Knowing your Audience Paper and Communication Release Essay

When a company needs to pass information to another organization or a group of people it is very important that the company knows their audience. If the information is regarding a disaster, it is even more important to make sure the company knows their audience. One example of a company needing to know their audience was the Chilean copper mine in South America. On Thursday, August 5, 2010, A collapse of one of the shafts in the Chilean copper mine left 33 workers trapped approximately 300 meters underground. At once, rescue efforts began but just two days later another collapse in the mine halted the efforts of the rescue crews for many hours (Weik, 2010). In such a disastrous circumstance, the company would need to take great care in how the world found out about the disaster. If not done properly then the companies audience, the world, would view the company is a much worse light then if they had properly released the information. There are two ways in which the company would be releasing information. The first would be to the families of the workers and the second would be to the other employees and then to the press. The representatives chosen by the company to handle these releases will have to take great care in how it is done to keep the reputation of the company intact, while making sure that all information is truthful and accurate. This disaster affected many people. Not only did the collapse affect the 33 miners that were in the mine, it also affected the families of those workers. The families were in agony while they waited to hear if their loved ones would make it out alive. It is the mining companies responsibility to make sure the family member are aware of everything that is happening and what is being done to get their loved ones rescued out of the mines safely. This communication process is more important than anything being told to the other workers or the press. Not knowing your audience in this first step could prove disastrous overall for the company. Once the families have been informed it is important to let the fellow co-workers know what is happening. Many of the men trapped would have friends who also work for the company and they would want to know what is happening. By making sure the other employees know about what is happening, the company can try to keep them from saying too much to news reporters and it will help ease their minds. Once the employees have been notified, make it clear that all information to the press needs to come from the company. When something is said to an audience that was not properly prepared for that audience, it could have disastrous results. Through the press the company will next have to handle the communication on an international level. Because the mine company was global they were on the world stage. The company owned mines in many other parts of the world, not just in South America. In a situation like this one, rumors began to fly without much hesitation and although rumor control was important with the company, it is impossible to stop. Another aspect of communication that was not very publically known was the communication with the investors, owners and stockholders of the company. It is very important to keep this audience informed with what was going on because if information was withheld then it could potentially cause a panic. Once in panic mode, the investors could damage the company more by stopping funds, dumping assets and plunge the company into bankruptcy. Money is very important to investors and when they receive news about their investments, good or bad, it weighs heavily on how they will react. For the good of the company’s future, it was very important that they inform this group personally and not let them hear it from the news organizations covering the story. There are many different ways to deliver communications like the ones previously reviewed. When speaking to the family members of the workers it is best to do so face to face so they feel important about where they stand in this type of situation. Calling with the information on the phone would seem impersonal and would give the families thoughts that they are not as important. An example of this would be when monetary damages were to be paid to the families of the workers; many family members who were not known to the company came forward looking for money (Prengaman, 2010). Whenever a company needs to approach an audience it is vitally important that the company knows who the audience will be and that they tailor their communications to that audience. In the communication should be all the details that can possibly be put in and the company needs to be as truthful as possible. Waiting a long time before a communication is released could also damage the situation further. The best possible way to assure the communication is effective is to deliver it in the best format to the audience (Cheesebro, O’Connor, & Rios, 2010).

The Scarlet Letter and the Awakening

The Scarlet Letter is a novel based on the commitment of the sin of adultery. Hester, the main character, slept with another man, thus having a child with him while she was already married. The Awakening is novel that is based on selfhood and feminism. Edna does not love her husband the way that he loves her, so she gains feelings for several other men. Nathaniel Hawthorne’s novel, The Scarlet Letter, and Kate Chopin’s, The Awakening, both have similar motifs, yet differentiate in many ways, like the actions of Hester and Edna, symbolism in each novel, and how the other characters affect Hester and Edna, which all affect the views on women and femininity. Hester commits adultery by sleeping with Arthur Dimmesdale thus causing her to have a baby with him that she loves dearly. The problem is that Hester already has a husband, whose name is Chillingworth, but she did not love him as much he loved her. Now, she has to wear a scarlet letter, which is an â€Å"A,† on her chest at all times until she finally reveals who the father of her child is. â€Å"Here, there was the taint of deepest sin in the most sacred quality of human life, working such effect that the world was only the darker for this woman’s beauty, and the more lost for the infant that she had borne. † (Hawthorne, 54) The sin that Hester created is hidden behind her beauty and her child. Divine Maternity is a great image for Puritans, which Hester was. As for Edna, she also does not love her husband but she does love her two children. Since Edna does not feel the same way for her husband, feelings for other men start to occur; not only one, but several others. â€Å"Beneath its pink-lined shelter were his wife, Mrs. Pontellier, and young Robert Lebrun. † (Chopin, 2) Robert was one of the men Edna would flirt with and ended up having feelings for. However, Robert cared about Edna too much to have her commit adultery. Both Hester and Edna had to marry during their time, but they did not love their husbands, so they ended up having affairs with another guy, or guys in Edna’s case. Although they both had affairs with someone else, Edna did not actually commit the crime of adultery. She was merely just talking to other guys and developing feelings for them. Hester actually slept with another man and ended up having a baby with him. Hester and Edna’s actions come to show that Hester’s sin is worse than what Edna did, but the two are still very awful. Symbolism plays a huge role in both novels. Pearl is a major dynamic symbol in The Scarlet Letter. She represents the sin of Hester and Dimmesdale. Throughout the novel, she is constantly changing yet still perceived as evil. However, she is named â€Å"Pearl† because of its literal meaning as well. â€Å"But she named the infant ‘Pearl,’ as if being of great price-purchased with all she had-her mother’s only treasure. † (Hawthorne, 85) Pearl is Hester and Dimmesdale’s treasure that they created. The scarlet letter also represents adultery. Hester is to wear it at all times until she finally decides to reveal who the father of Pearl is. The letter prevents Hester from doing whatever she pleases and causes her to become frustrated. As for The Awakening, the Parrot is one of the main symbols. It represents Edna in the way of how her life is like. The parrot is trapped inside a cage and wants to be released so that it can finally spread its wings and fly. This relates to Edna because she wants to escape from her husband, children, and the society so that she can finally be on her own. Water is another symbol in Chopin’s novel. The sea represents Edna’s freedom and escape. It is where she truly feels like she can be herself and safe in solitary. Also, the sea represents rebirth, in which Edna’s awakening is associated with rebirth. However, Edna ends her life in the sea which also shows how horrifying independence can be. The symbols in both stories represent Hester and Edna and how they act. Each symbol does have a different meaning, though and mean different things between each story. It just comes to show how each character is different from each other regarding their personalities and actions. Other characters in the stories affect the main characters and the plot. Dimmesdale, the father of Pearl, is the man Hester committed her sin with. He is forced to hide the fact that he is the father, because Dimmesdale is a respected minister within their society. Dimmesdale and Hester love each other and love Pearl very dearly. Chillingworth is Hester’s husband and is forced to hide his identity by changing his name. He left Hester for 2 years and within those two years, she committed adultery. Chillingworth comes back only to see that Hester has a child with a man that is not him. Chillingworth figured out that it was Dimmesdale and tries to sabotage him. Pearl is Hester and Dimmesdale’s daughter. Pearl tries to make Hester accept er sin. She also makes her mother wear the scarlet letter and will not take it off for the wrong reason. Pearl does not want her mother to run away from her sin but to face up to it, so when Hester tries to run away from her sin, Pearl starts to become stubborn. â€Å"And here by a sudden impulse, she turned to the young clergyman, Mr. Dimmesdale†¦ –â€Å"Speak thou for me! † cried she. â€Å"Thou wast my pastor, and hadst charge of my soul, and knowest me better than these man can. I will not lose the child! Speak for me! Thou knowest–for thou hast sympathies which these men lack†¦ Look thou to it! I will not lose the child! Look to it! † (Hawthorne, 100). By Hester announcing that, it meant that her only true reason for life was for Pearl, and that if the one richness of her life was devoured by Puritan thought and society, she would have lost her. Pearl was everything to her. She was all that she had left to lose, and she would do anything to protect her beloved daughter. In The Awakening, Leonce Pontellier is Edna’s husband and the father of their two children. He does not spend very much time with them due to him always being out doing other goods with his friends or business. Leonce expects Edna to be the perfect wife and mother and treats her with love. Be that as it may, Edna does not feel the same way towards him. Robert is one of Edna’s lovers. During the beginning of the novel, they start flirting with each other, thus developing feelings towards one another. Adele is one of Edna’s good friends and is the ideal female. She helps Edna gain towards her freedom. Mademoiselle Reisz is Edna’s inspiration. She only revolves her life around one thing; music. She has no husband, no children and is a talented pianist. She helps Edna get to where she is during the climax of the story. Hester seems to love Pearl to a greater degree than Edna loves her children, because of her devotion to Pearl, Hester could be seen as stereotypical ‘true woman' more than than Edna does; not exactly. The commitment of adultery with Dimmesdale is keeping her from having that title. Hester, like Edna, believes that society needs to change its attitude towards women and their role in their society. The difference between the two women is that Hester fees that she has something to lose and if she actually spoke her mind, Pearl would be taken away from her. Edna, however, felt so strongly about the injustices within her society that it became more important to her than her love for her children. Both stories are based on the fact that women are not treated fairly within their society. The two women do not endure their husbands, causing them to have affairs with others. Although, the differences create the actual story for each novel and makes them different in their own way. The actions of the characters really show their personalities. The symbols change how the aspects of the novel and characters are interpreted and other characters affect how the main character is changed.

