Critical Assessment of Global Crisis Essay Example | Topics and Well Written Essays - 3500 words

Critical Assessment of Global Crisis - Essay Example It has been argued that the major basis of the financial crisis was the loose of monetary policy in the early 2000s also known as the â€Å"Greenspan put.† Fed and central bank lowered short-run interest rates to rescue financial markets. There are several key dates indicating the phases of the global financial crisis. Originating from the US, initial signs of financial crisis originated from escalating defaults in the subprime market. The subprime market refers to the marketplace for borrowers who have excessive debt experience, high default rates and the borrowers with recorded bankruptcies and who have a history of missed payments. On the summer of May 2007, Moody’s a credit agency reported that it had planned to reduce creditworthiness assessment of 62 tranches of mortgaged-based securities (MBS), that is, the debt obligations representing a claim on income obtained from mortgage loans. Between June and July of the same year, more tranches were downgraded. In August 2007, French Bank BNP halted three of its funds on a temporary basis because it was unable to assess the value of subprime mortgage securitizations. In short, financial institutions across the world begin to the reassessing the value of the mortgage recognized against their lending. This led to loss of trust and the confidence in these mortgages to tremble. Most institution cast doubts on securitized assets evaluation has they begin to hoard huge amounts of cash assets so as to cover any arising losses originating from their portfolios. The securitization market went under stress leading to a sharp increase in interest rates.

Working in Education on Many Levels Personal Statement

Working in Education on Many Levels - Personal Statement Example Education majors are essentially divided into two categories, Secondary Education and Elementary Education. Secondary Education programs are intended to equip teachers for educating young adolescent students up through graduation from high school. In most states, this involves instruction from sixth or seventh grade up through twelfth grade. Teachers are usually certified in an individual subject at the secondary level. So, a typical student will graduate with a B.S Ed. in Secondary Education with a certification to teach Chemistry, Geography, English, Foreign Language, etc. Elementary Education programs usually certify a teacher to teach from Kindergarten through sixth grade. In some states, this certification is broken into Primary (K-2) and Elementary (3-6) Education certifications. Most states avoid this, however, allowing teachers certified in Elementary Education to teach from Kindergarten through sixth grade. The coursework for Elementary and Secondary teachers is quite differ ent. Both will receive instruction in Educational Psychology and Methods of Instruction. They will also complete classes on Assessment and Evaluation that are similar, but his is where most of the similarities end. Elementary Education programs are more intensive in instructing teachers in strategies for building basic literacy in math and reading (Cooper, 1993). They will receive coursework in reading strategies, phonics and computational instruction that Secondary Education students do not receive. Secondary students will focus more on learning directly related to their area of certification. For example, a student studying to be a Chemistry teacher will have a core of chemistry classes that will include classes such as Chemicals Engineering and Organic Chemistry. The capstone for most teaching programs, both Elementary and Secondary, is a semester of student teaching, where the student is assigned to a mentor and teaches, with guidance, in a live classroom with his or her mentor. This experience is vital, because it is the first time students really get to experience what a real teacher does day after day (Ryan, 1992). It is not uncommon for students to leave Education programs after student teaching because they find they do not enjoy the duties teachers are expected to do or they have trouble learning how to manage students. The field of education has bee viewed by some as a safe place to work in many ways. Traditionally, teachers do not need to worry about fluctuations in the economy because they rarely are retrenched, even when tax revenue declines. Teaching has been viewed as an easy job with lots of perks, such as summers off and a short workday. The one downside to teaching, in the traditional point of view, is the relatively low pay when compared to other professions that require a college degree (Students, 2012). This view of teaching and working in Education is still intact, but has become dated over the past several years. The first way this myth about working in Education has been shattered is a result of the recent economic depression. Education, as a sector of the economy, has lost a record number of jobs (Teachers, 2012). School districts all across America have been dismissing teacher as they try to make their precious tax dollars stretch farther.  

