RISK MANAGEMENT IN ABN AMRO BANK Essay Example | Topics and Well Written Essays - 1250 words

RISK MANAGEMENT IN ABN AMRO BANK - Essay Example Credit risk on loans is mitigated by reducing loan limits and exposures to companies that are below investment grade (BBB or UCR1 to UCR3-) levels. Limits are imposed on companies operating in industries that have been given an unfavorable economic outlook. In addition to carrying out a stress test on individual portfolios the company has also sought to mitigate credit risk by hedging in the form of credit default swaps (CDS) (ABN AMRO, 2010, p. ). Furthermore, the company carries out an assessment of the value of its collateral portfolio in order to determine how secured its loans are and therefore the extent of their exposure. Credit officers are given the task of monitoring the quality of ABN AMROs loan portfolio on a regular basis (ABN AMRO 2003, p.8). Credit risk is reported in the form of an analysis according to the industry sector in which the loans are made, the type of loans, with an indication of the carrying amount of the loans. An analysis of its credit exposure and thei r currency status is also given (ABN AMRO 2010, p.68-70). According to Bessis (2002, p15-16) and ABN AMRO (2010, p.71) Country risk is the risk that there are crisis related situations in a country. The causes of country risk in ABN AMRO are that funds or goods cannot be transferred from the country as a result of convertibility and transfer restrictions (ABN AMRO 2003, p. 10). ... 10). According to ABN AMRO (2010, p.94-95), interest rate risk is measured by calculating the net interest income (NII); NII-at-Risk; duration of equity; and VaR. The company monitors interest rate risk by noting the development of the NII under different yield curve scenario to determine the NII- at-Risk. Interest rate risk is mitigated by hedging, in the form of interest rate swaps. The company reports interest rate risk by providing a comparative analysis of the percentage NII-at-Risk; duration of equity in terms of years; and VaR banking book between the current and prior year. Currency risk is measured using VaR. It monitored by comparing short and long positions with limits set by the Group Risk Committee (GRC). Currency risk is mitigated with the use of various hedging strategies such as futures. Foreign currency gains and losses are reported in the Income Statement (ABN AMRO 2010, p.95; 2003, p. 14). According to ABN AMRO (2010, p. 83-84), market risk is measured using VaR an d a wide array of stress tests. Risks are controlled by setting limits for each trade desk and by setting counterparty credit exposure limits. ABN AMRO mitigates this risk by diversifying its risks across geographic locations and industries. Market risk is reported using a graph as well as a comparative analysis of the highest, lowest and average VaR of the current and prior year. Liquidity risk is measured using Loan to Debt (LtD) ratio, stable funding over non-liquid assets ratio (SF/NLA) which is an internally developed ratio and survival period (ABN AMRO 2010, p. 87). In order to mitigate liquidity risk ABN AMRO diversifies its currency and geography and maintains a wide investor base (ABN AMRO 2010, p. 87). A

Concepts of Professional Ethics and Moral Responsibility

Concepts of Professional Ethics and Moral Responsibility Group Members: Cheong Loong TAN Yehya ELLEISSY Xavier VUONG Chenkai JIN Ethical Dilemma The development of the product/service is to meet end user’s satisfaction and keeping them in line with the growth of technology. Such entertainment would be to provide the user with the ability to create 3D objects by using software and a 3D printer, allow users to share their thoughts on facts or ideas without restriction and even provide users with a device that acts as a life companion. The underlying ethical dilemma in the scenario is the abuse of the products and services, which most of the time results in unethical behaviour. For the purpose of this analysis, unethical behaviour will be defined as any behaviour that violates or disturbs the moral code of the society. For example, it is unethical to speak of an individual in the absence of their presence, because it causes harm to the victim’s reputation. Taking this into consideration, Facebook would be the largest host of unethical behaviour, as this occurs on a daily basis. Another product that is often remarked as being questionable is the Google Glass, a product that combines video/voice recording with the ability to connect to the internet in device that users wear around their eyes as glasses. This raises questions surrounding privacy of the people around the user, as they will not be aware if the user has activated the record function. Lastly, the 3D printer, ever since its creation has caused ethic al issues with the user able to create firearms that cannot be detected by metal detectors. These products will be further discussed in the first question, with relation to the duty of the companies and organisation that develop them. The scenario presented outlines some of the ethical issues that could arise if using those products or services. These ethical dilemmas are issues such as privacy invasion, security related problems and the user’s ability to cause harm to another. Through this analysis, we will discuss the products and services in question by researching their features, and what harm they are capable of causing