Influence of Spain in the New World essays

Influence of Spain in the New World essays Spains political experience was one of the most interesting and extraordinary in the history of modern Europe. It encompassed Portugal, part of Italy, the Netherlands, and large parts of the New World. In the early years of the eighth and ninth centuries the Muslims controlled all of Spain except for some small Christian kingdoms in the north. In the ninth century the Christian states began a re-conquest to push all the Muslims out. By the middle of the thirteenth century Granada was all that remained of the Muslims in Spain. The marriage in 1469 of royal cousins, Ferdinand of Aragon and Isabella of Castile, eventually brought stability to both kingdoms. Isabella's niece, Juana, had bloodily disputed her succession to the throne in a conflict in which the rival claimants were given assistance by outside powersIsabella by Aragon and Juana by her suitor, the king of Portugal. Both Isabella and Ferdinand understood the importance of unity; together they effected institutional reform in Castile and left Spain one of the best administered countries in Europe. Ferdinand and Isabella resumed the re-conquest; dormant for more than 200 years, and in 1492 they captured Granada, earning for themselves the title of Catholic Kings. When it comes to the liberating of Spain from the Muslims, I believe that for the stability of the country they were justified in pushing the Muslims out. Having said that, I do have some issues with the massacre of the Jews and the threat of death to get them to convert. Some Jews were given only four months and ordered to leave the kingdom or convert to Christianity. Under the edict, Jews were promised royal "protection and security" for the effective three-month window before the deadline. They were permitted to take their belongings with them - except "gold or silver or minted money". There were a number of the New Christians that continued to practice of their fathers in secret, a situati...

Spanish Phrases Followed by the Subjunctive Mood

Spanish Phrases Followed by the Subjunctive Mood Although the subjunctive mood in Spanish is used most often in sentences that take the form noun indicative verb que subjunctive verb, it is used in other situations as well. Probably the most common is following a phrase that functions as a subordinating conjunction. For example, note the use of the subjunctive in the following sentence: Debes comer alimentos nutritivos para que tengas un bebà © sano. (You should eat nutritious foods in order to have a healthy baby.) In this example, para que functions as a subordinating conjunction, and a conjugated form of tener is in the subjunctive mood. Para que is one of those phrases that, at least in standard written Spanish, is always followed by a verb in the subjunctive, although this rule, like many others, may not always be followed in casual speech in some regions. Following is a list of phrases that you can safely assume will be followed by the subjunctive. Note that many of them mean in order that, provided that, or something similar; meanings given are the most common translations but not the only ones possible. Note also that this list isnt intended to be complete - phrases used in the same way with similar meanings will usually also require the subjunctive. A fin de que (in order that, so that): A fin de que no haya confusiones te llamarà © Pablo. So there is no confusion, I will call you Pablo. ¿Quà © se debe hacer a fin de que no ocurra este problema? What needs to be done so this problem doesnt occur? A menos que (unless): No es fcil ir a una tienda y escoger ropa o accesorios, a menos que vayamos acompaà ±ados de una buena amiga. Its not easy to go to the store and choose clothing or accessories, unless we go with a good friend.A menos que se caiga el cielo y todas la estrellas dejen de existir, yo nunca dejarà © de amarte. Unless the sky falls and the stars cease to exist, Ill never stop loving you. Antes de que, antes que (before): El examen de sangre terminar antes de que puedas contar hasta 20. The blood test will be over before you can count to 20.Esta foto fue tomada unas horitas antes de que viajaran a Argentina. This photo was taken a few short hours before they traveled to Argentina.El hecho ocurrià ³ ayer al mediodà ­a, poco antes que lloviera. The act occurred yesterday at noon, a little bit before it rained. Con tal de que, con tal que (provided that, as long as): Harà © lo que me pidas con tal de que me ames. Ill do what you ask me as long as you love me.Mi madre se queda tranquila con tal de que estemos entretenidos viendo la televisià ³n y que no demos guerra. My mother stays quiet provided that were being entertained watching TV and not causing trouble.Con tal que todo sea en beneficio del equipo, yo lo hago. As long as its all for the good of the team, Ill do it. En caso de que, en caso que (in the event that, in case): Tenemos consejos en caso de que usted o un miembro de su familia sufra un accidente. We have advice in case you or a member of your family has an accident.Voy a dejar un recado en caso de que venga mi papa. Im going to leave a message in case my father comes.Èstas son las recomendaciones que hace la Cruz Roja en caso que se presente caà ­da de ceniza volcnica. These are the recommendations that the Red Cross gives in the event that volcanic ash falls. Para que (in order that, so that): Creo que me dijo eso para que me sienta mejor. I believe he told me that so I would feel better.Necesito estudiar para que a mi hija no le falte nada. I need to study so my daughter has what she needs. ¿Quà © se necesita para que podamos crear nuestra propia empresa? What is needed in order to create our own business? Siempre y cuando (only when, if and only if): El Motel Bianco es ideal siempre y cuando tengas auto. The Motel Bianco is ideal if and only if you have a car.Tenemos la libertad de expresià ³n siempre y cuando no ofenda a nadie. We have freedom of expression only when it doesnt offend anyone. Sin que (without): Sin que Espaà ±a resuelva sus problemas, no hay solucià ³n. Without Spain resolving its problems, theres no solution.Cà ³mo cocer huevos sin que se rompa la cscara. How to cook eggs without the shell breaking.

