The Roles of The Presidents Essay Example | Topics and Well Written Essays - 750 words

The Roles of The Presidents - Essay Example Documented evidence available indicates that the administration of President Dwight David Eisenhower is considered to have been responsible for starting the war. His presidency is in fact looked at in two contexts, with the most prominent one involving the strategy he employed to wage the Cold War. He was intensely dedicated to the policy of containing socialism by deploying economic and military aid, forming defensive alliances, and finally by threatening to exercise U.S. military power (Jonathan, 2004). With the exit of the French from Vietnam, it is stated that Eisenhower decided to support the South Vietnamese President Ngo Dinh Diem believing to get some success in return. This was not to be the case With this failure, Eisenhower knew that a destructive atomic war was in the offing. Although he wanted to avert this possibility as much as possible, he was on the other prepared to employ clandestine and deliberately misleading methods to achieve his nation's national security goals (Jonathan, 2004). He had used the same strategy in Iran and later in Guatemala working through the Central Intelligence Agency. Although his party lost control of Congress, he won an overwhelming personal victory at the polls. President John F. Escalation of the conflict. President John F. Kennedy ascended into office with a conviction that America might and ought to shape the destiny of the world's developing countries. Primarily, Vietnam was not one of his mental preoccupations. In fact Vietnam was not on his list of priorities nor was it either discussed as a key issue at the transition meeting during the take over from Eisenhower. But sometime in the middle of his administration when the Vietnam issue had become more urgent, Kennedy simply remarked that Eisenhower never uttered the word Vietnam (Sylvia, 2004). He never strongly condemned the Vietnam War, an indication that he aided in its escalation. In fact it is only one of his key advisers who is known to have spoken against the war. President Kennedy started sending American forces to Vietnam in May 1961 and by the end of 1962, the military had received 11,300 US officers operating in South Vietnam, thus slowly escalating American involvement in the war. But towards the end of 1963, the war was still far from being over. This caused President Kennedy to organize the assassination of Diem of the South Vietnam regime. Before Kennedy was able to pull out 1,000 men from Vietnam at the end of the year as he had announced, was assassinated on November 22, 1963, having helped to escalate America's military, political, and maybe psychological commitment to Vietnam (Jonathan, 2004). Responsibility for America's disappointment in the Vietnam War is most squarely placed at the feet of Lyndon Johnson. It was him following President Kennedy's death in 1963 that increased America's military involvement in Vietnam and it was also during his administration that most American casualties were suffered. It is even documented that on 28 June 1966, the United States started bombing petrol, oil and lubricants facilities in the North Vietnamese cities of Hanoi and Haiphong, a move considered in many quarters as directed mainly against civilians (Jonathan, 2004). President Nixon on the other hand must be held accountable nearly as much as Lyndon Johnson for the failure of

Compare my ometown wich is saudi arabia to the city i live in now wich Essay

Compare my ometown wich is saudi arabia to the city i live in now wich is murfreesboro TN - Essay Example Americans value independence and freedom than the people of Saudi Arabia. This entails independence and freedom for religion, gender, among others. In contrast, Saudi Arabia restricts individual freedom. Everything has to be done according to Islam and ancient customs. There is also a significant difference in weather between Saudi Arabia and Murfreesboro, Tennessee. In Murfreesboro, Tennessee, the winter season is characterized by snowy conditions and the summer with hot conditions. In contrast, Saudi Arabia is always sunny and hot. There is no chance of experiencing snowy conditions in Saudi Arabia. Finally, people in America have little respect for the law in comparison to people in Saudi Arabia. This is because in Saudi Arabia, the law is made according to strict Islamic rules while in America the law is made to incorporate all. I would love to live in Murfreesboro, Tennessee than Saudi Arabia because of the above differences between the two areas. There is freedom in America, there is a variety of weather, and the law is inclusive of all regardless of religion, age, gender, or

EXAM 2 Essay Example | Topics and Well Written Essays - 250 words

EXAM 2 - Essay Example The process comprises of three, which include procedural due process, substantive due process and equation protection of law (Hunter 34). Due process aids in protecting the accused from denied his or her primary rights without undergoing impartial and adequate informed legal process. These rights encompass those related to liberty, life and property (Hunter 35). Hence, prevent influential people from using state’s powers given by constitution as a platform to the disadvantage of fellow citizens. In addition, it plays an indispensable role in granting the accused to defend oneself according to the law and for the court to hear his or her plea as well as argument concerning presented charges. Consequently, leading to a fair judgment without the court favoring any of the sides especially the accused because prosecution cites the convicted has done an intolerable wrongdoing. The essence of due process also prompts masses to have confidence and trust with the judicial system as well as other regime institutions because one is sure he or she will receive fair

