Why Is The United States A Multicultural Nation With An...

Why is the United States a multicultural nation with an alienated multi-cultural environment? â€Å"It would be nice if every citizen was literate in English, but that’s not the case† (Mercer). There are different situations that are still in debate within the American Nation. One of them is the bilingual ballots, which allow non-native English speakers to participate in the elections and contribute with their votes. Another topic is the United States not having an official language as do other countries since it is currently considered a multi-cultural nation. Lastly and foremost, the nation should find ways to focus on educating immigrant children and adults in order for them to fully contribute to the country. One of the multiple orders†¦show more content†¦The arguments mainly focus on the minority groups that are either unable to speak or understand English or don’t speak English well enough. These non-English speakers are residents of the United States that are more likely speaking a language other than English at home and have lived in the country for decades, without putting any effort on learning the language. Nevertheless, is it necessary to protect the privileges of any actual U.S. citizens who speak partial English? One side is opposed to this rule, but there is another one that bases their argument using the constitution as their safeguard; â€Å"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude† (US Const. amend. XV, sec. 1). Lamentably, the rule of naturalization states that the applicants for citizenship must show comprehen sion of the English language; be able to read, speak and write it; but it is not enforced as it should be, relying on a hundred questions all U.S. citizens should be knowledgeable of. It is hard to envision a multicultural nation where the residents cannot understand one another. English might not be the official language of the American nation; however, every immigrant knows that it is the language of the North American country and that it

Dealing with Angry Parents! Free Essays

We often feel that parents are scolding us or angry with us for things that we feel were not so bad as to warrant such a reaction. While this is not very comforting for us, we must know that parents don’t want to do this either. It’s just that sometimes when life is a little hard on their end, they expect support from their kids — no matter how young they might be. We will write a custom essay sample on Dealing with Angry Parents! or any similar topic only for you Order Now When they don’t find this support, they tend to get upset. If you are one of those young people who often see their parents angry, then you must learn how to deal with parents and adults who are not in the best of spirits. Learning the proper way to deal with parents who are upset either at us or because of something else is crucial — regardless of the reason behind their anger. However, doing so is not completely impossible and here are some simple techniques that can help you out. Find out the reason Study the behavior of your parents. Try to notice what makes them unhappy and identify the things that annoy them the most or trigger their anger. The first and most important step is, knowing what makes your parents angry. You will never be able to help yourself or improve the situation without knowing so. Once you find out the reason you can move on to the next step and avoid the nagging or doing something that makes them angrier. Avoid the reasons If you parents get mad at you for not completing your homework on time, try to avoid delaying your work. Similarly, if they get mad at you for not eating healthy food, try to add healthy food to your diet. Whatever the reason may be, you must know that parents always know better. They have far more experience than us and they certainly don’t want us to do the wrong things or do things the wrong way. If they are telling you to do something or to stay away from someone or something, there must be a valid reason for that. Just try to avoid situations that are going to trigger their anger. It might be hard but it’s going to benefit you eventually. Speak to them If you can’t identify what makes them angry, speak to them. Ask them where you are wrong and tell them that you want to make an effort to rectify. Also tell them how their anger has negative effects on you. Don’t have this talk when they are angry because they might not be in a state to listen to you properly, but do it after things cool down a little, perhaps an hour or two after the incident or maybe even a day later. You can also bring up the topic randomly according to their mood. Letting them know that their anger disturbs you and you are ready to comply with their instructions, will help immensely. Consult others If you think they’re not ready to understand or it’s not possible to talk to them you might want to consult a third person. If you can’t talk to your parents, you must find someone to talk to about it. You cannot keep it inside. If you do, the situation will get even worse. And with so many people around it is never too difficult to find someone to talk to. If you have older siblings, consult them and ask how they dealt with the situation in their younger years. If you’re close to friends, share their experiences. However, you must know that not all friends are positive with the problems of other people; some might even take advantage of you and lure you into doing bad things. You must be wise and sensible while consulting a third person. And also be mindful of the fact that if you talk to someone who likes to gossip, he or she might just spread stories about your parents and family which will put them in a bad light. So choose the person wisely. Teachers and school counselors are great pillars of help and support. They are also wise people so their advice will always help you and guide you to find a solution of the problem. Moreover, teachers are generally trustworthy and you cannot discuss such matters with anyone who is not reliable. Hence the easiest bet is to talk it out with your teacher and ask him or her for suggestions to improve the situation. Another safe bet can be your grandparents. They will never exploit the situation because they love you and your parents both. You can brief your grandparents about the situation and ask them to help and suggest you what to do. They might also be able to have a word with your parents and tell them about your feelings and emotions, which you’re not able to convey yourself. Techniques to help you out As mentioned earlier avoiding things and situations that trigger anger will help greatly but at times there are so many other small techniques to make your parents feel happier and less stressed. Try to become responsible, be more obedient, complete your work on appropriate time, take meals properly, apologise even if you think you were right, move to a quiet location, avoid confrontation and arguments and maintain discipline in the house. While all of these put together might seem like a heavy doze, you must know that once incorporated into your lifestyle, all these are very small positive changes that will help you deal with angry parents and also nurture your personality as you grow up. Our parents do so much for us; they literally work day in and day out just so we can get the best of education and a comfortable life. They compromise on their social life to give more time to us. They pick and drop us from school even in the scorching heat of summers without complaining once. They get up before us in the morning and go to bed after we sleep at night, yet don’t complain once. And while doing all this, they might get tired and stressed — after all they are humans and not robots. Hence, we need to understand them and give them the special attention and care they deserve. How to cite Dealing with Angry Parents!, Papers

The Lessons of a Rose free essay sample

Ever since I was a little boy my mother would take me to her garden in the backyard and I would sit with her as she would maintain her garden. I used to listen intently as she would teach me about growing plants. With a multitude of plants, my moms garden was an oasis of greenery in the concrete jungle of the city. My mom made use of the little dirt in our backyard to grow plants more than imaginable. The garden had humble beginnings. During the first few years in our new house, very little was produced from it. However, as the years progressed the garden amassed biodiversity and flourished with ample amounts of vegetation. The most memorable aspect of those experiences in my moms garden amongst the grayness of the city, were the roses. Shades of deep reds and fluorescent yellows seemed to pop out and snare ones attention. We will write a custom essay sample on The Lessons of a Rose or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They delicately swayed in the wind as their petals gently floated to the ground to lay at rest, sharply contrasting on the gray floor. They were scintillating vessels of beauty that were simply too admirable to ignore. Like any other little kid amused by an object, I wanted to be able to grab them. Much to my dismay, they were adorned with thorns that were merciless to the touch, a lesson learned after a few band-aids and anti-septic applications. My mothers flowers exposed me to horticulture and bred in me a fondness for flowers and plant life till this day. My knowledge of flowers was the subject of an interesting and hilarious speculation in the football locker room, where machismo outlooks reigned. The roses in my mothers garden taught me more than plant knowledge. They also taught me patience. When the plant grew in age, the thorns dried up and fell off; this made it possible to admire the flower with greater intimacy. Till this day, the roses seem to convey to me through repetition the lessons I learned as a child. When I help my mother clip her rose bushes, I grow impatient sometimes and try to speed things up and in result a rose thorn manages to snag me. I am very happy for my experiences in my mothers garden and in fact proud. I dont hesitate to share my knowledge of flowers with people when they are in need. Theyve given me more than the ability to tell a double delight from a bourbon but theyve instilled unto me the ability to be fond of natural beauty and a sense of patience that has helped me through out the course of my life personally, professionally, and academically.

