Mechanical Properties Of Graphene Using Different Potentials

Mechanical Properties of Graphene using Different Potentials G. Rajasekaran and Avinash Parashar* Department of Mechanical and Industrial Engineering Indian Institute of Technology, Roorkee - 247667, India * Corresponding author: E-Mail: drap1fme@iitr.ac.in, Ph: +91-1332-284801 Abstract 1.0 Introduction Due to outstanding properties, graphene got more attention by the scientific community; all its exceptional properties are owing to hexagonal monolayer of honeycomb lattice packed with carbon atoms. The mechanical properties of graphene have been investigated using various experimental, theoretical and computational approaches. By experimental based work, Lee et al. [1] estimated the mechanical properties of graphene such as Young’s modulus of about 1.0  ± 0.1 TPa and fracture strength of 130  ± 10 GPa. Frank et al. [2] estimated Young’s modulus of 0.5 TPa for 2 to 8nm thickness of graphene sheets. Zhang et al. [3] measured Young’s modulus of 0.89 TPa for single layer graphene sheet. Besides experimental work, numerous theoretical and computational studies have been carried out to investigate mechanical properties of graphene. By orthogonal tight-binding method Zhao et al. [4] estimated Young’s modulus of 1.01  ± 0.03 and fracture strength and st rain of 107 GPa and 0.20 in zigzag direction and 90 GPa and 0.13 in armchair direction respectively. By Ab initio calculation Liu et al. [5] estimated young’s modulus of 1.05 TPa and also estimated uniaxial tensile stress of 121Show MoreRelatedTuning Mechanical Properties Of Graphene With Stone Thrower Wales Defects1510 Words   |  7 PagesTuning mechanical properties of graphene with Stone-Thrower-Wales defects - A molecular dynamics study G. 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But the ï ¬â€šexible graphene patch mounted on an elastic substrate introduces more wide impedance bandwidths, from 2.6 to 3.2 GHz and from 4.84 to 7 GHz with maximum gain 1.04 and 1.33 dBi forRead MoreThe Effect Of Modified Cut Off Function For Tersoff Potential On Estimating Mechanical Properties Of Graphene4339 Words   |  18 Pagescut-off function for Tersoff potential on estimating mechanical properties of graphene G. Rajasekaran and Avinash Parashar* Department of Mechanical and Industrial Engineering Indian Institute of Technology, Roorkee - 247667, India * Corresponding author: E-Mail: drap1fme@iitr.ac.in, Ph: +91-1332-284801 ABSTART A modified cutoff function for Tersoff potential has been proposed in this paper, to estimate the realistic mechanical behavior of single sheet of graphene. 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Immanuel Kant - Metaphysics of Morals Essay - 1580 Words

In his publication, Foundations of the Metaphysics of Morals, Immanuel Kant supplies his readers with a thesis that claims morality can be derived from the principle of the categorical imperative. The strongest argument to support his thesis is the difference between actions in accordance with duty and actions in accordance from duty. To setup his thesis, Kant first draws a distinction between empirical and a priori concepts. Empirical concepts are ideas we reach from our experiences in the world. On the other hand and in contrast, a priori concepts are ideas we reach as an end point of reasoning prior to or apart from any experience of how things occur in the world. Kant then claims that moral actions are supposed done for the†¦show more content†¦The second proposition is that actions are judged by the maxim or principle that was the motivation behind the action. If someone undertakes an action with the only motivation being that of a sense of duty, they are following a valid a priori action. On the other hand if they decide to undertake an action in order to bring about a desired result, then their motivation is one that is beyond mere duty. Kants third proposition then explains that is not the respect for the power of the law but rather it is the moral motivation of an individual who acknowledges that the law is an imperative of reason that trumps our other interests. The will, as Kant describes, is of practical reason. A rational being is an individual who has the capacity to execute their behavior by the conceptions of laws. This discipline of action is also known as the will. Our judgment that advises us on our action is known as an imperative or a command to act on a certain motive. An imperative can be either hypothetical or categorical. In the hypothetical imperative one acknowledges an action as right or necessary if it is a manner in which to obtain or achieve a certain goal. As such you would act on an action if a previous ci rcumstance has taken place. These types of actions come from our previous experiences and counsel us to a way in which our desires can be achieved. Thus, an action cannot be held universally valid at all times if its goal is to acquire someShow MoreRelatedThe Metaphysic Of Morals By Immanuel Kant1199 Words   |  5 PagesGroundwork for the Metaphysic of Morals by Immanuel Kant: A Reflection and Analysis Author name Name of institutionâ€Æ' In man’s attempt to figure out what is right or wrong, they have developed a number of systems that purportedly deal with such matters. Immanuel Kant expanded on his moral philosophy in his work, Groundwork for the Metaphysic of Morals. This paper will be a reflection upon Kantian ethical principles presented therein and their relation to what is generally called morality. PeopleRead MoreThe Metaphysics of Morals by Immanuel Kant Essay1150 Words   |  5 Pagesof morals in the Grounding for the Metaphysics of Morals, Immanuel Kant explores the question of whether a human being is capable of acting solely out of pure duty and if our actions hold true moral value. In passage 407, page 19, Kant proposes that if one were to look at past experiences, one cannot be certain that his or her rationalization for performing an action that conforms with duty could rest solely on moral grounds. 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For Kant, the concept of duty is something that you ought to do despite not wanting to, assuming the duty is possible. A duty contains the concept of good will, or acting on one’s duty, against one’s inclinations, which is how moral worth is achieved. In order for an individual to achieve a higherRead M oreImmanuel Kant Metaphysics of Morals Essay895 Words   |  4 PagesKant argued that moral requirements are based on a standard of rationality he dubbed the Categorical Imperative (CI). Immorality thus involves a violation of the CI and is thereby irrational. This argument was based on his striking doctrine that a rational will must be regarded as autonomous, or free in the sense of being the author of the law that binds it. The fundamental principle of morality Ââ€" the CI Ââ€" is none other than this law of an autonomous will. Thus, at the heart of Kants moralRead MoreA Summary of Groundworks of the Metaphysics of Morals by Immanuel Kant1290 Words   |  6 Pages------------------------------------------------- Critique of Practical Reason and Groundwork for the Metaphysic of Morals Summary Groundwork for the Metaphysic of Morals, published in 1785, is Kant’s first major work in ethics. Like the Prolegomena to Any Future Metaphysics, the Groundwork is the short and easy-to-read version of what Kant deals with at greater length and complexity in his Critique. The Critique of Practical Reason, published three years later, contains greater detail than theRead MoreThird Breaking Down His Most Important Philosophies1097 Words   |  5 PagesGroundwork of the Metaphysics of Morals 2. Metaphysical Foundations of Natural Science 3. Critique of Practical Reason 4. Critique of the Power of Judgment 5. Critique of Pure Reason a. Knowledge b. 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That the moral action does not consist on the consequences but instead in the intention of why the act was done. Its important to do what is right because it is right, and not for a personal motive. Kant does not believe in self-interest to be part of the moral worth. Self-interest such as wants, desires, and appetites are part of what he calls â€Å"motives of inclination†. He only believes that actions

