First Degree Murder Penalties and Sentencing Free Essay Example, 750 words

In the defensive position, the case arguments should be concentrating on the fact that if Kim would have the intention to kill someone, then she would have restrained from calling the police on the day before the incident occurred. As per the trial evidence, it was observed that she was in front of her apartment but Michael Thomas was in the parking lot area. Michael Thomas was provoking Kim Johnson and trying to jump from the fence to enter the apartment after the police left the scene. She then ran towards the fence with a handed knife to scare Michael Johnson as a defensive action. However, it was accidentally that the knife got jabbed into Michael Johnson. The action of Kim was unintentional and with the objective to save her from the abuse she jabbed the knife towards Thomas (2Thomson Routers, 2014). Taking the example from the case of State vs Koedatich it can be argued that due to the lack of sufficient evidence, the State Court of Law decided that the judgment of sentenced to death would not be justifiable. We will write a custom essay sample on First Degree Murder Penalties and Sentencing or any topic specifically for you Only $17.96 $11.86/page Thus, it can be comprehended that Kim Johnson as per the US state law can be considered as not guilty. The alleged charges against her can be removed as her actions were justified under the felonies murder rule.

Movie Review Slasher Horror - 1974 Words

TITLE: Threnody GENRE: Slasher Horror LOGLINE: Trapped overnight within a 24 hour liquor store, a young woman fights to survive an assault from a psychotic admirer who doesn’t accept her rejection. TAGLINE: No means no. PITCH: A divisive, female driven slasher horror story whose motivations originate from rape culture, affluenza, and victim shaming; emphasizing the controversy of young murderers. Sexploitation for the 21 century. SYNOPSIS: PROLOGUE: In a dive bar called The Blind Donkey, ELLIOT SULLIVAN drinks shots of vodka by himself until he notices an interesting woman. Yet, unfortunately, he is too afraid to talk start a conversation with her. Several hours pass by and Elliot still hasn’t worked up the courage to approach the†¦show more content†¦Fortunately Elliot’s father comes to wake him with warnings about the startling news on TV. Mr. Sullivan doesn’t know Elliot is the killer that is spoken of, so he offers his son the sincere advice to stay safe. Elliot promises he will, but the conversation turns to an argument when Mr. Sullivan inquires about Elliot’s job. To which Elliot can only answer with his curiosity as to why his rich father won’t just help him through school. Mr. Sullivan tells his son that women will only respect him if he earns his own money. Elliot replies with an attitude so Mr. Sullivan dismisses him away. When Elliot leaves for the day, he is stop ped by a cat stuck to a bush by some plastic refuse. Using the razor blade in his back pocket, Elliot is able to free the cat from the bushes. Then continues into his luxury sports car. Across town, the heroine of our story wakes up next to her â€Å"sort of† boyfriend. Actually, TRACY MATTHEWS is awkoen by the smell of MICK’s incessant weed smoking. The coule briefly play under the covers before Tracy orders Mick out of her apartment by the time she’s done showering. To Tracy’s surprise, Mick stayed, and is helping himself to some breakfast. Tracy has a long day ahead of her, so she dismisses Mick one more time. Mick obliges, but not before mentioning the party at VANCE’S apartment, so they should pregame at Tracy’s first. Tracy agrees then Mick leaves, slapping Tracy’s butt onShow MoreRelated Slasher Movies: Female Victims or Survivors? Essay1030 Words   |  5 PagesSlasher Movies: Female Victims or Survivors? â€Å"[Scary movies are] all the same. Some stupid killer stalking some big-breasted girl who can’t act who’s always running up the stairs when she should be running out the front door. It’s insulting,† claims the character Sidney, in the movie Scream (1996). This stereotype is what many movie fans and critics believe when the topic of slasher films arise. 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Leadership Moral imagination Power Samples †MyAssignmenthelp.com

Question: Discuss about the Leadership Moral imagination Power. Answer: Leadership is an important aspect to investigate the potential outcome of a situation and understands the projected decision that effectively mitigates the adverse condition. In case of leadership, the moral development is also important as this is the source of innovative thinking and new skills that has impacted over the modern business scenario (Moral Imagination, 2014). Most of the leaders follow their ancestors but innovative thinking and implementation of those processes create a new dimension in business and that helps to upgrade the standard of the business as well (Shapiro Stefkovich, 2016). The research thesis statement has established ethical and unethical ways of business