Greek Civilization Assignment Example | Topics and Well Written Essays - 1250 words

Greek Civilization - Assignment Example The major thinkers that have existed in this world have roots in ancient Greece. The civilization of the Greeks grew in small city-states (Montgomery, para 4). An individual city-state was made up of a town which was surrounded by many other villages. There was a lot of farmland from where town residents could get their food. Many of the small city-states of the Greek civilization had a lot of rivalries; they were characterized by constant fighting. It is, however, important to note that the citizens of particular city states were very patriotic and took a keen interest in affairs of their states. Among those many city states, two of them were most significant; the Sparta state and the Athens state. These cities are known to have been the first to establish mature democracies. It was difficult for these states to form a single united nation(Montgomery, para 13-17,). However, a few things bound them together; their language was common, religion and cultural practices played this important role. This gave the ancient Greeks a feeling that they were totally different people compared to others whom they tagged as barbarians. Ancient Greek civilization is much attributed to its formidable political structures as well as geographical location. These two factors placed it in a strategic position which accelerated its growth and development. Geographical factors were the prime reason for its growth, compared to other near eastern civilizations, the Greek civilization existed between several ranges of mountain ranges.

Curriculum Development Process Essay Example | Topics and Well Written Essays - 3000 words - 3

Curriculum Development Process - Essay Example Engagement – students are allowed to post more entries than required in the blog and comment on the texts of more students. The level of participation evidences their initiative and interest in the activity. Cultural knowledge – students search for supporting materials which can be related to Spanish-speaking culture and communities, and they acquire new cultural knowledge by sharing materials and experiences with others. Knowledge integration – writing posts in a blog and researching for it helps students develop ICT skills; students are given opportunities to find and read information on history, geography, society, art, and literature of Spanish-speaking countries. According to the expectations of the stage 6 syllabus, students have acquired a significant understanding of the function of grammar in Spanish (Board of Studies NSW, 2009: 17), a deep basis for the approach to complex authentic texts in this language. Additionally, they have practiced listening, reading, writing and speaking skills, they have studied Spanish for many hours, and they have acquired knowledge and experience on Spanish language and culture. This unit of work covers the topic Lifestyles within the theme The Spanish-speaking communities, and it relates to the theme The individual as well, because the own experience and the experience of other individuals is considered. I will show students that they have access to a variety of resources to regulate their own learning process since they can find bilingual and monolingual dictionaries, read newspapers and magazines in Spanish, and watch videos, among others.

