Money Is Not Everything

In fact, poverty is currently one of the major issues in the world. People tend to choose job that has higher salary they can find in order to earn more money for them to spend on, because they think money is everything. Even thought money gives people the opportunity to buy what they need, it does not buy happiness. Job satisfactions are becoming more crucial to achieve happiness in people’s life.Happiness through jobs can be achieved if people choose the job according to their personality and interest in order for them to use their skills and abilities, and sometimes if the job can be done effortless, people tend to encounter boredom and eventually lose motivation. When some people graduated from high school, they choose specific subject field in the university to study. One reason to this is because it gives them the opportunity to establish more understanding and knowledge to what they are interested in for their future career.For example, a graduate law student would most likely want to enter a law related job instead of forestry. People establish skills from what they learned. People also become more active if they are able to work on a task that they are interested on. According to John Holland’s personality-job fit theory, job satisfaction is based on a person’s interest. Their interests came from different types of personality they have. People will ultimately be successfully if they choose a job that best suits their talents and abilities. Therefore, being successful will lead them to a higher-paying job that gives them pleasure.Some people may be luckily enough to have a job that does not require much of an effort but still pays high. However, in a short while, these people might find that they are losing motivations, because of the continuous effortlessly tasks to be done. Motivations play a very important role in job. Without motivations, people’s performance will greatly decrease. Also, people will start losing their te amwork spirit and eventually get fired. Having a bit of a challenging job will not only stimulate the employee to work harder, but also be recognized by the company, and therefore be raised for a greater amount of salary.In fact, according to Stephen P. Robbins, most of the people prefer jobs that offer them a variety of tasks, freedom, and feedback on their performances. Working at jobs that people enjoy makes them more proficient and satisfied with their emotional needs. People should consider their interests and personality fit before they select jobs because both of two characters can motivate the individual potential abilities. It is also recommended that people do personality tests before they search for a new job, therefore, they can find the job they like that they are good at. Money Is Not Everything Money is essential that brings for man all his necessities and luxuries for his comfortable existence. Life without money is undoubtedly a virtual hell, with pangs of hunger and thirst eating into man’s very bones. However, at the same time for man to think that, money is everything, is also a great mistake. Money is necessity only in as much as, it is the thing which buys for us all we need, but, beyond that, money is a harbinger of all sorts of vices. Let us remember that money is to be considered as a means to an end, and not an end in itself. The end, is a comfortable life, and the means is money. If we consider money as a means to our end of having a comfortable life then, we would be seeing money in its proper perspective for without money we can not live as, we are not able to buy anything if we do not have money. So much, so good but, in the present day scenario, money is no more a means to an end but, and in itself. To collect money, to hoard money and become richer and richer has become our sole aim in life. It is here in our outlook towards money that we have erred, and so the disastrous situation we are placed in, is not hidden from any one. Each individual has set a goal of hoarding money and money only, and this also not fixed to a certain amount, we just have to go on and on irrespective of how much we need, for the lust for money has become our very style of life. It is a wild goose chase that we are all indulging in, and that, at the cost of all the rest we had. True, money gives us all that we require but money is not all the only thing that we need to keep happy and fit. There are several other things that make life beautiful and mind that these can not be purchased with any amount of money. For example, a gush of wind from where we take our very breath of life, cannot be purchased at any cost. We can wear the most glamorous dresses but, to give health to that same body, no amount of money is enough. We can buy the thickest and costliest of mattresses with money but, no amount of money can buy for us a good sound, night’s sleep. These few facts are sufficient to awake us to the fact that, there are many other important things that make for a happy life, and money is not all. We should thereby give money only its due importance and not make it all important, for, if we do that, we are certainly going to sacrifice some other vital items of a good life. Now let us analyze to some extent how this money is capable of playing havoc in life. In reality, the position of the society today, is far from being enviable, is largely due to this money mania that has caught hold of the society. Each and every individual is busy in his/her money spinning activities. At this juncture, I would like to mention the fact that in our Hindu mythology, the Goddess Lakshmi, the Goddess of wealth has an owl for her transport. This is very significant as it is believed that the pursuit of money, as it is today; make an owl of a man. I’d say that we have all become money maniacs, sacrificing every conceivable pleasure on the altar of wealth. Is this not owlish sense? When we lose our equilibrium, we become the significant owls. Today, we have sacrificed the bliss of a happy and contented family in the guise of material luxuries which, we think are all that we need. We have no time to love each other, care for each other or, serve each other in the family because each member of the family is busy in the struggle of making money. In this unit of a family, where, at one time the love we got was an elixir for our tired nerves, is now a missing entity. I suggest that a stage has now come when we must give up our on fighting for money and give it only the amount respect and importance it deserves, it should be treated only as a means to an end, and not an end itself, only then we will be able to strike a balance between the inputs of money and the inputs of other things we need to live a happy and satisfied life.

Environmental Pollution Essay

Environmental pollution is one of the biggest problems the world faces today. It is an issue that troubles us economically, physically and everyday of our lives. The contamination of the environment is also being linked to some of the diseases that are around currently. Yet, most people do not know about this problem. This shows that environmental pollution is becoming an increasingly worse problem that needs to be taken care of as soon as possible, not only for the good of the environment but also for the people that live in it. Many factors are present for why environmental pollution has become such a large issue in the world. However, if the people of the world were to address the issue it would definitely help both the environment and it’s people. There are many activities that can be done by both the common citizen to the governments of the world, which could severally improve the world’s environmental problem. On the other hand, if the current way the world’s environmental problem is being handled continues, catastrophic consequences can follow for the future population. Over the years, environmental pollution has become more of a problem for a number of reasons. â€Å"Due to the great increase in the world’s population, which is at 6.1 billion, energy use, and the number of vehicles on roads make air pollution a greater threat than ever  (Pollution, Environmental). Because of this, â€Å"air pollution kills eight thousand people a year due to respiratory related problems  (Air Pollution Kills). â€Å"Also, 40% of the world’s deaths are being attributed to environmental factors  (Segelken). With such a number of people dying a year due to air pollution one can see how much the environmental pollution is affecting us. This dilemma is only made worse due to the current means of disposing nuclear waste. â€Å"Until 1993, Russia would resort to the dumping of its high and low level radioactive waste by dumping it into the Arctic seas and any other low-level waste into the Seas of Japan  (Nitze). â€Å"Radiation from nuclear waste is known to cause a series of reactions in body tissue that results in damage to the bodies cells  (Daley). This can cause disease, such as cancer, injury, or death. The effects on the human body make the situation even worse for the people of the world. But, an even more common threat is the use of incinerators and landfills, for the reducing and disposal of waste. Using incinerators to reduce the volume of trash not only causes air pollution but also produces  toxic ash that must be disposed of in specially made landfills. Landfills themselves can pollute groundwater after heavy rain, which would then be drunk by the surrounding population.

Starbucks Essay Example | Topics and Well Written Essays - 500 words - 1

Starbucks - Essay Example The aim of Starbucks includes providing fresh, high quality teas and coffee products, as well as creating a unique experience in our store by encouraging a positive, safe environment for all. The global customer base of the company provides the opportunities of global expansion for the company wherein Starbucks can pursue the opportunities with it beyond the traditional store experiences for offering its customers new coffee products. Some of the examples of functional tactics of the company include ongoing expansion in the foreign markets, increase in product categories and growth in the distribution channels of the company which has helped Starbucks leverage its strong brand and build a retail store base. The strength of Starbucks is that over time it has continued being a cash cow, generating high operating cash flows with consistent growth rates (Starbucks Annual Report). Due to the recession of the U.S. economy, customers in US have become price sensitive due to their income ran ge, especially students. Therefore, Starbucks utilize making our product quality better. It makes its products, atmosphere, and employees better than its surrounding competitors so that it can meet the needs and ensure that it draws in multiple and diverse group of customers (Starbucks Annual Report).

Radical Behaviorist Critique Essay Example | Topics and Well Written Essays - 1000 words

Radical Behaviorist Critique - Essay Example For the purpose of ensuring that the learner meets the learning outcome described above, it is of essence to use the constructivism radical approach during instruction. Constructivist approach Constructivism involves allowing the learner to solve problems on their own based on the experience they have gained over time. A constructivist classroom does not consider the learner as a passive recipient of information. Rather, the learner is actively involved in discovering knowledge by themselves and not necessarily depending on the instructor. In constructivist learning, the role of the teacher is simply to facilitate learning activities, then leaving the learner to acquire knowledge on their own. According to Seel (2011) constructivist theorists believe that the acquisition of knowledge is determinant on prior knowledge. Therefore, a learner only builds up upon previous knowledge while learning. Accordingly, in my mathematics class, the learners will be required to use the knowledge the y have acquired over time coupled with new ideas to find solutions to the algebraic problems. More importantly, the learners will use the mathematical knowledge they have acquired previously to achieve the set learning outcomes. ... This means that as a learner continues to perceive external information, they continually blend it with what they already know about the topic and make a meaning out of it. The process of acquiring external information may be through reading a book or viewing images. In the process of doing either, the learner stores the information in the short-term memory then later on, after they are through reading or viewing, the information is transferred into the long-term memory (Seel, 2011). From the long-term memory, the information can now be retrieved as knowledge. Using this information processing theory, I would change the view of constructivists that the teacher does not have a very important role to play in learner-centered learning. It is obvious that the learner needs the teacher to simplify some of the concepts for easier encoding and decoding. Therefore, in as much as the learner should be left to solve the problem on their own, the teacher needs to guide the learner in perceiving the instructions and solving the problem. Some algebraic equations may be too complex for the learner and they may need the teacher’s intervention. Schema theory of meaningful learning According to the schema theory, meaningful learning can only occur if the learner is able to use their schema to interpret their experiences. Schema in this case refers to a learner’s existing knowledge. This theory is somehow similar to the constructivist theory, in that it emphasizes on the role played by prior experiences in determining how a learner acquires knowledge. The constructivist and schema theories belong to a group of learning approaches that emphasize on discovery learning. Here, the learner is left to discover concepts on their own,

