Global Financial Crisis on Japan Country Essay Example | Topics and Well Written Essays - 500 words

Global Financial Crisis on Japan Country - Essay Example Global financial crisis also reduced the flow of money in the country’s economy. During the economic downturn, many Japanese opted to cut down their shopping budgets. This greatly affected the revenues of businesses that already had less ability to access credit. Further more investors became weary of putting their money into companies. This too had a severe impact on businesses. The stock market business collapsed, making many business men lose a large portion of their investment (Needle, 2010, p. 476). Companies found it hard to survive under unconducive environment caused by the economic crisis. The senior managers of the largest Japan realized the need to cut cost for the sake of their company’s survival. Labor being one of the business greatest expenses, many people lost their jobs. The largest companies eliminated job opportunities on a large scale leaving many Japanese jobless (Batten& Szilagyi, 2011, p. 375). Other small businesses simply found out that they could not survive the adverse effect of the global economic crisis. These companies opted to close down their activities, leaving too many of their workers jobless. During the global financial crisis, many companies also reduced their charitable activities across Japan. This act eliminated chances of many Japanese to access resources they desperately needed. Many of them were unable to access clean water and security (Paul, 2010, p. 223). Following the effect of the global market turmoil, the FSA has initiated several measures aimed at regulating the functioning of financial intermediation. FSA has initiated a new capital injection scheme, to enhance proper flow of capital in the country as it was before the downturn (Paul, 2010, p. 254). FSA has also introduced new regulatory framework for credit rating agencies. It has considerably strengthened the disclosure requirement for financial firms with respect to their exposure to securitization

Adults and Children Essay Example for Free

Adults and Children Essay A gated community is a type of residential community that upholds privacy and exclusivity. Residential houses within gated communities are bounded within limited proximities that are bordered by walls, gates, fences, and such. Access or entrance to gated communities is highly restricted not only for pedestrians, but also to various types of transportation as well. Within gated communities, residents are provided with services or amenities that are exclusive only to them. Sometimes, gated communities adapt the concept of larger communities by providing services and amenities that will allow residents to enjoy a comfortable home and lifestyle within the bounds of the area. Large-scale and highly private or exclusive gated communities even provide small to medium sized shopping centers, recreational facilities, food and dining centers, and such that enables residents within it to enjoy daily living tasks and activities comfortable within its proximities. (Blandy Lister, 287) The purpose of establishing gated communities is to provide the community with safe and secure housing opportunities for individuals allowing them to experience a peaceful and relaxed home environment. Security systems established within gated communities for limit access from non-residents ensure individuals that the area is sheltered and guarded from criminal activities. (McGoey) Another objective for the establishment of the concept of gated communities is to allow residents to control or manage the community or environment they live in by granting them the power or authority to supervise roles or activities within it. Gated communities are guarded by appointed security officers, but it is usually managed by a Homeowner’s Association – a group or organization which handles everything that has something to do with living within the gated community. The owners of the properties within the gated community gather and elect leaders who will be in charge of overseeing all needs, problems, concerns, and other issues that might require urgent attention and resolutions. In addition, gated communities also serve as housing facilities that promises to provide residents with the best quality of life by offering unlimited access to fun, entertainment, and privacy. For instance, some large-scale gated communities have golfing areas that are accessible only to residents. Residents are allowed to play within the golfing areas without any limitations. (â€Å"Explore Gated Communities! †) Due to the benefits and advantages of living in gated communities, some discussed previously, it has become a major trend in modern housing. (â€Å"Explore Gated Communities! †) However, although the positive attributes or aspects of gated communities have been discussed, there seems to be some issues raised on its influence or effect to the behavior and lifestyle of adults and children who live within and outside the community. Adults and children who live in and outside gated communities acquire both positive and negative qualities and perspectives from the context or dimensions of walled housing arrangements. The effects of living within gated communities vary from emotional and psychological, to moral and social influences. The remainder of this paper will discuss how the behavior and lifestyle of adults are influenced by the structure of gated communities. In terms of the relationship between adults and children, living within gated communities allows parents and older members of families to feel at ease with the whereabouts of their children within the community. The focus of gated communities on providing safe and secure home environments ensure parents that their children are safe without their close supervision as long as they stay within the confines of the gated community. (Le Goix, 2003) This helps them to focus on other urgent things or concerns as they feel no worries or stress regarding the safety of their children. On the other hand, parents who live outside gated communities feel the worry and stress due to the relocation or concentration of criminal activities outside the walls of gated communities. Since the difference between gated communities and the public is most observable in terms of safety and security measures, the distinction between these two kinds of communities gives way to the unequal division or distribution of criminal activities within the entire community. Criminal activities will converge on areas neighboring non-gated communities. (â€Å"Diagonal Mar – A Gated Community,†) This concern allows parents to feel worried or stressed about the safety of their children leaving them deeply involved with ensuring that they keep them protected at all times.

