Mainstreaming Disabled Students Essay -- Teaching Education Inclusion

Mainstreaming Disabled Students As per the Curry School of Education, roughly 80% of understudies with learning incapacities get most of their guidance in the general homeroom (â€Å"Inclusion.† http://curry.edschool.virginia.edu/curry/dept/cise/ose.html. 10 Oct. 1999). That number is relied upon to ascend as educators and guardians become mindful of the advantages of consideration. Since there are such huge numbers of handicapped understudies in normal schools, it is imperative to take a gander at whether mainstreaming is essential for their training. For guardians, having their debilitated youngsters mainstreamed into customary instruction can be a troublesome decision. Albeit incapacitated children’s instruction can be all the more testing in ordinary schools, the advantages of incorporation incorporate improved confidence, advancement of social abilities, and presentation to normal educational plan. Numerous individuals think mainstreaming just helps handicapped youngsters, yet there are numerous difficulties that hurt their instruction instead of help. Both workforce and understudies can be remorseless to debilitated understudies. Since they are not used to interfacing with handicapped kids, workforce and understudies might be awkward with the circumstance and be heartless toward the incapacitated kids. By disregarding the handicapped kids or rewarding them severely, the kids will lose confidence and may upset the class so as to show their misery. A few instructors are inexperienced with showing incapacitated youngsters, so the training is missing for the children....

Aim of Life 4 Essay Example

Point of Life 4 Essay Example Point of Life 4 Essay Point of Life 4 Essay Mr. President Respected educators and dear colleagues The given recommendation of the day is â€Å"my point in life† Sir , point is significant in life,it carries every one of our energies to one point. Robert Browning says : â€Å"The point, whenever came to or not makes extraordinary the life† It gives guidance for our endeavors. Our point resembles a directing star. What makes life melancholy is the need of rationale. At the point when a man doesn't have the foggiest idea what harbor he is making for,no wint is the privilege wint . Point that suits the idea of a man is the best for him. Mr. President Sir, I want to be an educator. Most likely , educator everywhere throughout the world are low-paid individuals . ecause the world can't pay for their administrations. There are a few explanations behind my decision. It is a nobel calling . The best individuals on the planet are the individuals who instruct others. To me this is the main calling wherein a man can serve hi s country in the most ideal way. Designers may manufacture stupendous buildings,metalled streets , gigantic dams . specialists may treat the patient and may place life into the dead; respectful and military officials may flaunt their administrations to the country. But,are they not what their educator have made them ? Mr. President Sir, An instructor resembles a stepping stool which stays at its place,but helps other people to go increasingly elevated. Rather than being an architects a specialist , or an official, it is smarter to be a designer. maker,a specialist producer . It is just the men are made in the instructing organizations. Mr. President Sir, Whatever others think about my point, I am fulfilled that by being an educator I can do much for my nation in an other manner. This point is as indicated by my taste and nature . Goving against it would bring about only mischief and disarray of mint. Words worth has stated: A respectable point, dependably kept, is as an honorable deed; In whose unadulterated sight all prudence succeed. Much obliged.

Riot Recommendation Novels About Hollywood

Riot Recommendation Novels About Hollywood This round of the  Riot Recommendation is sponsored by Actors Anonymous by James Franco. The actors in James Francos brilliant debut novel include a McDonalds drive-thru operator who spends his shift trying on accents; an ex-child star recalling a massive beachside bacchanal; hospital volunteers and Midwestern transplants; a vampire flick starlet who discovers a cryptic book written by a famous actor gone AWOL; and the ghost of River Phoenix. Then theres Franco himself, who prowls backstage, peering out between the lines-before taking the stage with fascinating meditations on his art, along with nightmarish tales of excess. Hollywood has always been a private club, he writes. I open the gates. I say welcome. I say,  Look inside. Told in a dizzying array of styles-from lyric essays and disarming testimonials to hilariously rambling text messages and ghostly footnotes-and loosely modeled on Alcoholics Anonymouss Twelve  Steps and Twelve Traditions, Actors Anonymous  is an intense, wild ride into the dark heart of celebrity. _________________________ Readers have been fascinated by celebrity since long before TMZ was a glimmer in Harvey Levins eye. Hollywoodthe glamor, the scandals, the scads of beautiful peoplecaptures the imagination and just begs to be the backdrop for all kinds of stories. In this Riot Rec, we want to know: what are your  favorite novels about Hollywood and celebrity? _________________________ Sign up for our newsletter to have the best of Book Riot delivered straight to your inbox every two weeks. No spam. We promise. To keep up with Book Riot on a daily basis, follow us on Twitter, like us on Facebook, , and subscribe to the Book Riot podcast in iTunes or via RSS. So much bookish goodnessall day, every day.

Sharps Safety Procedures And Guidelines - 1206 Words

Sharps Safety Procedures and Guidelines Kelli Bauman Baker University School of Nursing NU332: Foundations of Nursing November 11, 2015 Sharps Safety Procedure and Guidelines The Center for Disease Control and Prevention (2011, para. 2) defines a sharps injury as, â€Å"a penetrating stab wound from a needle, scalpel, or other sharp object that may result in exposure to blood or other body fluids.† Different types of sharps include intravenous cannulas, butterfly needles, hypodermic needles, phlebotomy needles, lancets, scalpels, suture needles, razors, scissors, tissues, and fragments of bone (Weston, 2013, p.208). Sharps injuries affect a great number of health care professionals in the workplace. It is estimated that 385,000 sharp injuries occur per year among health care workers in hospitals. (â€Å"Stop Sticks Campaign†, 2011). Not only are these injuries harmful, the consequences of such injuries have the potential to be detrimental to health care providers or patients. One potential complication of a sharps injury is the transmission of pathogens.. A major concern dealing with disease transmission from sharps injuries is the transfer of blood borne pathogens, such as hepatitis B, hepatitis C, and human immunodeficiency virus (HIV). Sharps safety is an issue which could be reduced by health care professional education on the causes and situations in which sharp injuries occur, using preventing practices of injury, and through a culture of safety.Show MoreRelatedThe Center For Disease Control And Prevention1218 Words   |  5 Pages Sharp Safety Procedures and Guidelines Kelli Bauman Bake University School of Nursing NU332: Foundations of Nursing November 11, 2015 Sharps Safety Procedure and Guidelines The Center for Disease Control and Prevention (2011, para. 2) defines a sharps injury as, â€Å"a penetrating stab wound from a needle, scalpel, or other sharp object that may result in exposure to blood or other body fluids.† Different types of sharps include intravenous cannulas, butterfly needles, hypodermicRead MoreOperation A Medium Size Hotel Locating At Suburb Of Melbourne1105 Words   |  5 Pagescrisis or serious threats to the hotel, staff or guests. 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I ensure the studentRead MoreDefinition of Development Appropriate Practice1100 Words   |  5 PagesHealth, Safety and Nutrition prepares students from early childhood through a group of basic information and theory, practices, and requirements for establishing and keeping safety, healthy learning environment and good nutrition through the training of children to pay attention to their health and their nutrition and safety. Definition of Development appropriate Practice : The definition of developmentally appropriate practice (DAP) is â€Å" a framework of principles and guidelines for bestRead MoreHealth Care Delivery Systems : Staffing And Delegation1199 Words   |  5 Pagesexplore the scope of service for all OR’s and determine staffing models necessary for safety of patients and employees alike. Many individuals see the OR as highly expensive area within the hospital due to equipment needs, instruments, supplies, suture, dressings, and everything in between; but, what does a typical day cost the hospital to staff and maintain the OR? How do long hours affect workplace and patient safety? The author will provide knowledge of staffing costs for an OR. Nursing in the ORRead MoreContribute to Children and Young Peoples Health and Safety (Cu1512)1354 Words   |  6 PagesC U 1 5 1 2 Contribute to children and young people’s Health and Safety 1.1 Outline the health and safety policies and procedures of your work setting. My work setting follows the laws and standards set by the Health and Safety Act 1974:- * Ensure that the environment is safe, secure with high quality of hygiene practices for staff, children and their families and any member of the public while using the premises. * Impose a total ban of smoking in the nursery indoor/ outdoorRead MoreThe Final Count Is Correct977 Words   |  4 Pagesdaily. This statement is a signal of safety for closing the patient s operative site. The occurrence of a retained surgical item (RSI) was the most frequently reported sentinel event from 2010 through 2012 and again in 2014 (The Joint Commission [TJC], 2012, 2014). Counting of surgical items is necessary to provide protection and safety of the patient. One of the highest priorities for the OR nurse is assuring the final count of items used in the surgical procedure is accurate. Risk factors for RSIs

