There are 3 different discussion. Please respond to each discussion.Discussion #1. Oguni, H. (2013). Epilepsy and intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities, 10, 89-92.Key definitions- comorbidity, developmental disability, epilepsy, intellectual disability, seizures. Epilepsy is defined as a disorder of the brain characterized by repeated seizures and by the neurobiologic, cognitive, psychological, and social consequences of this condition. Seizure is the tolerance level of the brain for electrical activity. If level of intolerance is exceeded, a seizure occurs. (Batshaw, et al. 2013). Key findings / “takeaways”-The most recent and epidemiological survey of children with epilepsy demonstrates that approximately one-fourth of patients with childhood epilepsy had ID (Oguni, H. 2013). Studies have shown that the severity of ID is an important factor in determining the incidence of epilepsy. An intellectual disability is often accompanied by other impairments called comorbid conditions. These comorbid conditions include cerebral palsy, seizure disorders, communication disorders, sensory impairments (hearing and/or visual deficits), and psychological/behavioral disorders (e.g., mood disorders, autism spectrum disorders, attention-deficit/hyperactivity disorder, self-injury, aggression, and conduct disorders (Batshaw, et al. 2013). In considering intervention strategies, identifying these comorbid conditions and working toward their treatment is essential to obtain the best outcome. What are potential implications for practice/educational programming? Education is the most important discipline involved in the intervention for children with ID. The article states that ” The prognosis of childhood epilepsy is generally favorable because approximately 64% of patients enter remission in adulthood (Guerrini, 2006). However, children with epilepsy as a group are at higher risk of poor academic functioning and negative psychosocial outcomes (Baca, Vickrey, Caplan, Vassar, &Berg, 2011; Sillanpaa, 2004; Sillanpaa, Jalava, Kaleva, & Shinnar,1998). As stated in the text, epilepsy is prevalent in 5-10% of people with ID and autism. It also stated that one study revealed that the IQ level between people with epilepsy and those without was not that significant. Another study showed that the IQ level was lower or higher in people with or without epilepsy. The conclusions for the disparity of the results were attributed to the different methodologies used in the study design (Oguni, H. 2013). What do the findings mean for students with an ID? Children with epilepsy are at increased risk of developing ID when they have underlyingorganic disorders or pharmaco-resistant seizures from the preschool-age-period (Berg et al., 2012). Discussion #2. Key definitionsCri Du Chat syndrome: a rare genetic disorder that involves usually the partial deletion of a the short arm of chromosome 5. The symptoms are usually a cat-like cry, low birth weight, early feeding difficulties, abnormalities of the head and face, congenital scoliosis (sideway curvature of the spine), gastrointestinal and cardiovascular issues. Individuals usually have moderate to severe range of intellectual disabilities, have better receptive than expressive language skills, self-injurious behaviors, repetitive movements, obsessive attachments to objects, clumsiness, and sensory issues in being hypersensitive to stimuli.Sleeping disorders are is a term that can be called parasomnias which is a term that covers unusual behaviors that occur when one falls asleep, experiences during sleep or has difficulty staying asleep, or waking up. There were four types of sleeping problems observed: settling (falling asleep, mild was 1 or 2 times a week with taking under 30 minutes, severe was 3 or more times a week with taking over an hour to fall asleep); night waking (waking up in the middle of the night), mild was once or twice a week, severe was three or more nights a week and being awake for more than a few minutes and disturbed parents or caregivers; early waking was if the individual woke up before 5 am in the morning, mild was 1 or 2 times a week, severe was more than 3 times a week.Key findings / “takeaways”The article pointed out that there was low information on sleep disorders in individuals with Cri du Chat (CDC) syndrome and that previous articles hadn’t compared those with CDC versus those than have non-specified intellectual disabilities or Down’s Syndrome. So this article wanted to find out if there was really evidence and data to back up parents and caregivers observations of sleeping disorders in individuals who had CDC syndrome and whether it was more prevalent in those that had CDC syndrome or those that had different types of intellectual disabilities.They used a sleep disorder questionnaire to find out that 30% of individuals with CDC syndrome do have mild to severe sleeping disorders compared to other groups. This study found that individuals usually had problems with frequent night waking. This study didn’t find that settling to sleep was a major issue while a previous study showed that 25% of those with CDC did. but that study may not have tried to compare those with CDC versus those with Down’s Syndrome or Non-Specified ID.The article did mention there was variations of sleeping issues with those that have CDC depending on the individual’s set of symptoms. If one had more pronounced scoliosis, the individual might have more disordered breathing during sleep, or individuals were more anxious about going to sleep if they were underweight instead of normal weight.What do the findings mean for students with an ID?The findings show that students that have ID may have sleeping disorders that impact their quality of sleep, but not just theirs. It can impact their parents or caregivers who may have to help the individual go to sleep, help them go back to sleep if awakened through the night and may have to be up if they wake up early. It did mention that expressive language difficulties can make it hard for individuals with ID to talk about what they’re anxious or scared about going to sleep so their caregivers may not be fully able to help reassure them.What are potential implications for practice / educational programming?The article didn’t focus on practice or educational programming suggestions. However, as a teacher, I have found that sleep does impact how a student is able to function in the school setting. They may be more sensitive to stimuli, especially aversive or abrasive, may be more emotional or easily triggered, have difficulties processing their emotions, and may not able to complete their school work or activities as well if they had had a good night’s sleep. If the teacher is aware of how a student is impacted by sleeping issues, it would inform how to pace the day and what demands to place on them in order to help them be successful through the school day and avoid any potential emotional or behavioral outbursts.Discussion #3. (Paul)Neece, C. L., Baker, B. L., Crnic, K., & Blacher, J. (2013). Examining the validity of ADHD as a diagnosis for adolescents with intellectual disabilities: Clinical presentation. Journal of Abnormal Child Psychology, 41,597-612.Key definitions:Attention Deficit /Hyperactivity disorder: A chronic condition including attention difficulty, hyperactivity, and impulsiveness.Intellectual Disability: Below average intelligence and set of life skills present before age 18. Intellectual function can be measured with a test. The main symptom is difficulty thinking and understanding. Life skills that can be impacted include certain conceptual, social, and practical skills.Developmental Disorders: disability means a severe, chronic disability of an individual who has a mental or physical impairment by the age of 22 which is likely to continue indefinitely and results in substantial functional limitations in three or more areas of major life activity.Disruptive Behavior Problems: disorders involve acting out and showing unwanted behavior towards others they are sometimes called externalizing disorders.Mental disorders: are conditions that affect your thinking, feeling, mood, and behavior. They may be occasional or long-lasting (chronic).Comorbid diagnosis: comorbidity is the presence of one or more additional conditions often co-occurring with a primary condition.Psychopathology: the study of abnormal cognitions, behavior and experiences which differs according to social norms and rests upon a number of constructs that are deemed to be the social norm at any particular era. It can be broadly separated into descriptive and explanatory.Key findings / “takeaways”Research shows that Individuals with intellectual and developmental disabilities are 3 times mores likely to have mental disorders. Using current diagnostic criteria, disruptive behavior disorders, specifically Attention-Deficit/Hyperactivity Disorder (ADHD), appear to be the most prevalent co-occurring disorders. (Baker et al. 2010; Dekker et al. 2002; deRuiter et al. 2008; Emerson and Hatton 2007; Neece et al. 2011)Of course this trend may truly be underestimated and actually be much more prevalent because the ID is so similar to the behaviors that are typical among individuals with ID and those TP individuals with ADHD.Studies have found that two and a half to over four times as many children with ID had serious behavior/emotional problems as those with typical cognitive development (Dekker, et al. 2002; deRuiter et al. 2008; Emerson et al. 2010). Studies that examine specific diagnoses in youth with ID generally find that disruptive behavior disorders are the most common comorbid diagnoses (Dekker and Koot 2003; Emerson and Hatton 2007).A meta-analysis by Frazier et al. (2004) of TD samples found that children with ADHD generally had an IQ nine points lower than children without ADHD. However, while ADHD can lower IQ test performance, it is not presumed to be the cause of intellectual disabilitiesThe reverse is less clear because many ADHD symptoms (e.g., inattentiveness, overactive/impulsive behavior) are characteristic of individuals with low cognitive functioning, and, therefore, some have argued that a diagnosis of ADHD in children and adolescents with ID is simply a misclassification of symptoms of the intellectual deficit rather than a distinct and separate co-occurring disorder (Gjaerum and Bjornerem 2003; Reiss and Valenti-Hein 1994; Tonge et al. 1996).The base rate of inattention and hyperactive-impulsive symptoms among children and adolescents with ID has not been established and, therefore, the extent to which the symptoms of ADHD are characteristic of ID is not clear. Thus, we do not know whether ADHD symptoms among adolescents with ID are solely an expression of impairments in intellectual functioning or whether ADHDA groundbreaking paper by Robins and Guze (1970) described a method for achieving diagnostic validity in psychiatric illnesses consisting of five phases: clinical descriptions, laboratory findings, exclusion of other disorders, follow-up study, and family study. In their sample of 474,618 year old children with ID, the inattentive subtype was most prevalent, followed by the combined type, and finally the hyperactive-impulsive subtype. Similar findings were reported at ages 5 through 8 years in a separate sample of children with mild to moderate ID (Baker et al. 2010; Neece et al. 2011). Studies of youth with intellectual disabilities have been inconsistent as to whether sex differences in the prevalence of ADHD are found (Einfeld et al. 2010; Hastings et al. 2005). This study confirmed that ADHD diagnosis was about the same among the sexes. ADHD symptoms usually stayed consistent among individuals with ID than the TD peer group where these symptoms could be improved. What do the findings mean for students with an ID?Further research has to be done on ADHD as a separate disorder in youth with ID. Because of the comorbidity in individuals with ID much more must be researched due to the negative outcomes for the individual with ID, his or her family, and society at large. Indeed, individuals with ID and a comorbid mental disorder are at increased likelihood for academic problems, failure in community living arrangements, frequent moves, social isolation and rejection, and reduced employment prospects (Bromley and Blacher 1991; Seltzer and Krauss 2001) Parents of persons with dual diagnosis report elevated levels of stress (Baker et al. 2010; Neece et al. 2012) and an increased need for services (Douma et al. 2006). It is difficult to manage the person with dual diagnosis is challenged, there is increased likelihood of placement out of the home (Blacher 1994; Bromley and Blacher 1991)Those with ID who live at home, many of them have unmet mental health needs that have a high social cost (Blacher et al. 1999).Lastly, General psychiatric and health care services often lack the staff experience and knowledge for assessing and treating psychopathology in individuals with ID, suggesting that the assessment and treatment let alone prevention of psychopathology in these individuals are likely inadequate (Sturmey et al. 2007).What are potential implications for practice / educational programming?Under IDEA it is generally considered best practice to only to classify children with one eligibility criterion, which is ID for children with comorbid ID and ADHD. In public schools if a child has ID no further diagnostic consideration is needed.The research also suggests that there is a need for further research to develop more accurate diagnostic criteria and tools. Schools should be more diligent about offering differential services to children with ID and ADHD. We must make sure that secondary diagnoses, like ADHD, are also not being adequately assessed, discussed, and/or treated with educational accommodations.Some studies suggest that empirically supported treatments for typically developing children with ADHD, specifically stimulant medication, behavior modification, or a combination of these, may be effective also in treating children with ID (Handen et al. 1999; Handen et al. 1996; Heyvaert et al. 2010).Lastly, further research is needed to ensure we have more research based, proven interventions that effectively address particular problematic behaviors in individuals with ID who have diagnosis of ADHD and other behaviors. Have a great day! I look forward to reading and discussing all the articles.

