Albert Bandura’s Social Cognitive Theory Free Essays

Albert Bandura’s Social Cognitive theory is highly important in understanding the processes and elements that influence human learning. One perspective of Bandura’s theory is the innate capacity of human beings to be agents of change and human processes. With this in mind, Bandura presented some human internal and external factors that influence the process of being an agent of change. We will write a custom essay sample on Albert Bandura’s Social Cognitive Theory or any similar topic only for you Order Now Social Cognitive theory, under the agentic perspective, relies on human intentions as a means to establish one’s connection to social structures based on three modes of agency: direct personal agency, proxy agency, and collective agency. These three modes of agency acknowledge the role of interdependence on how human beings will be able to manage human learning and processes that constitute life. Human agency necessitates the willingness and intentions of human beings to accomplish things through highly motivated thinking and actions. The results of an individuals’ thinking and actions under the perspective of human agency will assist individuals to undergo self-development and reconstruction in order for them to adapt to various life concerns. According to Bandura, human agency constitutes various core features: intentionality, forethought, self-reactiveness, and self-reflectiveness. Intentionality requires the willingness of human beings to do something in order to achieve desired results. Social functions give birth to desirable, mutual, and advantageous relationships if individuals are willing enough to become part of it. Collaborative activities, for instance, work out well if individuals take into account the desirable outcomes that might come out of it. Forethought complements intentionality, as it is concerned with looking and planning ahead. Bandura suggested that if forethoughts are motivating and desirable enough for individuals, then it will wield the intention of doing things that will eventually lead to its realization. For instance, an individual works with another for a cause but perceives that the relationship will be hostile and unproductive. His non-motivating view will not contribute to intentionality to invest time and effort to nurture the relationship. To continue, self-reactiveness talks about being able to motivate, but at the same time regulate oneself in terms of thinking and taking action. On the other hand, self-reflectiveness is established on the concept of introspection where one is able to evaluate actions and behaviors and determine how to fortify or change them. Aside from the core features of human agency, the three modes of agency influence the process of social cognition. Direct personal agency looks into the unswerving involvement of the individual to arrive at desired results. Intentionality, forethought, and self-reactiveness come into play to motivate individuals to influence the social structure. However, when individuals are unable to control it, they rely on proxy agency. The proxy agency constitutes other individuals or means to achieve the desired result, as the individual’s inability to influence the birth of the outcome is unperceived. Moreover, when direct personal agency and proxy agency do not seem to accomplish desired results within social structures, the collective agency gives off its value. The collective agency looks into the combined efforts to achieve goals and objectives. The collective agency relies on group functioning to harbor desired results. The nature of social structures is highly dependent on how individuals are able to perceive and establish it. At some points, social structures are reliant on the intentions, perceptions, and motivations of individuals to commit to actions and behaviors that will influence how these social structures will be shaped. Aside from the internal influences that might bear weight on the nature of social structures, modes of agencies will also affect how the process will be accomplished. Establishing social structures, under the three modes of agency, will depend on the direct influence of an individual, the dominance of other individuals and means to accomplish results, and the efficiency of group functioning to realize social structural goals and objectives. How to cite Albert Bandura’s Social Cognitive Theory, Papers

