Donald Trump, Fresh Off A Hastily Arranged Visit To Mexico

Donald Trump, fresh off a hastily arranged visit to Mexico where he met with the country s president, doubled down Wednesday night on his vow to build a great wall along the southern border -- and make Mexico pay for it -- while outlining a more focused mission for the deportation force he s promised to create. In a speech in Phoenix meant to clarify his immigration positions after appearing to soften his stance, the Republican presidential nominee outlined a hardline set of proposals for tackling illegal immigration. He did not, however, definitively call for removing all illegal immigrants in the country. Rather, Trump vowed to focus first on deporting the estimated 2 million criminal aliens on day one, while also prioritizing†¦show more content†¦Maybe they ll be able to deport her too, he quipped. He told the crowd that there are some immigrants who will be unable to assimilate into American society. â€Å"It’s our right as a sovereign nation to choose immigrants we think are the likeliest to thrive and flourish and love us,† he said. Amid rumors he was considering softening his trademark position on building a wall on the southern border, Trump made his position very clear. We will build a great wall along the southern border, he said to cries of build the wall from the boisterous crowd. And Mexico will pay for the wall. He later said the wall would be impenetrable, physical, tall, powerful, beautiful. Trump’s speech comes after he met with Mexican President Enrique Pena Nieto earlier in the day and asserted America’s â€Å"right† to build a border wall during a hastily arranged visit to Mexico City. Leading Countries of Origin for Criminal Deportations in 2014 | FindTheBest While both leaders adopted a measured and respectful tone, with Trump calling it a substantive, direct and constructive exchange of ideas, there was disagreement on the question of the wall. While Trump told reporters â€Å"weShow MoreRelatedMarketing Mistakes and Successes175322 Words   |  702 Pageschanges in the last few years, for better or for worse, and these we have captured to add to learning insights. After so many years of investigating mistakes, and more recently successes also, it might seem a challenge to keep these new editions fresh and interesting. The joy of the chase has made this an intriguing endeavor through the decades. Still, it is always difficult to abandon interesting cases that have stimulated student discussions and provoked useful insights, but newer case possibilities

Book Review The Passing Of Grandison - 887 Words

Grandison’s Mask Wearing a mask or putting on some sort of facade is more often than not considered a form of deception. In addition, wearing a mask is usually associated with a manner of trickery or illusion. Throughout history, many slaves wore them purely because the mask hid the true emotions that the slaves were feeling. Wearing a mask and suppressing their genuine feelings was a way for slaves to prevent the slave master from truly knowing what was going on inside their minds, and more importantly, this allowed the slaves to have a bit of individuality without their master’s detection. The mask also gave the false impression that the slaves were exactly how their masters assumed, uninformed, unable of feeling true emotion, and not capable to think for themselves. An ideal display of the mask is found in Charles Chestnutt’s, â€Å"The Passing of Grandison.† In this story, Colonel, the slave master thought that his servant Grandison would on no account try to escape if permitted to go on a journey with his son, Dick. In fact, the Colonel recommends that Dick take Grandison along on his travels rather than Tom, who Dick was trying to take at first. â€Å"What’s the matter with Grandison?† suggested the colonel. â€Å"He’s handy enough, and I reckon we can trust him. He’s too fond of good eating to risk losing his regular meals; besides, he’s sweet on your mother’s maid, Betty†¦Ã¢â‚¬  (594) This passage shows the Colonel’s confidence in Grandison as a faithful servant, and illuminates the

