Cell phones Essay

Every time a person answers his/hers cell phone, their safety and the safety of others around them are being greatly jeopardized. Cell Phones today pose a major risk to the human body and civilian population. When cell phones heat up they emit radiation that known to increase the chances of someone getting cancer. Besides cancer, other medical complications; such as, arthritis and damaged sleep have increased thought the use of cellular devices. Not only do cell phones cause medical problems, but they also pose a huge security threat with personal information being easily stolen. Overall, the safety of humans is being compromised by the use of the seemingly harmless device, cell phones. Many doctors and scientists are claiming that cell phones are causing medical complications. For instance, the National Cancer Institute states, â€Å"Cell phones emit radiofrequency energy, a from of non-ionizing electromagnetic radiation, which can be absorbed by tissues closest to where the phones is held† (â€Å"Cell Phones and Cancer Risk†). What this is basically saying, is that the radiation being put out from the cell phones are damaging vital tissues, which is known to increase the risk of cancer. This links back to the main idea of the overall safety of humans, showing that cell phones do cause a serious risk factor to the human body. Another common concern with cell phones is the theory that texting can cause arthritis; â€Å"Repetitive motion can cause pain and inflammation of the basal joint. It can even lead to thumb arthritis† (Eustice). The article confirms that the constant motion of the thumbs can indeed cause arthritis. The safety of the consumer is being compromised when a popular means of communication; such as texting, can lead to a major medical complication. Recent studies show that headaches are increasing tremendously due to cell phones: â€Å"Radiation from mobile phones damages sleep and cause headaches, according to a study by telephone makers† (carter). In this study, researchers found an increasing amount of headaches were occurring with people who use cell phones regularly; opposed to people who rarely use them or don’t use them at all. An increase in headaches is very dangerous to the safety of the human body and can be a gateway to many other complications down the road. After an extensive amount of research, doctors and scientists have found that cell phones do cause medical issues to the human body. Cell phones security is a fairly new issue brought up by a numerous amount of concerned citizens, with the fear that their safety is being jeopardized. As technology increases, more and more people are resorting to devices, such as cell phones, to get them thought the day: â€Å"The more people rely on cell phones and tablets, the more attractive these devices become as targets to thieves and other nefarious types† (Gahran). With all of these devices being used constantly, crooks can easily retrieve the personal information any personal information any person puts out there through the devices they are using. This has become a huge safety issue due to the fact that private information is being stolen from people who expect their information on their cell phones to be safe and secure. A man was shown an application on his cell phone that could link up to other people’s cell phones: â€Å"’It made all the contacts start jumping over to this phone,’ said Gooden† (Kridler). Gooden explained that the application he was shown let him easily access his wife’s phone contacts. His friend that introduced this application to Gooden then went to explain that hackers usually take the contact information and dial premium-rate numbers. The safety of the people who are in others contact information is being compromised when they have result in paying a fee for â€Å"calling† these premium-rate numbers because of someone else stealing their numbers. Boktah, an expert security hacker, states â€Å"Most people have no idea how vulnerable they are when they use their cellphones† (Murphy). Bokath’s job is to hack into cell phones to find and express all of the flaws in the devices, thus demonstrating how easy it is for a hacker to do the same. With all the scamming going on, consumers need to be aware of what they do on their cell phones to protect themselves, as well as the safety of others. Safety from personal information being stolen by hackers happens to be key concern to numerous amounts of people; this way people will not be liable for paying fees or having their identity stolen. Cell phones safety is a key concern, which the vast majority of users brood over. Cellular devices have been known to cause cancer; as well as, an increasing amount of medical problems. Some of these problems are arthritis and damaged sleep. Medical complications are not the only concern; a breach in security is another top concern for people. In essence, safety is top priority for humans, and cell phones are compromising that safety.

Interviewing two teachers Essay

Teachers have a very important but difficult job in our society. They are educators, counselors, coaches, friends, and sometimes even a parental figure all at the same time. This is a very heavy burden to carry while trying to educate our youth. The two teachers that were interviewed for this paper were Victoria Rivera, a sixth grade teacher from Brooklyn, New York, and Marcus Williams, a high school history teacher that also lives in Brooklyn, New York. Mrs. Rivera was the first of the two interviews. Victoria Rivera wanted to become a teacher her entire life, and has achieved that goal by becoming one. She graduated with a teaching degree from Brooklyn College , and has been teaching in the New York City public school system since 1983. Her main reason for becoming a teacher was because of past teachers. During the interview, she said that she was impressed by teachers she had as a child. She also added that as a youth, she found it amusing to play school while working on her own studies. â€Å"I retained what I learned through role playing as a teacher,† was one of her responses. Marcus Williams was the second interview. He graduated from Hunter College, in Manhattan, and has been teaching in New York City public high  schools for about 6 years. When asked his main reason for becoming a teacher his response was, â€Å"There are a lack of positive African-American male teachers in New York. I feel that young minority males especially African-Americans need positive men figures in their life anyway they can get it.† Mr. Williams also said that he feels teaching is essential for trying to give young people good education. Mrs. Rivera is really a teacher that strongly cares about the students. When asked what is her opinion of an outstanding teacher, Mrs. Rivera’s first response was, â€Å"A person who can retain children’s attention while they achieve their aim or goal†¦Ã¢â‚¬  She said that this is important because there are so many distractions in today’s society, that it is difficult, but important for teachers to meet the challenges of today’s student. She came off as very caring, and student oriented. On the other hand, Mr. Williams believed that an outstanding teacher was someone students could closely relate to. He felt that students need to feel comfortable around teachers. He said, â€Å"One of the reasons that I help coach the football team is because students can see me on a more personal level. I am very close to some of the players on the team, and at times I feel as if they look at me as an older friend, and counselor, rather then just another history teacher.† Mrs. Rivera was then asked what major teaching strategies does she use. In  response she said that she thinks â€Å"hands on† lessons, and student involvement was  very important. She said that student involvement in class discussions often leads to student interaction. â€Å"Students remember better when they talk about a topic themselves, instead of just taking notes.† Mr. Williams happened to agree with Mrs. Rivera. He said during his interview that in his classes there are many discussions about current events, and also the lessons. He felt that students are capable of having intelligent conversation whether the discussion is about a research paper for class, or a discussion about the possible war in Iraq. Both Mr. Williams, and Mrs. Rivera said that the workload after school is the most difficult part of teaching to deal with. Mrs. Rivera said that she spends two to three hours after school doing paperwork. On the other hand Mr. Williams said that after football practice he spends between two to four hours grading papers, tests and doing other paperwork. He teaches six different sections a day, compared to the one class that Mrs. Rivera has all day. Mrs. Rivera also said that discipline, and lack of parental involvement are also difficulties she comes across teaching. She said, â€Å"I do have a minor in psychology, so I try to put myself in the parents shoes. I try to stay positive and understand parents situations, but have to get the point across of how students should progress.† Mr. Williams agreed with  Mrs. Rivera’s comments. He said that at the high school level there is an  even greater lack of parental involvement then in the elementary schools. In conclusion from the two interviews, I have learned both some of the positives, and negatives of teaching. Paperwork, and lack of parental involvement seem to be the most difficult problems to overcome. Both Mrs. Rivera, and Mr. Williams are dedicated to helping students achieve overall success in education, and also in life. They are two teachers who want nothing else but to help the students they are dealing with, and to be successful professionals.

Eagle Scout App Essay

Attach to this application a statement of your ambitions and life purpose and a listing of positions held in your religious institution, school, camp, community, or other organizations during which you demonstrated leadership skills. Include honors and awards received during this service. All of my days on this planet, I have dreamed of being a professional musician. I’ve been taking piano lessons for about ten years now and I see it as the only route to satisfaction in my life. Teachers, fellow musicians, and professionals constantly stimulate this dire need to create for the rest of my life. I play drums, piano, guitar, xylophone, and I also strum the vocal chords. I plan to audition for Berkeley among many other music schools next year, but even if I don’t succeed in making the auditions, I still plan to continue writing and spreading music for the rest of my life. Scouting has helped me in this regard in many ways. Technically scouting doesn’t have a very significant connection to the arts, but it has shown me many other concepts that I’ve utilized in maintaining a self motivating and ever-evolving life. Scouting has first showed me that to gain an experience in the world, you must try new things, that might be out of your comfort zone. I’ve learned how to truly help other people along with gaining self confidence in the things I was doing. To explore, camp, and spend an extensive amount of time with a group of boys for over 10 years has also exposed to me to the comforts and discomforts of confinement. I’ve learned to cope a variety of situations, and it’s only rounded my understanding of human nature and my place in it.