Abigail Adams Chapter Guide

It explains why she is so focused on her family and John later in her life. It also explains her penname â€Å"Diana† and her love for literature and being involved in politics, after being taught to read at a young age. Chapter 2: John * Abigail and John were married on October 25, 1764. The maim point of this chapter is to show the love developing between John and Abigail. The way they were not attracted to each other at first explains why they work together so well. They have different views on things so they balance each other out. Their love for each other also sets up their depression during their separation later in their lives. Chapter 3: Wife and Mother * Abigail and John had six children: Abigail, John Quincy, Susanna, Charles, Thomas, and Elizabeth (stillborn). The main point of this chapter is to show the Adams family growing. Abigail’s deep connection to her kids at such a young age explains her sadness later on in her life when they are no longer with her, especially when her sons begin to leave home with their father to help with his politics and see the world. It also explains her connection to Nabby, since after Susanna and Elizabeth died young; Nabby was the only Adams daughter. Chapter 4: Politics * John elected representative to Massachusetts legislature, then later chosen as a delegate to the Continental Congress. Chapter 5: War Abigail had to raise her kids and deal with the family farm buy herself while John was away in Philadelphia. Chapter 6: Independence * Abigail used her influence over John to fight for women’s’ rights and representation during the drafting of the Constitution. * John was elected commissioner to France. Chapter 7: A Woman’s Sacrifice * While John was away in Europe, Abigail once again had to run her household on her own, which put her into a depression. Chapter 8: The Long Separation * After his commission to France, John was elected minister plenipotentiary which extended his stay in Europe. Chapter 9: Years of Decision * While John was in Europe, Abigail couldn’t decide whether or not to join him, but when he was commissioned to negotiate a treaty of commerce with Great Britain, she and Nabby decided to go and join him in Europe. * Nabby fell in love with Royall Tyler so the trip was also to see if their love would last. Chapter 10: Europe * Abigail liked London because of the class but disliked Paris because she thought it was dirty and the people were rude. * The servants did less in Europe, so it was more expensive to run a household ,which frustrated Abigail. John was then appointed minister to London by congress. Chapter 11: â€Å"The Ambassadress† * Abigail was overwhelmed by the wealth of the royal court in London. * She and John were not used to the expenses of clothing, servants, and hosting dinners for other dignitaries. This was made even worse by the low salary John was being paid by Congress. Chapter 12: A Homesick American * In London, Abigai l continued to miss American and her easy-going life in the countryside because she felt confined in the city in London. Chapter 13: The Vice President’s Lady * After Europe, Abigail was sure that she wanted her husband to continue his political career. * In March of 1779, John was elected Vice President, so the whole Adams family moved to New York to serve with George and Martha Washington, the new president and first lady. * Once again, like London, Abigail had many social obligations to fulfill as the second lady of the United States. * Congress then moved the capital city to Philadelphia, so once again the Adams family had to move. Chapter 14: An Interlude at Quincy * For John’s second term as Vice President, Abigail spent most of her time back in Braintree running the farm. * After her health scare while moving to Philadelphia, The Adams family didn’t want to risk her getting even more sick. * In 1796, George Washington announced he would not serve a third term as president, which made people speculate that John would succeed him. John would have to run against Thomas Jefferson in order to do so. Chapter 15: Mrs. President * John’s election made Abigail nervous. John was not as widely supported as Washington. * Abigail played a huge role in John’s presidency by expressing her opinions in politics, which was uncommon for a woman of the time. * While living in Philadelphia for John’s presidency, Abigail grew to enjoy the city. Chapter 16: â€Å"The Federal City†: * When John’s political career ended, Abigail returned to Quincy to a busy home full of her family. * Abigail soon set out for Washington, the new capital city, but when John was not reelected, they both returned. Chapter 17: The Matriarch of Peacefield * With both John and Abigail back in Quincy, Abigail took right back to being the matriarch of the house and taking care of her numerous grandchildren. * Abigail enjoyed having her husband always with her, and helping to raise her small grandchildren while in retirement. Chapter 18: The Curtain Falls * On October 28, 1817, Abigail died after falling ill with typhoid fever, at age 73. * Abigail was able to die peacefully with most of her family around her. Abigail Adams Chapter Guide It explains why she is so focused on her family and John later in her life. It also explains her penname â€Å"Diana† and her love for literature and being involved in politics, after being taught to read at a young age. Chapter 2: John * Abigail and John were married on October 25, 1764. The maim point of this chapter is to show the love developing between John and Abigail. The way they were not attracted to each other at first explains why they work together so well. They have different views on things so they balance each other out. Their love for each other also sets up their depression during their separation later in their lives. Chapter 3: Wife and Mother * Abigail and John had six children: Abigail, John Quincy, Susanna, Charles, Thomas, and Elizabeth (stillborn). The main point of this chapter is to show the Adams family growing. Abigail’s deep connection to her kids at such a young age explains her sadness later on in her life when they are no longer with her, especially when her sons begin to leave home with their father to help with his politics and see the world. It also explains her connection to Nabby, since after Susanna and Elizabeth died young; Nabby was the only Adams daughter. Chapter 4: Politics * John elected representative to Massachusetts legislature, then later chosen as a delegate to the Continental Congress. Chapter 5: War Abigail had to raise her kids and deal with the family farm buy herself while John was away in Philadelphia. Chapter 6: Independence * Abigail used her influence over John to fight for women’s’ rights and representation during the drafting of the Constitution. * John was elected commissioner to France. Chapter 7: A Woman’s Sacrifice * While John was away in Europe, Abigail once again had to run her household on her own, which put her into a depression. Chapter 8: The Long Separation * After his commission to France, John was elected minister plenipotentiary which extended his stay in Europe. Chapter 9: Years of Decision * While John was in Europe, Abigail couldn’t decide whether or not to join him, but when he was commissioned to negotiate a treaty of commerce with Great Britain, she and Nabby decided to go and join him in Europe. * Nabby fell in love with Royall Tyler so the trip was also to see if their love would last. Chapter 10: Europe * Abigail liked London because of the class but disliked Paris because she thought it was dirty and the people were rude. * The servants did less in Europe, so it was more expensive to run a household ,which frustrated Abigail. John was then appointed minister to London by congress. Chapter 11: â€Å"The Ambassadress† * Abigail was overwhelmed by the wealth of the royal court in London. * She and John were not used to the expenses of clothing, servants, and hosting dinners for other dignitaries. This was made even worse by the low salary John was being paid by Congress. Chapter 12: A Homesick American * In London, Abigai l continued to miss American and her easy-going life in the countryside because she felt confined in the city in London. Chapter 13: The Vice President’s Lady * After Europe, Abigail was sure that she wanted her husband to continue his political career. * In March of 1779, John was elected Vice President, so the whole Adams family moved to New York to serve with George and Martha Washington, the new president and first lady. * Once again, like London, Abigail had many social obligations to fulfill as the second lady of the United States. * Congress then moved the capital city to Philadelphia, so once again the Adams family had to move. Chapter 14: An Interlude at Quincy * For John’s second term as Vice President, Abigail spent most of her time back in Braintree running the farm. * After her health scare while moving to Philadelphia, The Adams family didn’t want to risk her getting even more sick. * In 1796, George Washington announced he would not serve a third term as president, which made people speculate that John would succeed him. John would have to run against Thomas Jefferson in order to do so. Chapter 15: Mrs. President * John’s election made Abigail nervous. John was not as widely supported as Washington. * Abigail played a huge role in John’s presidency by expressing her opinions in politics, which was uncommon for a woman of the time. * While living in Philadelphia for John’s presidency, Abigail grew to enjoy the city. Chapter 16: â€Å"The Federal City†: * When John’s political career ended, Abigail returned to Quincy to a busy home full of her family. * Abigail soon set out for Washington, the new capital city, but when John was not reelected, they both returned. Chapter 17: The Matriarch of Peacefield * With both John and Abigail back in Quincy, Abigail took right back to being the matriarch of the house and taking care of her numerous grandchildren. * Abigail enjoyed having her husband always with her, and helping to raise her small grandchildren while in retirement. Chapter 18: The Curtain Falls * On October 28, 1817, Abigail died after falling ill with typhoid fever, at age 73. * Abigail was able to die peacefully with most of her family around her.

