Authors Conceptions of Human Nature Essay - 3901 Words

Authors Conceptions of Human Nature Philosophers, politicians, and writers throughout all of the western world and across all of our written history have discovered the importance of knowing human nature. Human nature is responsible for our definitions of abstract concepts that are surprisingly universal across the western world like justice, equity, and law. Human nature must also be carefully studied in an effort to understand, obtain, or maintain power within society. Finally, human nature must also be carefully understood so as to protect it from being manipulated and to understand its place in society. In ancient Greece, Aeschylus sought to define for the people of Athens the part of human nature that necessitates†¦show more content†¦During the course of this struggle, the Furies argue that the actions of Orestes must be answered, because consequences must be established for all punishable actions in order for a society to remain stable. This need arises out of a basic understanding of human nature: people often only act justly out of fear. The Furies remind Athena of this common behavior among humans: Here is overthrow of all the young laws, if the claim of this matricide shall stand good, his crime be sustained. Should this be, every man will find a way to act at his own caprice; over and over again in time to come, parents shall await the deathstroke at their children’s hands. (Aeschylus 152) The Furies disregard Athena’s plea for understanding when reaching justice, instead, they reason that when crimes remain unpunished, all people will lose their fear of committing similar actions and will discontinue acting responsibly because there will be no consequences. Athena agrees with the Furies and asks the question, â€Å"What / man who fears nothing at all is ever righteous?† (Aeschylus 160). Athena then gives justification to the system of justice of the Furies and allows them to be part of the justice system in Athens: â€Å"Such / be your just terrors, and you may deserve and have / salvation for your citadel, / your land’s defence† (160). Aeschylus moves from a traditional justice system, the Furies, to the widely accepted justice system ofShow MoreRelatedPlatos Views on Life after Death1388 Words   |  6 Pagesdestined to go on somewhere in some state of being. In just what sort of way the soul would endure was a matter of question, i n which at various points in his career as a writer Plato offered different accounts. Yet the most consistent part of this conception of the authors was the fact that the soul was everlasting. One of the positive effects of such a belief regarding the soul and its existence after the bodys physical death is that it can serve as motivation to lead a virtuous life. This factRead More1 Introduction. Causation In The Law By Hart And Honorà ©1501 Words   |  7 Pagesyet not so far as to make them necessary and sufficient conditions of responsibility. However, the authors are only able to reliably discuss the role that causation plays in legal decision-making having first described a â€Å"common-sense† conception of causation, typically utilised by lawyers and historians. In Chapter 5 of The Cement of the Universe, John Mackie describes their â€Å"common-sense† conception of causation as â€Å"one of the best ordinary causal concepts†, Mackie focusing on Hart and Honorà ©Ã¢â‚¬â„¢s accountRead MoreLiberalism And The Ethical And Logical Level Essay1332 Words   |  6 Pagesconcept is often used in critiques of multiculturalism and collective rights mov ements. We will be discussing the theories of some liberal authors such as John Rawls, Locke, Mill, Nozick, and Waldron among others whose philosophies clash on the ethical and logical level. We will discuss the following proposal; ‘’the government can no more act†¦ to advance human excellence, or the values of perfection†¦ than it can to advance Catholicism or Protestantism, or any other religion’ (John Rawls). We willRead MoreSummary Of Rachel Golds ConceivingPregnancy?1399 Words   |  6 PagesChristopher Gacek, author of Conceiving â€Å"Pregnancy†, starts by refuting Rachel Gold’s definition of ‘pregnancy’. Gacek talks about how since the 1960s, there has been the lack of common ground that people can agree to be the beginning of pregnancy for a woman; the two opposing sides argue that pregnancy begins either at fertilization, fusion of sperm and egg to form a new zygote, or at implantation, when the zygote implants itself into t he lining of the woman’s uterus, which happens roughly a weekRead MoreA Critical Evaluation Of The Universal Nature Of Human Rights1329 Words   |  6 PagesA CRITICAL EVALUATION OF THE UNIVERSAL NATURE OF HUMAN RIGHTS INTRODUCTION Human Rights are the rights, that are considered to be inalienable, inseparable and vested upon individual by virtue of being human. For example, the Oxford English Dictionary defined the universal nature of Human Rights as ‘a right which is believed to belong to every person’. The aim of this essay is to critically evaluate the universal and relative nature of human rights postulated by the eminent scholars, who haveRead MoreDo Not Stand at My Grave and Weep760 Words   |  3 Pagessubjects on the feeling before death. These two masterpieces tell the audience the special feeling before death. â€Å"Do Not Stand at My Grave and Weep† and â€Å"Seasons in the Sun† differ in emotion, rhetorical device and structuring techniques and artistic conceptions. First of all, â€Å"Do Not Stand at My Grave and Weep† and â€Å"Seasons in the Sun† employ different rhetorical device and structuring techniques in order to apply a deep impression to the audience. It is very clear to find out that Frye applies the echoRead MoreCritically Engage With Hannah Arendts Humanistic Approach On Political Action1743 Words   |  7 Pagesuniversal attributes shared by every human. I will to this with the aim of placing Arendt’s humanism with the latter. For the second half of this essay I will develop a focused analysis on Arendt’s conception of â€Å"political action† critically engaging this with concerns raised by Dan Stone regarding Arendt’s potential â€Å"ethnocentricity.