the topic is: how is the Eurozone crisis works and economy recovery from that.

The Origins of Money
Required reading

R.A Radford: “The Economic Organization of a POW camp”: Economica, New Series, Vol. 12, No. 48, (Nov., 1945), pp. 189-201 (via Troy Library Online)
L.v Mises: “The Function of Money” Chapter 1 from the Theory of Money and Credit https://mises.org/library/theory-money-and-credit (Links to an external site.)
Carl Menger: “On the Origin of Money” https://mises.org/library/origins-money-0 (Links to an external site.)
Armen Alchian: “Why Money?” Journal of Money, Credit and Banking (JMCB henceforth)

Vol. 9, No. 1, Part 2 (Feb., 1977), pp. 133-140 (via Troy Library online)
Optional Reading

Charles Baird: “Alchian and Menger on Money” Review of Austrian Economics
W.S Jevons: “Money and the Mechanism of Exchange” http://www.econlib.org/library/YPDBooks/Jevons/jvnMME.html (Links to an external site.)
Kiyotaki and Wright: “A search Theoretic Approach to Monetary Economics”

The American Economic Review Vol. 83, No. 1 (Mar., 1993), pp. 63-77 (via Troy library online)

Commodity and Fiat Money

Required Reading

L.v. Mises: “The various kinds of money” Chapter 3 from The Theory of Money and Credit
Murray Rothbard: “Commodity money in Colonial America” https://mises.org/library/commodity-money-colonial-america (Links to an external site.)
Angela Redish: “Anchors Aweigh: The Transition from Commodity Money to Fiat Money in Western Economies” The Canadian Journal of Economics Vol. 26, No. 4 (Nov., 1993), pp. 777-795
George Selgin: On Ensuring the Acceptability of a New Fiat Money Journal of Money, Credit and Banking Vol. 26, No. 4 (Nov., 1994), pp. 808-826

5. Joseph Ritter: “The Transition from Barter to Fiat Money” The American Economic Review Vol. 85, No. 1 (Mar., 1995), pp. 134-149
6. What is Bitcoin? Is it Money?
a. http://www.coindesk.com/information/what-is-bitcoi… (Links to an external site.)
b. http://www.coindesk.com/us-judge-bitcoin-money-coi… (Links to an external site.)
c. https://bitcoinmagazine.com/articles/bitcoin-intro… (Links to an external site.)
7. George Selgin: Synthetic Commodity Money. Journal of Financial Stability. Vol 17. 2013
Optional Reading

George Selgin: Steam, hot air, and small change: Matthew Boulton and the reform of Britain’s coinage. The Economic History Review. Vol 56 (3)
George Selgin: “100 Percent Reserve Money: The Small Change challenge” Quarterly Journal of Austrian Economics https://mises.org/library/100-percent-reserve-money-small-change-challenge (Links to an external site.)
Malavika Nair: “Money or Money Substitutes: Answering Selgin’s Small Change Challenge”

Quarterly Journal of Austrian Economics https://mises.org/library/money-or-money-substitutes-implications-selgins-small-change-challenge (Links to an external site.)
4. Bitcoin: A Primer for Policymakers https://www.mercatus.org/system/files/Brito_BitcoinPrimer.pdf (Links to an external site.)