Arts And Crafts Essay Example For Students

Arts And Crafts Essay When I am feeling all of the tension and stress from my week start to get to me, I feel like I have to unwind. I feel that I have to do something to let go of all of the thoughts I carry with me throughout the day. That is when I look through my art supplies, so I can use my energy in a productive way. I love art; it is my passion. I do everything from crocheting to painting and sculpting. It is such a release of tension and stress. Doing art is my way of expressing myself. When I create things I am able to have time alone. In fact, The four heading lines of title page information should appear only on the first page. Each new paragraph should be indented one tab or five spaces. Do not put extra line spaces between paragraphs. Doe 2 it is clear that Fitzgerald is attempting to shed some light on the direction America was heading after the First World War, When the war ended, Americans wanted to forget the hardships and turmoil of the previous years and concentrate upon the youthful glory and excitement, which became characteristic of the Jazz Age. (adapted from McGee) Jazz had been You MUST acknowledge the author(s) for any and all information you use in any kind of report, essay, or presentation that you do. The purpose of documentation is twofold: to give credit where credit is due, and to allow your reader to track down your sources, Every acknowledgement has TWO locations/parts. 1. In-text Citation acknowledgement tot a source used, placed immediately at the point where it is used ? after a quotation or after a paraphrased section. The bare detail (most commonly authors last name and page tot the quote or information) of the source is given in parentheses and it directs the reader to the complete source entry which appears in the Works Cited. 2. Works Cited, Works Consulted, or References the list of sources used with complete publication detail for each source. It begins on a separate page(s) at the end of your work. The first word(s) of each citation is/are the words used in-text, placed in earnestness. Works Cited includes all works which you cited within your work (ML style) Works Consulted includes favors which you cited in your work and those you read, but didnt make direct use of in your work (ML style) References includes all favors which you cited in your work (PAP style) Your teacher will dictate which style is to be used for documentation. The two styles that are used most commonly are those of the Modern Language Association (ML) and the American Psychological Association (PAP). The in-text citation reveals the source that was used right at the point where it was used. This citation is alternately called a parenthetical citation or parenthetical reference. In parentheses you should provide the last name of the author. Fifth author is not named, the title of the article (in quotation marks) or the title of the work (in italics) should be listed. The word(s) that appear first in the Works Cited, should appear in parentheses in your work with the page number of the quotation (ML 214-215) Writing Style and usage of Quotations set off from the text or run into it, quoted material is usually preceded by a colon it the quotation is formally introduced and by a comma or no incaution if the quotation is an integral part of the sentence structure (ML 102). Shelley held a bold view: Poets are the unacknowledged legislators of the World (794). Shelley thought poets were the unacknowledged legislators of the World (794). Poets, according to Shelley, are the unacknowledged legislators of the World (734). ML 102) Construct a clear, grammatically correct sentence that allows you to introduce or incorporate a quotation.. (ML 92) Lead up to your quotation by giving the speaker and the situation. Do not assume that the reader knows the exact part Of the book that you are quoting. Avoid the use of artificial phrasing such as This quotation pro ves Follow up your quotation by commenting on, explaining, applying, interpreting, or drawing a conclusion from your quotation. Do not leave the reader to do the work! Never move on to a new point or paragraph immediately after the quotation. Introduce and follow up on each quotation separately, Do not string them together. Avoid overly long quotations. Stage Decoration and the Unity of Place in France in the Seventeenth Century- Part 2 EssayAs folk terms, â€Å"art† and â€Å"craft† refer to ambiguous conglomerations of organizational and stylistic traits and thus cannot be used as unequivocally as wc would want to use them if they were scientific or critical concepts. Since I will nevertheless have occasion to speak of art and craft worlds, organizations, and styles of work, it should be understood that in doing so I am referring to one or another aspect of some folk definition. I often refer to particular organizations that come close to realizing the ideal combinations implied by the folk terms, but even these do not live up to the expectations embodied in the ideal, nor docs it matter analytically that they do not.   In fact the ambiguities of the terms and the contradictions between what they predict and what the world exhibits will be most useful in the analysis, as those ambiguities and contradictions occur in particular fields of activity undergoing change. When change occurs, the people involved argue over the meaning of the activity; therefore examining cases of change from one defini tion to another will help us understand better the social meaning of our basic terms. I have made indiscriminate use of materials from a variety of sources my own experience in a numlier of worlds of art and craft as well as socio logical and historical studies of such worlds but 1 have not examined any systematic body of data in a systematic way. For my major examples I have used the worlds of the conventional handicrafts (especially ceramics), which   produce objects capable of visual appreciation and thus tend to be linked to such high art worlds as painting and sculpture. But the analysis is intended to be more general than that, and, though I speak largely of such crafts, I will occasionally indicate applications to other kinds of media and to per forming as well as object-producing arts and crafts.