Paper Analysis on the Poem Dulce Et Decorum Est Essay Example for Free

Paper Analysis on the Poem Dulce Et Decorum Est Essay Wilfred Edward Salter Owen born 8 March 1893, died on 4 November 1918. Were an English soldier and poet (one of the leading poet in World War 1). Wilfred Owen was born at Plas Wilmot, a house in Weston Lane, near Oswestry in Shropshire, on 18 March 1893, of mixed English and Welsh ancestry. He was the eldest of four children, his siblings being Harold, Colin, and Mary Millard Owen. Line By Line Interpretation Lines 1-2 Beggars used to put everything they owned in some sort of sack which would then carry over their shoulder. The soldier, like the beggar is bent over in pain. The solider could also from the gas attack. â€Å"Knock- kneed,† suggest that the soldier is trying to keep his knees together and his feet wide apart as a way to keep him steady so that he can continue to walk. Owen compares to â€Å"old beggars† and â€Å"hags† as a way to say that the soldiers have lost their youthfulness due to fighting in this war. The symptoms listed here is due to a mustard gas attack; the solider experienced blisters, sore eyes, and vomiting. Line 3-8 The solider try to go back to camp to recover from the effects from the mustard gas attack. â€Å"Haunting flares† are the flashes of life that accompany artillery shell. â€Å"Distant rest† can be interpreted in two ways: first, when the soldier reaches camp they would be able rest and recovered from the attacks; the second interpretation could be death. It could take a while for a solider to die from exposure to mustard gas. â€Å"Limped on blood shots furthers the opinion that this was a mustard gas attack, because men would get sores over their bodies from being exposed to this gas. Of course, it’s also possible that they were just hit with artillery fire but in keeping with the context of this poem it makes more sense that this would be an effect of some sort of gassing. â€Å"All blind† was another symptom of the attack; they eyes would become very inflamed and puffed up so that it would make it hard for them to see. â€Å"Five-nines† are the five point nine calibre shells that were fired on the British soldiers in this particular instant. When the shells were fired they made high pitched sound, described by Owen as hooting. Line9-14 This is the part of the poem that describes a chlorine gas attack. â€Å"An ecstasy of fumbling† can be interpreted as the soldier so overwhelmed with being scared and nervousness that they are fumbling with their helmets while they were trying to put them on. The helmets here are referred to as mask gas. There were many varieties of gas mask during WWI; with each new development in gas war fare the helmets had to be adapted to protect the soldier. In the early days of chlorine gas attack, men would put damp cloths over their mouths and noses, which would reduce the effects of the gas on the men. Gas masks were later produced to protect soldiers from this gas. Line 15-16 This section can be read as nightmare. This scene of death haunts the narrator of this poem these men saw death every day and with the introduction war fare one could argue that death took on a whole new significance for them. The drawn out death of men expose to the gases will leave more of an impression of the mind of that of a quick death. More and more men had to be treated for post-traumatic stress disorder due to them not being able to deal with everything that they saw while they were enlisted the solider described here a slowly dying. (Line16) Lists all the actions that a person would do if their air supply was cut-off. Line 17-24 This section of the poem describes a soldier with post-traumatic stress would think. The narrator describes this dream as smothering like he is the one that is suffocating rather than the soldier. There was little that cloud be done for the soldiers once they were expose through this gas and that made that people feel really uneasy. â€Å"Like a devil’s sick of sin† could mean that the soldier was as tired as the devil of the sin that he and others took part in. â€Å"The bloods come gargling from the froth- corrupted lungs† is a very descriptive image that would probably make anyone sick to their stomach if they actually had to see it first-hand. This is an image that would stick with someone for a long time, haunting their memories. It is these kinds of memories that can cause post-traumatic stress disorder. Lines 25-28 Owen is referring to Jessie Pope when he says â€Å"My friend.† He is telling her that is she knew the reality of the war she would not be propagandizing it to young men. Pope prays on the young mens desire to be glorious heroes without telling them the ramifications of enlisting Significance of the Title The title is significant because e it highlights the horror and reality of war especially on the first war. The war is reflected in the Latin word â€Å"DULCE ET DECORUM EST PRO PATRIA MORI†. This phrase can be translated as it is sweet and rite to die for your country. Owen states as an â€Å"Old Lie† and he illustrates this in the poem. His illustration of the reality war is that an incident of exhausted soldier studded through the mud of the soldiers. They are leaved the front line in order to rest for a few days in a safer place. However the group is attacked by mustard gas. One soldier was last in putting his mask. Owen describes the symptoms shown by7 the man as the poison slowly kills him. Tone of the Poem The tone of the poem is harsh due to the diction. â€Å"Coughing like hags†, â€Å"Curse through sludge† Poetic Devices â€Å"Bent double† is an example of an hyperbole it conveys the feeling of exhaustion felt by the soldiers, were carrying heavy packs and being sleepless in the trenches. Metaphor: â€Å"Drunk with fatigue† the feeling the soldier were having due to mustard gas effect Alliteration: â€Å"Knock-kneed coughing like hags, we cursed through sludge.† create and impression of panic an urgencies. Simile: â€Å"Like a man in fire or lime† to express the burning and blistering of the pain caused by the mustard when it came into contact with their skin. Rhyme: â€Å"Sacks –backs, sludge- trudge, boots-hoots†