Theory Essay on Marx Example | Topics and Well Written Essays - 1000 words

Theory on Marx - Essay Example (A Tale of Two Cities by Charles Dickens)   As Salerno sums it:   â€Å"During the nineteenth century, many European cities experienced an array of physical and social problems brought on by the industrial revolution and the decline of feudalism.   Cities were filled up with peasants forced from rural areas by real estate speculators and landlords.† (Salerno, 43) Narrow urban streets with sewers became a frequent site for disease and devastating poverty.  Ã‚      The movement to think scientifically without prejudice to any religious or moral doctrine that started with the fall of Constantinople to the Turks in 1453 and corresponding beginning of the renaissance movement in Europe led to many scientific inventions in its stride.   (The History Guide)   The invention of steam engine by James Watt (1736-1819) has had the greatest and immediate impact in leading to the industrial revolution in Europe in the eighteenth century.   By the end of eighteenth century, European cities like Venice, Paris, and London already had highly-efficient educational system in terms of universities, libraries, and an environment that promoted learning.   (The History Guide)   This was an ideal setting for philosophers like Hegel, Comte, Darwin, and Spencer to make their observations and influence the relatively-affluent learned people in these educational sites, searching for enlightenment through knowledge. By the time Marx was to make his own contribution in the field of social and political science, evolutionary theories led by Darwin and Spencer ruled the day.   Together with challenging their implied philosophy, Marx was to use economics as his weapon for social change: confronting popular economists like Smith and Ricardo on many grounds.   (Salerno, 47)   Darwin’s vision of world was one of ceaseless interactions leading to evolution and

Marketing Plan about Gu Puds on UK Assignment Example | Topics and Well Written Essays - 2000 words

Marketing Plan about Gu Puds on UK - Assignment Example This report stresses that the company thrives on its brand image which was developed after lengthy and careful and analysis. It emphasizes greatly on its looks which was also developed after long and hard thoughts about what they aimed to stand for and what exactly keeps them going. The merging of the two brands resulted in rapid growth for the company. This was complimented with some of the tempting new packaging which featured their mysterious new characters The GÃ ¼ Decadents and also a manifesto for having a more indulgent life. The project considers development of the SMART objectives crucial and the foremost priority for the company as it helps to present the objectives in a well defined manner. SMART objectives are presented as the set of objectives which are specific, measurable, agreed upon, realistic and time/cost limited. Smart objectives help in the removal of all kinds of conflicts between the client and the internal stakeholders regarding the project. Gu Puds must ensure that all stakeholders of the company agree upon the projected objectives. This would especially applicable for the workers who are associated with the production unit of the company. Since the company seeks to enhance its sales by 10%, this would have to be agreed upon by the producers of the products who would be directly accountable for the increased production of the product. The increased sales must have adequate resources for complementing the strategy. This would help to prevent cost or schedule overruns. The present strategy for the company would require an enlarged and

Criminology - Gangs (MS-13) Essay Example | Topics and Well Written Essays - 750 words

Criminology - Gangs (MS-13) - Essay Example However, the stiff affiliation to the group led to the eruption of criminal activities in the American region as the group’s majority members were poor, and executed any criminal act in order to achieve their perceived lifestyles. The perception that the cultural theory influenced the gangs formation emanates from the evidence presented by the video that presents different interviews sourced from the former gang members. It is known that many of the gang members are teenagers while others are as young as eight years old (Siegel & Welsh, 2014). The argument accrued from the information provokes the understanding that the gang embraces the use of criminal ideologies to rob, assassinate, and vandalize properties at the expense of the rival people in the American community (Strippas, 2014). Therefore, the use of the cultural theory is the influential aspect that has led to the rise of illiteracy levels amongst the highly connected criminal organization that has been a menace in the Northern Virginia region amongst other American states (Baumeister & Masicampo, 2010). The Mara Salvatrucha- 13 Gang started in Los-Angeles from the Pico-Union, an organization that comprised Salvadorans who had migrated into America following the Central American civil wars. The 13 numerical sign emanated from the M alphabet, which is the thirteenth alphabet. Arguably, a notorious gangster called Eme initially used the alphabet. It is evident that the social environment influenced a majority of the Salvadorans to embrace the movement as they lived under poor conditions. In the present, the MS-13 Gang’s membership is estimated to comprise a population exceeding 100,000 members who are spread in over 42 states in the U.S.A. The notorious gang is renowned for its use of subculture codes in communication. Further, the gang members bear tattoos on their

Interview Essay Example | Topics and Well Written Essays - 750 words - 16

Interview - Essay Example I an interview , I listed some questions that I interested to know the answers , I talked to my sister on Face Time because they are at home in my country, the interview was conducted on 12 Feb to 14 Feb 2015 , it took 3 days, each day we spent almost one hour and a half. We felt comfortable and interested while asking and answering the questions. When asked Mashel (my sister) about what her favorite plant is and why, she said that Nigeria Sativa is her favorite plant. My sister’s name is Mashel, she is a student in Taiba university in The Kingdom of Saudi Arabia. She is studying food sciences, she is in her second year of university .she decided to study this major because she is interested in knowing the food components, food installation, and how healthy food is prepared. My mother is a housewife, she has four daughters and one son and she is interested in cooking new and different dishes for the family. Unfortunately, she could not complete her bachelors because of her children. She did not have enough time to take care of her children. She spends most of her time to take care of her children and house. When asked about the plant mostly used for medicinal purposes in my family, she said that Nigeria Sativa considers one of the most important plants use for medicine in our family. She added that Nigeria Sativa is grasses grow at annual vegetarian in the Mediterranean region. Also, it grows in Africa, Asia, and Arabian Peninsula. Nigeria Sativa is short stature plant; belong to fennel and anise family. When asked her whether she had used Nigeria Sativa for medicine, she said, â€Å"actually Nigeria Sativa considers as a key for all diseases, usually in the morning I take Nigeria Sativa with glass of orange juice, of with seven dates, that helps me to be move active, and reduces Nervous tension. In addition, sometimes helps when I have trouble sleeping in the night, it helps to relax

Human Resource Management for Tourism, Sports and Creative Industries Essay

Human Resource Management for Tourism, Sports and Creative Industries - Essay Example ative sector relies on recruiting and retaining the appropriate volunteers in the workplace whereas in HRM in Tourism Industry relies on the effective HR practices. However, today human resource in tourism, sports and creative industries are facing the challenges in recruiting, retaining the committed employees and motivating the skilled workers in the workforce, which is focused on offering high quality service to the customers (Armstrong, 2009, p.4-5). Before starting the discussion on how effective human resource management could contribute to the success of event industry, Bratton and Gold (1990) have done a critical analysis on the theory and practices of HRM in the areas of performance management, recruitments and selection and training and development. In the present day globalization, the different areas of industry have undergone a sea change. The Chinese companies are facing the competitions with American companies; the American companies are facing the competitions with the Europe, India and everywhere. There is no monopoly. Hence, for the survival of any industry a high degree of professional management is required at every stage of processing. However, HRM is the vital question that is to be applied at all event management, and there are various types of event industry, which might be either Tourism or can be Sports or anything. The span of activities of HRM starts from the scope of work to the management of international human resources. The literature of Human Resource Management Journal by Bratton and Gold had presented the hard and soft skills of the HRM in different fields of HR practices. The hard skills of HRM focus on the business and the HR strategy in order to help the organization achieve its company strategic goa ls. On the contrary, the soft skill emphasizes on the training and development of the unskilled employees. However, HRM for Tourism, Sports and Creative Industry plays an essential role in the corporate, professional, social and

