The Bank free essay sample

First State Bank of Sinai vs Hyland FACT: In this case both sides of the party have very good statements and facts that either hold them responsible or not hold them responsible. When it comes to the defendant Mervin Hyland, he says that during the whole time the two promissory notes were being conducted he was incapacitated through the use of liquor when he signed the note. When it comes to the plaintiff First state bank of Sinai, they stated that he signed a promissory note and sent a check for $900 to pay for interest on the note. History: This case first stated in 1981 on March 10, when Randy Hyland son of Mervin Hyland went into the bank and sat down with William Buck and executed two promissory notes. One for $6,800 and one for $3,000, both notes became dued on September 19, 1981. Randy extended the note once and was asked to have his father cosign in order for the extension to take place and his father signed. We will write a custom essay sample on The Bank or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The new note due date was April 20, 1982 and it was still unpaid. On May 5, 1982 Randy came into the bank, and with him he brought a blank check with his fathers signature. Randy then paid $900, which was the interest owed and then requested another extension, Buck agreed but also requested Mervins signature for another extension. Then the new due date was scheduled for the July 2, 1982, on June 22, 1982 Randy filed for bankruptcy and then both notes was the responsibility of Mervin Hyland. Issue: The question that still remains is if Mervin Hyland is responsible for paying back the $9,800 to the first state bank of Sinai. Mervin believes that since he has no knowledge of anything that was going on because he was drinking heavily from the late summer to the early winter, that he should be hold responsible for anything that s going on. William Buck and the first state bank of Sinai believe that Mervin Hyland should be hold responsible for the money owed considering that he signed for the extension and the wrote a check to pay for the interest of the notes. Holding: Mervin Hyland was said to lack personal care and nonparticipation in family life and farming business as support for finding the contractual relationship between the parties void at its inception. And it was further held that the first state bank of Sinai had failed to show Mervins subsequent ratification of the contract. After that eing said the first state bank of Sinai, then appeals the Judgment for Mervin Hyland. Reasoning: What was use to come to the conclusion of the decisions for the ruling of the Mervin Hyland, was that he was not in the right state of mind to make such decisions regarding the two notes. By Mervin Hyland being drunk all the time and his son getting his to sign the promissory notes he had no real knowledge of what was going on at the time. Result: The final decision that that Mervin Hyland was responsible for the repayment did sign for the notes and that he did pay the interest for the notes.

Verbs Like Know

Verbs Like Know Verbs Like Know Verbs Like Know By Maeve Maddox Reader Nancy has noticed the following use of know: If Id know this years ago. This is a non-standard use of the verb, possibly an example of dialect. In standard usage known is the past participle called for in this clause: If Id known this years ago†¦ Know belongs to a small group of verbs that have retained their irregular forms: know-knew-(have) known blow-blew-(have) blown grow-grew-(have) grown throw threw (have) thrown The third form in each example is the past participle form used with the helping verbs have and has. The past participle can also be used as an adjective. Here are some examples: Verb use If Id known this years ago, I would have changed my behavior. The wind has blown without cease for three days. I have grown these tomatoes from seed. Billy has thrown a perfect curve ball. Adjective use Elizabeth George is a well-known author. The youth has no known arrests. My car has a blown gasket. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†How Long Should a Paragraph Be?50 Synonyms for â€Å"Villain†

Short Writing Assignment Example | Topics and Well Written Essays - 500 words

Short Writing - Assignment Example Another reason I found this article interesting was that as a student I recognize that writing is an important element of communication, as well as scholastic and professional success; as such, I believe that it can benefit me as a writer and communicator to understand various sociolinguistic and rhetorical aspects of the English language. The study functioned by mapping a large segment of spoken English as a means of determining the emotional significance of the word usage. While the researchers had anticipated there would be an even distribution of language along negative, neutral, and positive parts of the spectrum, the research demonstrated that a disproportionate amount of the words fell near the positive end. The research is significant as it attests to prominent sociolinguistic elements. The researchers make the qualitative jump that the emphasis on positive word usage seems to be correlated with the development with the English language as one of utility. The researchers contend that as language is a fundamentally social activity the preponderance of positive words should come as limited surprise. Still, they also argue that while limited negative words were used when they were implemented they seemed to be in more meaningful contexts. From this perspective the researchers argue that there is seemingly a †˜don’t cry wolf’ effect in occurrence, wherein language users restrictively use negative language to communicate necessary and meaningful occurrence; conversely, it seems positive language can be implemented more in terms of a general expression of optimism. In conducting this specific study there were a number of methods that the researchers implemented. As it would be impossible to simply map the entire English language, it was examined in usage patterns as recorded from, â€Å"two decades of material from The New York Times, 18 months worth from Twitter, manuscripts from Google Books produced between 1520 and 2008 and

