The Lovely Bones by Alice Sebold Essay Example | Topics and Well Written Essays - 1750 words

The Lovely Bones by Alice Sebold - Essay Example She battled with her aggressor, yet was seriously beaten and bloodied. Sebold's attacker was gotten, indicted, and given a most extreme jail sentence, yet the trial was a long way from being done. To some degree shockingly, Sebold came back to class in Syracuse, and in the wake of graduating made a beeline for the University of Houston for a short endeavor at graduate school. She in the long run settled in New York City, where she wanted to turn into an author. For a considerable length of time, she lived in the East Village- - during its rattiest period, before it was an adequate post-school, bar-and-café filled enclave- - while functioning as an examination examiner and showing English as an aide educator at Hunter College as an afterthought. It took her quite a long while to rise up out of her post-ambush understanding, she conceded, and reviewed her 20s as a period wherein she dated an inappropriate men, drank excessively, grunted heroin for a long time, and partook in brave tri cks like moving to the highest point of the Manhattan Bridge. At last, Sebold composed a New York Times article about her assault, which prompted an appearance on The Oprah Winfrey Show. A sentence from her article was cited a couple of years after the fact in a book called Trauma and Recovery, about post-horrible pressure issue. As she clarified in a meeting with the Guardian's Katharine Viner, perusing that book was a defining moment in her life. I was bombing hopelessly in New York, I'd composed two books that weren't distributed, she reviewed. Sebold applied to graduate school in California, yet was resolved to move regardless. On the off chance that I didn't get in I was going to purchase twelve bare shaded undies hose and find an office line of work in Temecula, California, she said in the meeting with Valby. (Huntley p1510) Accepted into the ace of expressive arts composing program at the University of California's Irvine grounds, she took out an understudy credit, and met her future spouse on the main day of school. The work earned grea t audits, with Publishers Weekly portraying it as a wildly watched diary about how an occurrence of such significant viciousness can change an amazing course, however neglected to get on with perusers. (Conway p127) Finally, she completed The Lovely Bones composition, and it got her a two-book manage Little, Brown. As advance duplicates started coursing in the months before its June of 2002 distribution date, a distributing industry and book retailer buzz started to append to it. The Lovely Bones, told from the perspective of a 14-year-old assault and murder casualty looking down from paradise, hit a nerve with a general public reeling from records of 12-year-old Ashley Pond and 13-year-old Miranda Gaddis, Danielle van Dam, 7, Samantha Runnion, 5, and 14-year-old Elizabeth Smart, all grabbed and hushed since January. Outline Drawing on folkloric and strict themes and thoughts, Alice Sebold presents an amazing, complex, and consoling vision of paradise as the stage from which Susie Salmon, assaulted and killed by a neighbor at fourteen years old, reveals to her story. It is a paradise that for sure has many manors, one of which is the wide Heaven, which can give all one's wants. The word Susie's granddad has for the predominant nature of this paradise is comfort, and strangely ameliorating, for sure, is Alice Sebold's tale since it hypothesizes a dream of paradise that starts with a consumption level of straightforwardness that matches

How does Russell make the audience sympathise with Shirley ? Essay

In this exposition I will investigate how Willy Russell, a creator of the play â€Å"Shirley Valentine†, causes us to identify with his principle character. Willy Russell was a beautician, who lived in Liverpool. He felt unfulfilled in his life and needed to turn into an author. In his work, he met a ton of ladies, who imparted their accounts to him. That caused him to feel he comprehended a considerable lot of them. Be that as it may, he was exhausted with his calling. Russell’s beneficial experience is like Shirley’s. Much the same as himself, Shirley is forlorn and unfulfilled in her life. She longed for going to Greece and sitting alone on the sea shore. Russell similarly longed for something out of reach. The two of them are exhausted and disillusioned with their regular everyday practice. Shirley, a moderately aged lady, is frustrated in light of the fact that her better half treats her as a housewife and she doesn't have an actual existence outside of the house. Nobody gives any consideration to her and she feels overlooked. Regular day to day existence appears to be identical. Russell utilizes various strategies to cause us to feel for Shirley. These incorporate giving a social setting to the play, flashbacks, language gadgets, for example, humor, sensational monologs and voice-overs. The play is about a moderately aged lady called Shirley Valentine. She is hitched to a man called Joe. At the point when they recently was hitched they cherished each other so without question, however following a couple of years her life turned into a daily practice of washing plates, dishes, cleaning and making nourishment for her significant other. As such she turned into a housewife. Since she had no one to talk, she is a Kitchen sink dramatization, it is about things around the house. Russel likewise utilized characters, sensational gadgets and innovative language to identify the crowd with Shirley Valentine. In the initial scene we see first the film title track begins under a blue and white drawing of Shirley Valentine pressing. I think Willy picked the shading blue, in light of the fact that the shading blue recommend misery and melancholy. Shirley’s life in the play is speak to as trouble and misery. After that we see fifteen drawings of Shirley doing local works are endless. None of the drawings show her having a ton of fun. Russel did this to show that her life is around her home. At that point we see a drawing of a road of little semi-segregated houses with little front nurseries. This show where she lives. She turns in one of the houses and opens the front entryway. She shut the kitchen entryway and inclines toward it â€Å"Sighing† . This show she is tired of her life possibly she is baffled. â€Å"She converses with the wall† that shows she is desolate. She have no one to chat with and it propose she may going to be insane. Russel utilizes the characters of Joe to cause us to feel for Shirley Valentine. He is Shirley Valentine’s spouse. We feel for Shirley as Joe doesn’t show any adoration expressions of love towards her. We can tell Shirley was joyfully hitched toward the beginning, since she played around with Joe. They was simply recently hitched. â€Å"The are cheerfully painting the kitchen†. This gives us that she was content with her life. Joe was Romantic used to make her snicker. He disclosed to her that he love’s her, â€Å"I love you Shirley Valentine†. Be that as it may, presently he is very changed. He is forceful. This shows where he said he doesn’t care what Shirley is doing. That’s why Shirley take a choice to go too Greece. There she meet Costas. Costas is something contrary to Joe. He is Romantic and he tuning in to her, he caused her to feel warm and discloses to her how beautifull she is. â€Å"They are stunning in light of the fact that they are a piece of you and you are flawless. Joe never disclosed to her how beautifull she is Costas cause her to feel lovely and youthful.