when abused. Then we will move on to answer the question of whether or not the companies or organisations should be held responsible for the features of their products and services that allow users to make moral decisions. Followed by this question will be a list of possible solutions to the problems presented in the previous question. The ethical dilemma certainly exists within the scenario, but whether or not it is the duty of the organisations and companies to take responsibility for the actions of their users is question that will be analysed. Should Companies/Organizations be held responsible Companies would create these products and services with the intention of satisfying the users while abiding by the laws. The problem with the entertainment provided occurs when the end users abuse the system, and in that they could make morally incorrect decisions which affect other people. The offenders are only able to commit the abuse because there is no restriction; therefore the question raised to attention is that ‘Should the companies/organizations that develop these products/services be held responsible for â€Å"moral decision making software code and features† that they built into them?’ For the purpose of this analysis, â€Å"Moral-decision-making software code and features† is defined as the certain aspects of products and services that contribute to morality. User Many product and service offered allows user to express their creativity, thoughts and ideas. A 3D printer allows user to print to life anything they are able to model using software, and a Google Glass allows user to integrate all common technologies into one small device to be used anywhere. Social media such as Facebook allows user to share, comment, vote, and even act as an advertising platform for organisation. Nevertheless, there exist a certain group of user that exploit the product either for fame, or money purposes. A good example would be a 3D printer. The printer relies on the creativity of the user itself. When the printer was released, the major problem faced was firearm printing. A single click on the internet enables user to download a weapon blueprint and next loading it into the software and instantly an extremely dangerous goods was produced. In country where firearms are difficult to obtain, these firearms can be easily developed using a 3D printer and costing only approximately $25 of plastic with reasonably high durability (OCallaghan, 2014), and this problem is currently on the rise (Wilson, 2014). Based on our survey report, 50% of the individuals agree that 3D printer should be freely available. Another example would be using Facebook as a tool for committing crime. Cyber bullying, stalking, and uploading photos and videos of people without their consent are very common in Facebook. Professional hackers exploit the vulnerabilities in Facebook and gather target’s personal information such as name, address, phone number and bank information. Some of them even impersonate as family members, relatives or friends to gather sensitive information. Bribery often happens with threat of uploading sensitive information/pictures on Facebook. Often this leads to suicidal when victims are too depressed and cannot cope with the stress (Arkell, 2013). Facebook does not have the option of deleting account – a complete swipe out of user’s information. The only option was deactivating the account. This may seem to be useful when a user changes his/her mind, as they can reactivate back their account any time. However this posts a huge security problem. What if a hacker exploits Facebook Database and share out all the sensitive information? From our survey report, majority of the user wants the option of deleting account to be implemented. Looking at the examples above, the problem exists because companies are not being held responsible for the actions of the user. Companies/organizations are aware of these problems however it is beyond their capability to prevent this from happening as some of the user continuously exploits and misuse the product. Every user should be educated on the responsibility in their doings while maintaining a professional ethics. Professionals The counter argument presented by professional states that user should be responsible for their own welfare and behaviour while using these product. This is a valid statement, as it is the user’s actions that result in unethical behaviour, not the product. The product was designed with the intention of performing within the laws of the country, and not to create any unethical problems. The 3D printer’s ability to create firearms was not the initial intention by the manufacturer but rather the user itself. Besides, firearms made are not durable enough, and not practical in long term. Google Glass’s privacy issue is questioned because user is using it in the public area. If it’s for personal use then there would be no privacy concern. Wallach and Allen (2009) describe an actual case where semiautonomous robotic cannon malfunctioned killing 9 soldiers and wounding 14 others on October 2007. The argument here matches the original argument, that companies should be responsible for the â€Å"moral-decision-making software code† in the system. In this case, the company would be held responsible because they did not ensure that system worked correctly. In conclusion, the company or organisation responsible for the product/service should not be held