Marx and Weber’s Analyses of the Development of Capitalism Essay Example for Free

Marx and Weber’s Analyses of the Development of Capitalism Essay Capitalism is defined as ‘An economic and political system in which a countrys trade and industry are controlled by private owners for profit.’ It is based on the division between two classes, one of which owns the labour of the other. Not only do the upper classes, or the bourgeoisie, own the means of physical production but also the means of ‘mental production’. They control and manipulate society through the rule of education, religion and the media. Althusser distinguishes between repressive state apparatuses and ideological state apparatuses and argues about how the bourgeoisie manages to maintain its rule. He argues that the repressive includes the police and the army in which use physical force to control the working class as opposed to the ideological apparatuses such as the media and religion which control the development of ideas. A key component of capitalism is that the working class are forced to sell their labour in exchange for wages in order to survive. However, they do not receive an equal exchange for the labour they produce, but only the cost of subsistence. The difference of what the bourgeoisie receive from the labourers and the amount they pay back is called the surplus value, meaning the profit they make. Max Weber was one of the founding fathers of sociology and contributed highly to our knowledge of how society works. Weber’s work can be highlighted by referring to his study The Protestant Ethic and the Spirit of Capitalism, first published in 1905 (22 years after the death of Karl Marx in 1883). Weber argues that the Protestant Reformation introduced a new belief system of Calvinism (a form of Protestantism founded by John Calvin during the reformation) which promoted a high work ethic and which eventually led to the rise in capitalism. Calvinists believed that God preordains the ‘elect’ meaning of who would be saved after death and go onto heaven and who would not. This could not be changed through hard work or leading a good life as the decision had already been decided. This made Calvinists strive for success, with which they would reinvest into making more money, hence the development of capitalism. Weber distinguishes the differences between the capitalism of greed and wealth in past societies to those of present. Modern day people are pursing profit for its own sake rather than for consumption, hence why the Calvinists reinvested their wealth. Weber calls this the spirit of capitalism. He further argues that this was the reason capitalism was stronger in places like Europe and America and not in other places where Protestantism wasnt so established. Weber also distinguishes between many different existing forms of capitalism including ‘traditional capitalism’ and ‘booty capitalism’; however the crucial ideal type is the one named modern capitalism, or rational capitalism meaning the repetitive, ongoing economic activity on the basis of rational calculation. Understanding what needs to happen and what the best way of achieving it is, allows for reinvestment and the growth of economic enterprises. He argues that it is the rational side of modern capitalism that distinguishes it from other advanced economic areas such as China and India, both of which had higher and more advanced infrastructures in the 17th century compared to Europe and America. However, Weber is hugely criticised for his understanding of the rise in capitalism due to others believing that it was the peoples relationship with the material forces and there means of subsidence which drove the change. Weber takes a key focus on religion and the impact that had on the rest of society as well as capitalism, whereas Marx focuses on class conflict. Marx argues that through industrialisation capitalism had been forced to increase due to growing separation of the two contrasting classes. One class is the exploiting bourgeoisie who own the means of production and the other class being the proletariat who own nothing but their own labour. Marx predicted that the working class would eventually become conscious of their alienation and exploitation and unite to overthrow capitalism. This would slowly bring in a system of socialism which would gradually evolve into a pure classless communist society lacking in exploitation. He argued that capitalism would disintegrate due to interior tensions, just like every other social system. He believed that communism was inevitably the next stage in the line of historical changes to class systems. Just as feudalism was replaced by capitalism, so capital ism would be replaced by communism. Marx argues that religion performs a different function than that of what Weber argues. Instead it operates as an ‘ideological weapon’ used by the bourgeoisie to justify the suffering of the poor as something unchangeable and ‘god-given’. Religion persuades the working class that their suffering is honourable and moral and will be favoured in the afterlife. This is evident in the Christianity teaching of it is ‘easier for a camel to pass through the eye of a needle than it is for a rich man to enter the kingdom of heaven’. This manipulates and oppresses the proletariat as it renders them blind to capitalistic trends; ensuing and maintaining false class consciousness. However, Marx can be criticised for ignoring the positive functions that religions perform, made apparent by the psychological adjustment to misfortune that it offers. Abercrombie and Turner (1978) argue that ‘in pre capitalist society, while Christianity was a major element of ruling-class ideology, it had only limited impact on the peasantry’ (A2 Sociology AQA Specification, 2009, pg 13) However, although Marx does argue that religion helps to control the manipulation of ideas of the working class he also believes that it is ‘the heart of the heartless world and the soul of soulless conditions’, as it can act as an distraction to dull the pain of exploitation. When comparing and contrasting two very highly influential historians such as Karl Marx and Max Weber, some would argue that it is highly important to look at their overall impact on society as well as humanity. Karl Marx focused highly on philosophy and his work is still influential in many cultures worldwide today. This contrasts to Max Weber who is considered ‘one of the fathers of modern thought’ and could be considered one of the world’s most intellectual and influential persons. Although both historians share clear similarities, for example both coming from a European Protestant background they also contrast and have distinct differences. Weber criticises Marx’s theory as he believes that his view is too one dimensional and simplistic when looking at inequality. Weber argues that this is due to Marx seeing class as the only important division. Weber argues that status and power also have high impact on the volume of inequality. He points towards the ‘power elite’ for evidence and argues that they can rule without actually owning the means of production. Currently there are many independent companies that can control and rule particular labourers without being a part of the bourgeoisie, it is not as simple as Marx likes to preach. A great amount of people are in other situations than the time when Marx was writing, for example ‘dealers in information, managers and civil servants’, meaning that the relative importance of the struggle between owners and workers has relatively declined. Although Marx and Weber have severe differences in their evaluation of modern capitalism their augments also share many similarities. They both believe that the economic system is a place where â€Å"individuals are directed by abstractions† (Marx). We must also take into account the times of which both sociologists were writing. Weber is writing nearly half a century later and focuses highly on the impact of power, wealth and prestige. He argues that these were the three main factors contributing to capitalism and the distinction of classes. This contrasts to Marx who focuses singularly on the impact of class and how the contrast of bourgeoisie and proletariat impacted on the rise of capitalism. However, both of their summaries of overthrowing capitalism share many similarities. Both sociologists argue that in order for capitalism to be overthrown the working class must unite together to overthrow the ruling class and free themselves from capitalist oppression. Bibliography Karl Marx and Friedrich Engels (1932). The German Ideology . Moscow: David Riazanov. Karl Marx and Friedrich Engels (1848). Manifesto of the communist party. London. Max Weber (1978). Economy and Society. California: University of California Press. Thomas Hobbes (1988). The Leviathan. London : Penguin . Phil Bartle. (2007). Marx vs Weber. Available: http://cec.vcn.bc.ca/cmp/modules/cla-mweb.htm. Last accessed 10th October 2012. Louis Althusser. (1970). Ideology and Ideological State Apparatuses. Available: http://www.marxists.org/reference/archive/althusser/1970/ideology.htm 970. Last accessed 10th October 2012 Michael Lowy. (2006). Marx, Weber and the Critique of Capitalism . Available: http://internationalviewpoint.org/spip.php?article1106 . Last accessed 10th October 2012. No Author. (1999). Max Weber. Available: http://uregina.ca/~gingrich/s30f99.htm. Last accessed 10th October 2012. D. Sayer, Capitalism and Modernity: An Excurses on Marx and Weber, pg. 4, London: Routledge, 1991. Cuff, E. C., W. W. Sharrock and D. W. Francis, Perspectives in Sociology, third edition, London, Routledge, 1992.