Why Is the Investment Appraisal Process so Important Essay Example For Students

Why Is the Investment Appraisal Process so Important? Essay A) Why is the investment appraisal process so important? Capital Investment Appraisal is of fundamental importance because: 1. Large Amount of Company Resources: Involvement of large amount of company resources and efforts which will necessitate careful evaluation to be undertaken before a decision is reached. 2. Maximization of Shareholder wealth: Investment decision is linked with strategic and tactical business decisions and therefore need to achieve desired long-term objectives. The most usual objective being the maximization of shareholder wealth. . Difficult to Reserve: It can be very expensive and perplex to reserve an investment decision so caution need to be exercised in reaching the initial investment decision. 4. High Risk Involvement: Projected future benefits and costs are hard to forecast. As a result, the risk and uncertainty of undertaking medium to long-term investment can be high. B) What is the payback period of each project? If AP Ltd imposes a three year maximum payback period which of these projects should be accepted? Payback period for project A:- | | | |YR |NCF |CF | |1 |20 |20 | |2 |30 |50 | |3 |40 |90 |4 |50 |140 | |5 |70 |210 | Payback period of project A = 3 + 20/50 = 3 + 0. 4 = 3. 4 yrs, i. e. , 3yrs 4. 8 months. Payback period for project B:- | | | |YR |NCF |CF | |1 |40 |40 | |2 |40 |80 | |3 |40 |120 | |4 |40 |160 | |5 |40 |200 | Payback period of project B = 2 + 30/40 = 2 + 0. 75 = 2. 75 yrs, i. e. , 2yrs 9 months. When examining two new investment projects of AP Ltd, as in the case of projects A and B, the usual decision is to accept the one with the shortest payback, assuming the payback period satisfies some preconceived target. However, when only one investment opportunity is being examined, the payback of that opportunity will be compared with a target payback. We will write a custom essay on Why Is the Investment Appraisal Process so Important? specifically for you for only $16.38 $13.9/page Order now This concept of a target payback could be employed in the case of projects A and B above. The payback target is 3 years, so project B should be accepted because it pays back after 2 years 9 months where as project A payback only after 3 years and 4. 8 months which is more than the target. The longer the time period for receipt of cash, the greater the risk. C) What are the criticisms of the payback period? Payback is the number of years it takes to recover the initial investment. It is expressed in time or years. It is normally defined as the period, usually expressed in years, which it takes the cash inflows from an investment project to equal the cast outflows. There are three important criticisms of the payback period method. The first is clearly fundamental and relates to the fact that cash flows after the payback period are ignored. So it could be the case that whilst a project produces a large net cash flow (i. e. , where cash inflows significantly exceed outflows), they are generated in the later part of the project and may be ignored as this is after the payback period. For example, in the case of project A and B in this question , project B was preferred because of its shorter payback period, but overall project A generates more cash inflows, totaling ? 2,10,000 as compared to only ? 2,00,000 in the case of project B. However, project A`s cash inflows were mainly earned in the later years. The second criticism of the payback method is that it relates to the method not taking account of the time value of money, similarly to the ARR. However, it does not have value in situations where the useful life of the project is short and difficult to predict. Japanese firms, particularly in consumer electronics, use the payback method when evaluating new products since the product life cycle can be quite short and a new product can be made unexpectedly obsolete by changes in technology. For example, imagine we have to choose between two alternatives that each require an initial investment of ? 4000. Option A returns ? 1000 at the end of fourth year. Option B returns ? 4000 at the end of fourth year. Under the payback method, option A and option B are equally preferable. However, that option A is really better since the cash flows come earlier. Now if we add the information to 5 years, then, option A will produce an additional cash inflow of ? 5, 00,000. But option B will never generate another pound after the fourth year. So the payback method ignores the time value of money and does not measure profitability. It just measures the time required to recapture the original investment. The third criticism of the payback method is that the selection of the maximum acceptable payback period is arbitrary. D) Determine the NPV for each of these projects? Should they be accepted – explain why? Year |Project A |Project B | |0 |(110) |(110) | |1 |20 |40 | |2 |30 |40 | |3 |40 |40 | |4 |50 |40 | |5 |70 |40 | Project A |Year |Cash flow(? 000) |Discount Factor |PV | | | |@12% | | |1 |20 |0. 892 |17. 4 | |2 |30 |0. 797 |23. 91 | |3 |40 |0. 711 |28. 44 | |4 |50 |0. 635 |31. 75 | |5 | 70 |0. 567 |39. 69 | | | | |141. 63 | | | | |(110. 0) | | | | |31. 63 | [emailprotected]% = 31. 63 Project B |year |Cash Flow(? 000) |Discount factor @12% |PV | |1 |40 |0. 892 |35. 68 | |2 |40 |0. 797 |31. 88 | |3 |40 |0. 711 |28. 4 | |4 |40 |0. 635 |25. 40 | |5 |40 |0. 567 |22. 68 | | | | |144. 14 | | | | |(110. 00) | | | | |34. 14 | [emailprotected]% =34. 14 .u8ef473007c4c68585c547f78bad07da5 , .u8ef473007c4c68585c547f78bad07da5 .postImageUrl , .u8ef473007c4c68585c547f78bad07da5 .centered-text-area { min-height: 80px; position: relative; } .u8ef473007c4c68585c547f78bad07da5 , .u8ef473007c4c68585c547f78bad07da5:hover , .u8ef473007c4c68585c547f78bad07da5:visited , .u8ef473007c4c68585c547f78bad07da5:active { border:0!important; } .u8ef473007c4c68585c547f78bad07da5 .clearfix:after { content: ""; display: table; clear: both; } .u8ef473007c4c68585c547f78bad07da5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8ef473007c4c68585c547f78bad07da5:active , .u8ef473007c4c68585c547f78bad07da5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8ef473007c4c68585c547f78bad07da5 .centered-text-area { width: 100%; position: relative ; } .u8ef473007c4c68585c547f78bad07da5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8ef473007c4c68585c547f78bad07da5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8ef473007c4c68585c547f78bad07da5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8ef473007c4c68585c547f78bad07da5:hover .ctaButton { background-color: #34495E!important; } .u8ef473007c4c68585c547f78bad07da5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8ef473007c4c68585c547f78bad07da5 .u8ef473007c4c68585c547f78bad07da5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8ef473007c4c68585c547f78bad07da5:after { content: ""; display: block; clear: both; } READ: Martin Luther King Jr EssayHere project B should be accepted. Because, NPV of project B is higher than the NPV of project A. NPV is present value of future cash flow. If any NPV value is high, it means, NPV increases the wealth of ordinary share holders and selection of projects on an NPV basis is consistent with this object. NPV is considered to be highly acceptable method of capital appraisal. It takes into account the timing of the net cash flows, the project’s profitability and the return of the original investment. Project B is fulfilling above those things. Hence, project B is suitable for our capital investment appraisal. E) Describe the logic behind the NPV approach. NPV, Net Present Value, allows us to value a company’s assets at their correct current value, normally end of the year and when the accounts are prepared. The calculation of NPV takes into account the assets original cost, less all accumulated depreciation allowed against that asset in previous tax computations. To make long term investment like purchasing land, buildings, machinery a firm have to earn an income greater than the fund committed. In order to handle these decisions, firms have to make an assessment of the size of the out flow and the inflows of the funds. One of the most important steps in the capital budgeting cycle is working out if the benefits of investing large capital sums outweigh the cost of these investments. Business organization can used two ways. ) traditional methods and 2) discounted cash flow techniques. The Net Present Value is the Discounted Cash Flow (DCF) which relies on the concept of opportunity cost to place a value on cash inflows arising f rom capital investment. (F) What would happen to the NPV if: (1) The cost of capital increased? (2) The cost of capital decreased? (1)IF COST OF CAPITAL IS INCREASED: Cost of capital has indirect effect on NPV, i. e. if the cost of capital is increased NPV will decreased, now to explain it in a better way, consider the example in the above part of the report, if we increase the cost of capital from 12% to 15% the NPV goes down instantly from 31. 75 to 19. 76. Although, even at this NPV project still seems to be feasible, but as it is clear that by increasing the cost of capital NPV decreases. This might result the company to end up with low cash flow as well. (2)IF COST OF CAPITAL IS DECREASED: Now if we decrease the cost of capital, it will have a positive effect on NPV, i. e. if the cost of capital is decreased the NPV will increased, consider the same example, if the cost of capital is lowered from 12% to 10% NPV will come down from 31. 75 to 40. 63, thus increasing the cash flows of the company and making the project much more feasible and interesting for the investors, it is very important to mention that it the company’s management who decide what will be the cost of capital. The cost of capital is settle by the management and several issues are consider while making this decision like cash flows, project life payback time etc. G) Determine the IRR for each project. Should they be accepted? PROJECT A YearsNCFDiscount Factor 20%PV 1200,833316. 666 2300,694420. 832 3400,578723. 148 4500,482324. 115 5700,401928. 133 TPV = 112. 894 NPV at 20% = 112. 894 – 110. 000 = ? 2. 894 NPV at 20% = ? 2. 894 YearsNCFDiscount Factor 23%PV 1200,813016. 260 2300,660919. 827 3400,537321. 492 4500,436821. 840 5700,355224. 864 TPV = 104. 283 NPV at 23% = 104. 283 – 110. 000 = ? (5. 717) NPV at 23% = ? (5. 717) IRR = 20% + 2. 894 x (23% 20%) = 2. 894 + 5. 717 IRR = 20% + 0. 01008245 IRR = 20. 10082% ? 20% IRR PROJECT A = 20% PROJECT B YearsNCFDiscount Factor 23%PV 1200,813032. 520 2300,660926. 436 3400,537321. 492 4500,436817. 472 5700,355214. 208 TPV = 112. 128 NPV at 23% = 112. 128 – 110. 000 = ? 2. 128 NPV at 23% = ? 2. 128 YearsNCFDiscount Factor 25%PV 1200,800032. 000 2300,640025. 600 3400,512020. 480 4500,409616. 384 5700,327713. 108 TPV = 107. 572 NPV at 25% = 107. 572 – 110. 000 = ? (2. 428) NPV at 25% = ? (2. 428) IRR = 23% + 2. 128 x (23% 25%) = 2. 218 + 2. 428 IRR = 23% + 0. 00934 IRR = 23. 00934% ? 23% IRR PROJECT B = 23% IRR A = 20% IRR B = 23% IRR ROF Both projects are accepted. .ubf291bef7b68c75f118f50f8110ae91f , .ubf291bef7b68c75f118f50f8110ae91f .postImageUrl , .ubf291bef7b68c75f118f50f8110ae91f .centered-text-area { min-height: 80px; position: relative; } .ubf291bef7b68c75f118f50f8110ae91f , .ubf291bef7b68c75f118f50f8110ae91f:hover , .ubf291bef7b68c75f118f50f8110ae91f:visited , .ubf291bef7b68c75f118f50f8110ae91f:active { border:0!important; } .ubf291bef7b68c75f118f50f8110ae91f .clearfix:after { content: ""; display: table; clear: both; } .ubf291bef7b68c75f118f50f8110ae91f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubf291bef7b68c75f118f50f8110ae91f:active , .ubf291bef7b68c75f118f50f8110ae91f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubf291bef7b68c75f118f50f8110ae91f .centered-text-area { width: 100%; position: relative ; } .ubf291bef7b68c75f118f50f8110ae91f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubf291bef7b68c75f118f50f8110ae91f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubf291bef7b68c75f118f50f8110ae91f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubf291bef7b68c75f118f50f8110ae91f:hover .ctaButton { background-color: #34495E!important; } .ubf291bef7b68c75f118f50f8110ae91f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubf291bef7b68c75f118f50f8110ae91f .ubf291bef7b68c75f118f50f8110ae91f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubf291bef7b68c75f118f50f8110ae91f:after { content: ""; display: block; clear: both; } READ: Genocide EssayH) How does a change in the cost of capital affect the project’s IRR? The cost of capital is defined as a return which expressed as a percentage that an investor needs to receive on an investment. For example if an investor is looking for a return of 8% on an investment, and if any company giving 8% return on investment then he will invest on that company. But if the company’s initial cost of capital is 6% then the parson will not investment on the company. If the cost of capital is less than the IRR then the project is a good investment. If the cost of capital is larger than the IRR then the project is a bad investment. So a change in the cost of capital changes what a parson’s cut-off is but the actual IRR. I) Why is the NPV method often regarded to be superior to the IRR Method? Superiority of NPV over IRR: The NPV method is new concept as compare to traditional methods i. e. Payback and Accounting Rate of Return (ARR). NPV method discounts the future cash flows linked with the investment project using the cost of capital as the appropriate discount rate. If NPV of required project is positive then we should accept the project and if it is negative then we should not accept the project. However if NPV of any project is zero then we can accept or reject the project it depends on management decision. Normally, to be competitive in market, managers like to accept the project if NPV is zero. Advantages of NPV are: Time Value of Money: It takes account of time of value of money, by discounting the cash flows arising in the future †¢ Cash Flows: takes account of all relevant cash flows †¢ Indicates Clear Decision: provides a clear decision rule concerning acceptance/rejection of a project †¢ Primary Objective: It is consistent with the aim of maximizing shareholder wealth, which is assumed to be the primary objective of any business. As far as Internal Rate of Return is concerned, it is based on the principles of discounting cash flows and will normally give the same accept/reject decisions and will rank investment projects in the same way as the NPV method. Contrary, it has difficulty in handling unconventional cash flows and does not address the issue of wealth maximization. It may give conflicting recommendations to NPV. IRR cannot consider changes in interest rates over the life of a project. It assumes that funds are reinvested at a rate equivalent to the IRR itself, which can be produce unrealistically high. Due to above reasons we can conclude that NPV is superior to IRR. Reference Dyson, J. R (2004). (6th edition) â€Å"Accounting For Non-Accounting Students† Weetman, P, 2006, Management Accounting, Essex, Prentice Hall Lumby, S Jones, C, 2003, Corporate Finance Theory and Practice, London, Thomson Aidan Berry and Robin Jarvis â€Å"Accounting in a Business Context†3rd Edition Printed by: Zrinski dd. , Croatia

