the margin iv. They do what’s best for them and maximize benefits v. Think at the margin = thinking about the NEXT one vi. Margin=small incremental changes e. Principle #4: People respond to incentives vii. Prices are major incentives viii. Taxes/tax credit f. Principle #5: Trade can make everyone better off ix. We will write a custom essay sample on Intro to Microeconomics Study Guide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Everybody can specialize x. More variety of goods xi. Doesn’t always make everyone better off ex: Jamaica, NAFTA xii. One partner can be strong and over power others g. Principle #6: Markets are a good way to organize economic activity xiii. People are guided by self-interest xiv. Markets are where consumers and suppliers come together and trade-off occurs h. Principle #7: The government can improve market outcomes xv. Main act of government – enforce property rights xvi. Government can step in if there’s market failureexternalities occur (taxes can be enforced for cigarettes), people who aren’t in the market are ffected xvii. Government can step in when there’s market power xviii. Monopoly/oligopoly-government might step in 2) Chapter 2: What does it mean to think like an economist? i. Objectively j. Scientific method xix. Observe, hypothesis, identify variables, collect data, test hypothesis, draw a conclusion k. Difficult to conduct a controlled experiment in economics l. Circular Flow Diagram = money and goods and services flow from input marketoutput market xx. Flow of Money: Market for factors of production (input market) households get income spending on markets of goods and services (output market) which generates revenue for firmswhich pay wages and rent for factors of production xxi. Flow of goods and services: Market for factors of production (input market) buys factors (land, labor, capital and entrepreneurship)firms which sell goods and servicesto market of gas and serviceswhich buy goods and services from households, which sell factors to market for factors of production xxii. This marketing is missing government, trade, savings, black market activities and charity work/non-profits m. Production Possibilities Frontier: how much a country can produce xxiii. Assumptions: one country, two goods, resource = labor xxiv. Bowed out PPF due to different resources (L) xxv. Opportunity cost increases with bowed out PPF because it takes more and more to make one more of the good xxvi. Any points along the PPF are efficient, outside the curve are not feasible and inside the curve is inefficient xxvii. Efficiency means we maximize our resources xxviii. To get more of the good, you have to give up some of the other good xxix. More resources for both goods increase: entire curve shifts out xxx. More resources for just one good increase: curve shifts on one side only xxxi. If the PPF is straight, it’s because there are multiple resources for both goods xxxii. Just stating a fact = positive statement and normative statement = subjective 3) Chapter 3: Absolute and Comparative Advantage n. Absolute advantage is when you make something more efficiently than someone else, so that less is required, which means less opportunity cost xxxiii. Assumptions: 2 people who can make goods, 2 goods that both people want to consumer, time is the only input, both people want to consume both goods and they’ll only trade if they can produce one good xxxiv. Each person works 8 hrs. per day o. Farmer can produce 8 donuts and 32 cups of coffee; Baker can produce 24 donuts and 48 cups of coffee xxxv. The baker has absolute advantage because he can make more donuts and more coffee than the farmer in 8 hrs. xxxvi. Graphing: use points (8, 0) and (0, 32) for farmer’s PPF and CPF (consumption possibilities frontier). Use points (24, 0) and (0, 48) for baker’s PPF and CPF p. Trade deal: Farmer will make only coffee (which is all 32 cups of coffee in 8 hrs. ), baker offers farmer 5 donuts for 15 cups of coffee xxxvii. Trade increases variety xxxviii. Farmer ends up with +5 donuts and 15 cups coffee = 5 donuts and 17 cups coffee q. Comparative advantage is when you have a lower opportunity cost xxxix. The opportunity cost of one donut for the farmer is 4 cups of coffee and for the baker is 2 cups of coffeebaker is comparative advantage in donuts because of lower opportunity cost xl. The opportunity cost for one cup of coffee for the farmer is ? donut and for the baker is ? donutfarmer has opportunity cost in coffee because of lower opportunity cost r. The price range after the trade deal will lie between opportunity cost of both people, so both are better off xli. 2 cups of coffee ? P ? 