National Push for Accountability in Schools

The pace of progress directs that schools ought to give top notch learning norms to understudies. It necessitates that the educational system ought to improve their learning ways to deal with upgrade scholastic accomplishments of understudies. In this association policymakers at the government, state, and nearby levels have attempted to build responsibility of the educational system on the reason that similar assumes an essential job in improving learning measures of understudies and society also. This at that point make ready to the acknowledgment of assessment of school execution to improve norms of learning and accomplishments of students.The arrangement of responsibility expects schools to characterize what understudies should know and have the option to do and to gauge progress and holes in students’ accomplishment. It encourages the fulfillment of the ideal training measures moored on quality substance and high learning norms. Creating proper substance and understudy acc omplishment principles are likewise significant piece of demonstrating policymakers and the open an arrival on their instructive venture. Nonetheless, responsibility of schools for understudies learning and accomplishment is outlandish without a reasonable, concentrated guide on the accomplishment guidelines and what and how well understudies are to gain from kindergarten through graduation.Many states have created substance and accomplishment measures without including partners and educators. They likewise have not thought about how their gauges are to be actualized, estimated and attached to responsibility. Creating substance and understudy accomplishment norms without impressive commitment and contribution from an assortment of sources is lethal as there is no feeling of possession just as duty from the partners and offices not spoke to. The guidelines set are then seen as predisposition and uneven in this manner vanquishing its motivation and rendering frail usage of the system. Accountability framework uses results from state administered tests to assess execution of understudies and schools, and give assents, prizes or intercessions for schools, teachers or understudies. This framework includes steady checking and assessment of the students’ and schools’ execution that it requires dynamic cooperation of the instructors, guardians, partners, and strategy producers. The far reaching influence of the framework necessitates that these concerned individuals and partners ought to be reliably dedicated to the reason, execution, and assessment so as to monitor understudies and schools’ execution and in the end encourage wanted ceaseless improvement of schools’ execution standards.According to Kate Nolan (2002), â€Å"it isn't sufficient to accept that all youngsters can learn. All components of the framework must be considered responsible for the accomplishment of all children†.â The impact of the responsibility framework in s chool is widely inclusive that Kate Nolan further noticed that, â€Å"the improvement in school execution requires improvement in all stakeholders’ performance†. Hence change in the framework ought not be a confined case for the school division yet additionally with respect to the partners as responsibility requires their dynamic investment and duty for the framework to work.It is noticed that the responsibility framework is intended to be an instrument for organizing changes in schools that would emphatically profit the understudies, guardians, network and the nation when all is said in done. This framework gives openings and roads to joint exertion surprisingly and offices worried to increase the expectations of the instruction framework in this manner improving school execution and learning of the understudies. The aim of the program is to be sure honorable and mirrors a push to carry instruction framework to react to the quick changing requests of the learning netw ork, yet a ton of territories need intensive thought and re-evaluation.According to Chuch Poochigian, â€Å"the training framework changes attempted in the previous years have enormously upgraded the capacity of the guardians to screen the exhibition of their kids just as of the school where they are enlisted, nonetheless, the main way that the drive for responsibility in training will be really fruitful is if guardians use the new devices offered to them to guarantee that their youngsters get quality education.† This announcement should give one a thought that responsibility ought not be restricted to the school part only.According to Douglas B. Reeves (2002), â€Å"accountability must be seen in an alternate way. It must consider and address the issues in compatibility of the targets and the techniques, explicitness, significance, regard for decent variety, consistent improvement, and spotlight on accomplishment, not norms.† Accountability framework is exceptionally perplexing and includes a scope of interconnected issues and configuration just as specialized issues on the usage and assessment perspective that necessities further careful investigation and reconsideration.Also it must be noticed that regardless of how edified or exquisite the appraisal gadgets, if the center is constrained to social occasion and announcing information as opposed to dexterous utilization of those information for learning and accomplishment upgrade of understudies, little improvement to class execution will result. In this manner, the most ideal approach to know whether a responsibility framework is working is to see whether the educational system it represents is moving from where it was to where it needs to be. From its first usage, a responsibility framework requires inner execution as well as outside monitoring.Indeed the national push for responsibility exalts the need to improve guidelines of school execution and would significantly profit the understudies y et the methodology is lacking and has unwanted symptoms. Schools don't as such reject responsibility as the equivalent is a natural obligation, however a credible way to deal with responsibility must be detailed. Another arrangement of standards must be made to manage the reproduction of responsibility frameworks to all the more likely address the issues of instruction and understudies, and to maintain a strategic distance from the risks frequently connected with current responsibility frameworks. Further, joint effort and strong exertion of the school, partners and policymakers must be promoted.Reference ListNolan, K. (2002). Extracts from utilizing responsibility to fabricate solid schools. EducationCommission of States. Recovered February 20, 2007 from http://www.ecs.orgPoochigian, C. School responsibility changes. Recovered February 23, 2007 fromhttp://www.reasons.org/pb34.pdf.Reeves, D. (2002). Responsibility based-changes should prompt a superior instructing andlearning-period . Harvard Education System. Recovered February 20, 2007 fromhttp://www.edletter.org/past/issues2002-mama/reeves.shtml.

