Coral Reefs in the Philippines and the trophic levels and organism Research Paper

Coral Reefs in the Philippines and the trophic levels and organism localization and interaction specific to this area - Research Paper Example From the lowest level to the higher level, organisms feed on each other, with the latter being decomposers that break down the tertiary consumers into components used by the producers for their growth (Alex, 2009). This ideally means that at each level, organisms depend on each other for survival. In the primary producers level; photosynthetic organisms that make their own food by synthesizing organic compounds, there are mainly coralline algae, filamentous turf algae, and other species of seaweeds (Alicea, 2006). For primary consumers, mainly zooplankton and invertebrate larvae feed on the primary producers for their food and acquisition of energy. In this level, organisms such as jellyfish form around the coral polyps to interact with the reefs by offering protection from predators in the secondary consumer level (Alex, 2009). In the secondary consumer level mostly plankton consumers such as parrotfish common in the Philippines coral reefs, which interact with algae by the parrotfish feeding on the microalgae (Alicea, 2006). Microalgae usually cover the reefs making them unhealthy by preventing their growth. Others in the same level include Sixbar wrasse of Thalassoma Hardwicke species and Double whiptail of the Pentapodus emeryii species. These feed on small fish that when reduce in numbers, result in an increase of algae, thereby requiring parrotfish to prevent algae from covering the coral reefs hence hindering their growth. The final level is made up of tertiary consumers, majorly carnivores that feed on the secondary consumers. With increased feeding on algae by the parrotfish, algae reduce substantively thereby reducing their population, and hence reduced growth of the coral reef. The parrotfish play a substantive role in the Philippines coral reefs ecosystem, making them irreplaceable. Alicea, E. (2006). Collaborative

Research Critical Appraisal Article Paper Example | Topics and Well Written Essays - 750 words

Critical Appraisal Article - Research Paper Example Need for urgent treatment and trauma undermine initiatives for preserving fertility and little knowledge exists on perception of the patients and their decisions on fertility preservation following availed information. The clinical problem was therefore preservation of fertility among cancer patients, who are still in their reproductive age, prior to treatment. The research problem however, was lack of knowledge on perception of cancer among patients of the reproductive age, based on availed information, and use of fertility preservation techniques. This knowledge, among care providers and patients, can inform decisions on preservation of fertility (Peddie, Porter, Barbour, Culligan, MacDonald, King, Horn, and Bhattacharya, 2012). The author established significance of the study through identifying the target population, significance of reproduction to the population, and threat to reproduction due to uninformed decisions into cancer treatment, following diagnosis. Importance of reproduction to the society identifies significance of the problem to every individual who has understood the role of procreation and wish for personal fertility of that of a friend, relative, or an associate. Identification of existence of fertility preservation techniques that were still underutilized also established significance of the study to diagnosed cancer patients and those who have not been diagnosed with cancer because everyone is at risk. The purpose of the study was to expand the audience’s knowledge on factors that influence people’s decisions to preserve their fertility following cancer diagnosis and current application of available fertility preservation methods. The study aimed at developing knowledge on patients’ perception on and use of fertility preservation method and these relate to the research problem of lack of knowledge on patients’ perception on and application of the preservation techniques. The objective

Ppt Financial Derivatives Essay Example for Free

Ppt Financial Derivatives Essay GLOBAL EDITION MULTINATIONAL BUSINESS FINANCE 12TH EDITION David K. Arthur I. Michael H. EITEMAN University of California, Los Angeles STONEHILL Oregon State University and the University of Hawaii at Manoa MOFFETT Thunderbird School of Global Management Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Contents PART I G l o b a l Financial E n v i r o n m e n t 1 Chapter 1 Globalization and the MyBtiBnatiomaO Enterprise 2 Globalization and Creating Value in the Multinational Enterprise 3 The Theory of Comparative Advantage 4 What Is Different about Global Financial Management? 7 Market Imperfections: A Rationale for the Existence of the Multinational Firm 8 The Globalization Process 9 Summary Points 13 MINI-CASE: Porsche Changes Tack 13 Questions †¢ Problems †¢ Internet Exercises 19 Chapter 2 Financial Goals and Corporate Governance Who Owns the Business? 22 What Is the Goal of Management? 24 Corporate Governance 28 Summary Points 40 MINI-CASE: Governance Failure at Enron 41 Questions n Problems n Internet Exercises 45 22 Chapter 3 IDie international Monetary System History of the International Monetary System 50 Contemporary Currency Regimes 56 Emerging Markets and Regime Choices 62 The Birth of a European Currency: The Euro 64 Exchange Rate Regimes: What Lies Ahead? 