The Dragon Can free essay sample

# 8217 ; t Dance Essay, Research Paper The Dragon Can # 8217 ; T Dance The Dragon Can # 8217 ; t Dance. The writer, Earl Lovelace, allows even the non-indigenous reader to understand, to experience the physical and psychological worlds of destitute Calvary Hill # 8211 ; every # 8220 ; Sweet, writhing, aching aching # 8221 ; ( p. 133 ) # 8211 ; more intensely, more wholly, through his usage of paradox. Indeed, oxymorons pepper the pages of his novel, disputing our wonts of idea and arousing us into seeking another sense or context in which these self-contradictions may be resolved into truths, truths that are clearly cosmopolitan yet at the same clip inseparable from the combined coloring material and sordidness of post-World War II Trinidadian life. Striking contradictions are employed most often in the writer # 8217 ; s word picture of Sylvia. While she is a comparatively fringy character, in her, Lovelace limns a startlingly existent portrayal of a adult female, organic structure and psyche, and, as virtually all male characters in the novel are mesmerized by her, it is suiting that the extent of her power is most regularly conveyed in footings of paradox. We will write a custom essay sample on The Dragon Can or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Already at age 17 she possess a # 8220 ; cognizing artlessness # 8221 ; ( p.39 ) , intuitively cognizant of her sacrificial function to her overburdened female parent # 8217 ; s rent aggregator, Guy. When he would touch her, she sometimes stood still, feeling, about badly, the demand to hone the # 8220 ; exultant resignation # 8221 ; ( p.40 ) fitted for the prostitution that was her fate, if non her naming. Along with the omniscient storyteller, the supporter Aldrick Prospect is fascinated by her. When she comes with a white frock and oversized places to offer herself to him, he thinks that it is # 8220 ; as if she had come both to give herself and to defy his taking her. # 8221 ; Unable to accept the societal duty that she implies simply by her presence, Aldrick will subsequently see Sylvia in needfully contradictory footings as # 8220 ; Sylvia, that child, adult female # 8230 ; her eyes # 8230 ; inflaming a sort of active uncaring # 8221 ; ( p. 114 ) toward him. Her physical beauty, # 8220 ; the rhythmic rise-fall of her natess, the quavering up-downing of her buttocks # 8221 ; ( p.151 ) , will do him # 8220 ; injury for her, for the taming of her # 8221 ; ( p. 152 ) , for old ages to come. Graduating from the physical, nevertheless, that # 8220 ; up-downing, drop-rising # 8221 ; ( p. 152 ) of her underside, Aldrick will come to recognize that # 8220 ; her really desirableness placed her above ordinary desiring # 8221 ; ( p. 229 ) , the mere ownership which Guy intends, and it is at carnival that he foremost glimpses the hereafter that they might portion, how he might paradoxically # 8220 ; lose himself and derive himself in her, twirling off with her until together they disappeared into the ego that she was naming back, naming Forth # 8221 ; ( p. 141 ) . Repeating the Indian, Pariag, and Philo the Calypsonian, Aldrick begins to want to merely populate and love and turn, which is precisely why he has ever loved Sylvia: her beauty was non a arm, but a # 8220 ; declaration of a religion in life and a promise of life # 8221 ; ( p. 228 ) . He entirely realizes the paradox that Sylvia is both # 8220 ; illuminated and doomed by that aura # 8221 ; ( p. 229 ) of inner # 8220 ; sainted # 8221 ; beauty which Guy threatens to stamp down by efficaciously sequestering her in a new place in Diego Martin. Merely through the usage of paradox could Lovelace convey the full scope of emotion between Sylvia and Aldrick, who both realize early on the spiritualty of their love that blossomed like a Mangifera indica rose against the unmitigating background of Aldrick # 8217 ; s little room, the brainsick formation of boxboard and wood-board hovels on the Hill, against all of the physical and economic worlds of Port-of-Spain. When Sylvia notices Aldrick coming up the Hill after his five-year prison sentence, for illustration, the sight of him sends # 8220 ; a chilling runing thrilling experiencing # 8221 ; through her flesh ( P . 