Interaction Between Major Environmental Systems

Interaction Between Major Environmental Systems ‘Explain how the major environmental systems (atmosphere, hydrosphere, pedosphere and biosphere) interact and are interrelated’ In this assignment I will discuss and explain how our four major environmental systems the atmosphere, hydrosphere, pedosphere and biosphere interact and are interrelated. I will explain each one individually then go onto detailing how they link with one another with examples of photosynthesis, respiration and precipitation with the help of conceptual diagrams, lecture notes and my own personal knowledge. Our planet is made up of four basic ‘spheres’ or also known as ‘the four great realms of earth’ (Strahler and Strahler, 1994, pp. 7-7). Each serves a purpose and is interrelated with one-another and requires each other to form the life-cycle we live in. Figure 1 below shows a basic form of how our four main environmental systems interact: Figure 1: Interactive processes (Lal, Kimble, and Follett, 1997, 4.) Our atmosphere consists of many elements and plays an important part in making our planet inhabitable and sustainable for life. It comprises of around 78% nitrogen, 21% oxygen, 1% argon and a small trace of gases such as carbon dioxide (earth system pp). There are also several layers which can be split up which are the Troposphere, Stratosphere, Mesosphere and the Ionosphere (White, 1984, pp. 71 -71). The atmosphere today has been derived from the Earth itself by chemical and biochemical reactions (White, 1984, pp. 68 68) and also plays a vital role in creating our Earth’s weather systems. The hydrosphere is the Earth’s liquid cycle; it contains our rivers, lakes, oceans, streams, glaciers and groundwater and is linked into our water cycle. It’s our most dominate environmental system and covers around 70% of the earth’s surface which it contrives of features for plants and animals to inhabit. It also contains 1.4 billion cubic kilometres of water and water is essential to life and required for the survival of organisms (Strahler Strahler, 1999, pp. 7 7). The biosphere can be referred as the part of our environmental system where life exists. The term biosphere is used to describe either this veneer of life, or these organisms together with the surface environments in which they interact (White, 1984, pp. 128 128). It consists of abiotic (non-living) and biotic (living) components and it extends from our deepest oceans all the way to around 10km above sea level (earth system pp) and incorporates all different kinds of organisms and species. The Pedosphere is the Earth’s outer layer which contrive of soils and soil formations. It can also be linked in with the Lithosphere but has its own determined category. It provides a solid foundation for sustainability for plants and other organisms to live. The major factors influencing soil and soil development are parent material, climate, vegetation and time (Strahler Strahler, 1999, pp. 240 240). There are two main classes of soils which are primary and secondary which vary in terms of substance. Photosynthesis is the process by which higher plants, algae, and certain species of bacterial transform and store solar energy in the form of energy-rich organic molecules (Eaton-Rye, Tripathy, Sharkey, 2011, pp 1-1) and is a direct interaction between the atmosphere and biosphere. The process occurs from when the sun releases energy rays into our atmosphere which are absorbed by the biosphere within plants via their leaves, they then use this energy to convert carbon dioxide and water into oxygen, sugar and starch which is used as a food source by plants. Plants contain chloroplasts which makes the scenario of photosynthesis possible. They then release oxygen back into our atmosphere which humans intake and release back carbon dioxide to complete the cycle. This interaction between the atmosphere and biosphere in terms of collaborating and enhancing organisms. Photosynthesis also contributes towards ‘fossil fuels’ (i.e., coals, oil, and gas) that power the industrial s ociety. The fuels provide energy to fuel factories, homes and also raw materials such as plastics and other materials (Bassham, 2014). Figure 2 below shows the basic process in which photosynthesis occurs and how the cycle works: Figure 2: Diagram showing Photosynthesis (n. d.) In return, respiration occurs from the process of photosynthesis in animals and plant life contributing to the atmosphere where energy is released from glucose and other substances. Respiration, which occurs in mitochondrial and bacterial membranes, utilizes energy present in organic molecules to fuel a wide range of metabolic reactions critical for cell growth and development (Eaton-Rye, Tripathy, Sharkey, 2011, pp 1-1). There are two types of respiration, the first being aerobic which are common in all higher plants and animals and