Defense of Foucault on the Enlightenment Essays

Defense of Foucault on the Enlightenment Essays Defense of Foucault on the Enlightenment Essay Defense of Foucault on the Enlightenment Essay The Enlightenment: An attitude, an epoch, or the maturity of historical agency? In order to defend Foucault’s conception of the Enlightenment this paper addresses the principal criticisms to which Habermas subjected it. By evaluating the validity of these claims I hope to come to an understanding of the force of Foucault’s response to the question: what is Enlightenment? Abstract The French philosopher Michel Foucault produced some of the most influential critiques of modern Western society. He characterized himself as a historian of â€Å"systems of thought† and probed into conceptions of power, politics, normality and subjectivity that all bore undertones relevant to a consideration of the Enlightenment. The German philosopher, Jurgen Habermas, however, embarked on an acerbic evaluation of Foucault’s work for he perceived it to present a neo-conservative challenge to the â€Å"uncompleted project of modernity† and a work of â€Å"irrationalism† that contested the emancipating gains of the Enlightenment. Confronted with this broadside, and as part of a refusal to partake in what he called the â€Å"intellectual blackmail† of his opponents (313), Foucault decided to respond to the German writer by mounting a counter-attack that would rectify the misinterpretations of his opinions. The result was Foucault’s 1984 essay, What is Enlightenment? This work reveals Foucault’s attempt both to create the program for a historio-critical method based on Kantian thought that could reflect on a number of material practices, and to develop an attitude of modernity that could add a further perspective to debates of the Enlightenment. Schools of Thought Foucault and Habermas are representatives of two of the most powerful projects within contemporary political philosophy. It seems impossible to discuss modern social theory without referring to them and their discourses that often differ enormously in both content and form. In order to understand the force of Foucault’s conception of the Enlightenment, however, it is necessary to comprehend the principal arguments and critiques of its opponents, in this instance, those of Habermas. Although these philosophers o not write strictly within their particular national traditions, it is essential to have at least a minimal understanding of the German and French philosophical schools in order to picture the ensemble in which they take their positions. In these intellectual spheres we find one topic that seems universal and unavoidable, one that has been contemplated â€Å"in various forms for two centuries now†, that is: the Enlightenment (303). This ambiguou s and abstract notion had very different destinies in Germany and France. In Germany it was invested in dialectical philosophy, sociology and reformation and was presented by such names as Hegel, Marx and Nietzsche. It also led to German Critical Theory through Adorno, Horkheimer and Habermas. Habermas’ position fits with the Hegelian tradition in the sense that it bears an emphasis on totalities, universalities, and harmony. Nonetheless, Habermas butted against the pessimistic philosophy of his teachers to advise fervently against abandoning the project of the Enlightenment before its potential for emancipation could be fulfilled. For him, the true philosophical discourse of modernity must take a staunchly critical position based on distinct rational norms and values that have their roots solidly grounded in the contemporary project of Enlightenment. Elsewhere, as in France, the Enlightenment spurred the Descartian cogito and rationalist philosophy, positivism, and epistemology, the philosophy that emphasizes notions of prespectivism. Foucault’s work bears the marks of all of these discourses and due to his emphases on phenomenology and semiotic he has been categorized as a post-structuralist. Was ist Aufklarung? Foucault begins his discussion of the Enlightenment with a reading of Kant’s essay published in 1784 in the Berlinische Monatsschrift as a response to the question: Was ist Aufklarung? (303). The choice of this particular essay signals Foucault’s break with French theory and an inclination toward the German Enlightenment tradition. In addition, Foucault’s attention to Kant indicates a re-examination of his own theory and its position within the larger tensions of French post-structuralism and Habermas’ critical theory. For Foucault, this is a fundamental question that has been approached from many different perspectives and taken different forms; it marks the entrance â€Å"into the history of thought of a question that modern philosophy has not been capable of answering but has never managed to get rid of either† (303). By declaring that â€Å"hardly any philosophy has failed to confront this same question, directly or indirectly,† Foucault is positing a continuity of thought and also shifting away from the ‘anti-thinkers’ of French post-structuralists (303). For Foucault, â€Å"What is Enlightenment†, is evidently an attempt to work out his relation to the Enlightenment not just as an historical period or philosophical event, but also as a very present and somewhat irritating academic, cultural, and philosophical lineage. Foucault proceeds by asking the question: â€Å"What then is this event that is called Aufklirung? † This is a question of the maturity of historical agency; Foucault asserts that the Enlightenment has partially established â€Å"what we are, what we think, and what we do today† (303). From his perspective, the task of modern philosophy to answer the â€Å"imprudently† raised question: Was ist Aufklarung? † (303). By turning to Moses Mendelssohn’s response to this problem, Foucault considers the publication of the two texts, the German Aufklarung and Jewish Haskala, as a converging point in history, recognizing that they â€Å"belong to the same history; they are seeking to identify the common processes from which they stem† (304). Ignoring the ominous suggestion that Foucault inserts about â€Å"the drama that was about to lead,† this point suggests that despite their differences, both authors shared a common intent: to define the project of the Enlightenment and not necessarily to distinguish their particular historical epoch from other ages. Of course, Kant does reference the characteristics of the common age, but this is not the principal concern. Foucault then returns to Kant’s text to highlight the innovation in his response that addressed the question of modernity in an â€Å"almost entirely negative way†; as an â€Å"exit† (Ausgang) (305). While previous reflections of the Enlightenment had taken one of three forms: a world era, an event whose signs are perceived, or as the dawning of an accomplishment, Foucault is faithful to Kant’s â€Å"way out† (305), characterized as â€Å"a phenomenon, an ongoing process†¦ but also†¦as a task and an obligation† (305). Kant is not seeking a global or causal explanation for the enlightenment. Like a genealogical historian he is concerned with â€Å"the question of contemporary reality alone,† and more specifically Kant is concerned with: â€Å"What difference does today introduce with respect to yesterday? (). For Foucault, the appeal of Kant’s text consists of his attention to â€Å"today as a difference in history and as motive for a particular philosophical task. † Instead of proceeding with an analysis of Kant’s text as though it were indicative of â€Å"what we are today,† however, Foucault problematizes Kantâ €™s answer to the question, actively emphasizing and picking apart â€Å"features† of Kant’s work that point to a problematization of the present that does not resemble the Kantian conception. Rather than thinking of the Enlightenment, as an epoch or period in history which inevitably requires that one assume a â€Å"premodernity† and â€Å"postmodernity,† and requires that one situate oneself within a given tradition or trajectory, Foucault utilizes the Baudelairean concept of modernity as an â€Å"attitude, characterized in terms of a consciousness of the discontinuity of time, that is, a mode of relating to contemporary reality(309). This approach attempts to extricate the identification of oneself from history in order to rupture any identification of one’s own constitution as dictated by parasitical inventions of contemporary culture or power, language, institutions, or norms. Accordingly, rather than distinguishing the â€Å"modern† era from the â€Å"premodern† and â€Å"postmodern†, Foucault suggests that we envisage the attitude of modernity as one in conflict with attitudes of â€Å"countermodernity† (310). Foucault uses the Baudelairean concept in the hopes of identifying fault lines that characterize the problematic of the Enlightenment’s obsession with doctrinal remedies, and thereby obtaining a â€Å"permanent critique of our historical era† (312). It is here that Foucault’s propinquity to the German school becomes most evident, for with this definition of the Enlightenment, Foucault adopts the German conception of Aufklarung, and provides a modern