Critical Thinking Essay Example | Topics and Well Written Essays - 250 words

Basic Thinking - Essay Example From this point of view obviously a basic reasoning activity basically bodes well. There is little inquiry that the business condition of today is evolving quickly. Through the procedure of globalization workers of a significant association are presented to various new difficulties. Chartrand et al. (2009) stressed that there are three keys to basic reasoning that should be executed which are the RED Model. Perceive suspicions Separate actuality from supposition and accumulate data from a wide range of partners. Assess contentions Although it is troublesome not to carry one’s partialities to an issue, representatives should be instructed not to just bounce to an end and gauge all choices. Make Determinations After all data is close by and sound thinking is applied representatives should utilize ‘good judgment’ dependent on the realities. The dangers related with a business domain that doesn't empower basic reasoning was featured by MSNBC (2007) wherein the context ual investigation of Circuit City was introduced.

Accounting and Managment Research Paper Example | Topics and Well Written Essays - 3250 words

Bookkeeping and Managment - Research Paper Example Coombs and Jenkins (2002) Expensive: For a superior thought of the genuine expense of spending planning, consider an organization where 160 representatives give time to some part of planning. At a normal expense of around $105,000 per representative, the organization s yearly expense of planning is almost $17 million. Van der Stede (2003) Are unimportant to the present condition: Budgets are created and refreshed too rarely. In the present violent business condition, the planned numbers could change every day and, thus, the spending plan would be obsolete before the monetary year has even started. (Barr, p38) Rigid: Budgets are excessively receptive and resolute and are a hindrance to change. There are not very many organizations that really update their spending plan during the monetary year, absolutely on the grounds that it is excessively unpredictable and tedious. The board and governments additionally invest almost no energy every month chipping away at technique, as most time is spent on information assortment, compromise and responsibility for open assets. Niskanen (1971) Inside centered: Jeremy Hope and Robin Fraser (2003) contend that financial plans center around cost decrease and not esteem creation. Spending plans center around inside produced focuses on that are easily reachable by you, yet seems hard to your boss. This varieties sub-optimalisation and doesn't advance development of investor esteem. Creation arranged: According to Stefan Sering and Maria Goldbach (2002), the customary financial plan was created in the assembling period where creation expenses and incomes were unsurprising, though today, an occasion, for example, 9/11 can change the manner in which you work together without a moment's notice. Focus on numbers: In the type of incrementalism-where the earlier year's apportionment is the beginning stage for spending detailing, with exchanges concentrated on additions or decrements, state financial plans. It is very obvious that while making spending plans, the accentuation is on numbers and cost cutting. Aaron Wildavsky (2001). Does exclude non budgetary data: The spending structure doesn't reflect changes in the organization's association and procedures, and individuals were planning numerous costs to a great extent under another person's control. Expectation and Fraser (2003) contend that cutting edge supervisors can't control their own presentation and monetary arranging forms. What's more, hence singular practices are worse lined up with corporate methodology. They don't decrease costs yet ensure them. This originates from the deep rooted use it or lose it attitude. Staff realizes that on the off chance that they don't utilize a planned cost, it will get pulled from the following year's spending plan as the board considers it to be pointless particularly in the open division. Any unused adjusts are cut from the following yearly financial plan. Brimson, Antos and Collins (1999). They urge supervisors to mess around with it. Spending plans can support 'gaming' and unreasonable conduct. Money supervisors are more than acquainted with dealing with the leeway and making the financial plan adequate to the board. This, be that as it may, makes a culture of deceptive nature and can prompt more prominent difficulties, for example, misrepresentation. Jensen (2001) They are results situated. As per Hansen and Mowen (2006), when financial plans are asset driven as opposed to yield driven, at that point directors focus on assets and may neglect to see the connection among assets and yield. At the point when the need emerges for cost cutting they make cuts on

Testing The Validity Of International Fisher Effect Finance Essay - Free Essay Example

