The availability of International Business opportunities in Uzbekistan

The availability of International Business opportunities in Uzbekistan International trade is exchange of goods, services and capital across the borders of different nations. No country in the world has all the natural resources present in sufficient quantity to sustain continuous development. So the countries trade with each other by exporting those goods or products which they have in abundance while importing those which they are deficient in. International trade tends to be generally more costlier than domestic as most countries imposes additional tariffs or duties on the goods travelling through their borders. International trade between two countries comprises both the trade between 2 companies present in different country and trade between the government of a country and the business firm present in other country. The main objective of this audit is to analyze the availability of International Business opportunities present in the Uzbekistan. The report starts with examining the countrys attitude to international trade. Then a brief analysis of the countrys Cultural, Political and Economic Environments is done. After that the countrys business environment is analysed using some of the proposed theories of international trade and also Porters diamond model of national competitiveness. Finally recommendations based on the above analysis are offered. An Overview of Uzbekistan Uzbekistan or Republic of Uzbekistan (Ozbekiston Respublikasi) is a country which is part of Central Asia having largest population within the region. Uzbekistan became an independent state on September 1, 1991, from former Soviet Union. Uzbekistan elected Islom Karimov as its president who continues his office till date. Uzbekistan is a land locked country surrounded by Kazakhstan, Kyrgyzstan, Tajikistan, Afghanistan and Turkmenistan. Uzbekistan Essential Facts: Government Republic; Authoritarian Presidential Rule Capital Tashkent Geographic Area 447,400 sq km Population 27,865,738 Literacy Rate 99.3% Labour Division Agriculture: 44%, Industry: 20%, Services: 36% Budget Revenue: 10.54 Billion, Expenditure: 10.48 Billion (2009 estimates) GDP (GDP Growth) $77.55 Billion (6.7%) GDP Per Capita $2,800 Inflation 14.1% Industries Textiles, Food Processing, Machine Building, Metallurgy, Gold, Petroleum, Natural Gas, Chemicals Source: CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html) Uzbekistan attitude to International Trade Uzbekistan joined United Nations in 1992 as fully fledged member and cooperates with 8 UN agencies including The World Bank which supports Uzbekistan in its national reform efforts (United Nations, n.d.). Currently Uzbekistan has foreign diplomatic relations with about 124 countries of the world (Ministry of Foreign Affairs Uzbekistan, n.d.). Uzbekistan has membership in numerous, more than 33, International Organizations including Asian Development Bank (ADB), Commonwealth of Independent States (CIS), International Finance Corporation, International Monetary Fund, Islamic Development Bank, Shanghai Cooperation Organization and World Trade Organization (observer status) (Library of Congress, 2007). The main purpose of these organizations is to promote and facilitate international trade among various countries. Commonwealth of Independent States (CIS) countries are the biggest trade partners of Uzbekistan. Russian secures first place as foreign trade partner of Uzbekistan. Other countries like Ukraine, Kazakhstan and Afghanistan etc. are also heavy trade partners. Uzbekistan has very active trade relations with European Union. Bilateral trade between Germany and Uzbekistan amounted to 470 million USD in 2008. France, UK and Spain are other major trade partners (Ministry of Foreign Affairs Uzbekistan, n.d.). Figure 1: Major Trade Partners of Uzbekistan (2009) Source: http://www.buyusainfo.net/docs/x_6613529.pdf Business Environment of Uzbekistan Culture of Uzbekistan Figure 2: Ethnic Group Composition Source: https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html Figure 3: Major Religions Source: https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html Figure 4: Spoken Languages Source: https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html Uzbekistan since ancient time was the home of Arab Muslims and Turks. And then in Mid-Nineteenth century, Russia seeing the regions potential captured Uzbekistan. That is why there are traces of Russian language and ethnicity can be found in the country dominated by Uzbeks. Islam being the major religion (about 88%) the culture of country is bit conservative. For both Men and Women conservative business suits are expected, casual clothes like jeans, t-shirts etc are considered inappropriate. While greeting someone it is common for handshake between same sexes but simple hello is done between opposite sex. During a meeting it is important to go and speak to the most important person in the room first. These local customs must be observed in order to forge good business relationship in the country (Culture Crossings, n.d.). Political Civil Environment