† I will do this with the aim of displaying an understanding of what is a vital tenet of Arendt’s humanistic approach to the human condition. I will conclude this essayRead MoreThe Enlightenments Eras Most Notable Thinkers1684 Words   |  7 Pagesengendered some of the thoughts that are directly responsible for contemporary social, political, and religious institutions. This epoch, along with the Renaissance, helped to spur Western Civilization out of the Dark Ages and into contemporary conceptions of modernization. Not surprisingly, this time period is characterized by a number of different seditions and the revolutionary tenets that fueled them which were markedly at variance with social, political, and religious notions that preceded themRead MorePerfection, An End Or Then End1523 Words   |  7 Pagessituational perfection of the species. Darwin’s belief of the attainability of situational perfection is a separate subject to explored at a different time. Darwin’s idea of perfection is being defined here as situational because the species adapt in nature to be the most efficient within a particular environment and need to change as the environment changes. He does not describe species adapting to be the most efficient in every environment and confines them to a specific situation. The goal or endRead More The Romance of Travel Essay examples1504 Words   |  7 PagesThe Romance of Travel Romance, as it confirms human agency with regards to understanding the world and organizing ones existence, is an enabling genre. Northrop Frye identifies romance in its questing, adventurous, persistently nostalgic, and perennially child-like quality as the nearest of all literary forms to the wish-fulfillment dream (186). Arguably, many of the texts that we have examined over the course of the term can be understood as (more or less) participating in the affirmative

Elizabeth Cady Stanton Traits Of The Classic Feminist

On the other hand, Elizabeth Cady Stanton exemplifies the traits of the classic feminist. Despite her great accomplishments, Stanton came from a rather humble background that provided her with substantial support in the search for equality. Stanton was the first woman to run for election to Congress and the founder of the organized women s movement in the United States (Infobase Learning). Stanton was born on November 12, 1815 in Johnstown, New York. Her parents were Margaret Livingston Cady and Daniel Cady. She received an education at a Dame School and then at Emma Willard s Troy Female Seminary, from which she graduated in 1833 (Infobase Learning). After receiving a proper education, she married Henry B. Stanton with whom she had six children (Infobase Learning). Henry joined Elizabeth in the fight for equality amongst women and men. Her husband provided her with the needed support in the battle for equal opportunities. Stanton advocated many things, and opposed others. Her views were seen as inspirational to other women suffragists, and helped to bring the controversy over women equitability. The women’s rights movement expanded in the 1850s, but after the Civil War started, many feminists focused on abolishing slavery. They organized a â€Å"massive petition drive in the North for a constitutional amendment to abolish slavery and collected more than 400,000 signatures, building momentum for its passage in 1865† (Infobase Learning). Years later, another amendment to

Summary Formative And Summative Assessments - 1072 Words

Summary: Formative and Summative Assessments in the Classroom by Catherine Garrison and Michael Ehringhais This article discusses the differences of formative and summative assessments; when to practice them and in what way would formative and summative assessments benefit both teacher and student. According to the article, â€Å"Formative assessment is a part of the instructional process. When incorporated into the classroom practice it provides the information needed to adjust teaching and learning while they are happening† (Garrison Ehringhaus, 2009). Formative assessment informs both teacher and student where adjustments can be arranged. Examples of formative assessment can be asking students higher thinking questions, group discussions and assignments with no point value. â€Å"Summative assessments are given periodically to determine at a particular point in time what students know and do not know† (Garrison Ehringhaus, 2009). Summative assessments usually have a grade. Examples of summative assessments are; state assessments, benchmarks and standardized tests. Summa tive assessments are a means of measuring a students’ capacity. It is crucial that both forms of assessments are used in the classroom, one assessment without the other is ineffective. Summary: Seven Practices for Effective Learning by Jay McTighe Ken O’Connor This article focuses on seven practices teachers can implement in their classrooms, to help enhance learning and teaching. â€Å"Classroom assessment andShow MoreRelatedThe Importance Of Differentiating And Combining Formative And Summative Assessment1322 Words   |  6 PagesTheme: The importance of differentiating and combining formative and summative assessment. Articles: Formative and Summative Assessments in the Classroom by Catherine Garrison Michael Ehringhaus, Does President Obama believe standardized testing has gone too far by Trip Gabriel, Seven Practices