Sample details Pages: 15 Words: 4478 Downloads: 2 Date added: 2017/06/26 Category Economics Essay Type Research paper Did you like this example? Foreign exchange trading refers to trading one countrys money for that of another country. The need for such trade arises due to tourism, international trade, or investments across boundaries. The foreign-exchange market, as we usually think of it, refers to large commercial banks in financial centers, like New York or London, trading foreign-currency-dominated deposits among each other. Don’t waste time! Our writers will create an original "Testing The Validity Of International Fisher Effect Finance Essay" essay for you Create order Theories aiming to explore and understand interactions in international monetary variables became increasingly more important as deregulations and international integration of financial markets throughout the world continued to evolve and increase faster than it has ever been. One theory linked two important financial variables, exchange rates and interest rates, is the International Fisher Effect (IFE). IFE states that future spot exchange rates can be determined from nominal interest differentials. In turn, real interest rate will be equalized across the world through arbitrage. Differences in observed nominal interest rates will be stemming from differences in expected inflations. These differences in anticipated inflations are embedded in nominal interest rates as described by Fisher equation. The effect of these variables on exchange rates are more likely to occur under flexible exchange rates where currencies are allowed to fluctuates without government interventions b ut rather lift to free market forces to determine the appropriate exchange rates. In this project, some of the most important theories in international finance literature are going to be explored with an attempt to clarify the logic behind them as well as the basic mathematical formulas that describes these theories. After that, a statistical test will be employed using regression analysis on two currencies that are viewed to be the most traded and free of, or more realistically, exhibit minimal government interventions. The test aims to verify the validity of IFE theory and its explanatory power of fluctuations in exchange rates. However, an overview of the market is going to explore the history of foreign exchange market in addition to the major products and players in that particular market. 2. Foreign-Exchange Market: an Overview 2.1 Historical background: Table 1: Historical background Key aspects Major issues Gold Standard From 1876 to 1913 Each currency is convertible into gold at a specified rate Price of each currency relative to the other is determined by gold convertibility rate Suspended when World War I began in 1914 Some attempts were made in the 1920s to go back to the gold standard, but the Great Depression stood for them Bretton Woods Agreement Was signed in 1944 Called for fixed exchange rate between currencies Governments had to prevent their currencies from moving more than 1% By 1971 the dollar was overvalued as demand for dollar was less than supply Governments had difficulty in maintaining exchange rates at their pre-specified levels Smithsonian Agreement Signed in 1971 Devalued the dollar Allowed currencies to fluctuates in either direction by 2.25% Governments had difficulties in maintaining exchange rate despite the wider limits Floating exchange Started in 1973 after floatation of dollar Free market forces dri ve values of currencies 2.2 Market instruments Table 2: Market instruments Definition Issues Spot market Immediate exchange of currencies The most common type of foreign exchange transactions Forward market Buying and selling currencies at a specified price today but future delivery Mostly used by multinational corporations and speculators Used to eliminate uncertainty Currency swaps Buying one currency today and selling another in the future in one transaction It is a spot and forward transaction in one deal Mostly used in interbank trading in order to avoid excessive transaction costs It serves as a borrowing and lending operations combined Options A contract that provides the right to buy or sell a given amount of currency at a specified price in the future The right holder pays a non-refundable premium to the option writer Like forward contracts except forwards are obligation on both parties while options are obligations only on the option writer Mainly used for risk hedging strategies 2.3 Market structure and players Foreign exchange markets involves hundreds of thousands participants at any given day; among those are hundreds of banks facilitating foreign exchange transactions, but the top 20 banks handle about 50% of the market. Deutsche Bank, Citibank and J.P. Morgan Chase are the largest traders in the market. (5) Commercial banks charge fees for conducting foreign exchange transactions. Banks bid (buy) foreign currencies at a price and ask (sell) them at a higher price. The bid/ask spread covers banks costs plus a profit margin. Usually, bid/ask spreads are functions profit margins of banks and of the risk of the currency, liquidity risk for instance. At any given point in time, exchange rate between two currencies should be similar across the various banks otherwise an arbitrage