69 Summary Points 70 MINI-CASE: The Revaluation of the Chinese Yuan 71 Questions †¢ Problems †¢ Internet Exercises 74 50 Chapter 4 International Business Transactions: The BaBance of Payments Typical Balance of Payments Transactions: China 79 Fundamentals of Balance of Payments Accounting 80 The Accounts of the Balance of Payments 81 The Capital and Financial Account 83 The Balance of Payments in Total 89 The Balance of Payments Interaction with Key Macroeconomic Variables 91 Trade Balances and Exchange Rates 94 Capital Mobility 97 Summary Points 99 MINI-CASE: Turkeys Kriz (A): Deteriorating Balance of Payments 100 Questions †¢ Problems D Internet Exercises 102 78 Chapter 5 Current Multinational Financial Challenges: The Credit Crisis of 2007-2009 106 The Seeds of Crisis: Subprime Debt 106 The Transmission Mechanism: Securitization and Derivatives of Securitized Debt 109 The Fallout: The Crisis of 2007 and 2008 120 xiv Contents xv The Remedy: Prescriptions for an Infected Global Financial Organism 129 Summary Points 131 MINI-CASE: Letting Go of Lehman Brothers 132 Questions D Problems †¢ Internet Exercises 134 PART II Foreign Exchange Theory and Markets Chapter The Foreign Exchange Market 138 137 Geographical Extent of the Foreign Exchange Market 138 Functions of the Foreign Exchange Market 139 Market Participants 140 Transactions in the Interbank Market 142 Foreign Exchange Rates and Quotations 148 Summary Points 156 MINI-CASE: The Venezuelan Bolivar Black Market 157 Questions D Problems a Internet Exercises 160 Chapter? InternationaB Parity Conditions 164 Prices and Exchange Rates 164 Interest Rates and Exchange Rates 172 Forward Rate as an Unbiased Predictor of the Future Spot Rate 181 Prices, Interest Rates, and Exchange Rates in Equilibrium 183 Summary Points 184 MINI-CASE: Currency Pass-Through at Porsche 185 Questions †¢ Problems †¢ Internet Exercises 186 Appendix: An Algebraic Primer to International Parity Conditions 193 Chapter 8 Foreign Currency ierivatoves Foreign Currency Futures 198 Currency Options 201 Foreign Currency Speculation 203 Option Pricing and Valuation 210 Currency Option Pricing Sensitivity 213 Prudence in Practice 221 197 Summary Points 222 MINI-CASE: Warren Buffetts Love-Hate Relationship with Derivatives 223 Questions †¢ Problems †¢ Internet Exercises 226 Appendix: Currency Option Pricing Theory 230 Chapter 9 Interest Rate and Currency Swaps 234 Defining Interest Rate Risk 234 Management of Interest Rate Risk 237 Trident Corporation: Swapping to Fixed Rates 245 Currency Swaps 246 Trident Corporation: Swapping Floating Dollars into Fixed Rate Swiss Francs 247 Counterparty Risk 249 Summary Points 250 MINI-CASE: McDonalds Corporations British Pound Exposure 251 Questions n Problems †¢ Internet Exercises 252 Chapter 10 Foreign Exchange Rate Determination and Forecasting Exchange Rate Determination: The Theoretical Thread 257 The Asset Market Approach to Forecasting 260 2S6 XVI Contents Disequilibrium: Exchange Rates in Emerging Markets 262 Illustrative Case: The Asian Crisis ^262 Illustrative Case: The Argentine Crisis of 2002 265 Forecasting in Practice 270 Summary Points 274 MINI-CASE: JPMorgan Chases Forecasting Accuracy 274 Questions †¢ Problems †¢ Internet Exercises 276 PART III Foreign Exchange Exposure 281 Chapter 11 Transaction Exposure 282 Types of Foreign Exchange Exposure 282 Why Hedge? 284 Measurement of Transaction Exposure 287 Tridents Transaction Exposure 289 Management of an Account Payable 297 Risk Management in Practice 299 Summary Points 300 MINI-CASE: Xian-Janssen Pharmaceutical (China) and the Euro 301 Questions D Problems D Internet Exercises 303 Appendix: Complex Options 312 Chapter 12 Operating Exposure 320 Attributes of Operating Exposure 320 Illustrating Operating Exposure: Trident 322 Strategic Management of Operating Exposure 326 Proactive Management of Operating Exposure 329 Contractual Approaches: Hedging the Unhedgeable 336 Summary Points 337 MINI-CASE: Toyotas European Operating Exposure 338 Questions a Problems a Internet Exercises 340 Chapter 13 Translation Exposure Overview of Translation 344 Translation Methods 347 Translation Example: Trident Europe 350 Comparing Translation Exposure with Operating Exposure 355 Managing Translation Exposure 355 Summary Points 359 MINI-CASE: LaJolla Engineering Services 360 Questions H Problems †¢ Internet Exercises 362 PART IV Financing the Global Firm 365 Chapter 14 The Global Cost and Availability of Capita! 36 ® Weighted Average Cost of Capital 368 The Demand for Foreign Securities: The Role of International Portfolio Investors 373 The Cost of Capital for MNEs Compared to Domestic Firms 379 Solving a Riddle: Is the Weighted Average Cost of Capital for MNEs Really Higher Than for Their Domestic Counterparts? 380 Summary Points 382 MINI-CASE: Novo Industri A/S (Novo) 383 Questions D Problems †¢ Internet Exercises 387 Contents xvii Chapter 15 Sourcang Equity Globally 391 Designing a Strategy to Source Equity Globally 392 Foreign Equity Listing and Issuance 395 Effect of Cross-Listing and Equity Issuance on Share Price 397 Barriers to Cross-Listing and Selling Equity Abroad 399 Alternative Instruments to Source Equity in Global Markets 400 Summary Points 404 MINI-CASE: Petrobras of Brazil and the Cost of Capital 404 Questions †¢ Problems a Internet Exercises 408 Optimal Financial Structure 410 Optimal Financial Structure and the MNE 411 Financial Structure of Foreign Subsidiaries 414 International Debt Markets 418 Summary Points 424 MINI-CASE: Tirstrup BioMechanics (Denmark): Raising Dollar Debt 424 Questions †¢ Problems o Internet Exercises 426 PART V Foreign Investment Decisions Chapter 17 431 International Portfolio Theory and Diversificationi. 432 International Diversification and Risk 432 Internationalizing the Domestic Portfolio 435 National Markets and Asset Performance 441 Summary Points 446 MINI-CASE: Is Modern Portfolio Theory Outdated? 447 Questions a Problems †¢ Internet Exercises 448 Chapter 18 Foreign Direct Investment Theory and Political Risk Sustaining and Transferring Competitive Advantage 452 The OLI Paradigm and Internalization 455 Deciding Where to Invest 457 How to Invest Abroad: Modes of Foreign Involvement 458 Foreign Direct Investment Originating in Developing Countries 462 Foreign Direct Investment and Political Risk 464 Assessing Political Risk 465 Firm-Specific Risks 466 Country-Specific Risks: Transfer Risk 469 Country-Specific Risks: Cultural and Institutional Risks 472 Global-Specific Risks 476 Summary Points 479 MINI-CASE: Mattels Chinese Sourcing Crisis of 2007 480 Questions a Problems a Internet Exercises 483 452 Chapter 19 Multinational Capital Budgeting 487 Complexities of Budgeting for  a Foreign Project 488 Project versus Parent Valuation 489 Illustrative Case: Cemex Enters Indonesia 490 Real Option Analysis 502 Project Financing 503 Summary Points 505 MINI-CASE: Tridents Chinese Market Entry—An Application of Real Option Analysis 505 Questions n Problems †¢ Internet Exercises 507 xviii Contents PART VI Managing Multinational Operations Chapter 20 Multinational Tax Management 513 514 Tax Principles 514 Transfer Pricing 522 Tax Management at Trident 524 Tax Haven Subsidiaries and International Offshore Financial Centers 525 Summary Points 527 MINI-CASE: Stanley Works and Corporate Inversion 527 Questions †¢ Problems n Internet Exercises 531 Chapter 21 Working Capital Management 535 Trident Brazils Operating Cycle 535 Tridents Repositioning Decisions 537 Constraints on Repositioning Funds 539 Conduits for Moving Funds by Unbundling Them 539 International Dividend Remittances 540 Net Working Capital 542 International Cash Management 548 Financing Working Capital 552 Summary Points 556 MINI-CASE: Honeywell and Pakistan International Airways 557 Questions †¢ Problems n Internet Exercises 559 Chapter 22 Global Petroleum Development: Fiscal Regimes and Funding Financing Petroleum Development 566 Fiscal Regimes 566 Development Agreements 566 Concessions 569 Royalty/Tax Systems 570 Production Sharing Agreements 572 Service Agreements 574 Added Contractual Features 576 Top-Line Risks 578 Petroleum Prices 579 A Hypothetical Sub-Saharan PSA 581 PSA Evolution 584 Funding Petroleum Development 587 Summary Points 590 MINI-CASE: Petroleum Development and the Curse of Oil 590 Questions †¢ Problems o Internet Exercises 593 565 Answers to Selected Problems Glossary Index 598 610 595 Credits 627