understating. Desired leaders have to choose ethical ways for enhancing their moral imagination power. There are some situations when people had got success by unethical behavior these will not stayed as long as the business is dealing with unethical people and collapse of this business will come sooner. There are three things that have mentioned for getting better than competitors are fast, smarter and cheap (Moral Imagination, 2014). Revenue generation in business is not the ultimate way to reach ethical footsteps rather there are some adverse situation will also come due to maintain ethical consideration and then moral development of leader is needed (Kemp, 2017). Moral imagination is the process to think out of the box and for that reason; innovative thinking and ethics have maintained their position in the organization (Ferrell Fraedrich, 2015). The argumentative nature of the leader must admire good decision taken by some of their mature employees; there are some un-sustainability has noticed in long-term business run, thus implement of strategic theories is important for the g rowth of business (Moral Imagination, 2014). Leaders and employees have to accumulate that courage to step up and say no to unethical reasons and this is the only way to run the organization in an ethical perspective. In an instance, the case of published research of journal of advertising, CEO of a major advertising company asking to do some unethical by a major client who had 130% of the company shares (Moral Imagination, 2014). CEO objected to the deal was unethical but on the next day after the meeting due to the fear of losing an important client the CEO complies with the deal. However, the employees do not comply with deal and CEO made an argument with the client and deal was not closed though the offer was increased. The revenue of the company decreased and then new business ideas need to be formed as the CEO has the moral imagination that has taken placed in that situation (Moral Imagination, 2014). New business ideas are the encouragement factor that pursued by all the employees and leaders have to acquire in the troublesome situation of the organization. This is the only reason to make an organization make their ground by the credibility and reputation is in intact (Cianci et al. 2014). Moral imagination encourages the business opportunity to act more ethically and also help to analyze the situation and act as the courageous leader to handle the situation to sustain the business. There are lots of companies are taken this initiative and getting success in their genre and that emphasize the power of ethical binding in business and encourage people to believe in an ethical level of business so that company can sustain in long term business relation (Moral Imagination, 2014). More people are afraid to taking a risk in that situation as this is the most contrasting situation where the innovative ideas are not coming but the leaders have to create their moral imagination for the development of an organization and state some innovative business nature that can sustain their business reputation and marketplace (Ford Richardson, 2013). The determination of problems and solve those problems in an ethical dimension is the major responsibility that a leader has to do for the professional approach building an organization. A good number of trustworthy employees and ethical shareholders are important for the new business to grow and sustain. Therefore, it can be concluded from the above findings, that leadership courage and moral imagination power are important for the development of the organization. Most leaders have the ability to be creative in their particular field and they trying to be imposed that for the development of the organization. However, the honesty in work is most important and relevant on that occasion to evaluate the moral imagination and organizations sustainable maintenance. Leaders are doing those things in a different manner and stating a message to their employees and making a path for the development of the organization and establish the moral development process. References Cianci, A. M., Hannah, S. T., Roberts, R. P., Tsakumis, G. T. (2014). The effects of authentic leadership on followers' ethical decision-making in the face of temptation: An experimental study.The Leadership Quarterly,25(3), 581-594. Ferrell, O. C., Fraedrich, J. (2015).Business ethics: Ethical decision making cases. Nelson Education. Ford, R. C., Richardson, W. D. (2013). Ethical decision making: A review of the empirical literature. InCitation classics from the Journal of Business Ethics(pp. 19-44). Springer Netherlands. Kemp, S. (2017). Ethical Decision-Making in Early Childhood Education. InResponsible Leadership and Ethical Decision-Making(pp. 95-103). Emerald Publishing Limited. Moral Imagination (2014) UT McCombs School of Business Received from: https://youtu.be/j6EsLpZNgC4 [Accessed on 21st November, 2017] Shapiro, J. P., Stefkovich, J. A. (2016).Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge.

