Bankruptcy Fraud And Its Effects On The Lower Income Brackets

Crimes are perceived to be committed by those in the lower income brackets that are in desperate needs financially. History, however, has been shown that those who are financially wealthy take advantage of opportunities that could help further destroy the lower and middle class as well by using bankruptcy fraud. The average white collar worker has more resources and power to deprive people, especially when it comes to the basic necessities in life. The basic need of having good credit is the dream everyone wants in order to be financially strong. Since the use of bankruptcy fraud has become notorious in today’s society, gaining proper knowledge with regards to the effects and penalties of the crime helps build awareness and deter†¦show more content†¦That being said, one of the bustouts that have been known to effect the society as a whole is the type that occurs in a retail enviroment. A bustout that occurs in a retail environment occurs when a potential store ow ner purchases a location or merchandise with intentions to file bankruptcy with anticipation that he or she is unable to afford the asset (Brown, Nettles, Tallinn and Tighe, 1999). Whether a person owes money to the merchant or not, eviction or the confiscation of items cant be done immediately since the judge always have final say as to what occurs under this situation. Unfortunately, while everything is going on, the merchant is loosing out because the money is being collected on the side with anticipation to move his or her location out, gain profit with the merchandise and file Chapter 7 bankruptcy (Brown, Nettles, Tallinn and Tigne, 1999). In addition to using the retail approach for obtaining a large profit all while anticipating to file bankruptcy, a white collar criminal will also use the credit card approach as well. In this case, the fraudster will start out his damage as a ordinary individual with good credit since the criminals main objective is to attack secretly. In this case, since the credit card holder will be obtaining credit in order to raise their credit limit, the person will apply for multiple credit cards and than max them out simultaneously

Philosophy Of Science (Falsification) Example

Essays on Philosophy Of Science (Falsification) Coursework Philosophy of Science: Falsification Response to the First Criticism A falsificationist can indeed propose theories that he/she believes that are nottrue, but subject to falsification. But despite this fact, a falsificationist would find it practically difficult to practice science because science mainly involves the application of scientific theories in different kinds of situations that the theory promises to explain, but not looking for an evidence to refute the theory. Many discoveries in science are made through the application of scientific theories in many situations that the theory promises to explain. For this reason, therefore, although a falsificationism is a theory of whether science produces theories, and a falsificationist can, indeed, propose a scientific theory, in actual practice, however, a falsificationist would find it difficult to practice science. The actual practice of science requires the application scientific theories to different situations so as to uncover and discover more facts, rather than looking for an evidence to contradict the theory. In some instances, scientists even ignore some anomalies or some falsifying evidence in a scientific theory, and go ahead to apply the theory in different situations. If scientists strictly follow Popper’s falsification method, some scientific theories such as those of Copernicus, Newton, and Darwin, would have been thrown in their infancy. For this reason, therefore, it is practically impossible for a falsificationist to practice science.Response to the Second CriticismFor Karl Popper, the more a scientific theory resists falsification, the stronger the scientific theory. What this means for Karl Popper is that, as long there are ways to prove a scientific theory false, the more the theory resists falsification the stronger the scientific theory. This, however, does not mean that the more evidence we have of a theory, the stronger is the theory. For Popper, actually, the more evidence doe s not a scientific theory stronger. By saying that the more a scientific theory resists falsification, the stronger the scientific theory, Popper means that, the more a scientific theory resists falsification, the longer will the theory be held as a true account of reality.