responsible for the morally incorrect actions of their consumers. While it may seem, from the arguments above that they are most definitely responsible, it was consumer’s option to buy the product. Therefore, this analysis supports the professional statement that consumers should be responsible for their own welfare when using these products. What else needs to be done to solve the underlying issue? Companies that develop these products with shouldn’t be held full responsibility for the misuse of it. Mainly it is the user that decides how it is used and if it is used in an unethical manner or not. Instead, what we should be focusing and investing our time in is what can be done to solve those underlying issues. Take one of the most exciting advancements in technology today, Google Glass, for an example. Google Glass is a modern technology in the shape of an eyewear device that can take photos, videos, and even acting as a GPS device, but this feature concerns the violation of privacy. For example, user may take photos or even record a video of another individual without their consent as the device itself mimicked a pair of glasses with no indication that a recording is being done. Another major issue concerns public safety. When using Google Glass GPS feature, the overlay and prompts appear may distract the driver from noticing incoming traffic, obstacles and pedestrians. Fatal accident may arise due to this. Solutions Here are some suggestions/ways to deal with the issue Ethics and Privacy Beeping tone being emitted when a user capture a picture or make a recording. This is to indicate to the user and surrounding public that pictures are being captured or a recording is being made. Public should be educated and informed about Google Glass functionality and features. This can be achieved through commercials TV ads, social media and internet. Safety Laws and legislations should be implemented and enforced on the usage of Google Glass when driving. Driving while using Google Glass should not be permitted, as it poses a threat to both the driver and surrounding public. Educate user User should be well educated on the do’s and don’ts when using the device. Workshop, training, and seminars should be conducted from time to time to raise awareness in professional ethics concerning technology. User should also be exposed to laws and policies that govern privacy. Google Glass was just one example of how solutions can be provided to it problems without having to place responsibility on the companies/organisations moral-decision-making software code and features. When these three solutions are applied to other products, unethical behaviour should drop. Taking Facebook as an example, the best solution here would be to educate the users on the privacy policy and setting in order to stop people communicating to other who they do not know, or may be under a false identity. Also, users will be aware that information that they post onto Facebook is available for Facebook to use. As for 3D printers, having users educated about safety is important because the knowledge can stop users from printing firearms. Since the firearms are not very durable, and are not being developed professionally, an individual may cause severe harm to himself if the firearm explodes. Also if the individual is educated about the laws the consequences of developing illegal firearms, it can serve as a deterrent. References Arkell, H. (November 26, 2013). DailyMail. In Coroner warns of dangers of Facebook after student, 19, targeted by young women bullies online hanged himself. Retrieved Aug 10, 2014, from http://www.dailymail.co.uk/news/article-2513782/Facebook-bullies-led-suicide- OCallaghan, J. (May 16, 2014). DailyMail. In The terrifying reality of 3D-printed guns: Devices that ANYONE can make are quickly evolving into deadly weapons. Retrieved Aug 10, 2014, from http://www.dailymail.co.uk/sciencetech/article-2630473/The-terrifying-reality-3D-printed-guns-Devices-ANYONE-make-quickly-evolving-deadly-weapons.html. Wilson, L. (June 18, 2014). News. In Rise of 3D-printed handguns and illegally assembled firearms sparks call for Senate inquiry . Retrieved Aug 10, 2014, from http://www.news.com.au/technology/rise-of-3dprinted-handguns-and-illegally-assembled-firearms-sparks-call-for-senate-inquiry/story-e6frfrnr-1226957787578. Professional Ethics And Moral Responsibility Survey 1. Is it rude to Google someones profile while looking at them using a Google Glass? 2. Do you agree with Google using personalized ads for marketing purposes? 3. Should Facebook allow users to delete their accounts (All information/pictures will be completely removed)? 4. Do you think 3D printer should be legalized in Australia? 5. Is it necessary for companies/universities to have access in monitoring network activities by individuals? 6. Should companies/organizations be held responsible for moral decision making software code and features that they built into them? 7. Do you think companies/organizations should implement whistle blowing policy? 8. What penalty should be imposed on companies/organizations that violates or disclose users information? Powered by  SurveyMonkey

Plate Tectonics Explained Essay -- essays research papers fc