for Effective Learning by Jay McTighe Ken O’Connor, and Formative Assessment in Seven Good Moves by Brent Duckor Chapters: Teaching Elementary Social Studies: Strategies, Standards and Internet ResourceRead MoreEffectiveness Of Daily Formative Assessments886 Words   |  4 PagesDiscussion This study investigated the effectiveness of daily formative assessments in the success of low-achieving ninth-grade Algebra 1 students. Sending students into annual standardized tests, like the Algebra 1 End of course exam, without quality daily assessments, often end with students being placed in remedial courses the following year. The continual use of giving students failing unit test grades, unsatisfactory semester exams that fail them for the semester, and no daily feedbackRead MoreAssessment Of Teaching And Learning1400 Words   |  6 PagesAssessment for Learing (AfL) forms a critical feature of teaching in the present day – more and more it is becoming a focal point of the teaching practice. It is becoming a key component of lesson planning and is an aspect of teaching and learning AfL forms part of teaching standard 6 â€Å"make accurate and productive use of assessment† (Department for Education, 2011) and this includes both summative and formative assessment. 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The analysis of assessment data will assist teachers with gauging how much knowledge the students are retaining. The data will also assist teachers with lesson adjustment. Student assessment is accomplished by utilizing a variety of assessment instrumentsRead MoreAnalyzing The Classroom And Formative Assessment Of Second / Foreign Language Teaching And Learning Written By Ketabi And Ketabi774 Words   |  4 PagesAssessment Article English Learners need an abundance of additional supports to ensure their success while trying to acquire English. Currently, I have numerous visual supports along with graphic organizers to scaffold instruction. Graphic organizers provide students with opportunities to develop language (Gottlieb, 2006). For example, when using a compare and contrast organizer students learn to use words like similar, likewise, and however (Gottlieb, 2006). From my experience, a student’s writingRead MoreFormative AssessmentThe Goal Of Formative Assessment1091 Words   |  5 PagesFormative Assessment The goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments for students and instructors. Summative Assessment The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark. Examples: †¢ Examples: †¢Read MoreEffective Instruction For English Learners1414 Words   |  6 PagesSummary one: Effective Instruction for English Learners Calderon, Slavin and Sanchez (2011) in their article â€Å"Effective Instruction for English Learners† consider the problem of students who are non English speakers and come to live in the USA for several reasons such as immigrants. The U.S government requires every school that has more than 5 percent non-English speakers to provide these with specialized programs. The authors go to explain useful instructions for teaching students English LanguageRead MoreTda 3.7 Support Assessment for Learning Essay1236 Words   |  5 PagesSUPPORT ASSESSMENT FOR LEARNING 1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements. The class teachers’ main role is to monitor and assess pupils’ achievement. They need to be aware of the progression made by all the children in their class and be able to report back to both the parents and other staff. As a Teaching assistant my main role is to support the class teacher whilst this ongoing assessment of pupilsRead MoreAssessment Strategies : Formative And Summative1123 Words   |  5 Pagesdifferent assessment strategies, both formative and summative, to help me evaluate what students have learned in my classroom. The standard paper/pencil test to assess student learning is no longer the norm. There are various ways I can assess a student’s learning that will not take a lot of time or planning. Today’s advances in technology provide me with a broad range of different strategies. The word â€Å"test† is most often associated with the paper/pencil format. I realize that not all assessments in the

Bank Bailout 2008 Free Essays

string(93) " and no one wants’ to take the CDO, and now the CDO is acting like a bomb \(Roney, 2007\)\." Bank Bailout Outline I. Introduction II. Background III. We will write a custom essay sample on Bank Bailout 2008 or any similar topic only for you Order Now Opposition’s point 1, refute, 1st support for thesis. a. Credit Card Act of 2009 b. No Change at all, Banks still operating the same way IV. Opposition’s point 2, refute, 2nd support for thesis. a. Creation of TARP b. $12. 2 trillion dollars of tax dollars were spent wrong c. TARP allowed many banks to allow credit again d. A majority of banks have paid back TARP money e. After TARP, Economy boosted V. Opposition’s point 3, refute, 3rd support for thesis a. Toxic assets cannot be removed easily b. Government takes more cost, then expects c. Economy will decline with removal of assets VI. 4th support for thesis a. Increased national debt b. Politicians were forced to sign this bill c. No solving of problems â€Å"Let’s hope we are all wealthy and retired by this house of cards falters† (Bloomberg, 2007). The credit crisis is known as the â€Å"House of Cards†, for years the banking industry has transformed many American lives, which has resulted in a troublesome economy. Many factors led to the credit crisis, such as the rise and fall of the housing market, and inaccurate credit ratings helped to create the sub-prime mortgage crisis (Issues Controversies, 2010). Low interest rates developed easy credit, in which people could get a mortgage and credit cards based on inaccurate