Bitcoin and Network Effects

Required Reading

Larry White (2002). Does a Superior Monetary Standard Spontaneously Emerge? Journal Des Economistes et Des Etudes Humaines, 12(2), 269–281. doi:10.2202/1145-6396.1062
Kirzner, I. M. (1992). Chapter 10 The Meaning of Market Process (1996th ed.). New York: Routledge (Handout)
Dowd and Greenaway Dowd, K (1993). Currency Competition, Network Externalities and Switching Costs: Towards an Alternative View of Optimum Currency Areas. Economic Journal, 103(420), 1180–1189.
Luther, W. J. (2015). Cryptocurrencies, Network Effects, and Switching Costs. Contemporary Economic Policy
Nair and Cachanosky (2016): Entrepreneurship and Bitcoin: Breaking the Network Effect, Review of Austrian Economics

Optional Reading

Liebowitz, S. J., and Margolis, S. E. (1995a) “Are Network Externalities a New Source of Market Failure?”Research in Law and Economics, 17: 1–22.
Liebowitz, S. J., and Margolis, S. E. (1995b) “Path Dependence, Lock-in, and History.” Journal of Law Economics and Organization, 11: 205–226.
David, P. A. (1985) “Clio and the Economics of QWERTY.” American Economic Review, 75: 332–337.
David, P. A. (1986) “Understanding the Economics of QWERTY: The Necessity of History.” In: Parker, W. N. (ed.) Economic History and the Modern Economist. New York: Basil Blackwell.
Debt and Equity Finance: A Historical Perspective

Required Reading

Larry Neal (2000) “How it All Began: The Monetary and Financial Architecture of Europe during the First Global Capital Markets, 1648-1815” Financial History Review 7, pp. 117-140.
Stephen Quinn: “Goldsmith Banking: Mutual Acceptance and Inter-banker Clearing in Restoration London” Explorations in Economic History 34, 1997
Ann Carlos et al: “Learning and the Creation of Stock-Market Institutions: Evidence from the Royal African and Hudson’s Bay Companies, 1670-1700” The Journal of Economic History, Vol. 58, No. 2 (Jun., 1998), pp. 318-344

Optional Reading (Books)

Walter Bagehot (1873): Lombard Street
A.P Usher: (1943) The early history of deposit banking in Mediterranean Europe, Book
Frank Melton: Sir Robert Clayton and the Origins of English Deposit Banking
Raymond de Roover: The Rise and Decline of the Medici Bank 1397-1494

(also check out “Medici: Masters of Florence” on Netflix)

Bank Issued Money

Required Reading

Murray Rothbard: Chapter 6 & 7, Loan Banking and Deposit Banking, from the Mystery of Banking https://mises.org/system/tdf/Mystery%20of%20Banking_2.pdf?file=1&type=document (Links to an external site.)
Guido Hulsmann: Has Fractional Reserve Banking really passed the Market test?

http://www.independent.org/pdf/tir/tir_07_3_hulsmann.pdf (Links to an external site.)

Larry White: Accounting for Fractional Reserve Banknotes and Deposits, Independent Review

http://www.independent.org/pdf/tir/tir_07_3_white.pdf (Links to an external site.)

George Selgin: “Those Dishonest Goldsmiths”, Financial History Review, Vol 19(3) 2012
Malavika Nair: “Fractional reserves and Demand Deposits: Historical Evidence from an Unregulated Banking System” Independent Review http://www.independent.org/pdf/tir/tir_18_01_05_nair.pdf (Links to an external site.)

Optional Reading

Bagus, Howden and Gabriel: “On the Necessary and Sufficient Conditions for Legitimate Banking Contracts” Journal of Business Ethics 2014
Anthony Evans: “In Defence of ‘Demand’ Deposits: Contractual Solutions to the Barnett and Block, and Bagus and Howden Debate”, Journal of Business Ethics, 2014
Malavika Nair: “Fractional Reserve Banking, Client Collaboration, and Fraud”. Journal of Business Ethics, 2015
Central Banking (Theory)

Required Reading

Larry White: Chapter 4, The Evolution and Rationales of Central Banking, Theory of Monetary Institutions
Charles Goodhart: Why do Banks need a Central Bank? Oxford Economic Papers 39: p 75-89
Diamond and Dybvig (1983): Bank Runs, Deposit Insurance and Liquidity, Journal of Political Economy Vol 91(3)
Thomas Humphrey (1975): The Classical Concept of the Lender of Last Resort. https://www.richmondfed.org/~/media/richmondfedorg/publications/research/economic_review/1975/pdf/er610101.pdf (Links to an external site.)
Larry White: Chapter 6, Should Government play a role in Banking?, Theory of Monetary Institutions
Kevin Dowd: The Evolution of Central Banking in England 1821-90, from Unregulated Banking: Chaos or Order? (handout)

Optional Reading

Gorton and Huang: Banking Panics and the Origins of Central Banking. http://fic.wharton.upenn.edu/fic/papers/02/0231.pdf (Links to an external site.)
Michael Bordo. (1990), “The Lender of Last Resort: Alternative Views and Historical Experiences.” Federal Reserve Bank of Richmond, Economics Review
Friedman and Schwartz: “Has Government any Role in Money?” https://core.ac.uk/download/pdf/6900301.pdf (Links to an external site.)

4.   White and Selgin: “A fiscal theory of government’s role in money” Economic Inquiry, Jan 1999

Free Banking (Theory and History)

Required Reading

Murray Rothbard: Chapter 8, “Free Banking and the limits on Bank Credit Inflation” from Mystery of Banking
Selgin and White: 1994: “How would the invisible hand handle money?” Journal of Economic Literature Vol. 32, No. 4 (Dec., 1994), pp. 1718-1749
Richard Timberlake: “The Central Banking Role of Clearinghouse Associations”, JMCB Vol. 16, No. 1 (Feb., 1984), pp. 1-15
Gorton and Mullineaux: “The Joint Production of Confidence: Endogenous Regulation and Nineteenth Century Commercial-Bank Clearinghouses”. JMCB, Vol 19(4)
Kevin Dowd: “Competitive Banking, Bankers’ Clubs, and Bank Regulation”, JMCB Vol 26(2)

Optional Reading (Books)

George Selgin: Theory of Free Banking (free online)

http://oll.libertyfund.org/titles/selgin-the-theory-of-free-banking-money-supply-under-competitive-note-issue (Links to an external site.)

Vera Smith: The Rationale of Central Banking
Kevin Dowd: Introduction to “The Experience of Free Banking” (handout)
Gerald Dwyer (1996): Wildcat Banking, Banking Panics and Free Banking https://www.frbatlanta.org/-/media/Documents/filelegacydocs/ACFCE.pdf (Links to an external site.)
Selgin and White (1997): The Option Clause in Scottish Banking. JMCB, Vol 29 (2)
Rockoff and Briones (2005): Do Economists reach a Conclusion on Free Banking episodes? Econ Journal Watch. Vol 2 (2)
Larry White: Free Banking in Britain (Book, free online) https://iea.org.uk/wp-content/uploads/2016/07/upldbook115pdf.pdf (Links to an external site.)
The Federal Reserve (History and Policy tools)

Required Reading

Michael Bordo: “The gold standard” http://www.econlib.org/library/Enc/GoldStandard.html (Links to an external site.)
Michael Bordo: 1993: The gold standard, Bretton Woods and other monetary regimes: a historical appraisal. https://files.stlouisfed.org/research/publications/review/93/03/Gold_Mar_Apr1993.pdf (Links to an external site.)
Murray Rothbard: Chapters 13,14,15 on the Origins of the Federal Reserve, from The Mystery of Banking, pages 191-234.
Michael Bordo and Wheelock: The promise and performance of the Federal Reserve as Lender of Last Resort 1914-1933. http://www.nber.org/papers/w16763.pdf (Links to an external site.)
White, Selgin and Lastrapes(2010): “Has the Fed been a failure?” https://object.cato.org/sites/cato.org/files/pubs/pdf/WorkingPaper-2.pdf (Links to an external site.)
In-class screening of movie: “Money for Nothing: Inside the Federal Reserve” (if time permits)

Optional reading (Books)