The interior structure of Earth is chemically divided into an outer solid crust, the mantle, a liquid outer core, and a solid inner core. The core is largely composed of iron, along with nickel and silicon. Other lighter elements are usually in the crust. The core is divided into two parts, the solid inner core and the liquid outer core. The inner core is thought to be solid and primarily made up of iron and some nickel. The outer core is all around the inner core and is believed to be made up of liquid iron mixed with liquid nickel. The outer core is about 2890 to 5100km. The inner core is 5100 to 6378km. Earths mantle is mainly composed of substances high in iron and magnesium. The melting point of every substance depends on the pressure and the deeper we go the higher the pressure becomes. Because of this the upper mantle is said to be semi-molten and the lower mantle solid. The upper mantle iron-substances are semi-molten because it is hot and they are under little pressure, lower mantles iron-substances are solid because they are under a lot of pressure. The mantle is 35 to 2890km. Earths crust ranges from 5 to 70 km in depth. The thinnest parts are the oceanic crust made of dense iron magnesium silicate rocks and underlie the ocean basins. The thicker crust is continental crust, composed of sodium potassium aluminum silicate rocks. The crust varies from 0 to 35 km or 5 to 70km. Convection currents occur because the density of a fluid is related to its temperature. Hot rocks lower in the mantle are less dense than the cooler rocks above. The hot rocks rise and the cooler rocks sink because of gravity. Convection currents are thought to be the driving mechanism of plate movement. Convection currents cause convergent and divergent movements. When the rising part of the convection current rises it causes the upper mantle to move upward and in a lateral direction. This causes the mantle to split and new material to rise creating new ocean crust. The downward motion of the convection current pulls the mantle crust downward at convergent boundaries. When part of the mantle crust is uplifted the weight of the lifted part, pushes the sinking mantle down, causing motion in the tectonic plates. A convergent boundary is where two tectonic plates move towards each other. And when they collide they form either a subduction zone with its associated island arc or an... ...ld Ocean. They are somewhat divided by the continents into the Pacific, Atlantic, Indian and Arctic. The World Ocean is 361 million km ² in area, the volume is 1370 million km ³, and its average depth is 3790 m. The landmasses are divided into seven continents. They are Africa, Antarctica, Asia, Australia, North America, South America and Europe. But before there were seven it was said to be just one giant landmass called Pangaea. Supposedly this super continent began to break up about 225-200 million years ago, eventually coming into the position the continents are today. Similar fossils of several different animals and plants that once lived on land had been found widely separated on the continents. There would be no way that these could have gotten where they were found if the continents were then as they are now. Works cited 1.)  Ã‚  Ã‚  Ã‚  Ã‚  History of Plate Tectonics -http://www.ucmp.berkeley.edu/geology/tectonics.html 2.)  Ã‚  Ã‚  Ã‚  Ã‚  Earth Structure http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Earths_layers/Earths_layears4.html 3.)  Ã‚  Ã‚  Ã‚  Ã‚  Earth Science Book -copyright 2002 by the McGraw-Hill Companies, Inc.

Colonial history of the United States Essay

Test Review Chapters 1-3 Day 1 Review (Monday) * Website review: themes and learning objectives from Chapter 1 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/ * includes review Multiple choice and essay questions Topics to review: * Summarize the changes in European society that led to the era of exploration between 1400 and 1700. (pg. 9-12, 23-28) * Describe the Spanish Empire in the New World during the 1500s. Include political, military, economic, social, and cultural considerations. (pg. 11-20) * Discuss the economic and religious motivations that led to the establishment of English colonies in North America. (pg. 23-27) * Explain the French process of colonization and interaction with the natives. (pg. 27) Day 2 Review (Tuesday) * Website review: major themes and learning objectives from Chapter 2 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter2/ * Includes review Multiple choice and essay questions Topics to Review: * Compare and contrast the development of Virginia with that of New England. Consider social, economic, political, and religious differences (Page: 34–49) * Explain the underlying causes and the unfortunate consequences of Bacon’s Rebellion. (pg. 39-40) * Contrast the early years of Pennsylvania with the early years of Georgia. (Page: 52–54, 58–59) * Compare and contrast the religious, economic, and social cultures of the Puritans and Quakers. (Page: 40–49, 52–54) Day 3 Review (Wednesday) * Website review: major themes and learning objectives from Chapter 3 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter3/ * includes review multiple choice and essay questions Topics to Review: * Compare and contrast the institutions of white indentured servitude and African slavery in early colonial America. (Page: 66–67, 71–75) * Compare and contrast the lives of colonial women in the Chesapeake with those in New England. (Page: 69–71) * Compare and contrast the economies of the southern colonies with those of the northern colonies in the 1600s and 1700s. (Page: 77–89) * Compare and contrast the society