The document discusses the 2007-2008 financial crisis and its consequences. It analyzes how the crisis emerged from a combination of individual greed, organizational mismanagement, government failure to regulate the financial system, and the fostering of moral hazard. The crisis highlighted the need for more strategic corporate social responsibility practices. It caused a major backlash against American-style capitalism and shifts in global economic power. Key questions remain about what obligations societies and organizations have to prevent future crises and reform the global economic system.
Instructions1. On the top of the page, provide the article citat.docxnormanibarber20063
Instructions
1. On the top of the page, provide the article citation in current APA format.
On the next line down, type the topic of your articles: (Gross Domestic Product (GDP)
in all caps and bold format.
2. In a double-spaced document, briefly explain the author’s purpose for writing the article. One way to understand the author’s purpose is to ask yourself why he or she wrote it. (For example, consider current and future events, politics, or anything else that may have inspired the article.)
3. Summarize the article(The criminality of Wall Street), focusing on the discussion of the topic the article addresses. Incorporate relevant economic theory that is present so that discussion of the article content is clear.
Article: The Criminality of Wall Street
Tabb, William K. Monthly Review66.4 (Sep 2014): 13-22.
The current stage of capitalism is characterized by the increased power of finance capital. How to understand the economics of this shift and its political implications is now central for both the left and the larger society. There can be little doubt that a signature development of our time is the growth of finance and monopoly power.1
In 1980 the nominal value of global financial assets almost equaled global GDP. In 2005 they were more than three times global GDP.2 The nominal value of foreign exchange trading increased from eleven times the value of global trade in 1980 to seventy-three times in 2009.3 Of course it is not certain what this increase means, since such nominal values can fluctuate widely, as we saw in the Great Financial Crisis. They cannot be compared directly and without all sorts of qualifications to the value added in the real economy. But they do give an impressionistic sense of the enormous magnitude by which finance grew and came to dominate the economy. Between 1980 and 2007, derivative contracts of all kinds expanded from $1 trillion globally to $600 trillion.4 Hedge funds and private equity groups, special investment vehicles, and mega-bank holding companies changed the face of Western capitalism. They also brought on the collapse from which we still suffer. Ordinary people may not be acquainted with the numbers (and even those best informed are not sure of their significance), but people generally understand in different and often deep ways what has been happening: namely, an ongoing process of financialization that has come to dwarf production.
What is particularly important is that despite the huge bubble created by this metastasizing growth of finance, the economy did not expand as rapidly as it had in the postwar years, before the goods producing industries lost ground in terms of employment to other sectors of the economy, and when government spending was used actively to promote growth. While the nature of much of the growth that occurred then is certainly open to criticism from all sorts of standpoints, at the time there was widespread understanding in policy circles that government spending was.
Chapter 7 The Global Financial CrisisTHE GLOBAL FINANCIAL CRIS.docxbissacr
Chapter 7 The Global Financial Crisis
THE GLOBAL FINANCIAL CRISIS HAD WIDESPREAD EFFECTS. In its early days in September 2008, a trader reacted to the numbers on the floor of the New York Stock Exchange as the Dow plummeted.
Learning Objectives
1. 7.1Evaluate the causes that contributed to creating the financial crisis
2. 7.2Review the impact of the global financial crisis on different world economies, business, employment, and global power shifts
3. 7.3Evaluate the concerns that made different countries respond in different ways to the financial crisis
Financial crises and accompanying economic recessions have occurred throughout history. Periodic crises appear to be part of financial systems of dominant or global powers. The United States was at the epicenter of the financial crisis of 2008–2009. Enjoying a unipolar moment following the collapse of the Soviet Union and the failure of Communism, the United States was confident that economic liberalization and the proliferation of computer and communications technologies would contribute to ever-increasing global economic growth and prosperity. Globalization contributed to the extraordinary accumulation of wealth by a relatively few individuals and created greater inequality. In an effort to reduce inequality in the United States, the government implemented policies that engendered the financial crisis.
As we discussed in Chapter1, is usually the leading force in the growth of globalization. The rise of great powers is inextricably linked to access to investments and their ability to function as leading financial centers, as we saw in Chapter2. Their decline is also closely linked to financial problems. Finance enables entrepreneurs to start various enterprises and to become competitors of established companies. It is also essential to innovation and scientific discoveries. Finance also facilitates risk sharing and provides insurance for risk takers. Countries that have large financial sectors tend to grow faster, their inhabitants are generally richer, and there are more opportunities. Financial globalization contributed to unprecedented growth and prosperity around the world. China and India became significant economic powers, and the industrialized countries grew even richer. Closely integrated into the financial system are banks and investment firms. When the financial system is in crisis, banks reduce lending, companies often face bankruptcy, and unemployment rises. Ultimately, as we saw in the financial crisis of 2008–2009, many banks fail.
The financial crisis triggered a global economic recession that resulted in more than $4.1 trillion in losses, saw unemployment rates that climbed to more than 10 percent in the United States and higher elsewhere, and increased poverty. Stock markets around the world crashed. American investors lost roughly 40 percent of the value of their savings. Housing prices plummeted from their record highs in 2006. Consumers reduced their spending, manufactu.
Instructions1. On the top of the page, provide the article citat.docxnormanibarber20063
Instructions
1. On the top of the page, provide the article citation in current APA format.
On the next line down, type the topic of your articles: (Gross Domestic Product (GDP)
in all caps and bold format.
2. In a double-spaced document, briefly explain the author’s purpose for writing the article. One way to understand the author’s purpose is to ask yourself why he or she wrote it. (For example, consider current and future events, politics, or anything else that may have inspired the article.)
3. Summarize the article(The criminality of Wall Street), focusing on the discussion of the topic the article addresses. Incorporate relevant economic theory that is present so that discussion of the article content is clear.
Article: The Criminality of Wall Street
Tabb, William K. Monthly Review66.4 (Sep 2014): 13-22.
The current stage of capitalism is characterized by the increased power of finance capital. How to understand the economics of this shift and its political implications is now central for both the left and the larger society. There can be little doubt that a signature development of our time is the growth of finance and monopoly power.1
In 1980 the nominal value of global financial assets almost equaled global GDP. In 2005 they were more than three times global GDP.2 The nominal value of foreign exchange trading increased from eleven times the value of global trade in 1980 to seventy-three times in 2009.3 Of course it is not certain what this increase means, since such nominal values can fluctuate widely, as we saw in the Great Financial Crisis. They cannot be compared directly and without all sorts of qualifications to the value added in the real economy. But they do give an impressionistic sense of the enormous magnitude by which finance grew and came to dominate the economy. Between 1980 and 2007, derivative contracts of all kinds expanded from $1 trillion globally to $600 trillion.4 Hedge funds and private equity groups, special investment vehicles, and mega-bank holding companies changed the face of Western capitalism. They also brought on the collapse from which we still suffer. Ordinary people may not be acquainted with the numbers (and even those best informed are not sure of their significance), but people generally understand in different and often deep ways what has been happening: namely, an ongoing process of financialization that has come to dwarf production.
