Legal and Ethical Issues Term Paper Example | Topics and Well Written Essays - 1750 words

Legal and Ethical Issues - Term Paper Example The loan was granted to assist the company in meeting then financial requirements for constructing an additional manufacturing plant. The administration stopped the additional capital inflows the Solyndra a step that made them close down and more than a thousand employees lost jobs (Anderson, 2012). Production activities stopped, and the company had to explain what made them make such a decision. As the management explained, there was a persistent increase in the production cost while the prices of the solar panels were decreasing. These could not tally and, therefore, the company ended up making huge losses. The cause of the fall in prices of solar panels was that Chinese developers had come up with cheaper ones which served the purpose of the Solyndra’s. According to the Washington post (2011), â€Å"the foreign manufacturers were supplying cheaper solar panels due to government subsidies a move that made the market prices of the solar panels to decline forcing Solyndra to reduce their prices for it to remain competitive†. Another problem that was lightly disclosed that the company had delayed accounts receivables that they failed to collect in the correct time. The foreign competitors had better terms of sale since they used to extend their customers’ payment terms (Anderson, 2012). There was no compliance with the good terms in the side of the Solyndra’s customers. There was an attempt to get the company back to business where one of the shareholders provided $75 but that was in vain. The loan processing was made possible as a result of an energy law that was passed in 2005 to authorize the department to issue federal backed loans for innovative projects that helped in reducing air pollution. The study intends to evaluate the legal and moral issues that relate to the circumstance of Solyndra. Legal issues to be addressed included the involved the company finances, contracts, payment of private investors and laying down of

education :: essays research papers

Educating our Youth The Authors that we read in class all had esteemed criticism when talking about our nations education system but the one essay that stood out the most for me was about our children being more interactive with the community. Robert Coles argues that our childred need to be more respectable towards elders and be more involved in the growth of the community.   Ã‚  Ã‚  Ã‚  Ã‚  Respectively I think that Mr. Coles makes a very convincing argument, and that when you break down all of the other arguments, everything pieces together under one major category. Bell Hooks argues that our schools are too large and that the students need to feel a sense of surrounding in order for them to be able to learn better, Ms. Meier has a convincing argument that standardization of our school just like the ones in Europe are needed, and Linda Darling-Hammond argues that there is unequal opportunity among our schools specifically dealing with racism distributed throughout our school system.   Ã‚  Ã‚  Ã‚  Ã‚  When you look at Bell Hook’s argument that our schools are too large and that the students that are going to school in the city are not getting the same education as the students in the suberb’s. This argument can directly tie into the fact that yes there defiantly needs to be a more teacher to student ratio, because in every statistical analysis of the school system the less students in a class, the more comfortable the student is in his surrounding and the easier it is for the student to learn. Basically this situation can be solved by involving the student in the school, and in the community better. Solving a situation like cutting classroom size down with flooding more money into schools isn’t going to solve the way that students learn. I believe that students learn by the influence of others around them, others like their parents, their role models, and fellow classmates.   Ã‚  Ã‚  Ã‚  Ã‚  I don’t fully agree with the fact that there is unequal opportunity among students of different race, or that there need to be a standardization among grades for students like there is in Europe. The problem here in America is that kids aren’t feeling the connection with their peers. Kids don’t have motivation to learn, they see that their parents are not tied to their lives and they don’t feel that connection with the community like they are supposed to.