Relationship between development and freedom

Relationship between development and freedom Sen, A (2001). Development as Freedom. Oxford. Oxford University Press. Chapter 1. The author conceptualizes development as ‘the gap between an exclusive concentration on economic wealth and a broader focus on the lives we can lead (p.14) emphasizing that the theory of development goes well beyond wealth accumulation and gross national product growth. The chapter examines the relationship between development and freedom, the way in which freedom is a component of development and an extensive view of ‘freedom encompassing both opportunities that people have and processes that allow for ‘freedom of decisions. The main arguments of the author is that development should be assessed by ‘freedom of accessibility to factors such as social opportunities, health care, clean water, economic security, civil rights and political freedom. Lack of accessibility means ‘unfreedom. Development therefore should mean that people can live the lives they want to live and precisely, how can a nation say in all entirety that it has ‘freedom when its citizens cannot afford the very basic necessities of life or fulfill the rights they are entitled to? Sen goes on further to compare different views of poverty in both developing and developed nation by analyzing ‘freedoms through values, poverty and inequality, income and mortality, markets and freedom, tradition and culture. The author sees the process of development beyond economic growth or physical and human capital and concludes by linking the understanding of a broad view of the development process to the substantive ‘freedoms of people. Sens write up contains intriguing views but he hasnt mentioned what justifies his classification into these ‘freedoms i.e. experience of developing countries, factual historical evidence or how far ‘freedom has progressed within each context he identified. His definition is quite different from Rapleys in which Rapley describes development as more concerned with flexibility and adaptability (Rapley 2007 pp 5) and so raises a question. Can development be measured only by individual happiness without economic growth and stability? Happiness, in my opinion is geared more towards Rapleys definition and should be adapted into the process of economic growth. Willis, K. (2005) Theories and Practices of Development. London. Routledge. p. 32-42. Willis chapter 2 of theories and practices of development analyses development theories and practices and how these theories were attached to the economic, social and political theories that developed in Europe from the 18th century. Williss interpretation raises some interesting facts about historical development of theories and she divides her study into various theories. The classical economists such as David Ricardo, an advocate of free trade and Adam Smith, in his famous book, Wealth of Nations ‘responded to the trade focus of economic policy at that time (p.32) when trade was a major factor of economic growth. Here, protectionist measures such as high tariffs were highly used by merchants. Willis goes on to say Adam Smith was not in favour of this form of regulation and that it was harmful to the countrys economic growth. Instead, greater focus on production and division of labour which will be regulated by the ‘invisible hand of the market (p.33). The Great depression of the 1930s and other economic happenings gave rise to Keynes argument of the free market not necessarily a positive force but government intervention in the promotion of economic growth while postwar reconstruction period was a time to reflect on the economic crises that occurred at that time and provide solutions to their re-occurrence. This led to the creation of the Bretton woods institutions to assist in the promotion of ‘stable economic growth within a capitalist system (p. 36) Willis describes the linear stages theory and makes emphasis on Rostow, the American economist and political theorists stages of Economic growth to development. Here, development was seen as a state where a large number of the population could afford to spend largely on consumer products and development was viewed as modern, moving from agricultural societies to an industrial economy. While she tries to decipher early theoretical ideas, Willis has not made clear linkages between some of these theories and how they have come to evolve in economic debates and discussions over time. Chang, H., and Ilene G. (2004) ‘Reclaiming Development from the Washington Consensus, Journal of Post Keynesian Economics, 27(2), 274-291. The fundamental of this article is to correct the notion that there is no alternative to the Washington Consensus. The authors argue that ‘neoliberal policies have failed to achieve their goals in developing world (p. 274) and so discuss the major development myths for justifying neoliberal policies that have been harmful to developing world and perhaps as a complacency to the reader, possible alternatives to these policies. These myths, evaluated individually, describe how these policies have lacked credibility. Myth 1; In contrast to the neoliberal policy success, the reality is that the policy has not promoted its main aim of economic growth. Myth 2; Developed countries gained success through free market policies whereas records claim they relied upon interventionist policies for development. Myth 3; Only neoliberal policies can succeed in todays global environment whereas in fact there is evidence of ‘continuing institutional and policy divergence across national boundaries (p. 277) Myth 4; Discipline imposed by international institutions to keep them honest whereby placing policy making authority in the hands of these organizations. Myth 5; The East Asian model cannot be replicated when in fact most developed countries utilized this model. Myth 6; Developing countries should imitate the Anglo American model of capitalism which fared poorly in the economic boom of the 1990s. The authors went ahead to put forward alternative policies for faster economic development which includes the financial system providing adequate finance quantities for investment projects at appropriate prices, enforcing strict laws on new foreign loans incurred by domestic borrowers, defocusing on budget balance and maximizing FDI potentials to promote economic and industrial development in developing countries While arguing for these policies, it will be sensible to note that economies are different and there can be no ‘best practice policy that everyone should use (Chang 2003). Policies for development should not be ‘fixed but depend on stages of development of a developing nation and other factors such as resource capacity, economic, political and social conditions. Pender, J. (2001) ‘From Structural Adjustment to Comprehensive Development Framework: Conditionality Transformed? Third World Quarterly, 22 (3), 397-411. Pender reviews how the World Banks approach to development has changed over decades and brought about important shifts to its conditionality approach. In the light of new changes between the 90s and today, the World Bank formulated a Comprehensive Development Framework, based on a relationship of partnership to replace its erstwhile structural adjustment lending (p. 397). The author examines why the World Banks perspectives of development changed through different periods; In the 1980s to early 90s, GDP was used as a measure of development as the Bank was mostly concerned with rapid economic growth and sustenance for least developed countries (LDC) and the adoption of policies such as restriction of state spending, controlling inflation, commodity exports and privatization as factors to achieve development. The 1990s drew lack of confidence in these policies and there were strong doubts about its competence judging from the success of the Asian Economies that developed rapidly without the World Banks policy prescriptions. This informed the Bank to change its 1980 view about minimal state role in development and that ‘growth by itself is not enough (p 401). Thus in 1990, a formulation of an approach based on both ‘labour intensive growth and ‘widespread provision of basic social services (p.401). In spite of these alterations, there were criticisms that the Bank reforms were not aiding Africas growth but rather, increasing stagnant economies through the implementation of the Banks policies. According to Pender, the Bank lost confidence in its policy framework in early 1995, with the Asian miracle and LDCs failure and was forced to critique its own policies and re-orientate. This modification was experimented between 1995-1997 with ‘improvements in the understanding of economic development and poverty reduction as the central focus. The author gives clear informed views of the process of policy change within the World Bank at different times but fails to analyze the impact of this new focus of poverty reduction and its success to the development of todays third world countries. Chang, H. (2003) Kicking away the ladder. Development Strategy in Historical Perspectives. London, Anthem Press. Chapter 1. Changs analysis centers around one question, ‘How did the rich countries really become rich? He uncovers some myths about developed countries developmental experience and argues that developed countries did not develop through the same policies that they recommend to the developing world. This pressure from developed countries to the developing world to adopt a set of ‘good policies that they adopted when they themselves were developing is faced with criticisms because ‘historical evidence suggests otherwise and goes on to say that they are trying to hide the ‘secret of their success (p. 2). Some of these policies include liberalization of trade, privatization, restrictive macroeconomic policies and deregulation but facts show that most of the developing countries used export subsidies and industry protection, industrial policies that the WTO disapproves in the present world. The USA and UK were examples of ardent users of these same ‘policies frowned at in contrast to the free trade policies and free market they preach. Chang quotes List, the German economist that ‘Britain was the first country to perfect the art of infant industry promotion which is the principle behind most countries journey to success (p. 3). He argues that developed countries, while alleging to recommend good policies to developing countries are actually trying to ‘kick away the ladder of their own economic development. A conclusion is drawn on some methodological issues of David Ricardos neoliberal policies to Friedrich Lists infant industry argument that while developed countries preach Ricardo to developing nations, they actually pursued Lists policies in the past. Although Chang did not confront and compare works of economic historians e.g. L.E Birdzells How the West grew rich in relation to his How did the rich countries really become rich to identify similar or different conclusions, his examination of historical materials to reach important and interesting conclusions is a contribution that is immensely valuable to the current debates on development that will evidently challenge contemporary policies and enrich development theory. REFERENCES Chang, H. (2003) Kicking away the ladder. Development Strategy in Historical Perspectives. London, Anthem Press. Chapter 1. Chang, H., and Ilene G. (2004) ‘Reclaiming Development from the Washington Consensus, Journal of Post Keynesian Economics, 27(2), 274-291. Pender, J. (2001) ‘From Structural Adjustment to Comprehensive Development Framework: Conditionality Transformed? Third World Quarterly, 22 (3), 397-411. Rapley, J. (2007) Understanding Development: Theory and Practice in the Third World (3rd edition). Colorado. Lynne Reinner. Sen, A (2001). Development as Freedom. Oxford. Oxford University Press. Chapter 1. Willis, K. (2005) Theories and Practices of Development. London. Routledge. p. 32-42.