procedure that examines the relation between the Enlightenment as a historical period and as a permanent critique of our contemporary reality in positive and negative terms. Thus, Foucault directs our attention to the fact that he is seeking a new method of philosophical interrogation for us that will be geared toward the desire of realizing our own critique, consistent with our constitution as autonomous subjects. These new inquiries must be created without dilapidating the question of Aukflarung, the problematization of man’s relation to the present (318). Negatively In Foucault’s appropriation of the question, the critical attitude to modernity is termed a philosophical ethos (312). This ethos implies a refusal to engage in what he calls the â€Å"blackmail† of the Enlightenment. This is a rejection of any notion of Enlightenment which produces the authoritarian logic according to which one must be either â€Å"for† or â€Å"against† it (313). Foucault extricates himself from this simplistic framework whereby one is categorized as either endorsing the Enlightenment and remaining â€Å"within the tradition of its rationalism,† or criticizing it and trying â€Å"to escape from its principles of rationality† (313). Rather, Foucault argues that â€Å"we must try to proceed with the analysis of ourselves as beings who are historically determined, to a certain extent, by the Enlightenment† (313). Here Foucault aims at the â€Å"contemporary limits of the necessary† not so that they may be described or articulated, but because they should be critically reconsidered (313). The other negative aspect Foucault raises is the confusion between humanism and Enlightenment that often arises in critique of ourselves. Foucault distinguishes Enlightenment from the conception of humanism that he criticizes as recurring set of themes intrinsically tied to value judgments that no period or movement has managed to live up to- Foucault names Christianity, Marxism, Stalinism and even National Socialism as examples of this claim. For Foucault â€Å"humanism serves to color and to justify the conceptions of man† and it is far too supple and inconsistent a notion to serve any critical purpose. As an alternative, Foucault prefers to see â€Å"Enlightenment and humanism in a state of tension rather than identity†(314). This is supported by historical fact, and furthermore it enables one to escape from the â€Å"historical and moral confusionism† that accompanies the assimilation of humanism with the question of Enlightenment (315). By taking this more critical approach to humanism, Foucault aims to subvert the suspect claim of a humanitarian identity that has led to complacency and the betrayal of humanism and the Enlightenment in history. Positively Foucault attaches a â€Å"limit attitude† to his practice of critical reflection, he rephrases Kant’s question about the necessary limitations of knowledge in terms of a â€Å"possible crossing-over† of these boundaries (315). Such a transgression is possible in a form of historical inquiry that is â€Å"genealogical in its design and archaeological in its method† (315 ). Here, Foucault is returning to the historical methodology developed in his earlier works in order to describe the limitations of the transgression he imagines. Firstly, the investigation â€Å"will not seek to identify the universal structures of all knowledge [connaissance] or of all possible moral action† (315), so this is not a Kantian transcendence. Secondly, it will not be metaphysical in the terms laid out by Kant, for â€Å"it will not deduce from the form of what we are what it is impossible for us to do and to know† (315). Foucaults critical ethos is to give â€Å"a new impetus, as far and wide as possible, to the undefined work of freedom† (315). Thus, the critique of modernity is â€Å"at one and the same time the historical analysis of the limits that are imposed on us and an experiment with the possibility of going beyond them† (315). In tow with Habermas’ own perception of the unfinished project, this attitude clearly rejects utopian solutions to the problem of the Enlightenment. Foucault is advocating a trying approach to test contemporary reality, â€Å"to grasp the points where change is possible and desirable, and to determine the precise form this change should take† (315). Therefore Foucault offers an answer as to how he can proceed despite his absence of faith in anything, including the Enlightenment. All one needs to know is that some limits are vulnerable, they can be transgressed, so even what appears to be dispensible or indispensible for ourselves as moral, rational, or merely as contemplative beings can change. This mode of reflection portrays the Enlightenment as the critical ethos of modernity: the reactivation of this crucial attitude. The task of criticism does not adhere to what is given in history as the â€Å"kernel of rationality† (313); it cannot stand within the elaboration of normative limits in the context of a historically constructed present. As such, normative judgments, values, and prescriptions do not exist to supplement that which has been critiqued. Foucault is addressing the possibilities of transformation that arise through an examination of the difference between the past and present that are exposed in critique. This realm of historical ontology must â€Å"put itself to the test of reality† (316), as Foucault says this requires a rejection of â€Å"all projects that claim to be global or radical† (316). Informed by the errors of history, Foucault rejects all propositions that claim â€Å"to produce the overall programs of another society, of another way of thinking another vision of the world,† as these claims have led, in his opinion, â€Å"only to the return of the most dangerous traditions† (316). Nevertheless, Foucault voices his appreciation for the transformations that occurred over his last twenty years in a variety of areas that relate to â€Å"our ways of being and thinking, relations to authority, relations between sexes,† and the manner in which insanity or illness are perceived (316). Despite the problems of incarceration and political use of psychiatry in unjust and totalitarian states, Foucault admits to preferring â€Å"even these partial transformations† that have occurred, â€Å"to the programs for a new man that the worst political systems have repeated throughout the twentieth century† (316). Still, Foucault does not yield any ground as far as the archaeological and genealogical methodologies of his historical studies are concerned. His ontology of man and his historico-critical reflection are grounded in his commitment to their theoretical and practical utility. The Task Returning to Kant’s essay of 1784, Foucault finishes his text with one of many disavowals that characterize his work on the Enlightenment: â€Å" I do not know whether we will ever reach mature adulthood. † Foucault declares that Enlightenment and its intellectual developments have not yet brought us to this stage. Foucault credits Kant for the meaning which he brought â€Å"to that critical interrogation on the present and ourselves† (319). It is through Kant’s innovative reformulation, which endured a legacy of importance and influence for the last two hundred years, that Foucault was able to derive the legitimacy of his own critical enterprise. As Foucault says: The critical ontology of ourselves must be considered . . . as an attitude, an ethos, a philosophical life in which the critique of what we are is at one and the same time the historical analysis of the limits imposed on us and an experiment with the possibility of going beyond them (319). Foucault does not hesitate to declare his faith in the project of the Enlightenment, concluding with the line, â€Å"I continue to think that this task requires work on our limits, that is a patient labor giving form to our impatience for liberty†( 319). Conclusion Although Habermas acknowledges that Foucault’s reformulation of Kant’s, Was ist Aufklarung? , is connected to his own notions of modernity, it seems that Habermas cannot reconcile Foucault’s previous critique of modernity with his later works on Kant and his appreciation of the problem of the Enlightenment. It is unfortunate that Habermas finds these works incompatible, for Foucault successfully produced a work that was both true to his fervor for genealogical inquiry and addressed a question that had been central to the Frankfurt School’s critique of instrumental reason. Furthermore, one could argue that Foucault’s shift in focus from considerations of systems of representation to the critical studies of the implications of such systems, often thought of as a departure from â€Å"archaeology† to â€Å"genealogy,† moved Foucault from the ‘French’ realm of concerns to those questions that were largely considered to be associated with the ‘German’ side. Accordingly, with a little latitude one could claim that the two European schools of thought meet at a juncture of interest in Foucault’s text, for both had been concerned with the question that Kant addressed for the first time in 1784, What is Enlightenment? , and both could be seen as continuing the interrogation of reason initiated by Kant.

