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Government and Credit Card Companies Essay

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Introduction A credit card, normally plastic, is a symbol of credit worthiness implied on the authorized card holder by a financial institution. The card is issued by the institution upon verification of a person’s credit worthiness. The holder is then assigned an account upon which his or her transactions are charged. The card holder is then allowed to make credit purchases with the card issuer’s guaranty that payment will be made to the seller. At the end of a specified period, normally a month, the card holder is the supposed to remit to the card issuer the sum amount of purchase equivalence made on the card. Failure to this periodic term results in charges by the issuing institution. One of the disadvantages of using the credit card is the interest rate charged on the outstanding amount after the end of a specified period. The rate is deemed to be high and many people have been asking the question, “should the government be allowed to regulate the interest rate charged by the credit companies on the defaulters?” This paper seeks to justify the statement that even though credit cards are a result of voluntary contract between the card holder and the issuing company, the government should limit interest rates that the credit card companies are allowed to charge their customers. The paper will look at the current regulations on the credit card companies including regulations on the interest rates in relation to the government’s capacity to regulate them. Limiting the Rates Discriminatory Rates One of the reasons why the government should limit interest rates on credit card users is the variance in the charged rates. There is at a particular time a wide gap between the lowest rate and the highest rates charged on the credit card customers. The determination of the rate has been left at the discretion of the credit card companies. Cases are witnessed where a given credit card company will impose a rate on one user and a much lower rate on another user. A case observation was noted by Simon that in a given week, there was a record of 9.99% rate and another record of 18.24 %. The problem is that this freedom to charge any interest rate can be personalized beyond economic and market forces. Areas with few credit card providers can see the companies colluding to jointly raise the rates in order to increase their incomes. A manager can as well apply the freedom on a discriminatory way based on the customer’s race or any other factor. A strict regulation on the limit of the rates can reduce the variance witnessed some of which are just but because of greed and personal attitude of the company officer (Simon 1). Get your 100% original paper on any topic done in as little as 3 hours Learn More Avoiding Unnecessary Exploitation Another reason for call of the government’s ability to regulate the rates is that the freedom gives the companies an exploitative opportunity. Having the power to set the rates can see a company impose an exorbitant rate on a particular consumer merely on the basis that it has the right to do so. An extremely high rate could be imposed on an individual on a revenge basis and no legal contest can be mounted as the company shall have breached no law, may be unless an ill motive can be proved. A case like a 79.9% charge as reported by Prater is charged on a person and the credit card company had a ground to defend its legality. Ignorance is no legal defense but not all citizens are lawyers. Government’s move to limit this rates will induce measures on the credit card issuers to take fairer steps of controlling defaulters rather than extracting extra money from them (Prater 1). Protecting Citizens Rockoff noted that one of the reasons for interest rates regulation by governments is to protect the citizens who are forced by circumstances to borrow. The concept of rates on loans is similarly applicable to rates on credit cards. There are individuals who actually lack basic human needs and do not have the capacity at the moment. Their income could as well be low leading to their current inability to purchase. Under this condition, a credit company will likely charge a higher rate which the individual might not be able to afford. It should therefore be seen as the government’s effort to help its citizens meet their basic needs. Controlling the credit card interest rate limit will make more affordable to the considered poor who can the use it to meet their needs on a credit basis (Rockoff 1). In addition, Smith attributes the high interest rate to the issuing company’s greed for money. The companies in their quest to make more profit induce selfish regulation that will favor their profit objectivity at the expense of the credit card users. The users remain voiceless victims on the ground that the contract is voluntary (Smith 1). Opposing Views The main opposing view to the government limiting the credit card interest rate is that it will interfere with the free market system. Those with the view claim that a low limit interest rate will see many people living beyond their means and in the long run failing to pay the credit card companies the dues. The argument may be true that at low interest rates, many people will be enticed into the credit card system and the number of defaulters will be higher. This view that at a lower cost (the interest rates), consumers are attracted to to the product which in this case is the credit card. Morton on her explanation on price regulations explains that when prices are taken down, below the optimum, consumers will go for more of the product. Their argument is valid but with a reservation (Morton 1). We will write a custom Essay on Government and Credit Card Companies specifically for you! Get your first paper with 15% OFF Learn More Conclusion In view of the above discussion, it is evident that the government’s move to control the credit card interest rates is more a benefit to the consumer than the current situation where by it is at the discretion of the companies to dictate the rates. In controlling the rates, the government will be moving to protect its citizens from exploitation by the credit card companies as well as reducing discrimination due to people’s financial levels. The move will also help the less fortunate citizens in terms of financial status to acquire goods and services and make payments at a later time when they get money. Of course this time refers to a period agreeable to the credit companies. It is therefore more beneficial for the government to obtain the powers to limit the interest rates charged by credit card companies. References Morton, Fiona. The problem of price controls. Cato Institute, 2001. Web. Prater, Connie. Issuer of 79.9% interest rate credit card defends its product. Credit Cards, 2011. Web. Rockoff, Hugh. Price controls. Library Economics Liberty, 2008. Web. Simon, Jeremy. Credit card interest rates fall for record 4th straight week. Credit Cards, 2011. Web. Smith, Gordon. Major Credit Card Interest Rates. Ezine Articles, 2011. Web. <https://ezinearticles.com/?Major-Credit-Card-Interest-Rates—Finding-Better-Deals-Online