The Lady of Shalott Essay -- essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  Introduction This paper will try to analyze the growth of consciousness of the Lady of Shalott. Ranging from her state of mind in total isolation, her 'childhood', to her changing 'adolescence' and eventually reaching 'adulthood' and death, all in a sort of quick-motion. It will further deal with the development of tension throughout the poem. By making a distinction between tension through formal aspects, such as rhyme scheme, and tension through content it will try to show the interconnection between both of them. Additionally, the paper will deal with the possible effect of tension on the reader and how the poem might be perceived by him/her. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Growth of Consciousness and Development of Tension 2.1.  Ã‚  Ã‚  Ã‚  Ã‚  Initial Isolation Lord Alfred Tennyson's poem starts out with the total seclusion of the beautiful, young Lady of Shalott surrounded by '…four grey walls, and four grey towers…';. (Tennyson, line 15). She is largely unaware of the world outside and of her own existence as a woman, only being able to see shadows of reality, which are reflected by her magic (?) crystal mirror and worked into her web. At this point of time it is unknown to the reader whether the Lady of Shalott is forced to be in this situation or chose to live this life of isolation. Reasons for a self inflicted seclusion might be homophobia, the fear of rejection by the exterior world, or simply a lack of interest for it. However, the Lady of Shalott is quite content with what she has and what she does. Her life of art in front of the loom and the crystal mirror is all she needs singing her ';…song that echoes cheerly…'; (30) throughout the land. She is as innocent as a careless child giving little thought about her future. The Lady of Shalott has no urge to leave her own interior world because she is not aware of any other options. Little is known about her outside '…many-towered Camelot.'; (5) and apparently she intends to keep it that way: But who hath seen her wave her hand ? Or at the casement seen her stand ? Or is she known in all the land, The Lady of Shalott ? (24-27) By now the reader might ask him-/herself why the Lady of Shalott is stuck in such a dreadful situation and why she does not attempt to do anything about it. There is a cons... ...martyrdom and so the story ends, leaving the reader in anger about the carelessly spoken words of Lancelot. 3  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  'The Lady of Shalott'; was and is subject for countless interpretation by readers and artists, especially pictorial. Although, or maybe because the whole setting is quite vague and shadowy there have been many attempts to explain why the Lady of Shalott was cursed. Maybe she was not cursed al all. What was this whisper she heard ? Was she schizophrenic, hearing voices inside her head ? Another question is why she had to die in the end. Is it possible she eventually commit suicide, because she had realized that her love for Sir Lancelot was futile ? These are some questions that stay in the back of your head after reading Tennyson's poem. Even today you can feel the infinite struggle the Lady of Shalott had to undergo. Tennyson impressively shows the development of a young woman who is faced with one of the most difficult times in life- growing up in a world full of restrictions and rules and becoming a woman. His subtle description of a girls problems at his time is, slightly altered, even valid today.