Social Awareness Essay Example

Social Awareness Essay Through Interactions with Diverse Peers by Shirley R. Greene Mark Kamimura University of Michigan Paper presented at the Annual Meeting of the Association for the Study of Higher Education Portland, Oregon, November 12-15, 2003 The work reported herein is supported under the National Institute for Student Achievement, Curriculum and Assessment program, agreement number R305T990402-00, CFDA/Subprogram No. :84. 305T, as administered by the Office of Educational Research and Improvement (OERI), U. S. Department of Education. The findings and opinions expressed in this report do not reflect6 the position and policies of OERI or the U. S. Department of Education. Social Awareness INTRODUCTION Social awareness has it roots in the second wave of the feminist movement (Bickford Reynolds, 2002). It is viewed as one of the key components of consciousness-raising, the other being social action. For many researchers, awareness about issues affecting the community or raising social consciousness has always been a precursor to social movement(Steinem, 1983; Swift, 1990). The internal and external survival of organizations, particularly higher education institutions, requires that they engage their members and encourage them to develop a social awareness that will enable them to reach out to the broader community on these issues. More recent research conducted by Astin (1998), revealed a decline in the percentage of first-year students who voted in a student election and expressed interest in â€Å"participating in a community action program,† â€Å"promoting racial understanding,† and â€Å"becoming involved with programs to clean up the environment† (p. 32) Many traditional college-aged students lack the social awareness that leads to social change (Bickford Reynolds, 2002). Although they can easily identify the icons of social movements, such as the civil rights movement, they seldom appreciate the needs, impetus, and historical specificity that drives social change movements. Furthermore, they fail to understand how a democra cy works and exhibit little interest in the U. S. political system (Giroux, 1987; Hepburn, 1985). We will write a custom essay sample on Social Awareness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Awareness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Awareness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Reformers view students who lack this type of knowledge, understanding and interest as lacking sensitivity to the needs of others and a willingness to be active citizens (Swift, 1990). 2 From a research perspective, social awareness is an important facet of student development to understand because of the recognized links between social awareness and social change, as well as the development of critical thinking skills (Tsui, 2000). From a practice perspective, higher Social Awareness education institutions are being called upon to create an informed citizenry capable of understanding and addressing a myriad of social issues. 3 Steinem (1983) defines the social change process as follows: â€Å"naming the problem; speaking out, consciousness raising, and researching; creating alternate structures to deal with it; and beginning to create or change society’s laws and structures to solve the problem for the majority. † This paper focuses solely on those aspects related to increased awareness, specifically â€Å"naming the problem, speaking out, consciousness raising, and researching (Ibid). We define social awareness in terms of the importance that students attribute to: 1) speaking up against social injustice; 2) creating awareness of how people affect the environment; 3) promoting racial tolerance and respect; and 4) making consumer decisions based on a company’s ethics. These dimensions constitute the type of social awareness that students need to develop during their college years, in order to function well in a complex and diverse society. REVIEW OF LITERATURE The relevance of exploring the development of social awareness among college students is supported by several theoretical and empirically-based studies. First, we examine literature linking social awareness development to student attitudes and cognitive development (Piaget, 1975; Tsui, 2000; Perry, 1970). Second, we review literature that discusses the influence of interaction with diverse peers on student awareness, growth, and development. Linking Social Awareness, Attitudes and Cognitive Development Students tend to develop their social and cognitive skills through social interaction with others. When interacting with diverse peers, students are able to engage in debates and actively confront the differences between their own point of view and that of others (Piaget, 1975). In addition, they develop the ability to manage the strong emotions that conflict can engender. Social Awareness These cognitive and affective processes are relevant to the development of the dimensions associated with our social awareness measurement. Tsui (2000) posits that social awareness and consciousness, along with political awareness, directly influences college students’ development of critical thinking skills. This researcher concluded â€Å"awareness of political and social affairs may be relevant to critical thinking development because discussion about such topics tend to elicit more interest and participation among students (p. 432). † Other research suggests that students who possess critical thinking skills demonstrate a greater degree of social and political consciousness. These students