credit ratings with the creation of sub-prime mortgages. People have the ability to own a home, with no down payment or fixed income. In August of 2007, the United States began a loss of confidence in securitized mortgages, which resulted in the Federal Reserve injecting $20 trillion dollars into the financial markets to ease the situation (â€Å"Obama Sends Warning to Big Banks, 2010). The most important question to be answered in the decade is â€Å"How a loss of $500 billion dollars from the sub-prime mortgage resulted in a $20 trillion dollar loss in equity values and an entire shock to the world’s financial system† (Woellert Kopecki, 2007). The United States government should not have given the financial institutions bailout money, because financial institutions using loop holes in the system to take advantage of their clients, financial institutions operations have stayed the same, and the government’s belief of a tree market economy goes against the bailout. The credit crisis is a â€Å"worldwide financial fiasco, which resulting from sub-prime mortgages, Collateralized Debit Obligations, Frozen credit markets, and credit default swaps† (Jarvis, 2009). The credit crisis brings two people together, people on Main Street and investors. The people on Main Street represent their mortgages or houses, while investors represent their money, which also represents big institutions such as pension funds, insurance companies, mutual funds; sovereign funds (Jarvis, 2009). These groups brought through the financial system, composed of banks and brokers on Wall Street. As a result of the September 11th attack, Chairman Allen Greenspan lowered interest rates only to 1%, to allow credit to flow; however, investors have a very low return on investment (Snow, 2008). By lowering interest rates, it allows for banks to only borrow money from the Federal Government for 1% plus the surpluses from the Asian and Middle East market, which makes borrowing money easy for banks and to allow leverage (Adding up the Government’s Total Bailout Tab, 2009). The definition of leverage is, â€Å"borrowing money to amplify the outcome of a deal† and is a major way banks make their money (Princeton University, 2010). Wall Street takes out a majority of loans and uses leverage to their advantage, and a heavy flow of capital comes in. In which return, they pay back their original investment. The investors notice that Wall Street is making money very fast, and they want to create a new product to sell to Wall Street. The mortgage connects the home buyer with a mortgage lender on Wall Street who gives them a mortgage, which is great because housing prices throughout America have been rising (â€Å"Bailed out banks†, 2010). The mortgage lender gets a call from an investment banker who wants to buy the mortgage; and the lender sells it to him, and the investment brokers buys thousands of mortgages. Every month the investment banker gets the payments from all the mortgages that he purchased from the box and cuts the box into three slices â€Å"Safe, Ok and Risky†, and then he packs the slices into the box and calls it a Collateralized debt obligation or â€Å"CDO† (Woellert Kopecki, 2007). However, greed has risen to the investment banker and wants’ more mortgages; however, the lender does not have any more mortgages to sell, because everyone who has qualified for a mortgage already has one; and the birth of the sub-prime mortgage is born. With a standard loan, the homeowner had to prove his worth of a home, such as a job, good standing citizen, and assets. However, with a subprime mortgage, it was basically like free money. The person did not have to state their income, nor prove that you had a job. The investment banker and the lender are taking a risk, because if a home owner defaults on their mortgage, the lender gets the house and sells the house for a profit because home values have been increasing (Issues Controversies, 2010). While home values have been increasing, American incomes have been plummeting for years; and because of sub-prime mortgages, the person did not have to prove income, a person with a $30 thousand dollar income; could own a $300 thousand dollar home. Many people defaulted on their mortgages, and foreclosures have been on the rise. In the United States, foreclosures were up 81% in 2008 and up 225% from 206†, which equals out to 19 per 1,000 households (CBS News, 2008). Due to there was a huge increase in foreclosures, instead of housing prices increasing; the houses values decreased in value very quickly and resulted in more foreclosures. A $300 thousand dollar mortgages was now only worth $75 thousand dollars. So all the mortgages that was in th e investment banker CDO, now are worthless, and no one wants’ to take the CDO, and now the CDO is acting like a bomb (Roney, 2007). You read "Bank Bailout 2008" in category "Essay examples" The investment banker is now panicking because he borrowed millions of dollars to buy the mortgage, and now he cannot get rid of it; however he is not the only one. Thousands of investment bankers throughout the world have CDO’s on their hand (Bailed out banks, 2010). In result the world’s financial system has become frozen, and everyone starts going bankrupt. As a result of the failure, the United States government rolls out a new program called Troubled Asset Relief Program (TARP) to prevent another bank failure. Under the bank bailout, creation of new legislation to protect the consumer has rapidly increased, and supporters of the bank bailout point to the Credit Card Act of 209. Not only were subprime mortgages affected, but due to the freeze in the credit market in the United States government needed a way to regulate the credit card industry, but also to stimulate spending. Under the Credit Card