206 ) . The oxymoron is particularly disposed given the strength of her true feelings for Aldrick and her guilty cognition of the fact that she has affianced herself to Guy entirely for economic grounds. Lovelace continues to use paradoxes to to the full dramatise the ubiquitous economic tensenesss in Calvary Hill. For all of Diego Martin # 8217 ; s comparative asepsis # 8211 ; # 8220 ; the newness and sameness of everything # 8221 ; ( p. 227 ) # 8211 ; the streets of the Hill remain # 8220 ; the really backbones of emptiness # 8221 ; ( p. 143 ) , and Fisheye and his set of ill-affected warriors have small else to make but lounge at the Corner, keeping their organic structures # 8220 ; in that relaxed animation # 8221 ; ( p. 26 ) as they watch # 8220 ; the humdrum prosaic journeying of people ensnared in their day-to-day surviving, a ritual driven # 8230 ; set in gesture, # 8221 ; Lovelace writes, # 8220 ; by that most baronial and obscene ground: the married woman, the kids, the belly, the dorsum of the pes ; the demand to maintain maintaining on # 8221 ; ( p. 166 ) . It is easy discernible how maintaining on in such economic conditions is # 8220 ; baronial and obscen e # 8221 ; at the same clip. The oxymoron serves to increase the sense of pragmatism and, with it, the built-in poignancy for the predicament of the uprooted urban workers # 8211 ; even for Fisheye and his unemployed bullies. Frustration and choler # 8211 ; # 8220 ; an choler older than themselves # 8221 ; ( p. 164 ) # 8211 ; is the inevitable consequence, which manifest in the posturing and ultimate misdirected force of Fisheye and his set. With effortless narrative gait, Lovelace # 8217 ; s description of the set members # 8217 ; # 8220 ; tight humorless smiles # 8221 ; ( p.165 ) culminates in the # 8220 ; serious stupidity # 8230 ; the of import stupidity # 8221 ; ( p. 179 ) of their failed pseudo-revolution in Woodford Square. Finally, the racial biass which characterize the Hill are besides efficaciously dramatized in self-contradictory footings. Despite Miss Cleothilda # 8217 ; s excavate oxymoronic axiom, # 8220 ; All o # 8217 ; we is one # 8221 ; ( p. 14 ) , an foreigner like the Indian, Pariag, will neer be able to experience a human bond with the others in the Yard. Then once more, that is non entirely true ; merely paradoxes can accurately and adequately convey the urban truth. It is merely after the devastation of his bike that the Yard can see past Pariag # 8217 ; s race to his humanity ; Pariag feels this intimacy every bit good. However, with the culturally pluralistic ideal about in range, Lovelace translates the self-contradictory and practical world for the reader: Pariag # 8230 ; felt touched that they had recognized him # 8230 ; Yet, it pained him that they had recognized him merely at that minute when he was pulling off ; and this hurting brought a height to his walk, so that he was at that clip both closer to them and further from them. It would be across this distance and with this intimacy that they would see each other henceforth ( p. 155 ) . Even Fisheye will finally halt coercing # 8220 ; two shilling # 8221 ; from Pariag whenever Pariag base on ballss by him. But when a immature fellar says to him, # 8220 ; I didn # 8217 ; T know he was your friend, # 8221 ; Fisheye responds: # 8220 ; Get the degree Fahrenheit # 8211 ; out of here, who say he is my friend # 8221 ; ( p. 155 ) ? Of class Fisheye # 8217 ; s come back contradicts what he unconsciously feels inside, but it is declarative of that apparently unachievable end of non merely Trinidad and Tobago, but of all states # 8211 ; # 8220 ; Indian, Chinee, white, black, rich, hapless # 8221 ; ( p. 163 ) # 8211 ; that Pariag redefines, thought of Miss Cleothilda and her All o # 8217 ; we is one: # 8220 ; No. We didn # 8217 ; Ts have to run into one. I woulda be me for my ain ego. A get downing # 8230 ; # 8217 ; ( p. 224 ) . And Lovelace # 8217 ; s vision in The Dragon Can # 8217 ; t Dance provides merely that: a microcosmic beginning, pealing challenging, all-too-relevant truths about humanity from a universe of self-contradictions, through a limpid poesy of paradox. To borrow Lovelace # 8217 ; s ain words about Miss Cleothilda, his is arguably a novel of # 8220 ; brave and pious magnificence # 8221 ; ( p. 147 ) .