of Uzbekistan When Soviet Union broke in 1991, Uzbekistan gained its independence and appointed Islom Karimov as the Presidential head (Angus Reid Public Opinion, 2008). Since then Karimov have led an autocratic rule by extending his term of office in 2000 and 2007 in a series of democratic election that has come into fierce criticism from the international community (Harding, 2007). Next elections are scheduled to be held in 2014. In almost all international political and civil parameters Uzbekistan has shown downward trends indicating its worsening of the situation overtime. Figure 5: Uzbekistan Political Indicators. Source: Author Uzbekistan also has extremely high level of corruption. According to recent Transparency Internationals Corruption Perception Index (CPI), Uzbekistan ranks among the bottom of the 180 countries at rank 174. It has extremely poor confidence range of 1.5 1.8 (Transperency International, 2009). Figure 6: CPI Index 2009 Source: http://www.transparency.org/policy_research/surveys_indices/cpi/2009 Due to this firms frequently have to pay informal payments (bribes) to government to get the things done. About 67% percent of the firms are expected to make these payments to get things done (Enterprise Surveys, 2009). Figure 7: Informal Payments Statistics Source: http://www.enterprisesurveys.org/documents/CountryNotes/Uzbekistan_09.pdf Economic Structure of Uzbekistan Uzbekistan when it got freedom had relatively slow economic growth rate for first 12 years. Uzbekistan GDP, between 1994 to 2003, grew at average rate of 3.9% per year. But from 2005 onwards the country witnessed average growth of 8.2% (Asian Development Bank, 2010). Although the official data is doubtful as it probably overstates the level of economic growth. The U.S. Department of State Background Note for Uzbekistan states that many observers believe that employment growth and real wage growth have been stagnant (U.S. Department of State Background Notes, 2009). The poverty is quite prevalent in the country with 76.7% of population living below $2 a day (United Nations Development Programme, 2009). Although government is taking some positive steps to ramp up the economy. Policies like Anti-Crisis Program for 2009-2012 that government adopted in 2008 to combat the global recession had quite beneficial impact on Uzbekistan economy. Part of the policy was to promote foreign investment, for which government established free industrial economic zones in 2008, which provided foreign investors with tax and custom preferential facilities. Due to this government was able to tie up with 37 foreign investors for $500 million investment. This resulted in huge increase of 80% in foreign investment in 2009. Uzbekistan also observed very high import growth rate of 25.8% in 2009, mainly in infrastructure development, indicates governments acceptance to allow foreign investment in the country (Asian Development Bank, 2010). Figure 8: Uzbekistan Import/Export Indicators Source: http://www.adb.org/Documents/Books/ADO/2010/UZB.pdf Petroleum, Gold, Natural Gas and Cotton are the main 4 exports products of the Uzbekistan. According to the IMF estimations, energy products (Petroleum and Natural Gas) comprised about 26.3% of total exports in 2008 followed by gold at 15.7% and cotton at 13.1% (International Monetary Fund, 2008). International Trade of Uzbekistan International Trade Theory Framework is all about analysing from a countrys perspective about with whom they should trade and what products to trade. According to Daniels, Radebaugh and Sullivan (2010), there are five theories which try to explain a countrys advantage in International Trade. Figure 9: Theories of International Trade The advantage in international trade of Uzbekistan will be explained using two theories Natural Advantage and Factor Proportion Theory. Natural Advantage in case of Uzbekistan According to this theory a country produces those goods in which it has some natural advantage by way of its climate, people, resources etc. Uzbekistan has substantial advantage over most of the countries in the world in production of cotton due to favourable climatic conditions and availability of low cost labour. Climate in Uzbekistan is generally hot which is suitable for cotton growth. Hence Uzbekistan is the worlds 6th largest Cotton producer and 3rd largest Cotton exporter (National Cotton Council of America, 2010). Figure 10: World Cotton Export Rankings (2009) Source: Author Also the country has abundant energy resources. Uzbekistan is a major producer and exporter of Natural gas. Natural gas production was 2,387 billion cubic feet in 2008 ranking it at 14th place in the world. Out of this Uzbekistan exported about 22.20%, i.e. 530 bcf of natural gas (US Energy Information Administration, 2010). Factor Proportion Theory According to this theory different countries have different level of endowment of land, labour and capital. And the factor which is in more abundance will have lower costs than other factors. So the country tends to take advantage of this in the international trade by exporting those products that utilize the abundant factor