Compression test Essay Example | Topics and Well Written Essays - 250 words

Compression test - Essay Example he lateral forces acting on the can ultimately act on a single line, which is, takes a rectangular shape and is relatively small in area, thus the quick crumbling. Once the yield point, or yield stress, has been reached, the crumbling requires less force for continued deformation, thus the dip in the force used. When the compressive load is directed onto the tops of the soda can, the compressive force acts on the wholesome vertical wall of the can, thus distributing the force equally. By distributing the forces subjected to the can equally as opposed to a single point in the side-crushing test, the can has more resistance to the compressive forces. Since the can is hollow, it exhibits characters that are varied as opposed to the side crushing. From the graph, when the forces supplied reach the yield point, there is a drop in the required forces (Voland, 2003, p. 192), but the crumble suddenly strengthens the can as it is compressed, and gets compacted. The can requires a lot more force to continue the deformation, thus the curve that gets a positive gradient as opposed to a continued drop. The changes are not uniform since the compacting assumes various strengths with continued compacting, until the ultimate load is reached. The forces show that the can takes of fragile characteristics as o pposed to ductile traits in the compression tests, since the graph changes are sudden as opposed to the curved changes a ductile object displays. The relationship between the force and the standard travel (deformation) is proportional, though there exists a constant since the change does not begin at the origin for both

Christianity Research Paper Example | Topics and Well Written Essays - 4750 words

Christianity - Research Paper Example Irenaeus had stated that there was only one God. But the question that how can Christ be worshiped as God, his relation with Father, difference between Christianity and Judaism etc started coming up. The Asian Christians of Rome believed that â€Å"Christ was the Father himself and the Father himself was born, suffered and died.† Roman Christians were not in favour of this view. North Africans did not believe in the Universalist ideas regarding the church in Rome, but were followers of absolute purity of church as well as integrity of membership. They considered baptism by water to be a mere prelude to the real baptism of blood. They thought these members to be Spirits who were impatiently awaiting the end of their physical life. Agape meal was described as a simple meal which benefited the less fortunate and was coupled with hymn, reading of the Holy Scripture and prayers. It was beneficial because it implanted love among Christians and made them morally stronger. The special practices during baptism (renouncing the devil, a threefold immersion, having milk and honey afterwards and not taking a bath for a week to follow), thanksgiving (accepted prior to daybreak) and worship (using cross sign and not kneeling on Sundays). From the 38 surviving pieces of Tertullian’s work, little has been learnt regarding his life. But going by Jerome’s evidence, he was â€Å"the son of a centurion in the proconsul’s guard† and had a very â€Å"sharp and violent talent†.... But going by Jerome’s evidence, he was â€Å"the son of a centurion in the proconsul’s guard† and had a very â€Å"sharp and violent talent†. (Frend, 348) Tertullian had drifted towards Montanism because of the ill treatment that was extended to the clergy in the Roman churches. He had died in an old age. Owing to his deep knowledge of the pagan literature and Stoicism, he did not act as a bridge between Athens and Jerusalem. In fact, he tried to establish a clearer difference between the two. (Frend, 348-350) 7) Cyprian in order to deal with the problem of â€Å"the lapsed† announced that a person who had once become an apostate was religiously impure and company of such people was dangerous and evil. A person who had left the canopy of the church and had gone to other party was to be removed from the church and the rewards related to it. Only if the person goes through penance for a considerable period of time can he be admitted back to the church . It was further said that a person baptized by someone who is no longer the part of the church will gain need to baptize himself. These views were widely accepted and applied by the council. (Frend, 353-355) 8) Seneca had given common insight on how Lord needs to be worshipped. For instance he had forbidden lighting of lamps on Sabbath as the Lord does not require light. He had further said that by offering morning prayers and visiting temples every day, God’s prayer are not successful as Lord can be offered prayers by only those who really know him. God does not need servants or offerings as He is the one who does service to the whole mankind and possesses everything. Lord is kind by nature and he will not let someone harm if the person did

Canda Health Care System Vs. United States Health Care system Research Paper

Canda Health Care System Vs. United States Health Care system - Research Paper Example In addition, it is publicly funded and administered on a provincial basis through the guidelines that are set by the federal government. The U.S health system, on the other hand, has both private and public insurers. However, the dominance of the private sector over the public sector is what makes this system unique all over the world (Singh & Shi, 2010, 27). Health care system in the U.S has been a subject of much polarizing debate. One extreme end is of people who argue that Americans have the best kind of healthcare system all over the world, while the other end argues that the American system is fragmented and inefficient with more suffering due to massive uninsuranced, administrative waste and uneven quality (NBER, 2012). Coincidentally, according to Canadian healthcare.org (2012), the Canada health system is also a subject of political controversy and debate in the country. Some citizens question the efficiency of the current system in delivering treatments in a timely fashion and advocates for a private system that is comparable to the U.S. The United States health care is availed by several entities, which are largely held and managed by the private sector (MacNeil/â€Å'Lehrer Productions). Essentially, the government offers health insurance in the public sector, with 65% of its provisions and spending emanating from programs such as Medicaid, Medicare, and Children’s Health Insurance among other healthcare programs. Majority of the people are insured by the employer; a small percent get the insurance on their own, while the rest are uninsured (Singh & Shi, 2010, 27). On the other hand, health care insurance in Canada is fully funded and provided by the federal government with much assistance coming from the private sector. It is mainly guided by the Canadian health act with the government assuring that quality health care is given through the federal

Religion and Ecology Essay Example | Topics and Well Written Essays - 1750 words

Religion and Ecology - Essay Example This book guides its reader through everyday life with an eco-friendly and animal -friendly outlook. It advises its readers on how to raise children in an environmentally sound way of life as well. The application of religion could potentially be applied to this type of lifestyle but the conflict arises in the arena of commitment to God. Particularly in Christianity, one’s devotion to God is of the utmost importance. This means that one should be concerned about one’s spiritual life and the promise of the eternal afterlife more so than the physical realm of this earth and its inhabitants and recourses. In the Old Testament, routine sacrificing of animals was imperative in keeping one’s God happy. This was a ritual that rid an individual of sin and evil deeds, before the eyes of God. Certainly, this made for a good disciple of God but was not an animal friendly approach to life by any means. One of the key aspects to environmentally friendly living, is respecting the creatures that live on this planet. That means humans as well as all animals. Through a religious perspective, God gave Adam and Eve dominion over all of the animals. This is often interpreted by Christians to mean that humans should feel free to eat animals, wear their skin and sacrifice them as burnt offerings if need be. There is a more eco-friendly interpretation of this that states that having dominion over animals just means that humans are to watch out for and care for the animals of the earth. But, as the Bible goes from Old Testament to New Testament, readers of the Bible are told that Jesus was the ult imate sacrifice and that animal sacrifices were no longer necessary. Most Christians though today, will freely eat meat and concern themselves with spirituality as opposed to the physical condition of the earth. The concept of Christianity is ultimately that one

Term Paper on Budget Deficit Example | Topics and Well Written Essays - 2000 words

On Budget Deficit - Term Paper Example The primary deficit indicates the difference between short term government spending on goods and services and total short term revenues from all types of taxes and transfer payments while primary deficit plus interest payments on debt constitute total deficit. The government budget deficit comprises of two elements such as cyclical and structural. A high unemployment rate is observed at the lowest point of a business cycle; and this situation indicates that tax revenues are low and public welfare expenditures are high. Under such circumstances, governments are forced to borrow additional money from external sources. This deficit, realized at the low point of the business cycle is called cyclical deficit. Theoretically, governments will completely repay their cyclical deficit by the next cyclical surplus realized from the peak of the cycle. In contrast, the structural deficit has been defined as the deficit that remains throughout the business cycle as a result of excess level of gene ral government spending over prevailing tax levels. This paper will identify the causes of and solutions for budget deficit. It will also analyze two countries that have experienced budget deficit over the last few years. Causes of budget deficits Generally, government budget deficits arise mainly as a result of two sets of causes. Firstly, structural factors cause government budget deficit and these factors are determined according to the special characteristics of the economy and its relationship with the external world. Secondly, implementation of thoughtless government policies may lead to sharp rise in expenditures. This situation would also directly lead to budget deficit. In some cases, it has been identified that governments lack essential fiscal discipline to control public sector spending. In contrast, governments may be often forced to increase public expenditures in order to maintain healthy income levels and employment rate when monetary measures indicate that the priva te sector is falling into recession. According to Morrison, the five major structural factors determining a budget deficit are â€Å"level of economic development, growth of government revenues, instability of government revenues, government control over expenditures, and extent of government participation in the economy† (Morrison, 119). The author argues that governments with lower levels of development are highly prone to budget deficit as they are pressurized to spend more on primary sectors like infrastructure and education and this condition may prevent them from effectively controlling their budgets. In addition, developing and underdeveloped governments may face issues like poor private saving and low tax revenues; this situation would probably persuade governments to raise their public sector spending rates to meet public expectations. Similarly, when a government experiences slow growth in revenues, it needs to treat its budget with deficit financing. Instability of government revenues indicates that the government may face difficulties associated with tax revenue fluctuations due to instable flow of income. To illustrate, export taxes will be the major source of revenue for petroleum export economies; and such economies are vulnerable to budge deficit troubles in case of any interruption in petroleum export. Inefficient budgetary systems often raise potential

Module 2 (edited) Essay Example | Topics and Well Written Essays - 500 words

Module 2 (edited) - Essay Example Most of this development was achieved on the abundant natural resources that Thailand homes. What resulted in the end due to the excessive reliance on natural resources, were polluted water, infected air and barren land. Ever since the economic turmoil, consumers in Thailand have changed their spending habits to deal effectively with the ongoing economic crisis. With the exports already suffering due the global trade slump, Thai was unlucky to experience some very severe political tensions on top.With the governments initiating two new fiscal policies; situation is sighted to improve by far. A recent survey made use of several closed end questions, which makes comparison easier (Easterby-Smith et al. 2002, pp.78) - has revealed some very fitting information. People have experienced massive salary cuts and many have found themselves jobless in this situation. People have cut their spending budgets, limiting themselves to what is most needed. Most respondents to the questionnaire admitted that Thai people was growing poorer, which was seriously impacting on the lives of the Thai citizens. As the most important was that over the last decade brand loyalty has been reduced by a very great degree. Buyers have learned to compromise and make their spending more wisely since there is lesser to spend. Brand products are usually tagged at much higher prices than those unbranded, which have resulted in people switching to lower priced articles. This means international and foreign brands have seen a steep decline in their target customers, all of these due to the economic turmoil. Many international brands have adjusted their marketing strategies to appeal to target audiences, such as in the conservative Islamic countries (Karnani, 1984, pp.45). In studying the consumer expenditure pattern of Thailand, it is important to undertake a compressive analyzing of the