The History of Chocolate Essay Example for Free

The History of Chocolate Essay Do you like chocolate? Who doesn’t like chocolate? Chocolate is a favorite food of many people, but only few people know about the history of chocolate. That is why I am going to ask you to explore the history of chocolate by reading this essay. The history of chocolate begins with a plant whose scientific name is theobroma cacao which means â€Å"food of the gods†. According to the historians, the Mayan in Central America is the first who learned to plant the cacao plants around 2. 000 years ago. The Maya took the cacao trees from the rainforests and plant them around home. They cooked the cacao seeds then crushed them into a soft paste. They mixed the paste with water and flavorful spices to make an unsweetened chocolate drink. Cacao and chocolate were an important part of Maya culture. There are many images of cacao plants found on Maya buildings and art objects. Royal families drank chocolate at ceremonies. Even poor families of Mayan could enjoy the chocolate drink once in a while. Historians tell us that cacao seeds also used in marriage ceremonies as the sign of the union between a husband and wife. The Aztec culture in Mexico also valued chocolate. Unfortunately, cacao plants could not grow in the land where the Aztec lived, so they traded to get cacao plants. They even used cacao seeds as money to pay taxes. Only the very wealthy people of Aztec that could afford to enjoy chocolate drink because cacao was very valuable. The Aztec authority, Montezuma, believed that they had to drink 50 cups of chocolate drink every day. Some experts believe that the word â€Å"chocolate† came from the Aztec word â€Å"xocolatl†, which means â€Å"bitter water† in the Nahuatl language. It was spelled variously as â€Å"chocalatall†, â€Å"jocolatte†, â€Å"jacolatte† and â€Å"chockelet†. Others believe the word â€Å"chocolate† was formed by combining the words of Mayan and Nahuatl. When the explorer Christopher Columbus did his fourth trip to Central America in 1502, he encountered a great Mayan trading canoe on the island of Guanaja, Honduras, carrying a cargo of cocoa seeds. Then Christopher Columbus brought cacao seeds to Spain. He presented the King and Queen of Spain with the cacao seeds, but Ferdinand and Isabella saw no worth in them. It was Hernando Cortez, a Spanish, who understood that chocolate which was made from cacao seeds, was valuable and could be commercialized. In 1519, Cortez arrived in Mexico. He believed that chocolate drink would be popular with Spaniards. Then, chocolate became very popular in Spain, so they needed to supply more cacao seeds. When the Spanish soldiers defeated with the Aztec empire in 1527 or 1528, the Spanish soldiers won the war, so they were able to seize the supplies of cacao, equipments and recipes from the Aztec to bring them home. Later, Spain began planting the cacao seeds in its colonies in order to supply the large demand for chocolate. Before, chocolate drink was made unsweetened, and it was Spanish court of King Charles V and the wealthy people in Spain who became the first people that enjoyed chocolate drink in sweetened version. It was greeted with excitement. At first, monks, hidden away in Spanish monasteries, are appointed as the processors of cocoa seeds to keep chocolate a secret for nearly another century. Hernando Cortez built a cocoa plantation to â€Å"grow money† in the name of Spain, beginning a Spanish cocoa monopoly that lasted two centuries. It made a profitable industry for Spain, which planted cocoa trees in its overseas colonies. In 1585, the first official shipments of cocoa seeds began arriving in Seville from Vera Cruz, Mexico. Later, the popularity of the chocolate drink spread throughout Europe. The English, French, and Dutch began to plant cacao trees in their own lands. Until the 18th century, none but the rich and noble people could afford to drink chocolate. During the period known as the Industrial Revolution, new technologies helped to produce chocolate in less cost. After the Industrial Revolution, not only wealthy people, but also mediocre people, even poor people can enjoy the sweetness of â€Å"food of the gods†, chocolate. Farmers grow cacao trees in many countries in Africa, Central and South America. The trees grow in shady areas of rainforests near the Earth’s equator, but these trees can be difficult to grow. They require the exact amount of water, warmth, soil, and protection. After about five years, cacao trees start producing large fruits called â€Å"pods†, which grow near the trunk of the trees. The seeds inside the pods are harvested to make chocolate. Growing cacao is very hard work for farmers. They sell their harvest on futures market. This means that the economical condition outside of the control can affect the amount of money that they will earn. Today, chocolate industry officials, activists, and scientists are working with farmers. They are trying to make sure that cacao can be grown in a way that is fair for farmers and safe for the environment. To become chocolate, cacao seeds go through a long production process in factory. Workers must sort, clean and cook the seeds. Then they break off the covering of the seeds so that only the inside fruit (nibs) remain. Workers crush the nibs into the a soft substance called chocolate liquor. This gets separated into cacao solids and a fat called cacao butter. Chocolate makers of different chocolate factories have their own special recipes in combining the chocolate liquor with exact amount of sugar, milk and cocoa fat. The finely crush this crumb mixture, so it becomes smooth. Then the smooth mixture goes through two more processes before it is shaped into a mold form. Pour the smooth mixture into molds or a large pan that then the chocolate can be cut into small bars. Let the chocolate cool and harden in a room temperature or in a fridge covered by foil. Then the chocolate can be packed and sold. That is the chocolate that a modern people consume.