Essay Writing Prompts - Persuasive Essay from Writing Service -

Essay Writing Prompts from Writing Service Essay Writing Prompts from Writing Service Many people, when preparing for something, will require some sort of a guideline or some kind of structure with which they can start their preparation. In the same way, people who want to learn something will start off by framing a few questions around it so that in the course of their learning, they can figure out the answers for the same. People who want to learn how to write essays or are trying to get good at creative essay writing should make use of the Essay writing prompts so they can get a start. While writing an essay with the prompts, it is necessary for the writer to formulate the things and bring them forth in an understandable way. The Essay writing advice will help people start off by giving them a lead and a subject. Persuasive Essay Prompts Learners who are just getting into the art of essay writing find writing persuasive essays the toughest. This is because, in this kind of an essay, the writer should not only have a good command of the language but should also be able to convince the reader with their words. People who want to master writing this kind of an essay or some essay for scholarships should make use of the Persuasive essay guidelines and practice. While using the Persuasive essay tips, it is important that the writer pays attention to the exact title and draws up a plan for keeping a few main words in mind. One should remember that while writing persuasive essays people will have to convince the readers or change the opinion or idea of the readers. It is, hence, necessary to support some claims with the help of solid facts and figures. After taking a look at the advice, the writer should come up with valid and strong points and construct the essay around those points. College Essay Prompts One of the main reasons why school children around the world are concentrating on essay writing is because of the admission essays that they will invariably have to write to gain admission. People who are supposed to write the college admission essays will surely require a whole lot of practice before they can write the essays. This is one of the main reasons why people should use the College essay guidelines and get adequate practice. One should, however, keep in mind that in most of the College essay tips, the main feature is â€Å"you†. It is, hence, necessary that writers have the ability to bring forth a few points in desirable ways. It is very necessary that writers use words wisely and should even highlight the positives. High School Essay Prompts Students in their formative ages should make the best of the opportunity and learn the complexities of writing great high school essays. In the current world that we live in, getting across ideas and making valid points effectively is of great importance. In such a situation, one’s ability to write good essays might take one a long way. High school students who wish to practice can make use of a number of High school essay pieces of advice which are available for various subjects. The best thing is that most of the high school tests will have these High school essay prompts as the questions. It is, hence, necessary that students spend some time with these guidelines before attempting the tests. Narrative Essay Prompts The other most appealing writing style is the narrative style. Writing narrative essays is really challenging as one will not only have to structure the essay but will also have to work on the plot, characterization and numerous other aspects. Even though some of the Narrative essay tips might just set the mood of the entire essay or even give an idea for the essay, it might sometimes become difficult to stick to the guidelines given in the Narrative essay tips. Many will find it hard to get a grip on their imagination when it comes to narrative writing. To make sure that the writing is creative, you can take advantage of custom writing services where professional creative writers do the job. You can look at a few sample essays along with the guidelines making it easy for you to understand how to go about it on your own.

Explore the Construction of Identiy in Hamlet and Beowulf

Thesis: Identity is constructed through the character’s change/realisation of social ideals and personal experiences throughout the text. â€Å"’Identity has been increasingly used to refer to the social and historical make-up of a person, personality as a construct. Sometimes such identities are conceived narrowly psychological, individualist terms, as the cumulative result of personal experience and family history† This is seen particularly in Beowulf where all men are referred to as their fathers’ sons’. Family history was massively important in those times and men well often well respected because of the heroic things their ancestors had done. Warriors also felt the need to reach the same level of notoriety. This is shown when we are†¦show more content†¦Beowulf establishes his identity as a warrior and a hero by recounting his successful endeavours: â€Å"They had seen me bolstered in the blood of enemies when I battled and bound five beasts, raided a troll-nest and in the night sea slaughtered sea-brutes. I have suffered extremes and avenged the Geats (their enemies brought it upon themselves, I devastated them).† Beowulf is a warrior more by reputation than what he actually does throughout the duration of the text. Although he defeats Grendel fairly quickly after being introduced to us, and after that Grendel’s mother, fifty years pass without much detail of Beowulf’s triumphs. The form of both texts has an impact on the identity of both Beowulf and Hamlet as individuals but also society as a whole in the two texts. Beowulf is an epic poem which are traditionally used to recount heroic acts and important events in history. This gives the text an authentic feel as well as reflecting the culture of the times in which Beowulf lived in; most stories were shared by word of mouth, often by song or poetry and not often documented. Men craved the notoriety and were willing to die in battle do achieve it. The unusualness of an epic poem also reflects complete difference of the world we live in where we not only have no warrior culture, people

Historical Perspectives of Abnormal Psychology - 1320 Words

Historical Perspectives of Abnormal Psychology Susan Hardin University of Phoenix Abnormal Psychology PSY/410 Krisit Lane, Ph.D. October 25, 2011 Historical Perspectives of Abnormal Psychology Historical perspectives of abnormal psychology sounds complicated, mainly due to the differing definitions, or interpretations, of what is considered abnormal. Identifying someone at work or in a social situation who appears to be behaving abnormally is easier to spot than it is to define the term abnormal behavior. No matter what the definition of abnormal the different perspectives each present a theory concerning its cause. This paper will provide a brief overview of the different perspectives and the theories presented by each.†¦show more content†¦Basically Erikson theorized that individuals pass through eight stages of development. Each stage of development involves two opposing powers, or contrary dispositions; Erikson named these opposing powers syntonic and dystonic. An individual, Erikson theorized, must successfully pass from one stage of development to the next in order to maintain a healthy balance. As an example, t he first stage of development lists the syntonic as trust vs. the dystonic of mistrust. An individual who does not successfully pass through stage on may develop a mistrust that lasts a lifetime. The unsuccessful mastery of any of the eight stages of development could cause an individual to develop abnormally, thereby demonstrating what society terms abnormal behavior. Biological/Medical The biological/medical perspective refers to a malfunction in the brain that is the primary cause for abnormal behavior. This malfunctioning of the brain could be due to the physical structure of the brain itself or abnormal biochemical functioning (Hansell Damour, 2008). The brain abnormalities could be either genetic or environmental. â€Å"†¦the biological perspective focuses on physical structures and biochemical functions in the body that contribute to abnormal behavior† (Hansell Damour, 2008, p. 36). As technology continues to advance the ability of researchers to understand the biologicalShow MoreRelatedHistorical Perspective of Abnormal Psychology1014 Words   |  4 Pagesï » ¿Running head: ABNORMAL PSYCHOLOGY Historical Perspective of Abnormal Psychology [Students Name] [Name and Section no of Course] [Instructors Name] [Date] Introduction Abnormal psychology can be defined as the study of mental disorders. It includes the topics and problems that are very common in our daily lives. 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In other words, those specializedRead MoreAbno rmal Psychology - Behaviour That Is Not Socially Acceptable962 Words   |  4 PagesLecture 1 What is Abnormal Psychology? Students’ Definitions and Examples of Abnormal Psychology Behaviour that is not socially acceptable Science of learning how biological changes affect personality behaviour Prolonged or repeated psychological state that is harmful to the individual or others Person with an illness, on medication, deviates from the norm Study of illnesses, mental disorders that the DSM-IV does not recognize as normal MythsRead MorePsychology : Psychopathology And Abnormal Behavior1827 Words   |  8 PagesPsychopathology and Abnormal Behavior Introduction The developments of psychopathology and abnormal behavior sciences have achieved significant progress. However, key issues that seek to determine various causes and presentations of psychopathology continue to emerge. Notably, the identification of a better model or perspective that explains psychopathology better than other models continue to elicit varied debates. The prevalence of psychopathology and abnormal behavior is explained by the psychodynamicRead MoreAccording To Erchul Martens (2012), The Earliest Consultation1202 Words   |  5 Pagesand his team traveled to the clinics and met with the individuals and their caretaker, which later became known as â€Å"consultees.† During these meetings, supportive, collegial discussion with the caretaker helped these caretakers to have different perspective that lead to how they effectively dealt with their consultees’ problem behaviors. 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The Impact of Asymmetric Information in the Financial Market