Poetry Essay Example | Topics and Well Written Essays - 500 words - 13

Poetry - Essay Example I feel that the poet has tried to connect the moves of gymnastics with love and life. People rise and fall in life just like gymnasts rise and fall on their tracks. The poet talks about gymnasts, who may be walking straight on the balanced beams, yet they are not so efficient to walk straight on the path of love. They may be well prepared with powdered palms, yet the path of love and life is so slippery that they find themselves incapable of dealing very proficiently with the ups and downs of life. I can very well imagine that all they have are ropes of no hope, to which they are clinging. They think that these ropes will save them from falling or that these ropes are strong support for their feet; but, what they do not understand is that there is no hope attached to these ropes. These ropes are unfaithful, or in other words, this support is weak. And I feel sorry to think that, when they grow old, broken and bruised, they look into their lives as if they were nightmares. In the poem, ‘Apportioned’, written by Erin Badough, I feel that the poet has talked about how he fears the quick passing of time, and future. The tick-tick-tick of the clock reminds him of his miserable present and dreadful future. It is a harsh reality of life, as I see, that man fears the passing of the time because he fears his mortality. He fears what lies ahead of him. Therefore, he feels chained to time. The narrator dreads a future filled with hammers and nails and saw-toothed blades, which are only metaphors that are talking about hardships that life offers. He wishes to put his thoughts into the reader’s mind so that the latter may well know what he thinks and feels. I feel that this poem is a superb example of how man goes from one phase of life into another, and what wishes and fears he has in his mind while he looks at the clock, doing tick-tick-tick. Anyone can relate to this poem, because it is the story of

Lin Article Critique Essay Example for Free

Lin Article Critique Essay However, when splitting the forty patients into two treatment groups, the clients were split randomly. This places twenty participants in each subgroup. Pyrczak (2008) suggests that number of participants can be so small that generalizing would be inappropriate. At the conclusion of the study caution was given to the small sample size provided, but it was noted that â€Å"the sample size was more than sufficient to detect meaningful statistical differences, a major goal of all treatment studies† (Lin et al. , 2004). This indicates that a generalization was drawn from the target group of residential drug rehabilitation clients and was not drawn from a diverse source. Some participant dropped out of the study resulting in a 35% completion rate (Lin et al. , 2004). This low rate does effect generalizing the findings of the study. The participants were similar on relevant variables in that all of the patients were diagnosed with a mental disorder, had a history of a chronic addiction, a poor response to treatment and relapse, legal issue related to addiction and little motivation to change (Lin et al. 2004). Critique of Procedures The procedures followed in acquiring participants in this study initially were not chosen at random. The forty-three patients selected for the study were from a residential drug treatment center that had specific criteria preferred by the researchers. However, when the patients were separated into treatment groups, â€Å"they were randomly assigned to FT or ADC† (Linn et al. , 2004). The treatments described in this study are sufficiently explained in detail. The researchers describe ADC, alcohol and drug counseling as a common treatment plan for substance abuse. The article is written in more descriptive detail about forgiveness therapy for the reason that its effectiveness is being tested. The treatments were administered by a therapist trained in both FT and ADC therapy with more than twenty years of therapeutic counseling experience. The treatments that were administered were monitored by taping the therapy sessions with a member of the team arbitrarily selecting the tapings for review of â€Å"consistency between expected and delivered treatments† (Linn et al. 2004). The same therapist conducted all the therapy sessions so that the personal effect is eliminated as a factor from this study. The therapist used the same methodology in both types of treatment programs. The setting for the experiment was a natural setting in the sense that it was not conducted in a laboratory. The therapy sessions took place within the current living environment of the rehabilitation residential facility. The researcher considered attrition in this study stating that, â€Å"given the high levels of mobility and chaos that characterize the lives of this client population, this dropout rate is not unusual. However, the sample size was more than sufficient to detect meaningful statistical differences, a major goal of all treatment studies† (Linn et al. , 2004). Critique of Instrumentation The evaluating instruments for the research did not include actual items in the research, but did explain in great detail the description of each instrument. The researchers also included research that supported validity of each assessment. Specialized formatting and detail was used when the instruments were administered in random order and the response format was provided. Restrictions were placed upon the research when the patience were initially chosen with the three dispositions of a chronic addiction with relapse, psychiatric diagnoses, poor response to treatment with low motivation to change, and legal issues dealing with substance abuse (Linn et al. , 2004). Multiple methods are used to collect information on each variable within this research. The EFI, BDI-II, CSEI, STAI, SSTAEI and vulnerability to drug use scale were used to obtain data on each patient and use for statistical analysis (Linn et al. , 2004). The researchers provided sources and well researched information for each published instrument. The self-report assessments were not administered anonymously, therefore, there is some reason of doubt that information obtained from patients could have been influenced by â€Å"social desirability or response-style biases† (Linn et al. , 2004). This researcher believes steps were taken to keep the instrumentation from influencing any overt behaviors due to the fact that all patients were exposed to the same therapist as a constant, expected occurrence, causing little deviation from the expected schedule.

Greatness and actual greatness Essay Example for Free

Greatness and actual greatness Essay In Ozymandias, Shelley uses great poetic irony to underline the ridiculousness of human pride in the face of Time. He shows that human glory is ephemeral and is reduced to nothing by the sheer passage of time, and juxtaposes the mortal with the immortal. This juxtaposition serves to represent the contrast between the aspiration of greatness and actual greatness. He also serves to highlight the belief that human greatness can survive through art and ideas, and not through hubris or pride. Thus, Ozymandias’s â€Å"frown and wrinkled lip and sneer of cold command† survive only because the sculptor was able to render them through his art. In fact, they are a truer representation of his cruelty than he would probably have desired, as this sculptor would also have been a part of the populace that Ozymandias ruled over. Contrasting hugely with the absence and death of mighty Ozymandias is that sculptor’s art, which lives on centuries after his own death – â€Å"its sculptor well those passions read, which yet survive, stamped on these lifeless things. † In the face of nature, art and time, Shelley shows that human hubris is reduced to nothing. Also, the inscription by Ozymandias that urges the onlookers to â€Å"Look on my works, ye mighty, and despair! † in the end mocks the king’s own hubris as all there is left to see is decay and vast stretches of â€Å"the lone and level sands†. The way the passage of time has been presented also makes the irony greater – â€Å"antique land†; speaking from the vantage point of history Ozymandias’s pride seems even more ridiculous in the face of his total eventual destruction, which was inevitable. Neither his property nor this self proclaimed â€Å"king of kings† himself can conquer the ravages of Time.

