The Mexican Crisis Anticipation Essay Example for Free

The Mexican Crisis Anticipation Essay The reading â€Å"The Mexican Crisis Anticipation At Micro-Level deals with the emergence of crisis into Mexico and how it was anticipated by the firms at the micro level through making adjustments into their capital structure. The writer(s) is of the view that the Mexico mad rapid economic growth during the period of late 1980s and early 1900s as the trade as well as financial liberalization has allowed the growth to take place at more robust pace. The Writer(s) has successfully demonstrated the fact that with the financial liberalization, the credit supply to the economy increased the exposure of banks to potentially risky projects as due to availability of easy credit, the quality of credit was compromised for earning more and more as banks started to shift their focus to being more market oriented rather than risk oriented. However, as the political conflict in the country started to begin, the economy of the country started to feel the heat too as due to widening the external current account deficit as well as political instability forced economic conditions to take a U-turn as most of the economic indicators started to show adverse trends. The basic assumptions of the writer(s) are based on the studies which indicated that the crisis was not anticipated by most of the economic entities such as policy makers, banks and economic analysts who often based their analysis on the macroeconomic changes that took place during the period. However, most of the studies done so far on the issue dealt with the macroeconomic aspect of the crisis and failed to integrate the anticipating of crisis at the firm level. The writer(s) attempted to fill that gap by focusing on the anticipation of the crisis at the micro level by the firm through changes into their capital structure to reflect the economic changes taking place within the economy. While concluding the study, writer(s) argued that most of the firms did not anticipate such economic downturn, and it was something unexpected for them. At the micro level, there were not so many changes to reflect the changing attitude of the firms to reflect more fully the prevalent economic conditions therefore they did not try to change their capital structure. Three Questions One of the fundamental questions which need to ask is whether the firm at micro level can anticipate such an economic change or not? Since Mexican economy was largely dependent upon the external flows therefore the reliance of the economy on the local firms was less. Further due to the size of the firms, it was practically impossible for such firms to typically assess the impacts of changing economic trends due to lack of expertise in predicting such a behavior. The nature of SMEs indicates that at their individual level, they are nothing more than the expertise and skill of their owners. Therefore, if the owners are not well versed with the skill of assessing the change in the economic variables than it becomes more difficult to determine whether the firms have the ability to anticipate such changes? Lastly, authors have completely failed to assess the anticipation of such an impact through variables other than capital structure. It may be difficult for firms to change their capital structure within short period of time given the fact that economic conditions were showing declining trends. Therefore, changing capital structure in such times may have added to the overall risk of the firms.

I Know Why The Caged Bird Sings Essay -- essays research papers

1) Summary of Character Traits a) School smart (Maya is smart. When she moves to San Francisco from Stamps, Arkansas, she is skipped a grade.) b) Caring sister (she always talks of her devotion to Baily) c) Determined (she wants to get a job with the streetcar company and she keeps bugging them until they finally give her a job) d) Proud (she lives with the junkyard kids instead of going back to her father’s; she slaps Dolores for calling her mother a whore) 2) Appearance a) African American, tall, skinny, small and squinty eyes, big feet, large gap between her front teeth, black hair 3) What The Character Wants a) Maya wants, ultimately, for her family to be happy. She wants the segregation of blacks to end (she is disgusted when young white girls call her grandmother by her first name). 4) How the Character Changes a) After being raped, Maya stops talking as much b) After spending time living in the junkyard, Maya learns tolerance, which will help her through out her life. She matures from a young girl to a mother, as well. c) Becomes more mature once she gets her job with the street cars 5) Key Statements About the Character a) â€Å"Ritie, don’t worry ‘cause you ain’t pretty. Plenty of pretty women I seen digging ditches or worse. You smart. I swear to God, I rather you have a good mind than a cute behind.† (p.56) b) â€Å"In those moments I decided that although Baily loved me he couldn’t help. †¦ I knew that because I loved him so much I could never hurt him† (p. 73) 6) Key Actions a) Father comes to Stamps and takes them to their mother b) Moves back to Stamps, then to SF c) Drives home from Mexico d) Slaps Dolores e) Stays with the junkyard people f) Gets pregnant 7) What Others Think Of the Character a) When they are younger, Baily really looks out for Maya. As they grow up, and after she spends time with her father, they drift apart. b) Her grandmother loves Maya very much, and knows that she is a very smart girl with a lot of potential. c) Her mother seems to care much more about her than her father did. Thesis Statement: Maya Angelou faces many hardships, yet manages to overcome them all, in her autobiography, â€Å"I Know Why the Caged Bird Sings.† Maya Angelo... ...a car accident, and her father is woken up. After the horrendous trip to Mexico, Maya and her father return home to find his girlfriend enraged. In an outburst, the girlfriend calls Maya’s mother a whore. Maya slaps her, which provokes Dolores, the girlfriend, to attack her. After that situation, Maya goes and lives with children in a junkyard. After living in the junkyard, she returns home to her mother. Later on after that, she gets pregnant. Although Maya is younger than he is, Baily admires his sister for her academic abilities, among other things. Maya’s grandmother loves her very much. She instills in her strong beliefs and good morals. She knows Maya is a very smart girl and does the best she can to work Maya to her full potential. Maya’s mother spends more time with her than her father does. Although both parents love her, the love of her mother is more apparent. It is her hope that the segregation will end, and the black people will be equal to the white race. The way in which Angelou portrays her life makes the reader feel pity at times, for the way Maya and her family is treated, rage at other when Maya acts badly, and joy when good things happen for their family.