Classroom Participation Free Essays

string(48) " participation in grade 4 Mathematic classroom\." Classroom participation is a condition in which all students take part in discussions that go on in the classroom, learning, and listening to others’ ideas, comments, and questions (Wade, 1994).Lack of participation remains one of the challenges teachers face in Mathematics lessons in Namibia (Mbalu, 2004). According to Ministry of education (1994) since independence teaching mathematic has been a challenge, while lack of participation being an aspect of this challenge leading to the poor performance in the subject of Mathematics particularly at Upper Primary. We will write a custom essay sample on Classroom Participation or any similar topic only for you Order Now Mathematics’ Numeracy and literacy are core features of primary education, thus Mathematics and the languages are the most important subjects in the curriculum in this phase and participation is one of the fundamental requirements. Millar (2004) states that abstract ideas cannot simply be transferred from teacher to learner, the learner must play an active role in appropriating these ideas and making personal sense of them. Learners should learn mathematics by doing Mathematics and thus should experience inquiry in the Mathematics classrooms. According to NIED (2015) Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. According to Mwetulundila (2000) reports that leaners in Namibia especially girls do not fully participate in mathematics because of the following reason: The South African colonial education was inferior particularly With regard to Mathematics; the low participation of females is carried-over from secondary schools or high schools to tertiary level; the â€Å"hidden curriculum,† which not only lacks gender equality regarding what is taught, but also regarding how it is taught; socio-economic factors .This study focused more on higher grades not primary and also have left unanswered question on factors in the classroom that can lead to lack of participation in a mathematics lesson. The rationale for studying Mathematics involves observing, representing and investigating patterns and quantitative relationships in social and physical phenomena. These cannot be achieved if learners are not motivated to participate in Mathematics lessons (NIED, 2015). Wade (1994, p. 12) considered the â€Å"ideal class participation† as one in which all students take part in the discussions that go on in the classroom, learning, and listening to others’ ideas, comments, and questions. Participating in classroom activities provides a critical occasion for learning new skills. Participation helps pupils make deep, meaningful connections in the mind that are important in learning (Bean and Peterson, 2003). Furthermore, the importance of learners’ participation is also stressed by Jackson (2002) who maintain that participation provides the setting in which learners can construct and shape identities as members of the classroom. Moreover, research has shown that participation in classroom activities is important in learner centered curriculum for effective learning to take place, especially in Mathematics (Jeffrey Adam, 2010). They further noted that participation increases the likelihood learners will study and have a sense of responsibility for their learning when they actively voice their opinions and thoughts in the classroom. Despite the benefits of participation in the classroom, lack of participation is a common phenomenon in grade4 mathematic lessons at the primary School. This problem (lack of participation) was identified by the researcher during School Based Studies Phase 3 at the primary School in Mathematic lessons, as one of the major problem contributing to high failure in Mathematics, when he was conducting his teaching practice. As observed, the majority of learners in this grades were not participating in the classroom during the Mathematics lesson presentations. Therefore, teachers are encouraged to derive strategies on how to motivate learners to participate in Mathematic lessons. This prompted the researcher to carry out a case study in order to find out more about factors contributing to lack of participation and find out strategies that could be used by Mathematic teachers to enhance learners’ participation. Statement of the Problem More of literature have been written regarding the value and importance of learners’ participation in classroom discussion but few, if any, teachers (particularly at school level in Namibian Mathematic classrooms) would dispute the position that learners who participate in class learn more(Petress, 2006) . However, actual evidence to support this hypothesis seems somewhat lacking. Despite the shift from teacher centered to the learner centered approach of teaching and learning there still seems to be very little freedom and autonomy amongst learners (Rocca, 2001).Vygotsky (1978) is of the opinion that to be autonomous, learners need to be able to have some choices as to why and how of the curriculum and, at the same time, they should feel responsible for their own learning and for the learning of those with whom they interact. In addition, it still gives educators question marks on why most of our learners refuse to participate in classrooms apart from the fact that we have a learner centered notion that in one way promotes learners freedom on the curriculum (Rocca, 2001). It really brings frustrations when teachers ask their learners whether they understood a topic or not, what is commonly observed is that learners in grade 4 at this primary School always tell their teachers that they understand the topic yet when it comes to the home works, tests, oral question or class works, they underperform. Deducing from observations, one of the reasons they say we do understand a topic even if they do not is probably fear and lack of freedom of expression, since the whole lesson they are passive. There is an absence of literature available that deals with factors contributing to lack of participation in Mathematic in Namibian schools previous work has only focused on gender, social culture and social economy as key factor contributing to lack of participation in mathematics. It is against this background that a case study will be conducted to seek a deeper understanding on the factors contributing to lack of participation and find out strategies that could be used to enhance learners’ participation in Mathematic lessons for grade 4 at a primary school. Research aims and objectives The primary purpose of this study was to examine the factors contributing to lack of participation in grade 4 Mathematic classroom. You read "Classroom Participation" in category "Papers" Secondly, it was to suggest strategies that could be used to enhance participation by teachers in Mathematic lessons at the primary School. Significance of the study People who will benefit from this study will be educators, teachers and learners in Zambezi region as well as all over country. The results of this study are important as they would inform the policy makers of the factors that inhibit teachers from engaging their learners in a meaningfully manner in Mathematics lessons Thus, they can come up with possible strategies to enhance learners’ participation. Teachers will benefit as they would be aware of the different strategies to enhance their leaners participation in Mathematics lessons which will enrich the teaching and learning process. Limitations of study There are not many studies done in Namibia on participation of learners in Mathematics. This is a big limitation especially to get secondary data for the literature review. Second, the size, convenience, and homogeneity of the sample will limit the generalizability of this study. Limited time needed to carry out the study will be a limitation too. Delimitations Research participants was restricted to Mathematics teachers and learners at this School, in the Zambezi region. Other people were not directly involved in Mathematics classroom, for example; the principal and other teachers who do not teach Mathematics. Definition of Terms Classroom participation: Wade (1994) considered the â€Å"ideal class participation† as one in which all students take part: in discussions that go on in the classroom, learning, and listening to others’ ideas, comments, and questions. Teaching strategies: Teaching strategies comprise the principles and methods used for instruction (Effective Teaching Strategies, 1994). Motivation: Donyei (1998) defines motivation in Second Language Learning as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive and motor processes. Phenomenon: refers to something which is observed to happen or exist, in this case learners’ lack of participation in Mathematics lessons (Cambridge Online Dictionaries. 