Essay --

The Islamic revolution in 1979 resulted in the collapse of the secular regime of the Pahlavi dynasty ruled by Muhammad Reza Shah in favour of an Islamic republic under the leadership of Ayatollah Khomeini. The revolution came about due to multiple internal and external social and political factors that mobilised the Iranian people. This essay will discuss the ways in which the people of Iran were discontented by the oppressive regime of the Shah and its various economic failures, the government’s programme of secularization and Westernisation and its close relationship with the United States, and how the views of Arabs internationally and in the Middle East affected the revival of Islamism in Iran. Mohammed Reza Shah’s oppressive regime motivated many people to protest against the social injustices carried out by the state. The government was wasteful, elitist and corrupt, and the people of Iran recognised it as such. The role of the secret police (the SAVAK) was heavily criticised by leftist, nationalist and Islamist movements for its political oppression and violent methods, which were seen by many factions of society as being violations of the Iranian Constitution of 1906. In 1975 the government abolished the existing two-party system and introduced a single political organization, the Resurgence Party, which all Iranians were required to join, thereby establishing their control over the people. The highly personalised system prevented competition, which led to dramatic divisions within the army and the political elite . The authoritarian system was subsequently undermined by the Shah’s indecisiveness and apparent weakness in the face of protest, which add ed momentum to the Islamists’ revolution. Because the regime was n... ... Middle East. The state of affairs in the Arab world is therefore linked to the need of many Muslims to return to a traditionally Islamic way of governance, and can thereby explain the vehement Islamic-oriented revolution in Iran. In conclusion, the corrupt regime and poor leadership of Muhammad Reza Shah created social injustice which the population protested, and the economic failures of the government alienated members of the Iranian population and incited revolutionaries to action. The attempted secularization and Westernization of Iran furthered the people’s discontent, and Khomeini’s movement heavily criticised Iran’s close relationship with the West. In Iran as well as in the Middle East as a whole there was a desire for a return to Islam provoked by events such as the June War. All these social and political factors contributed to emergence of a revolution.

The Ex Basketball Player by John Updike Essay examples -- English Lite

The Ex Basketball Player by John Updike A Loss of Motivation In English Seven we read a poem called the "Ex Basketball Player" by John Updike. The main character's name was Flick Webb. The poem explains how Flick lost motivation. In high school Flick was an excellent basketball player, if not, the best. After high school Flick didn't continue his basketball skills, and he never had tried as hard on his academics as he did on basketball. Flick now works at Berth's Garage and has a dead end life. I think that Flick gave up because he didn't want to work at something that didn't come easily, such as academics. I enjoyed this poem because it makes you think, I will now tell of a time when I lost motivation. In fourth grade I took gymnastics. I really like it, and had a lot of fun. The problem was that after a while my teacher didn't seem to teach us many new tricks. On top of that, they were ready to move to a new building. This building had a low ceiling, so I couldn't do the uneven bars. The uneven bars happened to be my favorite event, so I decided to quit. ..