Philosophy Essay Example | Topics and Well Written Essays - 250 words - 3

Philosophy - Essay Example He prioritizes the realistic form of visual arts rather than the abstract form (Wolff 323). There are different points in the view presented by Tolstoy. The view regarding the importance of the representation and expression of culture and morality in the artworks is a very important aspect of viewing the significance of art. This can be attributed to the fact that the artworks being a product of human being’s creativity and experiences can ultimately represent his true nature. Culture and norms encapsulate the experiences of human beings. Thus, what Tolstoy expressed in his view is correct. On the other hand, the definition of art cannot be limited by the number of people who can relate and appreciate the price of artwork. When he Tolstoy said that the best art is the most widely accessible art because it can better communicate with audience, he limits the capability of the people who observes the artwork to realism. He is right about the subjectivity of beauty but he can be wrong because his view stressed the failed to recognize that viewing art is subjective. Even the culture and morality that he is using as a guideline for his judgment can be subjective. In conclusion then, if Tolstoy is right about judging that the best art is the most widely accessible ones, why do surrealists and other unconventional artists still being appreciated? It is because their works also mirror the realities of life. Every product of human creativity on a personal point of view represents culture, thus, even in the absence of beauty or reality in the picture that is painted, it is still considered as art. Being the best or the worst art is judged only by subjectivity of the Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 19 Philosophy - Essay Example Humans therefore must carry out all actions and functions that make them into human beings and distinguish them from animals. Aristotle concludes that what distinguishes human beings from animals is their capacity of rational thinking. We are therefore happy as human beings when we do well what makes us human and distinguishes us from other species. But to seek happiness and fulfillment is not all that makes us human – human beings are also inherently very social beings and are political animals (Politics I.2) who seek to live in communities. Aristotle thinks that the state is the highest form of community, but at this point we should bear in mind that at his time the form of state and government Aristotle was most familiar with was the Greek polis, or city state, a relatively small entity both in geographic terms and in terms of population size. To Aristotle the polis encompasses all other human associations, from the family nucleus to clans to trade associations. A polis must have a constitution by which the lives of all citizens are organized and it must have a ruler, or law giver. It is important that the polis aims to achieve the highest good for all its citizens. In turn, as human beings are political animals, they can only achieve the good life by organizing themselves as citizens in a state. Citizenship may include holding a public office or serving as an administrator, but always includes some form of direct involvement and service rendered to the polis. Aristotle has three steps in mind, according to the age of a citizen: at a young age a citizen should serve as a soldier to defend his state, in middle age he should hold a public or administrative office and as an older citizen he should carry out religious duties. Citizens should be awarded for their efforts depending how much they have contributed to the running of the state. Aristotle warns against excess in any form and advocates moderation and inclusiveness. The rich and the poor should

Managing a Global Team Essay Example | Topics and Well Written Essays - 750 words

Managing a Global Team - Essay Example James was an effective and brilliant leader to which he sought to carry on the same to the operations of Sun Microsystems, but he had not prepared himself for the reality that dwelled in the company (Tsedal and Delong 3). However, James managed his global team effectively as he conducted conference calls on every week at a usual time in order for the team to receive updates on the status of operations. Despite him allocating time for these video conference calls, the Indian team felt as though they were not party to the global operations of the company as the addressing of their concerns were always last on the agenda sheet. Further, the time difference also proved ineffective for the Indian team as they felt that the time allocated by James for the weekly conference calls were at a time considered by many to be family time. James also failed to understand the causes of the failure to meet deadlines with the Middle East team and was quick to pass judgement that they were incompetent and that he was inconsiderate to the French team. The implication of this was that the US team was his favorite as he considered them more competent as compared to the other teams hence making James to have poorly managed his global teams (Tsedal and Delong 10). 2. ... The other companies that supply HS Holdings with software and hardware could have also been liable for the losses as this was not entirely Sun Company’s fault (12). Further, James is responsible for this crisis because he did not treat the Indian team with the regard that they required hence making them not to work in tandem with the organizational goals of Sun Microsystems. 3. What role did the â€Å"Open Work† environment play in the case? The ‘open work’ policy was a program that allowed employees to work across different time zones by incorporating technology, support systems, and apparatus by using technology that would make this process achievable. The application of this program by Sun Microsystems began in 1995 where the physical presence of an employee was not necessary in ensuring that the company was operational (7). This led Sun to reduce its housing fixed assets by a significant percentage, which also translated to the saving of millions of dol lars. The application of the ‘open work’ program in this case was in terms of the recruitment of team members in the Far East countries as many worked from home while others worked at Sun’s facilities, which registered efficiency and cost reduction (8). James also made use of the video conferencing facility, which allowed him to schedule meetings with all team members at the same time making the Company to save on the travel expenses for the global team manager. Therefore, the ‘open work’ program applied by Sun through James served as a cost reduction measure and a uniting factor for the global team members. 4. What role did diversity play on this team? In this case, diversity played an important role in the recruitment of the global team members as James recruited