Financial Risk and Analysis Business Factors

Question: Describe about the Financial Risk and Analysis for Business Factors. Answer: Introduction This assignment is conduct the four parts and the each part except the last one is practical. In the part one, there is calculation of the Net present value under different circumstances and in the second question there is calculation of Net present value as well as the Internal rate of return and this question also discuss about the acceptance of the projects. In the third question, there is also the calculation about break-even point and wighted average cost of capital and many more. In the forth question, there is discussion about the sources of risk which affects the financial managers and shareholders (Federation Business School, 2016). year A B C D E F discounted factor@10% 0 -100000 -150000 -60000 -100000 -50000 -100000 1 1 20000 -50000 20000 60000 20000 30000 0.909 2 40000 100000 40000 60000 40000 30000 0.826 3 60000 100000 40000 100000 60000 30000 0.751 4 80000 140000 40000 30000 0.683 Discounted factor=1/(1+r) (Clayton, 2016). 1st year=1/(1+10%)=0.909 2nd year=1/(1+10%)2=0.826 3rd year=1/(1+10%)3=0.751 4th year=1/(1+10%)4=0.683 year 0 1 2 3 4 P.V factor 1 0.909 0.826 0.751 0.683 project NPV P.I Ratio A -100000 18180 33040 45060 54640 50920 0.5092 B -150000 -45450 82600 75100 95620 57870 0.3858 C -60000 18180 33040 30040 21260 0.354333333 D -100000 54540 49560 75100 79200 0.792 E -50000 18180 33040 45060 27320 73600 1.472 F -100000 27270 24780 22530 20490 -4930 P.I ratio=NPV/cash outflow (Wilkinson, 2013). Project A=50920/100000=0.5092 Project B=57870/150000=0.3858 Project C=21260/60000=0.3543 Project D=79200/100000=0.792 Project E=73600/50000=1.472 Case1. fractions of investment can be undertaken. I.e. they are divisible. In this case, firm can take those projects whose limit upto $300000 and the fraction of the investment can be taken. So, the firm has take the project on the basis of the P.I ratio. Thus, the P.I ratio of project E and D is highest and thus,the firm will take both the projects and A also and from B, the firm will take only $50000 whose NPV is $19,290. Thus the firm will aqcquired E, D, A and B. Total NPV of these projects= 73600+79200+50920+19290=$223010 Case2. Fraction of the investment cannot be undertaken In this case, firm will take the project D, E and B because their NPV is highest. This decision have been taken by the firm on the basis of NPV of the projects. Total NPV of projects D, E and B=79200+73600+57870=210670 Case3. Projects AE are mutually exclusive. In this case, the firm will make the combination of the projects according to their highest NPV. combination NPV DE 152800 BD 137070 BE 131470 BC 79130 AD 130120 AB 108790 AC 72180 CD 100460 CE 94860 B,DE 210670 C,DE 174060 B, D E will be acquired as their NPV is highest. Total NPV of this projects= $210670 ANS2) year 0 1 2 3 4 5 NPV total of P.V A -100000 30000 35000 40000 45000 55000 B -140000 53000 53000 53000 53000 53000 discounted factor @10% 1 0.909 0.826 0.751 0.683 0.621 P.V @ 10% of A -100000 27270 28910 30040 30735 34155 51110 151110 P.V @ 10% of B -140000 48177 43778 39803 36199 32913 60870 200870 discounted factor @ 20% 1 0.834 0.694 0.578 0.482 0.402 P.V of A @ 20 % -100000 25020 24290 23120 21690 22110 116230 P.V of B @ 20% -140000 44202 36782 30634 25546 21306 158470 Discounted factor @ 20 %=1/(1+r)n (Clayton,2016). 1st year=1/(1+20%)1=0.834 2nd year=1/(1+20%)2=0.694 3rd year=1/(1+20%)3=0.578 4th year=1/(1+20%)4=0.482 5th year=1/(1+20%)5=0.402 IRR of project A= lowest discount rate+[highest present value of / highest present value -lowest present value ]*(highest discount rate-lowest discount rate) (Accounting Simplified, 2013). 