4 cups of coffee 4) Chapter 4: Supply and Demand s. Assumptions: one good, one market, market is perfectly competitive (many buyers and sellers, all goals are the same across firms and price takers) t. Demand xlii. Demand curve shows relationship between price and willingness to buy (P and Qd) xliii. Quantity demanded (Qd) is the amount consumers are willing and able to buy xliv. LAW OF DEMAND: P, Qd = negative correlation xlv. Market demand is the sum of individuals’ demands xlvi. Variables that increase or decrease demand: IP-TEN 1. Income a. I, Qd = Normal good b. I, Qd = Inferior good 2. Price of related goods c. Pa, QDb = Substitutes d. Pa, QDb = Complements 3. Taste and preferences 4. ExpectationsEx: when you except the price of a good to increase later on, you will buy more now when it’s cheaper 5. Number of buyersMore buyers = higher demand u. Supply xlvii. Supply curve shows relationship between Price and Quantity supplied (P and Qs) xlviii. Quantity supplied is the amount sellers are willing and able to sell xlix. LAW OF SUPPLY: P, Qd = Positive correlation l. Variables that shift supply curve: I-TEN 6. Input price (Ex: wages increase) e. IP, Qs f. IP, Qs 7. Technologyadvancement means Cost, Supply 8. Expectationsexcepting a technological advancement 9. Number of sellers g. # Sellers, Qs h. # Sellers, Qs v. Consider: market for hybrid cars li. Event: price of gasoline goes updemand is impactedP of gas so people will look for substitutesdemand for hybrids (curve shifts right) lii. Event: technology advance reduces cost of productionsupply impactedsupply because it’s easier and cheaper to produce (curve shifts right)P , Qs liii. Event (i) amp; (ii): P of gas amp; technology gt;D and S both impactedD, SQ and P is ambiguous (depends on degrees of shifts and how you graph curve shifts) w. Consider: market for bus rides liv.

Free Essays on Cicero

Summary of Cicero’s, On Duties This excerpt from the book, On the Good Life, is a letter from Cicero to his son. I couldn’t even imagine getting something like this from my father. It is full of great advice on how to live your life in such a way that you are regarded as a highly favorable person with impeccable morals. I agree with most of what Cicero has to say in his excerpt, On Duties. In this review I will summarize Cicero’s’ main arguments and his ideas for a better person and nation. I believe that Cicero wrote this book for intelligent individuals who wanted to attain power in life through morally positive avenues; it was written almost as an academic piece. It was also written as a gage with which a person who was reading it could weigh himself. Cicero begins the volume by relating to us why he has chosen Philosophy as his current field of study, his only field of study. He had once been a political leader but since the government â€Å"lay under domination of a single individual† (120) he was angry and sorrowful that he had lost some of his good friends to the uprising. That he was no longer able to practice politics deeply saddened Cicero. So to forget his sorrows he took up philosophy. Cicero believed that the best method for learning was philosophy because it literally meant love of wisdom. Even though Cicero thought himself a philosopher he was quick to disagree with those philosophers who he saw as tricky and misleading to the public. Cicero believed that the only way to â€Å"attain the objects of their desires† was â€Å"by moral goodness, both in thought and in action† (125). This leads us to Cicero’s classification of expediency and how it affects us as humans. Cicero classified the â€Å"things that go towards the maintenance of human life† (125) as either animate or inanimate. The inanimate objects consist of gold and silver and things from the earth. He then further classifies the animate into rationa... Free Essays on Cicero Free Essays on Cicero Summary of Cicero’s, On Duties This excerpt from the book, On the Good Life, is a letter from Cicero to his son. I couldn’t even imagine getting something like this from my father. It is full of great advice on how to live your life in such a way that you are regarded as a highly favorable person with impeccable morals. I agree with most of what Cicero has to say in his excerpt, On Duties. In this review I will summarize Cicero’s’ main arguments and his ideas for a better person and nation. I believe that Cicero wrote this book for intelligent individuals who wanted to attain power in life through morally positive avenues; it was written almost as an academic piece. It was also written as a gage with which a person who was reading it could weigh himself. Cicero begins the volume by relating to us why he has chosen Philosophy as his current field of study, his only field of study. He had once been a political leader but since the government â€Å"lay under domination of a single individual† (120) he was angry and sorrowful that he had lost some of his good friends to the uprising. That he was no longer able to practice politics deeply saddened Cicero. So to forget his sorrows he took up philosophy. Cicero believed that the best method for learning was philosophy because it literally meant love of wisdom. Even though Cicero thought himself a philosopher he was quick to disagree with those philosophers who he saw as tricky and misleading to the public. Cicero believed that the only way to â€Å"attain the objects of their desires† was â€Å"by moral goodness, both in thought and in action† (125). This leads us to Cicero’s classification of expediency and how it affects us as humans. Cicero classified the â€Å"things that go towards the maintenance of human life† (125) as either animate or inanimate. The inanimate objects consist of gold and silver and things from the earth. He then further classifies the animate into rationa...