Sleight of Hand

Sleight of Hand Sleight of Hand Sleight of Hand By Maeve Maddox A reader asks, What exactly is meant by â€Å"sleight of hand† and how do you pronounce â€Å"sleight†? First the pronunciation: sleight rhymes with light and might. The noun sleight has been in the language since the 13th century. In early use, it meant â€Å"cunning employed so as to deceive† and was often paired with words like strength and might to contrast force with subtlety. For example, in folk tales, weak animals that lack physical strength often prevail over their stronger enemies by means of sleight. Likewise, politicians might seek to obtain their aims â€Å"by sleight† rather than â€Å"by force.† Later, the skills of jugglers were referred to as sleight: The juggler’s sleight, That with facility of motion cheats The eye.- 1850 The phrase â€Å"sleight of hand† is a translation of a French expression: là ©ger de main, â€Å"light of hand.† The French expression refers to the performance of tricks in which nimble action with the fingers deceives the eye of the beholder. The French expression exists in English spelled as one word: legerdemain. â€Å"Sleight of hand† is used literally to describe a magician’s techniques: Because of his familiarity with the illusions of stage magic and sleight of hand, Houdini was particularly adept at spotting the trickery that the so-called psychics and spirit mediums then hawking their services as conduits to the afterlife to the credulous grieving public commonly used. More often, the expression is used figuratively to describe rhetorical techniques used to mislead and shape public opinion: Politicians love pitting us against the rich. It’s a slick political sleight-of-hand where politicians and their allies amongst the intellectuals, talking heads and the news media get us caught up in the politics of envy as part of their agenda for greater control over our lives. [Educational problems] can be papered over by focusing still more blame on teachers and teacher educators rather than the underlying causes. Duncans rhetoric provides a perfect example of this political sleight of hand. The fact that these prisons are modern is not because they are privatised, but because government policy has allowed only the private sector to build new prisons. To conclude that private prisons in the UK boast modern conditions simply because they are privatised is to fall victim to a political sleight of hand. Synonyms for the literal meaning of â€Å"sleight of hand†: adroitness deftness dexterity legerdemain skill Synonyms for the figurative meaning of â€Å"sleight of hand†: deception deceit dissimulation chicanery trickery Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†Expanded and Extended10 Tips for Clean, Clear Writing

Effects of Discrimination and Reverse Discrimination in United States Research Paper

Effects of Discrimination and Reverse Discrimination in United States Politics - Research Paper Example During a recent address to Congress, a Republican Representative Joe Wilson (South Carolina) shouted â€Å"you lie!† at the President when he said that undocumented workers would not receive free healthcare as part of the Administration’s healthcare overhaul. This sort of behavior is unheard of during a Presidential address to Congress and the ramifications for this Representative should have been scathing. Oddly enough, they were not. CNN reports that within 24 hours, Joe Wilson had received more than $200,000 in political donations. Seeking to address the incredible amount of disrespect Barack Obama, the first African-American President of the United States, has to face now, as well as had to face while campaigning in the primaries, former President Jimmy Carter labeled the almost daily assault on President Obama as â€Å"racist†. Is racism alive and well in US politics? If so, what are the effects of discrimination and reverse discrimination on politics in thi s country? Seeking to address these questions and many more, the following will explore discrimination in politics in this country. We now turn to a thorough yet concise overview of what is meant by discrimination and reverse discrimination (CNN, 2009; BBC, 2009). Discrimination in politics is unfortunately much more prevalent than most people think. This form of discrimination means that certain groups of individuals face barriers, both hidden and overt, to their active participation and inclusion in the political theatre. Insidious yet pervasive, discrimination affects all types of people but is particularly harmful to certain group of individuals. Accordingly, people of color, women and people with disabilities face a variety of impediments to their full participation in society. With respect to employment discrimination, affirmative action has been implemented in the United States to

Personal Ethical Foundations Statement Example | Topics and Well Written Essays - 1250 words