and importing products that requires utilization of deficient factor. Uzbekistan has the advantage of low cost and skilled labour. It also has relatively low land. The country has very high literacy rate of 99.3% in 2003. There is lack of substantial capital or high level technology present in the country. Therefore Uzbekistans export mainly comprises of agricultural products, mined natural resources, services or low tech industrial products like chemical, plastic etc. Figure 11: Percentage Distribution of Total Exports Source: http://www.statistics.uz/data_finder/128/ On the other hand the country is severely lacking in the modern infrastructure and necessary technology or capital required to develop it. Therefore the bulk of its import, almost 50% comprised mainly of machinery and equipments. Figure 12: Percentage Distribution of Total Imports Source: http://www.statistics.uz/data_finder/128/ Porters Diamond of National Competitiveness Figure 13: Extended Porters Diamond Model of National Competitiveness Source: Porter (1990) Michael Porter introduced a diamond shaped model to analyze the areas of strength or weakness that gives a country a competitive advantage or disadvantage. This model includes four interconnected key elements: Figure 14: Key elements of Porters Diamond Factor Conditions: Uzbekistan has inconsistent infrastructure development. Main roads in the capital Tashkent and other major cities are relatively maintained outside the cities their conditions are poor. Suppliers have trouble in transporting goods from one place to another. The country has extensive rail network but only 17% is electrified. Although government recently announced big plans to improve both its national highway and rail network. Literacy in the country is very high at 99.3% for 15 years and up. The country also has abundant energy resources. The country is able to almost meet its coal requirement and produces enough natural gas that it manages to export 22% of it. Firm Strategy or Rivalry: Almost all the Industrial firms in the Uzbekistan are government owned and as such there is little to no competition among them. There are only few industries like energy, gold, foodstuff etc. present in the country which have some foreign investment. Most foreign investing companies are only allowed to invest by creating joint venture with state owned company in which the government owns majority stakes. Related and Supporting Industries: One of the most important supporting industry to establish a firm is financial sector which is seriously underdeveloped in Uzbekistan. It is dominated by state-owned banks and lacks competition. The government banks give loans to state owned companies at subsidized rate and for all else the interest rate is very high. Due to this private investors rarely take loans from local credit market. The whole country has access to electricity but the infrastructure is quite old and need modernizations. And as such there are frequent power outages. Demand Conditions: Due to widespread poverty of 76.7% there is not much demand of products apart from basic need like food, clothes, energy needs etc. And in these basic need the country is self-sufficient hence demand never exceeds supply. The government of Uzbekistan is the major importer of goods and services. Most of the imports comprises of equipments in energy, telecommunication and Information Technology hardware and software. Role of Government The government did not liberalise the economy sufficiently enough since freedom. It owns all major companies, strictly regulates foreign trade and follows the policy of import substitution. Monopolistic environment created by state-owned companies stifle the development of private sector. Recommendations for Uzbekistan The following are the recommendations the Uzbekistan government should implement for sustained growth of the country: Improving Business Climate: Government should stop pursuing the policy of import substitution and make it easier for foreign investment to invest in the country. Sustaining Macroeconomic Stability: Need improved macroeconomic policies to control inflation, eliminate restrictions on currency conversion, better regulation of financial sector would help in maintaining high economic growth rates. Boosting Agriculture Productivity: Better agricultural reforms, abolition of state dictated crop production, more power to farmers and investment in modern machinery would raise per capita income and reduce poverty. Improve Accountability and Transparency: The country ranks very poor in Transparency International Index at 174 of 180 nations. Corruption is rampant and Firms are frequently subjected to pay bribes. The government must put efforts in improving transparency for the firms to have any confidence in doing business in the country. Promote Open Competition: Government should end the policy of controlling all industries and creating monopolistic environment. Government should allow free control of industries by private sector. This will create more competition, promote innovation and would improve overall efficiency of the industries and boost economy.

