Why Women love to wear High heels Essay Example | Topics and Well Written Essays - 1750 words

Why Women love to wear High heels - Essay Example The study shows that for the actual basis of interview, women ranging from the ages 16 and above shall be interviewed and asked several questions. They are to be randomly chosen by the researcher giving a chance for random answers to come forth. Meanwhile, the survey analysis shall be sent to at least 15 women of random ages and random races so as to have a better view as to how they perceive wearing high heels based on their age and their cultural origin. Basically, this process shall be embraced by the researcher to set apart women who are fond of wearing high heels from those who are less interested in them. From there, the researcher shall try to identify the separating identities of the sample population asked to participate in the research and which of these characteristics are common among those who love to wear the heels. This section of the study further aims to simply the most effective ways of understanding the ways by which women perceive the need and the want to wear high heeled shoes. With the use of a five-point summary and an implicative presentation on the summation of the collected data within the study, the conclusion of the research shall be presented herein. Closing the research with a remarkable recommendation on what women should do to balance their views on fashion, personality and health shall further make this study more than just an explanatory source of identification on how and why women are practically attached to using high heels from then until now and perhaps even in the future.

Ukraine in The World Bank Group Essay Example for Free

Ukraine in The World Bank Group Essay There have been major changes that have been experienced across the world and in many countries, Ukraine being one of them. Ukraine has experienced several changes in terms of population, labour, income distribution, education, social mobility as well as the living conditions of the citizens over the year 2008 to 2015. Over the year 2008 to the year 2015, the population of Ukraine have been observed to decline due to the large number of older people. In the year 2013, the population stood at about 45.59 million people as compared to the year 2010 where the population stood at 46. 01 million people (The World Bank Group, 2015). The decline in the population of Ukraine have in turn affected the labour market of the country whereby the country has over the years experienced lack of labour in addition to higher rates of unemployment. The labour market experienced an increase in the rate of unemployment at 8.90% compared to the previous year 8.60%. As of the year 2015, about 524.4 (thousands) of Ukraine citizens were unemployed compared to the year 2014 on April when the figure stood at about 474.7 (thousands) unemployed persons. The high rate of unemployment in the country has also contributed towards the poor living conditions (The World Bank Group, 2015). It was also observed between the year 2008 and 2015 that the level of poverty in the country increased from 7.1% in the year 2008 to about 9.1% by the year 2012. The increase in the level of poverty can be attributed to the increase in inflation which rose from about 24.90% in the year 2014 to about 28.50% in the year 2015. The increase inflation also caused an increase in the core consumer prices, which increased from 122.80 in 2014 to 126.10 in 2015 (The World Bank Group, 2015). This meant that the affordability of food became an issue resulting in poor living standards and the consumers have to pay more prices for basic needs such as food. Furthermore, there has been change in the education system of the country. The number of people attending schools in Ukraine has been observed to increase over the years whereby in the year 2012, the percentage of the population seeking for education reached about 106%. This indicates that the Ukraine society have embraced education in large numbers to gain skills which can allow them to get employment in other regions across the world (Trading economics.com, 2015). On the issue of income distribution, majority of the population in Ukraine falls under the category of lower and middle income earners. The wages paid to employed persons in the country per month experienced a decline from the year 2014 to the year 2015. In 2014, the average monthly wage stood at about 4,012.00 while in the year 2015 the wages stood at 3,455.00, a clear indication that there was a decrease in the wages (Trading economics.com, 2015). Finally, the social mobility of Ukraine population has increased over the years as they seek for more opportunities outside of Ukraine. It is to be noted that most have migrated to the United States and other countries for job opportunities and to try have better lives than they did in Ukraine. References The World Bank Group (2015) Ukraine, Accessed from http://data.worldbank.org/country/ukraine on 4th March 2015 Trading economics.com (2015) Ukraine, Accessed from http://www.tradingeconomics.com/ukraine on 4th March 2015 Source document