The 20 Poetic Devices You Must Know

The 20 Poetic Devices You Must Know SAT / ACT Prep Online Guides and Tips Looking to spice up your writing? Poetic devices are the salt and pepper (and, if you get really into them, the saffron and caraway) of writing; when deployed effectively, they add flavor and texture to your work. But what is a poetic device? Do they only work in poetry? In this article, we’ll cover what they are, when you can use them, and how to better understand their function in any literary form! What Is a Poetic Device? At its most basic, a poetic device is a deliberate use of words, phrases, sounds, and even shapes to convey meaning. That sounds so broad that it could basically encompass any form of written expression, but poetic devices are generally used to heighten the literal meaning of words by considering sound, form, and function. There are a lot of poetic devices, just as there are a lot of literary and rhetorical devices. Anything that impacts the way a poem or other written work looks or sounds is a type of poetic device, including devices that are also classified as literary or rhetorical devices. Consider your writing- whether it’s an essay, poem, or non-fiction article- as a meal you’re cooking. You use good ingredients and put a lot of care into the dish, so you know it’s going to taste good. But there are ways to make it taste even better, little additions that can bring out the taste of each ingredient to make it even tastier- a pinch of salt, a touch of cumin. That’s what poetic devices do. Like the metaphor I used in the last paragraph, poetic devices infuse literal meanings (what words actually say) with figurative meanings (implications, unexpected connotations, and so on). You might have gotten the point that poetic devices improve writing without me comparing them to spices, but that metaphor added flavor and enhanced the meaning that was already there. But metaphors are only one method of enhancing your writing. A poem about a horse may use a hoofbeat rhythm (otherwise known as an anapest or dactyl, depending on which syllable is stressed- da-da-DUH for the former and DUH-da-da for the latter) to really draw the reader in. The reader doesn’t have to notice the hoofbeat rhythm for it to be effective, either; often, a rhythm helps readers remember what they’ve read without them necessarily realizing it. One important thing to remember is that literary devices, like spices, are great in moderation, but overpowering if overused. Nobody wants to eat a bowl of pepper, just like nobody wants to read something if its meaning is totally obscured by flowery language. You don’t have to hold back entirely- many wonderful poets, essayists, and authors can use flowery language to great effect- but do make sure that your poetic devices are enhancing rather than overshadowing your point. Writers commonly use literary devices in poetry to help make their points memorable or their language more evocative. You’ve likely used poetic devices without thinking about it, but deliberate use can make your writing even stronger! A little skillful use of spices and poetic devices goes a long way. 20 Top Poetic Devices to Remember There are tons of poetic devices out there- it would be nearly impossible to list all of them. But to get you started, we've compiled some of the most common poetry terms, along with a few of the more interesting ones! Allegory An allegory is a story, poem, or other written work that can be interpreted to have a secondary meaning. Aesop’s Fables are examples of allegories, as they are ostensibly about one thing (such as â€Å"The Ant and the Grasshopper†) but actually have a secondary meaning. Fables are particularly literal examples of allegories, but there are many others, as well, such as George Orwell’s Animal Farm or Christina Rossetti’s â€Å"Goblin Fruit.† Alliteration Alliteration is the repetition of a sound or letter at the beginning of multiple words in a series. â€Å"Once upon a midnight dreary, while I pondered, weak and weary†¦Ã¢â‚¬ -Edgar Allen Poe, â€Å"The Raven† Poe uses alliteration with the â€Å"wh,† sound at the beginning of multiple words. The repetition here mimics the sound of the wind (something you might hear on a dreary night), and also sounds a little soothing- something that’s interrupted in the next couple of lines by a different sound, just as Poe interrupts his soothing, round vowel sounds with repetition of the ‘p’ sound in â€Å"suddenly there came a tapping, / As of some one gently rapping, rapping at my chamber door†¦.† Allusion An allusion is an indirect reference to something. â€Å"The Cunninghams are country folks, farmers, and the crash hit them hardest.