Motivation to Learn: Teacher-Student Relationship

Motivation to Learn: Teacher-Student Relationship It is a generally accepted truth that the future lies in the hands of the next generation and that the success of the next generation is based largely on education. Increasing numbers of reports and articles in the media have been published over the last several years showing that education of the next generation in the U.S. is lacking. The long-standing super power stands to lose its status on the global playing field, threatening the way America has come to see itself and its role in the world. These trends have caused panic and politicians have claimed a rededication of their efforts in this arena because that is what the nation is crying for. However, while the belief that U.S. students are falling behind the world academically is wide-spread, and fact that this is an undesirable circumstance to be in is unanimous, no single concrete solution has emerged. The leading approach is currently raising standards as can be measured according to standardized tests. The idea is that without a quantifiable measure of progress schools cannot know whether they are improving and that by seeing how they are doing in comparison to other schools, they will be motivated to make even greater strides. It has been suggested that an emphasis on student motivation may be far more valuable than an emphasis on which specific facts theyve memorized from American history or which functions they can calculate in mathematics. While it may be somewhat counterintuitive to argue that education is best improved by focusing on something beside the material the students are expected to learn, many studies have shown that this very well might be the case. This is, in brief, due to the fact that motivated students learn more, learn better, and learn themselves. That is to say, the tradeoff is more than worth it: To dedicate some percentage of a teachers time and efforts to motivating students will translate at the end of the day to those students having learned a lot more than if that same time and effort was invested in conventional transfer of knowledge methods, or far worse, test preparation. Accordingly, many researchers have conducted a considerable number of studies on students academic motivation and students goal orientation, particularly those who concentrate on the dynamics of motivation within classroom settings, have started to emphasize the potential role of relational variables ( e.g., Davis, 2003; Pianta, 1999) and teacher behaviors (e.g., Skinner Belmont, 1993) in students academic engagement. In the last forty years, researches (e.g., Pintrich, 2001, Skinner, 1995, Stipek, 1988) have studied student motivation and, have found a great deal about: What moves students to learn and the quantity and quality of the effort they invest?, What choices students make?, What makes them persist in the face of hardship?, How student motivation is affected by their relationships with significant adults?, How motivation develops?, and How the school environment affects it?. Accordingly, educators, parents, and students have paid substantial attention to the importance of motivation in school because of significant contributions to students academic learning, self-esteem, self-efficacy, and school readiness. Motivation to learn is a competence acquired through general experience however, it is mostly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987). Infants and young children appear to be mobilized by curiosity, driven by an intense need to explore, interact with, and discover their environment. In the classroom settings, the content covered and the social context can vary continuously. Therefore, children are frequently involved in unfamiliar learning environment. This can create ambiguity for some students; however can crate challenge for other students. Accordingly, students try to make sense of novel learning situations by referring to their motivational beliefs (Brophy, 1987). Motivational belief refers to the opinions, judgments, and values that students hold about objects, events, and learning process (Brophy, 1987). Motivational belief also refers to the students opinions of the efficacy or ef fectiveness of learning and teaching process. For example, childrens beliefs about their academic experiences have important implications for their school adjustment and academic achievement ( Mueller Dweck, 1998; Wigfield Eccles, 2002). Accordingly, expectancies and values are directly determined by other achievement related beliefs (e.g., achievement goals, self-schemata, beliefs about science (Wigfield, 1994). Similarly, motivational beliefs act as a frame of reference that guides students thinking, feelings, and actions in any subject area. For example, motivational beliefs about mathematics determine which strategies and motivational goals students develop. It is crucial that a students beliefs about a domain may be predominantly optimistic or pessimistic, thus providing a positive or negative context for learning ( Skinner, 1995; Stipek, 1988; Vermeer, Boekaerts, Seegers, 2000). Teacher-child relations play a prominent role in the development of competencies in early school-age years (Pianta, Steinberg, Rollins, 1995; Pianta Walsh, 1996) and transition to middle school (Davis. 2003; Pianta, 1999). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Studies have shown that positive teacher-student relationships can lead to a warm classroom environment that facilitates successful adaptation in school and thereby increase students motivation to learn. On the other hand, conflictual teacher-student relationships are associated with lower achievement and self-esteem as well as ongoing relational conflict with both teachers and peers (Pianta Hamre, 2005; Buyse, Verschuere n, Doumen, Damme, Maes, 2008). Research has further indicated that children with whom teachers report positive relationships are outgoing and socially competent (Pianta, et. all., 1995; Birch Ladd, 1998). Moreover, the teachers believed that high quality relationships between teachers and their students enhanced classroom learning and motivation by building a safe and supportive classroom context for students to open up and listen to the teachers and take intellectual risks (Pianta, et al., 1995; Birch Ladd, 1998).Similarly, the beliefs teachers hold about teaching and learning, and the nature of expectations have about their students also exert a powerful influence (Stipek, 1988). These findings support the key role of teacher-student relationships on childrens motivation to learn and school adjustment. The various studies examined the influence of family, academic, and personal factors on the students academic failure and poor motivation to learn (e.g., Covington, 1992). Among personal variables most studied are self-concept, unfavorable motivational beliefs, low ability, and personal goal orientation (Ryan Deci, 2000; Stipek, 2002). For example, unfavorable beliefs impede the learning process because they direct the learners attention away from learning activity itself (Stipek, 1998; Ryan, Gheen, Midgley, 1998). Similarly, the students themselves attribute to poor performance to low ability and to luck (Stipek, 2002) and an improvement in performance to motivation (task-goal orientation), to self-regulating behaviors, and to competence as a function of task characteristics ( Stipek, 2002). Most students believe their ability and effort are the main reasons for school achievement. By the same token, if asked whether they would prefer to be called smart or hard-working, they will choose smart almost every time. Why? Because they believe that hard-working students risk being considered either excessively ambitious or of limited ability, both of which they would find embarrassing. The following literature review covers the significance of young childrens motivation to learn, the effects of the quality of teacher-student relationships on their motivation to learn, the implications of poorly motivated young students on their social and academic life. Firstly, two relevant theoretical frameworks are introduced: self-determination and expectancy and value theory. These theories provide the basis of the rationale for the present study and frame the possible bridging point from the problem to where the attempted solutions until this point failed, and what is worth trying next. Theoretical Considerations Further understanding of the topics of motivation and learning is facilitated through the lenses of various theoretical frameworks. These frameworks shed insight on the bigger picture of motivation and learning and are helpful guides in developing practical new approaches to the classroom. Three major relevant theories are discussed below: self-determination and value-expectancy for achievement motivation As children continue their social, emotional, and physical development during school years, they broaden their familial and extra-familial relationships (Marvin Stewart, 1990). Participation in family-child, teacher-child, and peer-child systems supports the development of play, social interaction, and conflict resolution skills for those children (Lynch Cicchetti, 1992; Pianta, 1999). Self-System and Self-Determination Theories Self-determination theorists (e.g., Ryan, Connell, Deci) claim that children start to value the behaviors for which they and significant others (i.e., teachers, families) in their social environments are reinforced. When these values are accepted as their own (internalization), students begin to choose to engage in activities that are consistent with their own feelings (Deci Ryan, 2001).Similarly, according to self-determination theory, children learn from their parents and other significant adults that achievement behaviors and motivation to learn are valued in the society. Some children internalize these values and behaviors as their own and begin to behave in ways that are consistent with them (Connell, 1990). Accordingly, Connell (1990) posits that the need for relatedness, the need for competence, and the need for autonomy are the most important psychological needs in the framework of self-system processes. The self-system theory of engagement assumes that human beings have bas ic psychological needs and can be motivated to engage in activities passionately and voluntarily when those needs are met (Connell Wellborn, 1991). In addition, in the self- system process, the self evaluates the degree to which psychological needs are met and this evaluation may affect relationships with others (Connell, 1990 ;). Self-determination theory shares this perspective (Davis, 2001; Deci Ryan, 1985) and has also contributed to the construct definition of relatedness by proposing that individuals innate needs (e.g., the need for competence, the need for relatedness, and the need for autonomy) must be fulfilled to achieve self-regulation, motivation, and personal well-being. Deci and Ryan (1985) defined the need for relatedness as feelings of security or belongingness in the social environment that motivate individuals to follow norms and rules. Moreover, all three needs are interrelated. For example, relatedness provides the security that is necessary for student initiat ive, independence, and autonomy in completing tasks that promote competence. Competence enables students to feel confident, accepted, and related to those around them. The healthy fulfillment of these basic needs provides a social environment that regulates the amount of acceptance and success (Urdan Schoenfelder, 2006; Deci Ryan, 2002). The teacher-student relationship is a very important and a powerful motivator for the development of the need for competence and autonomy within this social environment, because school as a complex and unique system asks students to accomplish various intellectual and social tasks. For example, a growing body of studies showed that students, who believed that they are competent academically, are more likely to be interested in academic and school tasks ( Stipek Daniels,1991; Skaalvik Rankin, 1995). Similarly, for teachers, supporting childrens basic psychological needs and provide a healthy classroom environment also promote more positive teacher-student relationships. Within this type of environment, students report grea ter levels of competence, autonomy, and positive relatedness (Connell Wellborn, 1991; Standage, Duda, Ntoumanis, 2005; Urdan Schoenfelder, 2006; Deci Ryan, 2002). Expectancy-Value Theory of Achievement Motivation Another important alternative and complementary theoretical view of students motivation to learn in educational settings is expectancy-value theory (Atkinson, 1957; Eccles, Adler, Goff, Kaczala, Meece, Midgley, 1983). Eccles and her colleagues (1983) studies values in the context of an expanded expectancy- value theory. This model is consisted of two components: a psychological component which focuses on cognitive factors such as expectations for success and the values placed on successful attainment, and a socialization component which explains individual differences that occur within the variables of the psychological component (Eccles et al., 1983). A major premise of this model involves the influence of parental socialization on childrens motivation ( Eccles et al., 1983; Wigfield, 1994). Like Atkinson (1957), they posited that people choose to engage in tasks that they value and in which they expect to be successful. However, Eccles et al. (1983) conceptualized and defined valu es more broadly than Atkinson (1957). Similarly, they proposed that there are three kinds of values (e.g., attainment value, utility value, intrinsic value) relevant to achievement ( Jacobs Eccles, 2000; Wigfield Eccles, 1992). Attainment value refers to the relevance of an activity to a persons actual or ideal self-concept, and it is determined by how tasks satisfy peoples needs (Eccles et al., 1983). Accordingly, attainment value is the most closely related to internalized motivation in self-determination theory. Utility value is related to the usefulness of a task as a means to accomplish goals that may not be linked to the task itself. Intrinsic value is defined as the immediate enjoyment people get from doing a task. In other words, as a task has intrinsic value , people engage in for its own sake, rather than for some other purpose (Wigfield Eccles, 1992). Furthermore, Eccles et al. (1983) pointed out that values need to be considered in the context of costs such as that hu miliation if failure occurs. Motivation for Academic Achievement If testing is not the way to get students to learn, what is? It has been proposed that the single factor with the greatest impact on whether a student learns is his or her motivation. As mentioned above, motivation is considered one of, if not the, most important factors influencing students learning. Qin Xiaoqing (2002) found that the presence of absence of motivation is in large part what determines success or failure in second language learning. This is because motivated students use learning strategies more frequently, have a stronger will to learn and so set more and higher goals for themselves, and they are more persistent in learning. Qin (2003) found that learning motivation influences the learners autonomous learning ability, and determines the learners confidence in overcoming learning difficulty. These theories on motivation demonstrate that motivation, as one of the crucial factors determining the success in language learning, attracts much attention of the researchers (L i Pan, 2009). What is