the process occurs within living cells and oxygen. It is a permanent process that continues throughout the life of plants and animals. The second is anaerobic and is common in microorganisms but very rare in higher plants and animals. The process occurs in the absence of oxygen and can be toxic to plants and animals (‘Major Differences’, n.d.). Respiration breaks down food molecules which occur inside cells to release energy, this is known as the oxygen cycle which animals and humans consume oxygen discharged by plants through the basis of metabolism. Carbon dioxide is then released by animals and humans in which plants then absorb and the whole cycle begins again starting with photosynthesis which forms part of an interrelated system and sustainability for life. Figure 3 below shows the process of the oxygen cycle with respiration between animals and plants in working order: Figure 3: The Oxygen Cycle (n.d) Precipitation is a direct interaction between the hydrosphere and the atmosphere. Water exists in the air in the form of humidity, clouds, fog and precipitation (Introducing physical geography p 77). Precipitation can form in two ways. In the first, cloud droplets collide and coalesce into larger and larger water droplets that fall as rain. In the second, ice crystals form and grow in a cloud that contains a mixture of both ice crystals and water droplets (Strahler Strahler, 1999, pp. 86 86). There are many forms of precipitation which include rain, freezing rain, snow, sleet and hail which form a part of the water cycle. It also plays a part in creating our weather system which can affect the environmental systems on our planet. Rain develops when the droplets clouds hold become too heavy to sustain and eventually fall to the ground producing rain. Rain can also start out as being small ice crystals which then turn into snowflakes and as the temperature gets warmer with the flakes falling they warm up and melt into rain droplets. These rain drops can benefit organisms in the biosphere such as plants for food and growth. Snow is formed by the process of water vapour turning into ice crystals from within clouds, the process is called sublimation (‘Sublimation from Snow and Ice’, n.d.) and the snow never melts on its way down to the ground. Hail is the process of where raindrops collaborate and freeze and when the clumps get too heavy for clouds to hold they fall to the ground. Hail can form in all different sizes from tiny pebble shapes to anything up to the size of a cricket ball. Sleet is the simple form of frozen raindrops which melt then refreeze in sleet as it falls to the ground. It begins as either rain or snow which falls through layers of cold air which contains temperatures below freezing. Figure 4 below shows the water cycle with precipitation incorporated into it: Figure 4: The water Cycle ‘USGS’ U.S Dept. of the Interior, U.S Geological Survey In conclusion our planet contrives of many different environments which contain contrasting forms of organisms and life. Us as humans have categorised and produced cycles in which all these processes occur. The cycles play a major role in how life is sustained on our planet and each cycle relies and interacts with one another in maintaining the constant flow needed. Having these processes helps us understand how things work and how we can help make a difference to insuring to managing our environment for future generations. Word count References: Bassham, J. A. (2014, August 27). Photosynthesis (biology). In Encyclopaedia Britannica. Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/458172/photosynthesis (n. d.) Retrieved 6 December 2014, from https://biochemunrated.files.wordpress.com/2013/10/jgjffjf.jpg (n.d.) Retrieved 30 November 2014, from http://www.ecoregionproject.weebly.com/nitrogen-oxygen-and-carbon-cycles.html Major Differences. (n.d.) Retrieved 6 December 2014, from http://www.majordifferences.com/2013/05/difference-between-aerobic-and.html Sublimation from Snow and Ice. (n.d). Retrieved 7 December 2014, from http://link.springer.com/referenceworkenentry/10.1007/978-90-481-2642-2_686 The Water Cycle. (n.d.). Retrieved 7 December 2014, from http://water.usgs.gov/edu/watercycle.html Bibliography: Dury, G. H. (1981). Introduction to Environmental Systems: Tchrs’. United Kingdom: Heinemann. Eaton-Rye, J., Tripathy, B. C., Sharkey, T. (2011). Photosynthesis: Plastid Biology, Energy Conversion and Carbon Assimilation. Gresswell, R. K., Cooper, H. J. (1971). The geography of the earth as a globe. Amersham: Hulton Educational Publications Ltd. Organizations, B. on I.S and Affairs, P. and G. (2009) Frontiers in Soil Science Research: Report of a Workshop. United States: National Academies Press. Strahler, A. and Strahler, A. (1994) Introducing Physical Geography. United States: John Wiley and Sons (WIE). White, I. (1984) Environmental Systems. London: Chapman Hall.