Strategic and operations management Assignment Example | Topics and Well Written Essays - 2250 words

Strategic and operations management - Assignment Example This is one of the leading companies in the world with building materials. This company is however based in Ireland (Diana, 2013). It is important to highlight that CRH is quite focussed and takes into consideration every business hitch and utilizes it for the better. The company realized the factors that lead to the business and noted keenly with a lot of concern that for the company to excel, the price that is charged on the various commodities should be relatively cheap and affordable that favours a large number of people. It is also important to highlight the other factors that the company considered; the quality of services that are offered. This is the overall view, perception as well as experience that the customers get after consuming the products. The value that the customer attaches to the product offered and how the interact with the persons providing the service depicts the quality as either high or low quality (Diana, 2013). The company being ranked as one of the top leading companies in the world in terms of the provision of the building materials, it is important to highlight that the company had to strategize and develop ways to meet the large demand for the products that they offer. This therefore means that the company had to be more reliable and accountable in terms of productivity. This also led to the company establishing smaller markets and enterprises within due to the variations in the legal issues in different parts of the world. This was in the essence that the company had consequently known that micro-markets enhance the successful business performance (Diana, 2013). In the realization of the tight as well as the difficult market environment, it is important to highlight that CRH developed strategies for the successful operations. These strategies were with certain key elements as they are well explained and clearly discussed below: It is also important

Online Socializing Has Given Rise to Social Isolation Essay

Online Socializing Has Given Rise to Social Isolation - Essay Example   When there is too little interaction with people, man tends to get socially isolated and becomes depressed. This gives rise to anxiety and stress which is not manageable by the person himself. Hampton, Sessions and Her state: â€Å"Evidence from the US General Social Surveys (GSS) suggests that during the past 20 years, people have become increasingly socially isolated and their core discussion networks have become smaller and less diverse.† When a person spends hours and hours in front of the computer screen behind the objective of staying connected to the people online, he is unaware that he is getting disconnected from the world around him, and is getting oblivious of those living around him who need him and can make him happier than the online community. Social isolation creates adverse effects on the family relationships because online socializing works â€Å"by divorcing social relationships from physical reality and moving them beyond our local community† (Ro bins, qt. in Straubhaar, LaRose and Davenport 437). Hence, we can say that social isolation, anxiety, depression, and loneliness are linked with each other, and the root cause is the epidemic of online socializing. Literature supports that online networking gives rise to many problems.  Ã‚  

Analysis Of The Film Training Day Essay Example | Topics and Well Written Essays - 500 words

Analysis Of The Film Training Day - Essay Example Jake takes the marijuana, but Alonzo tells him later on that it was laced with PCP. This event provides a perfect set up for ensuing scenes. From this action, for example, Alonzo would later threaten to kill Jake for refusing to participate in one of his illicit crimes boasting that the blood tests from Jake’s corpse would reveal the presence of PCP, and thus discredit Jake. In the next instance too, Jake spots and subdues attackers who are sexually assaulting a certain high school girl called Letty while Alonzo simply watches. Alonzo orders Letty to leave instead of recording a statement at the police station, telling a shocked Jake that street justice had been served since the two perpetrators had lost their drugs and money, and would inevitably be dealt with by Letty’s vengeful cousins. Alonzo does well to prime Jake and the audience for what is yet to come (the ‘bigger’ crimes) and attempts to tune Jake’s mind so that in the consequent ‘errands’, Jake would be okay with the corrupt dealings. As we see in the later stages of the film, taking crime money from criminals instead of handing it in as evidence was street justice in Alonzo’s perspective, and it is this point of view that he tries to instill in Jake in the incident with Letty. In the third circumstance, Alonzo meets a group of elite police officers, otherwise known as ‘The Three Wise Men’. They tell Alonzo to leave the town since it had come to their knowledge that Alonzo owed money to the Russian Mafia which put his life at risk.

Correlation between Safety and Judgement (Pychology Static Research) Essay

Correlation between Safety and Judgement (Pychology Static Research) - Essay Example However, as the safety of a person depends on interpersonal skills as well as communication skills, the positive attitude also helps in gaining self confidence as well as keeping away from disasters in life. The usage and application of interpersonal skills depend on the surroundings and the ability of the individual to use his communication skills as per the needs. In this paper, 41 people of age groups 18 and 21 are analyzed according to the above mentioned aspects. The individuals selected are the people aged between 18 and 21 years, having mean age as 20 years. Hence, Mean age =20. Range = 3. Majority of the participants are Caucasian and the families belong to middle class. Participants visited the psychologist's lab all at a once, when they are given a test regarding their decision making and judgment. After that they met psychologist once in a month and out of 41 three of the participants visited once in three months for the first one year. Hence, for 38 participants the yearly visits were 12 and for three of them they were 4 each. Consequently, when the values of yearly visits are calculated, there are 38 values of each 12 and 3 values of each 4. The standard deviation for the above values is 11.4 and is nearer to the majority of the values in the visits data and hence the researchers considered the results. In the second year for the first six months, all the participants are asked to visit once in two months and all the participants fol lowed the instruction. In the next six months of the second year, they were asked to visit once in three months and at the last visit, the consequences of their judgment have been compared. Method In the research the individuals are given two consequences and are asked for answers. The first one is about an uncomfortable situation that demands a judgment to come out of it safely and the second one is about a normal situation that talks about the future situation. The participants responded according to their confidence level and amount of attribution. Researchers classified the 41 participants into groups according to their confidence levels and amount of attribution. As amount of attribution depended on confidence level, participants are divided into three groups basically having high confidence level as well as attribution (A), the high level of self control with resourcefulness (B), the participants having less confidence as well as self control (C). In group A, there are 12 participants, 13 participants in group B and 16 participants in group C. The division of the participants into three groups has been done based on the conversations during the visits in the first year. Moreover, researchers found that the resourcefulness of participants while taking a decision. While considering the resourcefulness, the researchers graded the decisions of the participants according to different situations that come over in the course of one's life according to the individual's community and profession. The safety and judgment results are as following according to the confidence, attribution levels of the groups. It is clear from the following graph, that the self control group that have high resourcefulness has shown greater safety for their judgments in the course of time.