Florida National University Form of Contraception Questions & Replies

Florida National University Form of Contraception Questions & Replies.

J.L., a 27-year-old account executive, presents to the family medicine office for her annual checkup with her primary care provider. She has no significant past medical history except heavy menses. Her medications include calcium carbonate 500 mg orally twice a day and a multivitamin daily. She exercises regularly. Her family history is significant for cardiovascular disease (her father had an MI at age 54 and died of a further MI at age 63). She notes that she has been dating her current partner for approximately 5 months. She is interested in a reliable form of contraception. After discussing the various contraceptive options, she is here for contraceptive counseling.Questions:1. Before prescribing an OCP regimen, what tests or examinations would you like to perform?2. Identify three different contraceptive regimens that could be chosen for J.L. Note their differences and why you chose them.3. Identify the potential side effects that need to be relayed to J.L. Note especially those side effects for which J.L. should seek immediate medical care.Provide 3 Postings (Initial Posting and Respond to 2 Peer as if you were responding the same topic). Based on APA Guidelines). Respond in complete sentences, 2-3 paragraphs. Work must be supported by peer-reviewed article published within 5 years.Respond to 2 Peer as if you were responding the same topic!!!!!
Florida National University Form of Contraception Questions & Replies

Pepperdine University The Central Park Five and The Frontline Discussion

write my term paper Pepperdine University The Central Park Five and The Frontline Discussion.

The main purpose is to write a short essay (between 500 and 750-words) that compares and contrasts the cases of those who were wrongfully convicted in the cases presented in The Central Park Five (Links to an external site.)and the Frontline: The Confessions (Links to an external site.)documentaries. The other materials, both the third documentary and the longform journalism articles, will assist you in successfully answering the below questions.Please structure your essay as responses to the below questions.What similarities did you notice between the cases portrayed in the two documentaries? (e.g. the case characteristics, the suspect characteristics, the societal reaction, and how the system “dealt” with the case)What differences did you notice between the cases portrayed in the two documentaries? (e.g. the case characteristics, the suspect characteristics, the societal reaction, and how the system “dealt” with the case)Where do you believe individuals, policies and/or laws failed and, because of these failures, aided in the wrongful convictions of these boys and men from these documentaries? What examples from the other materials listed in the Additional Materials section were similar to the issues you identified in The Central Park Five and Frontline: The Confessions.Based on the readings, the documentaries, and your own ideas, what policies, procedures and/or laws would you enact or change to reduce the likelihood that others would be wrongfully convicted?Please use in-text citations so that I know what materials you are referencing, e.g. (Hall, 2019), however, you do not need to create a bibliography unless you include information from materials not assigned for Module 3.
Pepperdine University The Central Park Five and The Frontline Discussion

A Good Man Is Hard to Find and Gimpel the Fool

A Good Man Is Hard to Find and Gimpel the Fool. I’m stuck on a English question and need an explanation.

http://jeremiahcommunity.ca/wp-content/uploads/2014/01/OConner-A-Good-Man-is-Hard-to-Find.pdf
http://www.bolles.org/uploaded/2016-17_Summer_Reading/Upper_School/Sophomore_Summer_Reading/Gimpel_Singer_2016_HONORS.pdf
Read A Good Man Is Hard To Find and Gimpel the Fool. Both stories feature characters who struggle with their faith and their senses of themselves, most notably the grandmother in O’Connor’s story and Gimpel in Singer’s. For each character, write a brief summary of the struggle of faith they face and how that impacts the ways they think and behave.
A Good Man Is Hard to Find and Gimpel the Fool