Interracial Dating Essay -- essays research papers

Many interracial couples are faced with negative reactions from society, making it hard for them to have a regular relationship. They have to deal with disapproval from their own race, pessimistic reactions from family and friends, and not to mention the ignorance of society as a whole. Why is interracial dating so controversial? Is not racism a thing of the past, or is that what we would like to believe? People who date and socialize with people of different racial groups frequently experience negative reactions. Many of the disapproving messages come from people of their own racial group. They scoff and make fun of the idea that they are dating someone with a different tone of skin or ethnic background. According to a poll taken in 1992, many people believe that people should date within their race to keep the unity within the ethnic community. It is like they believe in sequestering each racial group. They believe that every race is uniquely special and should not be integrated. Mixing races would only cause problems. Probably one of the most hurtful things in life is having to deal with family and friends who are not supportive of the people you truly like and love. One might wonder what may cause family and friends to rebel against interracial dating. As explained in Verna Stolkes’ book entitled Marriage, Class and Color in the 19th Century Cuba, many families may oppose the bonding of their loved one with someone of another race because of political reasons, religio...

Puc 1st Year Model Question Paper

SHREE SHIVASHANKARA SWAMY GOVT. P. U. COLLEGE-UTTANGI:DIST:BELLARY MID-TERM EXAMINATION QUESTION PAPER NOVEMBER 2012 STD:PUC FIRST YEAR: SUB:ENGLISH: TOTAL MARKS: 90; DATE:26-11-2012 Q. NO I:Answer the following questions in a word or a phrase or a sentence each: 1X12=12 1)What was Steve crazy about? 2)Where did the bats live in large number? 3)Why did the narrator feel that his future was secure? 4)The animal without hands or legs refered to in the story‘The Rightful Inheriters Of the earth’is_______ a)Bat b)Cobra c)butterfly (choose the correct answer) 5)What was the formula given by Einstein for success? )How did the mother understand that her little daughter was dead in the church blast? 7)Who gave the cap to Steve? 8)In the poem ‘The Ballad Of Birmingham’,the girl wanted to go to _________(fill in the blank) 9)Who broke the silence in the poem ‘For Elkana’? 10)The logician referred to in the poem ‘For Elkana’ is__________. a)Th e mother b)The father c)The son (choose the correct answer) 11)Where did Steve see his lost cap? 12)How much did the cap fetch for the Diamonds at last? Q.NO ||: Answer any eight of the following choosing atleast two questions from the poetry in 80-100 words each: 13)What were the different attitudes of the mother and the daughter about the Freedom March? 4X8=32 14)Describe Einstein’s sense of humour. 15)How did the narrator’s wife try to kill the rats? What was the result of it? 16)Describe how Steve got the cap in the ball park. 17)Give two instances to explain Einstein’s absent mindedness? 18)How did the son become a binding force between the father and the mother in the poem ‘For Elkana’? 9)Why did Steve have to lose the cap again in the Hudsons’ house? 20)Describe the different interlopers into the narrator’s garden in the lesson ‘The Rightful Inheriters Of The Earth’. 21)Why did the little girl go to Einstein’ s house? How does this incident bring out Einstein’sgreatness? 22)What was the effect of Steve’s finding the cap? Q. NO|||:Answer the following in about 200 words: 6X1=6 23)How did the narrator’s wife try to kill the bats? Why was she not successful? OR Describe how Dave and Steve were re-united at the end of the story ‘A Cap For Steve’.OR ‘Einstein was not only a great scientist, but also a great human being’. Explain. Q. NO IV:Read the following passage and answer the questions set on it in a word /a phrase /a sentence each: 1X10=10 Alexander the Great is still considered as one of the greatest conquerors of the world. When Alexander was only 14 years old, he tamed the wild horse Bucephalus. Later, he rode this horse in all his battles. Alexander’s father, Philip, became the king of Macedonia in 359BC. But he was murdered. After him, Alexander became the King at the age of 20.Alexander had received the training of warfare from his father. The great philosopher Aristotle was his intellectual mentor. The young Alexander attacked the Persian Empire in about 334BC. He achieved great victories and then attacked Egypt and established a city called Alexandria at the mouth of the river Nile. When Alexander entered Asia Minor, he married a rich and beautiful princess, Roxana. He fought his last great battle with the brave Indian King, Porus. He won this battle with great difficulties. He liked the courage and pride of Porus.He returned the kingdom of Porus and became his close friend. Alexander died in June 323 BC in Babylon. 24)Name the wild horse that Alexander tamed? 25)Who was Alexander’s father? 26)At what age did Alexander become the king? 27)Who was the intellectual mentor of Alexander? 28)Alexander established a city on the bank of the river ____ a)the Ganga b)the Nile c)Amazon (choose the correct answer) 29)Name the city established by Alexander. 30)Whom did Alexander marry? 31)Name the Indian king who fought bravely against Alexander? 32)When did Alexander die? 3)Where did Alexander die? Q. NO. V:A)Fill in the blanks with appropriate articles and prepositions given in the brackets: 1X6=6 34) Einstein never missed __ opportunity to learn __ others. Once __ little school girl who lived __ his neighbourhood approached him __ his assistence. __ girl went __ Einsteins house. (a, an, the, to, for, from, in) B)Fill in the blanks with the suitable forms of the verbs given in brackets: 1X6=6 35) Steve told his parents that he _ _ (be + play )baseball in the park. When he__ (run) the bases, the cap __(fall)off.It was still too big despite the tuck his mother_ _(have + take)in the band. So the next time he __ (come) to bat, he __ it in his pocket. C)Choose the correct form of the verb given in bracket. 36)Bats __ (is / are) not the souls of our ancestors. 37)Nobody __ (know / knows)the right answer. 38)Both of them __ (were / was) in the same place. 39)The boy __ (has / have) a demand. 40)The mother __ (race / races) through the streets of Birmingham. 41)You __ (will / shall) never know it. 42)Mahatma Gandhiji __ (was / is) the father of our nation. 43)Owl __ (am / is) not a vegetarian creature.D)44)Write a letter to the principal of your college requesting him to issue your transfer certificate. Show the following reasons for your request: Your father has been transfered; You have taken admission in another college. E)Correct the following sentences and rewrite them: 45)I am loving my mother. 46)She has took her pen 47)Sachin is a best player. 48)My brother and I am coming. 49)You are there, are you? 1X5=5 5 1X8=8 ——————————————— The End ————————————————————————————à ¢â‚¬â€œ

Authoritative Parenting Model Essay