War War I Essay Example | Topics and Well Written Essays - 250 words

War War I - Essay Example World War I enhanced democracy through some of the programs and ideas introduced by Wilson. In 1918 he gave a statement that America was fighting for freedom of the seas, open diplomacy, change in colonization and giving the colonized people freedom among other aims. Through the war, America was granted a possibility of changing the American society in line with scientific lines, bringing in national unity and self-sacrifice, and expanding social justice. During the war there was an improvement in the working conditions and an increase in wages. This fostered democracy because it encouraged freedom and justice as people would air their views concerning working hours and other job related issues. World War I undermined democracy in America in various ways. The war was viewed as a crime against the people of America. It caused millions of deaths, many of the victims being the military which was sent to battlefields. Through these numerous deaths, the nations were split and peace was torn apart. The war also introduced various oppressing rules that worked against democracy. Some rules did not allow people to travel freely especially through the seas. The war oppressed the rights of the workers, because their taxes were increased unreasonably, to finance the war. This material provides a lot of information on various matters regarding the World War I and democracy in America. I have learnt that democracy is very important to the society and can be affected greatly by wars. This material shows that it is important and possible to achieve peace without

The movie Dead Poets Society Essay Example | Topics and Well Written Essays - 1250 words

The movie Dead Poets Society - Essay Example With his wit and wisdom, Keating inspires his students to pursue individual passions and make their lives matter. (Weir, whole film).This movie highlights four important aspect of social psychology, namely group influence, non-conformity, effects of culture on self-esteem and heroism from disobedience. With the careful and efficient incorporation of the said social psychology aspects, this movie has become one of the most highly rated educational movies. The theory behind group influence as a social construct is that a person's development- mood, behavior and outlook in life- is shaped by the norms and thinking of the groups in which he associates himself. A child who is immersed in a religious family generally tends to be a moralist while one who grew up with criminals tends to be one himself (Hewstone, 143) We can see this factor vividly at work in the film in two different conditions. The first is that of the influence of the school to the young minds of the children and the second is that of the influence of John Keating to the tendencies of his student. The school has always been regarded as a major setting for the personality development of a person. Not only do we learn the machinations of the world we live in, we are also instructed on the prim and proper ways of how to act, think and communicate. With regards to the first scenario, we see Welton Academy structuring its students as academic achievers and outstanding lawyers and doctors. To achieve this, they apply a curriculum devoid of any romantic (i.e. artistic) topics such as poetry and the arts. The school can therefore be seen as the group and its teachers as the influencing members. The students, immersed in such culture of high expectations and strict teaching, develop a preference for realistic ideas and shield one's self from romantic ones. It is apparent that the school leads them to the side of realism (i.e. fact based) rather than romanticism. This preferential system is exhibited by Richard Cameron's signing of the documents incriminating John Keating's who he perceives is going against what the school taught him. On the other hand, we see John Keating influencing the students by introducing them to poetry and the ar

Revolutions of 1848 and 1989

Revolutions of 1848 and 1989 The Revolutions of 1848 and 1989 had causes that were similar and different from one another, because they both started from the want to get rid of the old governmental system and replace it with a new one in sovereign states. However, one had food shortages that contributed the other did not. The revolutions 1848 were largely democratic in nature, with the aim of removing the old feudal structures and creating independent national states[1]. 1989 revolutions were to put an end to communism and create separate states in the process. In 1848 food shortages with the lower classes influenced the uprisings but not in 1989. The origins of these two events were very similar but 1848 had more influences then 1989. The 1848 and 1989 revolutions both stemmed from economic problems, but the cause of the problems were different between the time periods.   The economic conditions hurt the working class badly in 1848. A series of reforms were rejected by the monarchies, therefore pushing the working class to revolt into a revolution to change the government to better the conditions of the people[2]. In 1989 the same issues were going on however, the difference was the government of the Soviet Union had proposed reforms of economic policies, but they werent helpful to a lot of people due to the governments lack of resources[3]. The revolutions of 1848 and 1989 both came from the same issues economically, but had different causes. These two revolutions were in different locations, because one was western Europe and the other was eastern Europe. The revolutions of 1848 going across Europe included Germany, Italy, and France. In 1989 revolutions spread across eastern Europe which included countries like Estonia, Romania, Yugoslavia, and Lithuania. The citizens in these countries wanted virtually the same thing despite occurring on different sides of the continent. The location of these two revolutions were different but they wanted the same thing. These two revolutions fought for the belief in the same political ideology of democracy, but the revolutions of 1989 strived for it more than the revolutions of 1848. 1848 was fueled by the ideas of liberalism and democracy as was 1989. The two had different priorities when it came to this ideology. These ideas were a direct result from the ideas of the Enlightenment, such as the rights and the security of the constitutional rights the people were entitled to. The working class sought to gain more power in the revolutions of 1848[4]. The people not just the working class wanted to gain independent power from the Soviet Union during the revolutions of 1989. These two revolutions believed in democracy, but the revolutions of 1989 put a lot more weight on that than the 1848 revolutions. The major problem that led up to the revolutions of 1848 and 1989 were the tensions forming between societal superior and inferior groups or classes of people, but one was between non-governmental groups and the other was between governmental and non-governmental. The working class had major issues dealing with survival in poverty. In 1848 people of a higher-class status had or were taking resources that led to them being in that situation. The people of the lower class were of course angry about this and wanted change. In 1989 the government was the one withholding resources from the people because of shortages. Unrest occurred as a result and the people demanded change. The 1848 and 1989 revolutions resulted from tensions between social status groups, but between non-governmental groups and governmental and non-governmental. The outcome of the 1848 and 1989 revolutions had nations going in different directions than before, because the directions they chose had full participation from the people that supported the revolutions. In 1848 the industrious response to the growth of the population was parallel to the new population size after its revolution.[5] More people from rural areas were found moving to the cities to find work in the new industries that were created. In 1989 there was a growth of people in political parties that people supported. Even though most of them failed to meet the needs of the people, the idea of different parties was supported by the people[6]. The results of these revolutions went in different ways, but were still supported by the people. Despite originating from the same issues the revolution of 1848 and 1989 had different results, because the people of each country in the two revolutions went into different directions soon after they ended. Through each of the revolutions of 1848 and 1989 all of the countries had one major component in common, the struggling of the working class. The working class went through hard times the most during these two time periods, facing poverty and death itself. Both revolutions had people that pushed for change for the betterment of their countries. Tensions rose between the classes as well as between people and their government. The results of the 1989 revolutions was different, because it was a more prosperous ending for the people economically and politically than the 1848 revolutions. The revolutions of 1848 and 1989 both started from the same issues but they however started to go in different directions and resulted to the revolutions having completely different outcome from each other. [1] Stearns, Peter N. 1848: The Revolutionary Tide in Europe. Vol. 1. New York : W.W. Norton , 1974. Print. [2] Stearns, Peter N. 1848: The Revolutionary Tide in Europe. Vol. 1. New York : W.W. Norton , 1974. Print. [3] Sony, Ronald Grigor. Empire Falls: The Revolutions of 1989. The Nation. N.p., 28 Oct. 2009. Web. 20 Dec. 2016. [4] Stearns, Peter N. 1848: The Revolutionary Tide in Europe. Vol. 1. New York : W.W. Norton , 1974. Print. [5] Stearns, Peter N. 1848: The Revolutionary Tide in Europe. Vol. 1. New York : W.W. Norton , 1974. Print. [6] Sony, Ronald Grigor. Empire Falls: The Revolutions of 1989. The Nation. N.p., 28 Oct. 2009. Web. 20 Dec. 2016