Gifted Students In The Kingdom Of Saudi Arabia Education Essay

Introduction Making proper stipulation for gifted students is significant for the development and growth of one’s society. They are considered as valuable future resources. In the year 1998, the interest in supporting gifted children in the Kingdom of Saudi Arabia grew. They have established programmes in which they were able to identify gifted children. The General Administration for Gifted Students (GAGS) was established in Saudi Arabia’s Ministry of Education in the year 2000. (Bondagjy, 2000). There has been not enough research and development in the field of introduction of gifted children in Saudi Arabia. According to Al-Ghamdi, 2007, there are very few programmes for gifted students in the Kingdom of Saudi Arabia that was run by the Ministry of Education. The programmes that do exist are new and in need of evaluation and further development in order to provide maximum benefit for gifted students. The Saudi Arabian government believe that the gifts and talents of the young people in the country are nurtured. At the present time, in Saudi Arabia, gifted students who have special characteristics or abilities qualify for provision at the highest levels of services. Since 1999, the Ministry of Education in the Kingdom of Saudi Arabia has demonstrated a strong interest in its gifted students by putting in place programmes that are developed specifically for these students; however, these programmes are rare and new. Therefore I feel it is necessary to carry out an in-depth study of the present state of gifted education, find out what is available and identify the strengths and weaknesses of what is being offered. Objectives of the study From the outset, it is acknowledged that the concept of giftedness and its identification is highly complex. As Gubbins (2002) points out, people all over the world are still asking questions about how we assess and nurture people’s abilities. Whilst there are centres around the world focusing on research and development on gifted education, there are also experts (Borland, 2005) who question the whole concept of identification of ‘gifted students’ and recommend that what is needed is ‘gifted education’ without labelling a group as ‘gifted’. Borland, however, states that there is agreement amongst experts that ‘high achieving or high-ability students are among those who are the most ill-served when curriculum and instruction are not differentiated’.This study aims to make a contribution to the on-going debate in aspects of gifted education. It also hopes to add to the research literature by studying the nature of gifted education in Saudi Arabia, which has a different cultural social and educational background to many other countries where gifted programmes exist. More specifically, the aims of this study are: to explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, by seeking the perspectives of all parties involved; to draw conclusions about the Saudi programmes and make recommendations based on the data collected; to make suggestions based on what is known about gifted programmes in other countries. As previously stated, the study also aims to provide an overview of international literature on gifted education by reviewing gifted education programmes and the range of methods used in other countries. The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia define gifted students? How does the Ministry identify and support gifted students? What is the nature of programmes for gifted students in the Ministry of Education in the Kingdom of Saudi Arabia? How effective are these programmes in terms of making provision in terms of the educational methods and resources for gifted students? In 1969 the Saudi cabinet first recognized the necessity of identifying gifted students -Nafea et all (1992), but no actual steps had been taken for action. Between the years 1990 and 1996, King Abdul Aziz’s City of Science and Technology, with collaboration from the Ministry of Education and the General Presidency for Girls Education, produced a project for extensive national research. The project titled: ‘identification and care for Gifted Students’ (Bondagjy, 2000) and consisted of three main aims: To design a programme for identification of gifted students. To design enrichment programme models for mathematics and science curriculum. To enlighten Saudi society about the importance of the identification of gifted pupils and provision for their educational needs. Regarding identification of gifted students, the project employs seven methods, which are: Teachers’ nomination High academic achievement High achievement in science High achievement in mathematics. IQ test Torrance test for creativity thinking Wechsler IQ test. In 1998, a project (identify and car programme for gifted students) designed for identifying gifted students in the kingdom of Saudi Arabia was implemented by the Ministry of Education (Alwasruh, 2005). This programme consists of four units: Identification of gifted students. Care and enrichment programmes for gifted students. Training, planning and organization. Finance and administration services. This project was a very significant one in that it would serve the purpose of identifying and supporting gifted children of the kingdom. Therefore, it represents a landmark in the history of gifted education in Saudi Arabia. It provided the Ministry of Education with the opportunity to start special programmes for gifted students. Gifted Students ‘Care Centres’ in Saudi Arabia: The gifted students Care Centres are establishments charged with the task of offering educational, social and psychological care for gifted students. Such centres are supervised by the General