found on a southern plantation of the late 1600s with that of a Puritan community of the same period. (Page: 83–87) * Explain how religion developed in the New England colonies during the 1600s and early 1700s. (Page: 89–91) * Compare the growth of education and organized religious thought in eighteenth-century colonial America. (Page: 89–94) Test Review Chapters 1-3 Day 1 Review (Monday) * Website review: themes and learning objectives from Chapter 1 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/ * includes review Multiple choice and essay questions Topics to review: * Summarize the changes in European society that led to the era of exploration between 1400 and 1700. (pg. 9-12, 23-28) * Describe the Spanish Empire in the New World during the 1500s. Include political, military, economic, social, and cultural considerations. (pg. 11-20) * Discuss the economic and religious motivations that led to the establishment of English colonies in North America. (pg. 23-27) * Explain the French process of colonization and interaction with the natives. (pg. 27) Day 2 Review (Tuesday) * Website review: major themes and learning objectives from Chapter 2 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter2/ * Includes review Multiple choice and essay questions Topics to Review: * Compare and contrast the development of Virginia with that of New England. Consider social, economic, political, and religious differences (Page: 34–49) * Explain the underlying causes and the unfortunate consequences of Bacon’s Rebellion. (pg. 39-40) * Contrast the early years of Pennsylvania with the early years of Georgia. (Page: 52–54, 58–59) * Compare and contrast the religious, economic, and social cultures of the Puritans and Quakers. (Page: 40–49, 52–54) Day 3 Review (Wednesday) * Website review: major themes and learning objectives from Chapter 3 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter3/ * includes review multiple choice and essay questions Topics to Review: * Compare and contrast the institutions of white indentured servitude and African slavery in early colonial America. (Page: 66–67, 71–75) * Compare and contrast the lives of colonial women in the Chesapeake with those in New England. (Page: 69–71) * Compare and contrast the economies of the southern colonies with those of the northern colonies in the 1600s and 1700s. (Page: 77–89) * Compare and contrast the society found on a southern plantation of the late 1600s with that of a Puritan community of the same period. (Page: 83–87) * Explain how religion developed in the New England colonies during the 1600s and early 1700s. (Page: 89–91) * Compare the growth of education and organized religious thought in eighteenth-century colonial America. (Page: 89–94)

Psych Approach to Othello Essay

Approach of William Shakespeare’s Othello â€Å"Jealousy is bred in doubts. When those doubts change into certainties, then the passion either ceases or turns absolute madness,†- Francois De La Rochefoucauld. All people have the seed of jealousy inside them. However, the doubts of one’s self help grow the seed of jealousy. Othello was never what seemed to be a jealous man but when Iago led him to believe Desdemona was being unfaithful, Othello started to show his side of jealousy which ultimately led to his self destruction. Othello’s ego is shown through his indecisive decision and the wavering of his judgement. Othello’s primal instincts take over consuming his ego and superego leading him to his downfall. Finally, Othello superego prevails in his reasonable decisions throughout the play. In William Shakespeare’s Othello, Othello starts off as a rational and moral character. As the play progresses, Othello becomes consumed by jealousy and he deteriorates resulting in his overactive ID and superego leading to his destruction. Othello appears as a fair and reasonable character from what the audience can see. His psyche is initially balanced and he does not seem like a character that would be despicable by Iago. Initaly, Othello’s ego becomes visible when he get brought to court and Brabantio is accusing Othello of â€Å"witchcraft† on his daughter Desdemona, to make her fall in love with him. Othello reacts calmly and says â€Å"hold your hands, both you of my fight, i should have known it without a prompter. Whither will you that i go to answer this your charge. † ( Shakespeare 1. 84-86 )Through the use of words, Othello is able to communicate reason towards the court showing his prevailing ego. In addition, Othello once again reveals his ego, when he’s in the court and allows Desdemona to speak on his behalf, showing his reasonable and mature actions. Othello says, â€Å"And till she come as truly as to heaven I do confess the vices of my blood†. ( Shakespeare 1. 3 124- 125) Othello responds very reasonably as he states his opinions rather than starting an argument. Therefore displaying his ability to control his ID like qualities. Finally, before Othello kills Desdemona, he experiences self conflict as he is trying to decide weather or not to act on this murder, thus displaying his ability to decipher between good and bad. Overall Othello demonstrates his ego because no one is manipulating him in the beginning of the play Othello is his own person, and his love for Desdemona is so strong that nothing is getting in the way. However this changes when Iago starts his lies into othello. Othello started off as the character that compassion could not shake but quickly his character took a turn for the worse and an immense character change occurred. Through out the middle of the play ID has overcome his character which ultimately causes his falling point. For instance, during the last acts of the play,Othello slaps Desdemona and says, â€Å"devil†¦. if that the earth could teem with women’s tears, each drop she falls would prove a crocodile. Out of my slight. â€Å"(Shakespeare 4. 