2016). Learner centered: â€Å"teaching means the student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the classroom shifts to the student† (Jeffrey Adam, 2010, p.135). Autonomy: is defined as the ability to make your decisions about what to do rather than being influenced by teachers (Cambridge Online Dictionaries, 2016). CHAPTER 2: LITERATURE REVIEW FACTORS CONTRIBUTING TO CONTRIBUTING TO LACK OF CLASSROOM PARTICIPATION No teacher will ever deny that active classroom participation plays an important role in the success of language learning (Tatar, 2005). As involvement and participation are essential for language acquisition, the more utterances the learners offer, the better their spoken language is and vice versa. This phenomenon is termed Matthew Effect that is â€Å"rich get richer, poor get poorer† (Chau, Fung-ming, 1996. P. 67).This context the rich get richer while the poor get poorer simply means that those that participate frequently in the Mathematic lessons improve their skills and while those that are always passive remain behind in terms of language development and subject content. LANGUAGE ANXIETY Jones (2004) defines this phenomenon in language learning situation as a fear provoked when the learner is asked to speak in the second or the foreign language in public, with the risk of social embarrassment. Oxford (1990), Jones (2004), Von Worde (2003) concludes that anxiety has a negative effect in language learning. Fears, nervousness, timidity and lack of self-confidence are related to language anxiety. The experience of participating in Mathematics Lesson is both mentally and emotionally demanding for most learners (Timothy, 2007). Larkin and Pines (2003) emphasize that most second or foreign languages are learned in classrooms, where there is constant performance evaluation by the teachers and peers. This situation can be frightening for most learners, especially those who are shy, due to their desire for approval from others and fear of negative evaluation. In Mathematics class for instance, where English as a foreign language, especially a class that emphasizes speaking and listening, shy students seem to be at a great disadvantage since they do not draw attention to themselves, either by not volunteering to answer questions in class, or by avoiding opportunities for oral communication. LACK OF PREPARATION Also another cause of students ‘silence to participate in Mathematic class. The findings of a study conducted by Macro thinker Institute (2008) revealed that some learners felt nervous when speaking English without any preparation. Second language learners in most cases have to think in their mother tongue when asked a question in English so when they are caught offside it becomes difficult for them to participate (Miller, 1995; 1996; Larkin and Pines, 2003). FEAR OF VOLUNTEERING TO ASK OR ANSWER A QUESTION IN CLASS Being afraid to speak in class for fear of making mistakes was of concern for learners. Liu and Littlewood, (1997) discovered that when learners were asked in a research on how they felt concerning asking and answering questions during class, most of them reported that they often felt afraid of asking a question to teachers during class.   SHYNESS Shyness was another influencing factor which could affect students’ participation. However, shyness, according to Anthony (2004), is a behavior that could be the result of any one oral combination of the following factors: social introversion, lacking confidence in subject matter, and/or communication apprehension. FEAR OF MAKING MISTAKES AND BEING LAUGHED AT Fassinger, 1995; Krupnick, 1985; and Crombie, (2003) mentioned that fear of making errors is often cited as another cause of the perceived silence and passivity. This anxiety factor is also allegedly related to certain aspects of Eastern culture, such as the desire to be right and perfect and fear of losing face (Cheng, 2000). Melvin and Lord (2006) noted that anxiety of making mistakes reduce participation because they think their mistakes make them feel incompetent. Learners think making a mistake in Mathematics classroom will distort their image in front of their classmates. CHAPTER 3: RESEARCH METHODOLOGY In this chapter the study describes the methodology and different procedures used during data collection and analysis. In the first part research design is discussed. The second part will be on the instrument and procedures of data collection which consist of observation and interview. The third part relates to the data processing and analysis. The last part will be the ethical issues consideration RESEARCH DESIGN Research design may be referred to as the plan of the study that will answer the research objectives. Research designs are the specific procedures involved in the research process which are; data collection, data analysis and report writing (Creswell, 2012: 20). In addition to that Yin (1994) explains a different way of thinking about research design that it is a â€Å"blueprint† of research, looking at four problems: what questions to study, what data are relevant, what data to collect and how to analyze the results. The purpose of research design is to help the researcher to organize his or her ideas in a way that the researcher will be in a good flow. The researcher chose case study design to work with in the research. Case study In this study the researcher employed a case study design to be able to answer the research questions. Stake (2004) gives the definition of a case study that is both a process of inquiry about the case and the product of that inquiry. Yin (2003: 18) argues that â€Å"case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real life context especially when the boundaries between phenomenon and context are not clearly evident†. Qualitative approach In order to find out the factors contributing to lack of participation amongst grade 4C-E learners in the Mathematics classroom at the school, qualitative approach was used. Qualitative approach allows researchers to get at the inner experiences of participants, to determine how meanings are formed through culture and to discover rather than test variables (Corbin Straws, 2008: 5). Creswell (2012) stresses that, qualitative research is suitable in addressing a research problem which you do not know the variables and need to discover. The natural setting of this study was in a Mathematics classroom where teaching process occur. Teachers and learners were observed and interviewed on the factors contributing to lack of participation and strategies that they use in teaching to enhance participation in their classes POPULATION Population may be defined as certain group of people in which a researcher is interested in. Cresswell (2012) defines population as a group of individuals with some common defining characteristic that a researcher can identify and study. In this study the population was formed by two teachers and ten learners which involve four learners from 4C and three from 4D and 4E respectively. All the teachers and learners were purposeful selected from the Mathematics classes. SAMPLING AND SAMPLING PROCEDURE Susan (2012), Sampling says is a method of studying from a few selected items, instead of the entire big number of units. The small selection is called sample. Purposive sampling method will be used as the sampling procedure (Cohen Manion, 1995). From the population 3 teachers will be selected and 10 learners from grade 4A-4D SAMPLING PROCEDURE Purposive sampling is when a researcher chooses specific people within the population to use for a particular study or research project unlike random studies, which deliberately include a diverse cross section of ages, backgrounds and cultures, the idea behind purposive sampling is to concentrate on people with particular characteristics who will better be able to assist with the relevant research (Cohen Manion, 1995). In this study teachers to be interviewed will be purposively selected based on the subject they teach Mathematics in this case. Two Mathematic teachers will be interviewed in this study. Four learners from grade will be interviewed. RESEARCH INSTRUMENT During the examination on the factors contributing to lack of participation in Mathematics classroom interview and observation were used. Observation The observation was my main instrument of collecting data. Since the study was about the factors contributing to lack of participation amongst grade 5C–E learners in the Social studies classroom, therefore it was important to see what teachers do in the classroom. Maxwell (2005) argues that it is known that observation often provides a direct and influential way of learning about people’s behavior and context in which this occurs. In line with this Gall et al (2007) says observation provide rich data sources that offer an in-depth explanation of the case. In this study the researcher observed factors contributing to lack of participation and teaching strategies which were used by the teachers during classroom instructions in Mathematics lessons grade The researcher also observed strategies that teachers use to enhance participation Mathematics classroom. The observation method may supplement what the oral interview may not suffice. I used non-participant observation. I believe that non-participant observation gave me a great chance to observe what the teachers are doing in an inclusive class. Advantages of observation Observation is very important among the data collection instruments. According to Marshal and Rossman (1995) the following are the advantages of observation. It is used to find out complex interactions in natural social settings. They also believe that even in depth interview studies, observation plays a significant role as the investigator notes body language and affects in addition to the person’s worlds. Limitations of observation Limitations which are likely to occur during observation are closely related to the role of inquirer in observation. This may be because the researcher assumes the participant, nonparticipant, or middle-grounded position. Taking the field notes, recording quotes perfectly for inclusion and determining the good timing for moving from a nonparticipant to participant. Researchers sometime tend to disclose themselves to the participants, sharing relationships with other individuals and attempting to disengage from the site (Cresswell, 2007 p.139). Interview This study involved semi-structured interviews which are attached in appendix A and B. The interview involved open-ended questions that were asked to the interviewees. The questions were constructed from my knowledge gained from literature on classroom participation, my experience on Namibia’s educational system, my educational background, and my personal interest. How to cite Classroom Participation, Papers