The Dominant Ideologies Shaping Educational Policies Politics Essay

The Dominant Ideologies Shaping Educational Policies Politics Essay An ideology that combines all and provides relevance to the developmental needs of the people; is an instrument of society development ideology that is appropriate and sensitive to the peculiar needs of the people, therefore these ideologies might resolve the imbalances in societies (Giroux and McLaren 1989). Ordinarily, the mention of ideology takes everyones mind to capitalism or socialism, with much of the British and European media and political agenda focused on migration and the removal of citizenship from the national curriculum, little attention has been given to multicultural education in comparison. For many in the United Kingdom (UK), multicultural and citizenship may seem unproblematic; it is rarely reported outside the educational sphere and recently attracts limited political attention. However, in this essay I will explore the increasing drive for the global capitalist market, incepted in western society but now common in the diaspora, which has at its core in the postcolonial notion of establishing western values. The ever increasing globalisation of education is leading to the homogenisation of cultural consumption across transnational boundaries. Despite the British empires historic links with the commonwealth, including America (super power) we are witnessing global tendencies from Asian nations (India and China) that are simultaneously complementary and contradictory as they become economic giants on their own grounds; It also erases the interconnections between the accumulation of wealth and the development of the former colonial powers and the impoverishment of the former colonies. In this essay I will consider some of the core ideology of ethnicity, identity, race in a cultural hybridity and will argue that the increasing globalisation of education has been furthered through a variety of complex processes, both local and global, that have been strategised by nationalism as a political ideology to control and maintain the labour market, through the context of community formation, multiculturalism, civil society, equal opportunities and social rights, I will explain how the ideology of language of the community, citizenship assumed to give ethic groups and the working class a voice, has been refashioned to appeal to nationalist through the inequalities in education, gender and the rhetoric of a global cultural identity and a sense of belonging which is becoming imperative to the second and third generation ethnic groups due to their experiences of marginalisation in British culture. I will show how different ideologies affect critical pedagogy in global and loca l education, how this in turn contributes to the limitations in the use of critical thinking skills within education. I will analyse the core principles of postmodernism by unravelling the factors that seem to shape educational policies. The theoretical cultural and social debate will be on the values, knowledge, belief systems across the capitalist local and global markets. The model citizenship as the legal concept of citizenship, can be contestable the need to demand rights are not yet embedded in the capitalist market structure. This essay is thus framed by resurgent British nationalisms nurtured by an antagonistic apathy towards histories and legacies of an empire and a sudden, sharper, more urgent focus within this multidisciplinary area on counterterrorism, criminalisation, institutional racism, and Black women as a political (all non-white are classified as black). Bell Hooks states: that we need a global political consciousness or awareness of the local economic, political, social and cultural conditions that shape the lives of women in different parts of the world (Hooks, B : 1990). When exploring multicultural ideologies and the strands of race, culture, gender, citizenship it is important to understand its concept and how it differs from ethnicity and the strands used within the global and local educational system. Ethnicity is often confused with the placement of ones origin, particularly by those in west; therefore it is important to provide a distinction at this stage. What the term multiculturalism or the ideology of mass culture are the collective forms of sociality which give rise to instrumental concepts, in particular the way society views and sees the world and how the dominant cultures are deemed to be socially necessary (Calhoun.et el 1999: Hill 2003). In these themes of racial and social class as well as the insidious themes of gender and language that already exist in multiculturalism are brought together in a new repressive conception of postmodernism, neo-liberal capitalism, nation state formation, education and the economic sector . These aspects are then combined together in a postmodernist narrative that attempts to create a re-structuring of education that has taken place under pressure from local and international capitalist organisations and compliant governments. A new world- space has commenced based on the politically effective conception of worldwide restructuring of education systems as part of the ideological and policy offensive by neo-liberal Capital (Hill 2003). Consequently, the privatisation of public and the introduction of private local and global agencies to services can be termed as authoritarian can lead to the destabilisation of non- conforming local authorities and governments (ibid), and for that reason they are also referred to as the armed cavalries of the USA or its allies and surrogates (ibid). This can be problematic for some. Dave Hill argues that it is inappropriate to create such competitiveness and power within social institution especially as they do not share all the universal attributes to the more capitalist economy of growth, selection, exclusion and inequalities (ibid). He further states that they would seem better described as expressions of social and national conflict, where the cultural and national identities are heavily informed by a Globally shared educational system or its portrayal of an institution that in fact serves the interests of a narrow class of people but appears to serve the interests of everyone (Hill p. 12). Therefore I would agree that with its ideas of identity, liberation, culture, community, language, citizenships, gender, nation and race, the pursuit of an immigration quota based on status and monetary asserts deemed as the points system to curtail the immigrant population, shows the need for reform on the illusion of the welfare, equal opportunity and free society we claim to be. Inequalities have increased which have an effect on the gendered, class and racial attitudes towards the working class, ethnic minorities and women. The global neo-liberalism has resulted in creating a two tier society of have and have nots as those with the cultural and economic capital have social mobility and good education which in turn creates an automatic climb up the hierarchy ladder. Furthermore, the eradication of the national curriculum has led to several political powers imposing their own ideologies in education. As Hicks explains neoliberal and neoconservative ideologies in western education has seen the onslaughts of failing schools, the terminology of bad teachers being vocalised in all arenas, nonetheless the undermining of teachers as educators to challenge thinking has also changed (Not known p4). There is less autonomy and more pupil dependence. However, for the purposes of this essay, I see the conflation of the terms of multicultural, intercultural, assimilation, integration and nationalism as models problematic within the education system, and therefore I might interchange how they are used. Ideologies can be classified as a set ideas produced by the dominant class of society to the all the members of society. Ideologies are mainly applied to matters in the public domain and as such are central to politics. Which implies the dominant factor is the political arena. Marx associated the term with class struggle and domination, Habermas viewed ideology as a space to share and communicate ideas at a grassroots. West and Hall talk about the institutional functioning of cultural politics of difference which can also be aligned with social integration. Ideologies can be implemented on a local or global scale, the basic instigator of political ideologies should be human affairs, which form a series of ideologies. Ideologies encompass the concept of an idea and the only way, this format is evident in political ideologies within the education domain (add example here from edu page). Ideology can also describe the shared beliefs of a nation, especially in Britain today as immigratio n, nationalism as a political ideology versus multiculturalism, are setting the discourse tone of debate. In social democratic countries the government takes the sole responsibility for regulating political and economic conditions. The political ideologies of social democracy are centre-left of the political spectrum based on progressive, social liberation and social democracy; it can also include democratic socialism, modern liberalism and green politics. Modern liberalism and social democracy are the dominant ideologies within a capitalist global market. A mixed economy encompasses both private enterprise and publicly owned programs of education, health and child care predominant in a welfare state were social rights based on the right to work and a basic standard of living is paramount for all citizens. Equal rights and opportunity are regulated by government bodies to protect the interest of the labour force and fair market competition, immigration and multiculturalism, I reiterate are dominant discourses. Trevor Philips opposed multiculturalism in British society and instead argued for interculturalism, due to the vast amount of parallel communities in Britain and he argued for inter-culturalism as a means to value polarity and understand other cultures that exist in Britain, because of the existing parallel communities. Philip stated that by ensuring no single identity was predominant, the loose of individual identity will be assimilated into the dominant culture (Baldwin and Rozenberg 2004). West and Hall, talk about cultural policies of difference, how race defines cultural theory, its reflection and how the role of culture can be challenged. But by de- essentialising and understanding the political potential; of British African Caribbean and Asian vernacular cultures can also challenge a national identity, which will further empower the far rights argument for exclusion (Hall 1996). Capitalism spread by social relations in culture and capitalism has ensured the privatisation of every day commodities are now under the private domain for instance water , the rail service and education being represented with the introduction of academies (educational institutions run by private organisations), building school for the future (BSF) based on private funding being matched by local authority monies. Critics of postcolonial theory of politics state how the representation under capitalist hybridity has become commodified, in the conformation hybridity reinforces the context of all cultures are separate then they mix as it deflects attention from real marginalisation of racialised groups, yet under market capitalism hybridity has become commodified and its resistance subsumed. Capitalism attempts to govern the counter narratives of racialised groups by coercing Bri tish African Caribbean and Asian cultural producers into producing problematic representations of difference (Hooks 1992). Within the political realm several parties claim to be progressive the Labour party and currently the Liberal Democrats and the Conservatives. The avocation of progressive education has been in the fore front of the coalition government. As in the political parties different educational models exist; the human capitalist, progressive, religious and indigenous. I will focus on the human capitalist model. Despite the homogenous ideologies developed under globalisation of education as mainly western culture politically involving only the most powerful nations, this culture production has meant the exclusive domain gives political powers the ability to code and un-code the commercial dimensions of the global market. The notion of numerous, bounded cultures, communities, nationalities and races reflected in Britain according to the political sphere has become normalised and naturalised. The first definition of culture did not concern itself with politics and the state. In the fifteenth c entury culture was associated with agriculture and horticulture. However, colonialism became a key point in its political history, a second meaning began to emerge in the sixteenth century as the European expansion went hand in hand with scientific concepts of race, reason and development. Many colonised nations threatened and insecure by the economical powerful western nations have continued to reflect the notion of underdevelopment, often with extreme views of West is best. Throughout, the centuries the definition of culture evolved, into the period of enlightenment roughly dated as the seventeenth to the late nineteenth century. Culture was redefined as social development, European society was positioned as the panicle of cultural development and its role was to develop or civilise the rest of the world. Hill (2003) cites McMurtry (1999) market model, the so-called free-market model is not a free market at all, like Calhoun et al stated (1992) the free market/free labour market does not exist. Instead we have a global corporate market this model is now predominant in the local and global educational sector. More recently, the market models political goals executed through the domination of neo-conservation and neo-liberalism have transformed the parameters in Britain and America and, significantly impacted on how global education in a civil society is organised worldwide. With its slogans of Education, Education, Education, the previous labour party won the election, yet their values under Tony Blair were rooted in neo-conservation as they introduced academies and building schools for the future which are private sector models. From 1970 the British Conservative government lead by Margaret Thatcher was opposed to the welfare state, its order was to explode the privatisation of national assets and deregulate the market to encourage business, which was followed by a the changing face of education (Kymlicka, (2003) Pg. 154 : Hicks 2003). Both Kymlicka and Hicks provided theoretical insights and made substantial contributions to the political economy in education and the political frameworks of education. Kymlicka dealt with the use of citizens to implement principles of the multicultural state away from the dominant national group, Hicks showed the contribution of neoliberal and neoconservative in bringing out the changes within the education sector. Hicks proposed an interrogation of these two ideologies in education and the effect on society whereas Kymlicka focused on the elimination of assimilation and exclusionary nation building policies with the introduction of multicultural reforms. Both authors brought out the political ideologies of the global economy as related to education and both authors used theoretical perspectives to highlight their individual insights. Hicks discussed how values and belief systems can be used to focus on the free market economics as the foundation for a vibrant economy rather than state controlled capitalism. Kymlicka also focused on cultural dimensions and politics of communication as the underlying factors for social change. Hicks highlighted the conflicts of interest that are seen in citizenship and education with the new conservative traditional curriculum. He provided different critical perspectives and arguments on various dimensions of politics, sociology and cultural anthropology within the context of preconceived ideologies and how they shape the nature of education according to the skills gained to reinforce the global market. Hicks looked at attempts to transform the enterprise culture with radical ideologies such futures and sustainability school, as he saw the contradiction in the political ideologies which essentially use the state to subdue valuable educational choices to the masses. (Hicks pp3-6). Both authors used a wide range of social and political dimensions in explaining their viewpoints and whereas Hicks analyses brings out the relationship between capitalism, globalisation and nationalism, Kymlicka focused on capital and global economy and its relationship with citizenship and multicultural societies. Both showed how strategies and politics are set up at the centre of profits and economic pursuits. Hicks and Kymlicka highlighted the economic impact of neo-liberal and neo-conservatism and offered substantial analysis of the role capitalist economies, market forces, past historical injustices, multiculturalism and politics in the global culture of education aimed at all citizens and not just the dominant group (Kymlicka, (2003) Pg. 154 : Hicks 2003). One of the key elements of critical thinking skills in education has been eradicated by the dominance of the prescribed national curriculum and the political pressure to achieve outstanding results. Hill (2003) states how Neo-liberal policies both in the UK and globally have resulted in a loss of Equity, Economic and Social Justice, of Democracy and democratic accountability, critical thought within a culture of performativity In this part of the essay I will focus on challenges faced by educators when introducing critical thinking skills. Although not the only factor in this essay critical theory represents a particular ideology of independent thinking that aims to give citizens the ability to function without being consistently herded like cattle by the political powers. Hill (2003) states, Hayek liberal theory was aimed to show that the labour market needs were inferior as opposed to the superiority of the ruling classes. This was facilitated through the age of neo-liberalism and Thatcherite polity an era where the rights of the workers were slowly being eroded, such as teachers pensions, as a more business like language is being implemented in education. As well as the needs of the economy dictating the principal aims of school education, the world of business is also to supply a model of how it is to be provided and managed. Suppression of oppositional critical thought and much autonomous thought and education. But education is not a commodity, to be bought and sold. One can buy the means to an education, but not the hard graft of autonomous learning itself (Hicks 2003). Little attention has been given to critical thinking within the state sector of education because of the political implications, however in the aftermath of all the global unrest and the medias concentration on Africa and Middle Eastern unrest, the British public most not fail to realise the power of this universal trend of political control. The critical thinkers and radical theorist did not have far to look to find a basis for their theories, in the writings of intellectuals such as Paulo Freire, Hicks and Hooks were the allusions to race and critical thinking merge, however, it was in the writings of McLaren and Baltodano that support the argument for critical thinking and was based primarily on reclaiming schools, teacher education and the advantages to reclaiming schools determined social transformation in conservative capitalist times and can be accomplished by parental, students and communities. This ideology of critical thinking can act as a foundation for an inclusive Britis h society and would foster social justice and pride in multicultural identity, but also shape the political culture of identity in Britain. As Hooks states identity constitution is always based on excluding something and establishing a hierarchy divide and rule. Therefore, the increasing appeal for social justice in pedagogical practices in a multicultural society can be understood through the use of reflection (blooms taxonomy targets only the more able) and questioning skills, it can be understood simply as a desire for many to challenge the local government and be informed about equality, economic, social justice and claim their rights which have been denied them. The use of citizenship in education was a good model, in the new Conservative government (coalition of liberals) this has been eradicated? However, it is clear that this authoritarian government have chosen to deny the British education system and general public a voice and an opportunity to think as individuals and by articulating (McLaren and Baltodano (2000). Conclusion It is relevant to look at the political ideologies, the local and global implications of control and the ethical issues that arise from the use of neo-conservative, neo-liberal ideologies and how it has reinforced pre conceived ideologies of the other. The use of critical thinking in a multicultural model can bring a new meaning to economic endeavours in an emergent new global economic order. The use of questioning can truly become the educational development from diverse voices under widely different educational contexts. The underdevelopment of culture and identity politics in a multicultural society can lead through the implementation of critical thinking skills aimed at social and economic development. As mentioned earlier, the notion of critical pedagogy can be achieved by changing the political ideologies of the western assumption of control over the labour market and the utilisation of education to drive the ideologies which reinforce international hierarchies of power in education, because the concepts of a critical cultural worker, with critical transformative intellectual and revolutionary pedagogy, can extend the resistance to economic, social injustice and oppression. This investment in education is paramount and will ensure both the sustainability as well as the longevity of the education system as an independent entity from political ideologies and policies. The institutions of higher education promote a strong and well trained workforce for the economic sector, yet students of British African Caribbean and Asian origin are still being marginalised as the ideology of equal opportunity, and reveal these institutions and agencies are implicated in reproducing ethnic labour at the lower rungs of the socio-economic formation ( Brah 1996). Current issues regarding the definition of a multicultural society encompass the debate on culture and community, histories of migration, immigration and the race relations paradigms, culture, ethnicity and cultural identities of community. However the historic problems addressing diversity in Britain, America, Europe Oceanic and postcolonial nations must take into account the existing post- colonial administrative structures, because this notions of the primitive are inseparable from the nation, the modern civilization, scientific ideas of racial difference and the grouping of people in the United Kingdom and the West have lead to further constraints for third and fourth generation ethnic minorities. The current policies need to take into account not only the national indigenous populations views but also individual cultural variations, for instance the medias portrayal of Africa as a starving continent the distinction of difference no country is defined in the commentary; similarly the predisposition, personal preferences, cultural and religious considerations are misappropriated yet all cultural values come into existence through discussion in the public and private domain. Alleyne thus argues that the use of this term community reproduces notions of race and importantly ideas of a relatively homogenous, white national community. The notion of community however has been used to create political solidarity amongst different minority collectivises. It was used in the social movements of the sixties and seventies to signify different political communities but has since re-emerged to signify communities bordered by cultural difference. The government subscribes to the notion of equal but distinct cultures and of a core national white community as an important means of governing the population. Unreflexive notions of community often serve to hide the constructedness of culture, and the culture of community construc tion (Alleyne 2002). Discussing multiculturalism and the philosophy of equality is a wide topic to cover in an educational political domain. Definitions of multiculturalism defer from country to country, especially with the different ethnic mixes and different religious beliefs as these can affect how a group is categorised. The educational background of the individual or the group plays a great part in participation and the access of fundamental rights, an illiterate or migrant parent with limited knowledge of the language of communication will have to be taught practical methods of the education, welfare and political systems as well as the way to demand rights and have political power. In todays world of daily conflicts the quality of life can be hugely enhanced if people fully understand their roles as citizens and challenged the postmodern thinking and the use of essentialism encouraged by postmodernist. In this world-weary period of pervasive cynicisms, nihilisms, terrorisms, and possible extermination, there is a longing for norms and values that can make a difference, a yearning for principled resistance and struggle that can change our desperate plight. Cornel West The American Evasion of Philosophy I reiterate the importance of critical thinking as the language of questioning the language of political challenge in order to share a common political identification as citizens we need to realign more with the social, environmental emotional, moral, cultural and ethical issues as they will balance the core of the capitalist economic market. Closer to home, citizenship was becoming the voice of the youth; with the anticipated reward that it might be the voice of the community as the citizenship test still exist. Then again I can be argumentative and challenge this ideology based on the rights of refugees classified as illegal immigrants and having no rights, especially in light of citizen advice bureau closures and the reduction of legal aid. Therefore for resistance to be effective we all need to be active citizens (activist) in the community and not just our own.

