Tan, Amy Joy Luck Club Essays - Chinatown, San Francisco, Emotions

Tan, Amy Joy Luck Club In the novel "The Joy Luck Club" by Amy Tan, the ignorance, the = disregard of, and the necessity of love are all introduced as the = characters tell their life stories and memories. The characters in "The = Joy Luck Club" take love for granted.=20 By ignoring love, concentrating more on material possessions, and = hiding their true identities, the characters don't realize loves = importance. One character that takes love for granted is Harold, Lena = St. Clair's husband. This occurs when Lena leans over to him in their = car and states "I love you." He responds by asking Lena a question about = his car, which seems to be more important to him than his relationship = with her. Harold does not realize the importance of love. He only thinks = about material possessions. By Harold not revealing his true nature, he = reveals that he has a lack of love for himself as an individual. The = love of yourself is a necessity in life because it provides = self-respect; if one respects oneself, one will respect and love others. = The story of Lindo Jong provides insight into the concept of revealing = your true nature. To "keep everything inside" as does Lindo Jong, = provides for not being able to experience love to its fullest. Lindo = Jong hides "under a red! marriage scarf" in attempt to shield herself from the outside world. By = hiding under the scarf, she demonstrates that to be able to love, you = must be able to first reveal your true nature. Ying-Ying St. Clair = stands as an example of the desire to remain hidden as she says, "All = these years I kept my true nature hidden, running along like a small = shadow so nobody could catch me." The image of the shadow relates = directly to the red marriage scarf. They both attempt to provide the = concealment of their true natures, because the result of revealing your = true self may be that of "pain". The importance of love goes unnoticed = as the characters take love for granted and expect it to naturally come = to them. The ceasing of taking love for granted does occur later and has = its results and consequences.=20 The characters realize that they are taking love for granted when they = feel meaningless and uncomfortable, and stop doing so by either ending = the relationship or confronting the problem. By not taking love for = granted and realizing "there's absolutely nothing left to save" in her = marriage, Rose Hsu Jordan recognizes that she must divorce her husband. = Rose Hsu Jordan does not feel comfortable with her life and feels that = she is living under false pretences. She comprehends that she is not = what she continually pretends to be. Therefore, she stops taking love = for granted and ignoring it, and instead moves on to a better, more = comfortable life with a feeling of being needed. Lindo Jong compares = love to a hill and as to heaven. This hill symbolizes the steps that she = must take to truly attain love and enter heaven, her comparison to = happiness and a comfortable lifestyle. Love proves hard to attain but = Lindo Jong learns to embrace it and accept it as best she can.=20 The "pained feeling" at the "beginning of love" provides insight into = the revelation of the true nature of the character. This pained feeling, = the lifting of the scarf or the shadow, opens the door to the true = nature of the character. This love provides better understanding and a = better love of your own character. It makes the people more comfortable = with themselves and makes them feel important, needed, and loved. =20

Love In Pain

Love In Pain Love Is PainWhen something goes away everything around you doesn't matter anymore. You don't care about anything. Everything around you is black and white. You're sitting in the corner of the dark room, full of memories about him. Memories that make you sad and make you want to cry. You think : "Here came the day that you have expected to come, the day of suffering, of pain and tears had come." And it seems that life ends for you in this very day. He is away and you do not know if he is ever going to come back. You don't know if he is going to look at you with his beautiful brown eyes, to hold you with his strong arms, to kiss you with his juicy lips. You look at one point and ask yourself what are you going to do from now on. Should you go on and fight with life or put an end of everything? You start losing the thread slowly.oh god, you devil . . .Are you suffering as much as I do? I don't know, but I want to see you, to hug you, to hold you in my arms, to feel that you are near me and never let you go. Why does it hurt so much? Every time I think about us, those days when we were together appear in my mind. They might not be so much but they meant something for me! Oh God, how I wish the things between me and him were different. I wish everything was like when we first met. You looked at me and I started to shiver. It was so nice. And now you look at me like a stranger and it's like you want to say: "I can't go on like this, everything is...