Establishing discipline through authoritative parenting is an effective style because it displays secure emotional development, allows a higher quality of supportive peer relationships and enhances problem-solving skills for the child. Research has shown that authoritative parenting is the most effective style of parenting. Authoritative parenting is the one style that promotes equal involvement between the parent and child. (Cherry, 2013a). The parent displays fair discipline, warmth and nurturing, effective communication with the child and sets certain expectations on behavior and maturity. This parenting style promotes a â€Å"democratic† model in which parents are  responsive to the child’s needs, thoughts and concerns. These parents will listen to questions the child may have on expectations set. Simply put by these parents are direct but not over bearing. (Cherry, 2013b). They reason instead of just punishing the child. Parents of this model want their children to be self-assured, socially approachable and cooperative. This furthermore, clearly defines that the authoritative style allows open communication between parent and child, love, guidance, nurturing, explanation of discipline and balance for the child. The authoritative parenting style is about setting limits, reasoning with kids, and being responsive to their emotional needs. (Dewar, 2013). These types of parents offer children a great deal of emotional support. While setting high standards for a child, parents who practice the authoritative style are responsive to the needs of children, demand children to show respect as well as provide a nurturing environment. In setting limits, children will often comply with respect to their parents and act responsibly. When children misbehave, the authoritative parent provides discipline as well and pointing out and discussing the misbehavior. The parent further provides reasoning to the act. In addition, parents allow for verbal responses and communication  from the child that promotes a sense of balance. As Dewar further states, there is evidence that this style helps kids become more empathic, helpful, conscientious, and kind to others. Dewar also suggests, authoritative parents are both highly responsive and very demanding. Overall, this is one of the best ways to define the authoritative parenting style. Evidenced  research provides several conclusions that children raised by authoritative parents are more likely to become independent, socially accepted by peers, academically productive, and well mannered. (Dewar, 2013). Children often become more supportive, reliable, and thoughtful to family and peers. Authoritative parents promote secure attachments and allow children to communicate their concerns and feelings. In doing so, children are less likely to internalize problems. Talking with a child will allow them to verbalize both good and bad, learning from these better choices and avoiding future mistakes. In the end, children will become better with problem solving skills and positive emotional well-being. Authoritative parenting offers secure emotional development of a child. These parents exhibit respectable emotional understanding and control, encourage children to manage their own emotions and learn to understand others as well. (Cherry, 2013b). The authoritative parenting style focuses on parents listening to what their children have to say, place reasonable limits that have set consequences for certain behaviors and encourage an independent child. Parents are warm and welcoming to discuss anything with the child but do not do this in a robust manner. This parent is consistent with discipline but expects the child take responsibility for their actions. The parents do not judge or place immediate blame, they listen to what the child has to say. In return, these children tend to be capable of making appropriate decisions, have a sense of pride and happiness with themself and achieve goals set for them effectively. In other words, the authoritative parent encourages a child to set expectations of their own to succeed,  work through problems, develop their own skill sets and accomplish a strong sense of confidence. Diane Baumrind’s research shows that these children display a happier disposition, have effective control of their emotions, exhibit s social interaction and are self-starters in learning new things. (Cherry, 2013a). Multiple studies have been done that prove authoritative parents score high on measures of warmth and responsiveness and high on measures of control and maturity demands (Spera, 2005). This is likely due to the parent’s warm and responsive manner in which the child is approached by the parent. The parents due demand a high level of maturity from the child, but do so with balance, affection, and bidirectional communication to nurture relationships. The parent gives explanation of why a child should act a certain way in social or serious situation. Parents also help the child to prioritize what is important to succeed socially and academically. This is referred to as the demandingness/responsive model. (Spera, 2005). Demandingness refers to the demands parents make on their children to become unified with family and united in society with others. Parents hold certain levels of demand for their children, but provide direction, and discipline when appropriate. Responsiveness refers to parental actions that purposefully encourage individuality, self-confidence and contention of the child. With parental responsiveness, parents are receptive and understanding of the child’s needs. Parenting in this manner and with warmth and understanding, this can make a child’s temperament more calm, happy, adaptable, regulate sleeping and eating habits, set a positive mood and encourage interest in new experiences. Research has found that the best-adjusted children have parents with an authoritative style (Gurian, 2011). These parents are able to balance with definitions, place high demands with emotional responsiveness and maintain respect for their child’s independence. Parents need to remember though; children also have their own style and temperament. They do  react differently in given situations and parents must recognize those differences, especially in families with many siblings. Differences in these types of children are the easy going, calm, happy child who possess healthy habits, is generally in a good mood at all time and is interested in many different activities. In contrast, difficult child may be fussy, negative, and emotionally weak and get upset easily. Authoritative parents must understand the given situation and find a good â€Å"fit† to meet the child’s demands. Being consistent is key as well. Setting limits on the child, providing ongoing encouragement, recognizing accomplishments, discussing solutions to problems and consistent communication is a must. Constructive conversation and encouragement with balance develop a strong relationship. Parents need to gain and maintain respect from their children to be able to teach them how to develop strong social relationships. Parents are the influential to child as they set limits and rules with respect to each individual in the family. A warm parent is full encouragement, bi directional communication, and love. (Harkey, 2012). The authoritative style is obviously the one that parents should strive for when parenting. When this type of parenting is accomplished a child will be