Meltzer, A. H.A History of theFederal Reserve Vol. 1: 1913–1951. Chicago: University of Chicago Press, 2003
Timberlake, R. H.Monetary Policy in the United States: An Intellectual and Institutional History.Chicago: University of Chicago Press, 1993.
Friedman, M., and A. J. Schwartz.A Monetary History of the United States, 1867–1960.Princeton: Princeton University Press and National Bureau of Economic Research, 1963.
Larry White: Chapters 10 and 11: “Discretion and Dynamic Inconsistency” and “Monetary Rules” from Theory of Monetary Institutions
Michael Bordo and AJ. Schwartz, “The Importance of Stable Money: Theory and Evidence,” Cato Journal, March 1983.
Kydland and E. Prescott, “Rules Rather than Discretion: The Inconsistency of Optimal Plans,” Journal of Political Economy, June 1977, pp. 473-492.
A. Alesina and J Sachs: “Political Parties and business cycles in the United States” JMCB 1988, Vol 20(1) http://www.earth.columbia.edu/sitefiles/file/Sachs%20Writing/1987/MoneyCreditBanking_1987_PoliticalPartiesandtheBusinessCycle_1987.PDF (Links to an external site.)
Monetary Political Economy I

Required Reading

Larry White: “The Rule of Law or the Rule of Central Bankers?”

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2253965 (Links to an external site.)

Larry White (2005): “The Federal Reserve’s Influence on Research in Monetary Economics” https://econjwatch.org/articles/the-federal-reserve-system-s-influence-on-research-in-monetary-economics (Links to an external site.)
Boettke and Smith: “Federal Reserve Independence: A Centennial Review”

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2135232 (Links to an external site.)

White and Selgin (2005): “Credible Currency: A Constitutional Perspective”

https://link.springer.com/article/10.1007%2Fs10602-005-5853-z (Links to an external site.)

Salter and Furton (2017): “Money and the Rule of Law”

https://link.springer.com/article/10.1007/s11138-017-0375-2 (Links to an external site.)

Salter and Smith (2017): “What you don’t know can hurt you: knowledge problems in Monetary Policy” https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2741289 (Links to an external site.)
Monetary Political Economy II

Required Reading

Boettke, Salter and Smith (2018): “Money as Meta Rule”

https://link.springer.com/article/10.1007/s11127-018-0580-y?wt_mc=Internal.Event.1.SEM.ArticleAuthorAssignedToIssue&utm_source=ArticleAuthorAssignedToIssue&utm_medium=email&utm_content=AA_en_06082018&ArticleAuthorAssignedToIssue_20180817 (Links to an external site.)

Boettke and Smith: “Evolving Views on monetary policy in the thought of Hayek, Friedman and Buchanan”

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1720682 (Links to an external site.)

Salter and Luther (2018): “Adaptation and Central Banking”

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3013389 (Links to an external site.)

Salter and Tarko (2016): Polycentric Banking and Macroeconomic stability”

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2686368 (Links to an external site.)

Political Economy of the Euro

Required Reading

Martin Feldstein (2006): :The Political Economy of the European Economic and Monetary Union” Journal of Economic Perspectives. http://people.ds.cam.ac.uk/mb65/library/feldstein-1997.pdf (Links to an external site.)
Cecchetti and O’Sullivan (2003): “The European Central Bank and the Federal Reserve” Oxford Review of Economic Policy Vol 19(1)
Barry Eichengreen (1991): “Is Europe an Optimum Currency Area?”. http://www.nber.org/papers/w3579.pdf (Links to an external site.)
Bongardt and Torres (2016): “The Political Economy of Brexit: Why making it easier to leave the club would improve the EU” Internomics, Vol 51(4)

Optional Reading

Bagus and Howden: “The Tragedy of the Euro” Book, http://www.hayek.sk/wp-content/uploads/2012/12/tra…

After reading the material below, discuss some of the major difference between Hellenic and Hellenistic cultures.  What aspects of both cultures still  influence current culture through various Greek contributions?  You might consider contemporary art, politics, and philosophy and their Greek Influence.
Approx. 500 words.