Anxiety Disorder Research Paper

Anxiety Disorder Research Paper Definition Anxiety is the uncomfortable feeling of dread that occurs in response to extreme or prolonged periods of stress (Smeltzer and Bare, 2000). It is commonly ranked as mild, moderate, severe, or panic. It is believed that a mild amount of anxiety is a normal part of the human being and that mild anxiety is necessary to change and develop new ways of coping with stress. Anxiety is a reaction to an internal threat, such as an unacceptable impulse or a repressed thought that is straining to reach a conscious level or a real, threatened, or imagined threat to the patient’s self-esteem. Overwhelming anxiety can result in a generalized anxiety disorder (GAD) uncontrollable, unrealistic worry that is persistent. Risk Factors/Incidence Onset is usually before age 20, and the patient usually has a history of childhood fears. It’s equally common in men and women. More than 80% of patients with GAD suffer from major depression, arrhythmias, or social phobia (Smeltzer and Bare, 2000). Physiological Process/Etiology of the Disease or Condition Anxiety can indicate a primary psychiatric condition, be related to a primary medical disease, or be related to a medication adverse effect. In GAD, an alteration in benzodiazepine receptor regulation is thought to occur (Smeltzer and Bare, 2000). Serotonin abnormalities also appear to play a part in anxiety (Smeltzer and Bare, 2000). Increased serotonin levels have been associated with obsessive compulsive disorders. Etiological Theories Psychoanalytical theory says that anxiety is a conflict between the id and the superego, which was repressed in early development but which emerges again in adulthood (Smeltzer and Bare, 2000). Biological theory looks at this situation differently. Biological theories consider the sympathoadrenal responses to stress and observe the blood vessels constrict because epinephrine and norepinephrine have been release (Smeltzer and Bare, 2000). Blood pressure rises. If the body adapts to the stress, hormone levels adjust to compensate for epinephrine-norepinephrine release, and the body functions return to homeostasis(Smeltzer and Bare, 2000). If the body does not adapt to the stress, the immune system is challenged, lymph nodes swell, and risk for physical illness increases (Smeltzer and Bare, 2000). Signs Symptoms The patient admits to worrying excessively about minor matters, with life-disturbing effects. Physical examination of the patient with GAD may reveal symptoms of muscle tension, including trembling, muscle aches and spasms, headaches, and an inability to relax. Autonomic signs and symptoms include shortness of breath, tachycardia, and sweating, and abdominal complaints are rare. The patient may startle easily and complain of feeling apprehensive, fearful, or angry and of having difficulty sleeping, eating, or concentrating. Other signs and symptoms may be a feeling of restlessness or feeling on edge, shaking, palpitations, dry mouth, nausea or vomiting, hot flashes, chills, polyuria, and difficulty swallowing. Diagostic Criteria When the patient’s symptoms match the following criteria documented in the DSM-IV, the diagnosis of GAD is confirmed: Â  The patient has an unrealistic or excessive anxiety and worry about two or more events or activities for 6 months, during which he has been bothered most days by these concerns. The patient finds it difficult to control the worry. The focus of the anxiety and worry doesn’t have the features of an Axis disorder. The disturbance doesn’t occur only during the course of a mood disorder, psychotic disorder, or pervasive development disorder; nor is it due to direct physiologic effects of a substance ( drug abuse or medication) or a general medical condition (such as hyperthyroidism). Anxiety and worry are linked with three or more of the following symptoms present over the past 6 months (only one is required in a child): -restlessness or feeling keyed up or on edge -being easily fatigued -difficulty concentrating or mind going blank -irritability -muscle tension -sleep disturbance. The anxiety, worry, or symptoms cause significant distress or impairment in social, occupational, or other important areas of functioning. Because anxiety is the central feature of other mental disorders, psychiatric evaluation is necessary to rule out phobias, obsessive-compulsive disorders, depression, and acute schizophrenia. Treatment Treatment is individualized for the patient and may include one or more of the following: psychopharmacology, individual psychotherapy, group therapy, systematic desensitization hypnosis, imagery, relaxation exercises, and biofeedback (Smeltzer and Bare, 2000). Drug treatment and psychotherapy is most effective in treating a patient with this disorder. Complete symptomatic relief is rare, however. The benzodiazepine antianxiety drugs relieve anxiety but should only be prescribed for 4 to 6 weeks because of the potential for abuse (Smeltzer and Bare, 2000). Buspirone, an antianxiety drug, causes less sedation and less risk of physical and psychological dependence than the benzodiazepine (Smeltzer and Bare, 2000). However, it takes several weeks to take effect. Psychotherapy can help the patient identify and deal with the cause of anxiety, anticipate his reactions, and plan effective response strategies to deal with the anxiety. The patient may learn relaxation techniques, such as deep breathing, progressive muscle relaxation, focused relaxation, and visualization (Smeltzer and Bare, 2000). Complications Anxiety can impair social or occupational functioning; effects can range from mild to severe and incapacitating. GAD patients often abuse substances. Alcohol or sedative and hypnotic abuse is common. Nursing Process Assessment: Head to toe nursing assessment to identify the signs and symptoms of the disease and potential presence of complications described above. Areas of focus: psychological status (on edge, easily startled, sad, fatigue easily, fearful, angry, mood, any changes in behavior, altered thought processes, including patient’s explanation of problem, onset, duration, participating events, past coping, present coping, insight, motivation to change, anxiety level (+1,+2,+3,+4),Current stressors, results of mental status examination, and personal abilities, talents, and strengths, ect.), nutritional status ( nausea, vomiting, intake, output, IBW, weight loss, weight gain, anorexia, ect.), immune status (fatigue, malaise, vague underlying complaints, delayed healing, ect.), respiratory status (vital signs, SOB, ect.), skin status (rash, lesions, ect.), cardiovascular status (tachycardia, palpitations, rapid pulse, ect.). History of panic symptoms (choking feeling in throat, hyperv entilation, light-headedness, dizziness, and other physical signs and symptoms of anxiety). Medication history (response, effectiveness, and adverse effects), sociologic status, including support systems, hobbies, interests, work history, family makeup, family roles, family coping mechanisms, lifestyle, ect. Problems: Anxiety related to unexpected panic attacks Decisional conflict (excessive worry) related to anxiety level Impaired social interaction related to embarrassment and shame associated with symptoms Altered thought process related to inability to function Interventions: Interventions include the assessments identified above and may also include the following: Establish relationship with unconditional positive regard and respect (Miller, 1992) Competently maintain universal precautions Maintain strict confidentiality Administer medications as prescribed by MD Refer to appropriate agencies (related to health, finances, support groups,, ect.) Active listening/allow time for expression of feelings (empowerment). Teaching (Medication actions and their adverse effects, relaxation techniques, ect.) Stay with patient when he is anxious, and encourage him to discuss his feelings, reduce environmental stimuli, and remain calm. Help patient develop effective coping mechanisms to manage his anxiety Suggest activities that distract patient from anxiety.