Question: Critically discuss how the Existence of Asymmetric Information provides a rationale for Government Regulation of Financial Markets. Answer: Introduction: The overall paper mainly examines the impact of asymmetric information in the financial market and need of intervention by governments. Moreover, it could be understood that due to the presence of asymmetric information and free rider problems, relevant information is not effectively available in the financial market. This shortage of information in the financial market mainly increases the chance of abnormal gains for specified individuals. In addition, asymmetric information in the current market scenario could instigate abnormal gains, which could be attained by some individuals. Albertazzi et al. (2016) mentioned that impact of asymmetric information is reduced substantially with the help of technology and availability of information to the investors. Furthermore, it is illegal to use of asymmetric information for trading purposes and could be punished by the regulatory body. The presence of asymmetric information could not help the market to function appropriately, as investors in fear of loss will halt their trading process. Furthermore, government intervention is mainly essential to help in reducing the use of asymmetric information by few investors to dominate the capital market. Government effectively use relevant measures and rules for encouraging the information production and reduce hoarding of information by one or collective parties. This intervention of government mainly helps in keeping check on the un-moral trades, which are conducted by some individuals to increase their overall profitability (Amiram et al. 2016). Both the impact of asymmetric information and the measures, which is used by the government to increase inflation flow is effectively depicted in the essay. Discussion: Asymmetric information mainly depicts that one party holds of more information in a transaction, which increases the change of abnormal gains. Firstly, the overall examination of asymmetric information could effectively help in understating its effect on efficiency function of the capital market. Moreover, there are two different types of rational, which could be responsible for government intervention. In addition, the two rational responsible for the intervention of governments, which are preventing financial crisis and promoting economic efficiency. The government mainly prevents the use of asymmetric information system in the financial market to improve the economy and reduce any instability. Bajari et al. (2014) mentioned that control over asymmetric information could reduce efficiency of the brokers recommendations, as information is widely available to investors. This availability of information has mainly helped in reducing the overall abnormal gains, which could be achieved by investor hoarding relevant information. However, the widely used asymmetric information in the financial market mainly leads to basic problems, like adverse selection and moral hazard. The overall central bank mainly depicts the central bank independence in making adequate monetary policy, which might help in shaping the economy of the country. In addition, the monetary policy mainly depicts the relevant change in economic decisions, which is conducted to reduce the impact of asymmetric information in the financial market. Moreover, relevant control over the financial intermediaries could be conducted by the government for reducing the flow of asymmetric information in the financial market. The government mainly needs to enforce and make the financial intermediaries convey the relevant information of the company to control the overall flow of information. Asymmetric information mainly creates a problem of adverse selection, which only occurs during transactions. Moreover, asymmetric information mainly allows one investor to sell its exposure by exploiting news obtained about the organisation. Asymmetric information mainly reduces overall ability of all the investors to comply company-projected information. Moreover, efficient market hypothesis is negatively affected by asymmetric information, as the company does not provide relevant information in the market. Some investors with the help of asymmetric information system are mainly able to make abnormal gains. Bouvard (2014) stated that due to the lack of relevant information maximum of the investors in stock market get loss from their investment. In this context, Billett, Garfinkel and Yu (2017) further mentioned that financial institutions before the global crisis were able to identify the faulty CDOs, which were then heavily traded in the global market. The concentration of knowledg e about the faulty CDOs only to the banking sector mainly portrays an asymmetric information system. This type of information retention could be stopped by the government body for reducing the mass liquidation of financial sector, which was witnessed in 2008 global financial crisis. Moreover, moral hazard problems could arise from the transaction, as for one individual the transaction is not viable, while for other party it is viable. The limited information flow does allow investor to grasp the risk associated with investments, as relative information is withheld with only one group. Bubb and Kaufman (2014) mentioned companies like Goldman Sachs mainly conducted that moral hazard, where they projected wrong investment deals to its clients. Moreover, during the global crisis of 2008 majority of the banks in US sold the faulty CDOs to traders, which mainly stated the moral hazard conducted by financial institutions. These problems arising in the financial market could mainly be reduced by government intervention in the emerging market. Chan (2016) stated that with the help of intervention from banking companies relevant asymmetric information system could be reduced in the financial market. Furthermore, there is a free-rider problem, which is associated with asymmetric information, where collective of individual mainly rely on free tips regarding valuation of certain company. In addition, the main problems of the free ride problem increase the demand for sharers, which in turn inflates its share price. This flow of asymmetric information could hamper the financial regulations and in turn obstruct smooth functions of the capital market. In this context, Chemla and Hennessy (2014) stated that governments impose strict regulations on free tips provided to investors, as it increased demand with constant support could increase share price of the company. On the contrary, Dionne, Michaud and Dahchour (2013) argued that in the emerging capital companies use falsified new to create a ripple in the stock market and increase its share price. Controlling the free rider problem is the main concern for government, as it increase demand and inflate share price of the company. This un realistic growth in the share price mainly inflates a bubble, which needs to be deflated for efficiently creating market system. Seeing the overall problem that arises from asymmetric information, government intervention is mainly needed for promoting economic efficiency. The overall screening and monitoring conducted by the government still do not control the asymmetric information system present in the financial market. After evaluation the overall relevant regulations needs to be imposed in the financial market by the governments for reducing the negative impact of asymmetric information. The government for promoting economic efficiency and continuous growth in the financial market mainly needs to reduce the overall asymmetric system in the financial market. Moreover, the existence of asymmetric information in the financial market mainly provides a strong rational for imposing regulations and supervision in the financial system. Dutta and Folta (2015) mentioned that presence of asymmetric information in the financial market mainly encourages government to engage in ensuring safety of the financial instituti ons. On the other hand, Einav et al. (2013) criticises that imposed regulations conducted by the US government on asymmetric information did not reduce the hoarding of relevant information regarding the default CDOs or Credit Swaps conducted by big companies. In the current market scenario majority of the business are funded by banks loans, which increase the risk of financial institution for continued operations. Government mainly needs to impose relevant regulations, which could help in safeguarding financial institutions from asymmetric information systems, as it might hamper its overall profit retention capacity. The relevant government supervision mainly emphasise on the supervision, which increases chance of systematic risk in the financial framework. However, any failure of one financial institution could start a ripple in the financial market, which started the market crisis. This consequence of the systematic risk mainly justifies the use of regulations and legislation by governments in the financial institutions. Finkelstein and Poterba (2014) mentioned that the overall use of adequate regulations has mainly helps in cutting the asymmetric information, which haunts the progress of the overall economy. In this context, Hoffmann, Mihm and Weimann (2015) further stated that government use relevant policy of transparency of information, which help in improving the flow of information. Furthermore, the relevant understanding of balance sheet is the essential part of reducing the asymmetric information present in the financial report. In addition, the government and relevant authorities mainly use the repo rate, money market and discounting feature to reducing the asymmetric information in the market. The government mainly controls the overall credit issue with the help in cash supply in the country. This cash supply in the economy mainly helps in boosting relevant business and financial market and allows investors to bet on rising economy. The overall regulations imposed by the government mainly help in improving the performance of economy and boost growth of financial institutions. The rendition of financial institution is mainly based on the control of asymmetric information, which could be used in increasing performance of companies. Moreover, the government with the help of regulations and rules in the financial system forces companies to encourage information production, which helps in reducing the asymmetric information. This continuous production of information and channelling to relevant investors is effective in reducing asymmetric information system. Hoque (2014) mentioned that companies listed in the share market mainly needs to adhere with the accounting principles, which is imposed by government. This use of relevant accounting principle could help in reducing the impact of asymmetric information and increase transparency in data of the company. Kahna (2013) argued that if the government does not decrease the impact of asymmetric information then at the first sign of trouble investors would sell their exposure, as they will not be able to differentiate stocks and analyse future outcome of their investment. Moreover, the government could effectively increase public information in FIs exposure to risk, which could in turn help in depicting the risk taking ability of financial institutions. This increment in the relevant information of financial institutions portfolio mainly depicts the risky investment that is been conducted. Moreover, the relevant policyholders and depositors must know what is been conducted by the FIs with their investment in the banks. Moreover, government intervention and transparency disclosure could mainly ensure investment and policyholder to understand the risky investments conducted by the company. In addition, government regulations and policies also make the FIs reduce the risk taking ability, which could hinder investment of depositors. This formation of policies and regulations mainly help in reducing the impact of asymmetric information, which could initiate a panic in the financial market due to reduced flow of information. Lewis and Bajari (2014) mentione d that government body like SEC has always played a vital role in forcing companies to deliver all the relevant information to the investors for increasing market efficiency and reducing asymmetric information system. However, Meza and Webb (2016) argued that complex investment schemes developed by financial institutions and trading companies like Goldman Sachs, which increased the asymmetric information system in the market. In addition, the overall independence and transparency of the Central Bank also plays a vital role in controlling the asymmetric information in the economy. The relevant stability in the independence of Central Bank could effectively help in controlling the asymmetric information in the country. The Central banks mainly need to take strict actions, which could help in reducing the asymmetric information in the financial market. Furthermore, the use of monetary policy and inflation policy is relevantly used in controlling the actions of financial market. This move is essential in controlling the credit