Hellenic vs. Hellenistic Period– Brief Historical Overview Reading
The shift from Hellenic to Hellenistic represents the shift from a culture dominated by ethnic Greeks, however scattered geographically, to a culture dominated by Greek-speakers of whatever ethnicity, and from the political dominance of the city-state to that of larger monarchies.
Hellenic (Greek) refers to the people who lived in classical Greece before Alexander the Great’s death. Greeks (Hellenic) were isolated and their civilization was termed classic because it was not heavily influenced by outside forces. Hellenistic (Greek-like) refers to Greeks and others who lived during the period after Alexander’s conquests. They differ from Hellenic in territory (geographic influences), culture (philosophy and religion), and political systems (changed from a democracy to many small monarchies and ultimately to be controlled by Rome).
After the collapse of Mycenae around 1100 B.C. and Dorian invasions, the Greek Dark Ages ensued and the Archaic period began around 800BC. By 600BC the Archaic Period was in full swing, and this paved the way for hoplites (8 or more rows of soldiers carrying shields to keep the entire unit well protected) in 650BC. This rapid military development was due to a common Hellenic theme: constant warfare.
Initially, around 750-500BC, during the archaic period, the predominant sculpture was the kuoros. It depicted a nude male with simplified anatomy and a monumental attitude, baring an archain (slight) smile, almond-shaped eyes, and detailed hair. Based on formulaic Egyptian statues, kuoros (and their female counterparts, kore, which were always clothed) eventually became more flexible. This resulted in the classical period where anatomy became more detailed. The artist overcame limitations of his medium by making cold hard marble look soft supple and warm. The period from 500-323 B.C. is the Classical or Hellenic age of Greek civilization.
From the past came a profound religious belief in the just action of the gods and the attainment of virtue in the polis; this belief helped develop a specific Greek mind which focused on the importance of the individual and a rationalistic spirit.
The Classical Greek world was, in essence, a skillful combination of these qualities. The Greeks also created the concept (if not quite the reality) of political freedom. The state was conceived as a community of free citizens who made laws in their own interest. As a direct democracy, for example, the Athenian citizen discussed, debated and voted on issues that affected him directly. The Greek discovery that man (the citizen) is capable of governing himself was a profound one. Underlying the Greek achievement was humanism. The Greeks expressed a belief in the worth, significance, and dignity of the individual. Man should develop his personality fully in the city-state, a development which would, in turn, create a sound city-state as well. The pursuit of excellence ‘ arete ‘ was paramount. Such an aspiration required effort, discipline and intelligence. Man was master of himself.
The main differences between Hellenistic and Hellenic are far-reaching.
Hellenistic Greece was a predominately urban culture. The cities founded by Alexander were centers of government and trade as well as culture. These were large cities by ancient standards. For instance, Alexandria in Egypt contained perhaps 500,000 people. The Greeks brought their temples, their theatres, and their schools to other cities, thus exporting their culture and Greek culture became a way of life. The upper classes began to copy the Greek spirit. They sent their children to Greek schools and the Greek language (Koiné) became a common, almost international language, in the same way that Latin was for Europe for fifteen centuries, or French in the 19th century.
Hellenistic cities were extremely large by Hellenic standards, but they contained the same public features (temples, gyms, etc) as the polis.
The economy yielded large operations and more modern financial systems. New crops and agricultural techniques were introduced into the conquered areas. However, these revolutions increased the disparity between rich and poor and caused social conflict. Koiné became an international language. Hellenistic cities were cosmopolitan. The lifestyle became private, in contrast to the public lifestyle of the polis. Literature changed, too: Pastoral poetry, which recalled the lost joys of rural life, was most popular; Menander wrote masterpieces of New Comedy; The novel, a new Hellenistic literary form, centered on the family and everyday life.
Science
Science flourished, and the library at Alexandria contained over 1 million books, as well as scientific research facilities.
Euclid compiled a handbook on geometry. Archimedes built complex lifting machines. In Astronomy, Aristarchus proposed a heliocentric solar system. Hipparchus calculated the length of the lunar month. Eratosthenes calculated the circumference of the earth. Philosophy was very different as well. While classical philosophy was concerned with the individual’s relationship to the polis, that relationship changed drastically with the institution of the Hellenistic kingdoms. Hellenistic philosophy attempted to deal with this new reality:
SystemDescription
Stoicism
Zeno (335 – 262 BC) taught that the universe is governed by a single divine plan. To find happiness the individual must act in harmony with that plan. Stoicism taught patience, duty, and self-discipline. Stoics believed in the brotherhood of all humanity.
Epicurianism
Epicurus (341 – 270 BC) addressed the fear of death. Death can only be perceived by the mind while it is living; after a mind ceases to live, it can perceive nothing, neither life nor death, neither pain nor pleasure. Happiness, therefore, consists of living a pleasurable life.
Cynicism
Founded by Antisthenes (c 444 – 366 BC), a student of Socrates. Diogenes (c 404 – 323 BC), its most famous propagator, believed in pure naturalism. Happiness is attained by satisfying one’s natural needs in the cheapest and easiest way possible. Hellenistic Age was one of idealism and whatnot. More like the modern world. Tried for realism and tried to depict life as it really is and not as we want it to be.
Philosophy
The breakdown of Alexander’s empire Hellenized the Mediterranean world.
Cultures once foreign to the Hellenic world now became more Greek-like — they were Hellenized. One of the most important developments in association with this process of Hellenization was the shift from the world of the polis to the new world of the cosmopolis.
Such a shift was decisive in creating the Hellenistic world as a world of conflicting identities, and when identities are challenged or changed, intense internal conflicts are the result.
We can identify this sense of conflict in the transition from Classical to Hellenistic philosophy. Classical Greek philosophy, the philosophy of the Sophists and of Socrates in the 5th century, was concerned with the citizen’s intimate relationship with the polis or city-state. You can see this clearly in the philosophy of Socrates, Plato, and Aristotle. Big questions such as what is the good life, what is the best form of government and what is virtue loomed large in their thinking. When we enter the world of the Hellenistic philosopher we encounter something very different. The world of the polis had clearly given way to the world of the cosmopolis. And with that change from the smallness of the city-state to the immensity of the world-city, there were corresponding changes in the worldview. The city-state was no longer run by citizens, citizens whose private and public duties were identical. In the world-state, bureaucrats and officials took over the duties formerly given over to citizens. Citizens lost their sense of importance as they became subjects under the control of vast bureaucratic kingdoms. From the face-to-face contact of the Athenian public Assembly, the people now became little more than numbers. As a result, they lost their identity.
Hellenistic Philosophy: This tendency was reflected in philosophy, which turned to concern itself with the possibilities of survival in a world that had become much larger, less personal, and more complex. Philosophy then, became less the love of wisdom, than it did a therapy used to cope with a strange, fragmented world of disorder and isolation. And as a result of this, there were two schools of thought — two therapies — which made their appearance during the Hellenistic Age. Both were therapies addressing themselves to an individualistic age. People seemed less concerned about the nature of politics and their role in it. They became more concerned about their own lives and were searching for some kind of personal guidance. And all this was reflected in Hellenistic thought as THERAPY.
Both Epicureanism and Stoicism are therapies which reflected the change in man’s social and political life during the Hellenistic Age. On the one hand, both therapies suggest a disenchantment with the overtly political world of a Pericles or Thucydides, Athenian or Spartan. So, they can be seen as direct reactions to the philosophy of both Plato and Aristotle. On the other hand, the Stoics and Epicureans also reflect profound social changes within Greece itself. Greek society had become more complex and more urban as a result of Alexander’s conquests. Politics fell into the hands of the wealthy few and the citizens were left with nothing. And Hellenistic politics became little more than an affair of aristocrats and their bureaucratic lackeys and experts.
Given this, Hellenistic Greeks turned to personal philosophies — therapies — for comfort and, if you will, salvation. What do we turn to? Do we turn inward? No! the majority of us find ourselves reflected in things external to us. We become members of the club, losing our own identity in collective identities. We are asked to say, “don’t worry, be happy.” In the Hellenistic world, Stoicism became the point of view and therapy of choice for individuals who were still trying to bring order out of the chaos of Hellenistic life. The Epicureans appealed to those people who had resigned themselves to all the chaos and instead turned to the quest for pleasure and the avoidance of pain.
Whereas the Epicureans withdrew from the evils of the world, and the Stoics sought happiness by working in harmony with the Logos, the Skeptics held that one could achieve some kind of spiritual equilibrium only by accepting that none of the beliefs by which people lived were true or could bring happiness. Speculative thought did not bring happiness either. For the most part, the Skeptics were suspicious of ideas and maintained no great love for intellectuals.
The Cynics rejected all material possessions and luxuries and lived simple lives totally divorced from the hustle and bustle of the Hellenistic world-city. The most famous of the Cynics was Diogenes the Dog (412-323 B.C.). Diogenes lived in a bathtub. He carried a lantern in daylight, proclaiming to all that he was looking for a “virtuous man.” It is said that one day Alexander the Great approached Diogenes, who was near death, and asked if there was anything that he could do for him. Diogenes is said to have replied, “would you mind moving — you are blocking the sun.” Plato described Diogenes as “Socrates gone mad.â” He called himself a “citizen of the world” and when asked what the finest thing in the world might be, replied “freedom of speech.” Diogenes was a serious teacher who, disillusioned with a corrupt society and hostile world, protested by advocating happiness as self-mastery of an inner spiritual freedom from all wants except the barest minimum. In his crusade against the corrupting influence of money, power, fame, pleasure, and luxury, Diogenes extolled the painful effort involved in the mental and physical training required for self-sufficiency.
From Epicurean to Stoic and from Skeptic and Cynic to Neo-Platonist, none of these therapies provided any sort of relief for the ordinary man and woman. After all, these therapies were specifically “upper class” philosophies, intended for citizens feeling the burdens of the cosmopolis upon their social, political and economic life. In other words, one studied with Zeno or Diogenes or they read the books of Epicurus or the Neo-Platonists. The common person required something more concrete, more practical and less demanding as well as more helpful than the philosophic therapists could offer. They found what they wanted in the mystery cults, cults which could explain their suffering in less complex and more down-to-earth terms.
On a spiritual level, the 4th century witnessed a permanent change in the attitudes of all Greeks. What resulted was a new attitude toward life and its expectations — a new worldview. In the classical world of the polis, public and private lives were fused. Duty to the city-state was in itself virtuous. But in the Hellenistic world, public and private lives were made separate, and the individual’s only duty was to himself. In art, sculpture, architecture, or philosophy or wherever we choose to look, we see more attention paid to individualism and introspection. Universal principles of truth — Plato’s Ideas and Forms — were rejected in favor of individual traits. By the 4th century, Greek citizens became more interested in their private affairs rather than in the affairs of the polis. For example, in the 5th century, we will find comedies in which the polis is criticized, parodied and lampooned. But in the 4th century, the subject matter has changed and has turned to private and domestic life. In other words, whereas 5th century comedies focused on the relationship between the citizen and city-state, 4th century comedies made jokes about domestic and current affairs, attitudes, and commonplace folly and foibles.