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 31

Discussion Board Post Response - Essay Example One of the threats relating to your identified need is exposing patients and care providers to risks particularly in relation to toxicity due to overdose. Therefore, strategic planning in this case would help in effective planning of care processes and implementation of standardization strategies aimed at preventing negative outcomes linked with self medication in hospitals. Long queues in ERs is a major challenge in many healthcare organizations. In this regard, I agree that achievement of optimal waiting periods at the ER is an example of an unmet need. According to Dr. Carol Huston in the media, strategic planning involves analysis of both the internal and external environment in an effort to identify unmet needs (Laureate Education, 2013d). Your assertion that attending minor injuries and illnesses in the ER is costly and inefficient shows an existing problem that ought to be addressed. Forecasting is also an element of strategic planning. Your proposition that opening small urgent care centers around the county to reduce number of patient in the main ER is an illustration of strategic planning involving looking at the desired future of the organization (Laureate Education, 2013d). I also agree that involvement of clinical staff, board of directors, and the community as stakeholders is imperative for the achievement of the projected outcomes. Strubhar, A. J. (2011). The application of an environmental scanning and strategic planning framework in an academic department of physical therapy.Journal of Physical Therapy Education, 25(3),

Financial Reporting Case Study Example | Topics and Well Written Essays - 2000 words

Financial Reporting - Case Study Example In a brief history of the cases, Enron, On October 16, 2001 Enron declared to SEC a net loss of $ 618 million for the third quarter effectively reducing share holder equity by $ 1.2 billion. SEC opened enquiry the very next day and called for details from Enron officials who in turn notified their Auditor Arthur Andersen. Pursuant to this, Andersen had his team destroy Enron-related documents. As a result, Enron, Andersen and his lead partner Duncan were convicted of obstruction of justice. Enron's Chief Financial officer faced indictment on 98 counts of fraud and related offences. Besides Enron is now bankrupt, and civil and criminal investigations continue to examine Enron's complex accounting practices and byzantine financial schemes. (Brickey) Close on the heels of Enron episode, WorldCom's fraud surfaced dwarfing the former. Both the cases involved accounting frauds with the companies managements' sole aim of keeping the share prices higher in spite of huge losses which they covered by manipulation of accounts. But for the whistle blowers from both the corporations, the frauds would not have come to light though bubble would have ultimately burst by the operation of economics. But more money would have been swindled, more would have fled the scene had it not been for the whistle blowers who had little protection prior to Sarbanes -Oxley enactment. Sherron Watkins, a Vice-President at Enron who discovered accounting fraud disclosed it to its Chairman Ken Lay in five memos detailing Enron's off-book partnerships, special purpose entities and urged him to disclose a ccounting irregularities. Though he agreed to engage a law firm to conduct preliminary investigation, he appointed the firm of Vinson & Elkins in spite of Watkins' advice not to engage them as they were also party to structure some of the questionable deals. And the law firm not surprisingly gave clean chit to the questioned transactions. Watkins preferred to depose before congressional hearings probing the Enron's affairs. Similarly Cynthia Cooper, Vice-President, Internal Auditing, WorldCom exposed a larger accounting in her corporation when she came to know of a sample fraudulent transfer of $ 400 million from Reserve account to inflate the corporation's earnings. Here again Arthur Anderson was the Auditor for the corporation. While he tried to convince her by insisting no abnormality, the CFO Scot Sullivan literally tried to silence her. (Ripley Amanda) She therefore independently conducted inspection of account books and found that the management had capitalised operating expen ditures and converted a $662 million loss into a fictitious $2.4 billion profit.CFO Sullivan learnt of her attempts to unearth such manipulations and warned of her dismissal if she did not stop. "After going to the audit committee, she and her audit team remained hopeful that they could find something they might have missed that would explain the unorthodox accounting. But Cooper's hopes were dashed when she confronted WorldCom Controller David Meyers, who conceded that the entries could not be justified. " (Brickey) The charges against Andersen were that he had knowledge of accounting irregularities at Enron, and fraud relating special purpose entities used by Enron, that he hired an out-side law firm in anticipation of