The Economic Stimulus Act Of 2008 - 2374 Words

Phase One Introduction The Economic Stimulus Act of 2008 was intentionally supposed to re-energize the economy from a recession that occurred from 2001-2004. This paper will dive in further to explain the economic policies core provisions and the market failure it was intended to correct. 2008 Recession At the end of the recession from 2001-2004, a period that no economic growth, the Federal Reserve recommend that interest rates stay as low as possible. The idea behind this thought was that lower interest rates would attract people to investment in housing, business loans and other areas of economic growth. The idea worked, as more and more potential homeowners entered the market, brought in by the perception that they could afford to pay monthly mortgage rates. However, in 2004, the price of oil started to rise, and the Fed responded by gradually increasing interest rates (Beese, 2008). Home owners were caught off guard by the change in interest rates. Many people were already in debt from the previous recession by taking out home equity loans to keep them afloat. Many of which had now taken out subprime loans (which are loans offered to people with poor credit) from eager lenders and backed by the government. Financial institutions did little stop subprime lending, the popularity of these types of loans kept growing, and lending companies took quantity of loans over quality which added to the so called â€Å"housing bubble† (Burry, 2010). 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Recession often results in plunges in the stock market, unemployment, housing market, and a decrease in the quality

A Critical Analysis of the 1997 Asian Financial Crisis Free Essays

Abstract There exists vast literature regarding the 1997 Asian financial crisis. Wade (1998) observed that: Interpretations of the Asian crisis have coalesced around two rival stories: the â€Å"death throes of Asian state capitalism† story about internal, real economy causes; and the â€Å"panic triggering debt deflation in a basically sound but under-regulated system† story that gives more role to external and financial system causes (Wade 1998, p.1535). We will write a custom essay sample on A Critical Analysis of the 1997 Asian Financial Crisis or any similar topic only for you Order Now Whereas Wade supports the latter narrative based on the chronology of the crisis, this short paper holds that the combination of both stories caused the 1997 Asian financial crisis, rather than one view point being more significant than the other. The major underlying reasons, which contributed to the crisis, are categorized using the criteria described by Wade. There are some overlaps in terms of the supporting evidence and these further support the paper’s stand. This paper also presents lessons learned and not learned from the experience. View points on Financial CrisisSupporting Evidence ‘Death throes view’– ‘Excessive government intervention in markets’ and the state-directed Asian market system (Wade 1998, p.1536)– Structural and Policy Distortions- Rapid Liberalization and Deregulation of Financial Markets*- Moral Hazard** ‘Investor pullout/Debt deflation in a sound but under-regulated system’– ‘Self-fulfilling withdrawal of short-term loans, fuelled by each investor’s recognition that all other investors are withdrawing their claims’ due to short term debts exceeding foreign exchange reserves (Wade 1998, p. 1537)– Rapid Liberalization and Deregulation of Financial Markets*- Dependence on Exports- Pegging currencies to the U.S. dollar- Excessive Borrowing and Currency Speculation- Creditor Panic- Moral Hazard** Introduction The 1997 Asian financial crisis signalled the end of the Asian Tigers’ â€Å"economic miracle.† Prior to the crisis, these Asian Tigers (i.e. Hong Kong, Singapore, South Korea, Taiwan) and Tiger Cubs (i.e. Thailand, Malaysia, Indonesia, the Philippines) were held as role models to developing nations on how to achieve economic growth. Criticisms and doubts about their economic policies were disregarded in favour of their strong growth rates; while financial institutions, including the International Monetary Fund (IMF) and World Bank (WB), showered them with praise (Karunatilleka 1999). Table 1: Key Variables in 1996 – The Asian Tigers before the crisis Investment as a Proportion of GDP (a) Gross Savings Rate Trade as a Proportion of GDP (b) Share of World GDP Real GDP Growth Consumer Inflation Hong Kong31.3% 30.6% 122.9% 0.6% 4.9% 6.0% Indonesia32.1% 31.2% 20.4% 0.8% 8.0% 7.9% Malaysia42.2% 42.6% 78.9% 0.4% 8.6% 3.5% Philippines23.2% 15.6% 31.2% 0.3% 5.7% 8.4% Singapore36.5% 50.1% 0.3% 6.9% 1.4% South Korea36.8% 35.2% 28.9% 1.8% 7.1% 4.9% Taiwan21.2% 25.1% 40.1% 1.0% 5.7% 3.1% Thailand42.2% 35.9% 34.9% 0.7% 5.5% 5.8% Notes:(a) GFCF plus inventories (GFCF only in the cases of Hong Kong and Singapore) (b) Average value of exports plus imports as a proportion of GDP (including re-exports in the case of Hong Kong, given its status as an entrepot). Source: Karunatilleka 1999 The crisis was triggered on July 1997 due to speculative attacks on the Thai baht. Investors sold-off baht-denominated assets and withdrew dollar-denominated loans to Thai institutions. As a result, the Thai government was forced to float the baht and let go of its peg to the U.S. dollar because it did not have enough currency reserves to support its fixed exchange rate. In the succeeding months, other Southeast Asian countries followed suit as the financial crisis spread throughout the region (Hale, 2011). By January 1998, the stock markets in many of the affected countries had lost more than 70% their pre-crisis values, their currencies had also largely depreciated against the U.S. dollar, and their governments had to seek substantial financial support from the IMF (Hill, 2003). Table 2: Key Currency Movements from 1997 to 1999 CountryCurrency3/1/97 Rate Lowest Rate Maximum Depreciation Ending Rate 1999 Change 1997-99 ChinaYuan8.30 8.30 0.0% 8.28 0.2% Hong KongHong Kong Dollar7.74 7.77 -0.3% 7.77 -0.3% TaiwanTaiwan Dollar27.50 34.95 -21.3% 31.50 -12.7% IndonesiaRupiah2,398.00 16,475.00 -85.4% 7,150.00 -66.5% JapanYen120.40 147.26 -18.2% 102.23 17.8% KoreaWon864.40 1,967.00 -56.1% 1,142.50 -24.3% PhilippinesPhilippine Peso26.34 46.10 -42.9% 40.40 -34.8% SingaporeSingapore Dollar1.43 1.79 -20.5% 1.67 -14.6% ThailandBaht25.90 55.80 -53.6% 37.60 -31.1% Source: Vallorani 2009 What caused the 1997 Asian Financial Crisis? Many factors are believed to have contributed to the crisis. Some of the very components credited with spurring the region’s economic development were later acknowledged as having inadvertently played a part in the subsequent financial crisis. The following are the factors that merged together to create the perfect storm which resulted in the crisis. Structural and Policy Distortions The aftermath of the crisis brought to light several structural and policy inefficiencies that weakened the economic foundations of several Asian economies. Governments often undertook large infrastructure projects to promote economic growth and encouraged private businesses to invest in sectors that are in line with national industrialization goals. Corsetti et al (1999, p.306) pointed out this led to a ‘structure of incentives’ within the corporate and financial sectors and ‘close links between public and private institutions.’ Furthermore, the political pressures to maintain high growth rates, the absence of an effective regulatory business framework, and a culture of crony capitalism resulted in government guarantees for private projects (Karunetilleka, 1999; Corsetti et al 1999). Rapid Liberalization and Deregulation of Financial Markets In the years prior to the crisis, the Asian Tigers were praised for its efforts to open up its financial markets. However, on hindsight, experts believe that the development of financial systems had not kept pace with the rapid liberalization and deregulation of financial markets. Lending standards were lenient, government’s supervision and regulation of the financial sector were weak, there was a culture of inter-connected lending, some banks were undercapitalized, and financial safety nets were not in place (Nanto, 1998; Radelet and Sachs, 1999). Vallorani (2009) gave some insights on the effect of deregulation on the financial sector by pointing out the concept of â€Å"hot money† and the high risk-taking that was prevalent in the years prior to the crisis. Deregulation in the financial sector led to easy money, which caused many speculative and bad loans to be made. It also led to large debt burdens. Since hot money tends to follow hot money, a feeling of â€Å"euphoria†, and â€Å"I can’t lose† mentality, pumped money into already overvalued sectors, leading to valuations that could not be sustained. It also led to a misunderstanding of the risks involved with these investments. Dependence on Exports Export was the main engine that propelled Asian economies to grow. However, the excessive dependence on trade had made these countries vulnerable to currency movements. During the mid 1990s, real exchange appreciations made Asian companies less