10+[151110/151110-116230]*(20-10)= 33.3% IRR of project B= 10+[200870/200870-158470]*(20-10)=57.3% Black Ltd will prefer project B as the net present value and internal rate of return is high as compared to project A. ANS3) souce of capital range of new financing breaking point range of total new financing long term debt 0-300000 344827.5862 0-344827.5862 300001-600000 689655.1724 344828-689655.1724 600001-above above 689655.1724 preference share 0-100000 1428571.429 0-1428571.429 100001-above above 1428571.1724 ordinary share 0-500001 25000050 0-25000050 500001-1000000 50000000 25000051-50000000 1000001-above above50000000 proportion WCC WACC WMCC COST Cost*proportion IN % 0.87 5.655 6.5 6.525 7.5 7.83 20.01 2001.00% 9 0.07 0.665 9.5 0.7 9.195 919.50% 10 0.02 0.22 11 0.25 12.5 0.28 0.75 75.00% 14 intial investment cash flows NPV A 200000 68641 131359 B 300000 72967 227033 C 500000 97161 402839 D 300000 120635 179365 E 600000 154254 445746 F 100000 19207 80793 Investment E will be accepted . ANS4) In most cases, the reason behind the financal loss are risks. The assets which have more risk, the probability for the loss of that assets are also high, as compared to those assets which have less risk. Thus, risk refers to that chances of loss for return which is associated with the given assets. Souces of risk which affects the financial managers and shareholders It is distinct into three categories: Firm-specific risk: Business risk In this risk, there is probability that the firm does not manage the operating cost. Firms runs the level of the stability of the revenue and operating cost structure. Financial risk There is probability in which the firm does not pay the money to another party. Firms runs the level of the operating cash flows and the fixed cost paid to the other party. Shareholder-specific risk: Interest rate risk When there is change in the interest rate and that changes has the impact on the price of the investment. The probability of that risk is the interest rate risk. The values of the various investment falls, when there is increase in the interest rate and rise the value of investment when the interest rate decreases. Liquidity risk That probability in which investment does not convert into cash easily at a good price is the liquidity risk. Size and depth of the market affects the liquidity in which they do the trading of the investment. Market risk That probability in which the price of the investment will fall due to the factors of the market is called market risk. If the investment value reacts high on the market then the risk will be high and if reacts low then the risk will be low. Firms and shareholders risks: Event risk That risk which is not expected and affects the firms value and investment like government rules on the particular drug which is generally affects those firms and investment which belongs to the small group is the event risk. Exchange rate risks When the expected cash flow of the future is fluctuate according to the currency exchange rate is the exchange rate risk. Higher the fluctuations in the exchange rate, higher will be the risk on the cash flows and thus the firms investment will be low. Purchasing-power risk When the price levels changes due to inflation or deflation came into the economy which will affect the cash flows and the value of the investment is known as purchasing-power risk. When the level of the general price on which the cash flows moves have less purchasing power risk and that investments which does not move with that level has more purchasing-power risk. Tax-risk The probability occurs when there ie unconditional change in the laws of tax is the tax-risk. The price of the investment which is related to the changes of the tax has high risk(Eshna, 2012). References Eshna. (2012). financial risk and its types. Retrieved from https://www.simplilearn.com/financial-risk-and-types-rar131-article/all-resources Clayton,J. (2016). how to calcualte discounted factor for a company. Retrieved from https://smallbusiness.chron.com/calculate-discount-factor-company-21593.html Wilkinson,J. (2013). profitability index method formula. Retrieved from https://strategiccfo.com/profitability-index-method-formula/ Accounting Simplified.com. (2013). internal rate of return. Retrieved from https://accounting-simplified.com/management/investment-appraisal/internal-rate-of-return-irr.html Federation Business school. (2016). financial management. Retrieved from file:///C:/Users/Guest/Downloads/933798_1734034586_932973_1567606680_Assignment2-%20(3).pdf