Exemplification Model Essay: Violence on Campus Essay

Violence on college campuses is gradually acquiring broad social significance. For many years, college campuses were believed to possess sufficient level of student safety and security. Violence and campus life seemed the two incompatible categories. However, as news are overfilled with the examples of violence in colleges that range from mass shootings to incidents of rape and assault, parents and education professionals are becoming more concerned about the atmosphere, in which students are bound to spend several years of their college life. Numerous examples confirm the relevance of campus violence issues. Addressing these issues is impossible without a systemic approach to defining and preventing violence on campus. Students must also understand how to prevent, to report, and to explain specific acts that hinder their freedoms or violate their basic rights on campus. Campus violence remains one of the most serious issues, which college and university students have to address. Either in the form of direct physical abuse or emotional pressures, many students report experiencing violence on campus. For example, the authors of the recent study published in The Journal of Adolescent Health surveyed 2,091 students in three universities on the subject of campus violence. As a result, 17 percent of male students and 16 percent of female students reported having experienced some kind of violence in the six months preceding the research (Stone). That campus violence remains an issue is further supported by detailed statistical research. Between 2005 and 2007 the number of reported murders on campus has grown from 4 in 2005 to 41 in 2007; 2 cases of negligent manslaughter were registered in 2007; the same year, the number of forcible offenses reached 1400; almost 800 cases of robbery and 1300 aggravated assaults were reported to authorities (U. S. Department of Education). These figures reveal the shocking truth: college students living on campus are subject to a whole set of physical and emotional threats. Moreover, the majority of these threats come from inside the campus. â€Å"Students are responsible for 80% of campus crime, although rarely with weapons† (Siegel). Thus, neither electronic alarm systems nor better safety grounds can secure students from becoming victims of a crime. The truth is in that research regarding violence on campus is scarce. On the one hand, professionals in education and students lack a clear definition of campus violence and thus are not always able to report the incidence of violent assault or emotional threat to authorities. On the other hand, college authorities are willing to silence the cases of violence as a matter of preserving their positive reputation. However, even the scarce information on college violence reveals several tendencies. First, campus violence often happens between students, who know each other or have already met on campus. For example, Siegel writes that â€Å"four percent of female students stated that they had been raped, predominantly by other students. Researchers report that 74% of sexually related crimes were committed by fellow students†. Second, in case of mass assaults, these are the students on campus, who become instruments of such violent attacks: for example, the case of mass shooting Steven Kazmierczak on February 14, 2008 at NIU University implies college authorities’ inability to trace possible violent threats and to protect students from similar assaults (Schlueter). Stone refers to her girlfriend, who became the victim of numerous fights with her boyfriend – a bright example of campus violence. Third, in many cases, students simply fail to define violence. â€Å"The definition of violence is hard to pinpoint, and that may be why people don’t speak out† (Stone). In this atmosphere, students should be given a chance to look deeper into what violence is. This is impossible without a profound and detailed research of what violence is and how it can be prevented. Students on campus must be able to delineate violence threats from insignificant cases of possible quarrels and conflicts between students. Students should know statistical figures and far-reaching implications of campus violence. Conclusion Violence on campus is gradually becoming a matter of the major societal concern. Numerous examples confirm the growing violence complexities on campus. Unfortunately, in the current state of research, universities and colleges fail to protect their students from violence threats; nor are they able to develop effective prevention and violence reduction strategies. Beyond the need to give a single specific definition to campus violence, colleges and universities should realize that the majority of violence dangers originate from inside the campus. As such, addressing and eliminating the discussed violence issues is impossible without a detailed systemic and scientifically grounded approach. Works Cited Schlueter, K. â€Å"Campus Violence Increases. † 2008. Chicago Flame. 02 August 2009. http://media. www. chicagoflame. com/media/storage/paper519/news/2008/02/25/News/Campus. Violence. Increases-3232501. shtml Siegel, D. â€Å"What Is Behind the Growth of Violence on College Campuses? † USA Today (Society for the Advancement of Education), May, 1994. Stone, L. â€Å"Both Sexes Suffer Campus Violence: Study. † 2009. The Province. 02 August 2009. http://www. theprovince. com/news/Both+sexes+suffer+campus+violence+Study/1795356/story. html U. S. Department of Education. â€Å"Campus Security. † 2008. U. S. Department of Education. 02 August 2009. http://www. ed. gov/admins/lead/safety/campus. html#data