The Impact of Media on Children Essay -- Television Censorship Media E

The Impact of Media on Children Stan, Kyle, Catman and Kenny - four-foul mouthed third graders who abuse each other and find delight in making fun of authority figures. Yet they possess a dumb innocence that makes their bad behavior forgivable to anyone with an honest memory of their childhood. Most parents do not approve of the bleepable expletives that fly out of the kids mouths on ‘South Park’ or the fact that Kenny dies violently in every episode. A lot of people want shows like this to be censored or taken off of the air. Parents try to shelter their children too much. They should let them experience life in the real world and not censor everything that they disagree with. Some shows can and cannot be shown on television because of their content and some parents want select shows off of the air because of their language, violence and profanity, but we as individuals should be able to choose what shows we want to watch. Television networks have a hard time deciding what shows they want to put on the air. They have to put a lot of thought into picking the correct shows to draw in the attention of the viewer. They first have to realize what type of audience they want to have. If it is a network like Nickelodeon, then they will want to look for something a child would be entertained by. If it is ESPN, then they would want something that the sports fanatic would love. Another point that they want to have in a good show is how it relates to reality. Every television show needs some reality. If the show’s content is meant to be able to happen in real life, then it should look realistic. If the age group will relate to the show’s topic is also put into consideration(Nesbit). Networks also have to figure out if the show is useable or not by seeing how much violence, language and profanity. Again they have to consider the show’s target audience. There wouldn’t be the same amount of violence allowed to be shown on ‘Barney’ as there would be allowed on ‘America’s Most Wanted.’ Television has now put a rating on TV shows. It is based on the same principal that the rating system of movies is. In movie theaters, G means the movie is suitable for all ages, PG means some material is not suitable for pre-teenagers and parental guidance is suggested, PG-13 means that parents should be strongly cautioned to give special viewing guidance to those under the age of ... ...not be able to prohibit the viewing of certain shows. Parents should be the ones making the decision of their child’s viewing. Even if the networks do censor shows, doing so will not make a big difference on anyone’s life. If parents want to keep their children innocent then they will never be able to see the light of day because there is violence happening around us at all times. In the First Amendment, there are five freedoms mentioned: exercise of religion, press, assembly, petition to the government, and speech. If they censor television, then they are breaking that amendment by not letting everyone have freedom of speech (Nesbit). We cannot protect all of the children in the world by censoring a few television shows. If anyone is at fault for exposing their child to the bad in the world, it is their parents. Remember what the 8 year old said about South Park’s swear words, â€Å"My daddy says them every single day† (Newsweek 60). It is the parents’ choice if they want to protect their children from all of the violence and profanity that is out there, it is in no way a choice of television networks. Everyone has a right to speak their minds and not have their thoughts censored.