Realistic Characteristics of Life in the Iron Mills Essay

Davis narrates the story with as much irony as she situates her story close to a nineteenth century factory where her characters were once employed, more importantly, where her male character, Hugh Wolfe who used to live in her home, a lowly Welsh immigrant who finds comfort working for an Iron Mill along with him Deborah—a pathetic, grotesque woman deprived of everything that the word beautiful stands for. Their tale is set in the city of Wheeling, Virginia where it is portrayed in a gloomy state, perhaps the idea of uneducated men and women that paced back and forth set up a negative feeling, the text â€Å"You may pick the Welsh emigrants, Cornish miners, out of the throng passing the windows, any day. They are a trifle more filthy; their muscles are not so brawny, they stoop more. When they are drunk, they neither yell, nor shout, nor stagger, but skulk along like beaten hounds. (Davis, Rebecca Harding. Copyright 1861. â€Å"Life in the Iron Mills†) describes the immigrants as poorly as they are deprived of any sort of luxury for the reason that in this time period the type of class you are in defines how other people should look at you, how they treat you, or even how you should live you life, your limitations. Only three people seem to symbolize the head, the heart, and the pocket of the middle-class: Kirby, Mitchell, and Doctor May. Kirby—being one of the mill owners is the source of abusiveness to the poor workers, Mitchell—being the constant joker, a sarcastic bastard who toyed with Wolfe’s feelings, and Doctor May whom Wolfe trusts despite her lack of will to heal Wolfe’s misery. Denied of free will, focal characters Deborah and Hugh could never really make a choice especially when it came for Hugh to decide if he should return the stolen money or continue to live in guilt. Back then, hardly does anyone reflect about the wellbeing of other people, alas, when the authorities finally jailed Hugh for his sin it was too late for him to repent for his immorality. Power is symbolized through money and how it separates the upper class from the lower class. It gives the wealthy a place of authority and destroys the unfortunate. Before Hugh committed suicide, he and Deborah spoke one last of their unidealized accent, â€Å"It is best, Deb. I cannot bear to be hurted any more. †Ã¢â‚¬â€Ã¢â‚¬Å"Hur knows,† she said, humbly. Tell my father good-by; and–and kiss little Janey. † (Davis, Rebecca Harding. Copyright 1861. â€Å"Life in the Iron Mills†) which, despite its unconventional tongue, seems to say more than how it is read as, simply by saying farewell to Wolfe’s family. Sentimental Characteristics of Life in the Iron Mills In this context, in the midst of all the autocracy and injustice the workers only hope for survival is food. Yet the ‘hunger’ that is often mentioned in the story is not drawn to food alone but to the worker’s hunger for better lives. His words passed far over the furnace tender’s grasp, toned to suit another class of culture; they sounded in his ears a very pleasant song in an unknown tongue† (85). Davis suggests, in this text, that faith and hope are essential for these people to find happiness. Hugh Wolfe yearns to have a better life so he goes to church and pray for divine providence, yet when he hears the sermon it seemed to him that God only cared for the privileged. Yet, however contemptuous their lives may be and even though Wolfe decided to end his life in the end, certain occurrences have proved worthy of optimism. After Wolfe was buried, it seems that there is still hope for Deborah, as the text goes, â€Å"As the evening wore on, she leaned against the iron bars, looking at the hills that rose far off, through the thick sodden clouds, like a bright, unattainable calm. As she looked, a shadow of their solemn repose fell on her face: its fierce discontent faded into a pitiful, humble quiet. Slow, solemn tears gathered in her eyes: the poor weak eyes turned so hopelessly to the place where Hugh was to rest, the grave heights looking higher and brighter and more solemn than ever before. The Quaker watched her keenly. She came to her at last, and touched her arm. —â€Å"When thee comes back,† she said, in a low, sorrowful tone, like one who speaks from a strong heart deeply moved with remorse or pity, â€Å"thee shall begin thy life again,–there on the hills. I came too late; but not for thee,–by God’s help, it may be. † (Davis, Rebecca Harding. Copyright 1861. â€Å"Life in the Iron Mills†) this gives their ending a clearer view of Deborah may have wanted to live her life next after the treacherous event. With hope and the will to step forward and rise.