competitive, especially in terms of labour cost. Additionally, over production and excess capacity led to falling export prices. Rising competition from China and Mexico were also believed to have cast some doubts about the competitiveness, growth prospects, and ability to pay loans by Asian exporters (Radelet and Sachs, 1999; Hill 2003). Pegging currencies to the U.S. dollar Since the currencies of most Southeast Asian economies were pegged to the U.S. dollar, the appreciation of the dollar caused the exports of these countries to become more expensive and less competitive (Hale, 2011). At the onset of the crisis, the rising dollar caused these countries to run large deficits to fund their currencies and maintain the fixed dollar rate (Karunetilleka, 1999). As governments failed to maintain the dollar peg, their currencies depreciated sharply against the dollar and contributed to the financial panic (Hill, 2003; Radelet and Sachs, 1999). Excessive Borrowing and Currency Speculation The high economic growth of the early 1990s led to an attitude of excessive borrowing – most of which were used to fund real estate projects. The money loaned to domestic firms for these projects were funded by borrowing excessively from abroad. The influx of money to fund these assets caused an economic bubble as real estate prices increased dramatically (Vallorani, 2009). In the boom years, speculative loans were awarded to firms which were not credit worthy (Vallorani, 2009). As the crisis unfolded, it became apparent that many companies had a huge mismatch between liabilities that were denominated in U.S. dollars and assets that were mostly denominated in domestic currency (Hale, 2011). Realizing that many firms would be unable to repay their loans, currency speculation began. The Thai baht was the first to fall victim to speculative attacks, as speculators sold the baht based on the belief that the exchange rate could not be maintained (Vallorani, 2009). Other Asian countries experienced the same fate. And in what seems to be a self-fulfilling prophecy, the depreciation of domestic currencies ultimately caused many firms to default on their loan payments, thereby exacerbating the crisis. Creditor Panic Corsetti et al (1999) attributes the crisis to panic by domestic and international investors. Radelet and Sachs (1999, p.10) also support this claim. They argued that the expectation of each investor that other investors will pull out their funds caused them to panic and behave in a herd mentality. More importantly, the ‘high level of short-term foreign liabilities relative to short-term foreign assets’ spurred each creditor to leave the country ahead of other creditors because they knew that the last short-term creditor to withdraw funds will not be repaid on time. Moral Hazard Radelet and Sachs (1998, p.3) pointed out that ‘over-investment in dubious activities resulting from the moral hazard of implicit guarantees, corruption, and anticipated bailouts’ is one of the main culprits as to why huge amounts of capital suddenly left Asia. In a nutshell, creditors believed that they would be bailed out in the event of a crisis. They felt confident that they would be repaid for lending to companies with close ties to the government, especially for projects with public guarantees. Prior to the crisis, international banks had poured out huge funds to Asian domestic financial institutions without regard for sensible credit standards. This over-lending practice may have been caused by the presumption that short-term credit liabilities would be implicitly guaranteed by government intervention or IMF bailout programs (Corsetti et al, 1999). Conclusion: Lessons learned and yet to be learned Fifteen years after the 1997 Asian financial crisis and the experience still resonates today, especially in the context of the current global financial crisis. Valuable lessons have been learned and continue to be applied to improve economic policies and structures. However, there still remains some important learning that have yet to be realized from the past. Lessons Learned Pitfalls of rapid financial liberalization– Rapid financial liberalization caused weaknesses in the financial systems. Well-functioning financial systems require strong legal and regulatory infrastructures (Radelet and Sachs, 1999). Dangers of fixed exchange rates– Fixed rates make markets very vulnerable to huge shifts and fluctuations when they can no longer be maintained (Radelet and Sachs, 1999). Mistaken policy interventions– The initial response of the IMF and U.S. treasury exacerbated the crisis in its early stages. This supports the need for a more formal mechanism for international private debt solutions rather than IMF bailouts (Radelet and Sachs, 1999).- ‘Swift government intervention with appropriate monetary policy’ will help to lessen the impact of a financial crisis (Vallorani, 2009, p.17). Lack of effective mechanisms to stop financial panic– ‘The solution is to develop institutions that can provide more solid foundation for well-functioning capital markets’ (Radelet and Sachs 1999, p.18). Improvements in market/financial regulations– Regulations are needed to guarantee a ‘level playing field’ and prevent the free market economy to ‘run amok’ (Vallorani 2009, p.17)- Bank regulators should require greater transparency and must have stricter regulations in supervising lending activities (Hale, 2011). Implement policies to prevent market speculations – Suggest to have a ‘universal tax on currency transactions’ to discourage market speculations- Another option is a fee-based system, whereby private financial institutions create an insurance fund similar to the IMF.(Karunatilleka 1999, p.39) Updating the policies of IMF and WB– Improving global regulations- Creating a process of active and transparent surveillance for borrowing nations- Creating a code of best practices on social policy issues- Reinforcing international and domestic financial systems- Promoting more widely available and transparent data on member countries economic situation and policies- Underscoring the central role of the IMF in crisis management- Increasing the involvement of the private sector in forestalling or resolving financial crises (Karunatilleka 1999, p. 39) Enhancing regional surveillance and participation– Regional organisations (i.e. ASEAN) could provide warning/advise to its member countries who are heading for trouble (Karunatilleka 1999, p. 40). The current global financial crisis has some significant similarities with the 1997 Asian financial crisis. This is proof that there are still a few lessons yet to be learned to prevent future crisis from happening. The most important lesson that keeps recurring as a major â€Å"mistake† in almost every financial crisis is aptly expressed by Vallorani (2009). The lesson that was not learned is that speculative spending, fuelled by risky loans, leads to asset bubbles, and bubbles always burst. The Asian bubble burst in 1997. The .com bubble burst in 2000. The US real estate bubble burst in 2008. It seems to be part of human nature to chase what is hot, to chase the next â€Å"I can’t lose† investment, to not want to be left out when everyone else is making easy money. When greed takes over, bubbles are built. Unfortunately, when they burst, they take everyone with them (Vallorani 2009, p.18). References Agenor, P-E, Miller, M, Vines, D, Weber, A (1999). The Asian Financial Crisis: Causes, Contagion and Consequences. Cambridge United Kingdom: Cambridge University Press. p9-28. Corsetti, G, Pesenti P, Roubini, N. (1999). What caused the Asian currency and financial crisis?. Japan and the World Economy. 11 (1), 305-373. Hale, G. (2011). Could We Have Learned from the Asian Financial Crisis of 1997–98?. Available: http://www.frbsf.org/publications/economics/letter/2011/el2011-06.pdf. Last accessed 17th Sep 2012. Hill, C. (2003). The Asian Financial Crisis. Available: http://www.wright.edu/~tdung/asiancrisis-hill.htm. Last accessed 17th Sep 2012. Karunatilleka, E. (1999). The Asian Economic Crisis. Available: http://www.parliament.uk/documents/commons/lib/research/rp99/rp99-014.pdf. Last accessed 17th Sep 2012. Moreno, R. (1998). What caused East Asia’s Financial Crisis?. Available: http://www.frbsf.org/econrsrch/wklyltr/wklyltr98/el98-24.html. Last accessed 17th Sep 2012. Nanto, D. (1998). The 1997-98 Asian Financial Crisis. Available: http://www.fas.org/man/crs/crs-asia2.htm. Last accessed 17th Sep 2012. Radelet, S, Sachs, J. (1999). What Have We Learned, So Far, From the Asian Financial Crisis?. Available: http://www.cid.harvard.edu/archive/hiid/papers/aea122.pdf. Last accessed 17th Sep 2012. Radelet, S, Sachs, J. (2000). The Onset of the East Asian Financial Crisis. In: Krugman, P Currency Crises. Chicago: University of Chicago Press. p105-162. Wade, R. (1998). The Asian Debt-and-development Crisis of 1997: Causes and Consequences. World Development. 26 (8), 1535-1553. Vallorani, E. (2009). 1997 Financial Crisis. Available: http://www.avanti-is.com/PDF/1997%20Asian%20Financial%20Crisis.pdf. Last accessed 17th Sep 2012. How to cite A Critical Analysis of the 1997 Asian Financial Crisis, Essay examples