Terrorism Research Paper Example | Topics and Well Written Essays - 1250 words

Terrorism - Research Paper Example The united states need to use the all the tools, that are at its disposal including the international diplomacy, corporation and constructive engagement to economic sanctions in order to convert physical security and military force towards eliminating the vice. Therefore, this paper examines the international terrorist action and threats in the United States of America and the country’s response to the same. However, some countries like Iran seems to support and sponsor terrorism as their main specter for proliferation of weapons. Survey has also shown that Al Qaeda terrorist group has attempted to acquire biological, radiological, and nuclear weapons. Thus, the stake for war with the international terrorism is increasing becoming difficult and the margins for terror as well to select the appropriate policy to prevent the terrorists’ attacks (Hamilton 381). The United States policy towards eliminating the international terrorism has more of military significant componen t as in the case with Iraq. The major concern over this global phenomenon is how to maximize international cooperation and support that is unduly compromising. The state department is to release its annual report on terrorism. From the prior expectation, the current report carries more and advanced patterns of terrorism than earlier editions. The United States has set strategic approach in its anti-terrorist plan. These plans revolve around defeating the terrorist as a major source of threat to human life. The country also aims at providing an environment that is hospitable free of terrorism across the globe. Through this plan, the United States seeks to enhance the existing national strategy for combating terrorist across the world. The US must engage in realm of ideas that are in conjunction with the ongoing efforts to protect and defect the homeland against any form of terrorist attack (Gordon 79). International terrorism is increasingly becoming a threat to the United States bot h in its foreign and domestic security. Timing and target of the terrorist to the U.S. may directly affect its effort in controlling and preserving commerce on nuclear proliferation of the Middle East peace process. The radical Islamic groups have sought to exploit economic and the political tensions of the Asian countries. Their sole aim for this attack is to overthrow the secular regimes more so in the countries with large Muslim populations (Krueger 16). The main perception is that these groups are a main threat to the United States policy objectives. The report on Iran as the most active sponsor for terrorism has forced the United States to lay some strategic plans against Middle East countries. The report cites Pakistan as one of the most important partners of the United States on the war against the world terrorism. Pakistan securities services cooperate closely with the U.S.to eliminate terrorism. Sudan and Libya have currently collaborated with the United States in the globa l war on terror. Currently, the terrorism has assumed new characteristics of ideological movements thus; fight against it must be a hard task. The much intelligence conducted on terrorist show that, today, most of the terrorism is done on the United States (Jessie and Kinney 705). The terrorist sanctuaries are within the cities or democratic societies. Countries

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.

An Outline of Performance Anxiety in Female Athletes Essay Example for Free

An Outline of Performance Anxiety in Female Athletes Essay Have you ever felt an overwhelming feeling of fear or nervousness, prior to competing in an important event? Did it affect your ability to perform? If so, you may be familiar with performance anxiety. An athlete suffering from performance anxiety often will perceive competitive situations as threatening, which can result in feelings of apprehension, fearfulness and tension (Patel, Omar, Terry, 2010). Interestingly, studies have found the prevalence of sport-related performance anxiety to be much higher in female athletes than male athletes (Thatcher, Thatcher, Dorling, 2004, Patel et al, 2010). See more: essay apa format Thatcher (2004) found that while examining temporal patterning of anxiety and hormonal responses prior to competition, females exhibited an â€Å"increases in cognitive and somatic anxiety intensity levels.† These symptoms can often result in performance that is well below demonstrated abilities, injury, or avoidance of participation altogether. The goal of this report is to outline symptoms and effects of performance anxiety, discuss factors that influence the phenomenon, and recommend anxiety-management techniques for female athletes. Physical and Psychological Effects Athletes suffering from performance anxiety often exhibit cognitive, behavioural, and physiological signs and symptoms (Patel et al, 2010). Some of the main cognitive symptoms include; indecision, poor concentration, feelings of fear, and loss of self-esteem (Cox, 2007, p. 201). Behavioural signs and symptoms often consist of; demonstration of nervous habits, such as biting nails and fidgeting, withdrawal, aggressive or irritable behaviour, and perceived inability to compete. Physiological symptoms include; heightened blood pressure and heart rate, sweating, dry mouth, trembling, blushing and muscle tension (Patel et all, 2010). Hormonal changes can also play a role, as Thatcher (2004) found in his study, a decrease in adrenaline and nor adrenaline can be present in female athletes prior to competition. Factors and Influences Common factors that can contribute to performance anxiety include; fear of performance failure, negative social evaluation and/or physical harm, as well as disruption of a well learned routine (Cox, p.201, 2007). The effects of these factors can be further heightened in correlation with importance of an event, or the level of competition. These fears and feelings of anxiety may affect the athlete’s perception of their abilities and hinder their self-confidence, which can be detrimental to their performance. Patterns of perfectionism can also lead to sport-related anxiety, mainly involving setting exceptionally high performance standards of oneself (Cox, p.202, 2007). Setting high standards can often be beneficial to a performance, but athletes that succumb to unrealistic thoughts, that nothing but a perfect/ideal performance is good enough, are more likely to experience negative emotions and heightened levels of anxiety due to the discrepancy between ideal and current self/situation (Koivula, Hassmà ©n, Fallby, 2001). Recommendations Management of performance and competitive anxiety can be challenging. The first strategy would be to consult with a clinical psychologist, who will often suggest a behavioural approach. These approaches have been found to be the optimal coping strategy for sport-related anxiety, specifically Cognitive Behavioural Therapy (CBT) (Patel et al, 2010). CBT examines how attitudes, beliefs, opinions and behaviours are formed, how they affect success, and how changing them impacts on performance (Joseph, 2010, p.2). The aim of CBT is to target and address negative thoughts and behaviours that underline anxiety symptoms. This is done by enforcing cognitive restructuring such as positive self-talk, modifying negative self talk and challenging negative expectations, as well as implementing relaxation techniques, exposure methods and relapse prevention (Patel et al, 2010). Coaches can also play an influential role in the factors that affect the development of performance anxiety. Athletes who perceive their coaches as supportive of their efforts experience higher levels of sport enjoyment and lower anxiety. (Smith, Smoll, Cumming, 2007) Conclusion Performance anxiety can negatively affect an athlete’s state of mind, hindering their ability to successfully perform competitively, more commonly seen in female athletes. The physical and psychological effects can cause heightened stress in an athlete which can result in complete withdrawal from competition. Behavioural and cognitive interventions are used to teach the athlete coping skills and enforce relapse prevention plans, in hopes to rid the athlete of performance anxiety sign and symptoms.