Governance Long Term Operating Performance - MyAssignmenthelp.com

Question: Discuss about the Governance Long-Term Operating Performance. Answer: Company description Mobile Embrace operates in Australia as the mobile marketing and mobile payment company. It operates mainly through 2 segments, they are Convey and 4th Screen Advertising Australia. The 4th Screen segment provides the services related to mobile media development and design. It also offers solutions related to mobile advertising or marketing, infrastructure for m-payments and engages customers through tablets and mobiles. On the other hand, Convey segment provides m-commerce platform and trading desk for mobile media. The company is based in East Sydney of Australia (Mobile Embrace 2017). Ownership governance structure Substantial shareholders Greater than 20% of shares no shareholder is there who is holding greater than 20% of shares Greater than 5% of shares Waughdoc Pty Ltd holding 22,176,639 shares that is 5.01% of shares. Name of key persons Chairman Drew Kelton Board members apart from chairman and CEO the board members are David Andrew Haines Christopher Thorpe CEO Neil Wiles It is recognised that none of the key persons are holding more than 20% or 5% of shares and therefore will not be considered as substantial shareholders. Key ratios of Mobile Embrace Return on assets (ROA) = (NPAT / Total Assets) Return on Equity (ROE) = (Net profit after tax / Ordinary equity) Ratio Formula 2017 2016 2015 2014 Return on assets NAPT / Total asset 0.026 0.072 0.095 0.130 Return on equity NPAT / Ordinary equity 0.038 0.123 0.135 0.148 Debt ratio = Total liabilities / Total assets Ratio Formula 2017 2016 2015 2014 Debt ratio Total liabilities / Total assets 0.305 0.418 0.295 0.120 EBIT/TA * NPAT/EBIT * TA/OE = NPAT/OE EBIT/TA * NPAT/EBIT * TA/OE = 10,35,812/603,65,057 * 15,95,677/10,35,812 * 603,65,057/419,77,943 = 0.038 NPAT/OE = 15,95,677 / 419,77,943 = 0.038 Hence, from above calculation it can be proved that EBIT/TA * NPAT/EBIT * TA/OE = NPAT/OE Phenomenon of TA/OE variable It equation stands for the total assets of the company against its owners equity. It is based on various factors like the industry status, economic status and revenue earning capacity of the company. If the total asset goes up it will reduce the return on asset. On the contrary when the total asset goes down it will increase the companys return on the asset (Halili, Saleh and Zeitun 2015). There is no ideal average for the total asset to owners equity ratio. However, the high ratio states that the company is stable and will be considered sustainable for long term. Reasons for higher ROE as compared to ROA ROE or return on equity is net income that is returned as the percentage of the owners equity. It measures the profitability of the company through revealing the amount of profit the company generates with shareholders invested money. On the other hand, ROA or the return on assets indicates the profitability of the company as compared to the total assets. It gives the idea regarding the efficiency of the management to use its assets for generating earnings. It is calculated by dividing the net income of the company by its total assets and is shown in percentage form. ROE higher than ROA represents that the total asset of the company is more than the shareholders equity. When the debt portion of the capital structure increases, the equity portion is decreased, which in turn increases the ROE as the equity is put in denominator while calculating the ROE (Baos-Caballero, Garca-Teruel and Martnez-Solano 2014). Further, if the company raise additional fund through borrowing the ROE will i ncrease if compared with ROA ASX Information Monthly stock movement Mobile Embrace Limited - Mobile Embrace Limited Date Adj Close Changes 31-12-2015 0.3 31-01-2016 0.31 0.033 29-02-2016 0.315 0.016 31-03-2016 0.35 0.111 30-04-2016 0.335 -0.043 31-05-2016 0.305 -0.090 30-06-2016 0.35 0.148 31-07-2016 0.32 -0.086 31-08-2016 0.295 -0.078 30-09-2016 0.27 -0.085 31-10-2016 0.13 -0.519 30-11-2016 0.12 -0.077 31-12-2016 0.14 0.167 31-01-2017 0.061 -0.564 28-02-2017 0.057 -0.066 31-03-2017 0.055 -0.035 30-04-2017 0.047 -0.145 31-05-2017 0.05 0.064 30-06-2017 0.084 0.680 31-07-2017 0.075 -0.107 31-08-2017 0.059 -0.213 30-09-2017 0.052 -0.119 31-10-2017 0.055 0.058 30-11-2017 0.047 -0.145 All Ordinary Index - All Ordinary Index Date Adj Close Changes 31-12-2015 5005.5 31-01-2016 4880.899902 -0.025 29-02-2016 5082.799805 0.041 31-03-2016 5252.200195 0.033 30-04-2016 5378.600098 0.024 31-05-2016 5233.399902 -0.027 30-06-2016 5562.299805 0.063 31-07-2016 5433 -0.023 31-08-2016 5435.899902 0.001 30-09-2016 5317.700195 -0.022 31-10-2016 5440.5 0.023 30-11-2016 5665.799805 0.041 31-12-2016 5620.899902 -0.008 31-01-2017 5712.200195 0.016 28-02-2017 5864.899902 0.027 31-03-2017 5924.100098 0.010 30-04-2017 5724.600098 -0.034 31-05-2017 5721.5 -0.001 30-06-2017 5720.600098 0.000 31-07-2017 5714.5 -0.001 31-08-2017 5681.600098 -0.006 30-09-2017 5909 0.040 31-10-2017 5969.899902 0.010 30-11-2017 6065.100098 0.016 Report on movement of above stocks The report on stock movement reveals the information related to closing and opening rate of the stock on particular dates. This is used for tracking the movement of stock over the period of time. It is recognised from above graphs that the stock of Mobile Embrace is downward moving and the value f their fell significantly in last 2 years. On the other hand, stock of All Ordinary Index has been moved upward moderately during last 2 years period (Heikal, Khaddafi and Ummah 2014). It was further found that the stock of Mobile Embrace is more volatile as compared to All Ordinary Index. Further, the correlation among 2 stocks comes to 0.834. Therefore, the stocks are negatively correlated. Recent announcement Name change - The company changed its name from Mobile Embrace to Impelus Limited Board composition Chris Thorpe, the non-executive director of the company has decided to step down from board for pursuing other interests. Acquisition of C2B Solutions the company acquired C2B Solution for strengthening the marketing business for digital performance Litigation the company settled the ongoing litigation with the GBD Ventures Pty Limited under which the company was sued for $ 3.537 million. Increase of shareholding the company increased its shareholding in the Award Winning Clipp App, which is a leading smart phone app for mobile payment and loyalty. Stock field Calculated beta of the company is 2.42 Risk free rate = Rf = 4%, Market risk premium = Rm = 6% Therefore, required rate of return of the companys share = R = Rf + ( Rm Rf ) R = 4% + 2.42* (6% 4%) = 8.84% Conservative investment The investment made in lower risk securities and regular payments are known as conservative investment. This method of investment is the one that is exposed to preserving the purchasing power of the investor with lower possible risk (Lara, Osma and Penalva 2016). Under the conservative investment the investor selects less fluctuating stocks for investment. This is the wise strategy for investment when the money from investment is required in short term period or when the economy is going through significant downturn. Though the conservative investment protects the investor against inflation, the investor misses out the considerable growth during economic prosperity. The conservative investor must decide the return with the acceptability level of risk (Eisdorfer, Giaccotto and White 2013). However, it has been found that the beta of the company is 2.42, which is considered as quite high. Further, for the last 2 years the company did not pay any dividend to its shareholder (He and Kris hnamurthy 2013). Therefore, it will not be considered as a conservative investment. WACC (weighted average cost of capital) Computation of WACC WACC = E/V * Re +D/V * Rd * (1-Tc), Where, E/V = Equity percentage in the capital structure = 88% D/V = Debt percentage in the capital structure = 12% Re = Cost of equity = 8.84% Rd = Rate of debt = 1.02% Tc = corporate tax rate = 30% The given information for computation of WACC are as follows Amount in $'000 Amount of Debt 59,94,380.00 Amount of Equity 419,77,943.00 Total 479,72,323.00 Percentage of debt 12% Percentage of equity 88% Thus, WACC = 88*8.84% + 12*1.02% (1- 0.30) = 7.78 + 0.09 = 7.86% The implication of higher WACC WACC or the weighted average cost of capital is average of minimum after-tax requirement for rate of return that the firm must be able to earn for its shareholders. The WACC is measured through finding the cast of each capital component and then multiplied it by its percentage to total capital and finally summing up all the cost (Arsov, Shanahan and Williams 2013). It is an important tool as it analyses whether the particular project is able to increase shareholders wealth or not. Higher WACC represents that the company is highly leveraged and associated with higher level of capital risk. Therefore, the management shall raise additional fund through cheaper source of capital that is the fund with lower level of risk and cost (Zabarankin, Pavlikov and Uryasev 2014). Optimal debt structure Optimal structure for capital Debt ratio Total liabilities / Total assets Year 2017 = 0.305 Year 2016 = 0.418 It is the structure at which the value of the company can be maximised. It is the structure under which the firm determines best mix for equity and debt financing for using in its expansions and operations. The debt ratio around 0.40 or less than that is considered as optimal debt ratio. It is found from the above table that the debt ratio of the company for 2016 is 0.42 and it further improved in 2017 as the debt ratio for 2017 is 0.31. Therefore, the company is maintaining optimal structure (Akeem et al. 2014). Gearing ratio Gearing ratio is the general segregation that explains the financial ratio and compares the form of shareholders equity as against the borrowed funds of the company (Amba 2014). It is the measurement of companys financial leverage that demonstrates the level to which the activities of the company are sourced from the owners capital as against the funds of creditors. It measures the owners equity against the debt. The higher level of gearing ratio of any company indicates that it is exposed to higher leverage risk and is susceptible to the economic downturns (Master and Hao 2014). The reason behind this is that the company with higher level of leverage will have higher debt as compared to equity. It can be seen that the capital structure of the company is composed of 88% equity and only 12% of debt. Therefore, for adjusting the gearing ratio it increased its borrowing from $ 56,26,666 to $ 59,94,380 over the year from 2016 to 2017. However, the directors report mentioned nothing for s uch adjustment. Dividend policy The dividend policy is guidelines set that any company uses for deciding how much of the net income it can pay to the shareholders. Generally the investors are not concerned regarding the dividend policy of the company as they always have the option to sell the equity portion if they prefer cash (Levy 2015). It is identified from the annual report of Mobile Embrace that no dividend has been paid by the company for the year 2016 as well as for the year 2017. Further, the directors did not recommend any dividend payment for financial year ended 30th June 2017. The company did not pay any dividend to keep the amount available for other investment (Renneboog and Szilagyi 2015). Recommendation Generally, before considering the stock for investment, the investor takes into consideration various factors like required return, expected return, associated risks, purchase costs, stability and sustainability of the company. Risk of the stock plays major role in selection of the portfolio as the risk taking approaches of different investors are different. It is suggested based on the above analysis that if the client is looking for stable return and lower risk investment then the stock of Mobile Embrace shall not be included in his portfolio. However, if the other factors are taken into consideration that is the net income, ROA and debt ratio, the company can be considered as stable and sustainable for long term period. Therefore, the client shall include the stock in his portfolio. Reference Akeem, L.B., Terer, E.K., Kiyanjui, M.W. and Kayode, A.M., 2014. Effects of capital structure on firms performance: Empirical study of manufacturing companies in Nigeria.Journal of Finance and Investment Analysis,3(4), pp.39-57. Amba, S.M., 2014. Corporate governance and firms' financial performance.Journal of Academic and Business Ethics,8, p.1. Arsov, I., Shanahan, B. and Williams, T., 2013. Funding the Australian resources investment boom.RBA Bulletin, March, pp.51-61. Baos-Caballero, S., Garca-Teruel, P.J. and Martnez-Solano, P., 2014. Working capital management, corporate performance, and financial constraints.Journal of Business Research,67(3), pp.332-338. Eisdorfer, A., Giaccotto, C. and White, R., 2013. Capital structure, executive compensation, and investment efficiency.Journal of Banking Finance,37(2), pp.549-562. Halili, E, Saleh, A and Zeitun, R., 2015. 'Governance and Long-Term Operating Performance of Family and Non-Family Firms in Australia', Studies in Economics and Finance, vol.32, no.4, pp.398-421. He, Z. and Krishnamurthy, A., 2013. Intermediary asset pricing.The American Economic Review,103(2), pp.732-770. Heikal, M., Khaddafi, M. and Ummah, A., 2014. Influence analysis of return on assets (ROA), return on equity (ROE), net profit margin (NPM), debt to equity ratio (DER), and current ratio (CR), against corporate profit growth in automotive in Indonesia stock exchange.International Journal of Academic Research in Business and Social Sciences,4(12), p.101. Lara, J.M.G., Osma, B.G. and Penalva, F., 2016. Accounting conservatism and firm investment efficiency.Journal of Accounting and Economics,61(1), pp.221-238. Levy, H., 2015.Stochastic dominance: Investment decision making under uncertainty. Springer. Master, X.X. and Hao, Y., 2014. An Empirical Study of the Relationship between Capital Structure and Financial Performance--Based on Neural Network Analysis.International Journal of Business and Social Science,5(4). Mobile Embrace., 2017. Home Mobile Embrace. [online] Available at: https://mobileembrace.com/ [Accessed 26 Jan. 2018]. Renneboog, L. and Szilagyi, P.G., 2015. How relevant is dividend policy under low shareholder protection?.Journal of International Financial Markets, Institutions and Money. Zabarankin, M., Pavlikov, K. and Uryasev, S., 2014. Capital asset pricing model (CAPM) with drawdown measure.European Journal of Operational Research,234(2), pp.508-517.