Western Education in Nineteenth-Century India :: Essays Papers

Western Education in Nineteenth-Century India This page proposes to examine the history of English language and literature in colonial India in order to highlight why they should retain high cultural status in the post independence years. Inevitably this was an ongoing process when results of which reflect the fusion of a wide range of social, political, and cultural influences. However, it can be seen that certain policies and publications had a particular potency and effect. Through outlining the most influential of these it will be possible to register how their reverberations continue to impinge upon the social and cultural milieu of post independence India today. In the field of post-colonial studies the question of whether to write in the language of the former oppressor becomes a hotly debated subject giving rise to much difference of opinion. Crucial Events in the Shaping of a Language Culture The Charter Act of 1813 decreed that English would be taught in the Indian education system although not as a replacement for indigenous languages . Instead, it was anticipated that English would co-exist with Oriental studies as a means by which moral law could be reinforced. The 1817 publication of John Mill's History Of British India proved to be a defining text in the theories of how education policies should be formed (ed. Horace Hayman Wilson: London, Piper, Stephenson and Spence, 1858). Mill was situated firmly in the Enlightenment tradition and disdainful of notions that Indian culture and tradition was of relevant value for an advancing nation. He dismissed cultural history on the basis that it was not primarily motivated by reason and therefore was illogical, irrational and defunct. Relying on missionary accounts of Hindu society Mill condemned Indian behaviour as immoral in comparison to European codes of conduct. India and Indians were deemed a childish, superstitious and backward nation with a huge potential for development. In the world view of Mill and others the crude emerging civilisation of India could be directed and moulded by the morally superior colonial power. Mill advocated the introduction of European knowledge to counter balance I ndian traits judged to be irrational. Instilling ideals of reason would accordingly 'reform' Indians by the example of Western systems of thought and outlook. The ideas contained within the History Of British India discredited Indian culture, language and literature even as its assumptions of moral superiority authorise and justified the presence of the British in India.

The mozart effect Essay -- essays research papers fc

The Mozart Effect Does classical music really help you study better? Many recent research studies show that music idoes in fact improve cognitive thinking. In 1993, researchers at the University of California at Irvine discovered the so-called Mozart Effect - that college students â€Å"who listened to ten minutes of Mozart's Sonata for Two Pianos in D major K448 before taking an IQ test scored nine points higher† than when they had sat in silence or listened to relaxation tapes. Other studies have also indicated that it doesn’t matter the artist; people retain information better if they hear classical or baroque music while studying. The most easily influenced stage of human life is early childhood, therefore it is encouraged that children listen to classical music. The researchers at Irvine recently found that preschoolers who had received eight months of music lessons scored â€Å"eighty percent higher on object-assembly tasks† than did other children who received no musical training. It was concluded that students who listened to music had high a greater ability to think abstractly and to visualize. These tasks are necessary to understand difficult theorems and equations in math and engineering. German scientists discovered an amazing difference in musicians who have the ability to recognize notes by ear and who began studying music before the age of seven. The plenum temporal, which is the area on the brain's left side that processes sound signals, mostly language, is three times the average size. The age of the musician matters because the brain generally stops growing after age 10. Besides being beneficial for young children, music is useful to many adolescents, especially to those with learning problems. Exposing music constantly to children with severe learning deficiencies has been known to show positive results. A study was done by the researchers at Irvine on a seven-year-old girl with an autistic condition, which caused her to use gestures and occasional words instead of full sentences. The young girl's speaking ability â€Å"improved remarkably† after she had lessons in a class that combined sounds from a piano with dialect. College students can also benefit from classical music. To test this, college students were exposed to three different types of music and were given standard reasoning tests, each for ten minutes. The research showed that the scores ... ...one energy to work out; listening to a soft, relaxing song might put a person to sleep; and listening to Mozart may enhance â€Å"spatial reasoning† and memory in the brain. Whatever the situation may be, music seems to have a benefiting effect.  Ã‚  Ã‚  Ã‚  Ã‚   Bibliography 1. Campbell, Don. The Mozart Effect: Tapping the Power of Music. New York: HarperCollins Publishers Inc.: 2001 2. Carroll, Robert Todd. The Mozart Effect available from http://skepdic.com/mozart.html; Internet, accessed April 29, 2004 3. Church, Ellen Booth. Learning Through Play: Music and Movement. New York: Scholastic Inc.: 1992 4. Eliot, Lise. What’s Going on in There?: How the Brain and Mind Develop in the First Five Years of Life. New York: Bantam Books: 2002 5. Machlis, Joseph and Kristine Forney. The Enjoyment of Music. New York: W.W. Norton & Company, Inc.: 2003 6. Ortiz, John M. Nurturing Your Child with Music: How Sound Awareness Creates Happy, Smart, and Confident Children. Oregon: Beyond Words Publishing: 1999 7. Ortiz, John M. Nurturing Your Child with Music: How Sound Awareness Creates Happy, Smart, and Confident Children. Oregon: Beyond Words Publishing 1999

Life Experience Growing Up Essay

It is hard to explain to most people the reason why even though I was born in the United States of America and had a complete set of parents at the time of my birth, I was still sent to Haiti to be raised by a surrogate family. Not everyone understands the crazy things that parents do when their marriage is failing and the family is falling apart, as my parents chose to do. I do not remember much about my childhood in the USA because I left when I was seven years old. All that I could remember about that time was that my mother came home one day really sad and she asked my two sisters and I to pack up our things because we were going on an airplane ride. When I asked her where we were headed, thinking that we were probably going to Disneyland or something, she told me that we were going to take a vacation at her sister’s house in Haiti. This did not strike me as strange at the time because I had never met my mother’s sister at that point in time so I was excited to meet her. Mom told us that we had cousins in Haiti and we would get to meet them for the very first time during this trip. When I asked my mom if Dad would be joining us on this trip, she said that he was too busy at work to come along but that he loved us and wished us a safe trip. So it happened that I left my country of birth in 1973 to embark on a life that was thrust upon me without a choice nor a reason why I had to live it. Our mother spent a whole month with us in Haiti. I have some vague recollection of my mother sitting at the dining table at night with her sister, crying and in need of consolation. At the end of the month, I remember seeing my mother packing her suitcase. I thought it was time to go home and that she had simply forgotten to tell my sisters and I to pack up our things. So I began doing so without being instructed to. When mom saw what I was doing, she asked me to stop and come out to the backyard to have a talk. We sat on the swing in the small backyard of my aunt’s house as my mother explained what our new family situation was. She asked me if I remembered how she and dad had been fighting a lot lately and sometimes he would not come home for days because of the arguments. I recall that at the time I had vague recollections of my parents voices breaking through the bedroom walls at night when they thought we were already asleep. Slowly, mom explained to me that the marriage was in trouble and that the family was falling apart. She assured me that they both still loved us more than life itself but that they felt it would be best if we stayed n Haiti while they finalized the divorce and they both tried to get back on their feet after. It hurt me a lot to be indirectly told that my sisters and I had no place in our parents lives anymore. I felt abandoned and betrayed by both my parents. I was angry that even though I was just a little girl, I would have to find a way to explain what was going on to my sisters and make sure that they would be able to adjust to a life without our real mom and dad. We were all born in New York City and were accustomed to its lifestyle and culture. O when we were forcibly left in Haiti by our mom, we had to overcome the culture shock and social difficulty of having to live in a different environment from what we were used to. My sisters and I also had to lowly began to adjust to life with our surrogate parents. That is, our aunt and her husband. We had surrogate siblings as well because they eventually had their own children. We were a large, convoluted, extended family. As time passed, we became less American and more Haitian. French became our mother tongue and English was a stranger to us. We were happy and well adjusted kids who saw no difference in the way we were treated by our guardians who loved and treated us as if we were their own flesh and blood. Our parents? We spoke to them separately over the phone 4 times a month. We were strangers who did not really know anything about each other and did not have much to talk about over the phone. Those times were more like mandatory duties that our aunt and uncle made sure we accomplished without fail.