Isolation in A Rose for Emily Essay -- essays papers

Isolation in A Rose for Emily The year is 1852, Emily Grierson has just been born into the small town of Jefferson. A town she will soon discover has distinct hierarchial differences and social classes that are to be followed by everyone in her community. However this same community and the values which it holds will eventually be a key factor in determining Miss Emily's madness. "A Rose for Emily", tells the story of a woman who fails to live up to her high reputation and fitting in a community where almost everyone knows each others business. William Faulkner lets the reader into the life of Emily Grierson from two different key perspectives, man and woman. The men represent respectful affection towards Emily, while the women are just plain curious and enjoy gossiping behind her back. In this story Faulkner reveals how a community's actions, or in this case, lack of action can contribute to one's madness. Faulkner opens "A Rose for Emily" with a lengthy fifty-six-word single sentence that shows the community's reaction to her death and describes the scene through gender differences. Although both men and women attend the funeral, they do so for very distinct reasons. Faulkner writes, "When Miss Emily died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old manservant- a combined gardener and cook- had seen in at least ten years" (p.52-53). With this initial passage we see what motivates the townspeople to attend Emily's funeral. Although the men attend the funeral to show a sort of respectful affection, the reader gets the feeling that the men have attended because th... ...uses to enter. It is safe to say that there are a large number of factors that help contribute to Miss Emily's madness. Her father's over controlling relationship, is not a healthy one and does not really prepare her for dealing with relationships in the future. However, when her father dies she does not receive the support she deserves from the community, simply because of her high patriarchal status. She is not regarded as a real person, who has feelings just like anyone else, instead she is put on a pedestal that she can not live up to and like an old fallen monument she leaves the people of Jefferson behind, without having a friend or someone that even cared about her. Maybe if someone would have come to her in her time of need she could have received the help she desperately needed and maybe she might have lead a fulfilling, normal and enjoyable life.

To What Extent Was the Financial Crisis Caused by Too Much or Too Little Government Intervention?