Canterbury Tales :: essays research papers

Canterbury Tales Character Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Chaucer’s greatest work came after everything else. Canterbury tales was the last of his literary works. It followed such stories as Troilus and Creseyde. It is considered as one of the greatest works of literature during the English Middle Age. The ironic thing is that it wasn’t even finished the way Chaucer had intended it to. He had planned to have over a hundred tales, four for each pilgrim. He ended up with twenty-four, less than one for each pilgrim. One wonders if he had finished how much better would it have been.   Ã‚  Ã‚  Ã‚  Ã‚  The story is a unique one, especially during the time in which it was written. Rather than a traditional author story format, Chaucer uses a different method to spin a number of different types of stories. By telling different stories through different pilgrims Chaucer uses their attitudes and characteristics so that he may tell tales of many different varieties and styles. This shows the many different creative sides and motives of the great author. He was not the first to use such a method, but he may be one of the most famous, earliest of its users.   Ã‚  Ã‚  Ã‚  Ã‚  Among the number of characters and different storytellers you come across a character by the name of Robin. His standing among the company was the Miller, so that was what he would be more commonly known. Immediately following the Knight the Miller had a pretty tough act to follow. The Knight was obviously of high standing, and would previously tell a noble tale with a moralistic flavor to it. It would leave the crowd in state of appreciation for someone of his stature. When his tale was done the people knew why it was that he was Knight. Although, when the Miller was done the people did also realize why he was the Miller.   Ã‚  Ã‚  Ã‚  Ã‚  When the Knight’s tale had finished the Miller decided it was his turn for the spotlight. Chaucer makes it quite easy to understand the contrast in the characters. Especially making the claims one right after the other. The comparison is easily made. The drunken boisterous Miller pipes up claiming to have a tale that would contend with the Knight’s for being noble and attractive. Sensing the drunkenness, the host speaks up telling the Miller to save his tale for another time knowing of what was to come. The loud and cocky Miller overpowers him.