1 231- ) His character looks horrific and this kind of violence was frown upon. Othello striking Desdemona shows his ID like qualities coming out and not being able to control his anger at all times. Towards the end of Othello, after he questions Emilia on Desdemona’s loyalty, Othello says to Desdemona, â€Å"oh, ay as summer flies are in the shambles, That quicken even with blowing. O thou weed, who art so lovely fair and smell’st so sweet that the sense aches at thee, would thou hadst ne’er been born! † ( Shakespeare 4. 2 69-73 ) Othello is stating that Desdemona is unfaithful and wishes she was never born, nonetheless Othello has lost all of his moral and values through his desires caused by Iago. In addition, Iago dominates over Othello’s psyche creating an ID behaviour by informing the idea that othello should kill his innocent wife. After Iago tells him about Cassio using the handkerchief this prevailed othello into killing him own naive wife, † get me some poison Iago this night, ill not expostulate with her, lest her body and beauty unprovided my mind- this night Iago†. (Shakespeare 4. 1 194-196) This demonstrates the ID behaviour for the reason that his desire overpowers his voice of restraint ultimately leading to him killing desdemona. Othello’s id is fuelled by Iago since his reputation and needs to not be seen as a fool are eventually more important to him than his own wife. In the last sense on the play Othello’s ID developed even stronger into an overactive Id this is shown when othello walks into the room when Desdemona is sleeping in her wedding sheets. Othello begins to speak to himself to justify his reason to preform an immoral action, † it is the cause, it is the cause my soul â€Å". ( Shakespeare 5. 2 1 ) Othello reputation is more essential to him because he is well liked in Cyprus ultimately leading him to killing Desdemona. Overall, Othello’s ID grew stronger as Iago fabrications became more believable and forced upon him. Othello’s strong conscience and internalized moral standards begin to take over Othello’s ego and ID which results into his downfall. His sense of morals are processed in the play when his voice of restraint becomes predominate over his desires and reputation. This is seen in the beginning of the play when Othello removes Cassio’s rank in cyprus. â€Å"†¦ Thy honesty and love doth mince this matter, Making it light to Cassio. Cassio I love thee, but never more be office of mine† ( Shakespeare 2. 3. 26-28), this is demonstrating his super ego because there is a slight voice of restraint when he says † i love thee†. In particular this proves his superego because although Cassio’s status is important it is the friendship between Cassio and himself that makes him feel guilt. Eventually this leads to his superego becoming more existent when Iago begins to plot that Cassio and Desdemona are having an affair. Othello begins to believe it however, he demands proof showing his sense of right from wrong, â€Å"†¦.. i think that thou art just and think thou art not, ill have some proof† (Shakespeare 3. 3 392-394 ). His superego is shown because he is demonstrating that he has a sense of morals by telling Iago he will not believe it until he has proof. Although there might be slight truth on what Iago is saying he still believes his wife is faithful unless Iago provides him with the proof he needs because ultimately he does not want to believe that his wife would do such a thing. After killing his wife Desdemona, Othello realizes that he will never have her back again, he can’t regain his ego which ultimately leads to his suicide. Before committing suicide othello states, â€Å"†¦. of one that loved not wisely, but to well. Of one not easily jealous, but being wrought, perplexed in the extreme. Of one whose hand†. ( Shakespeare 5. 360-363) This eventually demonstrates his overactive superego because finally knowing the truth about Iago’s lies developed a heavy guilt leading to his death. His superego becomes predominant over the others which is eventually grown as a neurosis. Othello’s overactive superego is ultimately shown through his guilt of killing his wife since he now knows the truth of Iagoà ¢â‚¬â„¢s evil schemes. In the final analysis of William Shakespeare’s Othello, Othello starts of as a rational and moral character but as the play progresses his ID and superego result in his own destruction. Othello begins to be consumed by jealousy which ultimately leads to his decline within himself. In the beginning of the play Othello’s ego since is able to balance out his ID and superego. As the play continues on Othello’s ID becomes essential to him through Iago’s unethical lies, however at the end of the play it is his overactive superego and guilt that leads to his suicide. William Shakespeare is trying to state that those who have an ego and are able to withhold themselves will ultimately be okay, but if individual allows others to manipulate them it will lead to a downfall within one, this is proven in Othello.