ability of the investors, which is effectively used by the Central Bank in boosting economy of the country. Furthermore, the case of 2008 financials crisis could be evaluated for understanding the impact of asymmetric information and how regulations could have played a vital role in stopping the biggest financial meltdown. As depicted by US secretary of treasury, lack of adequate regulations conducted by the US government mainly instigated the financial crisis, as it gave way to increased asymmetric information. This increment in asymmetric information regarding the real estate condition of US investors mainly panicked and withdrew their investment, which led the collapse of the financial market (Roberts 2015). Hence, it could be understood that banking regulations need to be conducted by the US government for ensuring safe investment of the depositors money. Banking before the financial crisis mainly provided loan to irrelevant individuals, which increased the risk of investment and lead to the loan default. These uncontrolled actions of the bank mainly stared a ripple in the financial ma rket, which brought down many financial companies like Lehman brothers. Thus, it could be understood that for increasing transparency and reducing impact of asymmetric information in financial market adequate regulations need to be imposed by regulatory bodies. Silveira (2017) stated that increased transparency in depiction of financial reports could help investor understand the financial condition of the company and reduce impact of asymmetric information. Seeing the overall financial crisis of 2008 government should provide relevant policies and regulations for keeping efficiency of the financial market. This indulgence by the government mainly helps in keeping the flow of information and reducing impact of asymmetric information system in the financial market. For understanding the impact of financial crisis, we must understand its meaning. Financial crisis could be defined as the non-liner disruption in the financial market, where asymmetric information such as adverse selection and moral hazard becomes worse (Spindler, Winter and Hagmayer 2014). This worse condition mainly reduces channelling of funds to economic agents and plummeting investment opportunities. The whole scenarios of financial crisis mainly represent the low production of information regarding the business continuity of the company and financial institutions. Thus, it could be understood that financial crisis mainly halts efficient functioning of the financial marke t, which in turn contracts the economic activities of the country. As depicted by financial analyst, before 2008 government does not produced effective regulations for preventing the banks to lend mortgages to individuals without any income. This unmoral or hazardous activities was mainly conducted by banks mainly increase the risk of investment and collapsed due to declining income and rising payments (Tabarrok and Cowen 2015). The use of adequate laws could have forced banks to provide relevant information about their portfolio and investment. This method could have reduced the overall asymmetric information system in the economy and saved the financial liquidation during 2008. Financial crisis mainly occurs after financial liberation conducted by the government to boost its economy. The rise in overall liberation in the financial market mainly leads to problems such as increased risk taking ability of financial managers. This increment in the financial risk taking mainly exposes banks and other financial institutions with high return providing investment. The financial liberation mainly increases banks with extra credit ability, which initiates a lending boom in the economy, where individuals are provided loans more easily (Wei et al. 2015). This lending process mainly increased the flow of cash in the market with the initiation of the financial liberation. However, if the government is not providing adequate regulation and control in the liberation scheme then banking system for getting more profits will mainly turn to assets providing higher return with higher risk. This same situation could been seen in many instances, after the overall financial crisis of 2008, where many governments in 2012 used stimulus packages for inflating the economy with tax payers money and grant low interest loans to banks (Xiang and Wang 2014). The prevention of financial crisis is necessary, which could only be initiated if the government have control over the activities of the financial sector. The main motive of the companies is to gain money and profits, regardless of the overall risk associated with the investment, However, this situating could mainly change if regulations are imposed, which might help circulating information regarding investments conducted by the banks. In this way the government, could safe guard the depositors money and smoothly continue with the economic growth. With the help of the regulations there will be no spark or any panic among depositors and investors if any misfortunate news arrives. Xiang, Huo and Shen (2015) mentioned that banks supervision is essential in evaluating the rapid growth in lending process, which financial liberation. However, Meza and Webb (2016) argued that if there is no supervision or control over the investment objectives of banks then it could lead to the accruing of risky assets. After the evaluating the problems, which might arise from asymmetric information such as financial crisis, instability in economy and slow progress in financial market, relevant measure could be taken into consideration. These measures could not only help in reducing asymmetric information effect but also boost the economic growth (Lewis and Bajari 2014). In addition, the evaluation also provides confirmation that government should keep close look in the banks for effectively safeguarding the banking system. Moreover, it could also be evaluated that reduction in asymmetric information related to the banking system could mainly help the financial market to grow and prospers, as investor will know about the financial activities of their banks. This reduction in the overall asymmetric information could control wide spread panics and reduce occurrence of an economic crisis (Hoffmann, Mihm and Weimann 2015). In addition, if the government and cattail bank mainly portrays the trust that if any misfortune happens they would come for the rescue then the moral hazard previously explained could substantially reduced. This reduction in moral hazard is limiting the ability of asymmetric information to control the market and inflate prices in the financial market. Thus, the overall measures such as control over banking system, implementation of adequate accounting system and transparency in the operation could mainly help in reducing asymmetric information system haunting the financial growth of an economy. The government intervention is justified and is essential for increasing trust of the depositors and investor, which could in turn help channel adequate investment in the economy. However, Finkelstein and Poterba (2014) argued that increased punishments should be imposed on financial institutions and banks, which are using public deposits to increase their personal gain. The intervention of government with the help in regulations and laws mainly acts a bridge in the information gap between companies and investors. Conclusion: After the overall discussion on the impact of asymptotic information and impact on the financial market, government should use adequate regulations for control on the mismanaged information production system. There are mainly examples that could be seen, which represents the overall impact if asymmetric information in slowing the overall economy of the country. The major example could be pinpointed during the economic crisis of 2008, which mainly liquidated the financial sector of the world. The non-monitoring and lack of adequate control in risk taking ability of the bank created relevant mismanaged information in the market. The US government using stimulus packages, which helped in boosting the economy, then controlled this problematic situation. This mainly indicates the use of government in reducing asymmetric information is essential and provides rational for these bodies to intervene in the financial market. The intervention in the financial market mainly allows the government to reduce problem of adverse selection, moral hazard problems, and free-rider problem. This control over the asymmetric information system is essential for boosting the overall economic growth and improves stability in the financial market. The government should use adequate regulation for reducing the impact of adverse selection, moral hazard problems, and free-rider problem, as it could destabilise the market. Lastly, the prevention of the economy from hurdles or crisis is essential for the government to maintain a continuous growth, which could only be carried if asymmetric information is substantially recued in the financial market. Safety from financial crisis could only be avoided if automated stock market system is introduced in the financial market. This move could mainly help in increasing production of information and transparency, which will lead to reduction in the asymmetric information system. Reference: Albertazzi, U., Bottero, M., Gambacorta, L. and Ongena, S., 2016.Asymmetric information and the securitization of SME loans(No. 1091). Bank of Italy, Economic Research and International Relations Area. Amiram, D., Beaver, W., Landsman, W. and Zhao, J., 2016. The Effects of CDS Trading on Information Asymmetry in Syndicated Loans.Journal of Financial Economics. Bajari, P., Dalton, C., Hong, H. and Khwaja, A., 2014. Moral hazard, adverse selection, and health expenditures: A semiparametric analysis.The RAND Journal of Economics,45(4), pp.747-763. Billett, M.T., Garfinkel, J.A. and Yu, M., 2017. The effect of asymmetric information on product market outcomes.Journal of Financial Economics,123(2), pp.357-376. Bouvard, M., 2014. Real option financing under asymmetric information.Review of Financial Studies,27(1), pp.180-210. Bubb, R. and Kaufman, A., 2014. Securitization and moral hazard: Evidence from credit score cutoff rules.Journal of Monetary Economics,63, pp.1-18. Chan, D.C., 2016. Teamwork and moral hazard: evidence from the emergency department.Journal of Political Economy,124(3), pp.734-770. Chemla, G. and Hennessy, C.A., 2014. Skin in the game and moral hazard.The Journal of Finance,69(4), pp.1597-1641. Dionne, G., Michaud, P.C. and Dahchour, M., 2013. Separating moral hazard from adverse selection and learning in automobile insurance: longitudinal evidence from France.Journal of the European Economic Association,11(4), pp.897-917. Dutta, S. and Folta, T.B., 2015. Information asymmetry and entrepreneurship.Wiley Encyclopedia of Management. Einav, L., Finkelstein, A., Ryan, S.P., Schrimpf, P. and Cullen, M.R., 2013. Selection on moral hazard in health insurance.The American economic review,103(1), pp.178-219. Finkelstein, A. and Poterba, J., 2014. Testing for asymmetric information using unused observables in insurance markets: Evidence from the UK annuity market.Journal of Risk and Insurance,81(4), pp.709-734. Hoffmann, S., Mihm, B. and Weimann, J., 2015. To commit or not to commit? An experimental investigation of pre-commitments in bargaining situations with asymmetric information.Journal of Public Economics,121, pp.95-105. Hoque, H., 2014. Role of asymmetric information and moral hazard on IPO underpricing and lockup.Journal of International Financial Markets, Institutions and Money,30, pp.81-105. Kahna, L.B., 2013. Asymmetric information between employers.American Economic Journal: Applied Economics,5(4), pp.165-205. Lewis, G. and Bajari, P., 2014. Moral hazard, incentive contracts, and risk: evidence from procurement.The Review of Economic Studies, p.rdu002. Meza, D. and Webb, D.C., 2016. False diagnoses: Pitfalls of testing for asymmetric information in insurance markets.The Economic Journal. Roberts, M.R., 2015. The role of dynamic renegotiation and asymmetric information in financial contracting.Journal of Financial Economics,116(1), pp.61-81. Silveira, B.S., 2017. Bargaining with Asymmetric Information: An Empirical Study of Plea Negotiations.Econometrica,85(2), pp.419-452. Spindler, M., Winter, J. and Hagmayer, S., 2014. Asymmetric information in the market for automobile insurance: Evidence from Germany.Journal of Risk and Insurance,81(4), pp.781-801. Tabarrok, A. and Cowen, T., 2015. The end of asymmetric information.Cato Unbound. Wei, J., Govindan, K., Li, Y. and Zhao, J., 2015. Pricing and collecting decisions in a closed-loop supply chain with symmetric and asymmetric information.Computers Operations Research,54, pp.257-265. Xiang, P. and Wang, J., 2014. Research on preventing moral hazard of construction project based on information asymmetries.Open Construction and Building Technology Journal,8, pp.468-475. Xiang, P., Huo, X. and Shen, L., 2015. Research on the phenomenon of asymmetric information in construction projectsThe case of China.International journal of project management,33(3), pp.589-598.