Night World : Dark Angel Chapter 4

He went on driving. He didn't even pause. â€Å"We're almost home.† They were nearing the turn ontoMeadowcroft Road . Gillian tried to grab for one of the brown hands on the steering wheel, and then looked at her own hand, perplexed. Her fingers felt like blocks of wood. â€Å"You have to stop,† she said, settling for volume. â€Å"There's a kid lost in those woods. That's why I went in; I heard this sound like crying. It was coming from somewhere right near the creek. We've got to go back there. Come on, stop!† â€Å"Hey, hey, calm down,† he said. â€Å"You know what I bet you heard? A long-eared owl. They roost around here, and they make this noise like a moan, oo-oo-oo.† Gillian didn't think so. â€Å"I was walking home from school. It wasn't dark enough for an owl to be out.† â€Å"Okay, a mourning dove. Goes oh-ah, whoo, whoo. Or a cat; they can sound like kids sometimes. Look,† he added almost savagely, as she opened her mouth again, â€Å"when we get you home, we can call the Houghton police, and they can check things out. But I am not letting a lit-a girl freeze just because she's got more guts than smarts.† For a moment, Gillian had an intense longing to let him continue to believe she had either guts or smarts. But she said, â€Å"It's not that. It's just- I've already been through so much to try to find that kid. I almost died-I think I did die. I mean- well, I didn't die, but I got pretty cold, and-and things happened, and I realized how important life is†¦Ã¢â‚¬  She floundered to a shivering stop. What was she saying? Now he was going to think she was a nut case. And anyway all that stuff must have been a dream. She couldn't make it seem real while sitting in a Mustang with her head wrapped in a towel. But David flashed her a glance of startled recognition. â€Å"You almost died?† He looked back at the road, turning the car ontoHazel Street , where they both lived. â€Å"That happened to me once. When I was little, I had to have this operation-â€Å" He broke off as the Mustang skidded on some ice. In a moment he was in control again and turning into Gillian's driveway. It happened to you, too? David parked and was out of the car before Gillian could gather herself to speak. Then he was opening her door, reaching for her. â€Å"Gotta get all this ridiculous stuff out of the way,† he said, pushing her hair back as if it were a curtain of cobwebs. Something about the way he said it made Gillian think he liked her hair. She peered up at him through a gap in the curtain. His eyes were dark brown and normally looked almost hawkish, but just now, as their gazes met, they changed. They looked startled and wondering. As if he saw something in her eyes that surprised him and struck a chord. Gillian felt a flutter of wonder herself. I don't think he's really tough at all, she thought, as something like a spark seemed to flash between them. He's not so different from me; he's- She was wracked by a sudden bout of shivers. David blinked and shook his head. â€Å"We've got to get you inside,† he muttered. And then, still shivering, she was in the air. Bobbing, being carried up the path to her house. â€Å"You shouldn't be walking to school in the winter,† David said. â€Å"I'll drive you from now on.† Gillian was struck speechless. On the one hand, she should probably tell him she didn't walk every day. On the other hand, who was she kidding? Just the thought of him giving her a ride was enough to make her heart beat wildly. Between that and the novel feeling of being carried, it wasn't until he was opening the front door that Gillian remembered her mother. Then she panicked. Oh, God, I can't let David see her-but maybe it'll be all right. If there was a smell of food cooking, that meant it was okay. If not, it was one of Mom's bad days. There was no smell of food as David stepped into the dim hallway. And no sign of life-all the downstairs lights were off. The house was cold and echoing and Gillian knew she had to get David out. But how? He was carrying her farther in, asking, â€Å"Your parents aren't home?† â€Å"I guess not. Dad doesn't get home until seven most nights.† It wasn't exactly a lie. Gillian just prayed her mom would stay put in the bedroom until David left. â€Å"I'll be okay now,† she said hastily, not even caring if she sounded rude or ungrateful. Anything to make him go. â€Å"I can take care of myself, and- and I'm okay.† â€Å"The he †¦ eck you are,† David said. It was the longest drawn out ‘heck' Gillian had ever heard. He doesn't want to swear around me. That's cute. â€Å"You need to get thawed out, fast. Where's a bathtub?† Gillian automatically lifted a stiff arm to point down the side hall, then dropped it. â€Å"Now, wait a minute-â€Å" He was already there. He put her on her feet, then disappeared into the bathroom to turn on the water. Gillian cast an anguished glance upstairs. Just stay put, Mom. Stay asleep. â€Å"You've got to get in there and stay for at least twenty minutes,† David said, reappearing. â€Å"Then we can see if you need to go to the hospital at Houghton.† That made Gillian remember something. â€Å"The police-â€Å" â€Å"Yeah, right, I'll call them. As soon as you're in the tub.† He reached out and plucked at her dripping, ice-crusted sweater. â€Å"Can you get this off okay? Do your fingers work?† â€Å"Urn†¦Ã¢â‚¬  Her fingers didn't work; they were still blocks of wood. Frost-nipped at least, she thought, peering at them. But there was no way he was going to undress her, and there was also no way she was going to call her mother. â€Å"Urn†¦Ã¢â‚¬  â€Å"Uh, turn around,† David said. He pulled at her sweater again. â€Å"Okay, I've got my eyes shut. Now-â€Å" â€Å"No,† Gillian said, holding her elbows firmly against her sides. They stood, confused and indecisive, until they were saved by an interruption, a voice from the main hallway. â€Å"What are you doing to her?† the voice said. Gillian turned and looked around David. It was Tanya Jun, David's girlfriend. Tanya was wearing a velveteen cap perched on her glossy dark hair and a Christmas sweater with metallic threads woven in. She had almond-shaped gray eyes and a mouth with firm lips molded over white teeth. Gillian always thought of her as a future corporate executive. â€Å"I saw your car out there,† the future executive said to David, â€Å"and the front door of the house was open.† She looked level-headed, suspicious, and a little bit as if she doubted David's sanity. David looked back and forth between her and Gillian and fumbled for an explanation. â€Å"There's nothing going on. I picked her up onHillcrest Road . She was-well, look at her. She fell in the creek and she's frozen.† â€Å"I see,† Tanya said, still calmly. She gave Gillian a quick assessing glance, then turned back to David. â€Å"She doesn't look too bad. You go to the kitchen and make some hot chocolate. Or hot water with Jell-O in it, something with sugar. I'll take care of her.† â€Å"And the police,† Gillian called after David's disappearing back. She didn't exactly want to look Tanya in the face. Tanya was a senior like David, in the class ahead of Gillian atRachelCarsonHigh School . Gillian feared her, admired her, and hated her, in about that order. â€Å"Into the bathroom,† Tanya said. Once Gillian was in, she helped her undress, stripping off the clinging, icy-wet clothes and dropping them in the sink. Everything she did was brisk and efficient, and Gillian could almost see sparks fly from her fingers. Gillian was too miserable to protest at being stripped naked by somebody with the bedside manner of a female prison guard or an extremely strict nanny. She huddled, feeling small and shivering in her bare skin, and then lunged for the tub as soon as Tanya was done. The water felt scalding. Gillian could feel her eyes get huge and she clenched her teeth on a yell. It probably felt so hot because she was so cold. Breathing through her nose, she forced herself to submerge to the shoulders. â€Å"All right,† Tanya said on the other side of the coral-colored shower curtain. â€Å"I'll go up and get you some dry clothes to put on.† â€Å"No!† Gillian said, shooting half out of the water. Not upstairs, not where her mom was, not where her room was. But the bathroom door was already shutting with a decisive dick. Tanya wasn't the kind of person you said no to. Gillian sat, immobilized by panic and horror, until a fountain of burning pain drove everything else out of her mind. It started in her fingers and toes and shot upward, a white-hot searing that meant her frozen flesh was coming back to life. All she could do was sit rigid, breathe raggedly through her nose, and try to endure it. And eventually, it did get better. Her white, wrinkled skin turned dark blue, and then mottled, and then red. The searing subsided to a tingling. Gillian could move and think again. She could hear, too. There were voices outside the bathroom in the hallway. The door didn't even muffle them. Tanya's voice: â€Å"Here, I'll hold it. I'll take it to her in a minute.† In a mutter: â€Å"I'm not sure she can drink and float at the same time.† David's voice: â€Å"Come on, give her a break. She's just a kid.† â€Å"Oh, really? Just how old do you think she is?† â€Å"Huh? I don't know. Maybe thirteen?† An explosive snort from Tanya. â€Å"Fourteen? Twelve?† â€Å"David, she goes to our school. She's a junior.† â€Å"Really?† David sounded startled and bewildered. â€Å"Nah, I think she goes to P.B.† Pearl S. Buck was the junior high. Gillian sat staring at the bathtub faucet without seeing it. â€Å"She's in our biology class,† Tanya's voice said, edging toward open impatience. â€Å"She sits at the back and never opens her mouth.† The voice added, â€Å"I can see why you thought she was younger, though. Her bedroom's knee-deep in stuffed animals. And the wallpaper's little flowers. And look at these pajamas. Little bears.† Gillian's insides felt hotter than her fingers had been at their most painful. Tanya had seen her room, which was the same as it had been since Gillian was ten years old, because there wasn't money for new curtains and wallpaper and there wasn't any more storage space in the garage to put her beloved animals away. Tanya was making fun of her pajamas. In front of David. And David†¦ thought she was a little kid. That was why he'd offered to drive her to school. He'd meant the junior high. He'd been nice because he felt sorry for her. Two tears squeezed out of Gillian's eyes. She was trembling inside, boiling with anger and hurt and humiliation†¦ Crinch. It was a sound as loud as a rifle report, but high and crystalline-and drawn out. Something between a crash and a crunch and the sound of glass splintering under boots. Gillian jumped as if she'd been shot, sat frozen a moment, then pulled the moisture-beaded shower curtain aside and poked her head out. At the same instant the bathroom door flew open. â€Å"What was that?† Tanya said sharply. Gillian shook her head. She wanted to say, â€Å"You tell me,† but she was too frightened of Tanya. Tanya looked around the bathroom, spied the steamed-up mirror, and frowned. She reached across the sink to wipe it with her hand-and yelped. â€Å"Ow!† She cursed, staring at her hand. Gillian could see the brightness of blood. â€Å"What the-?† Tanya picked up a washcloth and swiped the mirror. She did it again. She stepped back and stared. From the tub, Gillian was staring, too. The mirror was broken. Or, not broken, cracked. But it wasn't cracked as if something had hit it. There was no point of impact, with lines of shattering running out. Instead, it was cracked evenly from top to bottom, side to side. Every inch was covered with a lattice of fine lines. It almost looked purposeful, as if it were a frosted-glass design. â€Å"David! Get in here!† Tanya said, ignoring Gillian. After a moment the door stirred and Gillian had a steamy distorted glimpse of David's face in the mirror. â€Å"Do you see this? How can something like this happen?† Tanya was saying. David grimaced and shrugged. â€Å"Heat? Cold? I don't know.† He glanced hesitantly in Gillian's direction, just long enough to locate her face surrounded by the coral shower curtain. â€Å"You okay?† he said, addressing himself to a white towel rack on the far wall. Gillian couldn't say anything. Her throat was too tight and tears were welling up again. But when Tanya looked at her, she nodded. â€Å"All right, forget it. Let's get you changed.† Tanya turned away from the mirror. David melted back out of the bathroom. â€Å"Make sure her fingers and everything are working all right,† he said distantly. â€Å"I'm fine,† Gillian said when she was alone with Tanya. â€Å"Everything's fine.† She wiggled her fingers, which were tender but functioning. All she cared about right now was getting Tanya to go away. â€Å"I can dress myself.† Please don't let me cry in front of her. She retreated behind the shower curtain again and made a splashing noise. â€Å"You guys can leave now.† Half a sigh from Tanya, who was undoubtedly thinking Gillian was ungrateful. â€Å"All right,† she said. â€Å"Your clothes and your chocolate are right here. Is there somebody you want me to call-?† â€Å"No! My parents-my dad will be here any minute. I'm fine.† Then she shut her eyes and counted, breath held. And, blessedly, there were the sounds of Tanya moving away. Both Tanya and David calling goodbyes. Then silence. Stiffly, Gillian pulled herself upright, almost falling down when she tried to step out of the bathtub. She put on her pajamas and walked slowly out of the bathroom, moving like an old woman. She didn't even glance at the broken mirror. She tried to be quiet going up the stairs. But just as she reached her bedroom, the door at the end of the upstairs hall swung open. Her mother was standing there, a long coat wrapped around her, fuzzy fleece-lined slippers on her feet. Her hair, a darker blond than Gillian's, was uncombed. â€Å"What's going on? I heard noise. Where's your father?† Not â€Å"Whass goin' on? Whersh your father?† But dose. â€Å"It's not even seven yet, Mom. I got wet coming home. I'm going to bed.† The bare minimum of sentences to communicate the necessary information. Her mother frowned. â€Å"Honey-â€Å" † ‘Night, Mom.† Gillian hurried into her bedroom before her mother could ask any more questions. She fell on her bed and gathered an armful of stuffed animals in the bend of her elbow. They were solid and friendly and filled her arm. Gillian curled herself around them and bit down on plush. And now, at last, she could cry. All the hurts of her mind and body merged and she sobbed out loud, wet cheek on the velveteen head of her best bear. She wished she'd never come back. She wanted the bright meadow with the impossibly green grass, even if it had been a dream. She wanted everyone to be sorry because she was dead. All her realizations about life being important were nonsense. Life was a giant hoax. She couldn't change herself and live in a completely new direction. There was no new start. No hope. And I don't care, she thought. I just want to die. Oh, why did I get made if it was just for this? There's got to be someplace I belong, something I'm meant to do that's different. Because I don't fit in this world, in this life. And if there isn't something more, I'd rather be dead. I want to dream something else. She cried until she was numb and exhausted and fell into a deadly still sleep without knowing it. When she woke up hours later, there was a strange light in her room.