write two full page on What were the causes, leaders, and outcomes and consequences of World War I?500-800words double spaced 2 work cited 2 pages Introduction Body – causesbody- causesbody – leadersbody – extra background conclusion Archduke Francis Ferdinand is assassinated.JULY 28, 1914Austria-Hungary declares war on Serbia, beginning World War I.AUGUST 2-7, 1914Germany invades Luxembourg and Belgium. France invades Alsace. British forces arrive in France. Nations allied against Germany were eventually to include Great Britain, Russia, Italy, Australia, New Zealand, South Africa, Rhodesia, Romania, Greece, France, Belgium, United States, Canada, Serbia, India, Portugal, Montenegro, and Poland.AUGUST 10, 1914Austria-Hungary invades Russia.SEPTEMBER 9, 1914Allied forces halt German advance into France during First Battle of the Marne.FEBRUARY 18, 1915Germany begins naval blockade of Great Britain.APRIL 25, 1915Allied forces land on the Gallipoli Peninsula of the Ottoman Empire.MAY 7, 1915German submarine sinks the passenger liner Lusitania during crossing from New York to Liverpool, England, killing 128 Americans.[LUSITANIA, 1907-1914, New York City: broadside view, maiden voyage, crowd in foregrd.] 1907. George Grantham Bain Collection, Prints and Photographs Division, Library of Congress. LC-USZ62-55384MAY 23, 1915Italy declares war on Austria-Hungary.FEBRUARY 21, 1916Germany begins the attack on Verdun.Verdun. Print (poster): lithograph. Maurice Toussaint. Paris: Cornille & Serre, [1919]. French World War I posters, Prints and Photographs Division, Library of Congress. LC-USZC2-4113MAY 31, 1916Naval Battle of Jutland takes place between British and German fleets.JULY 1, 1916Allied offensive begins the Battle of the Somme.Taking away the wounded in motor ambulance (Somme). Stereograph. Meadville, Pa.: Keystone View Co., c1918. Prints and Photographs Division, Library of Congress. LC-USZ62-114922DECEMBER 18, 1916Battle of Verdun ends with 550,000 French and 450,000 German casualties.FEBRUARY 1, 1917Germany returns to unrestricted submarine warfare halted after the sinking of the Lusitania.FEBRUARY 3, 1917United States severs diplomatic relations with Germany.APRIL 6, 1917The United States declares war on Germany.JUNE 7, 1917General John J. Pershing, newly selected commander of the American Expeditionary Forces, arrives in England with his staff.[John Joseph Pershing . . . with eleven members of his staff, on deck of ship]. [between 1910 and 1920]. Prints and Photographs Division, Library of Congress. LC-USZ62-113652JUNE 24, 1917American combat forces arrive in France.DECEMBER 15, 1917Russia signs armistice with Germany.JANUARY 8, 1918President Woodrow Wilson presents to Congress his outline of Fourteen Points required for peace.Woodrow Wilson. In album: Woodrow Wilson, Herbert E. French, National Photo Company, 1921. National Photo Company Collection, Prints and Photographs Division, Library of Congress. LC-USZ62-113824FEBRUARY 8, 1918The Stars and Stripes begins publication with a first issue of one thousand copies. Second Lieutenant Guy T. Viskniskki is the first managing editor of the newspaper.MARCH 3, 1918Russia signs the Treaty of Brest-Litovsk with Germany.MARCH 21, 1918Germany begins its final offensive of the war.MARCH 1918American women recruited to serve as bilingual telephone operators for the AEF arrive in Europe.MAY 28, 1918United States forces are victorious in the Battle of Cantigny, the first independent American operation.JUNE 2, 1918American forces stop German attempt to cross the Marne River at Chateau-Thierry.Another notch, Chateau Thierry – U.S. Marines. Print (poster): lithograph. Adolph Treidler, [1917]. Prints and Photographs Division, Library of Congress. LC-USZC4-10664JULY 26, 1918The Stars and Stripes suspends the Sporting Page.SEPTEMBER 12, 1918American First Army attacks St. Mihiel salient.St. Mihiel. Print (poster): lithograph. Maurice Toussaint. Paris: Cornille & Serre, [1919]. French World War I posters, Prints and Photographs Division, Library of Congress. LC-USZC2-4112SEPTEMBER 26, 1918Allied forces begin the attack at Meusse-Argonne, the final offensive of the war.[Infantry] advancing on path through barbed wire entanglements . . . 107th Inf., 27th Div., near Beauquesnes, Somme, France. September 13, 1918. John Joseph Pershing Collection, Prints and Photographs Division, Library of Congress. LC-USZ62-87811NOVEMBER 11, 1918Germany signs the Armistice at Compiègne, ending World War I.DECEMBER 1918Harold Ross assumes editorship of The Stars and Stripes.DECEMBER 1, 1918British and American forces enter Germany.DECEMBER 16, 1918The Stars and Stripes War Orphans Adoption Campaign ends after raising 123,047 francs and placing 3,444 orphans for adoption.DECEMBER 27, 1918Sporting Page returns to The Stars and Stripes.JAN. 18, 1919Peace conference begins at Paris.FEBRUARY 8, 1919First anniversary of The Stars and Stripes. Circulation surpasses 500,000.FEBRUARY 14, 1919Draft of the covenant of the League of Nations is completed.JUNE 13, 1919Last issue of The Stars and Stripes is published.JUNE 28, 1919Allied and German representatives sign treaty of Versailles. The United States signs treaty of guaranty, pledging to defend France in case of an unprovoked attack by Germany.NOVEMBER 19, 1919United States Senate fails to ratify Treaty of Versailles.JANUARY 10, 1920Treaty of Versailles takes effect.MARCH 19, 1920United States Senate fails to ratify Treaty of Versailles for the second time.AUGUST 24-29, 1921United States signs separate peace treaties with Germany, Austria, and Hungahttps://www.britannica.com/list/timeline-of-world-…https://www.loc.gov/collections/stars-and-stripes/…https://online.norwich.edu/academic-programs/resou…The First World War began in the summer of 1914, shortly after the assassination of Austria’s Archduke, Franz Ferdinand, and lasted more than four years, ending in 1918. The Great War left more than 20 million soldiers dead and 21 million more wounded, which can be attributed to trench warfare and the number of countries involved in the war. For aspiring historians, understanding the causes of World War I are equally as important as understanding the conflict’s devastating effects. Though the assassination of Archduke Ferdinand was the direct precipitating event leading to the declaration of war, there were many other factors that also played a role in leading up to World War I (WWI).European ExpansionismIn the 1900s, several European nations had empires across the globe, where they had control over vast swaths of lands. Prior to World War I, the British and French Empires were the world’s most powerful, colonizing regions like India, modern-day Vietnam and West and North Africa. The expansion of European nations as empires (also known as imperialism) can be seen as a key cause of World War I, because as countries like Britain and France expanded their empires, it resulted in increased tensions among European countries. The tensions were a result of many colonies often being acquired through coercion. Then, once