School Choice Public Education Vs. Home School Essays - Youth

School Choice: Public Education vs. Home School When American's think of education, they almost automatically think of public education. Through the years it is slowly changing. Many parents' today are deciding to home school their children. Although most people think that a public education is better, most statistics and facts tend to show that home schooling is beneficial in more ways. It is estimated that parents are now teaching over two million children at home, rather than in public or even private schools. Education in our public schools has been on the down slope for over twenty years now. Public schools have lost all values and biblical morality. This was what our country was founded on and it has been replaced with humanism. One example of humanism in our schools is that they teach evolution, not creationism. Some people believe that this problem is happening because of the removal of God and prayer in public schools; the U.S. Supreme Court did this in 1962. Beginning in 1962, SAT scores plummeted. Teen pregnancies, teen sexual diseases, teen suicides, teen alcohol, drug abuse, pornography, and illiteracy rates abruptly increased 200 to 300 percent (Klicka 48). Violence is one of the main factors effecting are schools today. Rape is a growing problem among juveniles. A juvenile commits one out of every five rapes that occur in the United States. There is also a higher use of drugs and alcohol among kids in public schools. Over 80 percent of public high school students drink alcohol and 45.7 percent have used marijuana. Drugs and alcohol make most people extremely violent. That is also why our violence and crime rates are so high. Over hundreds of millions of dollars are spend on the security of our nation's public schools. In The Right Choice Home Schooling, Christopher Klicka says, "In Washington, D.C., drugs and violence were such a problem in one Elementary school, that the principal banned regular recess, and the children are only allowed to play outside in a pit enclosed by eight-foot concrete walls, or on a small section of playground monitored by the police (Klicka 51)." The disciplinary problems of children usually start even before they reach public school. In the last ten years, research shows that infants raised in daycare "are more prone to behavioral problems as young children than their home-reared cousins (Klicka 124)." If you keep your child at home from the start, you will be able to discipline and raise your children with the right morals. Because so much time is spend trying to clean up and keep our schools safe, we are more or less falling behind in our education. American's are farther behind in educational status than countries such as Japan, Taiwan, and China. The teachers spend too much time on the little things and forget the real reason why the children are there. Not only that, but the textbooks hold inaccurate information and do not contain the whole story. Some textbooks stated that the atomic bomb ended the Korean War (instead of World War II) and that only 53,000, rather than 126,000 Americans, were killed in World War I (Klicka 24 25). One book summarizes Abraham Lincoln's and George Washington's life in approximately six lines each. Not only are the wrong things written in the textbooks, they teach the children wrong values. In public school textbooks, marriage is never mentioned as the foundation of the family, and yet these books are supposed to be the textbooks that introduce the child to an understan ding of American society. Abortion is another issue. Mel and Norma Gabler's document states, "Abortion is discussed as an aspect of birth control in biology and health and homemaking books" (Klicka 56). Not only that, virtually all sex education textbooks used in public schools throughout the country teach that any kind of sex is all right; such as premarital sex, adultery, masturbation, homosexuality, and lesbianism. A lawsuit has been filed against one Michigan school district after seventh through eleventh graders received instruction in "Self-Pleasuring Techniques" that involved techniques in masturbation, and descriptions of sexual fantasies involving group and homosexual acts (Klicka 56). On the Massachusetts State Board of Education, in October 1991, they enacted a policy to encourage local boards to adopt

Athens Sparta essays

Athens Sparta essays The two most dominating city-states in Greece of their time, Athens and Sparta, were great rivals with two very different ways of life. Spartas overbearing military and Athens impartial justice system and government are models for many modern day countries. Even though these two city-states differ greatly from one another, they share many characteristics of their country and their time period. Athens and Sparta were the two most powerful Greek territories of their time. Like most cities of the same country, they have the same Greek culture, worshipping the same Greek gods and speaking Greek. Like all Greeks, their people loved to talk and tell stories. Although they fought against each other, their citizens equally had great amounts of pride for their entire country as well as their city-states. The two rivals were both devoted mainly to agriculture and based their wealth, but not their success, on agriculture. Both also participated in the annual Olympics, an ancient Greek national athletic competition which is now a worldwide tradition. These to Greek city-states were the most feared city-states in all of Greece. Though Athens and Sparta were similar, they were also very different. Athens was the first democracy, and it was also the first to govern with trial by jury. Athens main accomplishment was that it had a very strong Navy. It was the command of the sea and the head of the Naval Alliance, or the Delian League. Athens was the most feared city-state to fight at sea. Its other achievements were that is had excellent forms of art, architecture, drama and literature, philosophy, science, and medicine. It was very wealthy and had beautiful, extravagant temples. The boys of Athens went to school between the ages of five and eighteen, where they learned reading, writing, mathematics, music, poetry, sports and gymnastics. The girls stayed at home and learned spinning, weaving and domestic arts....