Defensive Strategies By Cadburys Against Craft Marketing Essay

Defensive Strategies By Cadburys Against Craft Marketing Essay Discuss the types of defensive strategies available to target companies and in particular, describe the strategies used by Cadbury to, albeit unsuccessfully, defend the bid by Kraft. With the development of economy and technology, competition among enterprises is becoming increasingly intense. Many companies decide to expand their companies scale and business through mergers and acquisitions to achieve maximum profits. Takeover is a business behaviour that one company is purchased by another one. There are several types of takeover, including friendly takeovers, hostile takeovers, reverse takeovers and backflip takeovers. Even though some mergers and acquisitions can bring about synergy and more substantial profits, some takeovers are not welcome. Therefore, a large numbers of measures are taken by target companies to defend the hostile takeover. In this essay, I state different types of takeover defence and their characteristics. Furthermore, I introduce their practical application taking the merger of Kraft and Cadbury as an example. Different types of defensive strategies Defensive strategies can be classified into active measures and preventive measures. Active measures consist of greenmail, standstill agreement, white knight, and so on, while preventive measures are made up of poison pills, people pill and other defences. In particular, greenmail, poison pills, staggered board terms and supermajority rules are common used defensive strategies by incumbent managers. Greenmail is purchasing enough shares of the target company to threaten its shareholders interests and then forcing the target company to agree to buy the bidders stock back at a premium as long as it does not want to be taken over. It has brought fabulous profits for investors. For example, in June 1979, Icahn Corporation in the United States bought 9.9% of the shares of the Saxon Industries Corporation at $7.21 per share. And in February 1980, Saxon repurchased its own shares held by Icahn Corporation at the price of $10.50 per share. Icahn also bought 10% of shares of Hammermill paper Corporation at 25 dollars per share in the late of 1979. After that, the latter bought back these shares held by Icahn at the price of 36 dollars per share. Icahn totally invested $20,000,000 in the merger activities and made 900 million dollars profits after these stocks were repurchased. As the US tax law regulates that the income from greenmail should pay 50 percent of the tax. Moreover, disputes often lead to high legal costs, as a result, the use of this takeover defence are greatly restricted. Stock price of the target company usually goes down after it pays greenmail to the firm which want to take over the company. For instance, in 1984, David Murdoch held 5% of Occidental Petroleums stock and forced it to take measures to increase the value of its stock. Occidental Petroleum responded to the pressure by buying Murdochs shares back at a substantial premium to the fair stock market price. It repurchased the 5 percent of stocks at a price of $40.1 per share instead of the market price of $28.75, that is, it enabled Murdoch to gain the extra 42 percent of profits to the market value and made the total profits up to 56 million dollars. After paying greenmail to Murdoch, the market price per share of Occidental Petroleum stock dropped by $0.875, indicating the market value of the company declined over 80 million dollars. Since the stock price had decreased before the announcement of the repurchase, the actual losses were more than $80 million. A poison pill, which is also called a shareholder rights plan, is the most effective defence strategy. It was devised in the mid-1980s which forced the acquiring firm to negotiate the purchase price of the stock with the target firms board of directors, rather than negotiate with shareholders directly. Even though there are different kinds of pills, they have one thing in common that they increase the cost of takeover as a transfer occurs from the bidder to shareholders. Poison pills are forbidden in some countries such as the United Kingdom. In Europe, due to the complicated political environment and the uncommon explicit poison pills, many governments can prevent companies from buying other firms by taking a series of political actions, but some hostile takeovers may be successful. There are five types of poison pills, including preferred stock plan, flipover rights plan, ownership flip-in plan, back-end rights plan and voting plan. Flipover rights plan is the most popular takeover defence in these five kinds of poison pills. Shareholders of the target firm have the right to buy stocks of the acquiring enterprise at a discounted price after the merger, which is equal to a stock dividend. In the event of the acquisition, the number of shares held by the bidder will decrease as well as stock prices. If Corporation A decide to merger with Corporation B and Corporation B have the option to purchase As shares at a discount, the acquisition cost is quite expensive for A so that it may choose to give up the acquisition of B ultimately. An acquirer which has gained over fifty percent of a target firms stocks may be unable to take over the company as some companies have regulations that who acquire at least two thirds supports from shareholders and sometimes 90% of shares have the right in charge of the company. Staggered board of directors or classified board refers to that the board of directors is divided into different classes, and companys articles of association formulate that only a part of directors, commonly one third or one fourth, can be re-elected each year. The measure means that even if the acquirer has held enough shares of the target firm and gained control of the company, it can neither make a substantive restructuring of the board of directors nor immediately take over the board of directors. The staggered board of directors plays a significant role in delaying the process of hostile takeover. As the majority of directors in the board are original, they still hold the majority voting power and contr ol the company. They can decide to broad investments and increase their shares to dilute the bidders stock shares, or take other actions to achieve the purpose of anti acquisition. Staggered Boards is an effective takeover defence that has less impact on share prices. Case Study: Cadburys defences against the bid of Kraft Cadbury is an international company to produce, promote and distribute sweets and beverage products. It is the worlds second largest confectionery company as well as the second largest chewing gum company. Kraft food is the second largest food company in the world, whose core products are coffee, candy, dairy products and beverages. It has over sixty thousand employees around the world and has launched business in 145 countries. Even though the American blue-collar are enthusiastic about Kraft products, Krafts sales performance was far less than expectation as its revenue declined by 6%. Due to the excessive reliance on low end market and the lack of new growth points, Kraft faced a crucial decision: one was introducing new products and promoting a new brand, the other was taking over the existing namely brands. On 28 August 2009, Rosenfeld, the chairman of Kraft, proposed an offer to absorb Cadbury at a price which was 31% higher than the closing price at that day and amounted to nearly 10.2 billion pounds. Although Roger, the chairman of Cadbury realized that the development of the company size had suffered bottlenecks, he convinced that in the acquisition game, Cadbury would be able to reap the initiative opportunity. On 7 September, Cadbury formally stated that it rejected Krafts acquisition, because the proposed acquisition greatly underestimated the value and development prospects of Cadbury. Because of the acquisition news, Cadburys share price rose by 37% at that day, causing its total market value up to an unprecedented 106 billion pounds, which was more than Krafts bid. On September 22nd, intolerable Cadbury asked the British MA supervision institution to give a ruling to Kraft, forcing it to nail down before the 9 November. If it cannot submit a more reasonable offer, Kraft would not take acquisition activities within at least six months. Immediately, Rosenfeld said that Kraft did not have to take over Cadbury. This made a lot of Cadburys shareholders begin to worry that Cadburys share price would collapse if Kraft gave up the acquisition. Roger appeased shareholders and he believed that refusing the acquisition and remaining independence of Cadbury could bring about best interests to shareholders. Cadbury was confident of its independent strategy and development prospective in the future, while merging with Kraft, which had low growth, may have an obscure prospect. On October 21st, Cadbury released the third-quarter financial statement which indicated that the quarterly revenue rose by 7%. On that day, its stock price reached a record high, with a total market value as much as 11.08 billion pounds. Shareholders of Cadbury took the opportunity to express that if Krafts offer was 122 million pounds, they were able to discuss on the issue of acquisition. This price was 20 billion pounds higher than Krafts original offer price. On 9 November, Kraft announced that it would launch a hostile bid for Cadbury in accordance with the previous offer. In late November 2009, the US Hershey Corporation, the Italian Ferrero Corporation and Nestlà © of Switzerland had expressed their willingness to bid. Therefore, Cadbury must not be so easily accept Krafts offer. Because Kraft is not the only one which tended to take over Cadbury, while Cadbury is almost the only choice for Kraft. Roger Carr said that Cadbury preferred to merger with Hershey rather than Kraft, because this merger was expected to generate higher earnings per share. It was reported that the directors of Cadbury secretly contacted Hersheys directors to encourage it to act as a white knight and launch a tender offer in order to compete with Kraft. It is a takeover defence known as white knight. When a company become the hostile takeover target, it may invite another company to make friendly acquisition proposal to defuse the pressure of hostile takeovers. The company which is invited to help the target firm defend hostile takeovers is called white knight. Success for the Cadbury takeover would bring about less synergy and make Nestle face antitrust scrutiny, while Hershey had no ability to bear acquisitions without Ferreros assistance. As a result, they gave up taking over Cadbury. Finally, Krafts merger of Cadbury was successful at the price of $19.5 billion. Conclusion Takeover defences mentioned above are effective and commonly used measures to resist the hostile takeover of acquiring firms. Different strategies have different characteristics and applications. For instance, staggered broad of directors has less influence with the companys stock price than greenmail, while poison pills are forbidden in some countries. The merger of Cadbury and Kraft is a well-known and significant MA case in this century. Even if Cadbury had taken a series of actions to defend Krafts takeover and achieve some results initially, causing Kraft had to sell its pizza business at a super low price and issue new shares, eventually, Kraft gained the victory of the campaign. In my opinion, adopting efficient defensive strategies do not mean obtaining desired results. The surrounding economic environment and views of counterparty also play a vital role in merger and acquisition activities.