a nation had been conquered, it was governed by the imperial nation: many of these colonial nations were exploited by their mother countries, and dissatisfaction and resentment was commonplace. As British and French expansionism continued, tensions rose between opposing empires, including Germany, Austria-Hungary and the Ottoman Empire, leading to the creation of the Allied Powers (Britain and France) and Central Powers (Germany, Austria-Hungary and the Ottoman Empire) during World War I.Serbian NationalismNationalism was one of many political forces at play in the time leading up to World War I, with Serbian nationalism in particular, playing a key role. Serbian nationalism can be dated to the mid- and late-1800s, though two precipitating nationalism events are directly linked to the start of WWI. In the Balkans, Slavic Serbs sought independence from Austria-Hungary and the Ottoman Empire, and in 1878, they tried to gain control of Bosnia and Herzegovina to form a unified Serbian state. With the decline of the Ottoman Empire, Serbian nationalism continued to rise, culminating in the assassination of the Archduke of Austria in 1914 by a Bosnian Serb and officially triggering the start of the Great War.The Assassination of Franz FerdinandOn June 28, 1914, the Archduke Franz Ferdinand of Austria was assassinated by Gavrilo Princip. Ferdinand was chosen as a target because he was to be the heir of the Austro-Hungarian Empire. On the day of his assassination, the Archduke traveled to Sarajevo to inspect imperial armed forces in Bosnia and Herzegovina, former Ottoman territories acquired by Austria-Hungary in 1908. While Ferdinand was traveling in an open car in Sarajevo, Princip fired into the car, shooting Ferdinand and his wife Sophie. Following the assassination, Austria-Hungary issued an ultimatum to Serbia, which was rejected and led Austria-Hungary to declare war against Serbia, with German support. Russia then came to Serbia’s defense, therefore initiating the First World War.Conflicts over AlliancesIn the age of imperialism prior to World War I, countries throughout Europe had created alliances. The alliances promised that each country would support the other if war ever broke out between an ally and another Great Power. Prior to WWI, the alliances of Russia and Serbia; France and Russia; Germany, Italy and Austria-Hungary; Britain, France and Belgium; France, Britain and Russia; and Japan and Britain were firmly in place. The alliance, between France, Britain and Russia, formed in 1907 and called the Triple Entente, caused the most friction among nations. Germany felt that this alliance surrounding them was a threat to their power and existence. As tensions continued to rise over alliances, the preexisting alliances fed into other countries declaring war against one another in the face of conflict. These conflicts over alliances — which forced nations to come to the defense of one another — led to the formation of the two sides of World War I, the Allied and Central Powers. By the start of the war, Italy and the United States entered on the side of the Allied Powers, which consisted of Russia, France and Great Britain. The Central Powers, alternately, consisted of Germany, Austria-Hungary, the Ottoman Empire and Bulgaria.The Blank Check Assurance: Conspired Plans of Germany and Austria-HungaryThe alliance between Germany and Austria-Hungary at the start of World War I is also commonly known as the “blank check assurance.” In July 1914, during a meeting between members of the Austrian Foreign Ministry, the Ambassador to Berlin, the German Emperor and the German Chancellor, Germany offered Austria-Hungary unconditional support in the wake of the assassination of Franz Ferdinand. This “blank check,” via unconditional support, sought military and political triumph in securing the Balkans. It also gave Austro-Hungarian leaders the confidence needed to embark on war against Serbia. Today, historians regard it as one of the most controversial decisions in the history of modern warfare, particularly because Germany failed to withdraw the unconditional support when given the opportunity. It is also widely recognized as one of the main reasons Germany is seen as responsible for the escalation and continuation of World War I.Germany Millenarianism – Spirit of 1914Millenarianism is a belief held by a religious, political or social group or movement that a coming major transformation will occur, after which all things will be changed. For Germany, leading into World War I, historians report that the Spirit of 1914 was high, with support from the German population for participation in the war. The German government believed that the onset of war and its support of Austria-Hungary was a way to secure its place as a leading power, which was supported by public nationalism and further united it behind the monarchy. The success Germans saw in the opening battles of WWI provided a platform for the German government to position itself as able to accomplish more when unified and nationalistic. However, this millenarianism was short-lived, as Germany was unprepared to fight the long war, which took a dramatic and demoralizing toll on its people and later set the stage for the rise of the Third Reich, less than two decades later.Following the events above, World War I moved into full force from 1914 through 1918, ending when peace was brokered between the German and Central Forces and the Allied Powers with the signing of the Treaty of Versailles. However, this treaty forced punitive measures on Germany that further destabilized Europe and laid the groundwork for the start of World War II. By understanding the causes of World War I, historians can develop a keen comprehension of how and why this devastating conflict began.LEARN MORENorwich University is an important part of American history. Established in 1819, Norwich is a nationally recognized institution of higher education, the birthplace of the Reserve Officers’ Training Corps (ROTC), and the first private military college in the United States.With Norwich University’s online Master of Arts in History program, you can enhance your awareness of differing historical viewpoints while developing the skills needed to refine your research, writing, analysis, and presentation skills. The program offers two tracks – American History and World History, allowing you to tailor your studies to your interests and goals.Recommended Readings: History of American Propaganda Posters5 Key Cold War EventsCareer Outlook: History ProfessorSources:Outbreak of World War I, HistoryImperialism as a Cause of World War I, Alpha HistoryWorld War I: A History, Google BooksThe Spirit of 1914: Militarism, Myth, and Mobilization in Germany, Google BooksGermany’s Blank Cheque to Austria-Hungary, International EncyclopediaThe European Powers in the First World War: An Encyclopedia, Google BooksArchduke Ferdinand Assassinated, HistoryNationalism, International EncyclopediaImperialism, International EncyclopediaGerman trenches on the Aisne, Library of Congre