Proposal assignment Research Paper Example | Topics and Well Written Essays - 750 words - 1

Proposal assignment - Research Paper Example Normally, employees in Genovia Technology Solutions do not live near the company. This calls for travelling every morning to the workplace. As a result of the distance, they usually consume a lot of fuel and money in order to be able to commute daily. Also, there is reduced flexibility due to the hustles and bustles of going to work in the morning and coming back late, and this inconveniences those people who have families. They cannot have quality time with their families. Telecommuting entails working from a location that can be regarded as remote, mostly from home. It entails the work arrangement where employees work without having to commute to the central workplace. This technology requires installation of telecommunication devices like a fax machine, internet and telephone. Also, the web conferencing capabilities allow employees to participate in all the business meetings. This project will entail installation of the telecommuting equipment, modem, phone, pager, and fax machine by Genovia Company, and the telecommuter should provide an office space which is free of distraction (Grensing-Pophal 25). The workers will be more productive; working at home will have few distractions because the company needs only to set up the production goals and what the workers should achieve by the end of the day. The company will reach the team members irrespective of the physical location; it is easier to reach members through the internet using collaboration software and other remote control apps. The company will conserve the office space and save money; the remote workers will be using their own water, electricity and other bills that the company would have paid. Reduced time in IT management and the equipment costs; apart from installation of security to check on the devices logging in to the company’s network, other expenses like the computer