Analysis of how both companies meet their financial objectives and aims Essay Example for Free

Analysis of how both companies meet their financial objectives and aims Essay In this report I have decided to concentrate on two companies, Woolworths plc and WHSmith plc, I will be analysing and comparing the two companies on their objectives (what they say their objectives are, and how they meet those objectives set) and their performances (if they have made profit or loss). I will research all these from their annual report, which is provided on the Internet. An introduction of both companies Woolworths is known to be one of Britains leading general merchandise retailers, with great brands, strong market position and a powerful presence in home entertainment. The company has one of the highest customer shoppers performances of all UK retailers and today known to be the largest non-food retail chains. WHSmith is also one of the UKs leading retail groups incorporating market-leading companies in retailing publishing and news distributing. WHSmith has 1,464 stores world-wide; all these locate in place like the UK high street, airport, stations and countries outside of the United Kingdom such as North America and Asia The performance of the companies Last year was an eventful and challenging year for the Woolworth; the first half of the year when they were still part of Kingfishers plc was a moment of uncertainty as the future of the company was being decided. The company detached themselves from Kingfisher plc on 28 August 2001, leaving them with 200 million of debt, over ? 100 million of excess stock, loss marking new format and e-business. Woolworths formats are designed to appeal to the value-conscious consumer. Woolworths is a mass-market retailer with a leading brand and broad product offering at competitive prices. Their mission is to be at the heart of the community and the best loved retailer for kids, home and family leisure. The companys brand is known to be one of the best-recognised retail brands in the UK and proving this is on average, 6. 5 million customer transactions are made on tills per week. Woolworths business operates in the UK general merchandising market, which is both large and highly fragmented, with participants of varying sizes and covering different category mixes.