Midterm Essay Essay

Briefly identify and explain the key differences and similarities regarding the UCR, NIBRS, and NCVS programs. The Uniformed Crime Reporting (UCR) Program displays crime data for the United States, as well as for states, cities, counties and colleges. This allows for a comparison among neighboring jurisdictions and among those with similar populations and other common characteristics. The National Crime Victimization Survey (NCVS) collects information on the frequency and of crimes such as rape, sexual assault, aggravated and simple assault, household burglary, theft, and motor vehicle theft. Both systems report different types of information and different details. The UCR program displays statistics for law enforcement administration, operation, and management. The UCR program utilizes what is called the hierarchy rule. If more than one crime was committed by the same person and the time separating the crimes was minor, then the crime highest in the hierarchy is the only crime reported. This seems like a very inaccurate method of recording data, one would assume that all records of offenses were taken into consideration for reporting purposes. The NCVS program collects information on crimes by individuals and households while also providing information on victims such as age, sex, race, marital status. The difference in the two programs is that each serves a different purpose in reporting. The UCR reports information for law enforcement, operations and management. The NCVS provides information about each crime, its victims and the offenders. Summarize the evolution of the criminal justice system in America. Identify and discuss at least three (3) key U.S Supreme Court cases that have had a significant impact on the issue of individual rights versus public order, with respect to arrest, search, and seizure. In modern day America, the public’s view on the typical criminal has shifted from seeing him or her as a victim of social and personal unfortunate circumstances to seeing him  or her as a dangerous predator who takes advantage of the rights and privileges of citizens (Schmalleger, 2014). An example of a Supreme Court case that had an impact on the issue of individual rights versus public order is McCullen v. Coakley. Individuals claimed that a â€Å"buffer zone† around an abortion clinic infringed upon their First Amendment rights to free speech by communication with patients less effective (Takeway). This relates to the possibility of an arrest if the protestors are blocking the entrance to an abortion clinic or physically harassing a patient. In 1995, the Supreme Court ruled that officers must knock and announce their identity before entering a dwelling even if they hold a search warrant (Schmalleger, 2014). In January 2012, the Supreme Court ruled that the FBI needed a warrant to attach a GPS device to s suspected drug dealer’s car. This ties into the search and seizure topics and preserves the individual rights of the suspected drug dealer. After all, the individual is just suspected of being a dealer, there is no hard evidence. In general, outline the police mission, operational strategies, styles and the legal and ethical aspects of policing today. The police officer mission consists of five components, enforcing the law, apprehending offenders, preventing crime, preserving the peace, and providing the community with needed enforcement related services. Law enforcement has a chain of command just like the military with three policing styles that vary by department and region. The watchman style attempts to achieve â€Å"order maintenance†. The legalistic style attempts to enforce the letter of the law. The service style attempts to meet the needs of the community and serve its members. In general, police officers are mandated to stay within the Fourth, Fifth and Sixth Amendments. All law enforcement officials regardless of status or rank should be held accountable for their actions however, this is not always the case. There are three methods that guide American policing. Strategic policing retains the goal of professional crime fighting but enlarges the target to include serial offenders, gangs and criminal associations. It makes use of technology, intelligence operations and undercover stings (Schmalleger, 2014). Problem solving policing assumes that crimes are caused by social conditions within the community and that they can be controlled by addressing social problems (Schmalleger, 2014).  Lastly, community policing supports the use of partnerships and problem solving techniques to address the issues that cause crime. (Schmalleger, 2014). Ethical issues that plague law enforcement vary. Racially biased policing in which police officers are viewed as biased for example, taking that a predominately African American neighborhood is full of criminals. The use of excessive and deadly force is another issue in which police officers either use too much force in the apprehension of a suspect or cause death or great bodily harm (Schmalleger, 2014). What is the dual-court system? Identify and explain the three levels of characteristic of the federal judiciary. The dual court system is the result of general agreement among the founding fathers about the need for individual states to retain significant legislative authority and judicial autonomy separate from federal control (Schmalleger, 2014). The three levels of characteristics of the federal judiciary are the district courts, the courts of appeal and the Supreme Court. The district courts are composed of 94 judicial districts . Federal district courts have jurisdiction over all cases involved alleged violations of federal statutes. The 94 judicial districts are organized into 12 regional circuits each with a court of appeals. The court of appeals hears appeals from district courts within its circuit (Schmalleger, 2014). These courts are also known as circuit courts. The U.S. Supreme Court is the top federal court system in the U.S. It is comprised of nine justices with eight being associates and the ninth being the chief justice (Schmalleger, 2014). The Supreme Courts’ decisions affect the United States by deciding what laws and lower court decisions are in line with the Constitution. Identify and describe the various pre-trial stages of criminal trial. There are various pre-trial stages in a criminal trial. It begins with an arrest when the person is taken into custody. The first appearance is when the defendant appears before a judge. The legality of his or her arrest is contemplated and the defendant is told what he or she is being charged with. The accused will either be kept incarcerated without bail or with bail, the latter being money paid by the arrested in exchange for release. The next stage is the pretrial release in which the accused person is released from custody before or during prosecution. However, there is a condition; the  accused person is required to appear in court when told to do so. Plea bargains are also negotiated. The defendant can agree to plea guilty to a lesser charge than the one he or she is being accused with. A lesser punishment may be in order if they are being accused with multiple offenses. A plea bargain is a debate or negotiation between the defense counsel, defendant and the prosecution. Normally criminal cases end at this stage in order to reduce time and money. References Schmalleger, F. (2014). Criminal Justice: a brief introduction, (10th ed) Upper Saddle River, NJ: Pearson/Prentice Hall. Takeaways From Supreme Court Rulings On Buffer Zones, Recess Picks. (2014). National Public Radio.