Relationships Between Society and Religion Essay

The relationship between religion and society has provided the focus for some of the greatest works of sociology (one thinks of Durkheim, Pareto, and Weber, as well as Marx and Parsons). Samuel Delbert, a Canadian sociologist, rebelled against what he saw as the static concerns of American sociologists, trained his eyes on the process of social change, and placed the study of religion as a major item on the agenda of social analysis in Canada. In three important works, Clark argues that the changing structure of religious organization provided a measure of the pace and character of social change. Clark undoubtedly made the study of religion an important topic in Canadian sociology. At the same time, however, his work intended to limit the range of sociological concerns by linking the study of religion to questions of the forms of religious organization and politics (Artibise, 1990). The Essence of Religion In order to further understand the context between the relationship between religion and society, it becomes clear only after we have determined the basic essence of religion, that which is common to them all. Many different attempts to conceptualize the essence of religions have been made. These definitions usually reflect the viewpoint of the defining subject more than the essence of the defined object. When, for instance, Immanuel Kant defines religion as the â€Å"fulfillment of all of our duties as divine commands,† this doesn’t reflect the essence of religion which is concerned with a completely different sphere, but rather the rationalistic standpoint of Kant, for whom religion is essentially theonomic ethics. Often the essence of a specific historical religion is held up as the ideal and norm for all religion (Mensching, 1976). Prophecy presupposes a relationship between religion and society that conflicts profoundly with established religion. Established religion sees religion as the sacred ideology of the established social order. It is the â€Å"handmaiden† of the ruling class. It pronounces the established social order to be created by God and to be a reflection of the divine will (Riemer, 1996). The Founding Fathers In their sociological writing, Marx, Weber, and Durkheim were responding to the economic and social changes of the 19th and early 20th centuries, timely more often than not by the disastrous effects that fleeting industrialization had imposed on the European community of which they were sector. The course of religion could scarcely be averted with this foundation, for religion was seen as an important area of the society that seemed to be shifting beyond identification. By at least a period, Karl Marx (1818-83) predates the other. There are known two important factors in the Marxist thoughts on religion: The first is descriptive, the second evaluative. His dependent variable is religion; in other words, its structure and nature are liable on social and most importantly economic relations, which constitute the foundation of social examination. It can never be understood separate from the economic form and the association of the capitalist or worker to the basis of formulation. The second factor connects from this however, has an assessing component. Religion is said to be a form of indifference or alienation; it is a symptom of social malformation which disguises the exploitative relationships of capitalist society. Religion persuades people that such relationships are natural and, therefore, acceptable. It follows that the real causes of social distress cannot be tackled until the religious element in society is stripped away to reveal the injustices of the capitalist system; everything else is a distraction. Subsequent debates concerning Marx/s approach to religion have to be approached with care. It has become increasingly difficult to distinguish between (a) Marx’s own analysis of religious phenomena, (b) a subsequent school of Marxism as a form of sociological thinking, and (c) what has occurred in the twentieth century in the name of Marxism as a political ideology. The essential and enduring point to grasp from Marx himself us that religion cannot be understood apart from the world of which it is a part; this is a crucial sociological insight and central to the evolution of the sub discipline. It needs, however, to be distinguished from an over deterministic interpretation of Marx that postulates the dependence of religion on economic forces in mechanical terms; this is unhelpful. The final point is more political. It may indeed be the case that one function of religion is to mitigate the very evident hardships of this world and so disguise them.