demonstrate a political awareness or concern for general social issues rather than a concern with 4 their own world and immediate social group (Enright, Lapsley, and Shukla, 1979; Hurtado et al. , 2002). During their college career, students are exposed to various social, political, and personal experiences that challenge their current view of the world. When students confront the dissonance between views presented to them and their own perspective, they move from being dualistic to more complex thinkers (Perry, 1970). In turn, they are able to accomplish the following: demonstrate perspective-taking skills, exhibit sociocentric behaviors, construct reflective judgment skills and broaden their perspectives concerning social issues (Selman, 1980; Perry, 1970). Other scholars similarly note how interaction across difference can be linked with cognitive growth in multiple dimensions. King and her collaborators discuss a theoretical connection between cognitive development and multicultural thinking (King Baxter Magolda, 1996; King Shuford, 1996). Adding further support for the exploration of cognitive, affective and attitudinal variables in our model, several studies utilizing national longitudinal data show student interaction with Social Awareness 5 diverse peers is linked with increases in cultural knowledge and commitment to promoting racial understanding (Antonio, 1998; Hurtado, 2001; Milem, 1994). In their work on intergroup contact theory, Stephan and Stephan (1996) discuss the effect that the mediators of contact— including cultural knowledge—have on interaction across differing social identity groups (Cushner Brislin, 1996; Triandis, 1972). They also cite research on attitudes in their discussion of the mediators of intergroup contact and emphasize the importance of values in what they call personal factors within their model (Ashmore, 1970; Katz, Wackenhut, Hass, 1986; Stephan Rosenfield, 1978; Stephan Stephan, 1996; Wagner Schonbach, 1984; Weigel Howes, 1985). Social Awareness and Interaction with Diverse Peers More recent research has also explored the theoretical connections between interaction with diverse peers and dimensions of social awareness. Springer, et al. 1995) found that students who interacted with diverse peers reported more frequent discussion of complex social issues, including such things as the economy, peace, human rights equality, and justice. A few other works have addressed the impact of interacting with diverse others on racial understanding. Astin (1993), in a multi-dimensional study of college impact, found that socializing with someone from a different racial background caused increases in cultural awareness, commitment to racial understanding, and commitment to the environment. Later research by Chang (1996) confirmed the relationship between diversity and racial understanding. These studies indicate that students who interact with diverse peers also demonstrate beliefs (importance of speaking up against social injustice and creating awareness of how people affect the environment) and values (desire to promote racial tolerance and respect) consistent with the development of social awareness. Social Awareness A recent study of the University of Michigan and Harvard University law school students revealed that discussions with students from diverse backgrounds significantly influenced their views of the U. S. criminal justice system, as well as their views regarding civil rights and conditions within various social and economic institutions (Orfield and Whitla,, 2001). Fifty three percent of the students also stated â€Å"diversity in the classroom allowed students to confront stereotypes on social and political issues all or most of the time. † Students who develop views and dispositions associated with social awareness are better prepared to take on social roles as decision-makers and agents of social change. METHODS Conceptual Framework Given that a theoretical framework for studying the development of social awareness has yet to be developed, we designed a conceptual model that would take into account varying sources of influence as suggested by Astin (1993), Chickering (1969), Chickering and Reisser (1993), and Tinto (1975). These sources include: (1) the preenrollment characteristics of students, (2) students’ academic experiences, and (3) students’ social or nonacademic experiences including interactions with major agents of socialization on campus (Chickering, 1969). As suggested by Astin (1993) and Chickering (1969), various pre-enrollment characteristics of students must be considered when examining the impact of experience in college. In order to 6 clearly assess the impact of college interaction with diverse peers on social awareness, this study controls for several background characteristics including: precollege social awareness, academic ability, race/ethnicity, gender, and mother’s level of education. In addition to pre-college characteristics, Chickering (1969) emphasized assessing the impact of students’ academic and non-academic experiences, by examining not only the types of Social Awareness involvements but also the extent and nature of interactions within these experiences. Milem 7 (1994) has also suggested that certain classroom experiences, such as dialogue between students of different backgrounds and beliefs will encourage students to reflect more on issues of race and diversity. Hurtado et al. (1994) operationalized interactions with diverse peers as how frequently a student engages in activities with someone of a different race/ethnicity. The findings