Example of a Permutation Test

Example of a Permutation Test One question that it is always important to ask in statistics is, â€Å"Is the observed result due to chance alone, or is it statistically significant?† One class of hypothesis tests, called permutation tests, allow us to test this question. The overview and steps of such a test are: We split our subjects into a control and an experimental group.  The null hypothesis is that there is no difference between these two groups.Apply a treatment to the experimental group.Measure the response to the treatmentConsider every possible configuration of the experimental group and the observed response.Calculate a p-value based upon our observed response relative to all of the potential experimental groups. This is an outline of a permutation.  To flesh of this outline, we will spend time looking at a worked out example of such a permutation test in great detail. Example Suppose we are studying mice.  In particular, we are interested in how quickly the mice finish a maze that they have never encountered before.  We wish to provide evidence in favor of an experimental treatment.  The goal is to demonstrate that mice in the treatment group will solve the maze more quickly than untreated mice.   We begin with our subjects: six mice.  For convenience, the mice will be referred to by the letters A, B, C, D, E, F. Three of these mice are to be randomly selected for the experimental treatment, and the other three are put into a control group in which the subjects receive a placebo. We will next randomly choose the order in which the mice are selected to run the maze. The time spent finishing the maze for all of the mice will be noted, and a mean of each group will be computed. Suppose that our random selection has mice A, C, and E in the experimental group, with the other mice in the placebo control group. After the treatment has been implemented, we randomly choose the order for the mice to run through the maze.   The run times for each of the mice are: Mouse A runs the race in 10 secondsMouse B runs the race in 12 secondsMouse C runs the race in 9 secondsMouse D runs the race in 11 secondsMouse E runs the race in 11 secondsMouse F runs the race in 13 seconds. The average time to complete the maze for the mice in the experimental group is 10 seconds. The average time to complete the maze for those in the control group is 12 seconds. We could ask a couple of questions. Is the treatment really the reason for the faster average time? Or were we just lucky in our selection of control and experimental group?  The treatment may have had no effect and we randomly chose the slower mice to receive the placebo and faster mice to receive the treatment.  A permutation test will help to answer these questions. Hypotheses The hypotheses for our permutation test are: The null hypothesis is the statement of no effect.  For this specific test, we have H0: There is no difference between treatment groups.  The mean time to run the maze for all mice with no treatment is the same as the mean time for all mice with the treatment.The alternative hypothesis is what we are trying to establish evidence in favor of. In this case, we would have Ha: The mean time for all mice with the treatment will be faster than the mean time for all mice without the treatment. Permutations There are six mice, and there are three places in the experimental group. This means that the number of possible experimental groups are given by the number of combinations C(6,3) 6!/(3!3!) 20. The remaining individuals would be part of the control group. So there are 20 different ways to randomly choose individuals into our two groups. The assignment of A, C, and E to the experimental group was done randomly.  Since there are 20 such configurations, the specific one with A, C, and E in the experimental group has a probability of 1/20 5% of occurring. We need to determine all 20 configurations of the experimental group of the individuals in our study. Experimental group: A B C and Control group: D E FExperimental group: A B D and Control group: C E FExperimental group: A B E and Control group: C D FExperimental group: A B F and Control group: C D EExperimental group: A C D and Control group: B E FExperimental group: A C E and Control group: B D FExperimental group: A C F and Control group: B D EExperimental group: A D E and Control group: B C FExperimental group: A D F and Control group: B C EExperimental group: A E F and Control group: B C DExperimental group: B C D and Control group: A E FExperimental group: B C E and Control group: A D FExperimental group: B C F and Control group: A D EExperimental group: B D E and Control group: A C FExperimental group: B D F and Control group: A C EExperimental group: B E F and Control group: A C DExperimental group: C D E and Control group: A B FExperimental group: C D F and Control group: A B EExperimental group: C E F and Control group: A B DExperimental group: D E F and Control group: A B C We then look at each configuration of experimental and control groups. We calculate the mean for each of the 20 permutations in the listing above.  For example, for the first, A, B and C have times of 10, 12 and 9, respectively.  The mean of these three numbers is 10.3333.  Also in this first permutation, D, E and F have times of 11, 11 and 13, respectively.  This has an average of 11.6666. After calculating the mean of each group, we calculate the difference between these means. Each of the following corresponds to the difference between the experimental and control groups that were listed above. Placebo - Treatment   1.333333333 secondsPlacebo - Treatment   0 secondsPlacebo - Treatment   0 secondsPlacebo - Treatment -1.333333333 secondsPlacebo - Treatment 2 secondsPlacebo - Treatment 2 secondsPlacebo - Treatment 0.666666667 secondsPlacebo - Treatment 0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment 0.666666667 secondsPlacebo - Treatment   0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment -2 secondsPlacebo - Treatment -2 secondsPlacebo - Treatment 1.333333333 secondsPlacebo - Treatment 0 secondsPlacebo - Treatment 0 secondsPlacebo - Treatment -1.333333333 seconds P-Value Now we rank the differences between the means from each group that we noted above. We also tabulate the percentage of our 20 different configurations that are represented by each difference in means. For example, four of the 20 had no difference between the means of the control and treatment groups. This accounts for 20% of the 20 configurations noted above. -2 for 10%-1.33 for 10 %-0.667 for 20%0 for 20 %0.667 for 20%1.33 for 10%2 for 10%. Here we compare this listing to our observed result. Our random selection of mice for the treatment and control groups resulted in an average difference of 2 seconds. We also see that this difference corresponds to 10% of all possible samples.  The result is that for this study we have a p-value of 10%.