What is particularly important is that despite the huge bubble created by this metastasizing growth of finance, the economy did not expand as rapidly as it had in the postwar years, before the goods producing industries lost ground in terms of employment to other sectors of the economy, and when government spending was used actively to promote growth. While the nature of much of the growth that occurred then is certainly open to criticism from all sorts of standpoints, at the time there was widespread understanding in policy circles that government spending was.
Chapter 7 The Global Financial CrisisTHE GLOBAL FINANCIAL CRIS.docxbissacr
Chapter 7 The Global Financial Crisis
THE GLOBAL FINANCIAL CRISIS HAD WIDESPREAD EFFECTS. In its early days in September 2008, a trader reacted to the numbers on the floor of the New York Stock Exchange as the Dow plummeted.
Learning Objectives
1. 7.1Evaluate the causes that contributed to creating the financial crisis
2. 7.2Review the impact of the global financial crisis on different world economies, business, employment, and global power shifts
3. 7.3Evaluate the concerns that made different countries respond in different ways to the financial crisis
Financial crises and accompanying economic recessions have occurred throughout history. Periodic crises appear to be part of financial systems of dominant or global powers. The United States was at the epicenter of the financial crisis of 2008–2009. Enjoying a unipolar moment following the collapse of the Soviet Union and the failure of Communism, the United States was confident that economic liberalization and the proliferation of computer and communications technologies would contribute to ever-increasing global economic growth and prosperity. Globalization contributed to the extraordinary accumulation of wealth by a relatively few individuals and created greater inequality. In an effort to reduce inequality in the United States, the government implemented policies that engendered the financial crisis.
As we discussed in Chapter1, is usually the leading force in the growth of globalization. The rise of great powers is inextricably linked to access to investments and their ability to function as leading financial centers, as we saw in Chapter2. Their decline is also closely linked to financial problems. Finance enables entrepreneurs to start various enterprises and to become competitors of established companies. It is also essential to innovation and scientific discoveries. Finance also facilitates risk sharing and provides insurance for risk takers. Countries that have large financial sectors tend to grow faster, their inhabitants are generally richer, and there are more opportunities. Financial globalization contributed to unprecedented growth and prosperity around the world. China and India became significant economic powers, and the industrialized countries grew even richer. Closely integrated into the financial system are banks and investment firms. When the financial system is in crisis, banks reduce lending, companies often face bankruptcy, and unemployment rises. Ultimately, as we saw in the financial crisis of 2008–2009, many banks fail.
The financial crisis triggered a global economic recession that resulted in more than $4.1 trillion in losses, saw unemployment rates that climbed to more than 10 percent in the United States and higher elsewhere, and increased poverty. Stock markets around the world crashed. American investors lost roughly 40 percent of the value of their savings. Housing prices plummeted from their record highs in 2006. Consumers reduced their spending, manufactu.
Despite all the artifices to neutralize the trend of decline of profit rates in the world capitalist system as predicted by Karl Marx in his great work The Capital, will not prevent its collapse over time because the political and social cost would be immense for humanity with its maintenance. Before the collapse, the world capitalist system will be ruined by the economic depression for many years resulting in his climbing the bankruptcy of many companies, the economic unfeasibility of the highly indebted nation states and mass unemployment on a global scale. Given the existence of the chaos that already dominates the world economy that is getting worse, it is time for each country and humanity provide themselves as urgently as possible tools necessary to take control of their destiny. To take control of his destiny humanity must take to end the world capitalist system to exercise governance of the world economy. This is the only means of survival of the human species.
Covid19 Pandemic: Looming Global Recession and Impact on BangladeshMd. Tanzirul Amin
The following article was written by me, and was published in the Economic Trends section of the Keystone Quarterly Review (Volume-30) on July 30, 2020: https://lnkd.in/g9nGxzn
The article covers the effects of the Covid-19 Pandemic in the world economics, and the resulting impacts on the Bangladeshi economy. Various other economic aspects are covered, along with the alarming signs/symptoms of another "Great Global Recession".
The world has not learned the lessons of the financial crisisBan.docxpelise1
The world has not learned the lessons of the financial crisis
Banks are safer, but too much of what has gone wrong since 2008 could happen again
WHEN historians gaze back at the early 21st century, they will identify two seismic shocks. The first was the terrorist attacks of September 11th 2001, the second the global financial crisis, which boiled over ten years ago this month with the collapse of Lehman Brothers. September 11th led to wars, Lehman’s bankruptcy to an economic and political reckoning. Just as the fighting continues, so the reckoning is far from over.
Lehman failed after losing money on toxic loans and securities linked to America’s property market. Its bankruptcy unleashed chaos. Trade fell in every country on which the World Trade Organization reports. Credit supplied to the real economy fell, by perhaps $2trn in America alone. To limit their indebtedness, governments resorted to austerity. Having exhausted the scope to cut interest rates, central bankers turned to quantitative easing (creating money to buy bonds).
Just as the causes of the financial crisis were many and varied, so were its consequences. It turbocharged today’s populist surge, raising questions about income inequality, job insecurity and globalization. But it also changed the financial system. The question is: did it change it enough?
To splurge is human
One way—the wrong way—to judge progress would be to expect an end to financial crises. Systemic banking meltdowns are a feature of human history. The IMF has counted 124 of them between 1970 and 2007. There is no question that they will occur again, if only because good times breed complacency. Consider that the Trump administration is deregulating finance during an economic boom and that the Federal Reserve has not yet raised counter-cyclical capital requirements. Even when prudence prevails, no regulator is a perfect judge of risk.
A better test is whether the likelihood and size of crises can be reduced. On that, the news is both good and bad.
First, the good. Banks must now fund themselves with more equity and less debt. They depend less on trading to make money and on short-term wholesale borrowing to finance their activities. Even in Europe, where few banks make large profits, the system as a whole is stronger than it was. Regulators have beefed up their oversight, especially of the largest institutions that are too big to fail. On both sides of the Atlantic banks are subject to regular stress tests and must submit plans for their own orderly demise. Derivatives markets of the type that felled AIG, an insurer, are smaller and safer. Revamped pay policies should prevent a repeat of the injustice of bankers taking public money while pocketing huge pay-packets—in 2009 staff at the five biggest banks trousered $114bn.
Yet many lessons have gone unlearned. Take, for example, policymakers’ mistakes in the aftermath of the crisis. The state had no choice but to stand behind failing banks, but it took the ill.