Ethical Foundations - Personal Statement Example I have moral obligation to offer my patients the best care possible to alleviate their suffering because it is right to help a person in need. I would not perform abortions because it’s murder unless when saving the life of the mother. This is a dilemma but by saving the mother, I am following the natural law. I would not practice in eugenics or assist in voluntary suicide because it is morally wrong and is against the social norms of the society. These laws preserve the dignity of human life and the sanctity of life as it is God given. They uphold the dignity and respect of medical practice and all who practice it. Human nature makes upholding natural law very difficult. One must be virtuous to have consistency in medical practice. According to Aristotle, a virtue lies between two central vices and is described as the mean by reference to two vices. Cardinal virtues expounded by ancient Greek philosophers are courage, prudence, temperance, and justice. By using reason, we make the right decisions and this will make me achieve job satisfaction and eventually actualization. By being courageous and doing the right thing we get happier and better at our jobs, this law is fundamental to success in the work place, as the code of conduct will govern most of the key decisions in the work place eliminating unnecessary conflict of beliefs. It is my responsibility to care for my patients and be responsive to their needs at all times during their medical care. It is not right to say that this principle applies to females alone as all practitioners care for the sick in health facilities. My responsibility would be to reduce their physical and emotional suffering by using own experience and expertise in the medical field. I would not withhold necessary treatment and facilities to a sick individual for whatever reason because it is morally wrong and against the medical code of ethics. It would be wrong to offer

Crisis in Movies Assignment Essay Example for Free

Crisis in Movies Assignment Essay 1. Identify precipitating event(s). (10 pts.) The movie I chose to watch is Courageous. The precipitating event in this movie is the car accident that takes the life of Emily Mitchell. Her father, Adam Mitchell, and the rest of her family are traumatized by the sudden death of their 9 year old daughter/sister. In thinking about information that would be gained in the first contact with Adam Mitchell, one thing that stands out about his previous state of mind/functioning is that he was somewhat uninvolved with his children, taking them for granted. This fact can also be a trigger for how he processes this event, causing a crisis for him as he realized his young daughter is now gone. In another scene, Emily’s brother, Dylan Mitchell, shares that he feels guilty that he wasn’t a better brother. Both of these relational states prior to Emily’s death can be a precipitating factor in how they process this trauma – influencing whether they get stuck in crisis of guilt, depression over lost time, etc. or whether they see this as an opportunity for change in the way they handle relationships from now on. 2. Identify the type of crisis (Situational, Developmental, Existential). (10 pts.) This crisis is a situational crisis, in that it is brought about by the sudden death of Emily. However, it can also produce developmental and existential crises in the lives of this family, as they process their loss. A traumatic event is known to potentially create problems in the future development of the individual or family, and it is certainly known to create existential crises, as the individual’s core beliefs about self, others, and the world are extremely challenged during crisis. Beliefs about meaning, purpose, and the existence of God are often questioned after major tragedy. 3. Identify the material, personal, and social resources available to the individual. (10 pts.) The material resources available to this family were that they were a middle class family, with a stable home, and no financial worries that were evident to complicate their loss. The personal resources of the family were that they seemed to be a fairly strong, intact family prior to the crisis. They were clearly a family of great faith in God, and this personal resource literally becomes what carries them through the crisis. As a result of their involvement in church and community, they had the social support of their friends/church members in the early days following the loss. Adam Mitchell also has the ongoing counsel of his pastor, who walks through the process with him, comforting him yet challenging him to grow and not get stuck. 4. What were the differing perceptions of the crisis? (the client, family, community, friends, legal perspectives) (10 pts.) The perspectives within the family are the most obvious. Adam led his family to accept the tragedy as God’s will for their lives and to trust Him with their pain and healing. He seemed to grieve for a while and then dive right in to trying to be a better dad. The mother is shown grieving, and then l ater supporting him as he sought to change his parenting; therefore, her perception seemed to be a fairly healthy one. The brother, Dylan, did not seem to do as well at first. He isolated for a while, but the reason came out one night at the dinner table when he cried, saying he should have been a better brother. The guilt had obviously been causing him to withdraw, but when he finally talked about his real feelings, he is seen making improvements. 5. Briefly, how was the crisis handled by the protagonist? (10 pts.) The protagonist in this movie was Adam Mitchell, the father of Emily who died in the car crash. Adam handled this crisis very well, as it became a catalyst for growth for him. In one session, he is talking with his pastor after a few scenes that have shown him grieving, his wife grieving, and his son beginning to isolate from the family. It is at this time that Adam has a choice in how he handles his opportunity to move forward or stay stuck. He tells his pastor that he does not want to get stuck and bitter, that he wants to heal and he wants his family to heal. It is at this point in the movie that Adam begins to pour himself into studying what God’s word has to say about being a father. After discovering that he was only doing a small portion of what God required of him as a dad, he makes a resolution to change that. Indeed, he does so and brings several other men along with him as well. By choosing to grieve in a healthy way, Adam allowed his crisis to make him a better father and to develop his relationship with his wife and son to a stronger place than it had been even before his daughter’s death. 6. Suggest several steps for your client that could be used to handle the crisis. (10 pts.) Since this crisis did not put Adam, or anyone else in his family, in direct danger, I would take on the role of a facilitator. As a facilitator, I would collaborate with Adam to set some goals for himself. An important thing to remember would be to help him survive and rebuild. This ultimate goal can be accomplished through smaller goals that center on bridging the past, accepting and living with the present, and finding a new path for the future. Practical steps for Adam in processing his loss would be to suggest that he remain connected to his support system, gently guide him to face his pain versus repress it, and have him identify secondary losses and unfinished business due to his daughter’s death. One poignant example of resolving unfinished business in the movie is when Adam goes and pretends to dance with his daughter in the place where he had rejected her invitation a few days before she died. While we can’t always recover secondary losses, we can allow the secondary losses to teach us about how to handle relationships differently in the future. This information can be used in finding a new path. Lastly, if my client was a Christian and I could talk openly about God, I would help to reframe their understanding based on a biblical perception of how God promises to use crises for the good of those who love Him and are called according to His purpose (Romans 8:28). Lastly, considering that this was a sudden and traumatic death, I would likely suggest a grief support group for the family. 7. Suggest steps for teaching coping skills and developing resiliency (preventing the crisis from reoccurring). (10 pts.) It’s hard to keep a death from reoccurring, but a client can be strengthened so that they do not move into active crisis each time they fear a new loss. In the case of sudden death of a loved one, a sense of fear over a new loss can almost cripple a client. I have had personal experience with this myself after losing my son in a drowning accident. Therefore, I would immediately want to help the client frame healthy perceptions about the event so that fear patterns do not get locked into the brain. Therefore, when it comes to re-traumatization after an initial trauma, early intervention is critical. Crisis debriefing can help to prevent trauma loops from being formed in the brain, which would contribute to possible crisis reoccurrence. As far as resiliency is concerned, I would suggest that the client remain connected to social support and remain connected to God. Trusting Him in crisis can help tremendously toward a healthy outcome. 8. What referral sources would be available to the client if he/she lived in your area? (specific names of organizations in your area to which you might refer your client. You might have to research your area for this.) (10 pts.) Grief Share groups at several churches in the area (i.e. Hebron Baptist), Cornerstone Counseling (provides trauma recovery services), Paraclete Counseling Center, Robbie Sherrill, LCC 9. Discuss a Biblical worldview or principal related to the crisis. (10 pts.) Anytime there is a tragedy or loss, one might be tempted to question the goodness of God, or even the reality of God. However, God is in control and never surprised by tragedy. A good principle to remember when God does allow suffering is to trust that God works all things for the good of those who love Him and are called according to His purpose (Romans 8:28). Also, Scripture makes it clear that God uses suffering to refine us. Therefore, processing tragedy by asking â€Å"what can I learn from this† is healthier and more biblical than seeking to know why. God knows the end from the beginning, and even though we may not know why while on earth, we can know the peace that comes from trusting Him to bring good from our suffering.