The Vietnam War's impact on the United States both economically and Essay

The Vietnam War's impact on the United States both economically and politically - Essay Example It takes money to fund wars but neither financial nor military dominance guarantees victory. The political dynamics that result from war, particularly the Vietnam War, produce a myriad of varying effects. The U.S. lost political capital from within South Vietnam when it continuously bombed North Vietnam, a surprising development that was harmful to the war effort. The ‘hawkish’ neo-conservative ideology was born in this era. Those of this political philosophy did not believe the U.S. should withdraw from Vietnam and are the ones who took control of the White House in 2000. The ‘neo-cons’ are the group that, a quarter century after the fall of Saigon in 1975, involved the U.S. in the Iraq war debacle and refuse to withdraw. Many parallels can be drawn between these two conflicts that are separated by a generation. The generation of people who lived through the Vietnam period evidently did not learn the lessons from that war. Congress made what they believed w ould be a lasting political statement following the Vietnam war by passing the War Powers Act in hopes of preserving the separation of powers as guaranteed by the Constitution. The most evident and memorable political fallout during the Vietnam War was student protestors who, through great sacrifice and courage, were instrumental in ending U.S. involvement in Southeast Asia. The U.S., because of its involvement in ‘nation building’ that began in Korea and continued during the Vietnam era and is in full effect today, has lost political credibility throughout the international community. From the end of the Cold War in 1989, as symbolized by the fall of the Berlin Wall, to the 2003 invasion of Iraq, the U.S. was undoubtedly the world’s greatest power militarily, economically and therefore politically. However, this time in which the U.S. operates as the only superpower and therefore the world’s dominant force, known as the ‘unipolar