Social Psychology Theory Aggression Criminology Essay

Social Psychology Theory Aggression Criminology Essay Mass shootings are a unique feature of American life which has occurred consistently throughout history in every region of the country. The increased lethality of such incidents is made possible by the use of large capacity ammunition magazines (defined as more than 10-rounds) which enable a shooter to rapidly fire off as many as 100-rounds without having to reload the firearm. Designed for military use to kill greater numbers of people more effectively, large capacity ammunition magazines have facilitated some of the worst mass murders ever committed in the United States (Citizens Crime Commission of New York City, 2013). This essay will focus on the social psychology theory of aggression. Specific reference will be made to physical appearance of the shooter, psychological influences, social influences, external influences of the incident, gun usage, the setting, the profile of the victims and whether mass shootings are unique to American life or if other countries such as South Africa could be at risk for these type of incidents. SOCIAL PSYCHOLOGY THEORY: AGGRESSION Aggression is when a person intends to do harm to others. (Baron Branscombe, 2012) Social psychologists view aggression as stemming mainly from an external drive within people to harm others. This theory is indicated by different theories of aggression. These theories suggest that external conditions, such as frustration, seem to motivate people to cause others harms. This aggressive drive tends to lead to physical acts of aggression. The most well-known of these theories is the frustration-aggression hypothesis, which suggests that frustration leads to the arousal of a drive whose objective is to harm a person or an object. In addition the theory suggests that frustration is possibly the strongest and maybe single cause of aggression (Baron Branscombe, 2012). Hostile aggression has traditionally been conceived as being impulsive, spontaneous, anger driven, motived by the harming of a target, and occurring as a reaction to some perceived provocation. It is sometimes called affective, impulsive, or reactive aggression. Instrumental aggression is regarded as a calculated method of achieving some goal other than harming the victim, and being proactive rather than reactive. (Anderson Bushman, 2002) Social Learning Theory The social learning theory states that human were not born with large range of aggressive behaviour, rather they acquire them through direct experience or by observing others behaviour. As such, depending on a persons past experiences and their culture, people learn (1) various ways of seeking to harm others, (2) which people or groups are appropriate targets for aggression, (3) what actions by others justify retaliation or vengeance on their part, and (4) what situations or contexts are ones in which aggression is permitted or even approved (Baron Branscombe, 2012). General aggression model (GAM) is a framework that has been built on the social learning theory. This theory posits that a sequence of events that may lead to overt aggression can be initiated by two types of input variables: (1) factors that are related to the current situation (situational factors) and factors that are related to the people involved (person factors). Frustration, provocation of some sort, witnessing o thers peoples aggressive behaviour and any other experiences that may cause discomfort, fall under the first category. Traits that predispose individual towards aggression, particular attitudes and beliefs about violence, the inclination perceive others behaviour as hostile and certain skills related to aggression, make up the second category. The GAM states that these situational and personal factors lead to overt aggressive behaviour through their impact on the following three processes: arousal physiological arousal or excitement, affective states provoke hostile feelings and their outward manifestation, and cognition bring up hostile thoughts. Thus, an individuals appraisal of a situation may either lead to restraining the anger or overt aggressive action. (Baron Branscombe, 2012) Script Theory According to the script theory, scripts are sets of well-rehearsed, highly associated concepts in memory, often involving causal links, goals, and action plans. When items are so strongly linked that they form a script, they become a single concept in semantic memory. Moreover, even a few script rehearsals can change a persons expectations and intentions involving important social behaviours. A frequently rehearsed script gains accessibility strength in two ways. Numerous rehearsals create additional links to other concepts in memory, as such they increase the number of paths by which it can be activated. Numerous rehearsals also intensify the strength of the links themselves. This theory is particularly useful in accounting for the generalization of social learning processes and the automatic (and simplified) complex of perception-judgment-decision-behavioural processes. This includes an example of one simple aggression script involving retaliation. (Anderson Bushman, 2002) Social Interaction Theory Tedeschi Felsons social interaction theory interprets aggressive behaviour (also known as coercive action) as social influence behaviour, namely an actor uses aggressive behaviour to produce some change in the targets behaviour. A person can use coercive actions to acquire something of value (e.g., information, money, goods, sex, services, safety), to get revenge for perceived wrongs, or to bring about desired social and self-identities (e.g., toughness, competence). According to this theory, the person whose choices are directed by the expected rewards, costs, and probabilities of obtaining different outcomes is the decision-maker. Social interaction theory offers an explanation that aggressive behaviours are motivated by higher level goals. Even hostile aggression might have some rational goal behind it, for instance punishing the person provoking them in order to reduce the likelihood of future provocations. This theory provides an excellent way to understand recent findings that aggression is often the result of threats to high self-esteem, especially to unjustified high self-esteem (i.e., narcissism). (Anderson Bushman, 2002) Person Factors Person factors include all the characteristics a person brings to the situation, such as personality traits, attitudes, and genetic predispositions (Anderson Bushman, 2002). Stable person factors are consistent over time, across situations, or both. The main outcome of the persons consistent use of schemas, scripts, and other knowledge structures is this consistency. In this sense, personality is the totality of a persons knowledge structures. Further contributing to trait-like consistency, knowledge structures also influence what situations a person will seek out and what situations will be avoided. Together, person factors consist of an individuals readiness to aggress. (Anderson Bushman, 2002) Environmental Factors Family, community and cultural environment: Children draw inferences about the acceptability of aggression and aggressive behaviour from beliefs expressed by parents and peers. Although parents and peers are the closest influences on the socialisation of