Prosecuting Argument Essay

Prosecuting Argument Paper In presenting its case against, Mr. Stu Dent involving the deceased victim, Uma Opee, the prosecution intends to show the elements of crime are present in each of the charges lodged against the defendant, Stu Dents. Members of the team will provide a specific law for each charge which may be found in one of the following states; Indiana, Minnesota, and Texas. However, the prosecution team has decided that it will pursue this particular case in the great State of Texas, as it feels that it will receive a greater chance of achieving its goal of the severest punishment in the matter. Argument The prosecution’s argument is that the defendant is not only guilty of the charges brought against him in the matter of State v. Stu Dents but is liable as well because he knowingly and purposefully committed the crimes on the victim, Uma Opee. All three elements, mens rea, actus reus, and concurrence were present at the time. Mr. Dents was very detailed and meticulous in the manner in which he went about, as he penned in fulfilling his destiny in the journal found by officers in his home. This is considered premeditated. Probable cause has been established in connecting the defendant tothe crime through DNA testing. Officers found mor than 300 photographs stapled to a wall in a locked room located in the back of the defendant’s home. Three counts of possession will be sought for the MDMA also known as ecstasy, cocaine, and methamphetamine drugs found in the defendant’s home. Kidnapping as the victim was taken by force from her place of residence. Signs of cuts a nd bruises on the victim’s shows Uma put up a struggle. The victim’s hands and feet were tied with rope; particles of which were found in the victim’s home along with blood spots. The victim’s jewelry, specifically an inscribed ring, was found among the defendant’s possession. Lastly, the defendant intentionally assaulted a law enforcement officer when he punched Officer T. Chur in the face during his apprehension. Homicide Mr. Dents murdered the victim with malice and forethought. During the search of the defendant’s home, a journal was found. In the journal, Mr. Dents gives the details of how he purchased ropes, rags, and a sharp hunting knife. These items were purchased to fulfill the defendant’s destiny. The act of purchasing the supplies is premeditated and warrants the charge of capital murder. Capital murder is found under Sec. 19.03.of the Texas penal code. The part that applies to this case is section 19.02 (b) (1) along with number 2 of section 19.03. Section 19.03 number 2 of the Texas penal code (2011) states, â€Å"the person intentionally commits the murder in the course of committing or attempting to commit kidnapping, burglary, robbery, aggravated sexual assault, arson, obstruction or retaliation, or terroristic threat under Section 22.07(a)(1), (3), (4), (5), or (6).† Mr. Dents committed two of the offenses mentioned – kidnapping and burglary. Assault Moreover, on October 21st at 8:45 p.m., Stu Dents was arrested for numerous charges. One of which is the arrest by Officer T. Chur. Mr. Dents appeared agitated, irrational, and combative in his behavior. Mr. Dents then punched the officer while screaming obscenities. The defendant intentionally, knowingly or recklessly caused bodily injury to the victim. In the State of Minnesota there are no classifications for its felonies; they are instead broken into categories with punishments (StateLaws, n.d.). . In this matter, Mr. Dents assaulted a police officer which is a willful attempt or willful threat to inflict injury on another person. It may also include the act of intentionally frightening another person into fearing immediate bodily harm (Schmalleger, Hall, & Dolatowski, 2010, p.227). The victim was in fact a law enforcement officer on duty at the time of the offense. In the State of Minnesota 609.2231Assaul in the Fourth Degree. Subdivision 1. Peace officers. Whoever physically as saults a peace officer licensed under section 626.845, subdivision 1, when that officer is effecting a lawful arrest or executing any other duty imposed by law is guilty of a gross misdemeanor and may be sentenced to imprisonment for not more than one year or to payment of a fine of not more than $3,000, or both. If the assault inflicts demonstrable bodily harm or the person intentionally throws or otherwise transfers bodily fluids or feces at or onto the officer, the person is guilty of a felony and may be sentenced to imprisonment for not more than three years or to payment of a fine of not more than $6,000, or both (Revisor of Statutes, 2012). Stu Dents felt no obligation to be placed in hand cuffs, therefore acted out and inflicted bodily pain towards Officer T. Chur. Kidnapping Mr. Dents has been charged with kidnapping in the crimes committed against the victim, Uma Opee. Indiana Code (IC) 35-42-3-2 Version b Kidnapping Sec. 2 (b) A person who knowingly or intentionally removes another person, by