suggest that the more students interact with peers from different racial/ethnic backgrounds, the more open they are to diverse perspectives. We also utilized the research investigating how students learn and acquire skills and dispositions through interactions with others (Piaget, 1975; Selman, 1980). The model we developed was based on the items identified in the theoretical and empirical works discussed above. Additional items were added based upon their hypothesized significance to the model. In summary, we hypothesize that precollege level of social awareness, background characteristics, college experiences (i. e. academic, non-academic, and interaction with diverse peers), and attitudinal and cognitive growth measures influence the development of social awareness in college students. Data Source In an effort to better understand how colleges and universities are preparing students to participate successfully in an increasingly diverse society, the Diverse Democracy Project, funded by the U. S. department of Education was launched in 1999. This multi-method study utilized a longitudinal survey, administered to student s at the beginning of their first-year and at the end of the second year of college at ten public universities. The universities involved in the project were chosen based on the following criteria: (a) a strong commitment to diversity as evidenced by the university’s mission statement and the presence of a number of diversity Social Awareness initiatives on campus; (b) recent success in diversifying their student body; and (c) engagement in significant community-building activities with a diverse student body. 8 The current study seeks to increase our understanding of factors that influence students’ level of social awareness during the first two years of college. To accomplish this, we used data from the longitudinal survey that includes approximately 3,496 respondents from the Fall 2000 entering classes at the nine participating institutions. These respondents were randomly selected to receive a survey either during summer orientation prior to starting college or via mail during their first semester of college. Respondents to the first survey were mailed a follow-up survey in the Winter of 2002. Both surveys were designed to elicit responses pertaining to constructs that measure cognitive, social-cognitive, and civic outcomes. Sample Participants in this study included 3,496 students who took the first-year and follow-up survey. White students comprised the largest group with 69. 1% of the students, followed by Asian American students (15. 8%), African-American students (4. 8%), Latino students (9. 1%), and Native American students (1. 2%). Female responses were higher than their male counterparts (61%). Mother’s educational level for respondents was high school (19. 3%), college (38. 9%) and graduate school (52. 1%). In this sample, the mean SAT score was 1169. 7 (400-1600 scale) and standard deviation of this score was 164. 9. The SAT score includes the combined math and verbal SAT scores and ACT scores, which were converted into a comparable SAT score. Measures The names, types, and scales for each of the variables used in the model are identified in Table 1. The outcome variable in this analysis, social awareness, was derived from the follow- Social Awareness up survey. This variable represents a scaled index of multiple items (i. e. , speaking up against social injustice, creating awareness of how people affect the environment, promoting racial tolerance and respect, and making consumer decisions based on an company’s ethics). The social awareness variable had an alpha reliability of . 72. The remaining items in the model and their scale reliabilities are shown in Table 3. The model estimated in this study included five different variable sets: (1) students’ level of precollege social awareness, (2) background characteristics of students, (3) attitudinal dispositions, (4) cognitive indicators, and (5) students’ college experiences (academic and nonacademic) including interactions with major agents of socialization on campus (Chickering, 1969). After entering the pre-college social awareness control variable, the second block of independent variables to be entered into the model was student background measures, including gender, race/ethnicity, mother’s level of education and SAT scores. This information was derived from institutional data provided by each of the ten schools participating in the study. Another background measures included a variable representing mother’s level of education. This variable was dummy coded so that graduate school completion served as the reference group. Attitudinal dispositions were measured by two scaled index items including identity awareness (? . 72) and tolerance of lesbian, gay and bisexual persons (? = . 76). Cognitive indicators were measured by three scaled index items representing cultural awareness (? = . 70), interest in social issues (? = . 67), and Fletcher’s measure of attributional complexity (? = . 87). The final block of independent variables recognizes the relationship between student outcomes and student-student interaction (Astin, 1984; Weidman, 1989). Three variables were included in this block labeled college experiences (i. e. , classroom experiences, informal 9 Social Awareness 10 interactions (? = . 