Transformational Leadership Usually Focuses Samples for Student

Question: How Transformational Leadership Usually Focuses? Answer: Introducation: As opined by Wagner (2014), the global public schools are expected to make the students academically sound so that they are able to compete on a global basis. The leadership has a great impact on the effectiveness of student learning. Sebastian and Allensworth (2012) stated that the leaders set directions by setting clear directions for the students and establishes high expectations which foster the students to learn in an effective manner. The leader engages in tracking the progress as well as performance of the students and communicates the same to the students (Sebastian and Allensworth 2012). This makes the student aware of their current performance standards and can work upon any shortcomings (if any). The aspect of leadership is important in the classroom instruction mode and they influence the learning capabilities of a student. The instructional leadership encourages on the improvement of the teachers classroom practices so that they can guide the students in an effective man ner that would facilitate learning (Sebastian and Allensworth 2012). The instructional leaders include the teachers, superintendents and even principals who can influence the student learning by making appropriate decisions for them. Avolio and Yammarino (2013) argued that the transformational leadership usually focuses on the improvement of the different classroom conditions that would facilitate learning among the students. This may range from the incorporation of learning tools to the unique positioning of the classrooms so that the students are able to learn more in a fixed time period (Sebastian and Allensworth 2012). The decision-making activities of the school are being governed by the participative and the democratic forms of leadership, which has an indirect impact on the student learning process (Cavazotte Moreno and Hickmann 2012). According to Thoonen et al. (2012), the 21st centurys students performance can be of two types- qualitative aspects and the quantitative aspects. The quantitative indicators may range from grades of the students including monthly, quarterly and annual grades. The qualitative indicators of the student performance include the performance in the extracurricular activities, public speaking attributes, behavioral attributes and others. Cavazotte Moreno and Hickmann (2012) argued that the personality traits such as team work, collaboration and problem-solving are important dimensions of student performance. The teamwork is identified as the most important skills of the students which would help them in both academic life as well as in future professional life (Sebastian and Allensworth 2012). The students are expected to demonstrate their abilities to function in multidisciplinary teams. As stated by Nancarrow et al. (2013), the concept of team work is dependent on the attitudes, processes , skills and knowledge of the students, which would help them to perform well in a group work. The development of the team work capabilities is fostered by the instructional practices like cognitive apprenticeship method which is an amalgamation of the explanation, modelling and practice in relevant context. Teamwork is considered as a working environment in which metacognition and reflective practice are vital (Cavazotte Moreno and Hickmann 2012). It is important for the students to understand the effectiveness of team work and practice the same so that they can adopt practices of self-regulation as well as self-monitoring in their respective teams (West 2012). The aspect of team work is important since it increases the productivity of the students and would help them in increasing their professional goals. As defined by Levi (2015), collaboration is an integral component of teamwork and it is defined as the process of working together in groups so that an objective is fulfilled. The students should have collaborative skills that would improve their academic performance (Cavazotte Moreno and Hickmann 2012). The sharing of responsibilities would imply that the students would be able to perform different kinds of roles and develop suitable strategies for action. These skills would help the students to perform collective decision making as well as well perform tasks based on the objectives of the organization. If the students are able to imbibe these skills, then they would be successful in their future professional endeavors too. Hwang Wu and Chen (2012) argue that the students need to have problem solving attitude for gaining the best performances. It is important that they improve their analytical ability and lateral thinking so that they can perform their tasks in a better manner (Cava zotte Moreno and Hickmann 2012). The students should have skills like persistence and logical reasoning which would help the students to solve critical business issues and be self-sufficient. This would also make them take initiative in their academic as well as professional life. References Avolio, B.J. and Yammarino, F.J. eds., 2013. Introduction to, and overview of, transformational and charismatic leadership. InTransformational and Charismatic Leadership: The Road Ahead 10th Anniversary Edition(pp. xxvii-xxxiii). Emerald Group Publishing Limited. Cavazotte, F., Moreno, V. and Hickmann, M., 2012. Effects of leader intelligence, personality and emotional intelligence on transformational leadership and managerial performance.The Leadership Quarterly,23(3), pp.443-455. Hwang, G.J., Wu, P.H. and Chen, C.C., 2012. An online game approach for improving students learning performance in web-based problem-solving activities.Computers Education,59(4), pp.1246-1256. Levi, D., 2015.Group dynamics for teams. Sage Publications. Nancarrow, S.A., Booth, A., Ariss, S., Smith, T., Enderby, P. and Roots, A., 2013. Ten principles of good interdisciplinary team work.Human resources for Health,11(1), p.19. Sebastian, J. and Allensworth, E., 2012. The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning.Educational Administration Quarterly,48(4), pp.626-663. Thoonen, E.E., Sleegers, P.J., Oort, F.J. and Peetsma, T.T., 2012. Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors.School effectiveness and school improvement,23(4), pp.441-460. Wagner, T., 2014.The Global Achievement Gap: Why Even Our Best Schools Dont Teach the New Survival Skills Our Children Needand What We Can Do About It. Basic Books. West, M.A., 2012.Effective teamwork: Practical lessons from organizational research. John Wiley Sons.