Hamptonshire Express Case Essay

1. a. The simulation indicates that 584 is the optimum stocking quantity. Daily profit at this stocking quantity is $331.4346. b. Using the newsvendor model, Cu = 1 – 0.2 = 0.8 and Co = .2. Cu /(Cu + Co) = .8. Using the spreadsheet, we found Q* = NORM.INV(.8,500,100) = 584.16. The simulation and newsvendor model give the same optimal stocking quantity. 2. a. According to the simulation spreadsheet, 4 hours of investment in creation maximizes daily profit at $371.33. b. Sheen would choose an effort level where the marginal benefit gained by the effort is equal to her marginal cost of expending the effort. To calculate the effort level, h, we equalize marginal cost and marginal benefit. Here (.8 * 50) / (2√h) = 10. Solving gives h = 4, or the same as the simulation. c. The optimal profit derived in this scenario is $371.33 per day, which is a $40 increase from the profit derived in problem #1, of $331.43. 3. a. Using the spreadsheet, Ralph’s optimal stocking quantity to maximize his profit is 516. b. The optimal stocking quantity differs from problem #2 because Ralph is incurring the cost of overstocking, which changes the critical ratio from .8 in problem #2 to .2. Because of the critical ratio change, Anna’s profit decreases as Ralph’s increases. This is consistent with the Newsvendor Model, which gives Cu=.2, Co=.8, for a critical ratio of .2. Using the formula in the spreadsheet, Q*=NORM.INV(.2,600,100)=515.837, gives the optimal stocking quantity of 516. c. Assuming that we only use whole numbers for her amount of time, Anna’s optimal effort is 2 hours with a profit of $261.93, a decrease from problem #2 of 4 hours. This is because Anna is now sharing her profit. d. If you decrease the transfer price, Anna’s effort level also decreases, and Ralph will increase his stocking quantity, adding to his profit. Anna’s effort level decreases because her profit decreases when Ralph buys the newspapers for less than $0.80. When the transfer price increases, the opposite occurs; Anna’s effort level increases and there is a decrease in Ralph’s stocking quantity and profit. 4. a. The optimal stocking quantity is 409 according to the spreadsheet in the simulation, which is a decrease from 516 in problem #3 because in the event that the Express stocks out, Ralph still makes a profit from 40% of  customers who will buy the Private. Therefore, because he makes more profit off of the Private, his risk decreases because of cost of understocking of the Express. b. For problems #1 and #2 there were no profitable alternatives to understocking, whereas in problem #3, Ralph has a profitable alternative for understocking since 40% of customers will buy the Private. The different critical ratios from each problem produce a different optimal stocking quantity. c. This decreases his optimal stocking quantity because Ralph is allocating $0.03 to the cost of each newspaper, making his cost of understocking now 1-.83-40%*.4=.01. Co=.83 Critical ratio 0.01/.83= 0.012 According to the data, the optimal stocking quantity is Q*=NORMINV(.012,500,100). 5. a. A lower buy-back price means a lower stocking quantity, because it affects the cost of overstocking. Ralph wants to stock a lower quantity in order to lower his risk of overstocking. The optimal buy-back price is $0.75, which gives a stocking quantity of 659 and channel profits of $369.80. b. The optimal transfer price is $0.99, giving a buy-back price of $0.988, and channel profits of $372.62. However, this is an unrealistic scenario because Ralph’s profits are negative at -$24 and Anna is making almost the full $1 price on each sale. The channel profit is very close to the $371.33 profit from problem #2. This is because the transfer price is almost the same as the selling price to customers of $1, eliminating Anna’s cost of under or overstocking. c. If Ralph had to pay a franchise fee, he would no longer have an incentive to understock. Anna’s effort would remain the same because the marginal benefit of her effort would not change given the additional fixed profit from Ralph’s fee.