Act of 2009, they require the financial institutions to give the cardholders 45 day’s notice of any interest rate change and financial institutions are prohibited from using misleading terms such as â€Å"prime or fixed rate† (The White House, 2009). With this legislation in place, it protects the consumer from many of the scams that the mortgage industry used as bait to get clients into buying houses they could not afford, using the subprime mortgages (Roney, 2007). But also it allows for Congress to embrace new regulations placed on the financial institutions. The Credit Card Act of 2009 that has become part of the famous bank bailout, however, it has been shown to protect the consumer, and Congress will regulate the new rules placed on financial institutions. For example, â€Å"there is no cap on the interest rate the credit card companies can charge†, and while credit card companies cannot increase you interest rate but only if you are late on a payment, â€Å"However future purchases interest rates can be raised with no reason† (White, 2010). The credit card companies have the ability to raise the interest rate on any purchases, while they must still notify you of the higher interest rate, the ballooning of the interest rate can take place at any time. This is exactly the same measures the financial institutions have used to misinform their consumers and â€Å"kick them when they are down† and â€Å"corrupt the middle class of America† (White, 2010). How the subprime mortgage boomed, had to come from the terms that many of the average consumers cannot understand, and a major aftermath of the subprime/credit crisis, occurred when many people defaulted on their homes and credit cards (Roney, 2007). Then the mortgage and home will not exist for the family any more, and the credit card companies will balloon their interest rate enough so that the card holders will not be able to pay their credit card/mortgage. In which then the financial institution hounds them and attacks them at their core roots and even calls other family members to alert them of the card holder financial problems because they cannot pay their bills. The banking and financial institution have not taken any actions to prevent another credit crisis from happening again. Supporters of the bank bailout, commonly referred to as TARP, argue that the bailout wiped all the bad toxic assets (CDO’s) which were collected as result of the credit crisis and prevented the assets from hurting the financial institutions. The major recipients were Freddie Mac; and Fannie Mae. Both were government owned enterprises which bought a majority of the sub-prime mortgages (Roney, 2007). Removing the bad assets from the financial institutions will have a positive effect on the economy because it allows banks to start lending again and unfreeze the markets. Under TARP, some mortgages would require the government to rewrite some of the effected loans, effectively putting more Americans into homes that they will be able to afford and by rewriting the loans also increase the standard of living. John Douglas, general counsel at the FDIC, said, â€Å"It doesn’t make sense to give the authority to anybody else but the FDIC†; he goes on to say â€Å"That’s what the FDIC does, it takes the bad assets out of the banks and manages them and sells them† (Vekshin Schmidt, 2009). However, the supporters of the bank bailout do not represent correct/valid points/facts. In a study by the IMF of the 124 banking crisis, they have concluded: Existing empirical research has shown that providing assistance to banks and their borrowers can be counterproductive, resulting in increased losses to banks, which often abuse forbearance to take unproductive risks at government expense. The typical result of forbearance is a deeper hole in the net worth of banks, crippling tax burdens to finance bank bailouts, and even more severe credit supply contraction and economic decline than would have occurred in the absence of forbearance. Valencia Laeven, 2008) As a result of the IMF study, it has concluded that removing the bad toxic assets from the banks could actually hurt the financial institutions and a system as a whole could freeze the credit markets again with a result of an economic decline, instead of an economic incline. Also there is no definition of a troubled market or loan. If the government wants to rewrite troubled mortgages or loans, there are no set criteria to say whether a mortgage or loan should be taken by the government and given to the troubled family. Another point, as Steward said, â€Å"The only way for this program to work is for enough of the bad mortgages/loans to be purchased to connivance lenders that the problem mortgages cannot hurt the system, or to put in simple terms, the government has to purchase enough mortgages/loans to inspire intra- institution (Stewart, 2008) Furthermore, the institutions will sell the assets that will remain depressed in value; and â€Å"no one is going to sell a asset that has a higher chance of making the institution money (Obama Sends Warning to Big Banks, 2010). In result, under TARP the government has a high probability of taking a majority of the loss. With the bank bailout, the economy will decline, and the government will take a great loss of the bank bailout. Supporters of the bank bailout will say that if the government did not step in and inject $20 trillion dollars into the market, an economic collapse could have happened and set America into another Great Depression. A heavy incline of unemployment; foreclosures were through the roof, a major decline in incomes (Solomon, Enrich, Hilsenrath, 2009). America was becoming a very sick nation, and the bank bailout would help the economy and stimulate the financial institutions to help start