Objective of Education Is Learning

‘The Objective of Education Is Learning' *'The Objective of Education Is Learning, Not Teaching'* *In their book,** *Turning Learning Right Side Up: Putting Education Back on Track*, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed — it focuses on teaching rather than learning. â€Å"Why should children — or adults — be asked to do something computers and related equipment can do much better than they can? † the authors ask in the following excerpt from the book. â€Å"Why doesn't education focus on what humans can do better than the machines and instruments they create? * â€Å"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught. † — Oscar Wilde Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. But are there intrinsic barriers to learning?Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant. In most schools, memorization is mistaken for learning. Most of what is remembered is remembered only for a short time, but then is quickly forgotten. (How many remember how to take a square root or ever have a need to? ) Furthermore, even young children are aware of the fact that most of what is expected of them in school can better be done by computers, recording machines, cameras, and so on.They are treated as poor surrogates ; for such machines and instruments. Why should children — or adults, for that m atter — be asked to do something computers and related equipment can do much better than they can? Why doesn't education focus on what humans can do better than the machines and instruments they create? When those who have taught others are asked who in the classes learned most, virtually all of them say, â€Å"The teacher. † It is apparent to those who have taught that teaching is a better way to learn than being taught. Teaching enables the teacher to discover what one thinks about the subject being taught.Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture. After some complimentary remarks, he asked, â€Å"How long ago did you teach your first class? † I responded, â€Å"In September of 1941. † â€Å"Wow! † The student said. â€Å"You mean to say you have been teaching for more than 60 years? † â€Å"Ye s. † â€Å"When did you last teach a course in a subject that existed when you were a student? † This difficult question required some thought. After a pause, I said, â€Å"September of 1951. â€Å"Wow! You mean to say that everything you have taught in more than 50 years was not taught *to* you; you had to learn on your own? † â€Å"Right. † â€Å"You must be a pretty good learner. † I modestly agreed. The student then said, â€Å"What a shame you're not that good a teacher. † The student had it right; what most faculty members are good at, if anything, is learning rather than teaching. Recall that in the one-room > schoolhouse, students taught students. The teacher served as a guide and a resource but not as one who force-fed content into students' minds. *Ways of Learning*There are many different ways of learning; teaching is only one of them. We learn a great deal on our own, in independent study or play. We learn a great deal interactin g with others informally — sharing what we are learning with others and vice versa. We learn a great deal by doing, through trial and error. Long before there were schools as we know them, there was apprenticeship — learning how to do something by trying it under the guidance of one who knows how. For example, one can learn more architecture by having to design and build one's own house than by taking any number of courses on the subject.When physicians are asked whether they leaned more in classes or during their internship, without exception they answer, â€Å"Internship. † In the educational process, students should be offered a wide variety of ways to learn, among which they could choose or with which they could experiment. They do not have to learn different things the same way. They should learn at a very early stage of â€Å"schooling† that learning how to learn is largely their responsibility — with the help they seek but that is not impose d on them. The objective of education is learning, not teaching.There are two ways that teaching is a powerful tool of learning. Let's abandon for the moment the loaded word teaching, which is unfortunately all too closely linked to the notion of â€Å"talking at† or â€Å"lecturing,† and use instead the rather awkward phrase explaining something to someone else who wants to find out about it. One aspect of explaining something is getting yourself up to snuff on whatever it is that you are trying to explain. I can't very well explain to you how Newton accounted for planetary motion if ; I haven't boned up on my Newtonian mechanics first.This is a problem we all face all the time, when we are expected to explain something. (Wife asks, â€Å"How do we get to Valley Forge from home? † And husband, who does not want to admit he has no idea at all, excuses himself to go to the bathroom; he quickly Googles Mapquest to find out. ) This is one sense in which the one who explains learns the most, because the person to whom the explanation is made can afford to forget the explanation promptly in most cases; but the explainers will find it sticking in their minds a lot longer, because they struggled to gain an understanding in the first place in a form clear enough to explain.The second aspect of explaining something that leaves the explainer more enriched, and with a much deeper understanding of the subject, is this: To satisfy the person being addressed, to the point where that person can nod his head and say, â€Å"Ah, yes, now I understand! † explainers must not only get the matter to fit comfortably into their own worldview, into their own personal frame of reference for understanding the world around them, they also have to figure out how to link their frame of reference to the > world view of the person receiving the explanation, so that the explanation can make sense to that person, too.This involves an intense effort on the part of th e explainer to get into the other person's mind, so to speak, and that exercise is at the heart of learning in general. For, by practicing repeatedly how to create links between my mind and another's, I am reaching the very core of the art of learning from the ambient culture. Without that skill, I can only learn from direct experience; with that skill, I can learn > from the experience of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my ability to learn from others, too. Learning through Explanation* This aspect of learning through explanation has been overlooked by most commentators. And that is a shame, because both aspects of learning are what makes the age mixing that takes place in the world