motivation? While different theorists define motivation differently, motivation is commonly thought of as an inner state of need or desire that activates an individual to do something to satisfy them. In other words, motivation is the force that accounts for the arousal, selection, direction, and continuation of behavior (Li Pan, 2009). Williams and Burden (2000) proposed the definition of motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act, and which causes the exertion of intellectual and physical effort towards reaching a previously set goal. In day to day language, motivation is why we do what we do. Therefore, it is clear why so much education research is focused on motivating students: If motivation is why we do what we do, only a motivated student will learn. It is increasingly accepted in the literature that motivation is more important to a childs education than any other single factor including the teachers skill/exper ience, classroom resources, etc. What role does motivation play in achievement? It has been argued that motivation is not only the key ingredient for outstanding work, but also in extraordinary achievement. The claim is that creative genius grows out of the ability to sustain intense commitment for very long periods in the face of obstacles-in other words, motivation (Runco, Nemiro, Walberg, 1998). However, on the other hand is the widespread believe that accomplishment, and especially outstanding accomplishment, is about innate talent. People who believe this somehow ignore the fact that Mozart, Darwin, Michal Jordan, and Tiger Woods practiced feverishly and single-mindedly for years, and instead believe that they were simply born with a talent that if one is not born with cannot not be achieved regardless of how motivation or any other factor controllable (Dwek, 2002). Proponents of the first belief however, that motivation and not talent is the core ingredient for success, have developed various ways to bring that motivation to the classroom towards students academic achievement. One major school of thought is called progressive education. This approach is centered on the importance of the genuine interest of the students (Simmons Page, 2010). A students interest or motivation can stem from innumerable factors and vary depending on the student, of course. Researchers in the field have categorized stuent motivations into two categories: intrinsic and extrinsic. A student who is intrinsically motivated commits him or herself to a task for its own sake, that is, for the enjoyment of it, the learning it allows, and for a feeling of accomplishment. A student who is extrinsically motivated comits to a task in order to receive a reward from a source external to him or herself such as from the teacher (Macabudbud, Alba, Jestony, Dadis,Diaz, Realiza, Ven tura, 2009).Understanding these different motivations is important when translating the theoretical ideas of the importance of motivating students into practical ways to do so. The Implications of Young Childrens Motivation to Learn Many young children begin school with a thirst for learning. Similarly, Goldberg (1994) pointed out that young children enthusiastically seek novel and challenging school tasks and therefore, motivation is key to successful school adjustment. Motivation can be defined as the process that helps instigate goal directed activity, and enables that activity to be maintained (Pintrich Schunk, 1996). Positive motivational patterns are crucial for learning in early childhood as they are for later learning (Carlton Winsler, 1998). Intrinsic motivation refers to the desire to participate in a task only for the pleasure derived from a task itself, whereas extrinsic motivation refers to the desire to participate in a task for the sake of a desirable outcome such as teacher praise or a reward (Pintrich Schunk, 1996). Gottfried (1985) hypothesized that academic intrinsic motivation is positively and significantly related to school achievement. Gottfried (1985) found that children, who are more intrinsically motivated, are more successful learners than those with more extrinsically motivated. Accordingly, inhibiting the development of intrinsic motivation in early childhood education and schools have been criticized (Broophy, 1998). It is noteworthy to first understand how motivation relates to education and how motivation affects the childrens social and academic competence. Similarly, Fortier (1995) examined the effects of autonomous academic motivation on perceived academic self-competence and perceived academic self-determination. He showed that perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which in turn had a positive impact on school and the development of intrinsic motivation. Moreover, Boggiano, Shields, Barrett, Thompson, Simons, and Katz (1992) found that motivational orientation is significantly related to childrens standardized achievement scores. Specifically, young students with a n intrinsic motivational orientation got higher reading and math achievement scores than their classroom mates with extrinsic motivational orientation (Boggiano, et al., 1992). Together, this indicates that intrinsic motivational orientation contributes to a range of achievement-related behaviors and cognitions. School readiness as a multidimensional concept includes childrens approaches to learning (i.e., emergent literacy and math skills) (Kagan Neuman, 1997). Moreover, school readiness is a significant indication of a childs ability to be successful in school settings. In previous research with older children (e.g., Stipek, 1998; Ryan Connell, 1989; Harter, 1992), motivation has showed as an important factor for learning, academic success, and social development. Similarly, Carlton (1999) showed that childrens motivation to learn is an important predictor of school readiness and the development of social skills. Another important alternative and complementary theoretical view of students motivation to learn in educational settings is achievement goal theory (Miserandino, 1998). Achievement goal theory provided insights in order to examine students motivation and achievement-related outcomes (Ames, 1992 ; Walters, 2004). Achievement goals can be defined as the purposes and reasons for a persons pursuit in achievement situation. Different purposes and reasons lead to different emotional, cognitive, and affective patterns (Dweck Leggett, 1988 ; Urdan Midgley, 2003). There have been considerable amount of researches (e.g., Elliot McGregor, 2001; Elliot Thrash, 2001) that showed the effects of achievement goals on students motivation to learn. For example, Kaplan, Gheen, and Midgley (2002) examined the relationship between classroom goal structure and student disruptive behavior. They (2002) found that student perceptions of a mastery goal structure were related to lower incidence of behavior al problems and disruptive behaviors whereas student perceptions of a performance approach goal structure were related to higher incidence of behavioral problems and disruptive behaviors. Ames (1992) pointed out that mastery orientation is associated with depth engagement with the task and greater perseverance in the face of failure or barriers and thereby, mastery orientation increases the individuals intrinsic motivation, then in turn, motivation to learn. Previous researches examining childrens expectancy-related beliefs about different achievement tasks showed that childrens expectancy-related beliefs play a central role in their achievement motivation and contribute to their behavior and learning (Eccles et al., 1983; Meece Courtney, 1992). For example, young children who have positive ability beliefs and approach achievement tasks with a high expectancy of success, consistently show high levels of persistence and performance on achievement tasks (Eccles et al., 1983). Similarly, childrens expectancies and values themselves are most directly affected by childrens achievement goals, their self-schemata, and their task-specific beliefs. Values also influence students intentions and decisions about the course enrollment (Meece Courtney, 1992). Furthermore, values affect the perception of self-competence and self-esteem (Eccles et al.,1983). Accordingly, Dweck and Elliott (1983) posited that how learning and performance goals are dete rmined by childrens subjective values. For instance, the kind of achievement situation the child is in influence the childs subjective values. The child, who believes he or she is competent at a certain task, believes that achievement of similar tasks in the future is possible and easy and so competence belief and expectancy for success are directly related (Eccles et al., 1983; Wigfield Eccles, 1992). For examples, achievement values in school tasks (i.e., mathematic) can influence self-perceptions of competence (Covington, 1992). Previous research also suggested that early achievement and socialization experiences and cultural norms can influence how elementary and high-school students understand, interpret, and approach achievement (Eccles et al. 1983 ; Meece, Parsons, Kaczala, Goff, Futterman, 1982). Similarly, studies of junior and senior high school students demonstrated that the subjective task values adolescents attach to school subjects are related to their course plans, activity choices ( Eccles, Adler, Meece, 1984; Meece, Wigfleld, Eccles, 1990). For example, in their study of junior high school students, Meece and colleagues (1990) found that the importance students attached to mathematics predicted their intentions to continue taking mathematics. Eccles and Harold (1991) examined adolescents self-perceptions of ability, subjective task values, and activity choices in sports. They reported that adolescents self-reports of free time involvement in sports was significantly related to their subjective task values of sports. However, there is paucity of investigation of effects of motivation to learn on young childrens learning. Accordingly, focusing on young school childrens expectations and values using the expectancy-value model and the effects of may contribute to our understanding about childrens development of motivational values and expectancy and in early school years. A number of researchers (e.g., Stipek Mac Iver, 1989; Wigfield, Eccles, Mac Iver, Reuman, Midgley, 1991) also showed that young childrens beliefs about their ability and expectancies for success are overly optimistic and are not realistic. Young children perceive themselves as competent and they nearly always think that they will be successful on the upcoming tasks. However, as children progress through elementary school, their ability beliefs and expectancies for success may demonstrate a substantial change, and their beliefs about their ability and expectancies become more accurate and realistic (Stipek, 1984; Wigfleld Eccles, 1992). Although there can be age related differences in childrens motivational belief, perceived academic self-competence, perceived academic self-determination, the quality of teacher-student relationships, classroom achievement goal structure also play a significant role in young students motivation to learn and their motivational belief ( Eccles et al., 1983; Pianta, 1999; Stipek, 2002). Therefore, it is very crucial to further investigate and demonstrate the effects of aforementioned factors in young children motivation to learn, and in turn, how young childrens motivation to learn influence the development of social and academic competence. Teacher-Student Relationship and Young Childrens Motivation to Learn It is widely recognized that when children enter school or transient to next level, they encounter a variety of new challenges. These include creating positive relationships with peer groups and adults in the school environment as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Pianta et al., 1995; Birch Ladd, 1997; Baker, 2006). Teacher-child relationships play a prominent role in the development of competencies in the preschool and early school years (Hamre Pianta, 2001; Pianta Walsh, 1996). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Similarly, young children who enjoy taking positive supports from teachers and having warm and close relationships with them appear to demonstrate social and academic competence at school (Pianta, 1999). A growing body of research examined the effects of the quality of teacher-student dyadic interaction on students academic motivation (e.g., Davis Ashley, 2003; Pianta, 1999). In fact, the degree to which children develop social and academic competencies in their school lives is a good indicator of successful school adaptation and positive teacher as well as peer relationship (Birch Ladd, 1997; Pianta, et. all., 1995). For example, Davis and Ashley (2003) reported that positive teacher-student interaction enhanced classroom learning and students motivation by building a safe and supportive context for students to motivate for learning and take intellectual risks. In addition, teachers believed that students tended to work hard if they liked their teachers and had caring relations with their teachers. Therefore, teachers in Daviss and Ashleys study (David Ashley, 2003) preferred to invest the time and effort for the development of supportive relations with their students. In additio n, those positive and caring relations helped the teachers to be creative in their instruction. Accordingly, Davis (2006) found that middle school students and teachers, who perceived their relations as a supportive and positive, reported enhanced motivation, more facilitative classroom settings, and higher grades. Similarly, Birch and Ladd (1997) found that supportive teacher-student relationship plays an important role in developing school adjustment competencies including attention, motivation, problem-solving, and self esteem. Together, when teachers provided more autonomy and the instruction addressed students personal interest and personal relevance, they were more emotionally and behaviorally engaged in school works and they had more supportive relationships with their teachers. Similarly, those students, who reported higher levels of autonomy provided by their teacher, showed more adaptive patterns of learning (David Ashley, 2003; Stipek, 2002). Accordingly, previous researches (e.g., Patrick, Hicks, Ryan, 1997; Patrick, Ryan, Kaplan, 2007; Ryan Patrick, 2001) have indicated that there is a significant relationship between students adaptive motivation for academics and a number of social factors within the classroom. These include teacher-student relationship, teacher support ( Midgley, Feldlaufer, Ecles, 1988), and teacher practices that foster respect among students ( Ryan Patrick, 2001; Patrick, Ryan, Kaplan, 2007). Similarly, Patrick, Anderman, Ryan, Edelin, and Midgley (2001) examined how teacher-student interaction influences both students classrooms goal-orientation structure. They found that teachers apparent support and enthusiasm toward students progress and their confidence in students ability to learn were accompanied by teachers recognition practices and their teaching styles. Their relationships with students were characterized by supporting students academic engagement and giving warm praise. Teachers en couraged their students to focus on task and informational feedback. In mastery-approach classroom, all teachers perceived learning as active process in which classroom involvement, positive interactions, understanding (not memorization), student engagement are key requirements of student academic achievement and motivation. On the oth