opportunity arises immediately. If a bank experiences a shortage in a particular foreign currency, it can purchase that currency from another bank in what is called interbank market. Usually, the interbank m arket takes place through brokers (10 brokerage firms handle most of the transactions in this market). (5) Central banks play an integral role in the foreign exchange market. Exchange rates affect the competitive position of products of a country in the international market place through changes in the relative price of currencies. This is the main reason for government intervention in the exchange market. Central banks like the Federal Reserve in the U.S. buy and sell currencies to drive values of their currency to level the free market would not establish. For example, buying dollars and selling pounds would lower supply of dollar and increase the pound which will eventually drives the price of the dollar upward and pushes the pound downward (supply and demand game) (6). The course of normal operations of the government might require some foreign currencies which can be another reason for central banks to operate in the foreign exchange market. 3. Theoretical framework: International Fisher Effect In this section, the theoretical frame that describes factors affecting exchange rates are going to be described. The section begins with purchasing power parity (PPP) that relates changes in exchange rates to inflation differential between two countries. The intuition behind the theory and its versions (absolute and relative) are going to be explained in addition to the basic mathematical frame of the theory. After that, the analysis will head to the Fisher equation which states that nominal interest rate in a country is a function of real interest rate plus a premium for anticipated inflation. That theory is not directly related to exchange markets but it builds a necessary bridge to the International Fisher Effect. The section ends with linking the above-mentioned theories, namely PPP and Fisher equation, to form the International Fisher Effect (IFE). IFE relates exchange rate changes to interest rate differentials between two currencies. That theory, if valid, allows fore ign exchange market participants to predict movements in exchange rates using widely available public information which is market interest rates. By the end of this section, we are going to be equipped by enough theory to start analyzing historical data to assess how closely markets move to what Fisher predicted in his theory. 3.1 Purchasing power parity Purchasing power parity (PPP) has two versions: absolute and relative. Absolute PPP states that exchange rate between any two currencies should be equal to the ratio of their price indexes (6). If we let E denotes exchange rate of the foreign currency and Ph and Pf be the price index of the home and foreign country, respectively, the relation can be described mathematically, (1) Equation 1 can be restated differently, (2) Equation 2 is called the Law of One Price (6). That means prices of domestically produced products equal prices of foreign countrys products in the local currency. If that condition was violated, domestic consumers will shift consumption from foreign products to domestic products when prices of foreign products increase relative to domestic products and the vice versa if prices of foreign countrys products decrease. When that happens, exchange rates will adjust to cancel out the price difference between the two countries to retain equilibrium. Re lative PPP stresses the relative change in exchange rate as well as price indexes. It holds that the percentage change in foreign exchange rate equals the difference between percentage change in price indexes of home (domestic) and foreign country (5). Since percentage change in price index is called inflation rate, relative PPP can be stated as percentage change in foreign exchange rate equals inflation differential between the two countries. Mathematically, (3) Where: Percentage change in foreign currencys exchange rate Home countrys inflation Foreign countrys inflation Equation 3 is just an approximation of the mathematical formula of relation PPP. In order to arrive the precise definition of International Fisher Effect, later on, the exact relative PPP needs to be established. First, we assume that price index of home Ph and foreign country Pf are equal. Relative PPP suggests that foreign currency exchange rate will change if inflation differs between any home and foreign country. Now, if we let ef be the percentage change in foreign currency; then, domestic consumer will perceive prices of the foreign countrys goods to be (4) And to maintain relative PPP, the following should be true (5) Solving fore ef (6) Since Ph=Pf, (as we assumed earlier) (7) Equation 7 states, in plain language, that the foreign currency price relative to home currency will appreciate if domestic inflation exceeds foreign inflation, and vice versa, proportionally to inflation differential. The chart bellows shows graphically how inflation differential and relative change in exchange rate should behave if relative PPP holds. The y-axis