Les Miserables :: essays research papers

Les Miserables, by Victor Hugo, starts out with Valjean saying how he is 19 years old and a thief. The novel goes through his whole life. It explains the many conflicts he faces. But mainly it shows how he tries to escape his past during the French Revolution. Valjean was not a very wealthy man. He stole a piece of bread because he was hungry. He got tried and committed as if he had done a major crime and served 5 years in prison. He ended up doing 19 years of hard labor because he had tried to escape and failed. After he got out he had no where to go. A forgiving bishop decided to take him in. He feeds him and gives him clothes and shelter. Even after all that the bishop has done for him, Valjean steals silverware from the bishop. Once the bishop found out it was him who had stole it, the bishop tells the police that he gave it to Valjean, so Valjean could get off. After this Valjean decides to shape himself up. He sold the silver and moved to a town up north. He gets a job and he tries to start a life. Not only did he change his name, but he becomes a changed person as well. He eventually becomes mayor of this town. However, his past comes to haunt him. A police officer, which goes by the name of Javert, followed him to this town. Javert accuses another man of being the thief, so Valjean, being a changed man, turns himself in to save an innocent man. Eventually, Valjean escapes. When he is out he meets this woman Fantine, who is a prostitute. She is very sick and Valjean helps nurse her. On her deathbed, Fantine asks Valjean to take care of her daughter who is now owned by a money hungry family. Valjean agrees and buys her daughter, Cosette, from this family. He then takes her and all of the money he has left and flees to Paris. The novel then moves to 9 years later. This is during the French Revolution. Cosette is now a young adult. She meets a student revolutionary named Marius. Javert, the police officer, is trailing Marius. That brings Javert back on the trail of Valjean. Once again, he can not escape his past. Cosette and Marius fall in love and plan to wed. Les Miserables :: essays research papers Les Miserables, by Victor Hugo, starts out with Valjean saying how he is 19 years old and a thief. The novel goes through his whole life. It explains the many conflicts he faces. But mainly it shows how he tries to escape his past during the French Revolution. Valjean was not a very wealthy man. He stole a piece of bread because he was hungry. He got tried and committed as if he had done a major crime and served 5 years in prison. He ended up doing 19 years of hard labor because he had tried to escape and failed. After he got out he had no where to go. A forgiving bishop decided to take him in. He feeds him and gives him clothes and shelter. Even after all that the bishop has done for him, Valjean steals silverware from the bishop. Once the bishop found out it was him who had stole it, the bishop tells the police that he gave it to Valjean, so Valjean could get off. After this Valjean decides to shape himself up. He sold the silver and moved to a town up north. He gets a job and he tries to start a life. Not only did he change his name, but he becomes a changed person as well. He eventually becomes mayor of this town. However, his past comes to haunt him. A police officer, which goes by the name of Javert, followed him to this town. Javert accuses another man of being the thief, so Valjean, being a changed man, turns himself in to save an innocent man. Eventually, Valjean escapes. When he is out he meets this woman Fantine, who is a prostitute. She is very sick and Valjean helps nurse her. On her deathbed, Fantine asks Valjean to take care of her daughter who is now owned by a money hungry family. Valjean agrees and buys her daughter, Cosette, from this family. He then takes her and all of the money he has left and flees to Paris. The novel then moves to 9 years later. This is during the French Revolution. Cosette is now a young adult. She meets a student revolutionary named Marius. Javert, the police officer, is trailing Marius. That brings Javert back on the trail of Valjean. Once again, he can not escape his past. Cosette and Marius fall in love and plan to wed.