fraud, enticement, force, or threat of force, from one place to another (Indiana Codes, n.d.). This a Class A Felony in the State of Indiana and carries penalty if convicted and a fine of up to $10,000 (Thomas, 2013). Some examples of a Class A felony include the following: Rape, Kidnapping, Child Molesting, Dealing in Cocaine, a Narcotic Drug of Methamphetamine in an amount over three (3) grams, and Armed Robbery resulting in injury. As we know, there was evidence of a struggle, blood spots, and particles from the rope found on the carpeting of the victim’s home. The coroner has determined that Uma bled to death from the stab wounds inflicted. Since, there were signs of bleeding in the victim’s home, yet her body was transported to another place whe re she was later discovered with her hands and feet bound; we are seeking a charge of kidnapping. Burglary Burglary is breaking or entering into a dwelling or structure with the intent to commit a crime. In the case of the State v. Stu Dents two eyewitnesses saw Mr. Stu Dent walks through the Broadway apartments to Ms. Uma Opee’s apartment 156, and goes inside. There were no signs of forced entry or if Mr. Stu Dent had a key. During an investigation of the defendant’s home, jewelry was found belonging to the victim. It was an inscribed ring with the victim’s name. The ring was later identified by coworkers as a ring the victim wore on a daily basis, including the day of her disappearance. The state of Indiana is charging Mr. Stu Dent with Burglary IC 35-43-2-1which is â€Å"a â€Å"class â€Å"B† Felony that carries a penalty upon conviction of a fixed term between six (6) and twenty (20) years in prison and a fine of up to $10,000.00 (Thomas, 2013)†. The State of Indiana will prosecute Mr. Stu Dent, because there is enough evidence in the case with the two witnesses and the evidence from the victim apartment to support the fact that Mr. Stu Dent was at the crime scene and involved in the crime. Possession of drugs When arrested, the defendant had no illegal drugs in his system. However, the illegal drugs found in the defendant’s possession are ecstasy, cocaine, and methamphetamine was found in the possessions of the defendant. Cocaine powder residue was found on the defendant’s coffee table in the defendant’s living room. This is a perfect place to bag the product. Ecstasy with a â€Å"thumbs-up† imprint was found under a table in the victim’s living room. The victim had no drugs in her system, and had completed court-ordered rehabilitation two months before her death. There is only one possible conclusion. Mr. Dent was in possession of said drugs. Possession or Delivery of Drug Paraphernalia (using or possessing with intent to use) [Tex. Health & Safety Code  § 481.125(a), (d)]. In the State of Texas it depends on the amount, weight and classification of the drugs in determining the sentence. Conclusion The prosecution is prepared to produce all the evidence in this case to show the jury that in the case of the State v. Stu Dent that Mr. Stu Dent is guilty of homicide, assault of a police officer, kidnapping, burglary, and crimes related to drugs. The prosecution will take this case step by step to show the jury all the elements are present for a conviction in this case. The actus reus shows in the evidence that Ms. Uma Opee the victim was repeatedly stabbed 13 times and tied up. The mens rea shows that there was a guilty mind and a criminal intent, because Mr. Stu Dent wall was completely covered with photographs of the victim in various locations and situations. It did not appear that the victim knew her picture was being taken. The police found over 300 photographs of the victim stapled to his wall. Insomuch, his journal detailed his first meeting with the victim up to the night she was murdered. The entries discussed purchasing rope, rags, and a sharp hunting knife. The prosecut ion will also show that Mr. Stu Dent assaulted a police officer, kidnapped, burglarized, and drugs were found in his apartment. We are seeking justice not only for the victim Ms. Uma Opee, but also her family. Mr. Stu Dent is being charged with five crimes and we are asking the jury to find him guilty on all counts. References Minnesota Statutes (2012). The Office of the Revisor of Statutes. Retrieved from: https://www.revisor.mn.gov/statutes/?id=609.2231 Penal Code Title 5, (2011) Offenses against the Person, Chapter 19; Criminal Homicide, Retrieved from: http://www.statutes.legis.state.tx.us/Docs/PE/htm/PE.19.htm on 9/11/2013 Punishment Range (2012) Penal Code Offenses. Retrieved from: https://www.oag.state.tx.us/AG_Publications/pdfs/penalcode.pdf on 9/11/2013 Thomas, R. G. (2013). Classes of offenses in Indiana. Retrieved from: http://www.defenselawyerindiana.com/levels.html Schmalleger, F., Hall, D. E., & Dolatowski, J. J. (2010). Criminal Law Today (4th ed.). Upper Saddle River, NJ: Prentice Hall State laws. Retrieved from: http://statelaws.net/Minnesota-Felony.php http://www.in.gov/legislative/ic/code/title35/ar42/ch3.html