represents inflation differential while x-axis represents relative change in foreign exchange rate. Arguments of PPP, whether relative or absolute, makes economic sense under very simplified assumptions that does not capture the complexity if the real world. The table bellow shows these assumptions and th eir limitation. Table 3: Limitation of Purchasing Power Parity Assumption Critique Price indexes of different countries is composed of the same basket of goods and services In reality different nations consumes different bundles of goods and services Every product is traded internationally Not necessarily true due to cultural differences like pork in Saudi Arabia and some times due to legal reasons like quotas Products are homogeneous and perfect substitutes for each other In real world, people view different brands differently and companies usually try to differentiate their products from those of competitors No cost is associated with international trade This assumptions ignores tariffs, transportation costs and assumes that information is free 3.2 Fisher equation Economists distinguish between real and nominal interest rates .Nominal interest rate is the rate observed in the market while real interest rate is a concept that measures returns after adjusting for inflation and is assumed to be the same internationally (6). In presence of arbitrage, capital markets will be integrated worldwide. That means real interest rates are determined by global supply and demand of funds. In an internationally integrated capital market, domestic real interest rate is dependent upon events inside as well as outside the country. If real interest rate in a country were higher compared to another, a flow of capital will push supply of funds upward toward equilibrium. Nominal interest rate will tend to incorporate inflation expectations to provide lenders with a real return for the use of their money. This inflation-expectation effect on nominal interest rate is called the Fisher Effect and can be expressed by the Fisher equation. Let i and r denominat es nominal and real interest rate, respectively, then (8) This can be re-arranged as (9) However, this theory, too, has its limitation, namely the equality of real interest rates across the world. The argument behind this idea implicitly assumes that investors view domestic and foreign assets as perfect substitutes. (3) However, many factors prevents free flow of capital across borders including psychological barriers, legal constraints, political risk, exchange rate risk, taxes and transactions costs. If we assumed that markets are perfect and capital is completely mobile then we can safely assume that real interest rates are equal worldwide. Since a relations has been established between interest rate and inflation rate and that we have PPP which links inflation with exchange rate, a relation between interest rate and exchange rate can be established which is known as the International Fisher Effect IFE. 3.3 International Fisher Effect International Fisher Effect is a theory that links PPP with the Fisher effect that were discussed earlier. The rational behind IFE follows the following logical sequence. Since relative changes in exchange rate according to the relative PPP equals inflation differential and since nominal interest rate, too, changes with inflation and since real returns are equal in different countries; then inflation differential exactly equals nominal interest rate differential between any two countries as the chart illustrates graphically. IFE logic, discussed above, can be easily followed using mathematical formulas of relative PPP and the Fisher equation and some algebraic manipulations, Equations 7 (relative PPP) and equation 8 (Fisher equation) discussed earlier are reproduced here (7) (8) Equation 8 can be rearranged to be (10) Substituting equation 10 in equation 7 results in (11) Since (from the fisher effect theory), equation 11 becomes (12) Equations 1 2 is the IFE which states that relative changes in foreign exchange rate is proportional to nominal interest differential, see the chart bellow. 4. Statistical testing and investigation of IFE This is the last section in this paper where IFE is tested based on real world observations rather than logical and conceptual tests. The section begins with a brief discussion of previous tests on PPP, Fisher equation and IFE. Then, a major assumption about the test is established before discussing the statistical model used to test IFE. At the end, the results are shown and discussed in order to find a reasonable interpretation of any deviation from the IFE theory. 