† - Harper Lee, To Kill a Mockingbird Lee isn’t speaking of a literal crash- she’s referencing the stock market crash of the late 1920s, which left many people without money. Scout, To Kill a Mockingbird’s narrator, references the stock market crash in a way that’s appropriate for her context, which readers can gather from the novel’s setting. Using this allusion allows Lee to do some quick scene-setting. Not only does it establish the novel firmly within its setting, but it also shows that Scout herself is a clear part of that setting- she speaks to the audience in the way that a child of that era would speak, giving the story a greater sense of realism. Apostrophe An apostrophe is a poetic device where the writer addresses a person or thing that isn’t present with an exclamation. â€Å"O stranger of the future!O inconceivable being!whatever the shape of your house,no matter how strange and colorless the clothes youmay wear,I bet nobody there likes a wet dog either.I bet everybody in your pubeven the children, pushes her away.†- Billy Collins, â€Å"To A Stranger Born In Some Distant Country Hundreds Of Years From Now† Though we know from the title that Collins is addressing a stranger from the future, in the final stanza of the poem he addresses that stranger directly. Apostrophe was particularly common in older forms of poetry, going all the way back to Ancient Greece- many works of Greek literature begin with an invocation of the Muses, typically by saying something like, â€Å"Sing in me, O Muse.† Because the narrator of Collins’ poem is calling out to someone in the future, he mimics the language of the past and situates this poem in a larger context. Assonance Assonance is the repetition of vowel or diphthong sounds in one or more words found close together. â€Å" Hear the loud alarum bells- Brazen bells!/ What tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, Out of tune†¦.†- Edgar Allen Poe, â€Å"The Bells† When Poe talks about alarm bells, he uses sharp, high-pitch vowels to echo their sound: notice the repetition of long â€Å"e† and â€Å"i† sounds, both of which sound a bit like screams. Blank Verse Blank verse refers to poetry written without rhyme, especially if that poetry is written in iambic pentameter. â€Å"But, woe is me, you are so sick of late,So far from cheer and from your former state,That I distrust you. Yet, though I distrust,Discomfort you, my lord, it nothing must. †¦Ã¢â‚¬ - William Shakespeare, â€Å"Hamlet† Many of Shakespeare’s plays are written in blank verse, including much of â€Å"Hamlet.† Here, the dialog is without rhymes, which makes it sound more realistic, but it still follows a strict meter- iambic pentameter. This lends it a sense of grandiosity beyond if Shakespeare had tried to mimic natural speech, and the deliberate space of stressed and unstressed syllables gives it a satisfying sense of rhythm. Consonance Consonance is the repetition of specific consonant sounds in close proximity. â€Å"Tyger Tyger, burning bright,In the forests of the night; What immortal hand or eye,Could frame thy fearful symmetry?† - William Blake, â€Å"The Tyger† Black repeatedly uses multiple sounds in the first stanza of this famous poem. One of the most prominent is ‘r,’ which shows up in every line of the first stanza, and almost every line of the poem as a whole. As Blake is writing about the tiger, he’s musing on its fearsome nature and where it comes from, with the repeated ‘r’ sound mimicking the tiger’s growl like a small, subtle threat in the poem’s background. Enjambment An enjambment is the continuation of a sentence beyond a line break, couplet, or stanza without an expected pause. â€Å"What happens to a dream deferred?Does it dry up like a raisin in the sun? Or fester like a sore- And then run? Does it stink like rotten meat? Or crust and sugar over- like a syrupy sweet?Maybe it just sags like a heavy load.Or does it explode?† - Langston Hughes, â€Å"Harlem† Hughes plays with multiple methods of ending lines in this poem, including enjambment. The first two lines of the second stanza and the second-to-last stanza are examples of enjambment, as the thought continues from one line to the next without any punctuation. Notice the way these lines feel in comparison to the others, especially the second example, isolated in its own stanza. The way it’s written mimics the exhaustion of carrying a heavy load, as you can’t pause for breath the way that you do with the lines ended with punctuation. Irony Irony has a few different meanings. The most common isthe use of tone or exaggeration to convey a meaning opposite to what's being literally said. A second form of irony is situational irony, in which a situationor event contradicts expectations, usually in a humorous fashion. A third form is dramatic irony, where the audience of a play, movie, or other piece of art is aware of something that the characters are not. Basic irony, where what someone says doesn't match what they mean, might look something like this: "Yeah, Ilove dogs," she said dryly, holding the miniature poodle at arm's length as hives sprang up along her arms. Situational irony would include things like a police station getting robbed or a marriage counselor getting a divorce- we would expect police to be able to resist getting robbed and a marriage counselor to be able to save their own marriage, so the fact that these unexpected things occur is darkly funny. One of the most famous examples of dramatic irony is inRomeo and Juliet. The audience knows that