Ethics Awareness Inventory and Personal Values Essay

Ethics and values coincide with one another. Values are determined by what is right and what is wrong and ethics is actually doing what is right and wrong. Everyday people are faced with making right and wrong decisions. Ethically we make decisions according to our beliefs, values, and awareness. Every decision should be made to do the right thing according to the situation. In this paper I will discuss the difference between ethics and values, and my values in my personal life. I will reflect on the Williams Institute Ethics Awareness Inventory and discuss my self assessment. I will also reflect on Kudler Fine Foods (KFF) values and how they align with my values. Then we will look at how being a part of the management team at KFF would affect my performance. Ethics vs. Values Ethics refers to standards of conduct, standards that indicate how one should behave based on moral duties and virtues, which themselves are derived from principles of right and wrong(cite1). In order to apply this definition to practical decision making it is necessary to specify the nature of the moral  obligations considered intrinsic to ethical behavior.(cite1) There are two aspects to ethics: the first involves the ability to discern right from wrong, good from evil, and propriety from impropriety; the second involves the commitment to do what is right, good and proper(cite1). Ethics is an action concept; it is not simply an idea to think and argue about (cite1). The terms â€Å"values† and â€Å"ethics† are not interchangeable(cite 1). Ethics is concerned with how a moral person should behave, whereas values simply concern the various beliefs and attitudes that determine how a person act Running head: ETHICS AWARENESS INVENTORY AND PERSONAL VALUES Ethics Awareness Inventory and Personal Values Selisecia Royster University of Phoenix Management 521 Christie Matthews July 30, 2009 Ethics Awareness Inventory and Personal Values Ethics and values coincide with one another. Values are determined by what is right and what is wrong and ethics is actually doing what is right and wrong. Everyday people are faced with making right and wrong decisions. Ethically we make decisions according to our beliefs, values, and awareness. Every decision should be made to do the right thing according to the situation. In this paper I will discuss the difference between ethics and values, and my values in my personal life. I will reflect on the Williams Institute Ethics Awareness Inventory and discuss my self assessment. I will also reflect on Kudler Fine Foods (KFF) values and how they align with my values. Then we will look at how being a part of the management team at KFF would affect my performance. Ethics vs. Values Ethics refers to standards of conduct, standards that indicate how one should behave based on moral duties and virtues, which themselves are derived from principles of right and wrong(cite1). In order to apply this definition to practical decision making it is necessary to specify the nature of the moral obligations considered intrinsic to ethical behavior.(cite1) There are two aspects to ethics: the first involves the ability to discern right from wrong, good from evil, and propriety from impropriety; the second involves the commitment to do what is right, good and proper(cite1). Ethics is an action concept; it is not simply an idea to think and argue about (cite1). The terms â€Å"values† and â€Å"ethics† are not interchangeable(cite 1). Ethics is concerned with how a moral person should behave, whereas values simply concern the various beliefs and attitudes that determine how a person act Running head: ETHICS AWARENESS INVENTORY AND PERSONAL VALUES Ethics Awareness Inventory and Personal Values Selisecia Royster University of Phoenix Management 521 Christie Matthews July 30, 2009 Ethics Awareness Inventory and Personal Values Ethics and values coincide with one another. Values are determined by what is right and what is wrong and ethics is actually doing what is right and wrong. Everyday people are faced with making right and wrong decisions. Ethically we make decisions according to our beliefs, values, and awareness. Every decision should be made to do the right thing according to the situation. In this paper I will discuss the difference between ethics and values, and my values in my personal life. I will reflect on the Williams Institute Ethics Awareness Inventory and discuss my self assessment. I will also reflect on Kudler Fine Foods (KFF) values and how they align with my values. Then we will look at how being a part of the management team at KFF would affect my performance. Ethics vs. Values Ethics refers to standards of conduct, standards that indicate how one should behave based on moral duties and virtues, which themselves are derived from principles of right and wrong(cite1). In order to apply this definition to practical decision making it is necessary to specify the nature of the moral obligations considered intrinsic to ethical behavior.(cite1) There are two aspects to ethics: the first involves the ability to discern right from wrong, good from evil, and propriety from impropriety; the second involves the commitment to do what is right, good and proper(cite1). Ethics is an action concept; it is not simply an idea to think and argue about (cite1). The terms â€Å"values† and â€Å"ethics† are not interchangeable(cite 1). Ethics is concerned with how a moral person should behave, whereas values simply concern the various beliefs and attitudes that determine how a person act