IELTS

Look at these six explanations or definitions of ‘education' written in different styles ND: Decide if the explanations are spoken or written.Match each one with the source from which you think it was taken, listed at the end. Education can be seen as either a battlefield for values or a question of systems or, more simply, as an extension of the biological function of the upbringing of children – known more simply as parenting. We'll start by looking at how far the role of teacher goes beyond being a parent. The process by which your mind develops through learning at a school, college, or university; the knowledge and skills that you gain from being taught. Education' comes from a Latin word.One of the important things about education is to give people an interest in knowledge and an ability to learn – or strategies or techniques for learning – and a knowledge of how to find out about things they want to know. Education: teaching, schooling, training, inst ruction, tuition, tutelage, edification, tutoring, cultivation, upbringing, indoctrination, drilling; learning, lore, knowledge, information, erudition†¦ ‘Its Education forms the common mind Just as the twig is bent, the tree's inclined. People going to school and learning.Students discuss the questions to introduce the subject of the lesson. Students' own answers. Ideas may include: use of formal vocabulary; clearly organized and structured; need for support for ideas. It is important to follow the conventions so that your writing is accepted as a valid contribution to the academic debate. If the writing uses a different style or format it will not be regarded as ‘academic writing, even if the ideas are valid. Informal and formal Students compare two definitions of economics. The informal/spoken text is unplanned; includes hesitation fillers; uses informal language e. You know; is personal; uses questions. The formal/written text is planned; does not include any he sitation or digression; uses formal vocabulary; is impersonal. Students identify which sentences are formal and which are informal. Answers: F Students complete the guidelines with the words from the box. Personal tentative evidence neutral vague, precise contractions abbreviations slang speaking Students rewrite the sentences in a formal style. Possible answers: It was reported that it was unsatisfactory. It seemed that the lecture was very difficult to understand.They need to discover owe to conduct a survey of elderly people's opinions of young children. The results were better than expected. / appeared to be better than expected. It was reported that none of the students knew the answer. One man described his unhappiness at being alone. Identifying different styles Students read the six explanations of ‘education', decide if they are written or spoken and match them to the sources. Answers: e d b Students write an explanation of education in an academic style. Various answ ers are possible.Model answer (uses impersonal structures; cautious/tentative language; purports ideas with examples; is neutral in tone; uses specific vocabulary; avoids contractions and colloquialisms). The term ‘education' can be defined in a number of different ways. A narrow definition might be limited to the education system, that is, the structure organizing schools, colleges, and universities, and those who work and learn in them. A broader understanding of the term would include all types of teaching, training and learning, including parent-child interactions at home and any type of communicative activity in which information is shared.

Napleon and Wellington essays

Napleon and Wellington essays Napoleon Bonaparte and Arthur, Duke of Wellington The careers of Napoleon Bonaparte and Arthur Wellesley, 1st duke of Wellington, contrasted in many different ways. The manner in which both rose to glory was quite dissimilar. Napoleon Bonaparte was born in Corsica on August 15, 1769 and was thought to be the most formidable military commander since Alexander the great. He was a bright, charismatic child of noble background. As a boy, he was described as good willed and generous. At nine, through his fathers influence, Napoleon went off to military school in Paris at the expense of King Louis XVI. It was here that it was discovered that he had and amazing brain capacity and was considered a genius, yet nobody could imagine his success and all of the dead bodies he left in his wake for the sake of peace. Wellesley, on the other hand, was born on May 1, 1769, in Dublin and was also of noble background. As an adult, Wellesley would rise to rule the British empire, but as a schoolboy his future looked grim and lacked the genius that Napoleon possessed. His situation became so desperate that he was sent to military school, where his metamorphosis was astonishing. He found that he enjoyed the army and needed it to establish a career in life. He was given the title 1st Duke of Wellington due to his military successes. In school, Napoleon was always the leader and could always win at games due to his strategies and his impeccability at outwitting the other team. He was attracted to the military for a number of reasons and he had secret weapons such as his extraordinary intelligence. The military schools of Napoleon and Wellesley never engaged in competition so they never met. Napoleon graduated military school in 1785, at the age of 16, and joined the artillery as a second lieutenant. He studied firepower and trained in the artillery, which would help Napoleon become a genius in this field. Meanwhile, in 1787,...