Juliet isn't dead when Romeo comes to find her in the tomb, but obviously can't stop Romeo from killing himself to be with her. Unlike other forms of irony, dramatic irony often isn't funny- it heightens tension and increases audience investment, but doesn't necessarily have to make people laugh. Metaphor A metaphor is when a writer compares one thing to another. â€Å"An emotional rollercoaster† is a common example of a metaphor- so common, in fact, that it’s become cliche. Experiencing multiple emotions in a short period of time can feel a lot like riding a roller coaster, as you have a series of extreme highs and lows. Meter Meter refers to the rhythm of a poem or other written work as it’s expressed through the number and length of the feet in each line. â€Å"But, soft! what light through yonder window breaks?It is the east, and Juliet is the sun.Arise, fair sun, and kill the envious moon,Who is already sick and pale with grief†¦Ã¢â‚¬ - William Shakespeare, Romeo and Juliet Shakespeare famously wrote frequently in iambic pentameter, a specific type of meter containing five iambic feet. Iambs are a foot- a unit of rhythm- consisting of one unstressed and one stressed syllable. In the first line of this passage, you have five iambs, which produces a sort of heartbeat-esque rhythm. â€Å"But soft / what light / through yon- / -der win- / -dow breaks?† Meter like this gives readers expectations about how each line will go, which can be very useful if you want to subvert them, such as how Shakespeare does in Hamlet: â€Å"To be / or not / to be / that is / the ques- / -ion.† Because we expect iambic pentameter, the rule-breaking here clues us in that something isn’t right with Hamlet. Ode An ode is a short lyrical poem, often in praise of something. â€Å"Thou still unravish'd bride of quietness, Thou foster-child of silence and slow time,Sylvan historian, who canst thus express A flowery tale more sweetly than our rhyme:What leaf-fring'd legend haunts about thy shape Of deities or mortals, or of both, In Tempe or the dales of Arcady? What men or gods are these? What maidens loth?What mad pursuit? What struggle to escape? What pipes and timbrels? What wild ecstasy?†- John Keats, â€Å"Ode on a Grecian Urn† Keats’ â€Å"Ode on a Grecian Urn† covers all the required bases of the ode- it’s short at just five stanzas, it’s lyrical (the language is clearly elevated above regular speech), and it’s written in praise of a scene on an imagined Grecian urn, which preserves the beauty of several scenes for eternity. Though Keats’ ode here may be in earnest, the deliberate use of language far outside our normal method of speaking often makes the form ripe for satire. In this case, Keats is using this language to discuss beauty and truth, two rather lofty themes that work in tandem with the lofty language. Pun A pun is a play on words, using multiple meanings or similar sounds to make a joke. "Mine is a long and a sad tale!" said the Mouse, turning to Alice, and sighing. "It is a long tail, certainly," said Alice, looking down with wonder at the Mouse's tail; "but why do you call it sad?" And she kept on puzzling about it while the Mouse was speaking...." - Lewis Carroll, Alice’s Adventures in Wonderland Here, Alice clearly misunderstands what the mouse is saying- he says ‘tale,’ referring to his long and sad story, and she hears ‘tail,’ referring to his literal tail. The result is a misunderstanding between the two that ends with Alice looking rude and uncaring. Though it makes Alice look bad, it’s quite entertaining for the reader. The world of Wonderland is full of strangeness, so it’s not really a surprise that Alice wouldn’t understand what’s happening. However, in this case it’s a legitimate misunderstanding, heightening the comedy as Alice’s worldview is once again shaken. Repetition Repetition is fairly self-explanatory- it’s the process of repeating certain words or phrases. â€Å"Do not go gentle into that good night,Old age should burn and rave at close of day;Rage, rage against the dying of the light.Though wise men at their end know dark is right,Because their words had forked no lightning theyDo not go gentle into that good night.Good men, the last wave by, crying how brightTheir frail deeds might have danced in a green bay,Rage, rage against the dying of the light.Wild men who caught and sang the sun in flight,And learn, too late, they grieved it on its way,Do not go gentle into that good night.†- Dylan Thomas, â€Å"Do Not Go Gentle Into That Good Night† Throughout this poem, Thomas repeats the lines, â€Å"Do not go gentle into that good night,† and â€Å"Rage, rage against the dying of the light.† The two lines don’t appear together until the final couplet of the poem, cementing their importance in relation to one another. But before that, the repetition of each line clues you in to their importance. No matter what else is said, the repetition tells you that it all comes back to those two lines. Rhetorical Question A rhetorical question is a question asked to make a point rather than in expectation of an answer. â€Å"Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?