Enterprise Liquidity Risk: Overcoming the challengesCognizant
Given the vastness of today's global financial system and the volume and complexity of data that financial institutions must deal with every day, firms must learn how to proactively manage liquidity risk and avoid the pitfalls that sparked past financial crises. Predictive analytics and advanced risk-monitoring systems are among the tools available to help these institutions overcome the challenges of doing business in an increasingly connected world.
Rodrik_Feasible_Globalizations
FEASIBLE GLOBALIZATIONS
Dani Rodrik1
Harvard University
July 2002
Introduction
We want economic integration to help boost living standards. We want democratic
politics so that public policy decisions are made by those that are directly affected by them (or
their representatives). And we want self-determination, which comes with the nation-state. This
paper argues that we cannot have all three things simultaneously. The political trilemma of the
global economy is that the nation-state system, democratic politics, and full economic
integration are mutually incompatible. We can have at most two out of the three. It follows that
the direction in which we seem to be headed—global markets without global governance—is
unsustainable.
The alternative is a renewed “Bretton-Woods compromise:” preserving some limits on
integration, as built into the original Bretton Woods arrangements, along with some more global
rules to handle the integration that can be achieved. Those who would make a different choice—
toward tighter economic integration—must face up to the corollary: either tighter world
government or less democracy.
During the first four decades following the close of the Second World War, international
policy makers had kept their ambitions in check. They pursued a limited form of
internationalization of their economies, leaving lots of room for national economic management.
Successive rounds of multilateral trade negotiations made great strides, but focused only on the
most egregious of the barriers at the border and excluded large chunks of the economy
1 I am grateful to Michael Weinstein for very helpful suggestions.
2
(agriculture, services, “sensitive” manufactures such as garments). In capital markets,
restrictions on currency transactions and financial flows remained the norm rather than the
exception. This Bretton Woods/GATT regime was successful because its architects subjugated
international economic integration to the needs and demands of national economic management
and of democratic politics.
This strategy changed drastically during the last two decades. Global policy is now
driven by an aggressive agenda of “deep” integration—elimination of all barriers to trade and
capital flows wherever those barriers may be found. The results have been problematic--in terms
of both economic performance (relative to the earlier post-war decades) and political legitimacy.
The simple reason is that “deep” economic integration is unattainable in a context where nation
states and democratic politics still exert considerable force.
The title of this essay conveys therefore two ideas. First, there are inherent limitations to
how far we can push global economic integration. It is neither feasible nor desirable to
maximize what Keynes called “economic entanglements betw ...
Today’s economic and political upheavals reflect an ongoing misalignment between business and economies (on the one hand) and acceptable societal outcomes (on the other). There is still time to adjust, if we are willing to reexamine some long-held assumptions.
Swedbank was founded in 1820, as Sweden’s first savings bank was established. Today, our heritage is visible in that we truly are a bank for each and every one and in that we still strive to contribute to a sustainable development of society and our environment. We are strongly committed to society as a whole and keen to help bring about a sustainable form of societal development. Our Swedish operations hold an ISO 14001 environmental certification, and environmental work is an integral part of our business activities.
ECO 202 – Written Assignment Scoring Rubric Complete th.docxtidwellveronique
ECO 202 – Written Assignment Scoring Rubric
Complete the assignment with attention to the following criteria:
Rating Scale Exemplary: Corresponds to an A- to A (90-100%)
Proficient: Corresponds to B- to B+ (80-89%)
Basic: Corresponds to C- to C+ (70-79%)
Novice: Corresponds to D to D+ (60-69%)
Not Attempted: Corresponds to an F (0-59%)
Elements
Criteria
Not Attempted
(Criterion is
missing or not in
evidence)
Novice
(does not meet
expectations;
performance is
substandard)
Basic
(works towards
meeting expectations;
performance needs
improvement)
Proficient
(meets expectations;
performance is
satisfactory)
Exemplary
(exceeds
expectations;
performance is
outstanding)
Length
Requirements
20%
There was little
or no evidence
of an essay
0-11 Points
The paper is
entirely too
short.
12-13 Points
The paper
contains a great
deal of “fluff” and
still doesn’t meet
the length
requirements
14-15 Points
The paper is just
a little on the
short side and/or
it meets the
requirements
only because it
contains “fluff”
that could use
trimming.
16-17 Points
The paper falls
within the
required length
requirements
without going
over and
without straying
from the main
topic(s).
18-20 Points
Mechanics of
Writing
30%
Little to no
evidence of
proper writing
mechanics
0-17 Points
The grammar
of the paper
greatly
impedes
understanding
of content;
and/or the
paper contains
no citations.
18-20 Points
The paper needs
a good deal of
improvement with
respect to
grammar,
citations, spelling,
and/or style.
21-23 Points
The paper is
mostly free of
errors with
respect to
grammar,
citations, spelling,
and/or style, but
needs some
improvement in
this area.
24-26 Points
The paper is
nearly perfect
with respect to
grammar,
citations,
spelling, and
style.
27-30 Points
Understanding
& Application
50%
The paper
exhibits a
complete lack
of
understanding
of the text
and/or course
materials, and
the application
was incorrect.
0-29 Points
The paper
exhibits very
little
understanding
of the text
and/or course
materials, and
the application
was vague.
30-34 Points
The paper exhibits
basic
understanding of
the text and/or
course materials,
but needs
improvement in
this area. The
application was
superficial and did
not go in depth.
35-39 Points
The paper
exhibits sufficient
understanding of
the text and/or
course materials,
but some
improvement
needed. The
application was
detailed and
shows a
developing level
of understanding.
40-44 Points
The paper does
an excellent job
demonstrating
an accurate
understanding
of the text
and/or course
materials. The
application
showed a
higher level of
analysis
45-50 Points
Chapter 7.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
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Similar to CASE STUDY CAPITALISM This case views the global, capitalist
Despite all the artifices to neutralize the trend of decline of profit rates in the world capitalist system as predicted by Karl Marx in his great work The Capital, will not prevent its collapse over time because the political and social cost would be immense for humanity with its maintenance. Before the collapse, the world capitalist system will be ruined by the economic depression for many years resulting in his climbing the bankruptcy of many companies, the economic unfeasibility of the highly indebted nation states and mass unemployment on a global scale. Given the existence of the chaos that already dominates the world economy that is getting worse, it is time for each country and humanity provide themselves as urgently as possible tools necessary to take control of their destiny. To take control of his destiny humanity must take to end the world capitalist system to exercise governance of the world economy. This is the only means of survival of the human species.
Covid19 Pandemic: Looming Global Recession and Impact on BangladeshMd. Tanzirul Amin
The following article was written by me, and was published in the Economic Trends section of the Keystone Quarterly Review (Volume-30) on July 30, 2020: https://lnkd.in/g9nGxzn
The article covers the effects of the Covid-19 Pandemic in the world economics, and the resulting impacts on the Bangladeshi economy. Various other economic aspects are covered, along with the alarming signs/symptoms of another "Great Global Recession".