at large such a valuable educational tool. Younger kids are always seeking answers from older kids –sometimes just slightly older kids (the seven-year old tapping the presumed life wisdom of the so-much-more- experienced nine year old), often much older kids.The older kids love it, and their abilities are exercised mightily in these interactions. They have to figure out what it is that they understand > about the question being raised, and they have to figure out how to make their understanding comprehensible to the younger kids. The same process occurs over and over again in the world at large; this is why it is so important to keep communities multi-aged, and why it is so destructive to learning, and to the development of culture in general, to segregate certain ages (children, old people) from others.What went on in the one-room schoolhouse is much like what I have been talking about. In fact, I am not sure that the adult teacher in the one-room schoolhouse was always viewed as the best authority on any given subject! Long ago, I had an experience that illustrates that point perfectly. When our oldest son was eight years old, he hung around (and virtually worshiped) a very brilliant 1 3-year-old named Ernie, who loved science. Our son was curious about everything in the world.One day he asked me to explain some physical phenomenon that lay within the realm of what we have come to call â€Å"physics†; being a former professor of physics, I was considered a > reasonable person to ask. So, I gave him an answer — the â€Å"right† answer, the one he would have found in books. He was greatly annoyed. â€Å"That's not right! † he shouted, and when I expressed surprise at his response, and asked him why he would say so, his answer was immediate: â€Å"Ernie said so and so, which is totally different, and Ernie knows. It was an enlightening and delightful experience for me. It was clear that his faith in Ernie had been developed over a long time, from long experience with Ernie's unfailing ability to build a bridge between their minds — perhaps more successfully, > at least in certain areas, than I had been. One might wonder how on eart h learning came to be seen primarily a result of teaching. Until quite recently, the world's great teachers were understood to be people who had something fresh to say about something to people who were interested in hearing their message.Moses, Socrates, Aristotle, Jesus — these were people who had original insights, and people came from far and wide to find out what those insights were. One can see most clearly in Plato's dialogues that people did not come to Socrates to â€Å"learn philosophy,† but rather to hear Socrates' version of philosophy (and his wicked and witty attacks on other people's versions), just as they went to other philosophers to hear (and learn) their versions. In other words, teaching was understood as public exposure of an individual's perspective, which anyone could take or leave, depending on whether they cared about it.No one in his right mind thought that the only way you could become a philosopher was by taking a course from one of those g uys. On the contrary, you were expected to come up with your own original worldview if you aspired to the title of philosopher. This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor.That is the basis for the formation of universities in the Middle Ages — places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (â€Å"students†) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically differen t directions.Students traveled to Bohr's institute to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture†¦ you name it. It is still true today. One does not go to Pei to learn â€Å"architecture†; one goes to learn how he does it — that is, to see him â€Å"teach† by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. *Malaise of Mass Education* The trouble began when mass education was introduced. It was necessary To decide what skills and knowledge everyone has to have to be a productive citizen of a developed country in the industrial age – To make sure the way this information is defined and standardized, to fit into the standardization required by the industrial culture – To develop the means of describing and communicating the standardized infor mation (textbooks, curricula) – To train people to comprehend the standardized material and master the means of transmitting it (teacher training, pedagogy) – To create places where the trainees (children) and the trainers (unfortunately called teachers, which gives them a status they do not deserve) can meet — so-called schools (again a term stolen from a much different milieu, endowing these new institutions with a dignity they also do not deserve) – And, to provide the coercive backing necessary to carry out this major cultural and social upheaval In keeping with all historic attempts to revolutionize the social order, The elite leaders who formulated the strategy, and those who implemented it, perverted the language, using terms that had attracted a great deal of respect in new ways that turned their meanings upside down, but helped make the new order palatable to a public that didn't quite catch on. Every word — *teacher, student, school, disc ipline,* and so on — took on meanings diametrically opposed to what they had originally meant. Consider this one example from my recent experience. I attended a conference of school counselors, where the latest ideas in the realm of student counseling were being presented.I went to a session on the development of self-discipline and responsibility, wondering what these concepts mean to people embedded in traditional schooling. To me, self-discipline means the ability to pursue one's goals without outside coercion; responsibility means taking appropriate action on one's own initiative, without being goaded by others. To the people presenting the session, both concepts had to do solely with the child's ability to do his or her assigned class work. They explained that a guidance counselor's proper function was to get students to understand that responsible behavior meant doing their homework in a timely and effective manner, as prescribed, and self-discipline meant the determina tion to get that homework done. George Orwell was winking in the back of the room.Today, there are two worlds that use the word *education* with opposite meanings: one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called â€Å"people educated for the twenty-first century†; the second is the world of information, knowledge, and wisdom, in which the real population of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting one's wisdom, among other things, to voluntary listeners.