Global Warming Is False Essay Example

Global Warming Is False Essay Example Global Warming Is False Paper Global Warming Is False Paper The issue of global warming has become a hot topic in not only in American, but all over the world. For years, many politicians have evaded the issue of global warming. But now, all of a sudden, the Democratic Party vows to combat global warming. Now that the Democratic Party has majority in both houses on Congress, they have taken an emphasis over environmental issues, mostly involving global warming. On January 30th, 2007, Congress held its first hearing about global warming. What was concluded in that hearing was that global warming is a fact, and that it is caused by humans. AY Gore conveniently released a movie called Cute Inconvenient truth, a movie that showed AY Gore giving a speech about the Diffracts on global warming and its C]irrefutable repercussion. Just this past February, the Intergovernmental Panel on Climate Change released a summary that blamed global warming on CO released into the atmosphere by humans. With scientist backing claims that CO is causing global warming, the majority of Americans have made the decision that global warming is in fact true. But what Americans are not exposed is the scientist that claim climate change is part of Earths cycle, and that it right on schedule. The EPIC found that the amount of CO in the atmosphere is causing the rise in temperature on Earth. This, in effect, is causing polar ice caps to melt, flooding Oceans with fresh water. The EPIC says that the flood of freshwater in the Ocean is causing weather patterns to change. But claim that the amount of CO in the air is causing global warming is not correct. Last year, Carleton University Professor Tim Patterson appeared before the Commons : Committee on Environment and Sustainable Development. He testified that there is no correlation between the CO levels and the Earths temperature. He states his findings that 450 million years ago the amount of CO in the atmosphere was over ten times greater than they are now, and during that time, the earth was experiencing its coldest period ever. How does the Earth heating have anything to do with the increase in CO if the Earth has been known to be cooling with high amounts of CO in the air? The EPIC and AY Gore have both stated that the polar ice caps are melting uh to global warming, noting that some scientist have never seen anything like this. In his movie, AY Gore shows a dramatic display of the ice caps in Antarctica melting and breaking off. Dry. Boris Windcheater, former marine researcher at the Geological Survey of F-inland says that the breaking of glacier walls in Antarctica is normal in the advance of a glacier. Windcheater explains, In Antarctica the temperature is low enough to prohibit melting of the ice front, so if the ice is grounded, it has to break off in beautiful ice cascades. If the water is deep enough icebergs will form. Another professor from the Department of Physical Geography and Quaternary Geology at Stockholm University, Dry. WIBNI Carlen, says that the temperature in Antarctica is indeed rising, but only slightly. But he also claims that more snow in accumulating than melting off. In The Inconvenient Truth, AY Gore claims that over 200 cities and towns in Western American have experience all time records for temperature and that this is caused by global warming. According to a new study released by Dry. Roy Spencer, Principal Research Scientist at the University of Alabama, it is not uncommon for many towns, out of the thousands, to experience record setting weather. His data reveals that recent temperatures in America were not unusual. A scientific group focusing on Climate Variability and Mechanisms conclude that the Earths climate in the past 1 0,000 years is, is now known to have been highly unstable and prone to major, rapid changes, especially warnings, that occurred briefly within a few decades or less.. The scientific community has made major strides in documenting the history of leaning-decal scale climate change. In a paper that was published in Science Magazine, seven scientists concluded that the Earth is on a 1 500 year cycle. They found evidence by testing the carbon and beryllium isotopes in sediments that suggests the changes In surface winds and surface temperatures are caused solar output. They also found that the Earth has experience drastic temperature changes r oughly ever 1 500 years, dating back 1000 A. D. Two other scientists, Wolfgang Berger and Lurch von Radar, retrieved a 5,000 year old sediment from the Arabian Sea. It revealed an unnamed cold period before the Roman Empire, the 1 1 50-year Roman cycle, the 900-year Medieval cycle, and the beginning of the Modern Cycle. This means that the Earth has cooling cycles and warming cycles. They concluded that the Earth has been warming since 1 680, the lowest point of a cooling period called the Little Ice Age. With all the evidence the Government has been relaying that proves global warming to be true, why has a lot of information been left out?