The world has not learned the lessons of the financial crisisBan.docxpelise1
The world has not learned the lessons of the financial crisis
Banks are safer, but too much of what has gone wrong since 2008 could happen again
WHEN historians gaze back at the early 21st century, they will identify two seismic shocks. The first was the terrorist attacks of September 11th 2001, the second the global financial crisis, which boiled over ten years ago this month with the collapse of Lehman Brothers. September 11th led to wars, Lehman’s bankruptcy to an economic and political reckoning. Just as the fighting continues, so the reckoning is far from over.
Lehman failed after losing money on toxic loans and securities linked to America’s property market. Its bankruptcy unleashed chaos. Trade fell in every country on which the World Trade Organization reports. Credit supplied to the real economy fell, by perhaps $2trn in America alone. To limit their indebtedness, governments resorted to austerity. Having exhausted the scope to cut interest rates, central bankers turned to quantitative easing (creating money to buy bonds).
Just as the causes of the financial crisis were many and varied, so were its consequences. It turbocharged today’s populist surge, raising questions about income inequality, job insecurity and globalization. But it also changed the financial system. The question is: did it change it enough?
To splurge is human
One way—the wrong way—to judge progress would be to expect an end to financial crises. Systemic banking meltdowns are a feature of human history. The IMF has counted 124 of them between 1970 and 2007. There is no question that they will occur again, if only because good times breed complacency. Consider that the Trump administration is deregulating finance during an economic boom and that the Federal Reserve has not yet raised counter-cyclical capital requirements. Even when prudence prevails, no regulator is a perfect judge of risk.
A better test is whether the likelihood and size of crises can be reduced. On that, the news is both good and bad.
First, the good. Banks must now fund themselves with more equity and less debt. They depend less on trading to make money and on short-term wholesale borrowing to finance their activities. Even in Europe, where few banks make large profits, the system as a whole is stronger than it was. Regulators have beefed up their oversight, especially of the largest institutions that are too big to fail. On both sides of the Atlantic banks are subject to regular stress tests and must submit plans for their own orderly demise. Derivatives markets of the type that felled AIG, an insurer, are smaller and safer. Revamped pay policies should prevent a repeat of the injustice of bankers taking public money while pocketing huge pay-packets—in 2009 staff at the five biggest banks trousered $114bn.
Yet many lessons have gone unlearned. Take, for example, policymakers’ mistakes in the aftermath of the crisis. The state had no choice but to stand behind failing banks, but it took the ill.
Enterprise Liquidity Risk: Overcoming the challengesCognizant
Given the vastness of today's global financial system and the volume and complexity of data that financial institutions must deal with every day, firms must learn how to proactively manage liquidity risk and avoid the pitfalls that sparked past financial crises. Predictive analytics and advanced risk-monitoring systems are among the tools available to help these institutions overcome the challenges of doing business in an increasingly connected world.
Rodrik_Feasible_Globalizations
FEASIBLE GLOBALIZATIONS
Dani Rodrik1
Harvard University
July 2002
Introduction
We want economic integration to help boost living standards. We want democratic
politics so that public policy decisions are made by those that are directly affected by them (or
their representatives). And we want self-determination, which comes with the nation-state. This
paper argues that we cannot have all three things simultaneously. The political trilemma of the
global economy is that the nation-state system, democratic politics, and full economic
integration are mutually incompatible. We can have at most two out of the three. It follows that
the direction in which we seem to be headed—global markets without global governance—is
unsustainable.
The alternative is a renewed “Bretton-Woods compromise:” preserving some limits on
integration, as built into the original Bretton Woods arrangements, along with some more global
rules to handle the integration that can be achieved. Those who would make a different choice—
toward tighter economic integration—must face up to the corollary: either tighter world
government or less democracy.
During the first four decades following the close of the Second World War, international
policy makers had kept their ambitions in check. They pursued a limited form of
internationalization of their economies, leaving lots of room for national economic management.
Successive rounds of multilateral trade negotiations made great strides, but focused only on the
most egregious of the barriers at the border and excluded large chunks of the economy
1 I am grateful to Michael Weinstein for very helpful suggestions.
2
(agriculture, services, “sensitive” manufactures such as garments). In capital markets,
restrictions on currency transactions and financial flows remained the norm rather than the
exception. This Bretton Woods/GATT regime was successful because its architects subjugated
international economic integration to the needs and demands of national economic management
and of democratic politics.
This strategy changed drastically during the last two decades. Global policy is now
driven by an aggressive agenda of “deep” integration—elimination of all barriers to trade and
capital flows wherever those barriers may be found. The results have been problematic--in terms
of both economic performance (relative to the earlier post-war decades) and political legitimacy.
The simple reason is that “deep” economic integration is unattainable in a context where nation
states and democratic politics still exert considerable force.
The title of this essay conveys therefore two ideas. First, there are inherent limitations to
how far we can push global economic integration. It is neither feasible nor desirable to
maximize what Keynes called “economic entanglements betw ...
Today’s economic and political upheavals reflect an ongoing misalignment between business and economies (on the one hand) and acceptable societal outcomes (on the other). There is still time to adjust, if we are willing to reexamine some long-held assumptions.
Swedbank was founded in 1820, as Sweden’s first savings bank was established. Today, our heritage is visible in that we truly are a bank for each and every one and in that we still strive to contribute to a sustainable development of society and our environment. We are strongly committed to society as a whole and keen to help bring about a sustainable form of societal development. Our Swedish operations hold an ISO 14001 environmental certification, and environmental work is an integral part of our business activities.
ECO 202 – Written Assignment Scoring Rubric Complete th.docxtidwellveronique
ECO 202 – Written Assignment Scoring Rubric
Complete the assignment with attention to the following criteria:
Rating Scale Exemplary: Corresponds to an A- to A (90-100%)
Proficient: Corresponds to B- to B+ (80-89%)
Basic: Corresponds to C- to C+ (70-79%)
Novice: Corresponds to D to D+ (60-69%)
Not Attempted: Corresponds to an F (0-59%)
Elements
Criteria
Not Attempted
(Criterion is
missing or not in
evidence)
Novice
(does not meet
expectations;
performance is
substandard)
Basic
(works towards
meeting expectations;
performance needs
improvement)
Proficient
(meets expectations;
performance is
satisfactory)
Exemplary
(exceeds
expectations;
performance is
outstanding)
Length
Requirements
20%
There was little
or no evidence
of an essay
0-11 Points
The paper is
entirely too
short.
12-13 Points
The paper
contains a great
deal of “fluff” and
still doesn’t meet
the length
requirements
14-15 Points
The paper is just
a little on the
short side and/or
it meets the
requirements
only because it
contains “fluff”
that could use
trimming.
16-17 Points
The paper falls
within the
required length
requirements
without going
over and
without straying
from the main
topic(s).