Discussed in this essay will be key factors that played in the development of the financial crisis of 2007, an overview of the causes and instruments used to the build up and possible preventions, followed by the influences from the government, if any that had an underlining effect toward the outcome. The Involvement Of New Bank Innovations Bank capital has a massive influence on the banking system effecting loan defaults, profits and lending, although the amount of outstanding lending has not decreased appropriately in early 2007, not being due to new lending but the previous loan commitments, lines of credit and securitisation. . New innovations have allowed banks reliant on funding market sources, with the rise in the covered bond market and the increase in securitisation made banks dependant on capital markets and less dependant on expanding their loan base allowing banks to easily switch deposits to other forms of financing, acquiring funds from affiliates for example.2 Growth i n securitisation activity created a lack of incentive for banks to grant credit and comply with monetary policy changes, an unregulated approach to the screening of borrowers, checks would assume securities passed through the market allowing borrowers in the past declined credit being able to qualify and later on would lead to greater default rates on loans.Thinking that by selling the pool of mortgages banks are also passing on the risk, they exposed themselfs , their underwriting issuances, when the market collapsed banks suffered great losses with their related products, by the start of 2008 CDO related write downs and credit losses had reached $181 billion the massive decline lead to more cautious investors, greater liquidity demand and declining stock, this resulted in massive losses to the bank and securities firms, an example would be the collapse of Bear Stearns and Lehman Brothers using these examples shows how complex the system was and lead to the decline of CDO value thi s had a direct relation to the US housing market which began early 2007. Derivatives And Insurance The market for subprime mortgages and their securities grew and increased the market for default insurance, taking the form of credit default swaps a derivative security such as the insurance industry this involves gambling, and is estimated $16 trillion greater then the gross domestic product.Government sponsored companies like Fannie Mae refused to lend to buyers wanting to purchase homes in poor areas, agreeing to these terms they would have to show proof, distributing quotas of mortgages to ethnic minorities wishing to buy, when lenders were unable to meet these quotas Fannie Mae and Freddie Mac persuaded lenders to buy subprime mortgages. A poor investment which was made worse by the fact that charges to subprime borrower were at a higher interest rate increasing the risk of default, for lenders it didn’t matter the worth of the investment just as long as they could sell to the secondary mortgage market. Fannie Mae and Freddie Mac packaged mortgages to sell the securities solely based on mortgage payments from the mortgages accumulated, creating securities based on the initial first/last claims of mortgage payments.These companies showed a small profit margin using securitisation but were soon to lose after paying over the odds on subprime mortgages and not enough on the default insurance they provided. 4. The resell of a mortgage to a secondary market is commonly known as a mortgage backed security which is often bought by a hedge fund, which then takes out parts of the MBS from the 2nd or 3rd years of the interest only loans, this creates a greater risk but provides a high interest payment, using CDOs with other MBS to then resell to other hedge funds this is known as tranche, profitable until housing prices decline or interest rates restart, making mortgages default.Mortgages provide substantial value for derivatives, if the substantial value is cl assed as corporate debt, credit card debt or auto loans the derivative known as CDO, a payment that is due within a year, for instance insurance it can then be known as a CDS, a complicated market to value, unregulated by the SEC means that a lack of rules and oversights were unable to encourage trust and when bankruptcy occurs results in fear amongst the hedge funds and the banking system. Credit Rating Agencies Credit rating agencies share a fair amount of blame for the financial crisis, very little regulations regarding rating methods and lack corporate governance. The past 2 years changes in the rating system of structured redit has grown evermore unstable and has created a lack of confidence toward the future stability of credit ratings. CRAs lowered credit risk by applying AAA ratings to tranches like that of CDOs, giving the same ratings to government and corporate bonds creating lower returns, poor rating assessments underestimated credit default risks of subprime mortgages, providing unreliable data relating to the subprime market and underestimated relations in the defaults that would occur in a downturn, and with more securitisation meant greater portions of credit assets were held by investors assured by credit ratings, increasing the effects of forced selling by corporations using standard investment rules based on ratings.5. Hedge Funds. The hedge fund industry has grown over the past 2 years, fueled by the demand of higher returns from stock market declines and mounting pension fund liabilities, these inflows have had a positive effect on hedge fund returns and risks in recent years, this has been evident in the changes in reduced performance, increased illiquidity, hedge funds were designed by wealthy investors to work anonymously. At times of financial uncertainty rates on low credit illiquid investments, demand for high credit liquid investments, accompanied by the increase in credit spreads lead to greater margin calls and the relaxing of il liquid positions which generate further losses concluding the hedge fund collapse, these funds relied heavily on leverage and used to buy mortgages, as soon as loans were to default, 9investors left and were faced with abrupt liquidation.Credit spread is the strongest to affect hedge funds and during the crisis they were left with contact to emerging markets and convertible bond arbitrage. Hedge funds have been effected by the instability of the current financial market, bans on short selling, downturn on asset values in markets, the decline to take risks through banks and investors, The banking system is also affected through hedge fund risk from proprietary trading activities, credit arrangements, structured products and prime brokerage services. 6. The government played a part in the crisis in a number of ways, Interest rates were kept below guidelines globally prior to 2007 the unregulated structure of how mortgages were packaged and low risk assessment lead to the ise of house prices and the involvement towards the persuasion to buy MBS with Fannie Mae and similar companies which lead to their bankruptcy. 7 Due to the unpredictable downturn of the situation in late 2007 with complex financial products, a lack of equilibrium in credit ratings, bans and the premature sell out of investors in hedge funds, has created a domino effect in the financial market and resulted in the governments failure to identify the real issues in the collapse, polices associated with liquidity were put forward to only create matters worse, and finally realising the failure of the subprime mortgage market the Troubled Asset Relief Program was brought forward to no effect.The unregulated banking system created instability and was inevitable for the bailouts of banks and failing companies. The government had very little influence toward the preventions of the crisis and that in turn made them heavily responsible for each factor described above, the lack of regulation and constraint s to which resulted in massive cash bailouts with no conditions, this worked as an incentive for the banks to continue as they were, this is evident in the continuation of bonuses despite substantial losses with banks the governments generosity with bailouts allowed companies like Goldman Sachs to put $2. 6 billion aside for bonuses from a $13 billion bailout.