A Critical Analysis of the 1997 Asian Financial Crisis Free Essays

Abstract There exists vast literature regarding the 1997 Asian financial crisis. Wade (1998) observed that: Interpretations of the Asian crisis have coalesced around two rival stories: the â€Å"death throes of Asian state capitalism† story about internal, real economy causes; and the â€Å"panic triggering debt deflation in a basically sound but under-regulated system† story that gives more role to external and financial system causes (Wade 1998, p.1535). We will write a custom essay sample on A Critical Analysis of the 1997 Asian Financial Crisis or any similar topic only for you Order Now Whereas Wade supports the latter narrative based on the chronology of the crisis, this short paper holds that the combination of both stories caused the 1997 Asian financial crisis, rather than one view point being more significant than the other. The major underlying reasons, which contributed to the crisis, are categorized using the criteria described by Wade. There are some overlaps in terms of the supporting evidence and these further support the paper’s stand. This paper also presents lessons learned and not learned from the experience. View points on Financial CrisisSupporting Evidence ‘Death throes view’– ‘Excessive government intervention in markets’ and the state-directed Asian market system (Wade 1998, p.1536)– Structural and Policy Distortions- Rapid Liberalization and Deregulation of Financial Markets*- Moral Hazard** ‘Investor pullout/Debt deflation in a sound but under-regulated system’– ‘Self-fulfilling withdrawal of short-term loans, fuelled by each investor’s recognition that all other investors are withdrawing their claims’ due to short term debts exceeding foreign exchange reserves (Wade 1998, p. 1537)– Rapid Liberalization and Deregulation of Financial Markets*- Dependence on Exports- Pegging currencies to the U.S. dollar- Excessive Borrowing and Currency Speculation- Creditor Panic- Moral Hazard** Introduction The 1997 Asian financial crisis signalled the end of the Asian Tigers’ â€Å"economic miracle.† Prior to the crisis, these Asian Tigers (i.e. Hong Kong, Singapore, South Korea, Taiwan) and Tiger Cubs (i.e. Thailand, Malaysia, Indonesia, the Philippines) were held as role models to developing nations on how to achieve economic growth. Criticisms and doubts about their economic policies were disregarded in favour of their strong growth rates; while financial institutions, including the International Monetary Fund (IMF) and World Bank (WB), showered them with praise (Karunatilleka 1999). Table 1: Key Variables in 1996 – The Asian Tigers before the crisis Investment as a Proportion of GDP (a) Gross Savings Rate Trade as a Proportion of GDP (b) Share of World GDP Real GDP Growth Consumer Inflation Hong Kong31.3% 30.6% 122.9% 0.6% 4.9% 6.0% Indonesia32.1% 31.2% 20.4% 0.8% 8.0% 7.9% Malaysia42.2% 42.6% 78.9% 0.4% 8.6% 3.5% Philippines23.2% 15.6% 31.2% 0.3% 5.7% 8.4% Singapore36.5% 50.1% 0.3% 6.9% 1.4% South Korea36.8% 35.2% 28.9% 1.8% 7.1% 4.9% Taiwan21.2% 25.1% 40.1% 1.0% 5.7% 3.1% Thailand42.2% 35.9% 34.9% 0.7% 5.5% 5.8% Notes:(a) GFCF plus inventories (GFCF only in the cases of Hong Kong and Singapore) (b) Average value of exports plus imports as a proportion of GDP (including re-exports in the case of Hong Kong, given its status as an entrepot). Source: Karunatilleka 1999 The crisis was triggered on July 1997 due to speculative attacks on the Thai baht. Investors sold-off baht-denominated assets and withdrew dollar-denominated loans to Thai institutions. As a result, the Thai government was forced to float the baht and let go of its peg to the U.S. dollar because it did not have enough currency reserves to support its fixed exchange rate. In the succeeding months, other Southeast Asian countries followed suit as the financial crisis spread throughout the region (Hale, 2011). By January 1998, the stock markets in many of the affected countries had lost more than 70% their pre-crisis values, their currencies had also largely depreciated against the U.S. dollar, and their governments had to seek substantial financial support from the IMF (Hill, 2003). Table 2: Key Currency Movements from 1997 to 1999 CountryCurrency3/1/97 Rate Lowest Rate Maximum Depreciation Ending Rate 1999 Change 1997-99 ChinaYuan8.30 8.30 0.0% 8.28 0.2% Hong KongHong Kong Dollar7.74 7.77 -0.3% 7.77 -0.3% TaiwanTaiwan Dollar27.50 34.95 -21.3% 31.50 -12.7% IndonesiaRupiah2,398.00 16,475.00 -85.4% 7,150.00 -66.5% JapanYen120.40 147.26 -18.2% 102.23 17.8% KoreaWon864.40 1,967.00 -56.1% 1,142.50 -24.3% PhilippinesPhilippine Peso26.34 46.10 -42.9% 40.40 -34.8% SingaporeSingapore Dollar1.43 1.79 -20.5% 1.67 -14.6% ThailandBaht25.90 55.80 -53.6% 37.60 -31.1% Source: Vallorani 2009 What caused the 1997 Asian Financial Crisis? Many factors are believed to have contributed to the crisis. Some of the very components credited with spurring the region’s economic development were later acknowledged as having inadvertently played a part in the subsequent financial crisis. The following are the factors that merged together to create the perfect storm which resulted in the crisis. Structural and Policy Distortions The aftermath of the crisis brought to light several structural and policy inefficiencies that weakened the economic foundations of several Asian economies. Governments often undertook large infrastructure projects to promote economic growth and encouraged private businesses to invest in sectors that are in line with national industrialization goals. Corsetti et al (1999, p.306) pointed out this led to a ‘structure of incentives’ within the corporate and financial sectors and ‘close links between public and private institutions.’ Furthermore, the political pressures to maintain high growth rates, the absence of an effective regulatory business framework, and a culture of crony capitalism resulted in government guarantees for private projects (Karunetilleka, 1999; Corsetti et al 1999). Rapid Liberalization and Deregulation of Financial Markets In the years prior to the crisis, the Asian Tigers were praised for its efforts to open up its financial markets. However, on hindsight, experts believe that the development of financial systems had not kept pace with the rapid liberalization and deregulation of financial markets. Lending standards were lenient, government’s supervision and regulation of the financial sector were weak, there was a culture of inter-connected lending, some banks were undercapitalized, and financial safety nets were not in place (Nanto, 1998; Radelet and Sachs, 1999). Vallorani (2009) gave some insights on the effect of deregulation on the financial sector by pointing out the concept of â€Å"hot money† and the high risk-taking that was prevalent in the years prior to the crisis. Deregulation in the financial sector led to easy money, which caused many speculative and bad loans to be made. It also led to large debt burdens. Since hot money tends to follow hot money, a feeling of â€Å"euphoria†, and â€Å"I can’t lose† mentality, pumped money into already overvalued sectors, leading to valuations that could not be sustained. It also led to a misunderstanding of the risks involved with these investments. Dependence on Exports Export was the main engine that propelled Asian economies to grow. However, the excessive dependence on trade had made these countries vulnerable to currency movements. During the mid 1990s, real exchange appreciations made Asian companies less competitive, especially in terms of labour cost. Additionally, over production and excess capacity led to falling export prices. Rising competition from China and Mexico were also believed to have cast some doubts about the competitiveness, growth prospects, and ability to pay loans by Asian exporters (Radelet and Sachs, 1999; Hill 2003). Pegging currencies to the U.S. dollar Since the currencies of most Southeast Asian economies were pegged to the U.S. dollar, the appreciation of the dollar caused the exports of these countries to become more expensive and less competitive (Hale, 2011). At the onset of the crisis, the rising dollar caused these countries to run large deficits to fund their currencies and maintain the fixed dollar rate (Karunetilleka, 1999). As governments failed to maintain the dollar peg, their currencies depreciated