Impact of Human Capital on Economic Development

Impact of Human Capital on Economic Development How human capital contributes to economic development? Introduction The education of a country plays a fundamental role in the development and economic growth since its beginnings in the scientific and intellectual revolution of the sixteenth and seventeenth centuries, and then the age of enlightenment which corresponds to the eighteenth century where the idea of progress was transmitted, this philosophy comes from the last century. Human capital has been an issue that has caused controversy over its role in the Industrial Revolution. Most economists and economic historians have investigated how the human capital has a major impact on economic performance in a country. The main reason is that individuals invest in education, acquire skills and expertise. This means that everything that they have learned throughout their life is an investment in human capital which in turn seek an economic return. Education provides a high-income to the people and therefore to the economy of their country. It is essential to analyze the contribution of human capital in the economy. In the development of this essay we will explain two theories that are studied when analyzing education variable, these theories are the human capital theory and signaling theory. The question that comes to the mind is whether a high growth of general education generates high economic growth or vice versa? According to the theory and empirical evidence shows that education is leading a high level of economic growth, ie, that there is causality. There are different approaches to private and social returns to education but most empirical studies are based on private returns. The problems that arise in the measurement of education on economic growth of a country are omitted variables and reverse causality. Intellectual Origins of Modern Economic Growth In the sixteenth century the Baconian program diffused knowledge and natural philosophy was applied to solve problems with technology and get economic growth, in this century scientific advances were crucial for industrialization. While in the seventeenth century began the age of enlightenment where institutions encouraged and promoted knowledge and technological advancement, this process without the Industrial Revolution would not have had the same impact. After the the emergence of the countries in the Industrial Revolution some countries became members of the club convergence. Mokyr (2005) argues that the age of enlightenment produced a high level of technological progress. A great and interesting question that we discuss always is why not everyone is developed? According to history, economic growth has been dependent on the diffusion of knowledge. Since the Second World War is a phenomenon the growth of education in almost all countries. David Landes says that The heart of any process of industrialization and economic development is the intellectual. It is important to point out that the technology transfer can be considered as an educational process. Learning certainly depends on the priority to be given to education. Therefore, public policy should address strategies to improve the education system in a country. When laws are proposed to develop a quality educational system we seek the effect of education on economic growth or vice versa? According to the theory, economic growth is a cause of educational growth, but it has also happened independently. Effects of human capital in the economy and its relationship with other variables We ask ourselves whether the expansion of quality education contributes to the development and growth of a country or region? Bjorkland A. and Lindahl M. (2005) argue that the contribution of education to economic development is overestimated and that social returns are not as great as the individual returns (per capita), while others say that the individual returns are larger than social. The main reason is that the contribution of education to the production of the society is lower than the effects of individual income or per capita. There are contradictory arguments about the role of human capital on the development and economic growth, for example, that neither had a big impact nor was the cause of the Industrial Revolution. Baten and Zanden J. L. argue that countries with low human capital had no effect on the Industrial Revolution while countries with better conditions reached the level of Great Britain and other countries surpassed it. Before the seventeenth century, the formation of human capital had a positive impact. The great divergence occurred in the period 1800-1913 where countries with high levels of human capital participated in the Industrial Revolution while less developed countries had no impact. Traditional research has shown that human capital is directly related to individual earnings and aggregate economic growth rate of countries. The problem arises when the amount of education is a premature measure of human capital, especially when the level of human capital between countries is compared. Many of the empirical evidence on human capital until 1990 was based on the amount of education such as the number of years of education. There are discrepancies when data is used for comparisons between countries, it is more reliable to use data of regions within a country (Bjorklund A. Lindahl and M, 2005). The problems of such studies are data limitations that make it difficult to find comparable results across countries. For example if someone might think that a year of education in Ecuador is as productive as one year in Sweden. The person in mention would have to assume that the quality of the education system is identical in the two countries. This causes a problem in the estimation of the allocation of education on economic growth because information is omitted, which in turn generates biased and inconsistent estimates. This could have a negative impact to the educational policies of the countries. For the above reasons, it is necessary to incorporate the quality of education in order to have more reliable results using standardized data of math and science rather than years of schooling data. This variable allows us to consider aspects that are omitted in the measures of amount of education that are often used as proxy for human capital. This means that it is better to use quality indicators that quantity indicators of human capital. According to researchers, when education is measured by quality indicators that reflect the skills and abilities acquired in the work, is what really matters when the economic growth and development is analyzed. In the field of politics, this makes that educational policies be produced, focusing on improving educational attainment and teaching skills and technical knowledge. In addition to, the importance to identify