A Farewell to Arms †Existentialism Essay

Ernest Hemingway’s ‘A Farewell to Arms’ explores notions surrounding both love and war. However it is not a love story, and nor is it a war story. It is a combination of both that allows for Hemingway to discuss what he is truly interested in: Existentialism. Existentialism is a philosophy that developed from the concept that there is no inherent meaning in life. However, we can create meaning. A Farewell to Arms is an exploration of this, but more than that, it’s an exploration of the reality of this in that; meaning in life doesn’t last forever, and when it’s gone, it leaves us with no logic and no hope, just nothingness. Hemingway uses his protagonist Frederic Henry to support his existentialist views. He does this, firstly by creating meaning in Frederic’s life. Hemingway creates Catherine for him. Their love is only a game at first, Frederic admits â€Å"God knows [he] had not wanted to fall in love with anyone. † However, it becomes so much more than that. Towards the end of the novel, if Catherine isn’t with him he â€Å"[hasn’t] a thing in the world†. Hemingway makes a point of foreshadowing this inevitable fact early on, when we are privy to Frederick’s thoughts as he contemplates that â€Å"It was a long time since [he] had written to the States and [he] knew [he] should write but [he] had let it go so long that it was almost impossible to write now. † Throughout the book, the people he associates with; Rinaldi, the men in his regiment, everyone, they all disappear. Finally, he’s left with Catherine, and their unborn baby. Other than them, he has no one. If they were to leave, he would be left alienated. Hemingway was not interested in the love story, or the war story. He was merely interested in communicating his views on the world to his readers. Predominantly, he was interested in communicating his views on existentialism. He was interested in what he considered to be reality. In reality, people die. In reality, our loved ones leave us, and in reality, when that happens there is no meaning, no logic and no hope. Hemingway demonstrates this through the climactic, yet painfully dismal ending to his piece. In bringing about the possibility that Catherine, Frederic’s only meaning in life, could die, he creates a springboard for discussing his philosophical views through Frederic. This forces us, as an audience, to contemplate upon his contention; â€Å"That was what you did. You died. You did not know what it was about. You never had time to learn. They threw you in and told you the rules and the first time they caught you off base they killed you†¦ they killed you in the end. You could count on that. † Hemingway uses his protagonist to establish this, and through Frederic’s reaction to Catherine’s death, he reveals to us the truth within his philosophy. It’s a point that is slowly built up to within A Farewell to Arms, but it’s one that hits Hemingway’s audience with a sounding resonance. The last line to his novel conveys the perfect, dismal imagery of a man with nothing left; a man who has â€Å"left the hospital and walked back to the hotel in the rain†. Throughout the whole novel ‘rain’ has symbolised loss and grief. It leaves a strong impression, making it the final last word of the novel, Frederic having now lost the last thing that made his life worthwhile. Hemingway’s entire novel is a lead up to this one point on existentialism. The world has no inherent meaning. We can create meaning within it, and any meaning that is within it has been created by us. However on the flip side of that, when the meaning that we have created is gone, there is nothing left for us to fall back on. When that meaning is gone, we’re left staring into an abyss. A Farewell to Arms is not a love story, and it’s not a war story either. It’s a comment upon the actuality of, and the nature of, existentialism as a prevailing philosophy. By creating Frederic and the characters around him, Hemingway demonstrates the logic of this theory, and he shows how when a man loses everything that he has created himself, in his life, in the end there is no more meaning, there is no logic, no hope. In the end, there is really nothing left, but the rain. Kaitlin Cushing.

Assignment Working Capital Essay

Abstract In this paper I’ll analyze the fundamental differences between the working capital structures and components for Google and Oracle, and speculate upon the main reasons why such differences exist; how each company could improve its working capital positions. As a Wall Street Analyst who has to recommend one of the companies as an investment to a company’s clients; based solely on that company’s working capital; as an Investment Banker who has to recommend loaning a substantial amount of capital to one company based solely on that company’s working capital. Working capital structures The selected companies that I have selected to compare are Google and Oracle. Google Inc. is a company that specializes on providing online tools such as search, differences between the working capital structures and components for each chosen company. Oracle Corporation is responsible for developing, marketing, and servicing of database and middleware software, system hardware and software applications. The company also offers consulting services in areas such as business architecture planning and design, and enterprise and information technology alignment. Both Google Inc. and Oracle Corporation have been performing well thus investments can be made in the companies. In the financial year 2014 Google Inc. had a net income of $16.86 million, an increase of 17% compared to the previous year. The net profit margin for the company was registered at 29%. (morningstar.com)The balance sheet provides that the Morningstar.com had total asset amounting to 72.89 million which is an increase f rom previous year. Total organizational profits were amounting to 110.9 million and shareholders’ equity of 87.31millions. The financial ratios for the company indicate that the company had a debt to equity ratio 0.05 indicating that its equity is enough to cover debt. The current ratio for the year 2014 was 8.0 showing that current liabilities cannot be fully covered by the current assets. Another financial ratio indicating company financial condition is book value per  share which amounted to $145.68. Investment return ratios include return on equity of 14.80%, return on assets of 11.65% and return of capital of 18.1 indicating that the company is adequate using its assets and equity to generate returns for the company. Morningstar (2014) provides that Google had a price earning of 18.88 and earnings per share of 27.72 indicating that income is high. In order to determine the risk of investing in the company I identified the beta value which is provided at 0.91. (morningstar.com) On the other hand Oracle Corporation registered 28.62% decrease in net income in 2014 which is .7% increase compared to 2013. The net profit margin for the compared is established at 81.09%. The total assets in the company as at 31st May 2014 was $ 99,726.00 indicating a strong asset base while the total liabilities amounted to $13,377.00 and shareholders’ equity was valued at $ 47.93 million. The financial condition in Oracle can be identified using financial analysis such as current ratio which is determined to be 2.8 for the company showing that current liabilities are greater compared to current assets. The debt to equity ratio is determined to be 0.40 thus the company is able to meet its debts as and when it arises. Interest coverage is provided at 16.4 while book value per share is 10.50. Oracle’s return on equity for the financial year 2014 was 23.4, return on assets 12.13% was while return on capital was 17.42 thus the company is effective in generating returns for equity. The diluted earnings per share is 2.38 and the beta value is provided at 2.39. (Morningstar.com) Improve working capital Improving working capital position, a company is able to compare from year to year any increase in revenue; increase in production due to a decrease in variable or fixed costs, increase in sales due to a new sales workforce and any increase in liabilities; new short term creditors, a higher accounts payable account due to the need to purchase new materials. A company can improve its working capital by trying to keep a healthy balance between the two accounts, cutting costs, and analyzing its current short-term debt in terms of how to decrease it or find alternative ways to avoid it such as restructuring production procedures. (Schroeder, el. 2014) Role of a Wall Street Analyst As Wall Street Analyst deciding which company to invest in I would determine  whether the company is stable financially, investment returns and risks associated with the investments. Gross working capital means the amount invested in the current assets of the company.Net working capital means the difference between the current assets and current liabilities. If the current assets are more than the current liabilities, then it is positive working capital. Otherwise, it is negative working capital. Working capital is the measure of company’s solvency, its ability to pay its suppliers without any delay. Considering these factors I would invest in Google since it has higher earnings per share and an investor is likely to receive higher returns when dividend is paid. Google has registered stronger growth compared to Oracle evidenced by increase in profit levels. (Schroeder, el. 2014) Investment Bank As an Investment Bank whom with solely working capital by increase in current assets is the outflow of cash and when the company increases its current liabilities, it is inflow of cash. If the changes in working capital are negative, it means the company is heavily investing on current assets or reducing the current liabilities. When the changes in working capital is positive, it means the company is selling of current assets or increasing its current liabilities. I would especially invest in Google’s bonds compared to stock since bonds have a guaranteed rate of interest thus I would be receiving returns after an agreed period. Selection of bonds over stock is supported by the fact that the company has a lower beta vale compared to Oracle thus it has less risk to default on the loan. (Schroeder, el. 2014) References Google Inc. Financials Report Retrieved November 16, 2014 http://financials.morningstar.com/ratios/r.html?t=GOOG Msn. (2014). Oracle Corporation. Financial Results. Retrieved November 16, 2014 from Http://Moneycentral.Msn.Com/Investor/Invsub/Results/Statemnt.Aspx?Lststatement=Balance&Symbol=Us%3aorcl&Stmtview=Qtr Oracle Corporation Financials Report Retrieved November 16, 2014 http://financials.morningstar.com/ratios/r.html?t=ORCL Schroeder, R. G., Clark, M. W., & Cathey, J. M. (2014). Financial Accounting Theory And