I Want to Make a Difference :: College Admissions Essays

I Want to Make a Difference When I was in the third grade I came home from school and told my mother I wanted to be a teacher. When she asked why, I replied, â€Å"because I want to be just like my teacher.† To this day I haven’t changed my mind. I was fortunate enough to have been blessed with wonderful teachers in my elementary school years. If it wasn’t for them I might not have the desire to become an educator. I want to have this kind of impact on my students. I want to the teacher who makes the difference. I work at a day-care and absolutely love being with the children. I have taught many children to spell and write their names, learn the alphabet and colors, and tie their shoes. After helping a young child accomplish a â€Å"difficult† task and seeing how excited he is, makes me feel great. When I look at myself as being a teacher, I see myself practicing authoritarianism. I will know my content and teach it will. I will value my students as individuals, not as a group. My classroom will be run on a bell-to-bell schedule. There will be a meaningful assignment on the board for the students to do as they enter the classroom. When students are learning, the appropriate seating is necessary. I will assign my students seats, changing them often. For lecture, the students will be seated in rows and columns, in a circle for class activities, and placed in groups for group work. The classroom rules will be very distinct. The rules, along with the consequences when is one is broken, will be posted in a very visible place in the classroom. There are two rules in which I will insist upon in the classroom. They are to treat others the way you want to be treated and follow all school rules. My students will help me compose the other 3-5 classroom rules. Misbehaviors are always problems in the classroom, however I hope to have few in mine. If I see a problem starting, I will do my best to stop it before it continues.

Good Usage is Simply Correct Grammar Essay example -- Teaching Writing

Good Usage is Simply Correct Grammar What is good use? Does it even matter? Those are not easy questions to answer. Is good use just simply using correct grammar or is everyone who is using it just trying to speak above everyone else? What I mean by "trying to speak above others" is using large words, which you normally would not use, just to sound more intelligent than you actually are. I think the type of usage a person uses depends on the audience, the topic, and why the person is writing. Why does good usage have to involve more than just those items? My answer to that question is that it does not. There are, in fact, many different types of good usage. There is good usage for friendly letters, resumes, cover letters, applications and etc. For instance, I would not write a letter to a friend and use the same type of language I would use in a paper for a professor. The letter would be more casual while the paper would be much more formal. If I wrote the personal letter in a formal way the reader would take one look at the letter and think I was just trying to impress someone. However, that does not mean that I am not using good usage in that letter. I still use correct grammar, check the punctuation, and check the spelling. That is what I consider good usage to be. As long as I still do those items isnà ­t that okay for a friendly letter? My friend reading that letter does not want to have to look up every other word in the dictionary. Now let's say I was writing a resume cover letter. I would not write something like à ¬Hey, Ià ­d be a good asset to your companyà ®. Instead I would write something to the effect of à ¬I feel I could be a desired asset in your companyà ®. I would choose the second statement because it sounds more... ...ing to say here? Basically, I am saying that good usage consists only of using correct grammar (paragraphs, punctuation, spelling, etc.) and has absolutely nothing to do with knowing all those "75 cent" words. People do not want to listen to other people trying to act smart and show off. Why does it matter? People need proper usage to get employed, receive good grades, to even get acknowledged in the "real world," and just simply to be accepted. Should good usage matter? This is tricky because it should not matter how proper people can speak as long as they do not sound "dumb as a rock" (if they are not) and they are able to perform their jobs well. Yet, we should not be running around saying sentences like "I ain't got no pen so I ain't gonna do my homework" because this is not even close to correct grammar which is my definition of what good usage really is.

Symbols, Symbolism, and Metaphor in The Great Gatsby Essay -- Great Ga

Metaphors and Symbolisms in The Great Gatsby    In the novel The Great Gatsby, F. Scott Fitzgerald uses many different metaphors and symbolisms to express his point.   In this essay the point that I wish to make is how Fitzgerald uses colors to develop image, feelings, and scenery depiction to let the reader feel the emotions and other aspects being portrayed in that particular part in the book.  Ã‚  Ã‚   Like every other essay one must address the major points that will be addressed.  Ã‚  Ã‚   This essay suggests the hopefulness of Nick's venture in the East and of Gatsby's dream to win Daisy.   Fitzgerald uses the colors of white and green as suggestions of future promise.   As the novel unfolds and the uselessness of the dream is developed, the colors become garish shades such as gold, silver, and pink.      Ã‚  Ã‚   White and green are shown throughout the beginning of the novel, first, through green and white luminous light.   Daisy is constantly shown in white. When Nick first sees his cousin (Daisy), she is wearing a white dress.   In my mind, white depicts virginity, innocence, honesty, wealth, and the appearance of cleanliness.   Later on I will discuss how this image of Daisy is false. She is extremely corrupt, and all her actions are based on self-gratitude. Green is also portrayed in the earlier parts of this novel.   It is a symbol of hope.   This probably is referring to Gatsby's second chance at romance with Daisy, and his dream with America being able to make all your dreams come true.   Gatsby believes that there is hope for his future relationship with Daisy.   We view his r... ... being swollen with silver, as if to say that it was done in a bad way.      Ã‚  Ã‚   The last color portrayed heavily when discussing the character of Gatsby is pink.   Pink is a sign of embarrassment.   When Gatsby states that Daisy never loved Tom, she has always been in love with him, he was shocked to hear from her own mouth that she loved both of them.   This placed Gatsby in a very uncomfortable situation and   this event finally brought him over the edge.      Ã‚  Ã‚   Over the course of this novel we saw how the plot slowly changes from the rich and exquisite life of the wealthy, to the stubborn, arrogant, and selfish values that each of these characters possessed, especially Gatsby. Corruption reigned so high in their society; it was viewed as something to be of usual nature.    Symbols, Symbolism, and Metaphor in The Great Gatsby Essay -- Great Ga Metaphors and Symbolisms in The Great Gatsby    In the novel The Great Gatsby, F. Scott Fitzgerald uses many different metaphors and symbolisms to express his point.   In this essay the point that I wish to make is how Fitzgerald uses colors to develop image, feelings, and scenery depiction to let the reader feel the emotions and other aspects being portrayed in that particular part in the book.  Ã‚  Ã‚   Like every other essay one must address the major points that will be addressed.  Ã‚  Ã‚   This essay suggests the hopefulness of Nick's venture in the East and of Gatsby's dream to win Daisy.   Fitzgerald uses the colors of white and green as suggestions of future promise.   As the novel unfolds and the uselessness of the dream is developed, the colors become garish shades such as gold, silver, and pink.      Ã‚  Ã‚   White and green are shown throughout the beginning of the novel, first, through green and white luminous light.   Daisy is constantly shown in white. When Nick first sees his cousin (Daisy), she is wearing a white dress.   In my mind, white depicts virginity, innocence, honesty, wealth, and the appearance of cleanliness.   Later on I will discuss how this image of Daisy is false. She is extremely corrupt, and all her actions are based on self-gratitude. Green is also portrayed in the earlier parts of this novel.   It is a symbol of hope.   This probably is referring to Gatsby's second chance at romance with Daisy, and his dream with America being able to make all your dreams come true.   Gatsby believes that there is hope for his future relationship with Daisy.   We view his r... ... being swollen with silver, as if to say that it was done in a bad way.      Ã‚  Ã‚   The last color portrayed heavily when discussing the character of Gatsby is pink.   Pink is a sign of embarrassment.   When Gatsby states that Daisy never loved Tom, she has always been in love with him, he was shocked to hear from her own mouth that she loved both of them.   This placed Gatsby in a very uncomfortable situation and   this event finally brought him over the edge.      Ã‚  Ã‚   Over the course of this novel we saw how the plot slowly changes from the rich and exquisite life of the wealthy, to the stubborn, arrogant, and selfish values that each of these characters possessed, especially Gatsby. Corruption reigned so high in their society; it was viewed as something to be of usual nature.   