the youth, the community and culture also influence children through the childs connection to school, church, and the media. As such cultural variations of the acceptance of aggressive behaviour are relatively large. (Anderson Huesmann, 2003) Media violence: Observation of violence in mass media does not only arouse aggressive behaviour on a short term basis by priming aggressive scripts, and schemas, but it also arouses aggressive behaviour on a long term basis by altering scripts, schemas, and beliefs about aggression. (Anderson Huesmann, 2003) Maladaptive families/parenting: Parents use of poor discipline methods and inadequate monitoring of the childrens activities are among the key problems linked to the development of life-long aggression. Caretakers with indifferent attitudes towards the child, permissiveness of aggression by the child, and physical punishment and other power-assertive disciplinary techniques are some of the factors identified by Olweus (1995) that create bullies. Children who have been abused or neglected are more likely to become abusive and neglectful parents and violent criminals. (Anderson Huesmann, 2003) Extreme social environments: Factors such as poverty, living in a violent neighbourhood, deviant peers, lack of safe recreational areas, and lack of social support tend to promote the development of aggressive personalities. (Anderson Huesmann, 2003) Situational Factors Aggressive cues: Items that prime aggression-related ideas in memory are called aggressive cues. For example, Berkowitz LePage (1967) found that just the presence of guns alone increased the aggressive behaviour of enraged research participants. More recently, this study has enhanced our understanding of the weapons effect by discovering that weapon pictures and words automatically prime aggressive thoughts. There are other situational variables that increase aggression, for instance exposure to violent television, movies, or video games, also appear to do so via cognitive cueing effects. (Anderson Bushman, 2002) Provocation: The single most important cause of human aggression is interpersonal provocation. Provocations include insults, slights, and other forms of verbal aggression, physical aggression, and interference with ones attempts to reach an important goal. (Anderson Bushman, 2002) Frustration: Frustration can be defined as the obstruction of attaining a goal. Most provocations can be seen as a type of frustration in which a person has been identified as the cause for the failure to achieve the goal. Even frustrations that are fully warranted have been shown to increase aggression against the cause of the frustration and against a person who was not responsible for the failure to achieve the goal. More recent work has shown that displaced aggression, wherein the target of aggression is not the person who caused the initial frustration, is a robust phenomenon (Anderson Bushman, 2002). Incentives: The advertisement industry rests on the goal of making people want more things. By increasing the value of an object, one changes the implicit or explicit observed cost/benefit ratios, thus increasing intentional, instrumental aggression. Brief appearances of an incentive, for example money left on a table, can also influence aggression in a less deliberate way. (Anderson Bushman, 2002) PHYSICAL PROFILE OF PERPETRATORS Most perpetrators of mass gun shootings at schools seem to fit a similar physical profile. According to Rocque (2012), they tend to be white, males and of middle to lower class economic standing. Bjelopera et al. (2013) seem to agree that perpetrators of mass gun shootings are white males. They state that perpetrators ranged in age from 11 to 66, with the average age of perpetrators being 33.5 years. PSYCHOLOGICAL INFLUENCE The majority of perpetrators have experienced some major loss before the incident. Even though most did not receive any services, the majority had a history of suicide attempts in their past or a documented history of significant depression. As such, the perpetrator can be depicted as a mentally disturbed person who has not received sufficient services and is depressed and/or suicidal. Depressive symptoms combined with a history of antisocial personality traits are predictive of violence. Most perpetrators place the blame for their personal problems on other people. Otherwise, they would take their own lives, but not the lives of others. Because they consider life to be miserable, they seek to commit suicide. But before doing so, they set out to kill those individuals they regard as the source of their misery (Fox, Burgess, Levin Wong, 2006). Thus, data from all sources available, imperfect though certainly they are, converge upon certain psychological characteristics: long-term anti social traits, current depression, recent loss, and (more speculatively) perception that others are to blame for problems or are persecuting them (Ferguson, Coulson Barnett, 2011). In many cases the perpetrators had engaged in other behaviours that caused alarm in friends, parents, teachers, or mental health professionals. These include fantasizing about violence, especially towards innocent people. (Ferguson, Coulson Barnett, 2011) The impact of frustration or goal-blockage on aggressive behaviour has been well-documented in the literature. Individuals who live frustrating lives tend to be more hostile, angry and aggressive than those who are able to achieve their central goals (Fox, Burgess, Levin Wong, 2006). Further research on school shooters has shown several similarities in personality, such as poor control of anger, lack of empathy, and a combined sense of persecution, righteous indignation, and superiority (Wike Fraser, 2009). Nearly every mass shooting incident in the past twenty years, and multiple other instances of suicide and isolated shootings all share one thing in common, and its not the weapons used. The majority of evidence points to the single largest common factor in all of these incidents are the fact that all of the perpetrators were either actively taking powerful psychotropic drugs or had been at some point just before they committed their crimes. Many studies going back more than a decade, as well as documents from pharmaceutical companies that suppressed the information show that SSRI drugs (Selective Serotonin Reuptake Inhibitors) have well known, but unreported side effects, including but not limited to suicide and other violent behaviour. The most common psychotropic drugs that perpetrators are likely to take include Prozac, Zoloft and Ritalin. (Roberts, 2013) SOCIAL INFLUENCES Rejection by peers may weakly predict violent behaviour, including school shootings. Studies show that peer rejection has a developmental associate with anxiety, depression, aggression and antisocial behaviour. Furthermore the termination of romantic relationships-a form of peer rejection-is linked to depression and loneliness. Several case studies indicate that failed peer relationships and humiliation tend to led to many shooting events. (Wike Fraser, 2009) Student perpetrators tend to have lower social status with peers, and they are more likely to have been harassed by peers. That is they have been teased, taunted, or bullied. The Safe School Initiative found that 71% of attackers had experienced bullying and harassment (Wike Fraser, 2009). Because