Saving the Environment Essays - Industrial Ecology, Structure

Saving the Environment Climate disruption is already leaving deep imprints on every sector of the environment and that the consequences of these changes will grow steadily worse in coming decades. United States finds that global warming has touched every corner: Heavier downpours, strengthened heat waves, altered river flows and extended growing seasons. These changes, the report notes, will place increasing stress on water, health, energy and transportation systems and have, in several instances, already crossed tipping points to irreversible change. Climate change, once considered an issue for a distant future, has moved firmly into the present, the scientists declared in a major new report assessing the situation in the United States. Summers are longer and hotter, and extended periods of unusual heat last longer than any living American has ever experienced. Winters are generally shorter and warmer. Rain comes in heavier downpours. People are seeing changes in the length and severity of seasonal allergies, the plant varieties that thrive in their gardens, and the kinds of birds they see in any particular month in their neighborhoods. U.S. scientists said that the climate is changing in the United States and that the warming of the past 50 years was primarily caused by emissions of heat-trapping gases released by humans. Burning coal for electricity, using gasoline to fuel vehicles, clear-cutting forests and engaging in certain agricultural practices that remove carbon-trapping vegetation contribute to the problem, the assessment said Taking steps to conserve and reuse is easier than you might think. You can do your part just by changing your daily habits. To help save the environment, try decreasing energy and water consumption, changing your eating and transportation habits to conserve natural resources, and adapting your home and yard to be more environmentally friendly. Once you've made your own lifestyle more environmentally conscious, you can also engage in activism to help educate others on doing the same. anything you use only a few times and throw away consumes resources only to spend centuries in a landfill. Be sure to consider the future growth of any plantings and plant far enough from your house that the root systems will not disrupt your foundation. Do your part to reduce waste by choosing reusable products instead of disposables. Buying products with minimal packaging including the economy size when that makes sense for you will help to reduce waste. And whenever you can, recycle paper, plastic, newspaper, glass and aluminum cans. If there isn't a recycling program at your workplace, school, or in your community, ask about starting one. By recycling half of your household waste, you can save 2,400 pounds of carbon dioxide annually Walk or ride your bike to work, school and anywhere you can. You can reduce greenhouse gases while burning some calories and improving your health. If you can't walk or bike, use mass transit or carpool. Every car not on the road makes a difference. Finally, let's teach other people to respect nature and the environment, and learn in the process how w e can hold on to the one planet which has a miracle called life.