18-20 Points
Mechanics of
Writing
30%
Little to no
evidence of
proper writing
mechanics
0-17 Points
The grammar
of the paper
greatly
impedes
understanding
of content;
and/or the
paper contains
no citations.
18-20 Points
The paper needs
a good deal of
improvement with
respect to
grammar,
citations, spelling,
and/or style.
21-23 Points
The paper is
mostly free of
errors with
respect to
grammar,
citations, spelling,
and/or style, but
needs some
improvement in
this area.
24-26 Points
The paper is
nearly perfect
with respect to
grammar,
citations,
spelling, and
style.
27-30 Points
Understanding
& Application
50%
The paper
exhibits a
complete lack
of
understanding
of the text
and/or course
materials, and
the application
was incorrect.
0-29 Points
The paper
exhibits very
little
understanding
of the text
and/or course
materials, and
the application
was vague.
30-34 Points
The paper exhibits
basic
understanding of
the text and/or
course materials,
but needs
improvement in
this area. The
application was
superficial and did
not go in depth.
35-39 Points
The paper
exhibits sufficient
understanding of
the text and/or
course materials,
but some
improvement
needed. The
application was
detailed and
shows a
developing level
of understanding.
40-44 Points
The paper does
an excellent job
demonstrating
an accurate
understanding
of the text
and/or course
materials. The
application
showed a
higher level of
analysis
45-50 Points
Chapter 7.
Similar to CASE STUDY CAPITALISM This case views the global, capitalist (16)
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
CASE STUDY CAPITALISM This case views the global, capitalist
1. CASE STUDY CAPITALISM
This case views the global, capitalist economic system through
the prism of the 2007–2008 financial crisis (referred to here as
the
Financial Crisis). More than a decade later, what more do we
now know? How did the crisis emerge, and what were its
consequences
(short- and long-term)? What challenges does it present for
capitalism today? What was the role of social responsibility?
And
perhaps most importantly, what changes does a strategic CSR
perspective suggest moving forward?
THE FINANCIAL CRISIS
In many ways, the dramatic economic events that began toward
the end of 20071 (widely reported as “the most serious financial
crisis since the Great Crash of 1929”2 or the “Great
Recession”3) brought into focus the comprehensive nature of
CSR. From
individual greed and the abdication of responsibility to
organizational fraud and the mismanagement of resources, to
governmental
failure to monitor and adequately regulate the financial system,
the crisis emphasized the many interlocking factors that make
CSR so
complex. At the same time, and with the benefit of hindsight,
these events demonstrate how straightforward CSR can be. At
its
simplest, CSR is not rocket science. It is often common sense,
combined with an enlightened approach to management and
2. decision
making. To look back at some of the decisions that contributed
to the economic crisis and try to rationalize why they were
made,
however, represents an exercise in exasperation:
What do you call giving a worker who makes only $14,000 a
year a nothing-down and nothing-to-pay-for-twoyears
mortgage to buy a $750,000 home, and then bundling that
mortgage with 100 others into bonds—which
Moody’s or Standard & Poor’s rate[s] AAA—and then selling
them to banks and pension funds the world over?4
Essentially, the crisis resulted from the cumulative effects of
multiple bad decisions by many individuals who had lost their
sense of perspective.5 What was amazing
at the time was “how so many people could be so stupid . . . and
self-destructive all at once”
6
to produce “a near total breakdown of responsibility at every
link in our financial chain.”7 The scale of
At the height of the boom, the subprime mortgage industry in
the United States had clearly lost all sense of proportion. The
result
was higher default rates and, as a consequence, higher rates of
home repossessions:
Between 2005 and 2007, which was the peak of sub-prime
lending, the top 25 subprime originators made almost
$1,000bn in loans to more than 5m borrowers, many of whom
3. have [since] had their homes repossessed.10
The industry as a whole experienced all the signs of a bubble,
the aftermath of which generated dramatic headlines such as
“Sex,
Lies, and Mortgage Deals.”11 As a society, we should have
picked this up earlier and acted to diffuse it. As such, the
Financial Crisis
highlights the central role of CSR in today’s global business
environment. It is a lens through which excesses can be
minimized, risk
can be mitigated, and value can be optimized. At various stages,
key actors suspected the system was unsustainable, but had no
self-
interest in advocating for change. As Citibank’s Chuck Prince
said in 2007, shortly before the crash and his ouster as CEO
later that
year, “as long as the music is playing, you’ve got to get up and
dance. We’re still dancing.”12 When firms lack a CSR
perspective, they
not only endanger themselves but also can cause great harm to
society.
Moral Hazard
The Financial Crisis was driven by three main factors: first, the
housing market bubble, which was fuelled by low interest rates
and
easy access to mortgages (e.g., so-called “liar”13 or “ninja”14
loans); second, the under pricing of risk, particularly by
investors on
Wall Street; and third, the failure (or inability) of the regulatory
infrastructure to police the increasingly liquid global financial
market.
In other words, there is plenty of blame to go around—from the
individuals who sold mortgages that had attractive commissions
4. but
were unlikely to be repaid, to the firms that allowed these sales
to continue because they were passing on the risk, to the
regulators
who failed to oversee the markets it was their responsibility to
monitor, to the investors who developed complex securities and
other financial instruments that few people (including
themselves) fully understood. This culpability extends to the
people who failed
to question whether it was wise to apply for 100 percent
mortgages on hugely inflated home prices with little or nothing
down,
purely on the belief that house prices would continue to rise,
and the confidence that, either way, they would be able to
refinance in
a couple of years. All of these decisions were made in an
atmosphere of overdependence on the market as the ultimate
arbiter that
relieved individual actors of personal responsibility for many of
their day-to-day decisions.
This faith in the market was misplaced because of its underlying
rules, which distorted the dynamic interplay of demand and
supply.
This structure, put in place over decades by biased or ill -
informed politicians (who passed hastily constructed
regulations) and short-
sighted executives (who were only too willing to forget any
lessons learned from previous recessions) enabled the crisis and
inflamed
it once it had started. In essence, moral hazard was rife—the
finance industry was essentially rigged to fail. Over time, a
system of
incentives had been put in place whereby the rewards to
business were privatized (accrued directly to individuals), while
the risk was
socialized (borne by the system through financial institutions
5. that were deemed too big and important to fail); this represents,
according to George Soros, the failure of a pure market
ideology:
Moral Hazard
To take risk in search of personal benefit where the
consequences of that risk are not borne by the individual. The
effect is
to privatize gains and socialize losses.