Three Dancing Goats Essay Example

Three Dancing Goats Essay The Three Dancing Goats fTT^HIS evening I am going to tell you the JL tale of the three dancing goats, began Baba Trinco as he squatted on the floor and greeted us with his broad smile. Once upon a time it happened that a hardworking young peasant was lucky enough to possess three dancing goats. He was lucky because they brought him all he desired a little comfort for his widowed mother, and a pretty wife. He and his mother lived in a little bamboo hut and had a small plot of grazing land. Their entire wealth consisted of a couple of cows. When a year of drought came they were in great rouble, so that one morning the widowed mother with tears in her eyes said to her son: Sindhu, we shall have to get rid of the two cows. So go to the market-town and sell them/ The thought of selling the cows they loved so much distressed the boy. It was a pity that they had not enough fodder; but what could they do? So Sindhu set out with the two cows and The Three Dancing Goats said to himself that he was not going to sell them to a butcher and that he would beg their purchaser to take great care of them. Before coming to the market town he met an old woman who was also going to market to ell her three goats. Both Sindhu and the woman rested under a tree and both plucked leaves from it to feed their pets. The old woman looked at the boy compassionately as he was feeding the cows, and said: Tell me, my lad, what is troubling you I know it is not a good time for the peasants/ What can I do? I have to sell the two cows we love so much/ murmured Sindhu. The old woman asked him all sorts of questions and at last came close and said : My dear lad, I like you and admire your love for your cows. Let me have them and I promise they shall be well cared for. You take my three goats/ We will write a custom essay sample on Three Dancing Goats specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Three Dancing Goats specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Three Dancing Goats specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nonsense/ replied Sindhu. What can we do with your goats, my dear woman? We must have grain for our own meals, and how can I feed your goats? But these goats are much better than money, and they will some day bring fortune to you/ the old woman said in a solemn voice. 24 The Three Dancing Goats Then she drew a little bamboo flute from her willow basket and began to play. Would you believe it? The three goats began to dance to the tune ! They were lovely goats from the Himalayan region, quite different from the ones we see in the plains. They had long hair, long flapping ears and round noses. The old woman called them Chdpu. 44 Sindhu was greatly amused at the performance of the dancing goats, and he believed what the old woman said about them. They might not bring him a fortune, but he would certainly be able to earn a few pennies every day by entertaining the village folk. Thus he argued in his own mind and accepted the offer. Be content with what you have got, my son/ the old woman said gently; here is the flute and there are my beloved goats. God bless you all/ Then she took Sindhus two cows and went her way. And Sindhu? Wasnt he pleased with the bargain! He played the flute and the goats danced to the tune. Joyfully he made his way along the path across the meadow in order to reach home as quickly as he could. But when his mother saw what he had brought back, she was unhappy. Sindhu played the flute and the three goats danced as merrily The Three Dancing Goats as ever, but it only made her sad. She thought her son had been cheated by the wicked marketfolk or perhaps he had lost his senses. Are you sure you have not been cheated, my son? she cried. We have hardly enough food to keep ourselves from starvation. What will you do with these silly goats? Dont be afraid, Mother, implored Sindhu. 1 am neither mad nor light-headed. The dear old woman who exchanged these wonderful goats for our cows told me that they would some day bring us luck. And I believe her. If they do not bring in a few pennies for our livelihood, they will certainly fetch a handsome price from our landlord. Now Sindhus landlord lived close to the village. His d aughter, a girl of great beauty, soon heard of the dancing goats and wanted her father to summon the peasant for her entertainment. So one day Sindhu took his flute and goats and went to the landowners house. He played his flute as well as he possibly could and the three dancing goats danced as merrily as ever. Their lovely long ears flapped in rhythm and the movements of their limbs were very graceful. It was an enchanting performance. The landowners daughter offered to buy The Three Dancing Goats one of the goats and asked what price Sindhu wanted for it. It cannot be purchased with money, dear lady/ declared Sindhu, adding that if she really wanted one of his precious pets she would have to pay a visit to his widowed mother and take her a barrel of foodstuffs. For he lived and aboured for his mothers happiness and comfort. The girl was so eager to have a goat that she agreed to go to the peasants hut with a barrel of foodstuffs. Sindhu and his mother were very happy to welcome this beautiful daughter of their landlord in their humble cottage, and the girl was delighted to own a dancing goat. A few days later another summons came from the landowner, and Sindhu went with his flute a nd the two remaining goats. The girl came out and said : You see, dear lad, I have not been able to make my goat dance at all. I have had expert musicians from the Temple to play for him, but he wont dance. Our village soothsayer says the goat will never dance without a companion. Will you let me have another goat? Sindhu was delighted both for the sake of his mother and for himself; also he was enchanted by the beauty of the girl. The Three Dancing Goats * Of course, you can have another of my pets, but this time I would ask for that gold ring you wear, as well as a barrel of foodstuffs/ replied Sindhu very politely. The girl was pleased, and without hesitation took off her favourite ring and gave it to Sindhu. By the time he returned home a barrel of foodstuffs had reached his mother. But, again, after a few days, one of the girls maids brought a message from her, saying that her goats still refused to dance and no longer responded to the sound of music, so that she was very sad. Sindhu went to see her and took his third goat with him. She was on the doorstep of her house waiting for him. She said : What am I to do now? The village priest says that my goats will dance if you will give me the third goat; but I hate to ask you for it, as it is the only pet left to you/ My dear lady/ Sindhu said humbly, I would willingly part with my last goat if it would make you happy. But let me play my flute and see them dance once again/ So he played the flute and the three goats danced merrily to the tune. As soon as the music ceased, the girl exclaimed gleefully: * Now I know, my dear lad ! Now I see ! It 28 The Three Dancing Goats was the magic of the flute that made the goats dance ! Will you let me have the flute as well as the third goat? Sindhu looked at her for a moment and said : Yes, I will gladly give them to you, my charming lady; but now that you have discovered my secret, I would ask you to tell me the meaning of the three different coloured stones set in the old ring you gave me. When I know that secret I shall only ask for a barrel of foodstuffs in exchange for my last goat and my magic flute/ The girl was rather embarrassed, and hesitated for a little while. Can this peasant aspire to marry me? she wondered. Why is he curious to know the meaning of those three stones? Anyhow, I am not the girl to give up a thing once I have set my mind on it. I must have the goat and the flute/ So ran her thoughts. Yes/ she said in a whisper, I will tell you the meaning. There are three strange strands of hair hidden among my black silken tresses. One is pure white, the colour of a diamond; one is dark red, the colour of a ruby; and one is bright green, the colour of an emerald. So in my ring there are three stones of similar colours. But all this is secret, dear lad/ 29 The Three Dancing Goats I understand, beautiful lady/ said Sindhu. Here