Conceptual Essays

Conceptual Essays Conceptual Essay Conceptual Essay The Modular Teaching Approach in College Algebra: An Alternative to Improving the Learners Achievement, Persistence, and Confidence in Mathematics Maxima J. Call]ado De La Scale University Philippines Abstract This experimental study used a pretest-posters design to determine the effects of the modular teaching approach on the achievement, persistence, and confidence in mathematics of 24 freshmen (12 high ability and 12 low ability students) from the College of Business and Economics, De La Scale University, Manila, who were enrolled in College Algebra during the first term, scholarly 2004-2005. The topics considered were those identified as difficult by students who have taken College Algebra, and by mathematics teachers who have handled this subject, namely, Systems of Linear Equations and Quadratic Inequalities in One Variable. The t-test applied on the pretest and posters results of the two groups in all variables indicated significant differences at the . 05 level of significance. Keywords: achievement, persistence, and confidence in mathematics, assessment, experimental study. Introduction A considerably low achievement in mathematics and a relatively low self-efficacy mongo students who are impatient in solving mathematical problems pose real great challenge to present day mathematics educators. This challenge may be addressed by introducing new programs of instructions, new instructional materials, and new teaching methods and approaches. In the light of the preceding arguments, this study attempted to use the modular teaching approach in College Algebra and investigate its effects on the students achievement, persistence, and confidence in mathematics. Following are some literature and the findings of studies related to the concern of this paper. On Modular Instruction It is a fact that no two individuals are alike in their physical, mental, and emotional development: one may grow faster, another can easily recognize concepts, and still others tend to be more mature as compared to others of the same age. Traverse, Packard, Sudan, and Reunion (1977) emphasized that a student may be recognized as an individual by giving him tasks specifically geared to his needs and interests, and by providing him with instructional materials that will allow him to progress at an optimal rate on his own pace. An Intensive research on ten campanological tonsures AT learning sun as ten I energy AT Concept Formation (Burger, 1986) and the Theory of Reinforcement (Skinner,1968) brought about the idea of modules which adopts the same format as programmed learning. True enough, the learner has the enthusiasm to pursue his studies if he is given the feedback about his performance and he is able to repeat reading the material for better understanding of the concepts under consideration. Achievement in Mathematics Cognizant of the differences among the students and motivated by a desire to determine the merits of the modular teaching approach, some related studies that ere conducted in the past are as follows: Silva (1992) and Coacher (1994) developed and evaluated modules on selected topics in Algebra; Jimenez (1987) and Aquinas (1988) in Geometry; Lunar (1987) in Industrial Mathematics, Valerian (1988) in Consumer Mathematics; Acadia (1985) and Paragon (1985) in Trigonometry; and Once (1992) in Statistics. All these studies made use of secondary school students as respondents and compared the achievements of the experimental and control groups. Almost always, modular instruction was found to be as effective as, if not ore effective than, the traditional method based on the improved performance of the students in the respective subjects. Comate (1982), Young (1991) and Balloon (1993) asserted that modular materials have established their edge over other kinds of materials in education because these serve as enrichment for fast learners and as review or remedial materials for slow learners in a relatively short span of time. Persistence in Mathematics Persistence in mathematics is about continuing to work on a mathematics problem even when the answer or method of solution is not apparent. This refers to the behavior of pursuing an activity firmly and working through difficult problems alone and not giving up easily on them. Ames (1992) found that elementary school students who attributed success to effort were more likely to exhibit a mastery of orientation, putting their emphasis on learning and understanding through hard work, meeting challenges, and making progress. Solving mathematical problems require time and patience if students are to overcome obstacles and reach a satisfactory conclusion. Davis and Hers (1990) argued that one of the reasons for resistance, resentment, ND rejection on the part of the students is considerable impatience with the material under consideration. Parker and Withering (1999) cited that personality factors such as persistence, self-concept and attitudes towards mathematics play significant influences on mathematical ability. Confidence in Mathematics consonance Is toneless Known as sell-menace or ten degree to wanly an Uninominal trusts his ability to achieve a specific goal. This refers to reliance, self-assurance, firm trust in ones capabilities, assured expectation, and fearlessness in doing a certain activity. Chapman, Brush, and Wilson (1985) found that confidence was a crucial indicator for female participation in secondary and tertiary mathematics. This finds support in the findings of Boles and Contain (1997) and Porter, et. L (1999) who argued that confidence affects a persons success in mathematics and that confidence in mathematics breeds success. In separate reviews conducted by Chunk (1989) and Pajamas (1996), they found that high-efficacy students are more likely to use a broader array of strategies, use them more flexibly, monitor their comprehension better, and process information at a deeper level. Dodd (1992) asserted that lack of confidence in oneself is the greatest obstacle to learni ng because beliefs govern action so that the belief that one cannot do something may render him unable to perform a task of which he is truly capable. Success in mathematics requires a combination of confidence and hard work. In relation to this, Perkins and Floors (2002) asserted that to increase confidence in mathematics, students should be allowed to use methods they understand, even if these are not the ones prescribed in class. Objectives of the study The study investigated the merits of the modular teaching approach as an alternative o improving the learners achievement, persistence, and confidence in mathematics. Specifically, the study sought to: (1) describe how the respondents levels of achievement, persistence and confidence change following modular instruction; (2) determine if the posters nears of the respective ability groups in all variables of the study are significantly different or not. ; and (3) gather the respondents reactions about the use of the modular teaching approach and the modules in College Algebra. It was hypothesized that using the modular teaching approach would improve the earners achievement, persistence, and confidence in mathematics. Methodology This study utilized the quasi-experimental method of research.

What is academic misconduct Essay Example | Topics and Well Written Essays - 1250 words

What is academic misconduct - Essay Example Students cannot be excused from such clear instincts of cheating, while it is possible that the accusation of academic misconduct may sometimes hurt those students who were not aware in the first place that they committed a mistake. To avoid this, proper measures should be taken to let students know clearly what plagiarism means, and how a lack of understanding about it may lead to academic misconduct. Q: How have you figured out what cheating is here at university? Who has talked to you about cheating to help you understand what is considered cheating? Who have you talked with here at university to help you determine what is considered cheating? What are some things that are considered cheating? A: Before I took a test in the University, I heard that my friend took the same class at summer and he has the midterm paper for that class. So I asked the midterm paper of summer and received. When I took the midterm exam, I found the midterm exam was exactly same from the summer class so I wrote what I had. At that time, I never thought this was cheating because the other class before I took this class, some professor posted the last semester exams and solutions and I had used those things for my exams. But a student conduct told me that was a kind of cheating. First time, I could not agree with him. But I found that I had been mistaken about what cheating was because what I wrote in the last exam was not from my idea and thinking. Even if I did not copy from others in a class, if I used other’s idea or thinking from outside source, that could be cheating. The University expects my answers to be original, based on my exposure to the subject in my classroom and through my ow n reading and observations. If I used ideas and expressions of others without acknowledging it, I was committing plagiarism. Moreover, one has to be very honest in exams. This is what I learned form this incident. A: The

The Role of Activating Home-school Partnership in Education of Essay

The Role of Activating Home-school Partnership in Education of Mentally Retarded and Its Effect - Essay Example with their peers in the community setting gives them an opportunity to be free and express themselves hence the ultimate development in their communication. Students experience more communication in the activated partnership through interaction than a specialized classroom. A partnership environment setting gives the students an opportunity and supports them in increasing a variety of skills in social, cultural and academic interaction. Furthermore, the students in partnership collaboration develop physical coordination and skills by observing those in the community, school and family. Inclusion of the students in partnership is a vital approach in ensuring that severely retarded students acquire and develop their communication skills just as their other peers (Allen & McLaughlin, 1995).. Thus fully activated home school partnership is important in ensuring the development of communication skills among the retarded students. Typically developing peers The home - school partnership is essential in the development of the mentally disabled students. Peers, both in school and community play an important role in this inclusion process (Cole & Meyer, (1991. Retarded students are given an opportunity to interact and observe the behavior of the typical peers in society hence furthering their development. Peers have positive effects on the life and development of the disabled students. They play important roles of tutors and guides to the mentally retarded students hence contributing positively towards disabled’s development. The peers in the activation process, are helpful in many ways. They help the other students to manage their communications, facilitate their interaction and participation both in society and class setting as well as pairing of themselves and the... This paper approves that activation of home-school partnership results to changes in the system of education that aims to improve the education. This gives rise to assistive technology that changes the lives of the mentally disabled students as it makes it possible for them to participate in more activities that the previously; you were not able to. Furthermore, the assistive technology recognizes the different unique characteristics of the mentally retarded students thus providing the disparities in the usage for the good of the students. This beneficial and vital technology requires the collaboration of all stakeholders for them to be made available to students. The family should play its part in learning the usage from the schools so as to aid their children while at home to ensure continuity. The collaboration also ensures that the activities done outside the classroom setting but are in line with that class is effectively performed. Aside from the normal teachers, there are many professional facilitators that play supportive roles in the partnership aimed at the successful inclusion of the process. This essay makes a conclusion that home-school partnership plays an important role in the development of student education as well as achievement at all levels of society. There is better communication, improved teacher student relations and deeper understanding of the behaviors and needs of the students that are realized through this partnership. There is need therefore to increase the collaboration of family, community and schools to improve education and living standards of the mentally retarded students.