† - Sojourner Truth, â€Å"Ain’t I a Woman?† Sojourner Truth’s question to the Women’s Convention of 1981 in Akron, Ohio isn’t a question that needs an answer. Of course she’s a woman- she, as well as everybody else in the audience, knew that perfectly well. However, Sojourner Truth was a black woman in the time of slavery. Many white women wouldn’t have considered her to be part of the women’s rights movement despite her gender. By asking the question, Sojourner Truth is raising the point that she is a woman, and therefore should be part of the conversation about women’s rights. â€Å"Ain’t I a woman?† isn’t a question of gender, but a question of race- if it’s a conference about women’s rights, why weren’t black women included? By asking a question about an undeniable truth, Sojourner Truth was in fact pointing out the hypocrisy of the conference. Rhyme A rhyme is a repetition of syllables at the end of words, often at the end of a line of poetry, but there are many unique kinds of rhymes. â€Å"It was many and many a year ago, In a kingdom by the sea,That a maiden there lived whom you may know By the name of Annabel Lee;And this maiden she lived with no other thought Than to love and be loved by me.†- Edgar Allen Poe, â€Å"Annabel Lee† Poe’s poem starts off with a fairly typical ABAB rhyme scheme- the first line rhymes with the third, the second with the fourth. However, in line five, we get a jarring line that does not rhyme, which is carried through the rest of the poem. The rhyming sounds hearken back to classic songs and stories, but is undone by something that doesn’t sound right, just as the classic love story of the narrator and Annabel Lee is undone by tragedy. Rhythm Rhythm refers to the pattern of long, short, stressed, and unstressed syllables in writing. â€Å"Double, double toil and trouble;Fire burn and caldron bubble.Fillet of a fenny snake,In the caldron boil and bake†¦Ã¢â‚¬ - William Shakespeare, Macbeth In this scene from Macbeth, the witches are positioned as being strange and unnatural, and the rhyme scheme Shakespeare uses is also unnatural. It lends the passage a sing-song quality that isn’t present in other parts of the play, which is easy to get stuck in your head. This is important, because their prophecies also get stuck in Macbeth’s head, leading him to commit his horrible crimes. Sonnet A sonnet is a fourteen-line poem with a strict rhyme scheme, often written in iambic pentameter. â€Å"How do I love thee? Let me count the ways.I love thee to the depth and breadth and heightMy soul can reach, when feeling out of sightFor the ends of being and ideal grace.I love thee to the level of every day’sMost quiet need, by sun and candle-light.I love thee freely, as men strive for right;I love thee purely, as they turn from praise.I love thee with the passion put to useIn my old griefs, and with my childhood’s faith.I love thee with a love I seemed to loseWith my lost saints. I love thee with the breath,Smiles, tears, of all my life; and, if God choose,I shall but love thee better after death.†- Elizabeth Barrett Browning, â€Å"How Do I Love Thee† Sonnets were a standard poetry format for a long time- Shakespeare famously wrote sonnets, as did poets like Browning. As with blank verse, sonnets are often written in iambic pentameter, which gives the writing a sense of realism, as it’s not quite as affected as other rhythms, but also makes it feel purposeful and different from natural speech. Because sonnets have a rhyme scheme, they feel removed again from realistic speech. But that works in form’s favor- the rigid structure encourages unconventional word use (hence the memorability of â€Å"How do I love thee? Let me count the ways.†) and marks poems in this style as having a kind of heightened reality. Because blank and free verse arose later, writing sonnets in modern times gives poems a classic or even intentionally antiquated feeling, which can work in the poet’s favor. You probably don't need to light a candle and bust out your magnifying glass to understand poetic devices, but nothing's stopping you! How to Identify and Analyze Poetic Devices It’s nearly impossible to remember every poetic device, but teaching yourself to identify and analyze them is a great way to increase your vocabulary and writing ability. To learn more about them, you can: Read More Reading widely in a variety of literary forms- poetry, prose, essays, non-fiction, and so on- is one of the best ways to learn more poetic devices. You may not notice them all, but challenge yourself to find one example of a poetic device every time you read. Remember, there are lots of kinds of poetic devices; they don’t always have to be things you’d only find in poetry. The more you read, the more exposed you are to different kinds of writing styles. If you read widely, you’ll see more people using language creatively- when you see something interesting, make note of it and see if it’s a poetic device you can use in your own writing! Use Them In Your Own Writing Identifying them is great, but to really understand poetic devices, try