peer harassment is a common occurrence in schools peer harassment is probably best thought of as risk factor that elevates isolation and anger. Most mass killers are socially isolated, consistent with the loner stereotype. They either live by themselves or, if living with friends or family, they do not typically share their problems and frustration. For some reason, they are withdrawn or isolated and feel they have no place to turn when they get into trouble. (Fox, Burgess, Levin Wong, 2006) It has been estimated that in 95% of mass murders, there is a precipitating event such as a divorce or job termination that occurred prior to the mass killing. (Duwe, 2005) Researchers are attempting to explain school rampage shootings in terms of the social-psychological notion of imitation. There is evidence of this copycat factor, in which young people try to imitate high profile school shootings. In a sense, this notion of imitation and the influence of the media are related to social learning, which has been applied to criminal behaviour. Social learning is also concerned with the effect of peers on behaviour. (Rocque, 2012) The social construction masculine identity is a cultural factor that researchers have pointed to as an explanation of school shootings. School mass shooters tend to demonstrate their hegemonic masculinity through violent actions. It is often the case that these perpetrators have been denied traditional male status and have perhaps had their sexuality questioned. It is interesting to note that most of the school rampage shootings have taken place in red or conservative states with a specific emphasis on masculinity and gun culture. Kimmel and Mahler (2003) argue, homophobia being constantly threatened and bullied as if you are gay as well as the homophobic desire to make sure that others know that you are a real man plays a pivotal and understudied role in these school shootings. (Rocque, 2012) EXTERNAL INFLUENCES The majority of offenders showed an intense interest in violent media, including violent movies, music, video games, or books (Kidd Meyers, 2002). Fox et al. (2006) seems to think that it is not uncommon for rumours and unscientific theories to surface in the wake of an act that seems so inexplicablespeculations about the influence of violence in movies, games or musical lyrics, the role of alcohol and prescription or recreational drugs, or psychiatric/behavioural disorders resulting from chemicals or even neurological abnormalities. GUN USAGE One of the factors that characterize the perpetrators of school shootings is fascination with guns, bombs, and other explosives. For example, the perpetrators of the violence at Columbine High School appear to have been deeply involved with violent video games and guns. The duo hoarded bombs, explosives, and guns in their homes for a year while they planned their attack. Writings found after the attack contained references to death, violence, superiority, and hate (Wike Fraser, 2009). Researchers suggest that many children have easy access to firearms. They stated that most offenders used firearms owned by a family member to commit their crime. These researchers suggested that the availability of guns may contribute to feelings of toughness and may give that assailant a high status. It is apparent that many of the offenders were, in fact, seeking status among their peers. (Kidd Meyers, 2002) According to research studies a semiautomatic firearm is the weapon of choice for someone who looking to commit a mass murder. Most mass killers have been training in gun usage and have access to guns-they might go hunting, be military veterans, engage in target shooting, or work in a field of security. (Fox, Burgess, Levin Wong, 2006) SETTING From the Bjelopera et al. (2013) report, public mass shootings happen in relatively public settings. These settings generally include schools, workplaces, restaurants, parking lots, public transit, even private parties that include at least some guests who are not family members of the shooter. Hawdon et al. 2012, states that mass shootings are particularly distressing and that not only were they acts of extreme violence, they all occurred in settings where violence of any kind is relatively rare. Furthermore, they also occurred in institutions-schools and a shopping mall-that are expected to be safe. VICTIM PROFILE One of the major characteristics of mass shootings is that the target is generally symbolic in nature. In other words, the perpetrator is not seeking to exact revenge on particular people, but they are rather looking to make a statement with violence-it may not matter who the ultimate victims are. This is in contrast to other types of inner city school violence, which often involves two or more individuals with specific grievances toward one another (Rocque, 2012). According to the report conducted by Bjelopera et al. (2013), a killers relationship to his or her victims is important. Perpetrators are usually driven by a desire for revenge and/or power; some killers may target family members or close friends. The incidents described in this report of public mass shootings, the gunmen cannot only kill such individuals. This particularly rules out cases of domestic violence-instances only involving family members either inside or outside the home- from consideration as public mass shootings (Bjelopera et al. 2013). As a result perpetrators in public mass shootings rather select their victims at random. For example, a student assailant involved in a public mass shooting plans on killing particular teachers, while simultaneously staging a wider assault on his school (Bjelopera et al. 2013). CONCLUSION Although mass shootings appear to afflict the United States more than most other countries, they are by no means a uniquely American phenomenon. In 1996 sixteen kindergarten children were shot and killed in Dunblane, Scotland, and in 2011 69 teenagers were killed on an island retreat in Norway (Mesoudi, 2013). This essay has discussed how social psychology theory of aggression can be applied to mass shootings. The essay described aggression and its cause, and then later applied the theory into the practical example of mass shootings. This essay shows how perpetrators of mass killings generally seem to share a similar physical appearance; they tend to be white males. Psychological influences include loss before the incident, depression, suicidal thoughts, frustration and the intake of psychotropic drugs, such as SSRI. The social factors that seem to influence the majority of perpetrators include social rejection, isolation, low social status, precipitating events, imitation as well as the construction of masculinity. External factors that may lead to or influence mass shooting include violent media, such as violent movies, music, video games and books. Perpetrators prior to incident tend to have a fascination with guns and bombs. Mass shootings generally take place in public settings, like schools, malls, parking lots etc. It seems as though certain perpetrators may select the victims and in others they do not. There are a number of variables that lead to mass shootings, many of which can be prevent or sufficiently dealt with. Mass shootings have devastating results on communities, as a result society as a whole needs to unite to prevent these incidents from reoccurring.