lending and unfreeze the credit market. As one writer wrote, â€Å"there was at no time better to inject the financial institutions at this time, if they collapse it may be the sign of the apocalypse† (Bailed out banks, 2010)/ If there was no bank bailout, there is a major chance that this will be a sign of the apocalypse because the United States drives the world and if the major financial institutions such as Bank of America or Merrill Lynch fails then the world economy could ultimately send the world in to another Great Depression. The major reason that the American government should not have passed the bank bailout was the cost to the government. Under the Bush administration, the national debit doubled to a record high $10 trillion dollars (Solomon, Enrich, Hilsenrath, 2009). There are more programs that the government has to pay for such as Social Security. Many economists call this the â€Å"polluter pays† which is defined as â€Å"polluters must pay for the cost of cleaning it up† (Princeton University, 2010). When the financial industry is bailed out of disasters, which a majority of the time throughout history, they have created those disasters. If the banking industry feels like they can be bailed out every time they make a major mistake, then the American people will pay because the bank bailout is directly connected to the taxpayer’s funds (Obama sends warning to Big Banks, 2010). A price tag of $700 billion dollar bailout has hidden costs which can go high as $3 trillion dollars, which can â€Å"be the shortfall between the economies potential output and its actual output from the crisis† (Issues Controversies, 2010). Another factor in the bank bailout is the morality, because the banks do not pay the costs that are imposed on a world society, which the tax payers pay directly into the banks and then the banks pay back into the government. Also, the political had a major role in deciding to pass the bank bailout. A senator said, â€Å"We had no choice. We had a gun pointed at our heads. Without the bailout, things would have been even worse† (Woellert Kopecki, 2007). While politicians did not have an actual gun to their head, figuratively speaking because they had a oversight on â€Å"saving the banks and shareholders† or â€Å"have saved the banks but let the bankers and shareholders go† because of the final tap that American tax payer will have to pay to the bailout the banks that created this mess (Solomon, Enrich, Hilsenrath, 2009). The bank bailout was a major mistake in the evolution of the financial world because it did not solve any problems; people can still be charged higher interest rates on their credit cards/mortgages. With TARP, there is no true removal of the bad assets that caused the credit crisis to form the bank bailouts; it only hurts the government because it has to take on the debt. Truly, we have stroke the core of the American people with the credit crisis, but at the same time the financial world has been given more powers and in a free market enterprise, the credit crisis can happen again at any moment. How to cite Bank Bailout 2008, Essay examples

Financial statements free essay sample

Procedure in Determining the Best Business Idea Preparation of the List of Business Ideas Screening of the Listed anal Selection Methods of Searching for 1 . Unanticipated Means -? The entrepreneur finds business ideas w/o serious effort a. The Persons Work b. The Persons Hobbies c. The Persons Acquaintances d. A chance event encountered by the person 2. Deliberate Search a. Using Search Questions b. Idea Prompting b. 1 . Someone elses idea b. 2. Customer request b. 3. Some other event Screening Generated Ideas 1 . Market Feasibility 2. Technical Feasibility 3.Financing Feasibility 4. Financial Feasibility a. Stable and Sufficient Demand A business idea will not last if there is insufficient demand for whatever product or service that is contemplated. Demand that remains constant or shows signs of growth throughout long periods indicates the probability of market feasibility. Demand must also be large enough to justify the investments that will be needed by the venture. B. Competitive Strength The business idea must be such that the venture can effectively compete with current or potential competitors.The competitive strength of the competitors must be determined in terms of product offerings, price, distribution methods, promotion methods, and others. NOTE: The proposed business idea must be strong enough to withstand competition. The Way to Sound Business Search for Business Screening Adoption of the Selected Business Idea Preparation of Formal Plans Sources of Market Information It is the information required to determine the market fit Of the business idea may be derived from the following: 1. ROR studies of the market/related markets by other companies, government agencies, and entrepreneurs. 2. Actual polls of population samples representing typical customers. The means used include the following: 2. A. Mail Questionnaires Advertisements incorporating feedback mechanisms such as mail responses . C. Phone interview 2. D. Personal Interview 3. Negotiations with prospective customers to solicit orders and determine whether or not they will actually buy.Technical Feasibility ; Business ideas of ten times appear easy to execute, but it is not really so when converting them into real products or services with the required quality or quantity. Financing Feasibility ; One of he factors necessary in determining whether a business idea should be considered or not is financing. Sources of Financing 1 . The Proposed Owners Savings 2. Relatives and Friends 3. Financing Institutions like banks Financial Feasibility The purpose of entrepreneurship is to provide a source of income to the entrepreneur.