happy, content and successful. Children will strive for balance and selfconfidence to develop strong peer relationships. Authoritative parents practice demandingness and response. They balance control and empathy that results in a thriving relationship with the child. These parents also do not put more on a child then they feel the child can handle. Again, they listen to the child’s needs and help them to make better decisions. Authoritative parent practices  increase the importance of peer relationships for adolescents. This parenting style encourages a variety of positive outcomes for adolescents with quality, supportive friendships. (Beck, 2011). Peer friendships are important to all children especially in the adolescent years. Support from friends helps to develop a higher self-esteem  during this time and makes teens feel important. The authoritative parenting style promotes this as parents discuss school events, peer relationships and emotions with the child. Studies show that strong peer relationships are related to better social skills and develop leadership qualities in teens. (Beck, 2011). Parents encourage teens to become involved in these types of relationships. Parents encourage externalized communication, involvement in teen activities, questions about their peer relationships and strong communications. At the same time, parents demand certain behaviors and will not tolerate inappropriate teen behaviors. Parents must remember not to wait to form these bonds with children in the adolescent years; these bonds must being in early childhood and continued throughout the early adulthood years. Parents must also recognize that teens may begin to reference peers for advice and problem solving skills. Parent involvement without being over bearing is essential to maintain a balanced relationship with the child. Authoritative parenting is effective for positive outcomes of the child in problem solving skills as well as success with peer relationships (Spera, 2005). Spera reviews findings that speak to research of children from authoritative parenting styles and that are associated with positive school  outcomes. In his review of such research he suggests that authoritative parents provide many idea dynamics that lead to high academic performance. Authoritative parents provide a high level of emotional security. This allows the child a sense of comfort and helps them to succeed in their school and peer relationships. Spera also defines that authoritative parents provide their children with explanations for their actions. Explanations provide children with a sense of interpretation and mindfulness of their parents’ values, morals, and goals. These are the building blocks to success in academic and social performance. Authoritative parents participate with the child in bidirectional communication. This style furthermore promotes better skills in interpersonal relations, sets a higher level of confidence and more popular children. These  interpersonal skills are a direct reflection of how a child will succeed in school, both socially and academically. Authoritative parents take a different, more moderate approach that emphasizes setting high standards, being nurturing and responsive, and showing respect for children as independent, rational beings. The authoritative parent expects maturity and cooperation, and offers children a lot of emotional support. Quality parenting is ongoing and offers warm and secure bonds between the parent and child. Children raised in this environment are less likely to internalize their feelings as authoritative parents encourage the child to talk about their thoughts and feelings. Also when a child makes a mistake, the parents must approach the situation in a caring manner vs. a blaming tone. This can  provide openness and solutions to problem solving and in turn children will become more effective learners from this process. Studies prove that encouraging independence in children reflect better problem solving skills and healthy emotional beings. (Dewar, 2010). This can provide the appropriate means for a child to become more helpful to others, caring and giving. In doing so, children will be viewed by peers as being kind, approachable and sometimes popular. The best-adjusted child, particularly in terms of social competence, has parents who utilize the authoritative, moderate parenting style. (Gurian, 2011). Gurian examines and compares the parenting styles researched for many years by Diane Baumrind that speaks to three different styles. These styles are authoritative, authoritarian and permissive parenting. Authoritative parenting, provides a balanced approach, demands expectations of appropriate behaviors, allow children to think through decisions and develop a sense of autonomy. Authoritarian patenting on the other hand, emphasizes strict discipline and severe punishment. Also, there is little affection shown. Permissive parenting, displays passionate warmth but this parent is hesitant to enforce rules. Gurian further explains that children from authoritative  families tend to be emotionally sound, well behaved and competent in academic performance. This makes them resourceful, and socially adept in all aspects of life. In reference to children from authoritarian families, they are fairly well behaved but lack social skills. Also these children tend to  suffer from anxiety, unhappiness, and lack of self-confidence. Children from permissive families may hold a high self esteem but tend to get involved in problem behaviors such as drug or alcohol abuse and are poor performers in academics. Findings show that among all the components of personality, there is a direct and significant relationship between openness personality trait and authoritative parenting style. (Mohammad, Nasirudin, Samadzadeh and Amini, 2012). It aims to explore the difference in parenting styles and personality dimensions. This leads children to broaden their scope of curiosity and wisdom, which helps them with problem solving skills. The authors of this abstract (Mohammad, Nasirudin, Samadzadeh and Amini, 2012) clearly research and study over 272 students from a national university. They used random sampling and a questionnaire to gather the information to be reviewed from these students as the authoritative parenting style is one compared to the others that improves secure being, focus, knowledge, and develops problem solving. Also, in this study it reflects that the authoritative parenting style is the one compared to the others that improves secure being within the child, focus, and knowledge and develops problem-solving skills. Results of this study also showed that parent’s educational manners and styles are effective on the development of children’s personality behaviors. Parents play an important role in meeting a child’s needs. It is imperative that a parent provides a healthy relationship with child using the authoritative style of open communication, warmth and love. Self-confidence for child throughout life is significant in decision-making. Children with authoritative education style have higher social-emotional growth and better academic  achievement. Parents display social support, mutual relationships, approachability, responsiveness and satisfaction towards children