Switzerland Essay -- Geography Politics Swiss Essays

Switzerland Switzerland is best described by conveying an understanding of its geography, political, economic, cultural and social environments. The geography of the country has had a significant impact on its way of life. Switzerland is bordered by Germany in the north, Austria and the Principality of Liechtenstein in the east, Italy in the south and France in the west. This represents many significant European cultures converging on Switzerland – the German speaking region, the French and the Italian. Two thirds of the Swiss population lives in the Plateau, between Lake Geneva and Lake Constance, in 30 percent of the country’s surface area. There are 450 people to every 1 km2 (1,166 per square mile). This makes the country one of the most densely populated regions of Europe and a promising prospect for marketing a product. The country that we know today took its final shape only in 1848. Before that time, we cannot really speak of "Swiss history," but rather the history of its v arious parts, which only gradually came together. Political Environment Switzerland is a nation shaped by the resolve of its citizens: it is not an ethnic, linguistic or religious entity. Since 1848, it has been a federal state - one of 23 in the world and the second oldest after the United States of America. Like the U.S., Switzerland values the idea of federalism and sovereignty, which has ensured its historical survival. The main political parties in Switzerland are the Swiss People’s Party (SVP), Social-democratic Party (SP), Radical Democratic Party (FDP), Christian Democratic Party (CVP) and the Green Party. The Federal Constitution is the legal foundation of the Confederation. It contains the most important rules for the smooth functioning of the state. It guarantees the basic rights of the people and the participation of the public. It distributes the tasks between the Confederation and the cantons and defines the responsibilities of the authorities. Switzerland has a federal structure with three different political levels: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the Federation †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the cantons †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the local authorities The Federation is the Swiss designation of the State (the term Confederation is also frequently used). The Federation has authority in all areas in which it is empowered by the Federal Constitution - for example, foreign and security policy, customs and monetary p... ...tzerland is positioned to expand its role in the global market and will continue to improve with the expansion of foreign investment and trade. It is a strong and stable market, for US companies, looking Central and Eastern European expansion. Works Cited Microsoft ® Encarta ® Reference Library 2003.  © 1993-2002 Microsoft Corporation. http://www.eda.admin.ch/washington_emb/e/home.html http://www.economist.com/countries/Switzerland/profile.cfm?folder=Profile-Political%20Structure http://www.admin.ch/ch/e/schweiz/political.html www.swissworld.org Switzerland, Economy - bartleby.com 2004 Focus on Switzerland – joneslanglasallehotels.com 2004 Switzerland, Economy – nationmaster.com 2004 CIA, The World Factbook, 2003 Li, Jian; What Connecticut can Learn from Switzerland’s Oscillating Economy, Fall 2003 Switzerland, Economy – encarta.msn.com 2004 Switzerland and the EU – eurolegal.org 2004 http://www.stthomas.edu/mgmtctr/Newsletter/Articles/intercultural.htm http://www.globaltmc.com/Articles%20html/temp.fugit.html http://www.geert-hofstede.com http://www.lonelyplanet.com http://www.cia.gov http://www.1uptravel.com http://religiousfreedom http://radar.ngcsu.edu

Impact of Unemployment in Economics Essay

There are many people who are looking for jobs but cannot find them mostly because of the slow economic growth rate in the country. South Africa faces structural unemployment where people loose their jobs due to introduction of new technology or relocation of the company, these economic disruptions have resulted in high crime rates, low production and income as well as lost human capital. The NDP has been put in place to solve the problem of unemployment, and if supported well there can be job creation because they promise on expanding work programme, reduce costs of doing business and support entrepreneurship. Body South Africa faces the greatest challenge of a very high unemployment rate, which is highly influenced by the slow growth of the country hence resulting in slow employment growth as well (Parkin et al, 2010:449). Unemployment has been defined in two forms: a narrow definition and a broad definition. The narrow definition of unemployment is the official definition of unemployment and it states that an unemployed person is a person who is willing to work and is making an effort to find a job, Parkin et al, states that â€Å"To be counted as unemployed, a person must be available to work†¦must want to work and have made specific efforts to find a job or taken steps to start a business† (Parkin et al, 2010:495), but the broad definition of unemployment also includes the discouraged workers because they are people who are willing to work but have not been making an effort to find a job in the previous month mostly because they cannot find the jobs (Parkin et al, 2010:495). The business cycle of a country also influences the employment and unemployment rates, for example during a recession period there are high unemployment rate and during expansion there are lower unemployment rates (Lipsey et al, 1999:726). Unemployment is classified into three types; i) Frictional, ii) Structural, iii) Cyclical. Frictional unemployment has been explained as â€Å"The unemployment that arises from normal labour turnover – from people entering and leaving the labour force and from the ongoing creation and destruction of jobs† (Parkin et al, 2010:501). The structural unemployment refers to the more crucial and enduring restrictions on worker mobility, Parkin et al, explains it as â€Å"The unemployment that arises when changes in the technology or international competition change the skills needed to perform jobs or change in locations of jobs† (Parkin et al, 2010:502). Cyclical unemployment is influenced by the business cycle where a recession will increase unemployment and an expansion will decrease unemployment (Lipsey et al, 1999:726). South Africa suffers from Structural unemployment to a greater extent because it affects the economic structure of the whole economy especially due to introduction of new technologies and skills needed to cope with competition from the other countries, South Africa has gone global in the business sector therefore it needs to be upgrading its technology and skills to match its competitors. Unemployment is calculated as the number of unemployed people expressed as a percentage of the labour force, where labour force is the number of unemployed people plus number of employed people (Parkin et al, 2010:502). Number of people unemployed Unemployment = X 100 Labour Force Statistics in South Africa show that â€Å"In Q4:2008, there were approximately 3. 9 million people unemployed in South Africa and during the financial and economic crisis, the level of unemployment climbed rapidly, reaching a peak of 4. million in Q1:2010† (Labour Force Survey 2012), this can be best explained as f luctuation of job creation because, during a recession when the country is facing economic hardships the number of jobs shrinks and this influences a spike in the unemployment rate (Parkin et al, 2010:449). The unemployment rate in South Africa will never drop to zero because it is a developing country and does not have a very high Gross Domestic Product which is â€Å"†¦the market value of all final goods and services produced within a country in a given time period† (Parkin et al, 2010:468), when GDP is low, there is an increase in unemployment because there are few goods produced there for a limited labour force is needed to produce the few goods. The number of unemployed people rose to 4. 5 million in Q2:2011, but declined during the second half of 2011, In Q1:2012, the number of unemployed people rose by 282 000, reaching 4. 5 million, which is the same level observed in Q2:2011† (Labour Force Survey 2012). Unemployment is a major issue in South Africa and the only way to manage it is by increasing our entrepreneurial strategy, supporting Small and Medium Enterprises as well as being united as a nation (Ramaphosa 2012). Job creation is not just a strategy to deal with unemployment but it is also going to eradicate poverty and this will increase the living conditions of every South African citizen. Mr Ramaphosa notes that unemployment is hindering our endeavor to eradicate poverty and also reduce the inequality gap (Ramaphosa 2012). The National Development Plan (NDP) which was produced in 2011 by the National Planning Commission has been put in place as strategy to deal with unemployment and Mr Ramaphosa explains that â€Å"It envisages the creation of 11 million jobs by 2030, and a reduction in levels of unemployment from about 25% to 6%† (Ramaphosa 2012). The NDP plans on involving the government as well as the labour sector to play a role, an expansion of the public works programme is going to help reduce unemployment because it will be offering work experiences and skills to those people who are unemployed. Minimizing the cost of doing business helps small companies to get into business and also employ people to work; the NDP also states that tax subsidy will be granted to businesses to minimize the cost of recruiting young people (NDP Summary 2011), this will result in job creation and hence unemployment is reduced. Unemployment affects the whole country because due to unemployment there will be low standard of living Mr Ramaphosa explains that employment is the core of humanity (Ramaphosa 2012), when unemployment is high crime rates tend to increase as well because need to earn a living, so since they cannot find jobs they resort to robbery, drug trafficking and prostitution, this helps explain the high crime rates and HIV Aids rate in South Africa. Economically unemployment leads to loss of production therefore low GDP because there are no people who can work to help make more products; there is also lack and underutilization of human capital when there are high rates of unemployment (Parkin et al, 2010:468). Conclusion The NDP has been put in place to help manage unemployment in South Africa and if it gets support from everyone 11 million jobs will be created by 2030. Unemployment increases crime rates and hence need to be managed properly. The government plans on reducing the costs of doing business and that way there can be creation of employment, the works programme is also going to be sed to provide skills to people who do not have jobs, and above all education for all has to be achieved so as to eradicate unemployment and hence poverty.