Western governments and businesses have essentially created an
unsustainable system.16 As Soros notes, in order to avoid the
damage to the broader economy that would result from
undermining the positions of global financial traders,
governments and
central banks averted their eyes from the moral hazard that is an
inherent part of the financial system. The result was “a system
of
asymmetric incentives” backed by a federal agreement that
“every time the credit expansion ran into trouble the financial
authorities
intervened, injecting liquidity and finding other ways to
stimulate the economy.”17
Martin Wolf in the Financial Times paints a picture of equally
complicated interacting causes that include a “fundamentally
defective
6. financial system,” “rational responses to incentives,” “the short-
sightedness of human beings,” overly loose US monetary policy,
and
“the massive flows of surplus capital” around the globe.18 He
highlights the role of governments in sustaining a system that
has
become too important to the economy. In essence, everyone
knows the large financial firms are too big to fail, yet everyone
with
sufficient power to do anything about it is OK with that:
Those who emphasise rationality can readily point to the
incentives for the financial sector to take undue risk. This is the
result of the interaction of “asymmetric information”—the fact
that insiders know more than anybody else what is going
on—with “moral hazard”—the perception that the government
will rescue financial institutions if enough of them fall into
difficulty at the same time. There is evident truth in both
propositions: if, for example, the UK government feels obliged
to
rescue a modest-sized mortgage bank, such as Northern Rock,
moral hazard is rife.19
This suspicion of Anglo-Saxon economic liberalism cut across
the usual political boundaries. Right-wing industrialists disliked
it, but so did left-wing labor unions. Chinese communists felt
threatened, but so did Green Party activists in Germany. . . .
The
critique of U.S. liberalism . . . is shared by a diverse group that
includes
French President Nicolas Sarkozy, German Chancellor Angela
Merkel, Chinese Prime Minister Wen Jibao and
7. Russian President Dmitry Medvedev.20
This backlash began more than a decade ago, in the immediate
aftermath of the Financial Crisis, but continues to resonate
today.
What is not clear, ultimately, is how effective or self-sustaining
this critique will be and whether, in conjunction with any shift
in
economic ideology, there will be a corresponding shift in global
political power. The dominant feature of the US economic
model
prior to the crisis was an inherently unstable combination of
excessively low savings and excessively high borrowing. This
surplus of
credit was being used to finance an unsustainable level of
consumption—unsustainable because the United States was
consistently
spending more than it saved. That money had to come from
somewhere, and most of it came from China. As such, the only
real,
long-term solution to the crisis is a rebalancing of demand and
supply within the global economy,21 which represents a shift in
influence from the borrower to the lender:
[The crisis] is not only a crisis of capitalism or of a particular
form of capitalism after all; it’s one of U.S. economic and
global
power. . .. The fact that [the meeting to discuss a global
response is] of the G-20 rather than the
Group of Seven . . . is a symbol of the decline of U.S. economic
power exposed by the crisis.22
8. The sense was that things had changed and US capitalism, as the
driving force behind globalization, is slowly losing its ability to
shape
the world:
Even a newspaper as inherently pro-business as [The
Economist] has to admit that there was something rotten in
finance.
The basic capitalist bargain, under which genuine risktakers are
allowed to garner huge rewards, seems a poor one if
taxpayers are landed with a huge bill for it.23
The debate that has emerged within the CSR community
regarding the future shape of capitalism reflects this shift in the
content and
tone of discussions about the global economic system. Thomas
Friedman in The New York Times, for example, highlights the
intersection of the economic and environmental crises:
began to appear in respected outlets. This sense of seismic
change was reinforced by a series of articles in the Financial
Times about
the crisis and its consequences for the economic order. The goal
of the series, which was titled the “Future of Capitalism,” was
9. to
assess the consequences of the crisis, given that the
“assumptions that prevailed since the 1980s embrace of the
market now lie in
shreds.” Representative of the debate was this comment in the
opening article in the series:
It is impossible at such a turning point to know where we are
going. . .. Yet the combination of a financial collapse with a
huge recession, if not something worse, will surely change the
world. The legitimacy of the market will weaken. The
credibility of the US will be damaged. The authority of China
will rise. Globalisation itself may founder.27
Combined with Bill Gates’s call for “creative capitalism”28
(2008) and Muhammad Yunus’s book Creating a World Without
Poverty29 (2009), the sense at the time was of a point of
“inflection”30 in the economic history of our planet. While we
might not
have expected measurable change immediately, the intellectual
shift indicated that whatever shape globalization took going
forward,
it would be different than it was before the crisis.
Occupy Wall Street
The resulting economic reality led initially to various forms of
protest, most notably the Occupy Wall Street movement
(http://occupywallst.org/), which initially started with a tweet
by Adbusters (#occupywallstreet). It took root in Zuccotti Park
in
Lower Manhattan, but soon spread worldwide. The failure of
this movement to organize and sustain its momentum does not
10. diminish the power of the ideas on which it was founded. An
important indicator of change, therefore, will be whether the
intellectual driving force behind Occupy Wall Street that
challenged the legitimacy of the efficient market can ever be
corralled into a
meaningful platform for reform.
Along these lines, the evolving thoughts of Alan Greenspan,
chair of the US Federal Reserve from 1987 to 2006, on the self-
policing
role of market forces is instructive. In 1963, Greenspan wrote
that it would be self-defeating (and, therefore, highly unlikely)
for firms
“to sell unsafe food and drugs, fraudulent securities, and shoddy
buildings. It is in the self-interest of every businessman to have
a
reputation for honest dealings and a quality product.” By 2008,
in testimony to the House Committee on Oversight and
Government
Reform, however, Greenspan admitted the error in this line of
thought:
Those of us who have looked to the self-interest of lending
institutions to protect shareholders’ equity, myself included, are
in a
state of shocked disbelief. . . . This modern [free market]
paradigm held sway for decades.
The whole intellectual edifice, however, collapsed in the
summer of last year.33
Greenspan’s shift demonstrates the limits of the unregulated
market (the “efficient market hypothesis”)34 in the face of
incentives
that significantly distort the checks and balances that are
theoretically in place. As summarized in a Financial Times
11. editorial, “the
intellectual impact of the crisis has already been colossal. The
‘Greenspanist’ doctrine in monetary policy is in retreat. . . .
Finance has
already changed irrevocably.”35 The extent of public anger
toward the finance industry was demonstrated over time in
regulatory
action intended to hold banks to account for their wrongdoing.
While very few individuals were ever indicted (let alone sent to
jail)36
for their roles in the Financial Crisis, the firms they worked for
were penalized heavily:
The six biggest U.S. banks, led by JPMorgan Chase & Co.