2013 Hurricane Names

2013 Hurricane Names 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 Below you will find the listing of hurricane names for the Atlantic Ocean for the year 2013. For every year, there is a pre-approved list of tropical storm and hurricane names. These lists have been generated by the National Hurricane Center since 1953. At first, the lists consisted of only female names; however, since 1979, the lists alternate between male and female. Hurricanes are named alphabetically from the list in chronological order. Thus the first tropical storm or hurricane of the year has a name that begins with A and the second is given the name that begins with B. The lists contain hurricane names that begin from A to W, but exclude names that begin with a Q or U. There are six lists that continue to rotate. The lists only change when there is a hurricane that is so devastating, the name is retired and another hurricane name replaces it. The 2013 hurricane name list is the same as the 2007 hurricane name list with the exception of three names that were devastating hurricanes in 2007 and thus retired. Dean was replaced by Dorian, Felix was replaced by Fernand, and Noel was replaced by Nestor. 2013 Hurricane Names AndreaBarryChantalDorianErinFernandGabrielleHumbertoIngridJerryKarenLorenzoMelissaNestorOlgaPabloRebekahSebastienTanyaVanWendy

The Bernie Madoff Scandal Case Study Example | Topics and Well Written Essays - 1500 words

The Bernie Madoff Scandal - Case Study Example This paper illustrates that the Bernie Madoff Scandal was discovered by one of the Modoffs’ son when Madoff decided to pay up to $7 billion redemptions or bonuses upfront after showing the inability to pay investors. The sons demanded to know the source of the funds and father admitted that his asset management arm of his firm was actually being operated as a Ponzi scheme in which new investments covered returns from the existing or earlier investments and personal wealth. Upon discovering the fraud, the son did what the unexpected and took up the matter with the federal authorities leading to the arrest of Madoff. Madoff revealed that he had run the scheme for approximately 20 years since the early 1990s. It was discovered that over the years Mr. Madoff was actually using money from new investors to pay returns to old investors creating a pyramid resembling a previous scheme named after Charles Ponzi. Although Mr. Madoff was operating within hedge fund industry, his fund was not a hedge fund, but endowments and foundations after the hedge funds invested heavily with his company. Madoff’s strategy to pay old investors with funds obtained from new investors enables his firm to satisfy the high returns promised to investors despite failure by the old investments to generate any returns. Investors expected that their funds were invested elsewhere by the company to generate returns, but Madoff deposited all the funds in his business account at Chase Manhattan Bank. In order to hide the reality in his company, he creatively came up with false transactions involving falsified SEC filing with the Securities and Exchange Commission and foreign transfers year after year. Modoff’s fraud dealings also most surfaced in 1999 when Harry Markopolos, a financial analyst-whistleblower alerted the securities and commission that his gains were impractical in the financial situation.

The Debate on the Compromise of 1850 Essay Example | Topics and Well Written Essays - 750 words

The Debate on the Compromise of 1850 - Essay Example Championed by Henry Clay it set off fiery and intense debates. Daniel Webster, of Massachusetts, and the Senator from South Carolina, John C. Calhoun, entered into a debate on the Senate floor during March of 1850. Though each man was against slavery on moral grounds, they were on opposite sides of the debate. At the heart of the debate, the saving of the Union, they were in agreement. Yet, the methods they advocated to reach that end were in opposition. Protecting the Union from dissolving was the central issue and the reason for the compromise. Both men met in favor on this and both men could see the looming threat of secession of the Southern States. Webster sees the impending violence and warns against flirting with the possibility when he states, "There can be no such thing as a peaceable secession. Peaceable secession is an utter impossibility". Calhoun, while in agreement, took a more pragmatic approach and said, "It is only through a long process, and successively, that the cords can be snapped until the whole fabric falls asunder." Calhoun, from the South, was guarding against further agitation of the North and also guarding against alienating his Southern constituency. Calhoun's speech is highlighted by what he sees as the unfair treatment of the South by the North. With slavery prohibited in the unorganized territories and the provisions of popular sovereignty, he decries the dwindling political representation that the South has in Washington. He further puts forth the notion that the South generates a preponderance of the revenue that goes into the pockets of Northern industrialists. His speech is centered around the theme that the South must be satisfied in order to remain a useful section of the Union, and it was the responsibility of the North to rectify past wrongs and promote a more equitable system. Webster, on the other hand, does not recognize the imbalance in justice between the North and the South. Webster believes that the tensions arise from the North's unwillingness to accept the slavery in the South. He dismisses Calhoun's insistence that the South is being mistreated by saying, "These are disputed topics, and I have no inclination to enter into them". Webster saw slavery, and the South's ownership of the issue, as the central issue. But beyond the simple notion of slavery, both men agreed that the tensions were being promoted by abolitionists geared toward arousing anti-slavery feelings in the south. Webster was politically bound to show some public support for the Whig slave owners that he was courting for national support, while Calhoun needed anti-abolitionist support at home. Though the main issue of the Compromise of 1850 was the problem of the Texas territory and it's claim on New Mexico, neither man chose to highlight it in their speech. Another critical issue, the Fugitive Slave Act, was detailed by Webster but Calhoun chose to ignore the issue. Webster blamed the North for a lack of will in enforcing the laws that they were sworn to uphold. Webster's notion was to give the South their slavery, enforce their traditions, and they would go away quietly and exist in harmony with the North. Calhoun saw the turning point from a different perspective and believed that no compromise was possible as long as the North did not politically recognize the contributions of the