To Kill a Mockingbird Newspaper Article free essay sample

Big Scandal By: Jessica Morash Above shows defence Atticus Finch and Tom Robinson Under the authority of Judge Taylor in the small town of Maycomb County, a black man named Tom Robinson (age twenty-five) was allegedly accused of raping Mayella Ewell (age nineteen). The events being told had originally happened according to defense Atticus Finch, when we heard him ask the alleged accused, â€Å"Tom, what had happened to you on the night of November twenty-first of last year? † One of the first witnesses is called to the stand by Mr. Gilmer to testify on what happened the night Miss Ewell stated that she was raped. The first witness was Heck Tate, Maycomb’s sheriff. According to his testimony, Mr. Tate stated that he was just leaving to go home when, â€Å"Mr. Ewell (Mayella’s father) came in, very excited he was, and said get out to his house quick, [a black man] raped his girl. We will write a custom essay sample on To Kill a Mockingbird Newspaper Article or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † In return, Mr. Tate was asked if he had indeed gone to Mr. Ewell’s house, and he had given his response, â€Å"Certainly. Got in the car and went out as fast as I could. † It was reported that Mr. Tate had seen Miss Ewell lying in the middle of the floor and was â€Å"pretty well beat up,† Mr. Tate then continued, â€Å"I asked her who hurt her and she said it was Tom Robinson – asked her if he beat her like that, she said yes he had. Asked her if he took advantage of her and she said yes he did. So I went down to Robinson’s house and brought him back. She identified him as the one, so I took him in. That’s all there was to it,† he finished, and the Judge proceeded by asking if Atticus Finch would like to ask any questions to Mr. Tate, and responded yes. Mr. Finch, seeming very relaxed with his legs crossed and arm on the back of his chair asked, â€Å"Did you call a doctor, Sheriff? Did anybody call a doctor? In response Mr. Tate stated that no, he did not call a doctor. However, Mr. Finch wanted to make it clear to everyone in the room; he repeated himself twice more and in reaction to doing this, he responded with, â€Å"I just wanted to make sure, Judge. † Afterward, we’ve learned that Miss Ewell had gotten many bruises, as we ll as around the neck and had a black eye on her right side. Shortly after, we heard the name, â€Å"Robert E. Lee Ewell! † to be called to the stand. The man was very small, meek he was. Mr. Ewell started off by saying his first words as, â€Å"That’s m’name, cap’n,† and you could see Mr. Gilmer’s back stiffen as he spoke. Mr. Ewell was then asked if he was the father of Mayella Ewell to which he retorted, â€Å"Well if I ain’t I can’t do nothing about it now, her ma’s dead. † Judge Taylor stirred, re-asked the question, then Mr. Ewell came back with his words and said, â€Å"Yes, sir. † Mr. Gilmer then proceeded to ask Mr. Ewell what had happened in his own words. He started, â€Å"Well, the night of November twenty-one I was comin’ in from the woods with a load o’kindlin and just as I got to the fence I heard Mayella screamin’ like a stuck hog inside the house. † As Mr. Gilmer interrupted, he asked what time of the day it was, and to his response he continued, â€Å"Just ‘fore sundown. Well I was sayin’ Mayella was screamin’ fit to beat Jesus, so I dropped m’load and run as fast as I could up to th’ window and I seen-â€Å" His face grew scarlet red, and he pointed his finger to Mr. Tom Robinson. Continuing, â€Å"[†¦] I run for Tate quick as I could. I [knew] who it was, all right, lived down yonder [for fifteen years]. † Seeming hurried, Mr. Gilmer ended his session giving a quick, â€Å"Thank you, Mr. Ewell,† and returned to his seat. Shortly after Mr. Finch had risen as well as Mr. Ewell and both men ran right into each other, resulting a laughing court room. From this action, Mr. Finch asked if he could ask a few questions to Mr. Ewell. Atticus first asked if Mr. Ewell had ran to a doctor, this giving no surprise considered he already asked it three times before to Mr. Tate. In reply to Atticus, Mr. Ewell spoke, â€Å"[Wasn’t any] need to. I seen what happened. † Mr. Ewell also said that he agreed to everything Mr. Heck Tate said. Sure after this, Mr. Finch asked if Mr. Ewell could read or write, to which gave a small dispute with Mr. Gilmer because he didn’t think his literacy would have effect of the case. However Atticus overruled this by making sure to prove his point in the next question, which was following after Mr. Ewell responded with, â€Å"I most positively can. † So Mr. Finch gave Mr. Ewell a piece of paper and asked him to write his name and show everyone (just to prove he actually could read and write). It was seen that Mr. Ewell was left-handed, but he had no clue how this had effect, either. Atticus finally dismissed him. The third witness was called to the stand, we see that it was Mayella Violet Ewell. Judge Taylor