Introduction Essays (2742 words) - Gender Studies, Feminist Theory

Introduction Western female thought through the centuries has identified the relationship between patriarchy and gender as crucial to the womens subordinate position. For two hundred years, patriarchy precluded women from having a legal or political identity and the legislation and attitudes supporting this provided the model for slavery. In the late 19th and early 20th centuries suffrage campaigners succeeded in securing some legal and political rights for women in the UK. By the middle of the 20th century, the emphasis had shifted from suffrage to social and economic equality in the public and private sphere and the womens movement that sprung up during the 1960s began to argue that women were oppressed by patriarchal structures. Equal status for women of all races, classes, sexualities and abilities - in the 21st century these feminist claims for equality are generally accepted as reasonable principles in western society; yet the contradiction between this principle of equality and the demonstrable inequalities between the sexes that still exist exposes the continuing dominance of male privilege and values throughout society (patriarchy). This essay seeks to move beyond the irrepressible evidence for gender inequality and the division of labour. Rather, it poses the question of gender inequality as it manifests itself as an effect of patriarchy drawing from a theoretical body of work which has been developed so recently that it would have been impossible to write this essay thirty years ago. Feminist Theory and Patriarchy Although patriarchy is arguably the oldest example of a forced or exploitative division of social activities and clearly existed before it was ever examined by sociologists, the features of patriarchy had been accepted as natural (biological) in substance. It was not until feminists in the 1960s began to explore the features and institutions of patriarchy, that the power of the concept to explain womens subordinate position in society was proven (Seidman, 1994). The feminist engagement with theories of patriarchy criticised pre-existing theoretical positions and their ideological use, tracing theoretical progenitors of popular views about gender, gender roles etc (Cooper, 1995; Raymond, 1980). Developing theories to explain how gender inequalities have their roots in ideologies of gender difference and a hierarchical gender order, feminist theoretical concepts of patriarchy are able to explain and challenge gender inequality and the gendered division of labour in the private and social spheres (Seidman, 1994). They have done this by challenging concepts of gender, the family and the unequal division of labour underpinned by a theory of patriarchy that has come to reveal how it operates to subordinate women and privilege men, often at womens expense. Patriarchy, Structure and Gender Inequality Walby (1990) reveals how patriarchy operates to achieve and maintain the gender inequalities essential for the subordination of women. Crucially for this essay, she shows how it can operate differently in the private and public domain but toward the same end. She identifies patriarchy as having diverse forms of and relationships between its structures in the public and private spheres, and yet still operates in a related fashion. Walbys explanation sees the household and household production as being a key site of womens subordination but acknowledges that the domestic area is not the only one that women participate in. She shows how the concept of patriarchy is useful in explaining the relationship between womens subordination in the private and public arenas by showing that they work equally to achieve this subordination as well as supporting, reflecting and maintaining patriarchy itself. Firstly, Walby points out that the structures of patriarchy differ in their form. The household has a different structure to other institutional forms, e.g., the workplace. This is an important point because if feminist theories of patriarchy are to stand they must show that patriarchy operates to the same end in both the private and public sphere, even if it uses different strategies, otherwise it could not be the main reason for the continuing inequality of women in both the private and public sphere. Walby shows that within the private structure and the public structures, patriarchy does use different strategies to maintain gender inequality and these strategies both achieve the subordination of women. The household strategy is considered to be exclusionary and the public structures strategy as segregationist. The exclusionary strategy in the private arena is based