sharply against the dollar and contributed to the financial panic (Hill, 2003; Radelet and Sachs, 1999). Excessive Borrowing and Currency Speculation The high economic growth of the early 1990s led to an attitude of excessive borrowing – most of which were used to fund real estate projects. The money loaned to domestic firms for these projects were funded by borrowing excessively from abroad. The influx of money to fund these assets caused an economic bubble as real estate prices increased dramatically (Vallorani, 2009). In the boom years, speculative loans were awarded to firms which were not credit worthy (Vallorani, 2009). As the crisis unfolded, it became apparent that many companies had a huge mismatch between liabilities that were denominated in U.S. dollars and assets that were mostly denominated in domestic currency (Hale, 2011). Realizing that many firms would be unable to repay their loans, currency speculation began. The Thai baht was the first to fall victim to speculative attacks, as speculators sold the baht based on the belief that the exchange rate could not be maintained (Vallorani, 2009). Other Asian countries experienced the same fate. And in what seems to be a self-fulfilling prophecy, the depreciation of domestic currencies ultimately caused many firms to default on their loan payments, thereby exacerbating the crisis. Creditor Panic Corsetti et al (1999) attributes the crisis to panic by domestic and international investors. Radelet and Sachs (1999, p.10) also support this claim. They argued that the expectation of each investor that other investors will pull out their funds caused them to panic and behave in a herd mentality. More importantly, the ‘high level of short-term foreign liabilities relative to short-term foreign assets’ spurred each creditor to leave the country ahead of other creditors because they knew that the last short-term creditor to withdraw funds will not be repaid on time. Moral Hazard Radelet and Sachs (1998, p.3) pointed out that ‘over-investment in dubious activities resulting from the moral hazard of implicit guarantees, corruption, and anticipated bailouts’ is one of the main culprits as to why huge amounts of capital suddenly left Asia. In a nutshell, creditors believed that they would be bailed out in the event of a crisis. They felt confident that they would be repaid for lending to companies with close ties to the government, especially for projects with public guarantees. Prior to the crisis, international banks had poured out huge funds to Asian domestic financial institutions without regard for sensible credit standards. This over-lending practice may have been caused by the presumption that short-term credit liabilities would be implicitly guaranteed by government intervention or IMF bailout programs (Corsetti et al, 1999). Conclusion: Lessons learned and yet to be learned Fifteen years after the 1997 Asian financial crisis and the experience still resonates today, especially in the context of the current global financial crisis. Valuable lessons have been learned and continue to be applied to improve economic policies and structures. However, there still remains some important learning that have yet to be realized from the past. Lessons Learned Pitfalls of rapid financial liberalization– Rapid financial liberalization caused weaknesses in the financial systems. Well-functioning financial systems require strong legal and regulatory infrastructures (Radelet and Sachs, 1999). Dangers of fixed exchange rates– Fixed rates make markets very vulnerable to huge shifts and fluctuations when they can no longer be maintained (Radelet and Sachs, 1999). Mistaken policy interventions– The initial response of the IMF and U.S. treasury exacerbated the crisis in its early stages. This supports the need for a more formal mechanism for international private debt solutions rather than IMF bailouts (Radelet and Sachs, 1999).- ‘Swift government intervention with appropriate monetary policy’ will help to lessen the impact of a financial crisis (Vallorani, 2009, p.17). Lack of effective mechanisms to stop financial panic– ‘The solution is to develop institutions that can provide more solid foundation for well-functioning capital markets’ (Radelet and Sachs 1999, p.18). Improvements in market/financial regulations– Regulations are needed to guarantee a ‘level playing field’ and prevent the free market economy to ‘run amok’ (Vallorani 2009, p.17)- Bank regulators should require greater transparency and must have stricter regulations in supervising lending activities (Hale, 2011). Implement policies to prevent market speculations – Suggest to have a ‘universal tax on currency transactions’ to discourage market speculations- Another option is a fee-based system, whereby private financial institutions create an insurance fund similar to the IMF.(Karunatilleka 1999, p.39) Updating the policies of IMF and WB– Improving global regulations- Creating a process of active and transparent surveillance for borrowing nations- Creating a code of best practices on social policy issues- Reinforcing international and domestic financial systems- Promoting more widely available and transparent data on member countries economic situation and policies- Underscoring the central role of the IMF in crisis management- Increasing the involvement of the private sector in forestalling or resolving financial crises (Karunatilleka 1999, p. 39) Enhancing regional surveillance and participation– Regional organisations (i.e. ASEAN) could provide warning/advise to its member countries who are heading for trouble (Karunatilleka 1999, p. 40). The current global financial crisis has some significant similarities with the 1997 Asian financial crisis. This is proof that there are still a few lessons yet to be learned to prevent future crisis from happening. The most important lesson that keeps recurring as a major â€Å"mistake† in almost every financial crisis is aptly expressed by Vallorani (2009). The lesson that was not learned is that speculative spending, fuelled by risky loans, leads to asset bubbles, and bubbles always burst. The Asian bubble burst in 1997. The .com bubble burst in 2000. The US real estate bubble burst in 2008. It seems to be part of human nature to chase what is hot, to chase the next â€Å"I can’t lose† investment, to not want to be left out when everyone else is making easy money. When greed takes over, bubbles are built. Unfortunately, when they burst, they take everyone with them (Vallorani 2009, p.18). References Agenor, P-E, Miller, M, Vines, D, Weber, A (1999). The Asian Financial Crisis: Causes, Contagion and Consequences. Cambridge United Kingdom: Cambridge University Press. p9-28. Corsetti, G, Pesenti P, Roubini, N. (1999). What caused the Asian currency and financial crisis?. Japan and the World Economy. 11 (1), 305-373. Hale, G. (2011). Could We Have Learned from the Asian Financial Crisis of 1997–98?. Available: http://www.frbsf.org/publications/economics/letter/2011/el2011-06.pdf. Last accessed 17th Sep 2012. Hill, C. (2003). The Asian Financial Crisis. Available: http://www.wright.edu/~tdung/asiancrisis-hill.htm. Last accessed 17th Sep 2012. Karunatilleka, E. (1999). The Asian Economic Crisis. Available: http://www.parliament.uk/documents/commons/lib/research/rp99/rp99-014.pdf. Last accessed 17th Sep 2012. Moreno, R. (1998). What caused East Asia’s Financial Crisis?. Available: http://www.frbsf.org/econrsrch/wklyltr/wklyltr98/el98-24.html. Last accessed 17th Sep 2012. Nanto, D. (1998). The 1997-98 Asian Financial Crisis. Available: http://www.fas.org/man/crs/crs-asia2.htm. Last accessed 17th Sep 2012. Radelet, S, Sachs, J. (1999). What Have We Learned, So Far, From the Asian Financial Crisis?. Available: http://www.cid.harvard.edu/archive/hiid/papers/aea122.pdf. Last accessed 17th Sep 2012. Radelet, S, Sachs, J. (2000). The Onset of the East Asian Financial Crisis. In: Krugman, P Currency Crises. Chicago: University of Chicago Press. p105-162. Wade, R. (1998). The Asian Debt-and-development Crisis of 1997: Causes and Consequences. World Development. 26 (8), 1535-1553. Vallorani, E. (2009). 1997 Financial Crisis. Available: http://www.avanti-is.com/PDF/1997%20Asian%20Financial%20Crisis.pdf. Last accessed 17th Sep 2012. How to cite A Critical Analysis of the 1997 Asian Financial Crisis, Essay examples