Student Learning Environment & Scoring Rubric Essay

Student Learning Environment & Scoring Rubric - Essay Example Design of a rubric can be cumbersome but rewarding and useful. Today's Baccalaureate program in nursing seeks to provide leaders in nursing. This is a program that is needed in the 21st century, at a time when the world is expecting a tremendous number of patients as well as many chronic diseases. There are many challenges and at this point, there is a great shortage of nurses, therefore those who lead will need every innovation that they can find. This will include the ability to apply standards and assure core competencies, as well as teaching and mentoring newer nurses. This paper will examine the core competencies for this program and determine and determine how a nurse educator might achieve the learning environment that works (AACN, 1). According to the American Association of Colleges for Nursing, there are nine essentials that should be accomplished by the end of one's nursing program. These include, liberal education for the generalist, basic organizational and systems leadership, scholarship for evidence based practice, information management and application of patient care technology, health care policy, finance, and regulatory environments, interprofessional communication and collaboration for improving patient health outcomes, clinical prevention and population health, professionalism and professional values, and generalist nursing practice. These competencies are stated slightly differently but supported by the NLNAC and nurse educators. This paper will choose to discuss scholarship for evidence based practice, interprofessional communication and collaboration for improving patient health outcomes, and the baccalaureate generalist nursing practice. The AACN has determined that professional nursing should be supported by an evidence based practice. This includes identification of issues that affect practice as well as integration of evidence and evaluation of the outcome of that integration. Baccalaureate education should provide the tools for the graduate nurse to be prepared to use evidence based practice. This include the research process, clinical judgment, and interpersonal prospective (AACN, 1). Effective communication and collaboration among professionals in practice is essential in care today. Patient centered care has been proven by many studies to be effective an quality care (Kautz, Kuiper, Pesut, 2005). Interprofessional communication supports patient centered care, therefore interprofessional education where it involves evidence base or communication becomes an essential part of any Baccalaureate Nurse education. Learning to educate as well as communicate allows the nurse to introduce new practices more easily (IPMG, 6). Baccalaureate generalist nursing practice is essential because the overall program generally learned is completed with practice focused outcomes. This brings together the knowledge, skills, and attitudes that are learned in all of the other essential practices. It allows the nurse to understand individuals, families, groups, communities, and populations in many different settings (AACN, 2009). In providing care, the nurse must be compassionate, well informed in evidence based practice, and well aware of how to conduct nursing research to meet this essential. Clinical reasoning should be evident in this nurse and she should