American Industrialization Essay -- American History

Between 1865 and 1920, industrialization caused significant changes in many people’s lives. First, the development of a new railroad system help settle the west and made it more accessible to people. Second, public transit systems in big cities provided an outlet from congested cities. Last, the discovery of a method for transmitting electricity helped to light up our daily lives. I feel that these are three of the most important changes in people’s lives caused by industrialization. First, the building of railroads out west played a huge part in the successful expansion of our country and the fulfillment of American dreams. Priot to the development of a more efficient railroad system, the movement of people and freight were relatively slow, difficult, and costly. Because of different rail gauges, sometimes freight had to be unloaded and then reloaded on boxcars. Second, most goods had to be produced and provided locally on a small scale. As a result, prices for products were very high. Nevertheless, with the help of federal grants, railroad promoters were able to build a more efficient railroad system that would connect the settled east with the unsettled west. After the completion of the new railroads system, farmers were in reasonable distance of railroad depots, which meant manufacturers could locate their plants anywhere and be able to bring in raw materials and send their products wherever they could find customers. Also, freight and passengers could travel by rai...

Income elasticity of demand Essay

World trade for wheat is greater than for all other crops combined and is cultivated in 128 counties. A farming company specializing in wheat and barley production (Silo Pty Ltd), one of many producers in the international market, is greatly affected by storms in the U.S and South America. These storms have reduced the global wheat yield by 50 per cent. Wheat continues to be the most important food grain resource as it is used in a large majority of foods around the world. Its production leads other crops such as rice, maize and potatoes. Despite wheat’s great importance in the food industry, it would still be regarded as being price ‘elastic’ and have a positive income elasticity, as there are many competitive suppliers around the world, which could possibly lead to fluctuations in prices and prevent large shortages. Price elasticity of demand arises due to the responsiveness of the quantity demanded of a good to change its price, when all other influences on buyers’ plans stay the same. Income elasticity of demand is the responsiveness of demand due to a change in income. Factors that generally affect the supply of goods or services include, the price of factors of production, the prices of related goods produced, expected future prices, the number of suppliers, technology and the state of nature. Demand is also effected by such factors as, the prices of related goods, expected future prices, income, expected future income and credit, population and preferences. If ever there were a shortage of wheat due to bad weather or storms, such that has happened to Silo Pty Ltd, other crops such as barley or maize could be used as an alternative resource, thus the supply would decrease and eventually the demand would decrease slightly as well as there are alternative resources at possibly cheaper prices. This would result in wheat being considered as a normal good in western society as for which demand increases as income increases. Graph 1 shows the situation before the storms hit and the effects after the storms. The demand curve is D and the original supply curve is labelled S0. After the storms hit, the supply curve shifted left to S1. This represents the supply decreasing, further increasing the price. Graph 2 shows the effects of the expected future price rise. Demand increases, shifting from D0 to D1, supply decreases shifting the supply curve from S1 to S2.