The Current Population of the U.S.A.

The Current Population of the U.S.A. The current U.S. population is more than  327 million people (as of early 2018). The United States has the worlds third largest population, following China and  Ã¢â‚¬â€¹India. As the worlds population is approximately 7.5  billion (2017 figures), the current U.S. population represents a mere 4  percent of the worlds population. That means that not quite one in every 25 people on the planet is a resident of the United States of America. How the Population Has Changed and Is Projected to Grow In 1790, the year of the first census of the U.S. population, there were 3,929,214 Americans. By 1900, the number had jumped to 75,994,575. In 1920 the census counted more than 100 million people (105,710,620). Another 100 million people were added to the United States in just 50 years when the 200-million barrier was reached in 1970. The 300 million mark was surpassed in 2006. The U.S. Census Bureau expects the U.S.  population to grow to reach these estimates over the next few decades, averaging about 2.1 million more people per year: 2020: 334.5 million2030:  359.4 million2040:  380.2  million2050:  398.3  million2060: 416.8  million The Population Reference Bureau succinctly summarized the state of the growing U.S. population in 2006: Each 100 million has been added more quickly than the last. It took the United States more than 100 years to reach its first 100 million in 1915. After another 52 years, it reached 200 million in 1967. Less than 40 years later, it is set to hit the 300-million mark. That report suggested that the United States would reach 400 million in 2043, but in 2015 that year was revised to be in 2051. The figure is based on a slowdown in the immigration rate and the fertility rate. Immigration Makes Up for Low Fertility The United States total fertility rate is 1.89, which means that, on average, each woman gives birth to 1.89 children throughout her life. The UN Population Division projects the rate to be relatively stable, from 1.89 to 1.91 projected to 2060, but it still  isnt population replacement.  A country would need a fertility rate of 2.1  to have a stable, no-growth population overall. Overall the U.S. population is  growing  at 0.77 percent a year as of December 2016, and  immigration plays a huge part  in that.  Immigrants to the United States are often young adults (looking for a better life for their future and their familys), and the fertility rate of that population (foreign-born mothers) is higher than for native-born women and projected to remain so. That aspect accounts for that slice of the population growing to be a larger share of the nations population overall, reaching 19 percent by 2060, as compared with 13 percent in 2014. By 2044 more than half of the people will belong to a minority group (anything other than  only  non-Hispanic white). In addition to immigration, longer life expectancy also comes into play with the growing population numbers, and the influx of young immigrants will help the United States support its aging native-born population.​ Shortly before  2050, the current No. 4 nation, Nigeria, is expected to surpass the United States to become the worlds third-largest nation, as its population is growing quickly. India is expected to be the most populous in the world, growing past China.

Position paper Essay Example | Topics and Well Written Essays - 1000 words - 4

Position paper - Essay Example The existing lease accounting model is inconsistent in nature. Leasing is regarded as the most preferred financing option for the entities or the organizations. The leasing technique adopted in accordance with the existing technique in the past has caused various problems and differences in presentation of the financial statement of the entity. Therefore in order to overcome the limitations of the accounting standard in relation to the leasing, new proposed International Accounting Standard is formulated or introduced. According to the International Accounting Standard 17lease will not distinguish between the operating and the financial leases. The limitations or the challenges faced by the company in applying the accounting standard as per the International Accounting Standard and the FASB affected large number of companies or the industries entering into the lease agreement. In response to the criticism faced by the organization or entity for recognizing the operating and financial lease on the balance sheet of the concerned organization or entity, the standards are revised. The existing standard failed to meet the needs and requirement of the users of the financial statement. It fails to provide a faithful representation of the financial and operating leasing transactions. In order to overcome and face the criticisms the Standards in 2006 initiated a joint project for improvement and development of the financial reporting on the leasing activities of the organization under the International Accounting Standard Board and the US GAAP (Walton, 2011). The boards have decided to improve the approach for recognizing the asset and liabilities and the obligations created by the lease activities of the entity. The main objective of improvement or introducing revised accounting standard is that the company must be able to recognize the asset and liabilities arising from a lease. This initiative will