Jeffersonian Republicans Essay -- American History USA Government Essa

Jeffersonian Republicans With respect to the federal constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison. Before 1801, the Jeffersonian Republicans were usually strict constructionists of the constitution. However during the presidencies of Jefferson and Madison they had to adopt some Federalist ideas. In many instances, the two parties completely interchanged their views on the construction of the constitution. During that period of time it was difficult to characterize anyone as a member of either the Federalist or Republican party based on how they interpreted the constitution. The best example of Jefferson adopting Federalist ideas is the Louisiana Purchase. From the beginning Jefferson only wanted New Orleans and as much land east if the Florida as possible. However instead he was offered the New Orleans and a huge portion of land to the west, which almost doubled the size of the United States. However the was nothing in the constitution which allowed the president to purchase of additional land. In a letter he said "It is the case of a guardian, investing the money of his ward in purchasing an important adjacent territory; and saying to him when of age, I did this for your good"(Jefferson). Jefferson knew that American farmers needed... Jeffersonian Republicans Essay -- American History USA Government Essa Jeffersonian Republicans With respect to the federal constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison. Before 1801, the Jeffersonian Republicans were usually strict constructionists of the constitution. However during the presidencies of Jefferson and Madison they had to adopt some Federalist ideas. In many instances, the two parties completely interchanged their views on the construction of the constitution. During that period of time it was difficult to characterize anyone as a member of either the Federalist or Republican party based on how they interpreted the constitution. The best example of Jefferson adopting Federalist ideas is the Louisiana Purchase. From the beginning Jefferson only wanted New Orleans and as much land east if the Florida as possible. However instead he was offered the New Orleans and a huge portion of land to the west, which almost doubled the size of the United States. However the was nothing in the constitution which allowed the president to purchase of additional land. In a letter he said "It is the case of a guardian, investing the money of his ward in purchasing an important adjacent territory; and saying to him when of age, I did this for your good"(Jefferson). Jefferson knew that American farmers needed...

My Angels :: Personal Narrative

My Angels It wasn't until I started to write this testimony that I realized that there are two special angels in my life. One in heaven and one on Earth. I had the general reasoning of any teenager: run to your closest friends, boyfriend, girlfriend, family, teachers for solutions to your problems, or for guidance, but that's not always so. Sure, some good friends and family are close enough to relate to, but it's the people that can read your face like a book that I am speaking of. The people that always bring a smile to your face even when you're in your deepest turmoil. These are your angels. Adam has been and always will be my angel. He was my salvation when I was weak, my shoulder to weep on, a joker, and an all around nice guy. If if it weren't for him I probably wouldn't have auditioned for Juilliard a few weeks back. I owe so much to him, but the biggest thanks I could ever give would be his persistent manner in getting me to audition for the drama plays. I have always had a passion for drama but didn't want to pursue it in St. Paul. I was so depressed about leaving all my friends behind at Whittier, that when I came here I didn't even give up---- I just didn't start at all. It wasn't until my first week of school that I met Adam, the boy who smiled from ear to ear... Little did I know that he would be the best friend I would make at St. Paul, and the first to leave me behind. Over the next two years we had gotten incredibly close. We went out for weekends, celebrated his 15th birthday with Andrea and Crystal, and Miguel---his closest friends. We helped ea ch other with our relationship problems, family problems, school mishaps... We were each other's alter egos when we went out. We had a conversation over the Internet a week before he died. He was so mad that I hadn't auditioned for the musical that he forced me to join crew (which a few weeks previous I had). That night we were talking about all these pranks we would play on the cast and crew, and the cast party to be had, and all the fun.

Domestic Eco-Terrorism, PETA, ALF & ELF Essays -- Terrorism USA Esays

Domestic Eco-Terrorism, PETA, ALF & ELF With President Bush’s â€Å"War on Global Terrorism† making front page news reports and filling the news waves on the evening news, the American Public might not realize that there is in fact a war of sorts going on behind the scenes in their own country. This is the war on home-grown terrorist organizations. Moreover, it is the war to fight against the ALF (Animal Liberation Front) and its environmental little brother spin-off the ELF or Environmental Liberation Front. The Domestic Terrorism Section Chief of the FBI James Jarboe states that, â€Å"the ELF and ALF have become ‘one of the most active extremist elements in the United States’† (Pierce). In another article, John Lewis from the FBI stated that, â€Å"The #1 Domestic Terrorism Threat is the eco-terrorism, and animal rights movement.† (Schuster) According to Senate Environmental Committee Chairmen James Inhofe, the damages from Eco-Terrorism have totaled more that $110 million dol lars in the last decade. (Frieden) Just recently the People for the Ethical Treatment of Animals or PETA have been suspected of giving monies to the ELF and ALF to fund their terrorist activities. One might ask, who are these terrorist organizations and why do they do what they do? These organizations got there start during the 1960’s in the UK when traditional fox hunts were disrupted by â€Å"protesters†. After the successes in these activities, the protestors would become terrorists when they set a research institute ablaze, destroying everything, but not harming anyone, yet. (ADL.org) According to ADL.org, it is hard to tell when the ALF really first got its start, but it is assumed to be during the 1979 break in and release of 5 animals at the New York ... ... the Animal Rights and Environmentalist Movements.† 5 Nov. 2005 Frieden, Terry. â€Å"FBI, ATF address domestic terrorism.† Cnn.com. 19 May 2005. 5 Nov. 2005. . â€Å"PETA’s Mission Statement.† 2005. 5 Nov. 2005. Pierce, Jason. â€Å"PETA Under Attack for Funding Alleged Eco-Terrorists.† 8 Mar. 2002. 5 Nov. 2005. . Martosko, David. Testimony. United States Senate, Committee on the Environment and Public Works. 18 May 2005. 5 Nov. 2005. Schuster, Henry. â€Å"Domestic Terror: Who’s most dangerous?† Cnn.com: Tracking Terror. 24 Aug. 2005. 5 Nov. 2005.