is my flute and there is my goat. I take my leave and hope you will now be happy with the three dancing goats/ Before he returned home a barrel of foodstuffs had reached his mother. But she was still very distressed. All this time they had lived on the foodstuffs Sindhu received in exchange or the goats, but what would happen to them when this supply of foodstuffs was finished? Sindhu had no such worry. He believed in the words of the old lady who had taken his cows in exchange for the goats. The three dancing goats would bring him luck. Meanwhile, Sindhu worked as a labourer on his landowners farm. He was happy because he could thus catch just a moments glimpse of the landowners dau ghter. Then one day it came to pass that the landowner announced his intention of finding a suitable bridegroom for his lovely daughter, and made it known that whoever could name three trands of hair hidden among her black silken tresses should have her for bride. It was a curious way of finding a bridegroom, wasnt it? Many young men from all parts of the 30 The Three Dancing Goats country came to try their luck, but not one of them could make the right guess. Sindhu had heard about this strange offer and wondered if he should take this opportunity of marrying the girl he loved so much. But would the landowner allow his daughter to be married to a peasant? Perhaps the girl herself would dislike being the wife of a poor farm labourer. These thoughts tormented and angered im. Poor Sindhu! But, one day as he was watching the dance of the three goats, his mind was made up. The thought of that old woman who had given him the goats awakened in him a strange hope of success. Presently he met a handsome but very gaily dressed young man on the village high road. Mlt; Whats the best way to go to the manorhouse? said he as he saw Sindhu passing by. Its a long way from here, far across the meadows. I will show you the way, sir, if you like/ Sindhu answered politely. As they were walking along, Sindhu muttered aloud to himself and sighed : Alas ! I am ust a poor peasant, otherwise I would certainly have won the hand of our landowners daughter. 3* The Three Dancing Goats M * What ! exclaimed the young man. What are you saying? Are you mad? No, sir, I am not mad. I happen to know the secret of those three strange strands of hair. But of what use is that to me? replied Sindhu. Tell me what they are, my good fellow, and I will reward you well, said the young man impatiently. Sindhu answered haltingly: You see, master, I cant tell you the secret unless I am brought into the presence of the girl. . . . How can I enter the house? The young man suggested that he woul d find a rich livery for Sindhu, who should enter the house as his servant. So they returned to the village, and the young man ordered a beautiful livery with a silk turban. And Sindhu looked very attractive in this gay attire. Once on the village high road, they found a conveyance, and within a short time arrived at the manor-house. The hall was crowded with a number of suitors, all trying to guess the riddle. The girl sat by her father on a raised platform. She was dressed simply; her beauty, grace and charm did not require the refinements of luxury.

Present Progressive Tense of Spanish

Present Progressive Tense of Spanish The present progressive tense of Spanish is formed with the simple present tense of estar followed by a present participle, also known as a gerund. Differences Between Progressive and Simple Tenses Thus, the present progressive forms of comer are: Estoy comiendo. I am eating.Ests comiendo. You are eating.Est comiendo. You/he/she are/is eating.Estamos comiendo. We are eating.Estis comiendo. You are eating.Estn comiendo. You/they are eating. Something you may notice right away is that the simple present tense can also be translated the same way. Thus comemos can also mean We are eating. So whats the difference? The main difference is that, like the other progressive verb forms, the present progressive (also known as the present continuous) tense emphasizes the process, or that something is in progress, more than the simple present does. The difference can be a subtle one, and there isnt always a big difference in meaning between the simple present and the present progressive. Again, the matter is one of emphasis. You may ask a friend,  ¿En que piensas? or  ¿En que ests pensando? and they both would mean What are you thinking about? But the latter places more emphasis on the thinking process. In some contexts (but not all), the connotation of the Spanish progressive might be conveyed in a sentence such as What are you thinking? where the English verbal emphasis gives a slight change of meaning. How the Present Progressive Is Used Here are some examples of sentences where the in-progress nature of the verbs action can be seen: Estoy escribiendo el plan de negocios para mi empresa. (I am writing the business plan for my enterprise.)Estamos estudiando la posibilidad de hacerla bianualmente. (We are studying the possibility of doing it biannually.) ¿Le estn saliendo sus primeros dientitos? (Are his first baby teeth growing out?)Me estoy rompiendo en pedazos. (Im falling apart. Literally, Im breaking in pieces.)Los libros electrà ³nicos estn ganando popularidad. (Electronic books are gaining popularity.) The present progressive can suggest that something is happening right now, and sometimes it can indicate that the action is something unexpected or likely to be of short duration:  ¿Quà © es esto que estoy sintiendo? (Whats this Im feeling now?)No me molestes. Estoy estudiando. (Dont bother me. Im studying.) ¿Ãƒâ€°sto es lo que ests diciendo? (This is what youre telling me?)Puedo ver que ests sufriendo. (I can see youre suffering.) And sometimes, the present progressive can be used for almost the opposite, to indicate that something is constantly happening over and over, even though it may not be happening at the moment: Sabemos que estamos comiendo maà ­z transgà ©nico. (We know we are constantly eating genetically engineered corn.)Las unidades se estn vendiendo ilegalmente en los Estados Unidos. (The units keep on being sold illegally in the United States.)Los barcos de aluminio satisfarà ­an bien si usted est pescando mucho en los rà ­os. (The aluminum boats would be quite suitable if you are fishing all the time in rivers.) Keep in mind that while many of the sample sentences here are translated using the present progressive in English, you shouldnt habitually translate that English form to Spanish that way. Spanish students frequently overuse the progressive, partly because it is used in English in ways that it isnt in Spanish. For example, the English sentence We are leaving tomorrow, would be nonsensical if translated using the Spanish present progressive, as Estamos saliendo would typically be understood to mean We are leaving now or We are in the process of leaving. Other Progressive Tenses Progressive tenses can also be formed by using the other tenses of estar. Although some of the tenses are seldom used, they are used much like their English counterparts. As with the present tense, the use of a progressive rather than simple tense puts an emphasis on the continuing nature of the action. An example is the preterite progressive, which indicates that an action continued over a period of time but came to a definite end. This can be seen in this sentence: La compaà ±ia estuvo comprando derechos de agua. (The company was buying water rights.) The same sentence could be reworded into the imperfect progressive (La compaà ±ia estaba comprando derechos de agua) without a change in translation, but its meaning would change slightly. In the imperfect, the sentence doesnt clearly indicate that the purchasing came to an end. Progressive tenses can even be formed using the perfect tenses of estar. For example, the future perfect progressive is used in this sentence: Habrà © estado viajando aproximadamente 24 horas. (I will have been traveling about 24 hours.) Key Takeaways The progressive tenses are formed by combining a form of estar with the present participle or gerund.The progressive tenses emphasize the continuing nature of the action.English speakers should be careful not to overuse the progressive tenses in Spanish, which uses them less frequently than English does.