76), and interaction with diverse peers). Drawing from Astin (1993), Milem (1994), Springer et al. (1996), and Pascarella et al. (1996), we chose to incorporate frequency of interactions with diverse others into the model because of the hypothesized relationship with the outcome variable. The academic experiences of students were incorporated through a classroom experience variable that measured the number of diversity courses taken by respondents. Students’ social or nonacademic experiences were measured by a variable representing informal interactions. Analytic Procedures/Analysis Data analysis for this study required two steps. First, exploratory factor analyses were conducted on all items within various constructs of the survey instruments. By using principal axis factoring and orthogonal rotation methods, we were able to reduce the number of measured variables for analyses. When necessary, survey items were reversed coded. A reliability analysis using Cronbach’s alpha was conducted for each factor. Six of the factor-derived variables were included in our regression analyses (see Table 3). Factor loadings that contained a score of at least . 422 or higher were retained in the development of subsequent summated rating scales (i. . , pre-college social awareness, college social awareness, social identity awareness, cultural awareness, and interest in social issues, Fletcher’s attributional complexity, tolerance for lesbian, gay, and bisexual persons, and interactions in an informal context). Second, multiple regression analyses were employed to estimate the coefficients of the model. Independen t variables reflecting precollege social awareness, student background characteristics, student acquired characteristics, academic experiences, and social experiences were entered in five blocks. Social awareness prior to college, gender, race/ethnicity, academic ability, and Social Awareness 11 mother’s level of education were used as control variables. Utilizing this approach, the relative contribution for each of the five blocks of independent variables could be examined. RESULTS The standardized beta coefficients for each independent variable are presented in Table 4. These standardized beta coefficients (regression weights) may be interpreted as direct effects of individual independent variables on the dependent variable, holding all other independent variables constant. Table 4 also presents each block of variables including the unstandardized beta coefficients of variables not yet added to the model. Examining the final regression model indicates that the model fits the data well, accounting for 41. 8% of the variance in social awareness. The results presented below are organized according to the five blocks of predictor variables in the model, including precollege social awareness, students background characteristics, attitudinal dispositions, cognitive indicators, academic and non-academic college experiences. Students’ Background Characteristics When entered in the equation, the precollege variables explained 28. 5% of the variance in social awareness. As shown in Table 4, pre-college social awareness and students who identified themselves as Asian American were the only two significant predictors of social awareness in terms of precollege characteristics. As expected, the level of social awareness prior to college was the strongest significant predictor in the model, accounting for 27. 8% of the variance (p

Announces the Bug Ideas Hunting Contest with Year Round Reward

Announces the Bug Ideas Hunting Contest with Year Round Reward Following a launch of Robot Don, a machine learning tool that facilitates essay writing, announces a bug ideas hunting (BIH) contest / scholarship with a year round reward. Scholarship works as a contest with a free participation of pre postgraduate students and a year round reward. Participants shall test the software (free for students use) and report shortfalls or areas of improvement in its operation. Submission is accepted from security researchers reporting bugs, interface researchers highlighting usability shortfalls, language and machine learning researchers pinpointing the also deficiencies, etc. Currently, therere no restrictions as to the nature of suggestions / ideas that may get an applicant the cash reward. The Contest starts June 1 2016 and will be held on a year round basis. To participate, individual shall be a student enrolled in any degree with any university at the date of submission. Contest reports may take any form (no restriction) and shall be sent via email with BIH Contest Report in Title. Importantly, the submission must contain a PDF copy of student enrollment document for the actual academic year. Awards range from a minimum of US$500 up to $2,500 with an unlimited reward pool. We don’t have weekly or monthly reward giveaway quotas, so don’t be intimidated by any reward announcement uncovering considerable flaws and improvement areas will get you a prize! Monetary rewards aside, qualifying reporters will take a seat in our Hall of Fame, ie if we file a bug or an idea, we will acknowledge your contribution on that page. Let’s make our free essay writing software better together! About is a modern essay writing advisory service. Coming all the way from essay mill to essay editing / proofreading and, ultimately, education service, we always dreamed about making our own product that will facilitate the writing process. And we wanted to make it really powerfull. This is how Robot Don has emerged. Right now, team is busy with essay writing (50% of our operations), editing proofreading (30%), writing advisory and tutoring for ESL students (15% and growing), and live writing webinars session (5% and growing). Come help us create a better online text writing software and get your reward!