Howard Gardner and Applications of Multiple Intelligences Essay

Gardner believes that there are different ways of solving problems and that there are different ways that intellectual ability is manifested or expressed (Gardner, 1993; 1999). What had been accepted in education in general had been to assess students in terms of their capabilities in Science, Math and Language or Communication (English in written and spoken communication). Gardner expanded this to what he termed as multiple intelligence which introduced the domains with which every individual may possess in whatever degree. These domains include, the logical-mathematical, musical, spatial, bodily-kinesthetic, linguistic, intra and inter-personal, naturalistic and existential intelligences (Gardner, 1993; 1999). There are evidences that support the theory in terms of the biological and cultural underpinnings such as those done on development focused on children, empirical research from individuals with brain damage and persons with giftedness. The theory has significant implications on both structure and curriculum in the educational setting such as the kind of set up with which the classroom is arranged or the strategies employed in introducing material or assessment of learning (Gardner, 1993; 1999). Problem statement Since Gardner believes that the educational setting at all levels must foster and promote the understanding of multiple intelligences the following pertinent parts of the educational set up involving curriculum and assessment strategies must be changed or reformed (Gardner, 1993; 1999). This research therefore attempts to answer the following problem statements: What is Multiple Intelligences as a framework in school? What is the description of a curriculum in the secondary level (high school) incorporating the Gardner theory? In this framework, how can assessment be done on student learning and overall progress of students? Discussion Nature of the learner in the Secondary Level There are basic observations gathered by experts on the kind of learner expected to enter into the secondary level. Since the concept of Multiple Intelligences by Gardner would be revolutionary even today, when in essence, most institutions of learning already recognized the brilliance and applicability of his position. It would be helpful to have alongside in the direction of this notion, quite important figures and principles that would further make the application of the Gardner framework in the secondary level easier to grasp and more feasible to comprehend. The curriculum would serve to reflect how learners inch their way into the classroom and courses they are about to undertake and to finish. It is always important to start right by understanding how the learner apprehends and appreciates the material, his preparation in terms of physical, emotional, and psychological maturity, and the way these materials or knowledge could be absorbed and thereafter applied at the correct time and place. It was Malcolm Knowles (1978, 1990) and his theory andragogy who emphasized the model of adult learning. The premise is based on his hypothesis that the maturation of an individual into adulthood is manifest when people conduct themselves in adult behavior and consider themselves to be adults. Then they should be dealt with as adults. By adulthood people are self-directing. Knowles taught that adult education was special in a several ways. This will mean that the presence or absence of some significant details will improve or pull down adult learning experience. This implies that knowledgeable background on adults and the developmental characteristics of that particular stage will spell effective or disastrous results. This paper attempts to show the various positive and negative learning environments specifically for adults. Positive Learning Environment include: 1. Adult learners carry with them a vast amount of experience to the learning environment. This means that tuning in to their particular psyche creates a conducive atmosphere for learning; 2. Adults expect on the kind of training they are exposed to and how they are to be educated. Example: Unlike the younger learners where most take on passive role, adults have goals in mind and the learning they receive must fall within those predetermined personal goals; 3. the active involvement of students should be encouraged in planning and implementing educational programs; 4. Adults need to be able to see applications for new learning; 5. Adult learners expect to have a high degree of influence on how learning will be evaluated; 6. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. Andragogy is therefore student-centered, experience-based, problem-oriented and collaborative (Brooks, J 1995). On the other hand, the following can influence adults specifically in the learning experience in an unhelpful way. The Negative Learning Environment includes the fact that: 1. some adults can move toward prescribed educational settings with anxiety and feelings of high or low self-efficacy. Their method to new learning milieus can be prejudiced by how they assess or evaluate the new experience. A case in point: given two adults in a classroom where an exercise is about to begin, one individual may interpret the assignment in such a way that leads to a feeling of ‘excitement’, while another individual interprets the task in such a way that leads to the feeling of ’embarrassment’. It is a fact that the way the individual interprets the situation and the consequent emotion that arises, will affect the kind of action the individual is to take (Burns, 1995, p.16). Burns considers that such assessments, together with the labels such as ‘fear’ or ‘anxiety’ can direct some learners to psychologically disengage from the source of distress that is the learning experience. Conversely, when coupled with labels such as ‘excitement’ or ‘challenge’ the learner is conducted to take measures that focus on the undertaking. With this slant, the abovementioned findings just aptly show how the Multiple Intelligences framework is the better if not best option to amplify what adult learning insights have offered and how the issues are met and addressed. It would seem that the Gardner framework can be both an approach in the arrangement of teacher’s approach to the student’s ease assimilating information and training of skills development; Gardner’s framework serves as assessment tool as well to further check and evaluate status of learning as well as secure its usefulness (i.e., training and knowledge) for a future job (Gardner, 1993; 1999). The curriculum then would appear more like a university level type that can be seen as implementation of several tracks, individualized in nature, with personal advising installed, and students are evaluated on their overall grade point average performance. Personality tests that are primarily geared to measure the Gardner â€Å"traits† are indispensable tools to discovering the possession of either or combinations of the â€Å"intelligences† (Gardner, 1993; 1999). On the course or subject level, students are also handled in individual cases but getting used to the variations will be established in the long run and may no longer be as difficult to implement and follow-up. Evaluation of the student performance and any behavioural changes are pertinent tasks that teachers are to be cognizant of. In this manner, the application of formative and summative assessments would not only be appropriate but timely as well. According to studies on the subject, both summative and formative assessments are employed to provide a very objective result as to the efficiency and efficacies not only of the teacher’s methods. The evaluation itself (i.e., assessment for and of learning) is a vital factor that is found to help the student realize his potentials and attenuate the weaknesses he’s had in the process of learning (Northern Arizona University, 2009). I believe that the methods of evaluating the interventions for the problem cannot be easily applied or even seen/grasped. However, this can only be understood well when applied (hands-on) to a particular school, class, and individual during a certain period like during the first half of a given school year. A detailed lesson plan, or syllabus is part of this tool with specific dates and key result areas to serve as a guide. This way, every student has each given the chance to shine his best and not just be a statistic in an otherwise lopsided contest where no real winners are found but instead disillusionment for failed dreams and succumbing to societal pressures are more common and expected. Reference: Brooks, J (1995) Training and Development Competence: a practical guide Kogan Page, London. Burns, S. (1995) ‘Rapid changes require enhancement of adult learning’ HRMonthly June, pp 16-17. Knowles, M.S. (1978) The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division   and Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division. Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. And Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates Northern Arizona University. Formative vs. Summative Evaluation. Retrieved on May 9, (2009), from http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