Chapter 10 Banking and the Management of Financial Institutions Essay

Factors Causing Financial Crises 1) A major disruption in financial markets characterized by sharp declines in asset prices and firm failures is called a A) financial crisis. 2) A financial crisis occurs when an increase in asymmetric information from a disruption in the financial system A) causes severe adverse selection and moral hazard problems that make financial markets incapable of channeling funds efficiently. 3) A serious consequence of a financial crisis is A) a contraction in economic activity. 4) A sharp decline in the stock market means that the ________ of corporations has fallen making lenders ________ willing to lend. A) net worth; less 5) A sharp stock market decline increases moral hazard incentives A) since borrowing firms have less to lose if their investments fail. 6) An unanticipated decline in the price level increases the burden of debt on borrowing firms but does not raise the real value of borrowing firms’ assets. The result is A) that net worth in real terms declines. 7) If debt contracts are denominated in foreign currency, then an unanticipated decline in the value of the domestic currency results in A) a decline in a firm’s net worth. 8) Factors that lead to worsening conditions in financial markets include: C) the deterioration in banks’ balance sheets. 9) In a bank panic, the source of contagion is the D) asymmetric information problem. 10) A bank panic can lead to a severe contraction in economic activity due to D) a decline in lending for productive investment. 11) In addition to having a direct effect on increasing adverse selection problems, increases in interest rates also promote financial crises by ________ firms’ and households’ interest payments, thereby ________ their cash flow. B) increasing; decreasing 12) In emerging economies, government fiscal imbalances may cause fears of B) default on government debt. 9.2 Dynamics of Past U.S. Financial Crises 1) When financial institutions go on a lending spree and expand their lending at a rapid pace they are participating in a A) credit boom. 2) When the value of loans begins to drop, the net worth of financial institutions falls causing them to cut back on lending in a process called A) deleveraging. 3) When financial intermediaries deleverage, firms cannot fund investment opportunities resulting in A) a contraction of economic activity. 4) A credit boom can lead to a(n) ________ such as we saw in the tech stock market in the late 1990s. A) asset-price bubble 5) Many 19th century U.S. financial crises were started by A) spikes in interest rates. 6) Most U.S. financial crises have started during periods of ________ either after the start of a recession or a stock market crash. A) high uncertainty 7) If uncertainty about banks’ health causes depositors to begin to withdraw their funds from banks, the country experiences a(n) A) banking crisis. 8) Debt deflation occurs when A) an economic downturn causes the price level to fall and a deterioration in firms’ net worth because of the increased burden of indebtedness. 9) A substantial decrease in the aggregate price level that reduces firms’ net worth may stall a recovery from a recession. This process is called A) debt deflation. 10) A possible sequence for the three stages of a financial crisis in the U.S. might be ________ leads to ________ leads to ________. A) asset price declines; banking crises; unanticipated decline in price level 11) The economy recovers quickly from most recessions, but the increase in adverse selection and moral hazard problems in the credit markets caused by ________ led to the severe economic contraction known as The Great Depression. A) debt deflation 9.3 The Subprime Financial Crisis of 2007-2008 1) Financial innovations that emerged after 2000 in the mortgage markets included all of the following except A) adjustable-rate mortgages. 2) ________ is a process of bundling together smaller loans (like mortgages) into standard debt securities. A) Securitization 3) A ________ pays out cash flows from subprime mortgage-backed securities in different tranches, with the highest-rated tranch paying out first, while lower ones paid out less if there were losses on the mortgage-backed securities. A) Collateralized debt obligation (CDO) 4) The growth of the subprime mortgage market led to A) increased demand for houses and helped fuel the boom in housing prices. 5) The originate-to-distribute business model has a serious ________ problem since the mortgage broker has little incentive to make sure that the mortgagee is a good credit risk. A) principal-agent 6) Mortgage brokers often did not make a strong effort to evaluate whether the borrower could pay off the loan. This created a A) severe adverse selection problem. 7) Agency problems in the subprime mortgage market included all of the following except A) homeowners could refinance their houses with larger loans when their homes appreciated in value. 8) When housing prices began to decline after their peak in 2006, many subprime borrowers found that their mortgages were â€Å"underwater.† This meant that A) the value of the house fell below the amount of the mortgage. 9) Although the subprime mortgage market problem began in the United States, the first indication of the seriousness of the crisis began in A) Europe. 10) Like a CDO, a structured investment vehicle pays off cash flows from pools of assets, however, rather than long-term debt the structured investment vehicle backs A) commercial paper. 11) Which investment bank filed for bankruptcy on September 15, 2008 making it the largest bankruptcy filing in U.S. history? A) Lehman Brothers 12) The largest bank failure in U.S. history was ________ which went into receivership by the FDIC on September 25, 2008. A) Washington Mutual 13) Credit market problems of adverse selection and moral hazard increased as a result of all of the following except A) increase in housing market prices. 14) The Economic Recovery Act of 2008 had several provisions to promote recovery from the subprime financial crisis. These provisions included all of the following except A) guaranteed all the deposits of the commercial banks. 15) The government bailout of troubled financial institutions occurred in the U.S. and many other countries. Which country saw their banking system collapse requiring the government to take over its three largest banks? A) Iceland 9.4 Dynamics of Financial Crises in Emerging Market Economies 1) Financial crises generally develop along two basic paths: A) mismanagement of financial liberalization/globalization and severe fiscal imbalances. 2) In emerging market countries, the deterioration in bank’s balance sheets has more ________ effects on lending and economic activity than in advanced countries. A) negative 3) The mismanagement of financial liberalization in emerging market countries can be understood as a severe ________. A) principal/agent problem 4) Factors likely to cause a financial crisis in emerging market countries include A) fiscal imbalances. 5) The two key factors that trigger speculative attacks on emerging market currencies are A) deterioration in bank balance sheets and severe fiscal imbalances. 6) Severe fiscal imbalances can directly trigger a currency crisis since A) investors fear that the government may not be able to pay back the debt and so begin to sell domestic currency. 7) In emerging market countries, many firms have debt denominated in foreign currency like the dollar or yen. A depreciation of the domestic currency A) results in increases in the firm’s indebtedness in domestic currency terms, even though the value of their assets remains unchanged. 8) A sharp depreciation of the domestic currency after a currency crisis leads to A) higher inflation. 9) The key factor leading to the financial crises in Mexico and the East Asian countries was A) a deterioration in banks’ balance sheets because of increasing loan losses. 10) Factors that led to worsening conditions in Mexico’s 1994-1995 financial markets include C) increased uncertainty from political shocks. 11) Factors that led to worsening financial market conditions in East Asia in 1997-1998 include A) weak supervision by bank regulators. 12) Factors that led to worsening conditions in Mexico’s 1994-1995 financial markets, but did not lead to worsening financial market conditions in East Asia in 1997-1998 include A) rise in interest rates abroad. 13) Argentina’s financial crisis was due to C) fiscal imbalances. 14) A feature of debt markets in emerging-market countries is that debt contracts are typically ________. A) very short term 15) The economic hardship resulting from a financial crises is severe, however, there are also social consequences such as A) increased crime. 16) Before the South Korean financial crisis, sales by the top five chaebols (family-owned conglomerates) were A) nearly 50% of GDP. 17) The chaebols encouraged the Korean government to open up Korean financial markets to foreign capital. The Korean government responded by A) allowing unlimited short-term foreign borrowing but maintained quantity restrictions on long-term foreign borrowing by financial institutions. 18) At the time of the South Korean financial crisis, the government allowed many chaebol owned finance companies to convert to merchant banks. Finance companies ________ allowed to borrow abroad and merchant banks ________. A) were not; could borrow abroad 19) At the time of the South Korean financial crisis, the merchant banks were A) almost virtually unregulated.