Pediatric Nursing free essay sample

Pediatric Nursing Denean Kitchings Everest University Strategies for Success Pediatric Nursing â€Å"Nurses are angels in comfortable shoes. † (Author, 2012) This quote said by an unknown author is true in so many ways. Nursing is a very hard but rewarding career. Nurses have a number of responsibilities on the job that include obtaining vital signs, taking blood, and preparing patients for different procedures. In the world of pediatric nursing, it is an even better job. In pediatric nursing, you get the opportunity to help children. In order to become a pediatric nurse, I must meet educational requirements of 4- 6 years; educate myself on work place descriptions such as early childhood development, and salary expectations of $48,000 to $68,000. There are a number of educational requirements that you need in order to become a pediatric nurse. The first thing you need to do is obtain your certification as a registered nurse. In order to obtain your certification, you must first attend an accredited four-year college or university and earn your bachelor’s degree in nursing. We will write a custom essay sample on Pediatric Nursing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Once your degree has been obtained, you must complete a one-year internship at a hospital’s pediatric department. Once this is done, you must then take and pass the national licensing exam called the NCLEX-RN, to practice as a registered nurse. (American Dental Education Association, 2012) As a pediatric nurse, you will be working primarily with children. Therefore, along with the nursing program classes, you must also take classes in early childhood education. You must also consider volunteering at a day care center or a school. Familiarize yourself with children because that’s who you will primarily be working with. Try also to remain healthy. Children get sick very easily because of their immune systems. It is also important to have the ability to form rabid connections with your juvenile patients. This is important because you have to get along well with kids. (Coleman, 1999) Pediatric nurses earn $48,000 $68,000 a year. Their salary all depends on a number of factors. One of the factors is the level of education you have. If you just the bare minimum and get your bachelor’s degree, you may not make that much money. However, if you get your master’s degree and become a nurse practitioner, you might make more money. Another factor is your experience. If you have volunteered or even worked at another doctor’s office or hospital as a pediatric nurse, you can make more money. Other factors include your geographic location and the facility you plan to work at. Experienced pediatric nurses tend to make $10,000 more a year. (Clarke, 1999) Pediatric nursing is a very fun and rewarding career to have. It has great opportunities to advance and to work with children. Becoming one is not easy, but once you have the job, you will love it. You have to go through 4 – 6 years of schooling, educate yourself with workplace descriptions, and have salary expectations of $48,000 $68,000. This career is one that will continue to make you happy and pay you well. This is a great career and anyone would be lucky to have it. References American Dental Education Association. 2012, 01 15). Pediatric nurse. Retrieved from http://explorehealthcareers. org/en/Career/147/Pediatric_Nurse Author, U. (2012, 02 05). Quotations about nurses. Retrieved from http://www. quotegarden. com/nurses. html Clarke, T. (1999, 01 01). Education needed to be a pediatric nurse. Retrieved from http://www. ehow. com/facts_5187716_education-needed-pediatric-nurse. html Coleman, N. (1999, 01 01). Required schooling for pediatric nurse. Retrieved from http:/ /www. ehow. com/about_7231208_required-schooling-pediatric-nursing. html

Antisemitism essays

Antisemitism essays The Holocaust was not a strictly Jewish event that only involved the European Jewry as a culture. The Holocaust began with the euthanasia acts that began in 1939 when under the Nazi Party citizens that were racially German who were mentally ill, physically disabled, and incurable sick were gassed and killed. Along with European Jewry other groups such as Russian prisoners of war, homosexuals, Jehovahs Witness, gypsies and others were discriminated against and killed. Although the European Jewry made up the majority of those killed by Nazi Germany they were not the only ones affected by the Nazis reign. The first to be affected by the Holocaust were those who in 1939 had been physically and mentally disadvantaged. These killings were considered mercy killings and under this euthanasia program about eighty thousand people were killed in six different centers. These were not the only killing that occurred but they are the ones that any record of Hitler actually ordering and are therefore the most substantial evidence for the start of the Holocaust. Also, the killing of physically and mentally disadvantaged people meant that European Jewry were not the only to be subject to the horrors of the Nazi state. Another connection between the early euthanasia acts and the later death camps is that the chemists who performed these acts were and experimented with different poisons and carbon monoxide were moved to the East to continue their work there. Since the public had become aware of the actions being taken by the Nazi government the programs were slowed down and gradually moved out of Germany all together. Another argument that functionalist use is that although some intention was there to rid Germany of its Jewish population it was not focused on exterminating them completely. The same anti-Semitist sentiments were just as strong if not stronger in the Great Britain and France. This anti-Semitic...