Essay about The National Dry Law The Prohibition Time

Throughout the history of America, many would argue that the 1920’s were the craziest and wildest times in our history. The world had just gotten out of the First World War, and as Americans, we were done with hard times and were itching to have a good time. Americans were ready for a good time and a good party, but right before this could happen a law was passed that dramatically changed the course of history. The law was the national â€Å"dry† laws which would prohibit the production, distribution, and possession of alcohol. â€Å"Dry† laws had been passed in some states, but it did not go into effect nationally until January 17, 1920. Although many people, mostly Protestants, supported the new laws at the beginning. After a few years many people†¦show more content†¦Other influential people like John Adams and James Madison drank every day and owned stills. For example, George Washington owned one of the most prosperous whiskey distilleries in Virgin ia . After the birth of our nation in 1776, Congress passed a law to tax whiskey. Since whiskey making and drinking was a large business for Americans, this caused uproar among the people. A small army of whiskey makers and tax protesters went on a rampage against anything that had to do with taxes. This became known as the â€Å"Whiskey Rebellion† and was quickly ended by George Washington, but this showed that whiskey and alcohol not only are importantly culturally, but also economically. During the earlier 1800s, Americans were drinking more than five gallons of alcohol per person per year . This is the highest level that it has ever reached and retains that status even today. This time period was the start of westward expansion and with it, Americans brought their alcohol. This led to the creation of the saloon. The saloon has been a symbol of American drinking since it was created. 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Whether beer at the baseball game, wine from Napa Valley, or bourbon from Kentucky, alcohol has shaped American culture. The rise in immigration during the late 1800s and early 1900s led to towns establishing saloons in order to lure in potential customers and boost the local economy. By 1900, there wereRead MoreA Sociological And Humanistic Perspective1714 Words   |  7 Pagespurpose of this essay is to analyze a law, whether it be legislative, administrative, case law, or constitutional, from a sociological and humanistic perspective. A sociological perspective is defined as taking into account the social forces at play surrounding the creation of the law. A humanistic approach is based on the belief that law is a human construct, in other words law is the product of human emotions, desires, thoughts, and actions. 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If the alcohol where in quantities less than 15 gallons it was banned, The Temperance law was repealed two years later.   In 1846 Maine  passed the one of the first state prohibition law . Many other states followed by the time the Civil War

William Shakespeare s Romeo And Juliet - 1304 Words

Shakespeare has been known for the use of old English and deeper meanings between the lines of all of his work. He is most known for Romeo and Juliet, the Tragedy of Othello, and especially his one hundred and fifty four sonnets. Sonnets are a 14-line poem that rhymes in a particular pattern. The sonnet, like any other work of Shakespeare, is very difficult to interpret and even more difficult for the poet to write himself due to the restrictions of length. Sonnets 1-126 start off with the affection the poet feels for another young man and how it becomes corrupt and unhealthy. Sonnets 127-154 then have to do with the poet and a new love interest, that just like the first one, doesn’t end up well. The sonnets weren’t published until 1609†¦show more content†¦But since she prick d thee out for women s pleasure, Mine be thy love and thy love s use their treasure.† (Shakespeare, Sonnet 20) Sonnet 20 is one of the most important poems within all 154 sonnets because many people believe that Shakespeare is actually expressing his homosexuality which was looked down upon and so he expressed it in a way in which it was difficult to fully comprehend. He also used â€Å"he† for the first half of the sonnets and then went on to say â€Å"she† to have us believe he was in fact talking about a woman. Analyzing the sonnet line by line, it appears that he is talking about a woman who is beautiful but can also change for she took the shape of a man even though she was intended to be a woman, and by adding one extra thing, nature has defeated him and because nature added that one thing, it prohibits the poet to love the young man, because he was meant for the pleasure of a woman and not another man. In fact, lines 1-126 involves the relationship that the poet has or better yet desires with this young man. Almost all of Shakespeare’s playwrights have to do with selfishness, desire and even betrayal. And some of these themes are seen happening consistently as the sonnets progress and the issue Shakespeare is trying to convey is becoming more apparent. In sonnet 1, â€Å"From fairest creatures we desire increase, That thereby beauty s rose might never die, But as the riper should by time decease, His tender heir