1960's Essay Example | Topics and Well Written Essays - 1000 words

1960's - Essay Example The conflict, of course, began when the French decided to release their colonial claims to Vietnam. The French army was driven from Vietnam in 1954, resulting in the Geneva Peace Accords. This created a temporary partition of Vietnam at the seventeenth parallel, until 1956, when nationwide elections would be held. While the Communist powers in the Soviet Union and China did want the entire nation of Vietnam to become Communist, they predicted that the 1956 election would accomplish their aims without bringing the United States into the conflict (The Wars for Vietnam: 1945 to 1975). Rather than initiate another conflict similar to Korea, the American government began a concerted effort to win the political minds of those living to the south of the Communist zone. A major part of this effort was the creation of SEATO (Southeast Asia Treaty Organization). Initially, the American efforts were successful: the 1956 elections brought Ngo Dinh Diem, a firm opponent of Communism, to power in South Vietnam. However, Diem claimed that the North Vietnamese were preparing to take the southern half of Vietnam by force, and the Americans began aiding his military maneuvers against the northern half in 1957. Diem used a variety of brutal internal measures in South Vietnam to quell the Communist insurgency, including Law 10/59, which permitted authorities to hold anyone who was suspected of being a Communist indefinitely, without bringing charges. Over time, Diem became increasingly autocratic, which made him an increasingly difficult leader for the United States to support. In response, the Communist insurgency began to increase the amount of violence in its protests (The Wars for Vietnam: 1945 to 1975). The National Liberation Front was the official organization for those in South Vietnam who wanted to overthrow

Research Methods Coursework Example | Topics and Well Written Essays - 1250 words

Research Methods - Coursework Example The value of the statistic is too small and the probability is too high to reject the null hypothesis. Thus, from the F-test we conclude that all coefficients could be jointly equal to zero. (ii) H0:?2=0 against H0:?2?0 using a significance level of 0.05 Since the alternative hypothesis is that of non-equality but no direction (greater or less than) is specified, the test will be two tailed. The computed t- statistic is equal to -2.66937 which is greater in terms of absolute value than the two-tailed 5% critical value of 2.018 (given the number of observations and variables, the degrees of freedom are 42), we reject the null hypothesis that the coefficient of 1990 GDP per-capita is not statistically significantly different from zero. (iii) H0:?3=0 against H0:?3>0 using a significance level of 0.05 Since here the alternative hypothesis is of the greater than type, the test will be right tailed. For the given number of observations and variables, the critical one sided 5% t value is 1. 682. Our computed t-value is 2.598522 which is greater than the critical value. Therefore, the null hypothesis is rejected at 5% level of confidence. This implies that we have statistical evidence of secondary enrollment having a positive impact on GDP growth. (iv) H0:?7=0 against H0:?7>0 using a significance level of 0.1 Again, the alternative is of the greater than type, implying a right tailed test. The critical 1% t-value is 2.418. From the table above, we find that the computed t-statistic is 1.50471. Since this is smaller than the critical value, we fail to reject the null hypothesis. Therefore, we fail to find any evidence that credit ratio has any statistically significant impact on GDP growth. Therefore, we find a contradiction between our conclusions in (i) and (ii). While in (i) we fail to reject the notion that all the coefficients on the predictor variables are jointly zero, we reject the hypothesis that the coefficient on the first explanatory variable, the 1990 percap ita GDP is zero. But if this is true then (i) should have rejected the null in favour of the alternative which requires atleast one of the coefficients to be non-zero. Typically, such contradictions arise because of the violation of one or more of the basic assumptions underlying OLS estimation. Particularly, if there are outliers that distort the estimates, then such contradictory results can emerge. 3. Advice for choosing between alternative spending From the fitted model in the previous part we have found that secondary enrolment has a positive impact on GDP growth as does the private credit ratio. Infact the coefficients are quite close though that of private credit ratio is slightly lower. However, only the former is statistically significant. This implies that there is no evidence of increases in private credit ratio having any impacts on the GDP growth. Therefore I would recommend investing the sum of money on policy measures that will increase the country’s rate of en rolment in secondary education. 4. Diagnostics for evaluating the validity