Effective Grad School Recommendation Letters

Effective Grad School Recommendation Letters Youve been asked to write a letter of recommendation. No easy task. What makes a recommendation letter good? Effective letters of recommendation have these 8 characteristics in common. 8 Simple Characteristics to Feature Explains how you know the student. What is the context for your evaluation? Was the student in your class, an advisee, a research assistant?Evaluates the student within your area of knowledge. Within the context in which you know the student, how did he or she perform? How effective is a research assistant?Evaluates the students academic capacity. This is easy if the student was in your class. What if the student is not? You can refer to his or her transcript, but only very briefly as the committee will have a copy. Dont waste space talking about the objective material they already have. Talk about your experience with the student. If a research assistant, you should have some grasp on his or her academic competence. If an advisee, refer briefly to your discussions and provide clear examples that illustrate academic potential. If you have little as academic contact with the student, then make a broad evaluative statement and use evidence from another area to support. For example, I e xpect Stu Dent to be a meticulous student, as he keeps very careful and accurate records as the Biology Club Treasurer. Evaluates the students motivation. Graduate study entails more than academic skills. Its a long haul that takes a great deal of perseverance.Evaluates the students maturity and psychological competence. Is the student mature enough to accept the responsibility and manage the inevitable criticisms and even failures that will accompany graduate study?Discusses the students strengths. What are his or her most positive attributes? Provide examples to illustrate.Its detailed. One of the most important things you can do in improving the effectiveness f your letter is to make it as detailed as possible. Dont just tell them about the student, show them. Dont just say that the student can understand complex topics or work well with others, provide detailed examples that illustrate your point.Its honest. Remember that although you want the student to get into graduate school, it is your name that is on the line. If the student really isnt a good fit for graduate study and you recommend him any way, the faculty at that school potentially could remember and in the future take your letters less seriously. All in all, a good letter is highly positive and detailed. Remember that a neutral letter will not help your student. Recommendation letters, in general, are very positive. Because of that, neutral letters are viewed as negative letters. If you cant write a glowing letter of recommendation, then the most honest thing that you can do for your student is to tell him or her and decline their request to write a letter.

Discuss the arguments for and against international fair wage and Essay

Discuss the arguments for and against international fair wage and employment standards codes (i.e., anti-sweatshop rules) - Essay Example When workers develop the perception that the compensation received in exchange to the effort rendered in performing the job is insufficient, it hinders their morale towards the organization and their motivation as well. This is quite likely to adversely affect the productivity and ultimately affect the performance of the organization causing ethical issues in the working environment in relation to human rights. It has been with this concern that the concept of â€Å"Fair wage† was developed (Grossman and Helpman, â€Å"Fair Wages and Foreign Sourcing†). This particular developed in the working environment can be well-described with reference to the occurrence of sweatshop movement during the 19th century (Miller, â€Å"Why Economists Are Wrong about Sweatshops and the Anti-Sweatshop Movement†). ... Following the findings in this regard, the discussion will also precise certain specific recommendations to mitigate the limitations and facilitate the positive of implementing the international â€Å"fair wage† and employment standard codes. Argument for International â€Å"Fair Wage† and Employments Standard Codes in Relation to Anti-Sweatshop Rules Researchers have often assumed that employers are always ethically appreciative to pay fair wages to the employees whenever possible, in order to keep them motivated and satisfied. However, in the practical scenario, the working environment situations have repeatedly been witnessed to depict the authoritarian power led malpractices conducted by employers in terms of employee exploitation. A best example to this context has been the anti-sweatshop movement which resulted in the establishment of certain rules in terms of international â€Å"fair wages’ and employment standards with the intention to protect the human rights and welfare of employees along with rendering due significance towards employers’ interests (Miller, â€Å"Why Economists Are Wrong about Sweatshops and the Anti-Sweatshop Movement†). The anti-sweatshop rules illustrate that the global pay system is based on three fundamental principles which include paying for the job, paying in accordance with the skills and competencies of the employees or workers and paying in context of the market value. Based on these principles, the concept of international â€Å"fair wage† was derived which renders due significance towards the ethical business conduct and also towards the transparency in employer-employee relationship. Fair wages can be illustrated as the wage rate which is above the minimum wages offered in a particular region for a

Why do language users sometimes use figures of speech Essay

Why do language users sometimes use figures of speech - Essay Example In such cases, figures of speech help avoiding problems or conflicts of various forms. However, the use of figures of speech is not always justified – or desired. Under such terms, their engagement needs to be clearly and adequately explained. In the field of psychology, the science that deals with the evaluation of human behaviour, a series of theoretical models and approaches has been developed in regard to the use of figures of speech in daily human activities. These theories are presented in current paper aiming to explain the reasons for which language users prefer the figures of speech. The psychological and conversation analytic research frameworks are used for developing the above task. It is concluded that the use of speech is often unavoidable; however, the circumstances of their use need to be evaluated each time taking into consideration the actual social conditions but also the personal characteristics and perceptions of the language user. The potential use of fig ures of speech with no particular goal, just as a common practice (habit) should be also taken into consideration when examining their role in conversations developed daily across various human activities. In any case, the use of figures of speech cannot be considered as having the power to cause turbulences or oppositions; on the contrary, it is more likely to have a positive influence in regard to the limitation of social conflicts. This aspect of figures of speech is strongly emphasized in the literature published in the particular field – as these studies are analytically presented below. The findings of empirical research developed in this area have been also employed in this study aiming to offer a clearer view on the issues under discussion. 2. Metaphors – role and forms Theorists and researchers have used different approaches in order to explain the role and the functions of metaphors in everyday language. In order to understand and appropriately evaluate these views, it would be necessary to refer primarily to the context of metaphor in general, i.e. to describe its characteristics as a figure of speech. Lakoff and Johnson note that ‘the essence of metaphor is understanding and experiencing one kind of thing in terms of another’ (Lakoff and Johnson 5). The flexibility of metaphors, i.e. their characteristic to be open to different interpretations has been considered as one of the main reasons for their extensive study by theorists and researchers worldwide (Lakoff and Johnson 1980, 103). On the other hand, the following question might appear: why metaphors are so important for the academic research? In fact, there are many different figures of speech, which could be available for analysis, but only metaphors have been examined in detailed making also use of concepts applicable on other sciences – such as the cognitive discourse analysis used for the development of academic research. The answer to the above question wo uld be as follows: a metaphor is not a common figure of speech; it can be used ‘both in poetry and the everyday communication’ (Bowdle and Gentner 193); moreover, it can reveal the personal views/ perceptions of the person involved in its interpretation, a fact which is valuable in the psychological research field. In accordance with Kock (2010) metaphors are likely to highly appear in everyday language; moreover, their appearance is related to the need for using ‘a common point of reference’ (Kock 364) in order to indicate the key aspects of a issue to which the