Narrative Analysis of Depression Case Study

Narrative Analysis of Depression Case Study A Route Through Depression Loredana Lenghel Introduction Illness is a prevalent issue in today’s society. It encompasses a wide array of problems and it refers to â€Å"the subjective response of the patient to being unwell; how he, and those around him, perceive the origin and significance of this event; how it affects his behaviour or relationships with other people; and the steps he takes to remedy this situation† (Helman, 1981, p.1). Illness is distinct from disease which refers to the medical labels put on pathological entities with specific properties and identity (i.e diabetes). Illness includes not only a person’s experience with the ill-health, but also the meaning given to that experience. This essay will attempt to present one such experience with depressive symptoms. Presenting someone’s experience through an illness narrative provides the patient with the opportunity to expose a more nuanced aspect of their illness. Greenhalgh and Hurwitz (1999) stated that â€Å"narrative provides meaning, context, and perspective for the patient’s predicament†. It also provides the opportunity to create an empathic bond between the sharer that the listener (Wear and Varley 2008). This essay will utilise a narrative style framework in an attempt to make sense of someone’s experience. Distinct narrative types will be identified based on how the patient recollects their experience. In a restitution narrative, one can identify as a primary goal the motivation to get better, to overcome the illness, which is seen as a roadblock or a detour in someone’s life journey. In a chaos narrative, a person does not seem to see a â€Å"light at the end of the tunnel†, they see the illness as a permanent, rather than temporary, state (Weingarten, 2001). Stable, progressive and regressive narratives have also been identified. Respectively, they refer to stories in which an individual’s path is constant – the illness does not get better or worse; a story in which a clear path towards improvement can be identified; and one in which the person seems to be on a downwards spiral – getting worse and not seeing any possibilities of improvemen t (Weingarten, 2001). This paper will, therefore, discuss Cicero[1]’s experience with depressive symptoms and analyse it through the lenses of a narrative framework. It will try to portray Cicero’s subjective feelings throughout his journey, the effect of the social environment, and its negative or potentially positive aspects. Life journey Cicero, a nineteen year old boy, engaged in a recollection of his experience with illness. The narrative started with his present, moment in which he seemed quite detached from the past illness – viewing his depression as an â€Å"endemic part† of his life, as something he just had to â€Å"deal with† at the time. His story started by explaining how that episode is now compartmentalised, it is not something that has a serious effect on his current life, as he chose to ignore it, to forget it. These feelings, however, seemed different when Cicero started to reconstruct the memories of the illness’ emergence. Symptoms first began when he was 13 years old. Pinpointing the exact moment of occurrence seemed difficult, as his symptoms accumulated in time, not due to a succinct occurrence. The domestic environment was what led to their appearance, as parental misunderstandings, which ultimately led to their divorce, catalysed the negative experience of Cicero. The parental issues had started five years before the divorce, when Cicero was still in secondary school. During this time, there were no indications of maladjustment or ill-health. Cicero saw himself as a lively boy; other children liked him, he partook in football matches, he was a sociable child. But this ended around the time he began high-school. He was around 10 years old when his domestic environment seemed to worsen as parental misunderstandings were increasing in frequency and intensity. Cicero recalled how his younger self became more reserved as time passed. The initial symptoms of withdrawal were followed by negative results in academics and less social involvement. Cicero was trying to explain these symptoms to himself and first attributed them to the beginning of puberty, and not to what was occurri ng at home. The narrative then fast-forwards to age thirteen, as Cicero put it, it was â€Å"the moment when us, the kids, reached an age when it was possible to divorce – the parents reached an agreement to end it, to exit the marriage†. His parents got a divorce that year, which marked the moment when Cicero’s symptoms got noticeably worse. He recalled how he reached full social isolation, sometimes actively looking for someone to just â€Å"hang out with†. His grades were getting progressively worse. He met no deadlines which resulted in him needing to retake a year of high-school. He then recalled how he got tired of the lonely lunches, of the friendless days and found some comfort in joining a subculture, a group of gothic kids that would gather in a town park. Even though Cicero was not particularly interested in the subculture’s ideas, these people â€Å"would immediately like you even if you only knew one person in the group†¦ and then you’d feel you have all those thirty people around you as friends†. Cicero did not seem to believe that this group accepted him for himself, his views were negative in the sense that he saw himself as just another pawn filling a space in a certain group. Even if his social life seemed to be improving, his school situation enabled his parents’ suggestion to see a psychologist. Cicero gladly accepted the proposition, being motivated by his desire to perform better in school and saw this as an opportunity to regain his academic excellence. At the same time, however, he had no real expectations to get better. Maybe this constitutes the reason why his subsequent experience with the therapeutic setting was â€Å"awful†. Individual sessions consisted primarily of endless psychometric tests, while the group therapy he was undergoing did not really elicit any genuine responses. In group therapy, he never felt as if he answered questions truthfully, resorting to giving â€Å"empty, satisfactory† responses in order to avoid further inquiry. He felt as if the others could not understand him and based these thoughts on the seemingly trivial complaints the other children had. He spent three months in group therapy, and then wa s when his â€Å"memory got hazy†. He felt that â€Å"my mind was going; my mind was fading away†. This seemed to be the lower peak of his experience with the illness, as it seemed like he was losing himself. Cicero compared that period with how he used to be before the illness developed. He recalled he was very organised, he seemed to remember everything and this had then gone away. It was striking how his narration style seemed to mirror the recalled experience. A hint of uncertainty was noticeable in the manner he was reconstructing his memories. He himself then stated that he felt as though he had lived those three months for two years. The tests and group therapy eventually ended. The Psychologist suggested a diagnosis which was not accepted by him or his parents. Initially, the therapist told them Cicero’s symptoms fell in the autistic spectrum – news which had a large impact on both his family and him. No one was willing to accept this diagnosis and were convinced it was wrong. Cicero felt as if his world had shattered, he felt he was not sick, he was â€Å"not lying in bed with cancer†; he was not getting treated for autism. This opinion was shared by his father, who also took a negative stance on the diagnosis. The mother agreed it was questionable, and with more experience in the matter, eventually suggested two possibilities. She proposed that the autistic symptoms could be there and related to depressive symptoms; or that everything could be just a phase which will eventually pass. At this point, Cicero recalled feeling overwhelmed, prepared to accept any explanation. The mother’s stance on the matter, however, prevented that. Cicero stated that what essentially got him through was his mother’s proposition that everything could be â€Å"just a phase†. This led to him regarding the experience as something temporary, as something caused by external circumstances. He believed it would either fade away or he would find a way to conceal it until it would not peak through to the surface. Cicero pinpointed a specific moment which he regarded as highly significant in his improvement. The decision to buy bright coloured polo shirts instead of the old black clothing was the moment when he recalls making a big decision. He figured that â€Å"if he was going to pretend to be normal, he might as well look normal†. This was a big step, as the new clothing got him compliments at school which slowly led to him extending his social boundaries and eventually to his recovery. Narration analysis Distinct types of narratives can be identified when analysing this story. It can be seen how a change in narrative style was indicative of Cicero getting better. At first, the narrative was not clear, as the recollection of certain events led to him remembering earlier ones, indicating the haziness and compactness of the experience. A chaos narrative can be identified in this situation, as his experience was overwhelming him, preventing him to think clearly, making him feel like his mind was fading away. The uncertainty and lack of awareness of the chronological timing of events further indicates a chaotic experience. A change from a chaotic to a restitution narrative establishes the moment when he took the decision to overcome his illness. He began to see the illness as a phase, as something that could be overcome and wanted to be normal again. Moreover, a progressive narrative style could also be identified. After the initial regressive narration, a movement towards an incremental improvement characterised Cicero’s story as his social circle and academic performance started increasing. Cicero’s narrative was also coherent, as his feelings were attuned to the domestic situation. His progressively more negative affect paralleled the deteriorating domestic environment. The parental response was also synchronized with the development of events. They offered support when the situation seemed to worsen, and were alarmed when hearing the suggested diagnosis. A clear narrative closure cannot be identified, as the symptoms seem to have just tapered off. Even Cicero stated â€Å"I don’t know if I’m okay now, maybe I just know how to hide it. I guess I’m over it but I will never know how it actually feels to be normal. What is feeling normal, anyway?†. Support Cicero did not seem to lack social support. Both parents, regardless of their relationship, managed to put aside their misunderstandings and offered combined support to Cicero. Both were involved in the whole process, and both did their best to guide the young boy through that difficult period. Other sources of support were his group of gothic friends, who were always expressing how important therapy was. An older girl, who Cicero liked at the time, seemed to have also provided him with positive feedback on starting therapy and receiving treatment. Reflection Thinking back on his experience, Cicero does not see it in a completely negative light. The worst aspect seemed to be the feeling of having an empty mind. Suddenly not recognising yourself and your thoughts were frightening. Doing well in school was also amongst his priorities, and feeling like he was disappointing himself only worsened his feelings. At the same time, however, he mentioned a positive aspect of his experience. Cicero values the opportunity to learn how it feels to have an empty mind. In his view, it is the only way to appreciate â€Å"how good it feels when you can think again†. Conclusion In conclusion, this essay attempted to portray Cicero’s experience with mental illness. His story was analysed using a narrative style framework in order to gain a deeper understanding of what this life period meant to the boy. It can be seen how such an illness has a significant impact on someone’s daily functioning and well-being. References Greenhalgh, T., Hurwitz, B. (1999). Narrative based medicine: Why study narrative?. BMJ, 318(7175), 48-50. doi:10.1136/bmj.318.7175.48 Helman, C. (1981). Disease versus illness in generl practice. Journal Of The Royal College Of General Practitioners, 31, 548=552. Wear, D., Varley, J. (2008). Rituals of verification: The role of simulation in developing and evaluating empathic communication. Patient Education And Counseling, 71(2), 153-156. doi:10.1016/j.pec.2008.01.005 Weingarten, K. (2001). Making sense of illness narratives: Braiding theory, practice and the embodied life (1st ed.). Dulwich Centre Publications. Retrieved from http://www.dulwichcentre.com.au/illness-narratives.html [1] The name of the patient has been changed in order to maintain confidentiality.

Benefits and Costs of NAFTA Essay -- NAFTA International Economics Ess

Benefits and Costs of NAFTA Works Cited Not Included As long as NAFTA has been in existence, there has been controversy over its benefits and costs. Since NAFTA is viewed as a neoliberal trade and investment agreement, supporters and critics alike are able to expand its validity to a grander scale when dealing with the question of whether free trade itself is beneficial or harmful. During the life of NAFTA, many valid arguments for and against free trade have been brought to the forefront. Many economists argue neoliberal trade is superior due to allocational efficiency benefits. ?By lowering trade barriers, the agreement has expanded trade in all three countries. This has led to increased employment, more choices for consumers at competitive prices, and rising prosperity? (NAFTA at Eight 2). This rising prosperity mentioned is a result of rising efficiency that pro-neoliberal economists believe develops through specialization. If a country is better than another at producing a certain good, then that country is said to have an absolute advantage over the other in that particular industry. When both countries have higher productivity rates in different industries and they concentrate their efforts in those respective industries, then both countries benefit through neoliberal trade as they are not wasting their time and efforts producing goods that the other country can produce faster. As a result of trade through countries with different absolute advantages, total world production and therefore productive efficiency will increase. Even when a country is more efficient in all industries, both countries can still benefit from trade by comparative advantages. ?Some lawyers are better typists than their secretari... ...stitutions are more responsive to the poor, to the environment, to the broader political and social concerns that I have emphasized is to increase openness and transparency? (Stiglitz 227). These international economic institutions should possess substantial transparency considering their policies directly affect the public. Instead, the IMF and similar institutions have no accountability to the public of which it is supposed to serve. Through lack of transparency, countries with major influence in the IMF such as the U.S. can indirectly impose its own investment agenda upon the country in crisis. If actions of the IMF were directed through a democratic process, more logical and productive policies would develop. If the IMF promotes transparency through the policies it imposes on developing countries, it should set an example through its own governance.