Risk Analysis on Investment Decisions - 1436 Words

Risk Analysis on Investment Decisions Investment techniques used in corporate finance when making decisions on projects usually focuses on cash flows of the firm (Ross, Westerfield, and Jaffe, 2004). Because of drastic changes in the business environment over the last decade, managers are requesting better, more accurate information, and improved techniques to meet company needs for making major decisions with data consisting of clear goals, a planned design, high ethics, revealed limitations, adequate analysis, and justified conclusions (Cooper and Schindler, 2003). In this paper, the methods of net present value and internal rate of return are examined based on real-world capital budgeting decisions. This paper also gives insight on†¦show more content†¦The choice between the methods does not affect after-tax cash flows of the firms. The difference between the value of the combined firm and the sum of the values of the firms as separate entities is the synergy from the acq uisition (Ross, Westerfield, and Jaffe, 2004, p. 802). The acquiring firm generally pays a premium for the acquired firm. One reason for acquisition of another company is that a combined firm generates greater revenues. Increased revenues may come from marketing gains, strategic benefits, and market power. Mergers and acquisitions produce greater operating revenues through improved marketing and the shareholders of the acquiring firm will gain if the synergy from the merger is greater than the premium (Ross, Westerfield, and Jaffe, 2004). Benefits of an acquisition derive from revenue enhancement, cost reduction, lower taxes, and lower cost of capital. Risks Associated with Investment Decisions Capital budgeting must be placed on an incremental basis, ignoring sunk costs and considering both opportunity costs and side effects. As the company expands, working capital rises over the early part of the project, with all working capital recovered at the end of the project. All inventories is sold by the end of the project, the cash balance is liquidated, and all accounts receivable are collected, generating cash from other sources in the company, hence cash outflows. If working capital is at a high level, there will be no cash outflow overShow MoreRelatedRisk Analysis on Investment Decisions955 Words   |  4 PagesRisk Analysis on Investment Decision Silicon Arts Inc. (SAI) is a four year old company that manufactures digital imaging integrated Circuits (IC’s) that are used in digital cameras, DVD players, computers, and medical and scientific instruments. Hal Eichner, SAI’s Chairman, has a two-point agenda for the company to increase market share and keep pace with technology. As the Financial Analyst for the company one must analyze two mutually exclusive capital investment proposals. 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Case Study on a Pastors Right to Freedom of Speech

The pastor’s right to freedom of speech is justified by the harm principle and the necessity for truth in a democratic society. John Stuart Mill presents a liberal view for the defense of free speech in favour for the fullest liberty to debate (1978, 15). Yet, Mill’s harm principle states the government can rightfully interfere with the pastor’s freedom of expression under the condition to prevent harm to the homosexual community (pg. 9) One problem that emerges is the lack of a universal consensus on among scholarly work on what constitutes hate speech. Boyle argues hate speech, â€Å"is intended to entice hatred or violence† (Boyle Freedom 6-7). While, Mill’s â€Å"On Liberty† provides a strong liberal view that makes it difficult to argue that hate speech directly causes any violence or interference of the homosexual’s community’s liberty, which is supported by the notorious corn dealer example. The pastor’s portrayal that homosexuals are dangerous and comparable to cancer would not be considered harm, as he does not advice to inflict physical harm u pon the homosexual community. In particular, psychological damage is far harder to argue in terms of legal rights compared to physical damage. Even if the homosexual community are psychologically harmed by pastor remarks, Jacobson (2000) notes Mill would be resilient to placing any sort of limits on the freedom of speech. Hence, freedom of speech should be defended as, â€Å"silenced opinion be an error it may, and very commonly does,Show MoreRelatedThe Separation Of Church And State Of Government970 Words   |  4 Pagespersonal matter. The Bill Of Rights was quickly amended to the Constitution in order to protect the rights of citizens because the original Constitution primarily just defined the powers of government. 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He is remembered as one of the greatest African American leaders in history. His most famous speech was â€Å"I Have a Dream.† Early Years Martin Luther King Jr’s. dad was the middle child of Michael King Sr. and Albert KingRead MoreChina s Sudden Growth And Rise Of A Economic Superpower1290 Words   |  6 PagesMao Zedong’s communist party and Chiang Kai-shek’s Kuomintang regime. Their rivalry brought about concerns of the possibility of a civil war between the parties that might leave China even weaker and in greater disrepair than before. And they were right to be concerned. To the Chinese’s dismay the two parties launched a civil war with the objective of controlling all of China. Throughout World War II there had only been small squabbles between the in place Kuomintang regime and the rebel communistRead MoreShould Religious Education Be Public Schools?1719 Words   |  7 Pagesreligion. 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