(JPM) and Bank of America Corp., have piled up $103 billion in
legal costs since the financial crisis, more than all dividends
paid to shareholders in the past five years. That’s the amount
allotted to lawyers and litigation, as well as for settling claims
about shoddy mortgages and foreclosures, according to
data compiled by Bloomberg. The sum, equivalent to spending
$51 million a day, is enough to erase everything the banks
earned for 2012.37
While the legal costs associated with the Financial Crisis for the
world’s sixteen largest banks have been estimated to top £200
billion
(perhaps hitting $306 billion), Figure II.1 illustrates the extent
of the fines paid by the six largest US banks. In the end,
“JPMorgan and Bank of America bore about 75 percent of the
total costs.”39 In Bank of America’s case, much of this total is
attributed to its purchase of Countrywide—a decision that
“‘turned out to be the worst decision we ever made,’ said one
Bank of
12. America director who had voted for the Countrywide deal.”40
In total, since 2008, the bank “has paid monetary and non-
monetary
fines and penalties of more than $91 billion . . . in some 51
settlements, including a record
$16.65 billion to the Justice Department and several states.”41
As an indication of its further fall from grace, in 2013 the bank
was
removed from the Dow Jones Industrial Average index, along
with Alcoa and Hewlett-Packard, to be replaced by
Goldman Sachs, Visa, and Nike.42
As such, the Financial Crisis refocused the debate on the
personal ethics of decision makers and the wisdom of fostering
leaders
willing to make the best decisions in the long-term interests of
their organizations and stakeholders. Together with the debate
about
the implications of the crisis for the global political power
balance and the form of capitalism that will drive globalization
forward, the
crisis injects an element of urgency to achieving cross-cultural
understanding in a complex global business environment, where
decisions taken by firms in one country have implications that
can reverberate around the world. In particular, this crisis
crystallizes a
number of questions that highlight the importance of CSR: What
13. does it mean for society when widespread business failure
results in
broad social and economic harm? How will this affect the
environment in which subsequent generations seek jobs and
launch the
firms of the future? How will societal expectations of these
firms change (if at all), and how should the business community
respond?
And essentially, what obligations do we have as individuals,
organizations, governments, or societies to avert similar crises
in the
future?
Source: Saabira Chaudhuri, “U.S. Banks’ Legal Tab Is Poised to
Rise,” The Wall Street Journal, October 28, 2013,
http://www.wsj.com/articles/SB10001424052702304470504579
163810113326856/.
THE FINANCIAL CRISIS—TEN YEARS ON
When Lehman Brothers filed for bankruptcy protection in
September 2008, “it was the biggest bankruptcy filing in
history— 10 times
the failure of the fraud-riddled energy company Enron.” The
collapse led to the firm’s 25,000 employees losing their jobs
and the
demise of “the oldest and fourth largest US investment bank”; it
also “sparked the global financial crisis.”43 In the decade since,
following that “moment when everything changed,”44 we have
had some time to reflect:
Prior to Lehman, it was easy to believe that housing prices
could only go up and that we could always rely on debt to
14. maintain our standard of living. We shrugged as manufacturing
jobs disappeared . . . and good middleclass jobs became
harder to find. We didn’t talk much about income inequality.
Nor did we care much that Wall Street had developed a
mercenary trading culture, which had little to do with providing
capital for companies, ostensibly its reason for being. Post-
Lehman, economic reality set in.45
Ten years after the end of the Financial Crisis, while those mos t
closely involved in the decisions taken at the time seek to
reassure us
that the response was a success,46 others argue that little has
changed:
The finance sector, which caused the crisis, looks remarkably
unaltered. Banks may now hold more capital and their
bonuses are now tied to longer-term performance. But bonuses
are still very high; the average payout on Wall Street [in
2017] was $184,220, just shy of the 2006 record. Scandals over
banks’ bad behaviour, in areas such as price-fixing, money
laundering and mis-selling continue to come to light.49
In other words, the real danger is not that things are simply
“unchanged,” but that the situation is now much worse. By
delaying
many of the more radical remedies that would help protect
finance from itself, we have also simply delayed the day of
reckoning:
15. Central banks brought a global economic heart attack to an end
by performing emergency surgery. But the patient has
gone back to his old habits of smoking, heavy drinking and
gorging on fatty foods. He may be looking healthy now. But
the next attack could be even more severe and the medical
techniques that worked a decade ago may not be successful a
second time.50
Although the governmental response at the time almost certainly
prevented a deeper depression from occurring, it can also be
argued that insufficiently radical action was taken. This has
subsequently led to additional social problems, such as rising
income and
wealth inequality, that have led some commentators to suggest
that those activists looking to reform capitalism missed an
opportunity to introduce real change:
The Financial Crisis continues to reverberate today, but in terms
of consequences that range beyond the economic and into the
political:
September 2008 was a near-death experience for global
capitalism. At one point there were fears for the entire western
banking system. . .. The moment was ripe for politicians’ brave
enough to state the obvious: that the crisis was the result
of removing all the shackles on global financial capitalism put
in place for good reason in the 1930s. But social democratic
parties . . . were timid when they should have been brave and
have paid a heavy price as a result. Mainstream parties
16. patched up the system and paid scant heed to the anger felt by
those who felt ignored. The bitterness bubbled away and
eventually found other ways of manifesting itself.51
In a democracy, the pitchfork-wielding masses will eventually
make themselves heard. The story of American politics over the
past decade is the story of how the forces Obama and Geithner
failed to contain reshaped the world. The day-to-day drama
of bank failures and bailouts eventually faded from the
headlines. But the effects of the disruption never went away,
unleashing partisan energies on the Left (Occupy Wall Street)
and the Right
(the Tea Party) that wiped out the political era that came before
and ushered in a poisonous, polarizing one.52
The longer we leave this, the harder it is going to become, and
the more painful the correction will be. In the meantime, the
failure of
capitalism to solve the underlying issue of the fair distribution
of wealth across society has caused a vacuum that some are
seeking to
fill with more radical (and less effective) alternatives.
The Rise of Socialism?
The institutional response to the Financial Crisis has not lived
up to many people’s expectations. This is apparent in three
areas in
particular. First, the system remains largely unchanged. The
banks are still too big to fail, and the CEOs of JP Morgan and
Goldman
Sachs, as well as others, still carry great weight—“even after
the post-crisis toughening of regulation, it is arguable that the
big banks
17. are so complex and lacking in transparency as to be
unmanageable.”53 As a result, finance is as dominant as ever.