the educational reforms that will need to be undertaken in order to be effective, so that will result in a widespread economic growth. Besides the problems of measures of skill, underestimation of income and consumption and heterogeneity of educational systems, the main topic of discussion among researchers is the inclusion of unobservable factors such as innate ability in the wage equation. Therefore, in order to determine the income of individuals is necessary to know their productivity levels, and assume that these depend only on the years of training and experience, but it is not fully adjusted to the reality. There is causality between education and economic growth? According to studies of comparisons among countries, it has its limitation in the database and we cannot know with certainty whether more education leads to an increase of the GDP or a high GDP causes an increase in the demand of education in the society. A high level of education increases innovation and therefore to a higher economic growth. . One of the main factors that causes an increase in the childrens education is the education of parents. In turn, there is a relationship between education and other variables such as health, life expectancy, crime and political participation. Bjorklund and Lindahl (2005) conclude that there are no external effects that have a great impact on education: on the other hand, they argue that there is empirical evidence demonstrating that education leads to an improvement on health, increases the life expectancy of people, has greater political participation, reduces the crime rate and that children of educated people become more productive. These authors argue that education may not be a variable that has a great impact on the economic development of a country and that the measure of GDP is too small to capture the full effects. Additionally, when analyzing variations among countries and regions is difficult to capture all the positive effects. Is education a sign? Human Capital Theory and Signaling Theory To know whether education is a sign, we should know about the human capital and signaling theories. These theories explain the human capital and inequality of wages earned by people. With Human Capital Theory wages through education and experience are determined. While signaling theory presents that people are educated to provide signals to employers according to their skills but it is not considered the education as a mechanism that generates stock of human capital. The implications of these two theories is the productivity of individuals and the social costs of education. Most authors agree that education generates increases in the productive capacity of individuals and also provide their information to entrepreneurs through signals concerning to education Wage differences are also differences in productivity? There is a causal effect that is used to differentiate between a low and a high educated workforce, Morette (2004). Entrepreneurs rely on indexes and individual signals to determine the marginal productivity of the individual and thus assign them a salary that matches the expectations from that information. According to the idea of signaling, individuals can create their chances of wages and job through education, due to the fact that they acquire signals that make them more attractive in the labor market. From the point of view of workers, since they perceive the possibility to increase profits through the information of their own abilities, they will try to increase the resources earmarked to acquire this information, Stiglitz (1975). Human capital theories have been developed to give an explanation of the formation of wages. Despite the limitations that still exist in the database, the continuous effort to include relevant variables in human capital investigations has allowed to confirm the initial hypothesis of human capital of Becker and Mincer. The assumptions of this theory are questioned when Spence proposes that education is used by individuals as signals that provide information about the skills of individuals. Both theories maintain that the effects that education has on earnings of life cycle are positive. While human capital theory argues that wage determinants are education and experience that enable to the individual to acquire the skills to do a job , the signaling hypothesis of authors like Arrow, Spence and Stiglitz raises education as a process providing labels to workers to present these labels to employers in the selection process , but not a process that increase the real productivity of individuals. In this difference in the implications of teaching on individual productivity of each of the two theories we find the interest in knowing about the theory that explains the formation of wages in labor markets. In the event that the signaling hypothesis is confirm, individuals would go to educate themselves for the sole purpose of obtaining signals to provide to employers, in this case they are not developing their skills to be more productive, and they do not generate stock of hum an capital. In contrast, the predictions of the theory of human capital imply that education is still profitable for individuals and for society probably. Los estudios tratan de discriminar entre las dos teorà ­as y asà ­ conocer la relevancia de las polà ­ticas educativas sobre la economà ­a, aunque descartar cualquiera de las dos limita la respuesta de conocer los elementos que determinan los salarios. Se han desarrollado en los à ºltimos aà ±os modelos que muestran que la educacià ³n sigue resultando una inversià ³n rentable para los individuos y para la sociedad y, a la vez, que los empleadores la toman como una informacià ³n disponible acerca de la habilidad de los individuos. Studies attempting to discriminate between the two theories and to know the importance of education policies on the economy, but discard any of the two theories, limits the response to know the elements that determine wages. It has been developed in recent years models showing that education is proving a profitable investment for individuals and for society and, at the same time, that employers take it as information available about the ability of individuals. Social and private returns to education The social return to education is broader and has its effect on the public budget. Finally, different authors have used different approaches to the analysis of the returns to education through private and social rates, average or marginal rates, depending on the purpose of the study. According to Psacharopoulos G. (1985) the returns are higher when primary education in a country is analyzed and private rates increase after the secondary level. He argues that private returns exceed social returns because public education is subsidized by the government. Returns to private education include all the benefits and costs