To His Coy Mistress Compared to Other Love Poetry

To His Coy Mistress by Andrew Marvell is a love poem from the period of the renaissance. The poem appears in rhyming couplets which is different than the typical love poems, seen in sonnet form that we are used to from that time. The rhyming couplets are our first clue that this poem is not your typical love poem. Through his approach of theme, tone, and his use of language, Marvell criticizes the love poetry tradition as it existed in his time in order to argue that we must seize the moment and see the reality of time and love.Marvell contradicts the traditional love poetry theme; love is eternal and stable, by using a theme of carpe diem. Carpe diem means to seize the moment and live for the day. Marvell does not believe in waiting for love to blossom or believing that love will last forever as we see in Shakespeare’s sonnet 18, â€Å"Nor shall death brag thou wander’st in his shade/ When in eternal lines to time though growest: /So long as men can breathe or eyes ca n see,/ so long lives this and this gives life to thee. Meaning, nor will death claim you for his own because in my poem you will last forever, and if there be people on this earth, then my poem will live on, making you immortal. The reader’s see the opposite of this in Marvell’s poem as he believes that when you die â€Å"Thy beauty shall no more be found† By this he means that once his mistress dies her beauty will no longer be recognized so she must use her beauty to her advantage now.Unlike Shakespeare, Marvell does not view love as passionate, beautiful or emotional. Rather, his carpe diem theme suggests that love does not last forever, and beauty will fade. He continues to try to convince the reader that you must live for the day; â€Å"Nor, in thy marble vault, shall sound/ My echoing song; then worms shall try/ That long preserv'd virginity,/ And your quaint honour turn to dust,/ And into ashes all my lust. The grave's a fine and private place, /But non e I think do there embrace† Through the use of this quote Marvell claims that saving yourself for everlasting love is a waste of time because when you die you will not be loved eternally, rather you will be eaten by worms and your youth will be wasted. Marvell’s tone of urgency, morbidity, and negative attitude towards love contrasts the typical love poetry tone of delicacy, intimacy, and patience. Marvell feels that there is no such thing as eternal love. Perhaps you may think he does not believe in love at all.We first see his sarcasm towards love when he claims to give a hundred years to praise his mistress eyes, two hundred to adore each breast, and thirty thousand to the rest of her body in which we believe to be the waist down. However, we greatly see Marvell’s sense of urgency when he says â€Å"But at my back I always hear/ Time’s winged chariot hurrying near; /And yonder all before us lie/ Deserts of vast eternity. † By this he means that b ehind him time is catching up fast, but in front of him are deserts of vast eternity, and emptiness.He sees a tragedy in living for the afterlife and believes it’s a waste of youth. He continues the metaphor of the desert in the third stanza by talking about birds of prey who devour and hunt time. Normally, in traditional love poems, a poet believes that love can be eternal as we see in Spenser’s sonnet 75 â€Å"Not so (quoth I), let baser things devise /To die in dust, but you shall live by fame: /My verse your virtues rare shall eternize, /And in the heavens write your glorious name. Where whenas Death shall all the world subdue, /Our love shall live, and later life renew. † In this sonnet, addressed to his wife, Spenser claims to give her immortality in his verse, similar to Shakespeare’s sonnet 18. Marvell’s use of language, including figurative and non-figurative, and his choice of words, fail to evoke the passion and sweetness found in the lo ve poetry of his time. Most love poems consist of soft and beautiful words to create a loving and emotional theme and tone.However, Marvell use’s words such as vegetable, worms, birds of prey, devour, ashes, and dust, create images that do not evoke pleasant feelings. For example, when Marvell says â€Å"My vegetable love should grow/ Vaster than empires, and more slow† by using this hyperbole metaphor, he identifies the scale of his love for women; for a vegetable to grow as vast as an empire would take longer than humans have to live.Also, the use of the word â€Å"but† in the opening of the second stanza suggests they don’t have enough time to wait for love to blossom. The image you see when he says â€Å"the worms shall try/ That long preserv’d virginiti† creates irony because his mistress has spent her life trying to preserve herself, meanwhile he claims that worms will take over her body. In Shakespeare’s sonnet 18 he useâ€℠¢s words that are passionate, beautiful, emotional, and most of all, create feelings and images of love. Shall I compare thee to a summer’s day? Thou are more lovely and more temperate: /Rough winds do shake the darling buds of May, /And summer’s lease hath all too short a date: /Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; /And every fair from fair sometime declines, /By chance or nature’s changing course untrimme’d; /But thy eternal summer shall not fade We see through the words used in this quote, such as summer’s day, buds of May, and the eye of heaven, Shakespeare succeeds to enhance the theme of love and beauty while Marvell’s use of words is not typical of the traditional love poem and create more of a morbid feeling.In conclusion, Marvell’s use of theme, tone, and language, highly criticized the traditional love poetry of his time. In the opening of the poem Marvell’s use of his carpe diem theme creates an immediate break in the normal love poetry by starting the poem with a problem; time and space limitation. As the poem continues we sense a feeling and tone of urgency which entwines with the theme of carpe diem. The register of the poem, through hyperbole and metaphor, shows how â€Å"To His Coy Mistress† is predominantly about time rather than lust, love, or seduction.

One Day

Bich Ngoc Tran(Julia) Graded Reader Assignment #2 â€Å"ONE DAY† by Helen Naylor Plot Summary Moreland road is a street in the city of Bath, England. Some of people live in this road are Jason- a seventeen year old boy and his mother, Nina Sen-works in bank and her husband-David works in a restaurant, Maggie and another one is Sam-work on a newspaper. Jason’s father left him when he was five and he lives with his mother. He wants to study at art school. He felt so sad because his girlfriend says goodbye with him because she loved another person. Nina works at bank and her boss asks her to be the manager of bank at Newcastle.If she says yes, her husband and her son must change work place and school, but they love their work place and school. However, they decided go to Newcastle with her. Maggie loves a man call Xavier when she went to vacation at Chile last month. Her friend loves him too but Xavier only loves Maggie. She didn’t have any news about Xavier after s he finished her vacation and she thinks Xavier is not a good boyfriend. Sam- the men who works in a newspaper, has money problems. His job didn’t get enough money for his family and he worried about that.He needs money for his daughter goes to Norway with her class. He asks his brother to lend him money but his brother wants Sam find another job, a better job and he didn’t lend him money. Sam decided sell jewellery his mother gave him before she died. One thing he didn’t know, an old friend of him just died and he wrote in his will he wants to leave 50,000$ for Sam. The secretary of lawyer wrote a letter to Sam and took the letter to the post office. But there was an accident, and fire was lost two big bags of letters, some of them were four very important letters for some people in Moreland road.The school of art sent Jason a letter to offer him, Jason didn’t receive the letter and he called for school, they said he could take a place on next year. Paren t of Nina’s husband wrote a letter said they bought a restaurant for him. David and their son stay in Bath and Nina goes to Newcastle, she goes home on weekend. Xavier was sent Maggie a letter and he told he must leave Chile and coming to England to gets away from some problems and he has done nothing wrong but she never receive the letter. After three months Sam got a letter about 50,000$ and life began to look a lot better for Sam and his family. Character analysis:My favourite character in this story was Sam. He didn’t have enough money for his daughter to travel and he decided sell jewellery his mother gave him before she died to gets money for his daughter. He did everything for his family, he was a nice husband, a nice father. Lessons from the Reading: I really don’t learn any lesson from this book. I don’t understand what meaning of this book. Opinion: I will recommend this book for my friends. Maybe they can explain meaning of this book for me. Co mmon Suffixes Noun Suffixes| Suffix| Meaning| Example| -acy| state or quality| privacy, legacy| -al| act or process of| refusal, approval| ance, -ence| the action or state of| maintenance, eminence| -dom| the condition, the rank of (tr? ng thai, c? p d? )| freedom, kingdom| -er, -or| one who (danh t? ch? ngu? i)| trainer, protector| -ism| doctrine, belief (h? c thuy? t, tin ngu? ng)| communism, heroism| -ist| one who (danh t? ch? ngu? i)| chemist, psychologist| -ity, -ty| quality of| veracity, nationality| -ment| the action or result of| argument, agreement| -ness| state of being| heaviness, carelessness| -ship| the status, position, group of (tu cach, v? tri, h? i)| citizenship, fellowship, partnership| -sion, -tion| state of being| concession, transition|Verb Suffixes| -ate| become| eradicate, meditate| -en| become| enlighten, strengthen| -ify, -fy| make or become| terrify, pacify| -ize, -ise| become| civilize, popularize| Adjective Suffixes| -able, -ible| capable of being| edible , presentable| -al| pertaining to (thu? c, g? n v? i)| regional, hormonal| -esque| reminiscent of (g? i l? i)| picturesque| -ful| notable for| fanciful, beautiful| -ic, -ical| pertaining to| musical, mythic| -ious, -ous| characterized by (co tinh)| nutritious, portentous| -ish| having the quality of (gi? ng)| fiendish, childish| -ive| having the nature of| creative, imaginative| less| without| endless, careless| -y| characterized by| sleazy, sleepy| Adverb Suffixes| -ly| in the manner indicated by the root (theo ham y nghia t? g? c)| peacefully, heavily| -ward| in the direction of (whatever the root indicates – theo hu? ng c? a t? g? c)| eastward, homeward, backward| We hope you will enjoy this article! BICH NGOC TRAN (Julia) In lecture â€Å"8 secrets of success† Richard St. John told us characteristics lead to success. If you want to success you have to have passion, work hard, good practice, focus, push yourself, serve, have new ideals and persist.It mean you have t o love your work because if you love your work, you will have passion with it. You will work hard , good practice and focus because you love it. For success you also have to push yourself, it mean don’t be shy and selfconfident. You shouldn’t only serve youself, try to persist and create new ideals. For example, Bill Gate had an ideal about computer company. In my opinion, passion is the most important. I really like this lecture because it told me how to success. I agree with Richard St. John and I will try them. 1/Marco Tempest: The magic of truth and lies 2/Adora Svitak: What adults can learn from kids

Hawaiian Punch Short-Cycle

Marketing Problems – Applications and Decisions (74-232) Odette School of Business, University of Windsor II. Short Cycle Key person and his / her position in the organization:Kate Hoedebeck, director of marketing for Hawaiian Punch at Cadbury Schweppes Americas Beverages. Key issue:To prepare the 2005 Hawaiian Punch business marketing plan and coordinate the newly consolidated version of the three companies. Sub issues: 1. How will they increase market share? They already are the number 1 fruit punch drink sold in the U. S. 2.How will two distinct manufacturing, sales, and distribution networks to stock and sever an identical beverage for the same customers fare? 3. Determining the roles each will play in sales, profitability, and equity of the Hawaiian punch brand. 4. Will Cadbury Schweppes restructure for growth take focus away from maintain market leadership? 5. Can they achieve sales need to capture an attractive profit margin? 6. What are the potential competitor reactio ns? Why now? The 2005 business marketing plan is one of the key factors to ensure successful growth with the newly consolidated corporations.We are currently towards the end of 2004. By when must the key person make this decision? (Include your reason for this time frame)To allow sufficient time for the plan to be properly implemented, Hoedebeck should have it complete by September 1st, 2004. Stakes: what does the organization stand to gain or lose if it makes a good or bad decision? Potential benefits of a good decisionPotential costs of a bad decision Increased profitsDecreased profits Maintained market leadershipFailed product line Diversified promotion strategyLoss of focus from core competencies Expanded product lineBankruptcyLarger target marketLost jobs Happy retailers and foodservice customersFailed marketing strategy Competitive sustainability Over/under estimation of product or brand line More convenient for distribution and retailersWrong information in her analysis Quest ions you should ask yourself as you complete the Long Cycle: 1. Who are Hawaiian Punch’s competitors? 2. What stage of the product life style is their fruit punch beverage in? 3. What pricing/promotion strategy should they use for their product? 4. How will the consolidation impact growth? 5. What is their brand positioning? 6. What is their product line and pricing?