James Loewen

To describe this work overall is rather a monumental task because there aren’t many other books out there like this one.   Lies My Teacher Told Me by James Loewen takes on really two tasks.   One is to question and answer the concept of why students dislike history classes.   The second is to prove the idea that much of what students learn in American history classes is wrong and that there are many omissions.   The author can be described as a teacher who challenges the role of revisionist history in American schools. He says that much of American history alienates children of color by ignoring the fact that many of the people who contributed greatly to this country were indeed, non-white.   Because of the nature of textbooks in American high schools, much of college history classes are taken up â€Å"fixing† the subject matter that students have learned in high school history classes. Being a college history professor, he asserts this with confidence.   Loewen does not deny the importance of knowing history for one minute, but he does question what we know.   Loewen is a university professor of history at the University of Vermont, and his study in preparation for writing this book consisted of studying twelve textbooks covering a range in American history.   He set about to â€Å"analyze the process of textbook creation and adoption to explain what causes textbooks to be as bad as they are† and the effects of using them. So, why is history boring according to Loewen?   History is made up of nothing but stories which should not be boring, but textbook companies have left out anything that â€Å"might reflect badly upon our national character† (Loewen).   As Loewen says, there is no sense of drama in history taught in schools, and there is every sense that things will work out in the end.   This alone makes history boring.   It is also boring because â€Å"textbooks almost never use the present to illuminate the past† (Loewen).   Therefore, students have a difficult time understanding the relevance to their daily lives. History is portrayed as a â€Å"morality play,† in which the touchy areas are never taught or discussed.   Publishers tend not to acknowledge problems of today or use the past to shed some light.   They also never speak of the factors that contributed to problems; rather a â€Å"blame the victim† approach is used.   As Loewen says, â€Å"While there is nothing wrong with optimism, it does become something of a burden for students of color, children of working class parents, girls who notice an absence of women who made history, or any group that has not already been outstandingly successful† (Loewen).   This â€Å"burden† turns students off to history because it does not accurately address any of these things nor does it tell the full stories. Textbooks ignore many historical realities for a variety of reasons.   The biggest reason is that publishers believe that students must develop a sense of nationalism or patriotism.   To acknowledge troubling areas in our nation’s history is to run the risk that patriotism will not be developed.   A â€Å"happy† view of history leads Americans to believe that everything is okay, so students are not troubled.   This view of history embraces the American idea of individualism rather than looking at the many factors that affected lack of equal opportunity.   Textbooks make us believe that equal opportunity was and is an option for all. As for other reasons, Loewen does a thorough job pointing these out.   Facts are presented â€Å"as one damn thing after another† (Loewen).   Books â€Å"suppress causation† (Loewen).   In fact, many of the facts included are flat out wrong and many of the books are clones of each other, which means the facts are wrong over and over again.   They rarely include primary source documents, which Loewen compares to students taking a course in poetry without reading a poem.   Plus the books are just so darn big that students hate carrying them and reading them. In his Table of Contents he discusses all the false information or omissions based on his study of textbooks, such as the study of Christopher Columbus, Thanksgiving, Native Americans, the invisibility of racism, the absence of social class, the disappearance of the recent past, and the myth of progress to name a few.   These chapters contain much needed information about the true stories. The results of his study conclude that students are bored with or alienated from history or both.   They are also not able to use the past in order to think about the future.   He proposes this book partly in order to discuss how to assess all the various sources of knowledge about history and to help teachers think about how to learn history more accurately. As he ponders the idea of â€Å"truth† in revisionist history in every chapter, I will use one chapter as an example.   In the chapter entitled hero Making Heroes, examples are given of how textbooks leave important ideas or at least controversial ones out of the books.   