Johnnie Johnson - World War 2 Johnnie Johnson

Johnnie Johnson - Early Life Career: Born on March 9, 1915, James Edgar Johnnie Johnson was the son of Alfred Johnson, a Leicestershire policeman. An avid outdoorsman, Johnson was raised locally and attended Loughborough Grammar School. His career at Loughborough came to an abrupt end when he was expelled for swimming in the school pool with a girl. Attending the University of Nottingham, Johnson studied civil engineering and graduated in 1937. The following year he broke his collar bone while playing for Chingford Rugby Club. In the wake of the injury, the bone was improperly set and healed incorrectly. Entering the Military: Possessing an interest in aviation, Johnson applied for entry into the Royal Auxiliary Air Force but was rejected based on his injury. Still eager to serve, he joined the Leicestershire Yeomanry. With tensions with Germany increasing in late 1938 as a result of the Munich Crisis, the Royal Air Force reduced its entry standards and Johnson was able to gain admission into the Royal Air Force Volunteer Reserve. After undergoing basic training on weekends, he was called up in August 1939 and sent to Cambridge for flight training. His flying education was completed at 7 Operational Training Unit, RAF Hawarden in Wales. The Nagging Injury: During the course of training, Johnson found that his shoulder caused him great pain while flying. This proved particularly true when flying high-performance aircraft such as the Supermarine Spitfire. The injury was further exacerbated following a crash during training in which Johnsons Spitfire did a ground loop. Though he tried various types of padding on his shoulder, he continued to find that he would lose feeling in his right arm while flying. Briefly posted to No. 19 Squadron, he soon received a transfer to No. 616 Squadron at Coltishall. Reporting his shoulder problems to the medic he was soon given a choice between reassignment as a training pilot or undergoing surgery to reset his collar bone. Immediately opting for the latter, he was removed from flight status and sent to the RAF Hospital at Rauceby. As a result of this operation, Johnson missed the Battle of Britain. Returning to No. 616 Squadron in December 1940, he began regular flight operations and aided in downing a German aircraft the following month. Moving with the squadron to Tangmere in early 1941, he began to see more action. A Rising Star: Quickly proving himself a skilled pilot, he was invited to fly in Wing Commander Douglas Baders section. Gaining experience, he scored his first kill, a Messerschmitt Bf 109 on June 26. Taking part in the fighter sweeps over Western Europe that summer, he was present when Bader was shot down on August 9. Scoring his fifth kill and becoming an ace in September, Johnson received the Distinguished Flying Cross (DFC) and made flight commander. Over the next several months he continued to perform admirably and earned a bar for his DFC in July 1942. An Established Ace: In August 1942, Johnson received command of No. 610 Squadron and led it over Dieppe during Operation Jubilee. In the course of the fighting, he downed a Focke-Wulf Fw 190. Continuing to add to his total, Johnson was promoted to acting Wing Commander in March 1943 and given command of the Canadian Wing at Kenley. Despite being English-born, Johnson quickly gained the Canadians trust through his leadership in the air. The unit proved exceptionally effective under his guidance and he personally downed fourteen German fighters between April and September. For his achievements in early 1943, Johnson received the Distinguish Service Order (DSO) in June. A slew of additional kills earned him a bar for the DSO that September. Removed from flight operations for six months at the end of September, Johnsons total numbered 25 kills and he held the official rank of Squadron Leader. Assigned to No. 11 Group Headquarters, he performed administrative duties until March 1944 when he was placed in command of No. 144 (RCAF) Wing. Scoring his 28th kill on May 5, he became the highest-scoring British ace still actively flying. Top Scorer: Continuing to fly through 1944, Johnson kept adding to his tally. Scoring his 33rd kill on June 30, he passed Group Captain Adolph Sailor Malan as the top-scoring British pilot against the Luftwaffe. Given command of No. 127 Wing in August, he downed two Fw 190s on the 21st. Johnsons final victory of World War II came on September 27 over Nijmegen when he destroyed a Bf 109. During the course of the war, Johnson flew 515 sorties and shot down 34 German aircraft. He shared in seven additional kills which added 3.5 to his total. In addition, he had three probables, ten damaged, and one destroyed on the ground. Postwar: In the final weeks of the war, his men patrolled the skies over Kiel and Berlin. With the end of the conflict, Johnson was the RAFs second highest-scoring pilot of the war behind Squadron Leader Marmaduke Pattle who had been killed in 1941. With the end of the war, Johnson was given a permanent commission in the RAF first as a squadron leader and then as a wing commander. After service at the Central Fighter Establishment, he was sent to the United States to gain experience in jet fighter operations. Flying the F-86 Sabre and F-80 Shooting Star, he saw service in the Korean War with the US Air Force. Returning to the RAF in 1952, he served as Air Officer Commanding at RAF Wildenrath in Germany. Two years later he began a three-year tour as Deputy Director, Operations at the Air Ministry. After a term as Air Officer Commanding, RAF Cottesmore (1957-1960), he was promoted to air commodore. Promoted to air vice marshal in 1963, Johnsons final active duty command was as Air Officer Commanding, Air Forces Middle East. Retiring in 1966, Johnson worked in business for the remainder of his professional life as well as served as Deputy Lieutenant for the County of Leicestershire in 1967. Writing several books about his career and flying, Johnson died of cancer on January 30, 2001. Selected Sources James Edgar Johnnie JohnsonAir Vice Marshal James Johnnie JohnsonCentury of Flight: Johnnie Johnson