with an authoritative parenting style. This in turn results in the maturity of these mechanisms within children. Family is definitely the main support of a child’s personality traits and growth. Parenting styles are patterns for children’s enhancement that is formed by the consistent communication of parent/child and how they response to children’s behavior. Authoritative parents demand maturity and accountability from the child, but approach them in a kind way with explanation at all times. Various studies discussed by (Mohammad, Nasirudin, Samadzadeh and Amini, 2012) speak to the committed relationship and authoritative parenting style that has a direct reflection on academic achievement in children. It also has a positive impact on the well-being and mental health of the child. These parents guide direction and provide explanation and solutions for further success of these children and therefore have a direct reflection on problem solving of adolescent issues. The article by (Spera, 2005) evaluates the information on the relationship among parenting practices, parenting styles, and adolescent school achievement. Spera speaks to research completed by Diane Baumrind that authoritative parents have high maturity demands and set expectations for achievement of their children. However, they foster maturity requests through bidirectional communication and encouragement of independence. The review of the practical research indicates that parental involvement and monitoring are strong predictors of adolescent achievement. Furthermore, the review specifies that authoritative parenting styles are often associated with advanced areas of student achievement. Parents find social skills important and entwine them in daily discussions with children. These topics can include social, academic and peer topics for discussion. Volunteering at school, helping children with homework and attending school events such as extracurricular activities are the many ways parents can stay  involved with child. Parents must initiate this type of involvement with children, as it will result in positive outcomes for the child. Moreover, Spera speaks to studies with adolescents that have found that parental assistance with homework is positively related to the amount of time adolescents spend on their homework. Parents who value the education as their child will result in those child to succeed in their academic practices as well as social interaction with peer groups (Spera, 2005). This results in personal and professional growth of the child. It also teaches children to respect their studies and understand why education is to be valued. Setting goals together can prove effective. Also, mature and self-confident children succeed with an authoritative parent if bidirectional communication is maintained. The abstract by (Turner, Chandler, and Heffer, 2009) also provides information about the effectiveness of appropriate parenting styles in relation to academic performance. The results of the current study of college students concludes that parenting characteristics such as concern, love and warmth continue to play an important role in prompting a student’s academic performance while in college. It also speaks to self- esteem as it relates to success in college students. In doing so, it discusses research and studies that tested the interaction between child self-efficacy and authoritative parenting. In general, an authoritative parenting style emphasizing both responsiveness and demandingness appears superior in fostering higher academic performance. This provides reasoning as to why authoritative parenting is effective in the child’s progress through adolescence and early adulthood. Several other studies by Diane Baumrind have indicated that there is a positive link between authoritative parenting style and academic performance. These children are motivated constantly by their parents and provide ongoing  reassurance of goals and values. Authoritative parents encourage a high self-esteem and promote the ability for the child to mature, organize and achieve goals in a warm, secure way. These positive actions build success and growth for the child as they learn to work through problems, difficult scenarios and achieve success academically. Self-efficacy is strongly related to academic achievement especially at the college level. Again parents play an important role to assist in the development of maturity and self-assurance of the child beginning early in life. As children mature and begin on their own at the college levels, parents still can play an important role on the continued success. According to studies reviewed in the article of (Turner, Chandler, and Heffer, 2009). Students who come from an authoritative parenting style not only achieve overall academic success but tend to have a higher GPA. Ongoing research over the years shows that establishing discipline through authoritative parenting is one of the most effective styles because it provides secure emotional development, allows a higher quality of supportive social relationships and enhances problem-solving skills for the child. The authoritative parenting style is one in which parents display warmth, rationalization and understanding that provide a sense of security and self-perseverance of the child. These parents allow child involvement with an emphasis on bidirectional communication. Parents provide ideal problem  solving skills at all ages for future success by demanding maturity from the child but provide a positive and encouraging approach with balance to a develop strong peer relationships. Authoritative parents provide warmth, understanding and love to promote a child’s self confidence for overall academic and personal achievement throughout life. REFERENCES Beck, K. (2011). The role of mothers’ authoritative  parenting in adolescent attachment and social relationships. [Abstract]. Cherry, K. (2013a). Parenting styles: the four styles of parenting. About.com Psychology. Retrievedfrom http://psychology.about.com/od/developmentalpsychology/a/paren ting-style.htm?r=et. Cherry, K. (2013b). What is authoritative parenting? About.com Guide to Psychology. Retrieved from http://psychology.about.com/od/childcare/f/authoritativeparenting.htm Dewar, G. (2013, March). The authoritative parenting style: Warmth, rationality, and high standards. A guide for the science-minded parent http://www.parentingscience.com/authoritative-parenting-style.html Dewar, G. (2010). Parenting styles: A guide for the science-minded http://www.parentingscience.com/parenting-styles.html Gurian, A. (2011, July). Parenting styles/children’s temperaments: the match. NYU Child Study Center. Retrieved from http://www.aboutourkids.org/articles/parenting_styleschildren039s_temperaments _match Harkey, N, & Jourgensen, T. (2012). Parenting by temperament: Authoritative parenting [Kindle edition]. Retrieved from Amazon.com Mohammad, M. Javidi, N., Samadzadeh, M. & Amini. M. ( 2012, September). 3332 Indian Journal of Science and Technology Vol. 5 No. 9 Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146 Turner, E., Chandler, M., Heffer, R. (2009, May/June). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, Volume 50, (3), 337-346. Published by The Johns Hopkins University Press.