For example, Loewen tells us that Helen Keller was a radical socialist.   Books leave out all mention of Woodrow Wilson’s racism and the fact that there was a new surge of racial violence in this country after his presidency. And last but not least, discussion of Christopher Columbus has been totally slanted.   He took land from the Native Americans and engaged in slave trade or forced labor.   He alone destroyed entire nations of Native Americans.   Only six of twelve textbooks even mentioned the idea of forced labor at all.   And yet, most of what is taught does none of these things. Loewen concludes with the statement that â€Å"students will start learning history when they see the point of doing so, when it seems interesting and important to them, and when they believe history might relate to their lives and futures† (Loewen). I believe the author does accomplish his goals.   He absolutely adequately sums up why students hate history.   The study of history seems all about facts and dates that have no relation to each other or to our lives.   History books are chock full of names and dates but not material that challenges the student to really think about and analyze history.   These facts are expected to be taken at face value and not to be questioned.   Any controversy is left out of books.   Students need to be taught history in a more meaningful way so that they can use the past to illuminate the future or even the future to illuminate the past. To me, understanding is the only reason to teach anything, not rote memorization of facts that aren’t even true.   I understand that standardized testing puts a lot of pressure on history teachers, but American schools should at least be able to find a way to present both sides of issues.   Students could truly be more interested in history that way.   Teaching only the wonderful qualities in American history and ignoring the disturbing parts is not a way to push students to become leaders of tomorrow.   If one truly wants to fix problems, one must first identify what the problems are.   For example, in terms of equal opportunity, it is important for students to realize that phrase was always a dream propagated by white people. People of color in this country have never had even a remote chance to thrive the way white people have.   Therefore, current practices like affirmative action might not seem so terrible if they understand the history all the way down the line.   There has always been affirmative action; it was just only for white people.   Now that we give it a name and make it policy to benefit nonwhite people, society is up in arms.   Teaching about the historical laws and rules that made it impossible to receive a fair chance if one was non-white is at least a step in the right direction.   Maybe that would help illuminate the present by using the past.   It would also highlight high level skills like synthesis and critical thinking. I detest the idea of revisionist history.   I understand that there are places where a thorough understanding is just not possible.   For example, teaching about our genocide of the Native Americans to elementary students is not a good idea.   However, we can teach about such things from primary source documents.   Falsities do not have to be taught.   We certainly do not need to reinforce the idea that Indians have all vanished or that they live in teepees still.   If all else fails, leave the study of these people or events out of history classes where students are too young to understand the ramifications. Loewen would not propose this as it would be yet another omission.   Loewen’s book should be required reading for any person planning on teaching anything.   Loewen gives a very thorough account of the many inaccuracies and omissions that are currently taught.   A lot of people have not had enough history after high school to even realize that this is the case or to put all the information together, to synthesize it in such a way that the light bulb finally comes on. And while it is much easier to take the safe route, that one is rarely the best.   In this culture we need more critical thinkers, not more people who can memorize facts.   In this information age, it is more crucial than ever to teach others how to think, not what to think.   Any fact we will ever need is at our fingertips on the Internet.   What we aren’t taught is how to analyze and evaluate or how to come to a conclusion based on thorough understanding of both sides (informed decisions).   In addition, teaching the truth of some of these historical inaccuracies might go a long way in helping racial inequities or other avenues where we â€Å"blame the victim† in our culture.   Certainly we would change our definition of America, but we might be more apt to become part of the solution. Works Cited Loewen, James, Lies My Teacher Told Me, Simon and Schuster, 1995.