Overview of 12th Grade Math Curriculum

By the time students graduate high school, they are expected to have a firm understanding of certain core mathematics concepts from their completed course of study in classes like Algebra II, Calculus, and Statistics. From understanding the basic properties of functions and being able to graph ellipses and hyperbolas in given equations to comprehending the concepts of limits, continuity, and differentiation in Calculus assignments, students are expected to fully grasp these core concepts in order to continue their studies in college courses. The following provides you with the basic concepts that should be attained by the end of the school year where mastery of the concepts of the previous grade is already assumed. Algebra II Concepts In terms of studying Algebra, Algebra II is the highest level high school students will be expected to complete and should grasp all core concepts of this field of study by the time they graduate. Although this class is not always available depending on the jurisdiction of the school district, the topics are also included in precalculus and other math classes students would have to take if Algebra II were not offered. Students should understand the properties of functions, the algebra of functions, matrices, and systems of equations as well as be able to identify functions as either linear, quadratic, exponential, logarithmic, polynomial or rational functions. They should also be able to identify and work with radical expressions and exponents as well as the binomial theorem. In-depth graphing should also be understood including the ability to graph ellipses and hyperbolas of given equations as well as  systems of linear equations and inequalities, quadratics functions and equations. This can often include probability and statistics by using standard deviation measures to compare the scatter of sets of real-world data as well as permutations and combinations. Calculus  and Pre-Calculus Concepts For advanced math students who take a more challenging course load throughout their high school educations, understanding Calculus is essential to finishing off their mathematics curriculums. For other students on a slower learning track, Precalculus is also available. In Calculus, students should be able to successfully review polynomial, algebraic, and transcendental functions as well as be able to define functions, graphs, and limits.  Continuity, differentiation, integration, and applications using problem-solving as the context  will also be a required skill for those expecting to graduate with a Calculus credit. Understanding the  derivatives of functions and real-life applications of derivatives will help students to investigate the relationship between the derivative of a function and the key features of its graph as well as understand the rates of change and their applications. Precalculus students, on the other hand, will be required to understand more basic concepts of the field of study including being able to identify the properties of functions, logarithms, sequences and series, vectors polar coordinates, and complex numbers, and conic sections. Finite Math and Statistics Concepts Some curricula also include an introduction to Finite Math, which combines many of the outcomes listed in other courses with topics which include finance, sets, permutations of n objects known as combinatorics, probability, statistics, matrix algebra, and linear equations. Although this course is typically offered in 11th grade, remedial students may only need to understand the concepts of Finite Math if they take the class their senior year. Similarly, Statistics is offered in the 11th and 12th grades but contains a bit more specific data that students should familiarize themselves with before graduating high school, which include statistical analysis and summarizing and interpreting the data in meaningful ways. Other core concepts of Statistics include probability, linear and non-linear regression, hypothesis testing using binomial, normal, Student-t, and Chi-square distributions, and the use of the fundamental counting principle, permutations, and combinations. Additionally, students should be able to interpret and apply normal and binomial probability distributions as well as transformations to statistical data. Understanding and using the  Central Limit Theorem  and normal distribution patterns are also essential to fully comprehend the field of Statistics.