Part 1(a)
What does discipleship entail according to Mark chapters 8, 9, and 10?
Mark records how determined Jesus was to fulfill His atoning mission.  These chapters as I understand them are a turning point in Christ’s ministry. This was during the time when many people didn’t understand who He was. Up to this point He had been called so many different things, even by those who were very close to Him. He was a blasphemer according to the Pharisees, some regarded Him as having the power of the devil, while others feared Him and asked Him to leave their region.
Mark chapters 8, 9, and 10 speaks of three separate occasions when Jesus taught His disciples about His impending sufferings, deaths, and Resurrection. (Mark 8:31-33, 9:30-32, 10:32-34).  Jesus feed a multitude of 4,000 women, men, and children, healed a blind man, and Peter proclaimed Jesus is Lord (the Christ). Jesus also told His followers that “they must take up their cross and follow Him” (Mark 8). Jesus was transformed on a mount; He healed a child and taught His disciples about being a humbled servant. (Mark 9).  Jesus also taught the disciples about service and leadership, marriage, blessed children and counseled a rich young ruler (Mark 10).
As I read these three chapters again for this assignment, I am reminded of what I was always taught and that is “Following Jesus Christ means denying ourselves of all ungodliness and keeping His commandments. Those who willing lose their lives will save their lives” (Mark 8:34-35).  Mark chapters 8-10 shows how people gradually came to see Jesus Christ as the Messiah would ultimately overcome man’s spiritual enemies through His atoning suffering and death.
Lastly, you can never love the Lord until you serve Him by serving His people.
Work Cited
Senior, Donald, et al. The Catholic Study Bible: the New American Bible, Revised Edition. Oxford University Press, 2016.
Please write a response to this using 2 references that are websites and based in the United States. 100-200 words
Part 1 (b)
Mark’s discipleship is described in a very good light throughout the text. It refers to Jesus’ family as disciples, and how they will be admitted to God’s kingdom as a result of their faithfulness. In chapter eight, Mark shows how Peter’s challenge to Jesus’ claim of foreseeing his upcoming sacrifice put discipleship to the test. In chapter nine, Jesus talks about how one can experience authority and glory if they commit to playing the obedient position. In chapter 10, Mark shows how Jesus spoke a similar topic in chapter nine, his eventual pain and death. Jesus invites disciples to follow in his footsteps. Throughout it all, Mark touches on the true meaning of discipleship, which requires a willingness to lay down one’s pride and follow Jesus and God fully.
Imperato, Robert. Portraits of Jesus: A Reading Guide, Third Edition. 2020.
Please write a response to this using 2 references that are websites and based in the United States. 100-200 words
Part 2
Choose just one of the themes from the list below. Note developments of that theme in the Old Testament to the New Testament (N.T.), and show how N.T. writers reinterpreted it. Discuss similarities, differences, and changes to the meaning. You must provide a separate outline to your paper. Use only the following resource that’s available as an e-Book: The Oxford Encyclopedia of the Bible and Theology. Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting.
https://saintleo.worldcat.org/title/oxford-encyclopedia-of-the-bible-and-theology/oclc/911403106&referer=brief_results
http://www.oxfordbiblicalstudies.com.saintleo.idm.oclc.org/resource/ReferenceWorks/guide_19.xhtml
The topic of the paper is “Mercy and Compassion”
Part 3
According to Brunet (2004), the social science literature focused on drug testing divides into two distinct areas: a) applied studies that look at the technical considerations related to program implementation and b) theoretical investigations that explore the normative justifications behind drug testing policies. (Brunet, 2004, p.46) Legal and administrative viewpoints are more concerned with the first topic, while the second topic is more concerned with the pursuit of moral goals behind implementing drug testing policies. There are both proponents and opponents of drug testing policies and the conflict theorists in a simplistic sense claim that this is the governments attempt to control workers and is an invasion of privacy. Meanwhile the proponents seek to eradicate drugs in the workplace for a sense of social control. In certain instances, social control is necessary depending upon the type of work one is engaging in. 
   Companies face many problems that include information falsification, crimes, poor job performance, tardiness, absenses, and drug/alcohol abuse. According to Hubbartt (1998), “every business has the right to exercise reasonable control of business operations. And when problems like these occur, managers are justified in implementing procedures to prevent or correct them (p.14)”. I am an advocate for drug testing policies in the workplace for this very reason. 
References
Brunet, J. R. (2004). Drug testing in law enforcement agencies : Social control in the public sector. ProQuest Ebook Central https://ebookcentral.proquest.com
Hubbartt, W. S. (1998). The New Battle Over Workplace Privacy?: How Far Can Management Go? What Rights Do Employees Have?: Safe Practices to Minimize Conflict, Confusion, and Litigation. AMACOM.
Find a piece of high-quality evidence that has an opposing view. Must be 150-300 words. Use websites that are based in the United States and must be 2 references.
Part 4(a)
When one thinks of something being credible, it means usually believable, reliable, and trustworthy. The reader of the content can know that what they are reading is not fiction and can be backed up with sources and or science. When writing on a subject it is necessary to give credit to the originator of the information being conveyed, to do this the writer cites their sources. “A credible source is free from bias and backed up with evidence. It is written by a trustworthy author or organization” (George, 2021). One method used to ensure the credibility of a source is the CRAAP test. This test looks at the currency of the claim, is it using the most up to date information? The relevance, as to use this it should be appropriate for what it is being used for. Authority tells where this was published, who the author is and if they are considered to be reputable in the field they are discussing. Accuracy is very important as it asks if the source is supported by evidence. There are many mediums available where people can speak freely and without support of any fact, sources such as this without facts to back them up are not credible. Lastly is purpose, asking the question as to what the motive of publishing this source was. Another way to assure that a source is a reputable one is peer review. “The peer review process evaluates submissions to academic journals. A panel of reviewers in the same subject area decide whether a submission should be accepted for publication based on a set of criteria” (George, 2021).
           When looking for credible sources of information to address my major case problem there are a few different places to look. News paper articles covering the trials from major papers that have a solid reputation of reporting without bias. Looking at factual numbers from the opioid crisis certain government websites and databases such as the centers for disease control, U.S health and human services as well as state and local government information regarding statistics specific to the casualties. For the legal proceedings information there is the attorney general, the companies’ websites as they have issued press releases and information regarding their place in the matter. There are many websites, published articles and documentaries documenting the opioid epidemic as well as the role that the pharmaceutical companies played in order for it to become what it has. Some of these avenues focus more on the human factor, the victims and the families’ pointing fingers and needing someone to blame. These although compelling are not as reputable as studies with factual information and statistical data as proof.
Works Cited
George, T. (2021). Credible sources and how to spot them. Scribbr.
Please write a response to this using 2 references that are websites and based in the United States. 100-200 words
Part 4(b)
A credible sources is trusted information that is not biased on a certain topic. A credible source can be from a reliable scholarly article or literary works. There different types of sources, primary and secondary sources; a primary source are first-hand accounts of the topic or the original source of said topic. A secondary source on the other hand are an analysis of the primary material or how it is stated on courses.lumenleraning.com “a secondary source provides content that has already been interpreted (and thus is a step or steps removed from the original)”. Credible sources are free of errors and bias of a topic.
Credible claims are claims of the source stating their reliability and unbiased opinion on a topic. A claim can also be argued because of there might not be enough evidence to support your reason, making your claim less credible. In an article on mrbehm.weebly.com states “A reason is your LOGICAL SUPPORT. Reasons are statements of logic that support your statement or belief (i.e. your claim)”. Credible claims are supported by reason and the evidence to back up the topic.
A good credible source can be found using scholarly articles or research, which are articles created by a university, government, or a credible company. Another source are Newspapers because they provide current events with an unbiased opinion on political views, sports, and crisis around the world.
CITED WORK
Davis, A. (n.d.). Writing & research in the disciplines. Lumen. https://courses.lumenlearning.com/olemiss-writ250/chapter/evaluating-evidence/.
CLAIMS, REASONS, & EVIDENCE. http://mrbehm.weebly.com/uploads/1/4/2/1/14214992/claims_reason_evidence.pdf.
Please write a response to this using 2 references that are websites and based in the United States. 100-200 words
Part 5(a)
Do you think it will be possible to import and uphold a U.S. management style in India despite lingering effects of the caste system?
The caste system in India was used to establish separate classes of inhabitants based upon their social positions and employment functions in the community. As vice president I do not believe it would be possible to import and uphold a U.S. management style in India. “Managers need the ability to alter their behavior when working with people from other cultures. The first step in doing this is to develop one’s knowledge about unfamiliar cultures. The second step is to act on that knowledge to alter behavior to suit cultural expectations.” (Wild,) The caste system though abolished historically, has always been the cultural practice in India. American companies will not be able to completely change local beliefs and practices. The manager with a global mindset can evaluate others in a culturally unbiased way and can motivate and lead multicultural teams.
How do you think your company’s stakeholders would feel about your company simply adjusting to local management practices?
Stakeholders may question management’s goals or intentions in the beginning because the United States management is significantly different from India’s. Cultural factors are important to recognize when expanding globally. India is an enormously hierarchical society and this, obviously, has an impact on management style. “Managing people in India requires a level of micro-management which many western business people feel extremely uncomfortable with but which is likely to bring the best results.” (worldbusinessculture, 2020) In the long run I feel company stakeholders will be satisfied when adjusting to local management practices. The stakeholders should overall feel happy if the company is able to satisfy local needs and produce profit-making shareholders more money.
References:
Wild, J. J., & Wild, K. L. (2020). International business: The challenges of globalization.
Indian Management Style. (2020, January 14). Retrieved from https://www.worldbusinessculture.com/country-profi…
Please write a response to this using 2 references that are websites and based in the United States. 100-200 words
Part 5(b)
The Caste system in India are social groups that are divided by hereditary status.  Although India disapproves this type of discrimination, it is still existing.  Job placements are determined by which caste the member is born into.  This leaves little to no opportunity for upward movement for others.  “When entering the Indian marketplace, Western companies must decide whether to adapt to local resource policies in India or to import their own from the home country” (J & K Wild 2019).   I do believe it is possible to import a U.S. management style in India, however there will be stipulations.  Organizations must adapt to the country they are providing a service in and not become ethnocentric.  They must adapt to the countries culture, respect their practices, examine the social structures, and have cultural literacy. 
Organization’s stakeholders always want to see the results of their investment along with a form of satisfaction.  It is important that all changes are thoroughly communicated to the stakeholders.  “When you introduce changes to your business, you must manage the perceptions and participation of stakeholders, so you won’t meet resistance” (Johnston 2016).  They need to see the bigger picture and understand the importance of globalization.  Understanding the cultural rules and how adjusting to fit the norms will alleviate most concerns from a business perspective since it is about the result at the end.