Freedom Writers and the Economics of Race and Gender Essays

Freedom Writers and the Economics of Race and Gender Essays Freedom Writers and the Economics of Race and Gender Essay Freedom Writers and the Economics of Race and Gender Essay The movie Freedom Writers is one of the most touching to have come out of Hollywood in recent years. Starring Hilary Swank in a lead role, the movie takes up a subject that is at the heart of American culture, namely juvenile delinquency and ways of dealing with it. It also touches upon the economics of race and gender. On a cursory viewing the story looks deceptively simple. But when the storyline, screenplay and other nuances in the film are observed, numerous interpretations are made available. Embedded within it are themes of economics, especially that applying to race and gender. Moreover, what comes through the narrative is the strength of character and commitment shown by Erin Gruwell as she undertakes to set right a challenging group of students. For example, â€Å"She encounters a diverse but segregated community so racially charged, hostile and potentially combustible that she likens it to Nazi Germany. Without the support of her administrators (played by Imelda Staunton and others) and the school system, which views teenagers more as threats than scholars, Miss Gruwell devises her own methods for reaching students. She begins educating them about other young people who’ve endured wars, like Anne Frank, and simultaneously gives them journals so that they can tell their own stories, thus, giving each person a voice and a sense of value.† (Mayo, 2007, p.43) Another test of character and commitment for Erin was the divisions within the classroom on the basis of race, ethnicity and class. The term ‘Economics of Gender and Race’ is usually employed by economists to talk about disparities in income and work opportunities among different races and the two genders. In the American context, these disparities are skewered in favor of white Americans, especially the White Anglo Saxon Protestant (WASP) group. The whites generally have a head-start in terms of standard of living they are born into, career opportunities they can avail of, neighborhoods they can inhabit, etc. Also, on average, whites earn more income than other minority groups. A similar disparity exists among the genders, where males are favored for both positions of high office and in the incomes they earn. In the movie Freedom Writers, the classroom under the charge of Erin Gruwell is a representative collage of these realities. There we see white pupils born to well-to-do parents (who also perform better in exams) contrasted against pupils from minority communities such as blacks and Hispanics, who are projected to be disorganized and less disciplined (indicative of their socio-economic backgrounds). The microcosm of the classroom is a reflection of larger realities in American society. The semblance to reality is all the more so because the movie was based on the real life story of an American teacher of the same name – Erin Gruwell; and the school she works for Wilson High School. (Pimentel, 2010, p.51) Hence only a person of impeccable force of character and commitment could have overcome these many disparities and bring out the creative energies. Any other ordinary teacher in Erin’s place would have utterly failed in uniting and pacifying the group of students. : What moves the story forward are a) a racially motivated shoot-out involving members of the class and b) the interception by Erin of a racially-loaded drawing in the classroom board. This is a crucial juncture in the movie from where the students will embark on a creative, developmental journey. Instead of indulging themselves in gang-wars and wasting their lives, by recording and exchanging their experiences they would gain insights into other perspectives and viewpoints. Erin struggles to procure necessary stationary for students’ writing projects – since the class is largely comprised of minority students, their lower socio-economic background meant that they cannot buy stationary supplies with their own money. Erin’s out-of-the-box thinking helps her to transform the attitude of her pupils. The proof of her methods is that every one of her original 150 students went on to graduate from high school, and then to university, she says, and that every one of t hem has put their life as a gang member behind them. Beyond the movie, Erin Gruwell has also advocated a more compassionate approach toward juvenile delinquency. The following words from her truly capture her steadfast commitment and purposeful character: â€Å"We have to stop expecting disaffected teenagers to fit into the traditional education system, and instead tailor the system so they can connect to it. We need to show how every great piece of literature – essentially about the triumph of the human spirit over adversity – is their story, every journey their journey. And we have to free them as writers – letting them tell their story without worrying about spelling, grammar or it being graded. Writing validates what they’ve been through – just like it did for Anne Frank – and can help pull kids out of a spiral of violence.† (Gruwell, as quoted in Cohen, 2007, p.4) I personally admire the fact that Erin has continued to advocate her liberal and compassionate methods of teaching. She also strongly believes that government policy both in countries such as the UK and US is â€Å"failing disaffected teenagers because it’s reactive rather than proactive. The idea of putting more police on the streets and making membership of a gang an aggravating factor in prosecutions is not the solution. In America it costs $40,000 a year to incarcerate someone and just $8,000 a year to educate them, and the relative costs are similar in the UK. It’s a shame, because after they’re incarcerated, they become hardened criminals.† (Gruwell, as quoted in Cohen, 2007, p.4) As I watched the movie, I was able to reflect the relevance of the Holocaust in the plot. It then occurred to me that her employment of the Holocaust itself can be seen as the result of historical economic disparities leading up to Weimar Germany. That is, the systematic rounding up and extermination of millions of Jews by the Third Reich was in part economically motivated (for folklore and religious dogma portray Jews as the usurpers of wealth in which ever region they inhabit) and in part racially motivated (for Jews are also perceived to be of an inferior race to the Aryans). So within the main cinematic theme of economics of race and gender, the Holocaust provides us with a thematically consistent sub-plot as well. Adding poignancy to Erin’s allusions of the Holocaust is the usage of The Diary of Anne Frank as a model for students’ exercises. Erin Gruwell inspires her students to follow the example of 13-year old Anne Frank, the heroic historical figure, who r esorted to writing down her feelings and thoughts, when forced to live in an attic for fear of being rounded up by the Nazis. (Mayo, 2007, p.43)