incurred by an individual, while the social discount rate includes supported by institutions, in addition to the taxes associated with education. Studies tend to focus on the analysis of private returns to education, regardless of social profitability. Very few investigations have been done about the impact that has the public financing in the decision of individuals or the social impact of subsidies on education. The returns to education are overestimated when based on the income of workers in all sectors. There is overinvestment in all levels of education. Problems in measuring education Two problems are presented. When data of education and income at aggregate level is used, the estimations are larger due to external effects while when individual or per capita income estimates are used, the estimations are smaller. For the above reasons, there exist a presence of Reverse Causality, ie that rich countries invest heavily in education and has compulsory education while in other countries, individuals choose to educate themselves. The other problem is the omission of variables when making estimations of the effect of education on economic growth. In these cases high estimates for the omitted variables and reverse causality are produced. When measuring the impact of education on economic growth is very different when the level of GDP or the GDP growth is used, this latter variable measures the expected effect of growth on the level of education. Because problems arise when taking into account data from countries Krueger and Lindahl (2001) recommend using data between regions of a country. In addition to education, there are other factors that affect education and economic growth of a country, such as the level of capital-intensive and technology development. FINAL REMARKS The Scientific Revolution and the Age of Enlightenment had a great importance in the process of industrialization due to technological progress and knowledge and thus on economic growth of countries. In the nineteenth century, there was the Great Divergence where countries with high level of education had a great impact on the Industrial Revolution while countries with low human capital had no effect. Cuando se realizan las mediciones de la educacià ³n y su efecto en el crecimiento de la economà ­a se presentan dos problemas de estimacià ³n que es la omisià ³n de variables y el reverse causality. Hay que utilizar datos de buena calidad y todas las variables necesarias para que sea una estimacià ³n consistente. Es recomendable realizar el anà ¡lisis en base a un mismo paà ­s porque si se realizan comparaciones entre paà ­ses los datos tienen sus limitaciones. When measurements of education and its effect on the growth of the economy are performed, we find two estimation problems that are the omission of variables and reverse causality. It is important to use good quality data and also the most important variables in order to have consistent estimators. It is recommended that the analysis is based inside a country because if comparisons are made among countries, data have a lot of limitations. It is true that a high level of education generates high economic growth, but there is also evidence that progress occurs independently. If the population reaches a high achievement in the education level, the productivity in the economy will improve, achieving a high growth economy. Wage differentials reflect a greater productive value of human capital which is a component contributing to national production. Another effect on schooling as a result of good health positively affects education. Similar effects which would be obtained with increased productivity and growth. Education has an impact with the reduced growing in the population, meaning that much of the population reduces birth rates. The birth number of children affects the physical ability to work for women and their productivity. This is very approximate to the effect of the health variable. Education does not have a large effect on the agricultural sector because technology affects this sector. Education affects the labor market because it makes more people involved, increase the number of trained people and grow at a high rate of labor force participation. When an education policy aimed at improving the level of income distribution is implemented should consider the groups that will be affected, then the results may be different depending on the treatment group and the affected group. For developing economies is difficult to give an indication of the impact of education on productivity and growth but will be even more difficult in low-income countries. Given the inefficient and non-transparent political and economic systems of many of these countries the returns to private education are met through non-productive activities. This means that in order to increase the relevance of education to economic growth is necessary to undertake a restructuring of the political and economic framework. BIBLIOGRAPHY Baten J. Zanden J.L . â€Å"Book Production and the Onset of Modern Economic Growth†, Barcelona. Bjorklund A Lindahl M. (2005), â€Å"Education and Economic Developmrent. What does empirical show about causal relationships?†. Institution for Social Research Easterlin R. (1981), â€Å" Why Isn ´t the Whole World Development?†. Journal of Economic History, Vol.41, No. 1, pp. 1-19. Mokyr J. (2005), â€Å"The Intellectual Origins of Modern Economic Growth†. Journal of Economic History, Vol. 65, No. 2. Psacharopoulos G. (1985), â€Å" Returns to Education: A Further International Update and Implications†. Journal of Human Resources, Vol. 20, No. 4. Sianesi B y Van Reenen (2003), â€Å" The Returns to Education: Macroeconomics†. Journal of Economic Surveys, Vol.17, No. 2.

A Farewell to Arms Essay: Changing Perspective of Religion

Changing Perspective of Religion in A Farewell to Arms In Ernest Hemingway's A Farewell to Arms, the main character, Lieutenant Fredric Henry, undergoes a dramatic change in perspective over the course of the novel. It is most interesting to see how the Lieutenant's views on religion change as he becomes more involved in the war. Â   Early in the novel, we are introduced to the Abruzzi. The Abruzzi is a town in Switzerland, of which Henry's friend, the priest, is very fond. His father lives there and it is, for the priest, a place of quiet solitude, religious freedom, and respect. He longs for the day when he can go and do God's work in his hometown: "in my country, it is understood that a man may love God. It is not a dirty joke"(Hemingway 71). Â  The priest offers Henry a chance to go to the Abruzzi and rest with his father. Henry declines, and instead decides to go to a whorehouse. At their next meeting though, Henry feels remorse about this decision. "I myself felt as badly as he did and could not understand why I had not gone. It was what I had wanted to do...and I ex...