Administration for Gifted Students. The administration body which controls each of these centres includes a Centre Director, assistants, teachers, behavioural specialists, laboratory technicians, learning sources specialists and general support technicians. The Kingdom of Saudi Arabia, at the time of writing this thesis, has 31 Care Centres for boys and 20 for girls (MOE, web, 2007). Care Programmes for Gifted Students in the Schools of the Kingdom of Saudi Arabia The General Administration for Gifted Students emphasises that all students should be provided with equal opportunities, so that their abilities may be identified and their gifts and talents developed. In order to achieve this goal, the General Administration for Gifted Students provides a programme to train teachers so as to achieve this purpose. The teachers’ duties include the introduction of a complete gifted programme prepared by the General Administration for Gifted Students. These programmes start at the beginning of every school term. Among the responsibilities of the teacher is the use of modern methods which help to improve students’ skills of leadership, social and scientific research skills, as well as improving the parents’ knowledge about the importance of provision for gifted students. The duties of teachers also include the liaison between the various Care Centres of Gifted Students. The number of schools that have had benefited from this programme, between the years 2002 and 2004 was 264 boys’ schools and 97 girls’ schools (Alwasruh, 2005). Support for Gifted Education The Foundation provides funds and support to students in the six main centres for gifted education of the Ministry of Education of Saudi Arabia. These centres are located in Riyadh, Jeddah, Taif, Madinah, Dammam, and Al-Hassa. They work on identifying gifted children and providing them with enriched educational activity. They also assist in the teaching of the whole community about the nature of giftedness and about the role that talents and talented people will play in the future of the Kingdom of Saudi Arabia. Additionally, the Foundation is committed to providing training for all those who interact with the gifted children (KACFG, web, 2007). The KACFG is the first and the biggest foundation to support the education of the gifted and talented in the Saudi Arabia, as it supplies programmes and support with substantial funding. Literature Review This chapter provides a pervasive review of literature relevant to the identification of and provision for gifted students. The contents of this review constitute the basis for the empirical work and the subsequent analysis. It starts with an examination of a range of definitions and conceptions of giftedness. Theories and research relating to various aspects of gifted education are reviewed, accompanied by a critical analysis of various points of view on the complex and contested conceptions of giftedness which provide a theoretical framework for this study. In this section literature on methods of identification of gifted students is reviewed, which will be followed by a review literature on aspects of provision of educational opportunities that will extend and/or enrich the learning of the gifted students. It could be argued that using accurate methods of identification is critical in determining the nature of provision. For example, Gubbins (1995) believes that identifying gifted and talented students is not just about answering the question, ‘who are they?’ but it must also address the question, ‘how do we find them?’ and ‘what do we do when we find them?’ The process of identification may differ from one programme to another. In some programmes, the only means used for identification is the use of standardized tests. In others, the standardized test is only one of the factors in the identification process and in addition to test scores, nominations and recommendations of teachers, parents, staff, and even self-nomination are used (Blackshear 1979; Denton and Postlehwaite, 1984; LPS 1995). ( check spelling of of Post..) Bondagjy (2000) believes that a single test to determine general ability may not be sufficient and that subject specific tests may need to be used: Standardized tests of intelligence offer a good base for staff to identify potential capability, including that of some pupils whose performance is otherwise undistinguished as poor. In a few schools the tests are used in isolation without reference to individual aptitudes in specific areas of the curriculum, either as a short cut for selecting pupils for special enrichment courses, or for determining the composition of teaching groups of. This is less useful than if combined with a subject-specific test. (Bondagjy, 2000, p.20) Standardised tests are used widely by the supporters of the theories of a one-dimensional view of ability, which go back to the first theories of intelligence, such as Spearman’s theory ( date) mentioned in the previous section, which has been received with enthusiasm and also with scepticism and rejection. The arguments against this single-dimension view of ability (based on general intelligence that consists of areas that are highly correlated with each other and that are mainly intellectual and tested using IQ tests) led to the creation of multi-dimensional theories of ability, such as that of Renzulli, (1978) Gardner (1983,1993), Sternberg (2000) and others. The multi-faceted theories of giftedness are viewed by many to be more appropriate to define and identify high ability. These authors along with Mihaly Csikszentmihalyi, ( date ) and Benjamin Bloom (1985) have all made compelling arguments for a much broader conception of giftedness. Chongde

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