college athletes :: essays research papers

College athletes are manipulated every day. Student athletes are working day in and day out to meet academic standards and to keep their level of play competitive. These athletes need to be rewarded and credited for their achievements. Not only are these athletes not being rewarded but they are also living with no money. Because the athletes are living off of no money they are very vulnerable to taking money from boosters and others that are willing to help them out. The problem with this is that the athletes are not only getting themselves in trouble but their athletic departments as well.   Ã‚  Ã‚  Ã‚  Ã‚  Recently college athletes have been granted permission to work, from the NCAA. Even with this permission, their jobs are still regulated. One regulation to the athletes working is that they cannot work for alumni of the school. The NCAA has this rule because they feel if athletes work for people with close ties to the school then they will be receiving special benefits while working. These special benefits include, (but are not limited to), athletes being paid while not at work and higher salaries then other workers doing the same job (Anstine 4).   Ã‚  Ã‚  Ã‚  Ã‚  Another restraint to college athletes working is a time restraint. College athletes have very busy schedules they follow and when finished with their schedules they are left with very little free time. Student athletes are required to take a minimum of twelve credit hours to start the semester and required to pass at least nine credit hours by the end of the semester. With this standard having to be met, the athletes are spending hours studying and attending class. Besides from studying and attending class the athletes then have to go to practice. Going to practice and participating takes up about four to seven hours of the athlete’s day. After all of this is completed, the athletes are left with only a couple of hours for them to enjoy time with their friends or even to just relax and watch a movie. But, because these athletes are college students and do not receive any money for their commitments they are supposed to squeeze time in for work in. If athlet es apply for a job they are limited to only a couple of hours a day to work. Also a large number of jobs request their employees to be available on the weekends.

Fundamentals of Nevada History Essay

The Nevada constitution was framed by a convention of delegates chosen by the people. The convention met at Carson City on July 4, 1864, and adjourned on July 28 of the same year. On the 1st Wednesday of September 1864, the constitution was approved by the vote of the people of the Territory of Nevada, and on October 31, 1864, President Lincoln proclaimed that the State of Nevada was admitted into the Union on an equal footing with the original states. Nevada’s history of race relations in the 1950s and 1960s was compared by journalists and the National Association for the Advancement of Colored People (NAACP) to that of some southern American states, notably Mississippi. Although not as formalized in law Nevada still provided many examples of racism against minorities in housing, employment, and public accommodation. Early beginnings of the civil rights movement in Nevada can be traced at least as far back as 1959 when planning for the February 1960 Winter Olympic Games at Squaw Valley was underway. The U.S. Justice Department was concerned because of the impact racial discrimination in public accommodations might have on international visitors and was anxious that nothing should occur to mar or blot that event. Likewise, the California Attorney General was concerned because Olympic visitors would be visiting and staying in northern Nevada where people of color would be treated with bias. Mining has been integral to Nevada’s history, from Native American use of its mineral wealth to fashion arrowheads, spear points, and tools to today’s modern industrial mining operations. Nevada’s silver deposits were the key to statehood; a driving force in the state’s economy in the mid-nineteenth century, they were a major reason for Nevada’s admission into the United States in 1864. While gaming and tourism now dominate the state’s economy, Nevada remains a nationally and internationally significant source of metals and minerals. Because of hostility from miners and their sympathizers, Nevada’s territorial and states antigambling laws were mostly unenforced from 1859 until the Comstock Lode mining booms collapsed in the 1870s. After 1881, the state attempted to restrict gambling through licensing and other statutory controls. Opponents of gambling and prostitution became organized and in the Progressive Era at last persuaded state legislators to prohibit gambling statewide in 1910 as part of a nationwide anti-gaming crusade. During the Great Depression in the United States, Nevada legalized gambling terming it gaming in 1931; (the Northern Club received the first license). At the time, the leading proponents of gambling expected that it would be a short term fix until the state’s economic base widened to include less cyclical industries. However, re-outlawing gambling has never been seriously considered since, and the industry has become Nevada’s primary source of revenue today. Gambling taxes account for 34% of state revenue. Also in 1931 the residence requirement for divorce was reduced to six weeks, making Reno a famous mecca for the quickie divorce and people from all over the country to take the cure. In the 1930s, Reno’s Bank Club was the state’s largest employer. It was also the largest casino in the world until Harold’s Club surpassed it in the 1950s. The Second World War was very good to Reno as local bases and those in Northern California helped boost the economy. In the late 1940s â€Å"Bugsy† Siegel helped get Las Vegas on the map by first building the most expensive casino in the world, the Flamingo, and then by being gunned down in his Beverly Hills home. Las Vegas casinos of the 1950s were mostly low-rise building taking advantage of the wide-open spaces that Reno didn’t offer in the downtown area of Virginia Street. However, Las Vegas boomed with new luxurious hotels in the 1960s and the city’s gambling casinos drew players from all over the world, and away from Reno and Lake Tahoe.

How I Added Value - 1788 Words

How I Added Value -Term Paper On the business front, this is the question every company would ask themselves before hiring people or deciding to hire people as an employee, â€Å"how can she/he add value to the organization?† The value added is the real contribution we make to the company’s business. It can be some key roles or activities, such as saved money, brought more customers, increased sales, or optimized business process. In return, by making contributions to the company, the employee get salary raises, promotions, and job security. This is a win-win solution, and is the company most want to retain. In this paper, I will list five topics that I think are very important in adding value and give some examples that happened during my†¦show more content†¦From my perspective, generally speaking, fit in the team means make everyone comfortable. First impressions do matter, so before the first day of work I found out the dress code and dressed appropriately when I arrived. During the fir st day tour in company, I got to know where the restrooms are, any kitchen area I can get a cup of coffee, and where I can find printer/photocopier to help do my job. Getting my bearings can prevent me from interrupting people to ask these questions. Also, it’s important to leverage the ambition when work with other people. I am the new person in the team. Even though I have been hired because of my skills and personality, I should be very careful when work with others until I have a deeper understanding of how they communicate with each other. Improve productivity and being initiative As an employee, we are an investment. Company pays us a salary and they expect a return. The more return we bring them, the more they would like to continue investing. As an intern, I am not the one to make decision or bring in millions of business, but I do want to get more done and have a sense of accomplishment. So I require myself to improve productivity and being initiative during the limited internship period. The first project I got was to update US region multi-function printers forecast data and write the forecast report after data analysis. Thanks to the previous internshipShow MoreRelatedValue-Added Predictors Of Expressive And Receptive Language Growth : Article Analysis803 Words   |  4 PagesIn the article, Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders (2014), eighty-seven preschoolers that were diagnosed with ASD by DSM-IV and were non-verbal prior to this study participated in this research. The researchers had two questions to ponder: 1. Which of the nine alleged theoretically-motivated predictors along with two background variables added value in predicting expressive growth? 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