supervisors feature essays

supervisors feature essays Dealing with people is definatly not an easy thing to do, especaily when you are trying to make these people to do things. This is the job of the man we are going to meet today,this man has been working as a supervisor in one of the biggest companies in Egypt . He was and still is the best supervisor in all the branches of this company and got awarded several times for saving this company from catastophies. The owner came up to him right infront of me to thank him for being so commited as a supervisor and said you know Mr Ahmad if only you comitment was contagoues , and you passed it to everyone in this company we would have been one of the leading companies worldwide. I went to meet him in his office and it was obvious that he was swamped with work, which made me appreciate so much that he didnt let down my request to meet him. He orderd us somthing to drink, and we started the interveiw. The first question I wanted to ask for so long was Ø what are your main principles at work? Ø First of all my main principle is do not work hard, work smart, the second principle I believe in is do not come late to work and do not leave early or late, by this I mean that if you do not come late to work the I (as a supervisor) woulnt want you to stay after your working hours. I also believe so much in commitment, the feeling that you belong to place you work for, most people dont have this, they are always unsatisfied with thier company, supervisors and managers, but this all depends on the way you persieve them, if you make youself feel that you belong to the place you work for your life is going to be much easier, control your mind make it percieve things in a way that will comfort you, because if you not happy with your work now, and you changed your job but still unsatisfied then the problem is in the way you view work and not in the place or the people you work w...

Deficit, Debt and Political Theory of Government Debt Essay

Deficit, Debt and Political Theory of Government Debt - Essay Example Those who support this theory base it on the following two assumptions: 1. A budget constraint for the government does not mean that the government will have a deficit forever. A tax reduction or increase in expenditure that leads to spending being higher than revenues means that the deficit will have to be financed through a future tax increase or decrease. 2. The second assumption assumes that consumers are rational and will not increase consumption due to a debt financed tax cut. Their being rational means that they will reduce their consumption, because they understand the government’s fiscal policies that the increase in government spending finance through debt, will lead to higher taxes in future. The above assumptions imply that lower taxes and higher government expenditure through increased debt will not affect the economy as a whole (Alesina & Guido, 1990). There are those economists who are against the Ricardian equivalence and argue that a budget deficit can be extr emely dangerous for an economy. According to Ricardians, lower taxes today means higher taxes tomorrow. The opponents see the timing of the expected future tax increase to trickle up to a future generation.... More debt for the government leads to a higher budget deficit (Barro, 1974). Budget Deficit and Public Debt Public debt or government debt is the amount a government owes. A government needs money to finance its expenses. It finances through borrowing from the public by issuing treasury bills or bonds and borrowing from corporations, individuals and foreign governments. The public debt is the outstanding amount borrowed in the past but has not yet been repaid. The size of the public debt is determined by the cumulative amount of borrowing that the government has done. Budget deficit is the excess spending the government has incurred over its income. When the total expenses are subtracted from all income and there is a shortfall, this is known as a budget deficit. The government has spent more money than they can earn. When the income is more than the expenditure this is known as a surplus. The link between budget deficit and public debt is that when a government has a budget deficit it has to get money to finance the deficit and it does this by borrowing which leads to accumulation of more debt. The magnitude of the debt is measured by the debt to GDP ratio (Barro, 1979). Foreign investors will be interested in the debt to GDP ratio, as this clearly indicates the financial position of the economy. A foreign investor will invest in a country that can pay its debt and where the economy is growing. Factors determining an Explosive dynamic Debt to GDP Ratio Public debt increases due to excessive borrowing by the government from issuing treasury bills or bonds and borrowing from foreign governments, individuals and state corporations. GDP is the Gross Domestic Product of an economy and it is the total income from individuals, corporations and the government. Debts are