Getting financing Essay Example | Topics and Well Written Essays - 1000 words

Getting financing - Essay Example The inadequacy of working capital has prevented many companies from exploiting potential market opportunities that are available to them. This paper tends to explore the scope of raising finance for my business ‘JBR Watches’ located in Los Angeles. Obviously, it is difficult for an entrepreneur to meet all capital requirements for business expansion all by oneself. Hence, for opening a showroom in Los Angeles, I should seek various sources of financing. At this juncture, it is important to identify significant tactics that an entrepreneur can initiate. The most notable factor that denies a firm’s access to financial sources is its negative market stature. This bad situation can be changed if the company deals with large contracts because they offer comparatively higher profit. At the same time, majority contract terms insist that the supplier must provide 30 to 60 days for the client to pay his invoices (Burstnet). So as to meet these credit requirements of the cu stomers effectively and to earn more profit from large business contracts, it is advisable for the JBR Watches to try for venture capital. Venture capital is an option for small companies that possess innovative business plans but have no adequate operating finance (venture capital). Generally, venture capitalists would not be willing to invest their money in risky ventures; hence, the JBR must formulate effective business designs in order to convince the capital provider about the potentiality of its business. Even though, venture capital is offered for a short period of time, JBR can make returns within this period and repay the amount before the maturity of the stipulated period. Similarly, my company may seek assistance from angel investors. An angel investor maybe a wealthy individual or group of individuals who wish to invest in pre-venture capital companies with the objective of uplifting certain communities (Angel Investors). In the case of JBR, the management can highlight the growth requirement of employees’ community; and it may assist the firm to get financial assistance from angel investors. So as to find a potential angel investor, JBR can employ the internet tools like Google search engine. According to Carbajo (2011) bank is another potential financial source for every business. However, it is observed that the banks do not provide loans and other credit facilities to small companies unless the companies possess substantial assets and all other financial records. Although JBR Watches is a notable concern in the industry, its decreased growth rate would not satisfy the banks’ credit criteria. In the opinion of Yates, banks provide credit facilities to small companies also if the business owners personally guarantee the credit repayment. This type of fund raising is a very risky practice for small companies if the business does not realize anticipated profit and the owner is unable to repay the loan amount. Therefore, JBR must be ve ry careful while applying this tool. Use of credit card is another method that can effectively contribute to the working capital requirements of JBR Watches. Credit cards assist the card holders to make purchases or obtain cash advances and pay them later. Business owners must note that credits cards are very expensive source of funding even if it has reasonably low interest rates. As in the case of bank lines of credit, the business owner personally guarantees the debt repayment while employing this technique also. Therefore, this

Spartan Warriors Essay Example | Topics and Well Written Essays - 1250 words

Spartan Warriors - Essay Example Spartan warriors' military fitness, as mentioned began specifically at birth. One of the immediate tests was when the mother of the child literally bathed in wine. This test already claimed its effectiveness in selecting who were the children fitted to be warriors through their survival (Schrader 2007). The test though didn't end there. Upon the survival of the child from the test, the decision about the child's future will be subject under the elders' judgment, if the child was to be reared as warrior or not. A child who survived but had founded with defective or weak was also considered useless. This child will be subject under the abandonment in the wild slopes of Mount Taygetos or Apothethae. The place was already known as a place of rejection (Schrader 2007). This practice was believed by the Spartans as way to preserve and maintain the high physical standard in their race. Spartan warriors were expected in absoluteness regarding physical strength and capability (Stark 1997). Another Spartan custom to eliminate the weak in their race was the throwing into a pit of the defective child. A cloak and nothing else would be the only clothing that provided for boys 12 years of age and below, was also a test for their physical health that was essential for fitness. Another test for their living condition was through hunger. ... Growing up in Spartan society was tougher for the Spartan boys than the girls. Officials assembled the young boys for primary fighting orientation. Spartan boys were expected to be grouped by age. They would then fight with each other, and the toughest boy would be the leader. (Connoly 1979) Another test for their living condition was through hunger. Spartan boys were being purposely underfed. This condition was to test them their hunting skills, up to the extent of motivating them to steal purposely the food in the supplies. Along with the test of hunger, they were also commanded to sleep in the bare ground. In fact, during the earliest days of Sparta, a citizen's life was completely and strictly submitted under the Spartan state. One of the moral trainings of Spartan warriors was the obedience to their laws (Connoly 1979). At this early stage, Spartan boys were already being exposed in the ruthlessness of killing. This was to set them prepared for the future military life that awaits them. They were being taught handling of arms and armor. They were also encouraged to develop their own guile and savage skill necessary for fighting. They were even enforced to experience actual murdering and slaughtering once they were being sent to hunt for declining slaves. Strict discipline in fighting was also enforced to them. (Paparykarious 2000) During boyhood, the young citizen was required to leave home for military boarding school. It was in their law that young Spartan was required to serve in the army, from age seven up to thirty years of age (Connoly 1979). In the army, their education put emphasis on physical toughness, faithful in military ranks, and absolute obedience to orders. They are identified as hoplite or a