Clarkson Lumber Company Essay

(1) Background: CLC was founded in 1981 by Mr. Clarkson and brother-in-law Henry Holtz in the Pacific Northwest. The company has experienced rapid growth over the recent years and it is anticipated to continue. Mr. Clarkson bought out Mr. Holtz for $200,000 to become the sole owner. This resulted in the need of more cash inflow from the bank. Even with consistent profits, the company has suffered a shortage of cash and has borrowed funds needed for business growth. (2) Major Problem(s): CLC’s current ratio (formula 1) has deteriorated which led to a shortage of funds while still being profitable. The company’s average collection period (formula 2) and debt ratio (formula 3) have increased which also signals problems. CLC buys its inventory in large quantities from the suppliers in order to take advantage of a 2% trade discount but has been unable to receive the discount due to the increasing average collection period and inventory turnover. (3) Alternative Courses of Action: i. Acquire more bank credit ii. Reduce rate of growth to more sustainable level iii. Reevaluate customers who can purchase on credit (4) Brief Analysis of Alternatives: i. CLC must improve their current ratio to ensure the bank it will have the ability to repay a larger loan. ii. CLC has seen operating expense increase dramatically between 1993 and 1995. CLC needs to reconsider the amount of inventory to be held on hand and scale back operations if inventory turnover continues to increase. iii. Due to the increasing average collection period, CLC needs to seriously reconsider allowing some customers to purchase on credit and do more thorough credit analysis. An increasing average collection period does not allow CLC to take advantage of the 10 day 2% trade discount. (5) Suggested Course of Action: CLC should seek to increase the $750,000 loan from the bank but with severe restrictions. The company should be required to reduce accounts receivable and inventory and strict control of future investments to reduce cash outflow. Formula 1: Current Ratio 1993: $686/275 = 2.49 1994: $895/565 = 1.58 1995: $1249/1188 = 1.05 Formula 2: Average Collection Period 1993: $306/(2921/365) = 38.24 1994: $411/(3477/365) = 43.15 1995: $606/(4519/365) = 48.95 Formula 3: Debt Ratio 1993: $415/919 = .45 1994: $785/1157 = .68 1995: $1188/1637 = .73

Hatchet3 essays

Hatchet3 essays The book I am reading is called Hatchet. It is about Brian Robeson, whose parents are divorced. It starts off that he is flying to visit his father in the Canadian wilderness. His parents are divorced because his mom is seeing another man, and Brians father doesnt know. He refers to this as the secret. This flight to see his father in the Canadian wilderness is Brian's first time in an airplane. He explains this to the pilot and tells him that he is scared. The pilot feels sorry for Brian and decides to show him that flying is not very difficult. He lets Brian take the steering control and direct the line of flight for awhile. Just when Brian thinks that everything is going well, the pilot has a heart attack and dies. Brian knows he must land the plane himself or die. He tries to use the radio, but it does not work. He knows that if he hits the trees, he will die, so he decides to land in the water of a lake. When the plane hits the water, he flys out through a window. He swims to the bank of the lake for awhile to rest. Brian knows he needs food and shelter to survive so he sets out to find both. He was very careful not to get lost or go too far from the lake where he crashed. He found a cherry tree and because he was very hungry, he ate his fill. He filled his windbreaker with cherries to eat later and then managed to find a cave for shelter. He slept very well, but in the morning when he awoke, he saw a bear in the cave. He was terrified, because the bear was only about 20 feet away eating his cherries out of his windbreaker. The bear only looked at Brian and then left. The cherries must have been enough to curb his appetite! The discovery of how to make a fire was very important to Brians survival. He needed to have one at the mouth of the cave to protect him from wild animals, and to signal for help. He discovered it by mistake when a porcupine wandered into his cave. It was dark in the cav ...

GCSE Distance Learning How to Save Money with an Individual Online Course Plan

GCSE Distance Learning How to Save Money with an Individual Online Course Plan GCSE Distance Learning: How to Save Money with an Individual Online Course Plan Like any other examination or certification, GCSE requires a great amount of effort and time for profound preparation. There are dozens of courses that provide classes, necessary material and assistance in whatever subject your choose, but they are quite costly. Even online lessons of GCSE training start at  £285 – the sum that doesn’t sound affordable at all. But if you are ready to dedicate some time to planning and counting, we have a good, much cheaper   (or even free) option for you – online courses from main knowledge providers on the Internet. You could say that they are irrelevant to GCSE, but you can change that by creating your own individual plan. It’s quite easy to do: Look at the syllabus of a specialized GCSE course – they usually describe in detail which topics will be covered on each lesson. Find free courses that cover those topics. Plan the learning time to make it till certification and arrange lessons for yourself to closely follow the schedule. Want to see how it works in practice? Here you go! Mathematics According to an online course on icslearn.co.uk, it is necessary to cover algebra, geometry and measures, ratio, rates of change and proportion just in the first unit because this is an important foundation, essential to progress further. Let’s see what we can spot on the Internet for free to go through these topics: Algebra Basics: Foundations by Khan Academy Algebra in Mathematics by Alison Introduction to Geometry by EdX Ratios, rates and proportions by Khan Academy As you can see, there is a chance to find at least 2-3 different courses on one topic from various providers. You have a wide range of variants to choose from and that’s the beauty of it. English Language Let’s take another very important subject and try looking for budget compliant variants for you. The interesting fact is that taking paid courses is the main means of preparation among students, but according to a 2016 statistic, the number of people gaining A-C grades in English GCSE dropped by 2.1%. So, it’s not always all about expensive training. Well, the more motivation to try something new ☠º A regular course on the English language GCSE exam includes punctuation, spelling, parts of speech, speaking and writing on different topics as well as reading comprehension. Now, we’ll have a look at its free online counterparts: Grammar and Punctuation by Coursera Parts of Speech: the Noun by Khan Academy (contains a course for every part of speech) Speaking and Writing English Effectively by Alison Speak English Professionally by Coursera Transform Your Writing Skills by Coursera Nowadays, online education is on such a level that you can freely rely on the knowledge it provides, and that’s a great benefit. Of course, this kind of preparation for GCSE coursework will take more time because topics will repeat and some will be omitted (you will have to research them separately). But you have a chance to do it for free, and if money is the governing factor for your decision, hesitate no more. Start planning your own individual course!

Literature review on Customer Loyalty Essay Example | Topics and Well Written Essays - 1500 words

Literature review on Customer Loyalty - Essay Example According to Oliver (1999), consumer loyalty and satisfaction are linked because satisfaction is an essential step in the formation of loyalty although it becomes less significant as loyalty undergoes other mechanisms. Oliver (1999) shows that although there are concerns on satisfaction, satisfaction propels loyalty illustrated through evaluation of various factors like social norms and self-identity. The study evaluates the two frameworks and their variability on customer loyalty in order to understand the various factors that influence customer loyalty from the two perspectives. According to Dick and Basu (1994), the core aim of marketing is often perceived in terms of development, maintenance, or even enhancement of customer loyalty toward products or services. In their approach, Dick and Basu consider various concepts regarding customer loyalty like attitude considerations and loyalty based on purchase. Therefore, in their framework, Dick and Basu conceptualize loyalty in terms of relationship between relative attitude targeting an entity and the patronage behaviour. According to Dick and Basu (1994), attitude acts as an appraisal function since it is associated with favourable behaviour even though having a favourable attitude toward a brand does not guarantee multiple purchases of the brand. Nevertheless, Dick and Basu (1994), show that low relative attitude accompanied by low repeat patronage indicates the lack of loyalty. However, relative attitude regarding loyalty suggests the possibility of attaining loyalty at both high and low levels of strength in attitude given that the consumers recognize significant differences among the competing brands. Dick and Basu (1994) indicate cognitive antecedents capable of propelling relative attitude in customer loyalty and they include accessibility, confidence, centrality, and clarity. Accessibility refers to the ease of retrieving