Education system between Romania and UK Essay

Nowadays an important and discussed issue by all countries is the education system. In many countries from year to year politician try to make changes in order to improve it. However, it happens that instead of improve it the system become more complicated and corrupted. In some countries is believed that is better to learn everything by heart but in others the practical part and students opinion is more important. Hence this essay is going to discuss the main differences and similarities between Romanian and United Kingdom education system. Although Romania and the UK have very different education systems there can be found some similarities. The age required to attend school is similar; in Romania six or seven and in UK six years old. In both countries primary and secondary schools are compulsory. Furthermore, in Romania as in the UK at the age of five-teen pupils have to pass an exam in order to follow further education, preparing them for university. The age required to enter the university in Romania is exactly the same as the one in UK, eight-teen or over. UK has the same three years of study in higher-education, just like Romania. In Romania as in the UK, in higher education, students have a number of credits they have to achieve along the academic year and there are also examinations periods: one in semester one and one in semester two. Both countries offer students the chance to choose from a variety of courses. Some of the courses are compulsory and vary from school to school while others optional and each student can choose which ones to take. (http://www.edu.ro, http://www.teachernet.gov.uk/educationoverview/uksystem/structure/) Important differences can be noticed between this two countries education system. In the UK is applied an interactive and efficient method of teaching, that is not applied in Romania, which encourages students to express themselves freely and participate to courses. The compulsory education of these two countries is different. The Romanian compulsory education last for ten years while the one from the UK for eleven years.  Children start school at the age of six or seven and follow the primary school, eight years. They have to take an examination at the end of primary school called the National Exam, based on assessments throughout the last four years. Based on their results they go to secondary school (high school) which last four years but first two are compulsory. However, students have to complete all four year in order to apply for higher education. At the end of secondary school students must submit the Romanian Baccalaureate exam form by an oral and written examination. Compared to Romania where the statutory schooling age is from six to eight-teen (if you want to follow a university after the secondary education) in the UK is from five to six-teen. The UK education system is divided in four Key Stages and pupils are assessed at the end of each stage. At the end of Key Stage Four pupils have to achieve General Certificate of Secondary Education (GCSE) in order to continue with further education. If they decide to follow a higher education they have to follow a further course at the end of which they have to achieve the GCE A-level (General Certificate of Education Advanced Level). From the financial point of view the education in the UK is far more expensive than in Romania. For example one year of university in UK is 3,075 £ whereas in Romania is only 420 £. The length of a master degree is of two years in Romania while in the UK it takes only one year. Moreover, UK students are encouraged to follow further education, although is expensive, because the government supports the students (for example students can apply for a student loan). By contrast, in Romania there are governmental funded universities, where students are admitted if they pass the admission exam with a high grade. The government funded slots are limited and are allocated to students according to their results. Furthermore another difference can be easily noticed in the marking system. In Romania compared to the UK, where the marking system is formed by letters (A* to G) or percentages, the grades are numbers and are from one to ten. Ten is the equivalent for A* or 100%. Moreover, Romania and the UK differ with regard to the policy of plagiarism. The rate of plagiarism is very high in Romania even among higher-education institutions because of the corrupted educational system. A considerable number of educational staff accept bribe because they are unsatisfied by their wages and work condition. (http://www.direct.gov.uk/en/index.htm,http://www.edu.ro, http://www.teachernet.gov.uk/educationoverview/uksystem/structure/ ) To summarize, the major similarities and differences between Romanian and United Kingdom education systems are the one regarding compulsory education, marking system, qualification, structure of schooling year, the cost of studying, plagiarism and courses in higher-education. Many Romanians say that Romanian education system is better than others countries because students learn more things at a higher level. But what matters the most: the quantity or the quality? Is it better to learn more and forget everything in two days or is better to learn useful things for everyday life and forever? The answer of these questions depends from person to person, and only those we studied in both system can realize the advantages and disadvantages of these two education systems. BIBLIOGRAPHY http://www.edu.ro/, (2006), Official Website for the Romanian Educational System, (Accessed: 28 December 2007 ) http://www.direct.gov.uk/en/index.htm, (2005), Official Website of UK Government, Education and Learning Section, (Accessed: 28 December 2007 ) http://www.teachernet.gov.uk/educationoverview/uksystem/structure/, (2007), TeacherNET, (Accessed: 28 December 2007 )

Anne Frank: Injustice Essay

An injustice can be defined as a violation of another’s rights. In literature, authors use the element of injustices as the vocal point of the story. The importance of a vocal point is pivotal in a story because it is the skeleton of the piece. The story is founded upon the existence of the injustice and the events that occur because of it. But in some cases the literary piece is not a fictional story. Not only does it occur in literature, it occurs in real life. The world’s history is plagued with unfairness and inhumane acts of injustice. For instance, the genocide of Jewish people occurred because of Adolph Hitler and his acts of cruelty. The Diary of Anne Frank showcases the injustice she, along with others, endured for the sake of their survival. She suffered a racial injustice, but the biggest injustice is that she did not survive after all the wasted time she spent trying to live normally. Because of the Nazi regime, Anne, her family, and the van Daans, had to hide in a secret annex in order to escape the Nazi’s wrath against the Jews. Anne was kept in isolation against her will because it was the only way she could survive. Unfortunately, Anne either had to physically die at a concentration camp or mentally die inside the annex. She spent two years in that annex; she was forced to grow up in that annex and miss out on opportunities that other children had. She never had the ability to actually live like a normal teenage girl and experience normality. After a while, the definition of normality fades. She has a different perspective on what is normal for her because she is stuck in an annex where she does not thrive or excel in normalcy. Her mind is altered of what humanity and love are. She is practically brainwashed because she does not know how to be normal since all she knows is of what is inside that little annex. At one point, she feels alone and hopeless. She battles between the idea that maybe getting caught would of been the better option because the hell she is stuck in is not any better. As a human being, she deserved to have rights but she had all of those rights taken away from her. It was unfair that she had lost her life and her identity in the real world. Basically, she died when she stepped into that isolated realm; she had no options or any rights. She died either way because no one deserves to live in agony. After all the suffering she endured, she still did not make it and that is the greatest injustice of all. She fought to survive but all her efforts proved to be futile against the wrath of unfairness. After facing so many hardships and pain, she still did not survive. She lost every drop of hope towards the end of her diary. Anne knew her fate either way; if she survived through the annex, she still would not be the same. She could not escape this injustice no matter what she tried. Her life became defined by this injustice; her world revolved around this injustice and she could never escape its grip. She was Jewish no matter what. And because of her heritage, this injustice would never leave her. An injustice can be used throughout a literary work. Unfortunately, injustices manifest into the real world to excrete pain and suffering on its victims. The Diary of Anne Frank illuminates the tragic affects of what an injustice can do to a person. She tried to survive against the odds, but it proved to be meaningless because she died when Hitler proclaimed the Jews inferior.

Case Study Example | Topics and Well Written Essays - 1500 words - 2

Case Study Example It is more risky and mosly concerned with starting companies. This is a speculative form of investment which helps firms and individual to gain some interest on money which could otherwise be idle. Market bonds also help firms to diversify investment in the capital market. These bonds help companies to raise finances from the public and help the government to regulate inflation. Individuals buy share from the stock market to become shareholders through investment, for example n pension and insurance schemes. The investor should always know that the value of shares can increase or fall. Stocks and shares however still provide opportunities for personal investment. Stock market is a way by which firms can raise funds. Through share, ownership of the company is exchanged with money from investors. This is a strategy which can be used by a company to regain its competitive edge in the market. Company restructuring may involve management restructuring, name restructuring and functional restructuring. Proper restructuring is a good competition strategy in a highly competitive or oligopolistic market. These are growth strategies which most firms use to reduce competition and gain bigger market share. Merger is when one firm enters in to partnership with another so that they can utilize each other’s strength for the benefit of both. Acquisition is when a firm buys another firm out of the market. Risk is a negative occurrence in the course of investment which is known with certain level of probability. Risk affects investment choices and levels in terms of capital. Return is just what is ripped from any form of investment. Net present value is an investment decision rule used by different investors to determine the worth of investment. When net present value is positive, then the investment is worth (Brown. P.G et al,