Battered Praise

Kneel on a worn leather cushion, ease into a creaky wooden pew, and stand on tired but restless legs. For what? Even with all of my praise, all God did was throw me onto the corner ropes of the ring and deliver a sharp jab with the left, then the right, right again, and finally a roundhouse kick that shouldve stopped all of the pain but never did. God didnt deliver the real blows, he let a swaggering drunk do his work for him, also known as my stepfather. From the time I was four, I carried around fresh pink, swollen welts and indigo-violet bruises blooming quickly beneath my delicate skin. While other little girls neat hair was pinned back to reveal a bright, shiny face and toothy grin, my jagged homemade haircut hung to hide the new fleshy welt on my cheek. I firmly believed God had let this happen. I never questioned the reality of God, but I questioned his righteousness. I existed to God as a punching bag. I blamed the ever-so-righteous God for all of my problems. I blamed him for the hot tears that streamed from my cerulean blue eyes, for the crippling nightmares that plagued my nights, and for the screams of my brothers that rang through the hollow halls of that broken house. God never seemed to hear my desperate prayers each night or my withered cries of pain as Warren repeatedly smacked my tiny body with a wooden spoon, or an aluminum baseball bat, or even the time he broke a glass plate over my head. The loud sound of breaking glass must have drowned my pleas. I was all alone in my suffering. It took eight long years to finally be rid of the brutal man who beat my body, crushed my hopes and dreams, and demolished my self esteem. Thats 2,920 days of endless tears, 70,080 hours of countless bruises, 4,204,800 minutes of praying for salvation, and 252,288,000 seconds of pur e hatred toward God and toward myself. Then one day it ended. Warren had thrown a swing at my mother and hit her square in the jaw. The police showed up for the hundredth time, but this time I left in my dads car with my three brothers, my mom left in an ambulance, and Warren left in handcuffs. Since that day six years ago I have lived with my wonderful father and stepmother. They strive to give me every opportunity to help me create the life I have chosen. Im growing to appreciate the person I am. My stare pierces the girl looking back at me from the mirror, and I still see a broken, terrified child cowering behind two miniscule hands. I see something else in that same reflection, I see a strong, independent woman who loves friends, family and life passionately throughout every moment of the day. A woman running toward a shining future. Now there are times where I see every flaw in myself, but who doesnt? Im human. Im allowed to have imperfections. Ive grown to trust God and to believe he is an ever-loving God. He wasnt torturing me, he was building me into the original, gorgeous, tenacious woman I am today.

Construction Law (Agency) Assignment Example | Topics and Well Written Essays - 750 words

Construction Law (Agency) - Assignment Example If certain guidelines of the law were over-stepped, Dick can/could be assessed as having committed a Fraud or Theft by Deception with his dealings. In fact, if Costcutters knew that Dick would be representing ‘Dick’s Dealings’ in a manner that might imply Dick was still in-charge, Costcutters may be investigated for perhaps a criminal theft conspiracy. (Barrett v. Dere) In any event, Barrett v. Dere would be a good starting point if more information about Costcutters knowledge and the liability, although the contract between Dick and Costcutters was breached by Dick’s failure to stay under spending limits and pocketing the difference (hiding the profit), seems to point towards ‘Implied Authority’ for Dick making Costcutters liable. Question #2 Dick does have the right to engage the Architect since the ‘representation element by the Principal’ is written very clear for all to see; Dick’s Dealings. ... Question #3 The courts must find there is an agency agreement between Dick and Costcutters. The agency was sold (suggesting an exchange of money) which explicitly implies a contract. Costcutters gave Dick a job title (General Manager) and his agreement with Costcutters, though maybe even oral, is a contract nevertheless. If Dick’s contract suggest immediate termination in case of breach, the ‘reasonable amount of time for communicating this to Dick has not been met. Egregious behavior has not been addressed so it is a non sequitur. The Tripartite agreement maintains that Costcutters can be sued leaving room for an open suit directed at Dick which cannot stand on merit. The Principal-Costcutters-own the responsibility though the name, ‘Dick’s Dealings’ tends toward the opposite. It is in this purchase and facilitation where Costcutters is at fault. Costcutters enabled these transactions by default once they bought the name ‘Dick’s Dealings ’ and worked to make a profit from it using Dick as a named associate (General Manager). Dick may be sued but the direction of liability, according to the rules given, lay at the feet of

Econ 4020 reaction paper 10-11 Term Example | Topics and Well Written Essays - 250 words

Econ 4020 reaction 10-11 - Term Paper Example It means that the economy flourishes at first and then it falls suddenly. Therefore, boom and bust cycle is realized (Koo, 2003). The only way to get out of a recession is through a sustained public sector spending. It can be attained through the use of monetary policy, fiscal policies, government increasing spending and reduction of taxes. Monetary policies such as increasing interest rates of borrowing will deter private investors from borrowing. They will rather use their savings to finance investment. In the process, the more money will be released into the economy, thus, more money will circulate in the market. Therefore, this will bring down the rate of inflation and spark economic growth. Government spending should be increased for the economy to grow again. The government should service Treasury bond and initial public offers so that its citizens can gain capital to reinvest. By doing this, borrowings by citizens will reduce. As a result, private sector debt will reduce drastically, mainly because the investors will be able to repay their debt. Reduction of taxes will help a great deal in tackling a re cession. In doing this, the capital of the investors will increase. Therefore, the economy will grow since the spending power of the citizens has been