Who S The Real Terrorist

In the video they make strong arguments on what errors is and who are the terrorist. The video does indeed reach its audience and provides a clear message. Ethos The Classroom debate scene doesn't introduce anybody however it does show credibility threw out the video and uses well known actors. The scene in itself shows a lot of credibility ultimately because it is set up as a classroom discussion, setting. The instructor also shows he knows what he is talking about simply because he is throwing out data with numbers. Ultimately numbers make's anything more credible and sometimes even more believable.The student who is shown on the video who is defending the Muslims is a Hindu actor named, Ivies Oberon. While the professor is a well- known star named USAF All Kahn. The rest of the classes are random pro American actors that no one really knows. The audience will automatically agree with the famous and well-known actors. Whereas with the random students who the audience isn't familiar with them will most likely disagree with them. For instance companies use this strategy. They use role models and well known celebrities. For example Lebanon James a well-known basketball player is sponsored by Nikkei, McDonald's, and Coca-Cola.The Meany's intention is target there audience and get there point across. Considering there point being that if, Lebanon James eats or wears this so should you. That's how they attempted to manipulate there targeted audience and get their message across just like in the Exurban debate scene. This automatically gives the actors more credibility in the sense that they actually know what they're talking about unlike the underground actors, consequently takes away their credibility. As a result the actors being used can make their argument stronger and credible.Logos The video scene begins when the teacher states that â€Å"Islam is a religion that reaches peace and tolerates† (Exurban-Classroom Debate Scene, . 32 seconds). As soon as th e instructor finishes one of the students exclaims â€Å"if Islam truly is a religion that preaches peace how come they have the world's most trouble spots like the west bank, Afghanistan, Pakistan, and Iran there all plagued with Islamic terrorism. † (Exurban-Crisscross Debate Scene, . 37 seconds). The student uses a faulty deduction in here statement, she uses composition.She is assuming that all terrorist are Muslims by generalizing that the world most trouble spots are all thanks to Islamic terrorism. Threw UT the movie scene there is quite a lot of logical appeal. The video shows its logical appeal in various ways. They persuade the audience by exposing the United States and claiming that the US is only in the Middle East for the oil and that the Taliban was a creation of the CIA in other words it can be characterized as a lie since there really is no proof or it can also be an appeal to anonymous authority.Despite that, the video gives numbers and compare how more peopl e die in Afghanistan bombing than in 9-1 1 . The student compares how much people have died in Afghanistan bombing being which as more than 15,000 while 9-1 1 had around 3000. The logical appeal is clearly valid and effective to the audience since they support their statements and provide information. To sum it up at the end of the video the student even ends with logical appeal by stating that just because there elites and wear a fancy suit doesn't make them any different than other terrorist.This must have been one of the strongest logical appeal that one of the students states. It makes the audience kind of remove that blind fold that the government has had them have on. It changes the perspective and in a way makes the targeted audience open there eyes. Pathos The emotional appeal is clear throughout the video. You can see the anger in the student who argues how American's are the real terrorist oppose to the other students who are against the Islam religion, they show an expres sion of being worn out of the argument.The student showing his anger convinces the audience in the way of how tired he is of Americans showing there hypocrisy on how the terrorist are Islam religion. While the student who are expressing themselves as worn out help out the argument even more by showing how he has exposed them, which truly will impact the audiences . The video ends with the pro Muslim student showing his anger. His expression makes it look like all Muslims are fed up with Americans stepping in their soil and taking advantage and just bombing there country.The student makes the argument more emotional and appealing as well as the depressing background music. Conclusion In conclusion the movie scene covered the three different rhetorical strategies by either supporting its argument or not making it weaker. The artifact does indeed reach its purpose in persuading and convincing its audience since its argument is based on facts. The video mainly mention on owe the US was bad and are terrorist and gave little information on how Muslims are also terrorist.