using them. Not every device is right for every situation, but playing a little with your language can reveal to you exactly how these devices work. Challenge yourself to use new devices to get a better appreciation for how they can elevate your writing. Question Poetic Devices When you come upon a poetic device in something you’re reading, ask yourself what the author is doing with it. What purpose does alliteration serve in a specific context? Why did I choose to use that spices metaphor earlier in this article? Was it effective or confusing? The more you think about these devices, the more you’ll get a feel for how they work and why writers use them. Understanding the different ways they can be used will help you discover how to use them better, so don’t be afraid to start questioning how and why professionals do it! Key Tips for Literary Devices in Poetry Enhancing your writing with poetic devices is great, but there are a few things to keep in mind to be sure you’re doing it right. First, don’t overuse them. Poetic devices can be great for making your writing sound more interesting or to deliver information in a more impactful manner, but too much really stands out. Alliteration is great, but an alliterative sonnet that’s an allusion to Greek literature can feel a little gimmicky. Even too much alliteration can quickly feel hackneyed if it’s not done with a purpose. Ask yourself why you’re using these devices and trim them if you can’t think of a reason- restraint is as much a part of good writing as the skillful use of a poetic device. Don’t forget that poetic devices are good for more than just poetry. A well-written essay can use a great metaphor. A sonnet can be written in plain English for a great effect. An article for your school newspaper might be improved with a little alliteration. Feel free to experiment with how and when these devices are used- adding in an unexpected poetic device is a great way to elevate your writing. What’s Next? Poetic devices are just one of the many kinds of tools you can use to enhance your writing. Check out this list of rhetorical devices for even more things you can doto liven up your work! Want even more poetic devices? Check out this article on personification, which covers examples of this device in both poetry and literature! Dylan Thomas' "Do Not Go Gentle Into That Good Night," is a great example of repetition, but there's a lot more to it than that! This article will give you some in-depth information on the meaning of Dylan Thomas' poem, including how to analyze it!

The Ginge Industry Essay Example | Topics and Well Written Essays - 1500 words

The Ginge Industry - Essay Example The demand for space has driven exploration and globalization. Its value has not just been recognized economically but also socially as an element of culture and scientifically for its potential in pharmacology and medicine. Considering the Europe naval race for the Asian spice islands which laid the foundation for imperialism in the 14th and 15th century, there is no doubt that it is an industry of world importance. One of the spices that have figured well in the spice trade is ginger, a spice that seems inconsequential today but was once considered as an indication of class and culture (Hutton & Cassio 2003). Estimates of the global spice industry have been generally positive, growing by about 5% since 1998 (Food and Agricultural Organization [FAO] 2005). The industry is dominated by India followed by Indonesia and China, which is exhibiting the most significant growth in recent years (see Appendix A). Spice production in Thailand from 1998 to 2001 list garlic, ginger, hot pepper, chili pepper, shallot, clove and pepper as key products (â€Å"Ginger† 2003). In previous years, there has been a focus on peppers because of rising in world prices. However, subsequent declines in global indices have also been credited for the deceleration of the industry. Appendix A also documents the 2001 standing of the Thai spice industry worldwide. Based on estimates done by the Thai Ministry of Agriculture and Cooperatives (MAC), it estimates the value of the industry to US$19.36 million in 2001 (FAO 2005). As seen in Appendix B, pepper cultivation represents the bulk of spice production in country. Thus, though there has been decline in the price of the commodity, the size of its market supports its role as primary spice commodity for the country. The bulk of revenues from the trade of spices are supported significant domestic consumption but the main motivation for players in the Thai spice industry is to supply international demand. As seen in Appendix C, Thai spice exports make up the majority of total production. Ginger Cultivation and Trade China holds market leadership in the ginger category, 25% of the total world production, eclipsing spice trade leader India ("Ginger", 2003). However, though China ranks as the world's leader in production, export of ginger has been dominated by Japan. This is because much of China's production has been directed to its domestic markets (FAO 2005). Cultivation of ginger was