The stock market’s
daily performance is still reported at the end of every news
broadcast, while a firm’s stock price drives many operating
decisions. As
Rana Foroohar of Time puts it, “the business of
America isn’t business anymore, it’s finance”:54
Financiers in recent decades have made their money by focusing
more on wealth creation through manipulating and timing
markets rather than by lending and creating. Investors, asset
managers, traders, and others have figured out how to craft
financial products that can make money but that do not result in
jobs or businesses.55
Second, few individuals were ever held to account for the
widespread negligence and culpability that caused the Financial
Crisis. Even though white-collar crime is notoriously difficult
to prosecute, it is still astounding that of the 156 cases
(criminal and civil) brought by the federal government since
2009 against the ten largest US banks,
in 81% of those cases, individual employees were neither
identified nor charged. A total of 47 bank employees were
charged in relation to the cases. One was a boardroom-level
executive. . . . Of the 11 people who went to trial or a hearing
and had a ruling in their case, six were found not liable or had
the case dismissed. That left a total of five bank employees at
any level against whom the government won a contested case.56
Third, the core problem, excessive personal debt, remains. What
18. is frustrating is that while mortgages are now largely under
control
(with some worrying exceptions),57 a different debt has
emerged—one with the potential to inflame reactionary calls:
[Today] mortgage borrowing, the culprit in countless crises
through history, looks tame. But in its place a student debt
bubble has inflated. Borrowing for higher education seems
prudent, but then borrowing for a home was a no-brainer, too,
until a decade ago. Student loans . . . can’t be discharged in
bankruptcy . . . which means they will haunt millions of
borrowers for years to come.58
The combination of the system remaining unchanged, the lack
of accountability, and the rise of student debt is combustible
and
leaves us exposed to future crises.59 There is widespread
disaffection, particularly among younger, more vulnerable
generations who
see the mess and realize that they are going to have to clean it
up.60 This is largely driven by feelings of injustice, as wealth
and
income inequality grow to alarming levels:
In 1976 the richest 1 percent of Americans took home about 8.5
percent of our national income. Today they take home more
than 20 percent. In major sectors of the economy—banking,
airlines, agriculture, pharmaceuticals, telecommunications—
economic power is increasingly concentrated in a small number
19. of companies.
The result of all this is that people have “lost faith in the
system—not only in the banks and mortgage lenders, but in
capitalism
itself.”62 This outcome has been building over many decades
and multiple crises. In some ways, the Financial Crisis did not
create
new problems; it merely inflamed problems that were already
there (“stagnant wages, widening inequality, anger about
immigration
and, above all, a deep distrust of elites and government”).63
The result has been “a wave of nationalism, protectionism and
populism
in the West today.”64 The key question, therefore, is whether
these problems are an inevitable component of capitalism or
whether
they are a function of a distorted implementation of the current
version. Either way, these frustrations have continued to grow,
in
both scale and scope, and suggest the need for some kind of
change:
And if you don’t solve this problem, voters around the world
have demonstrated that they’re quite willing to destroy
market mechanisms to get the security they crave. They will
trash free trade, cut legal skilled immigration, attack modern
finance and choose state-run corporatism over dynamic free
market capitalism.65
In a 2017 opinion poll, “American millennials closely split on
20. the question of what type of society they would prefer to live
in: 44
percent picked a socialist country, 42 percent a capitalist
one.”66 This is startling, given the levels of wealth Western
capitalist
societies have created over the last century or so. Even more
recently, Fortune Magazine declared that “when
65% of people under the age of 35 believe that socialism is a
better model, we have a problem.”67 And this concern is far
from
limited to the US:
In Britain, less than one in five people agree with the statement
that the next generation will be richer, safer and healthier
than the last. . . . Three-quarters of Britons now favour full
nationalisation of all utilities and rail infrastructure. Asked to
describe capitalism, people view it as “selfish,” “greedy” and
“corrupt.”68
What is the effect of (1) the weakening of Western liberal
democracy,69 (2) a loss of confidence in capitalism, and (3) the
failure to
distribute the benefits of globalization more equitably? One
possibility is that people will begin to reconsider “the
respective
weighting . . . between the role of markets and government,
between the invisible hand and the visible one.”70 A likely
outcome of
this discussion will be that the demands placed on for-profit
firms will shift in ways that favor the individual in the short
term over
the group in the long term. Along these lines, the specter of
21. socialism is now being discussed as a solution to capitalism’s
worst
failings. In the US, for example:
Public support for socialism is growing. . . . Membership in the
Democratic Socialists of America, the largest socialist
organization in the country, is skyrocketing, especially among
young people.71
One problem with this narrative, however, is that the label
“socialism” is thrown around a lot in US political debate,
without much
agreement over what it means:
A recent Gallup poll showed that 57% of Democrats have
positive views about socialism. But the poll never defined
“socialism,” so precisely what people were expressing support
for remains unclear.72
Nevertheless, the concept of “woke business” has emerged. As
the CEO of Levi’s jeans, Chip Bergh, stated recently, “while
taking a
stand can be unpopular with some, doing nothing is no longer an
option. . . . Business has a critical role to play and a moral
obligation
to do something”—a statement that the National Rifle
Association labeled as “a particularly sad episode in the current
surge in
corporate virtue signaling.”73 Yet the underlying shift in tone is
tangible. Capitalism as we know it is under attack, and more is
expected of firms as a result. The tenth anniversary of the
Financial Crisis serves only to remind many of what went
wrong, but also
22. of what has yet to be fixed. Whether the substance of this
critique and proposed solutions are more fanciful than realistic,
it is up to
business to defend the global economic system that has
historically created so much wealth for so many.74 As noted in
the Financial
Times, “capitalism requires legitimacy. It would thrive over the
long term only if it were seen to be on the side of the welfare of
the
nation’s citizens.”75
In beginning this progress toward reform, it is important to
reinforce the point that capitalism cannot be “on the side” of
anyone. It is
a tool we have developed to structure society. As such, it will
do what we want it to do. If we want to reduce inequality and
redistribute wealth more equitably, then we can do that, but it
takes stakeholder engagement to bring it about. Whether such
policies would produce better outcomes is the subject of a hot
debate that today can be traced back directly to the Financial
Crisis.
But it is important to state that capitalism is not the problem. If
there is a problem, it is in the way capitalism has been
implemented.
As such, we can implement it differently, if we want to and are
willing to engage sufficiently to make it happen. In short,
“capitalism
isn’t the problem. Capitalism is the solution”76 within a
strategic CSR framework.
Strategic CSR Debate
23. MOTION: The Occupy Wall Street campaign
(http://occupywallst.org/) was a success.
The x axis shows the different banks who have paid fines in the
years from 2010 to 2013. The y axis shows the fines in billions
of
dollars and ranges from 0 to $25, in intervals of $5 billion. The
below table shows the values of the fines paid, by each bank in
this
time period, on this bar graph:
24. EN 362 Stephen Crane “The Open Boat” Dr. Lin
Knutson
Answer these questions over the story:
1. Explain the significance of the first line of the story.
2. What adjectives are used to describe the waves and the
ocean?
3. How many are in the boat? List them.
4. Explain these symbols:
A. The shipwreck
B. The house of refuge
C. The shark
5. How does Crane use point of view? Who is telling this
story?
6. How does Crane use repetition in this story? Give an example
of a line that is repeated.
7. State who dies at the end, and explain why this is ironic
25. 8. Why does Crane make fun of the women who bring coffee to
the survivors?
9. Define the term “literary Naturalism”
10. Explain how literary Naturalism applies to the story “The
Open Boat.”