started by saying, â€Å"Just tell us what happened. You can do that, can’t you? † This issues Mayella to burst out crying, covering her mouth. After a few minutes passed and Judge Taylor had calmed her down, Mr. Gilmer took over once again to ask questions. Miss Ewell then began by saying how she was on her front porch that evening while Mr. Robinson was walking by. She had asked him to chop up an old chiffarobe for kindling. â€Å"I said come here, [†¦] and bust up this old chiffarobe for me, I gotta nickel for you. He coulda done it easy enough, he could. So he come in the yard an’ I went in the house to get him the nickel and I turned around an ‘fore I knew it he was on me. Just run up behind me, he did. He got me round the neck, [cursing and saying fowl things] – I fought ‘n’ hollered, but he had me round the neck. He hit me again an’ again. † Mayella then finished with, â€Å"He done what he was after. † A while after Atticus had begun; he had asked Miss Ewell if her father had ever beaten her. In reply, â€Å"My [father] never touched a hair o’ my head in my life [†¦]. He never touched me. † Atticus then wanted to clarify that the man was Tom Robinson. He asked him to stand, and it revealed that Mr. Robinson’s left arm was shorter than his right which ended in a small shriveled hand that just hung by his side. Mr. Robinson supposedly had his arm caught in a cotton gin when he was a boy and it tore all of his muscles loose from his bones. Exposing this to the crowd, Atticus then asked, â€Å"Is this the man that raped you? † Confirmed that it was by Miss Mayella, Atticus’s next question was one word long: â€Å"How? † Miss Mayella was stuttering her answer revealing that it â€Å"all happened so fast,† and â€Å"I don’t know how he done it, he just did. By her saying this, Atticus replies back, â€Å"Now, Miss Mayella, you’ve testified that the defendant choked and beat you – you didn’t say that he sneaked up behind you and knocked you cold, but you turned around and there he was – do you wish to reconsider any of your testimony? † Regarding this, Miss May ella stood firm and didn’t change a thing. This is when Atticus asked one last time if she wanted to be open and tell us what happened. However, she wasn’t too impressed by Atticus’s invitation and yelled, â€Å"I got somethin’ to say an’ then I ain’t gonna say no more. That [man] yonder took advantage of me an’ If you fine fancy gentlemen don’t wanta do nothing about it then you’re all yellow stinkin’ cowards, stinkin’ cowards, the lot of you. Your fancy airs don’t come to nothin’ – your ma’amin’ and Miss Mayellaerin’ don’t come to nothin’ Mr. Finch! † and she burst out crying once again. The last witness left was called by Atticus. Tom Robinson sat down and Atticus started the questioning. He then asked Tom’s point of view of November twenty-first. He spoke clear, â€Å"Mr. Finch, I was going home as usual hat evenin’, and when I passed the Ewell place Miss Mayella were on the porch, like she said she were. It seemed real quiet like, an’ I didn’t quite know why. I was studyin’ why, just passin’ by, when she says for me to come there and help her a minute. Well, I went inside the fence and looked around for som e kindling to work on, but I didn’t see none, and she says, ‘No, I got something for you to do in the house. The old door’s off its hinges and falls coming on pretty fast. ’ I said you got a screwdriver, Miss Mayella? She said yes. [†¦]. I pulled it back and forth and those hinges was all right. Then she shut the door in my face. Mr. Finch, I was wondering why it was so quiet like, and it come to me that there weren’t a child on the place, not one of them, and I said Miss Mayella, where are the children? † She replied that they had gone to get ice cream. Then he continued, â€Å"Well, I said I best be goin’, I couldn’t do nothing for her, and she says oh yes I could, and I ask her what, and she says to just step on that chair yonder and get that box down from the top of the chiffarobe. Next thing I know, she grabbed me around the legs, and it scared me so bad. Tom continued and said that after he had gotten off the chair, she jumped on him, in a hugging manner, followed by Miss Mayella kissing Mr. Tom Robinson. He then stated that he had not raped Mayella Ewell, or had harmed her in any way. The final summation of the trial began with going over evidence. Judge Taylor was saying, â€Å"The absence of any corroborative evidence, this man was indic ted on a capital charge and is now on trial for his life. † About five minutes later Mr. Finch rises to the jury to begin his speech for defence of Tom Robinson. Following is the conclusion of the speech: â€Å"I’m no idealist to believe firmly in the integrity of our courts and in the jury system – that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sounds as its jury, and a jury is only as sounds as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty. †

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