The Emotional Impact of the Civil War essays

The Emotional Impact of the Civil War essays The Civil War began July1861 when Union troops set out for Richmond, Virginia. They met Confederate forces soon after the left at a small stream in Virginia called Bull Run. The carnage that followed showed the nation that the war was anything but civil. In this war fathers fought sons, brothers fought brothers, and families fought themselves. This no doubt left emotional scars for everyone involved. An example of the emotional impact that the war had left on the soldiers, the families, and the nation is "The Slopes of War" by N.A Perez. This book is about the Summerhill family, which is going through the Civil War. Rebekah Summerhill has three family members who are fighting in the war. Buck Summerhill, Rebekah's brother, is accompanied by his friend Tully Willard. They are both privates in the Union Army. Custis and Mason Walker, Rebekah's cousins, are privates in the Confederate Army. During their childhood Rebekah, Buck, Custis, and Mason were close since the both grew up in the same area. Because of this Buck and Rebekah has the emotional dispute of fighting their own blood in a war. The purpose of this thesis is to show the emotional impact the Civil War had on the people involved. And how " The Slopes of War" portrayed it. I will show examples of this in a letter by Jno. D. Dameron, another letter by JN Bennet, and a song called, "The Prisoner's Hope" by George F. Root. The letter by Jno. D. Dameron is to his father. In it he writes about his father not writing to him, 'I had concluded that I could not write to any more until I had received a letter from home." (Dameron, letter by author, December 1862) This shows how homesick Dameron was. This is exactly how Buck felt during the first parts of the book, "We're getting close to home" (The Slopes of War, N.A. Perez, PG 3) The quote came from when Buck's squadron is heading towards Gettysburg, Buck's hometown. This I think shows that most of the soldiers, Union and Confed...

Intercultural Group Project

Intercultural Group Project Free Online Research Papers COMM 220 – Intercultural Communication Intercultural Group Project Group Field Study This assignment is a group presentation to the class on a field study experience of a different culture. I reserve the right to lower the grade of any individual who does not participate equally in his/her group efforts. The purpose of this assignment is to give you direct experience with an intercultural situation. You are to explore a â€Å"new culture† here in the U.S. Consider the definition of culture that we are using and select a group for the field study on the basis of your access to the group and sufficient heterogeneity from that group. You are to approach learning about that culture as you would learning about any â€Å"foreign† culture. As a group you should study this new culture to learn about the cultural patterns (beliefs, values, and norms), verbal codes, nonverbal behaviors, social roles, and the rules for interpersonal relationships of that culture. The three guidelines you should use in the selection of the culture are: (1) those whom you study should be a â€Å"culture† as that term is used in this class; (2) the culture should be sufficiently different from you for the encounter to be considered intercultural; and, (3) access to the culture should be relatively easy. You will submit the group proposal in which you will address these points to justify the culture of choice. Proposals Due on D2L: November 24, 2009 You’re in-class presentation (you will have approximately 25 minutes to give the presentation) should provide a description of the culture. Address the following: What are the beliefs, values, norms, and social practices of the culture? What is the culture’s influence on the communication of the members of that culture? Is there a difference between your perception of events and the perception of the members of the field study culture? Are there any special or unique uses of their verbal code? Any particular organizational patterns or persuasive styles? What specific nonverbal behaviors are common among members of this culture? Are social episodes and interpersonal relationships defined in a particular way in this culture? As part of your group presentation, you will outline the points addressed above and also briefly describe the process you as a group used to come to your descriptions. You will also submit a 9-10 page paper, double-spaced, describing the culture and your process. Address the following both in your paper and your presentation: Did you find yourself evaluating behavior when description would have been more helpful? What were your stereotypes of the culture before you began the field study? How did they influence your interactions? Did the stereotypes change? How? Did the members of the culture have stereotypes of you? How did you make sense of what you saw in this culture? Did you experience any of the symptoms of culture shock while in this culture? Every member of the group must participate in the in-class presentation. You may use any artifacts, diagrams, objects, etc., from your field study culture to assist you in the presentation. Presentations and papers are due December 10. Research Papers on Intercultural Group ProjectThe Relationship Between Delinquency and Drug UseQuebec and CanadaEffects of Television Violence on ChildrenCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesWhere Wild and West MeetRelationship between Media Coverage and Social andResearch Process Part One