Joseph Conrad :: essays research papers

Joseph Conrad Joseph Conrad, born Tedor Josef Konrad Nalecz Korzeniowski, was born December 3, 1857 in a Russian-ruled province of Poland. His parents’ involvement in the Polish independence movement had them kicked out of Northern Russia in 1863. After his parents’ deaths, he moved in with relatives where he was often ill and received little schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At sixteen years of age, Conrad decided to become a seaman and he joined the British merchant marines in 1878. His lack of speaking the English language did not discourage him. During his ten years of service, Conrad became a British citizen, traveled the western continents, developed into a Captain and learned the English language.   Ã‚  Ã‚  Ã‚  Ã‚  Health problems caused his early retirement of the British merchant marines. In 1894, he started his career as a writer, using his seaman and sailing experience to write. In 1895, Conrad’s first novel, Almayer’s Folly, was published, with some of the book being written in the service. One year after his first novel, on March 24, 1896, Conrad married Jessie George. They had two children, Alfred Borys and John Alexander. In Kent, England, 1924, Joseph Conrad suffered a heart attack and died.   Ã‚  Ã‚  Ã‚  Ã‚  For the rest of his writing career, Conrad would have difficulty being a writer. He found it difficult to write in the English language: he thought it was a slow and unbearable torment. His novel Chance was his first financial success. His other novels and short stories that were published in the first ten years of the twentieth century are thought of as his most important works.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout his career, Conrad examined the ridiculousness of living by a traditional code of conduct: his novels suggest that the complication of the human spirit allows neither absolute loyalty to any ideal nor even to one’s conscience. It is presented in all of his novels that failure is a fact of human existence. The novel Nostromo, which deals mainly with revolution, politics and financial manipulation, is best at portraying failure. This novel is widely recognized as Conrad’s most ambitious novel.   Ã‚  Ã‚  Ã‚  Ã‚  The Secret Agent: A Simple Tale begins with Mr. Verlocs being summoned to a certain foreign embassy. Strolling down the street he did not look like the agent provocateur he was meant to be. He owned an ambiguous little shop where his family lived close by. He often entertained anarchists from London that he had to keep and eye on and hid his actual occupation.

Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable, accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be used in the 2007-2008 school year. Hosted by the state of Washington, it is accessible to each agency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP program substantially changed its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the change came so late in the year, that it was not feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP. ELNIS was designed in 2005 with the hope of having a single early learning data base for ECEAP, Step Ahead, and Child Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with each other, but all ECEAP children are also in ELNIS. In 2010 Creative Curriculum substantially change the child assessment tool, such that in the final year of the levy 2010-2011 the child assessment data is no longer uploaded into ELNIS. Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the new levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attendance and assessment data be delivered on the last day month following the month reported. In the MOA each year between OFE and HSD the data elements are negotiated. The data reporting required for early learning in 2010-2011 is on pages 5 – 8 of this report. These will still form a substantial part of the required data, but there will be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the next school year. This process begins by creating a large data set of assessments matched to each child who has been served. The early vision was that the data would be stored in ELNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile Assessment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS. Increased needs for data and new data elements The new levy includes six components of which are three are new and three are expanded: †¢Professional Development †¢Family Engagement and Outreach †¢Preschool †¢Kindergarten Transition †¢Home Visiting Program †¢Health and Mental Health Support for Children The new required elements for reporting are expected to include the following indicators of progress toward the outcomes: †¢Parent-Child Home Program (PCHP) – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢PCHP – Children will meet standard on the Child Behavior Traits (CBT) and the Teacher Rating of Oral Language and Literacy (TROLL). †¢Family Friend and Neighbor’s (FFN†S) Care Providers – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢Step Ahead Preschool Programs – Children enrolled will meet the Standard Score and/or make gains on the Peabody Picture Vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year. †¢Step Ahead Preschool serving children who are English Language Learners: Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. †¢Step Ahead Preschool – Children will meet age level expectations at the end of the preschool year on Teaching Strategies Gold Child (TSG) assessment. †¢Children served by Step Ahead and SEEC and enrolled in full-day kindergarten – Children will meet the age-level expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) . †¢SEEC Pre-K – Classrooms will meet the Environmental Rating Scale (ERS) standard at the end of the program year. †¢SEEC Pre-K – Teachers will meet standard on the Classroom Assessment Scoring System (CLASS) at the end of the program year. †¢Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. †¢Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. †¢Number of early learning and child care settings receiving targeted consultation or training. †¢% of children who enroll in kindergarten on time. †¢% of children enrolled in full day kindergarten. †¢% of children who attend 90% of school days. †¢% of children who meet the birth to 3-year indicator for health (TBD). †¢% of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early Learning Health †¢Number of early learning and child care settings and providers receiving targeted consultation or training. †¢Number of children in early learning and child care settings receiving developmental assessments. †¢Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. †¢Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments †¢Child: Teaching Strategies Gold (administered fall, winter and spring of the pre-k year) †¢Classroom: Curriculum-embedded classroom checklist (administered annually) †¢CLASS: Annual voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. Summative Assessments †¢Child – PPVT-4 (administered fall and spring of pre-k ) †¢Child – WaKIDS ( administered fall and spring of kindergarten) †¢Classroom – ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of Students Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an average of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions: ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for improving outcomes, or to manage data for contract payment purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased. Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. Data will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning – Pre-K Source: HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Child’s Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table. SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I – Step Ahead, Tiny Tots, Refugee Women’s Alliance, and Jose Marti Tier II – Denise Louie Education Center/Head Start Tier III – Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV – Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month. ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS – Met StandardYes/No/Null ECERS average score of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom score based on years of experience and training 1st Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR. 1st Child Assessment – Cognitive DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment – ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning – Peabody Picture Vocabulary Test, Fourth Edition PPVT Source: HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric. Child AgeXX-XXChild’s age at time of test in years and months 1st assessment – standard scoreNumeric/NullStudent’s standard score from the 1st Peabody Picture Vocabulary Test. 1st assessment – raw scoreNumeric/NullStudent’s raw score from the 1st Peabody Picture Vocabulary Test 1st assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 1st Peabody Picture. Vocabulary Test 1st assessment – percentile scoreNumeric/NullStudent’s percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment – standard scoreNumeric/NullStudent’s standard score from the 2nd Peabody Picture Vocabulary Test. 2nd assessment – raw scoreNumeric/NullStudent’s raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment – percentile scoreNumeric/NullStudent’s percentile score from the 2nd Peabody Picture Vocabulary Test. SEEC Early Learning – ECERS Source: HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table  1st ECERS score – Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score – Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score – Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score – Activities Numeric/NullAverage score for subscale 1st ECERS score – Interaction Numeric/ NullAverage score for subscale 1st ECERS score – Program StructureNumeric/NullAverage score for subscale 1st ECERS score – Parents and StaffNumeric/NullAverage score for subscale 1st ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales 2nd ECERS Score – Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score – Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score – Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score. – ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score – InteractionNumeric/NullAverage score for subscale 2nd ECERS Score – Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score – Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales. Early Learning – Parent-Child Home Program Source: HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month. Parent-Child Home Visitor Program – Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program – Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment – Cooperation with Adults Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Attention to Task Domain. Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Engagement in Developmentally Appropriate Tasks Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior. 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4. 2nd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4. 1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item). 2nd TROLL Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item; one Yes/No item scored 1/0 ) 2nd TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).

Essay on The Media and Its Responsibilities - 2754 Words

The Media and Its Responsibilities SOC 120 Introduction to Ethics amp; Social Responsibility The media has become a major factor of our times and the influence it has on people young and old. You would think that the world has enough influence all around them during their everyday lives and then we come home and turn on our televisions, pick up a newspaper, a magazine, or even the computer and it is all right there. Over the years the media has been more open and I believe that has a lot to do with the growing of our minds and our children’s minds and they are just trying to keep up and keep people interested even though it may be a little risky to show no matter what station it is on. We have to be careful and protect†¦show more content†¦A lot of the reality shows we watch today are taped and we do not even see everything that leads up to the main parts that they show us to get our attention. 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