4.1 Previous research results Tests of PPP: Much research has been conducted to test whether PPP exists. Most studies found evidence of significant deviations from PPP that persisted even in the long run. Hakkio, however, found that even for exchange rates that deviated from PPP they tend to move toward the value predicted by the theory suggesting that inflation differentials can be used to forecast long-run movements in exchange rates. (5) Tests of International Fisher Effect: Whether the IFE holds in reality depends on the particular time period examined. Although IFE theory may hold during some time frames, there is evidence that it does not consistently hold. Thomson tested the IFE by constructing 216 transactions in order to see whether currencies with higher interest rates would generate excess profit compared to domestic interest rates or the difference will be offset, as IFE predicts, by depreciation of the currency with higher interest rate. The test resulted in 57% profitable transactions. In addition, the average gain exceeded the average loss indicating that the IFE does not hold. (5) 4.2 Statistical test of IFE Since IFE theory was established in the previous section, an immediate question is whether IFE explains changes in foreign exchange market in the real world. In order to do that, a statistical analysis was conducted on historical data of two major currencies against the dollar, namely British pound and Japanese yen. These currencies were chosen for the following reasons. Dollar, pound and yen are the most liquid currencies in the market which eliminates any liquidity risk factor that might affect our analysis. The political system and the stability of governments lower default risk to minimal in order to be able to compare interest rate on government bonds. Finally, availability of data was a main concern, for example, Euro is a relatively new currency that does not have a long historical time series in order to be able to conduct a reliable test. 4.2.1 Data Monthly and quarterly data beginning from 1979 of U.S dollars, British pounds and from 1985 to 2006 of Japanese yen and there respective interest rates were used in the statistical analysis. Data goes back to 1979 for two reasons. First, using monthly or quarterly data for a period from 1979 to 2006 for British pound and American dollar would provide us with a sample of 335 and 111 observations which are reasonable sample sizes (257 and 86, respectively, for Japanese yen). The smaller the sample the less confidence we have in any statistical inference and we might run in period specific results. Second, if an attempt to go further in historical data was made; we might get caught in periods were market forces did not have the power to freely determine the appropriate exchange rates which will obviously backfire the validity of any testing attempt. Data of exchange rate of U.S dollars and British pounds and their respective interest rate data were downloaded from the Federal Reserve and Bank of England websites, respectively. The Japanese Yen exchange rate and Japanese interest rate was download ed from the website of Bank of Japan. In this report, nominal interest rate is defined as the yield on short term government bonds. 4.2.2 Efficient market hypothesis In order to test IFE statistically, we are forced to make one more assumption. The assumption is that foreign exchange markets are efficient, i.e. rational expectation theory applies. Market efficiency implies that a market has many well informed participants who react immediately to any information which will drive prices immediately to their appropriate levels. Due to the fact that an enormous number of well informed individuals, corporations and institutional investors who trade and speculates in more than a trillion dollars a day in the foreign exchange market; it is safe to assume that exchange rates react rationally to changes in the fundamentals that affects prices in a matter of seconds. This assumption is critical to our test. If this assumption was violated then any discrepancy from whatever the ory we are testing might be due to inefficiency and/or irrationality of market participant rather than a deficiency in the theory. 4.2.3 Regression model IFE as discussed earlier can be described mathematically by equation 12 and it is reproduced here, (12) With algebraic manipulation equation 12 becomes (13) If we let represents time then, (14) Equation 14 states that, percentage change in the future spot rate should equal interest rate differential in the current period. Now let ; Equation 14 becomes, (15) Equation 15 is the equation we are going to base our testing of IFE on. However, to make it functional in statistical testing; equation 15 needs to be turned into regression form as the following, (16) Where: is random Equation 16 (the regression model, herein and thereafter) is the model to be used in the statistical test. From equation 15, we know that our parameters should be and If any of these conditions was not met, then IFE doe s not hold. In order to do that 95% confidence level will be used to test these two hypotheses. 4.3 Results A summary of the test results is provided in the table bellow. Pound (monthly data) Pound (Quarterly data) Yen (monthly data) Yen (quarterly data) Period 1979 2006 1979 2006 1985 2006 1985 2006 # observations 335 111 257 86 Does evidence support IFE No No No No Results of data analysis are presented here. The analysis covered two currencies against U.S dollars and covered two pairs which are U.S dollars against 1) British pounds; 2) Japanese Yen. The test was run twice on each pair. The first used monthly data and quarterly in the second. The point from that is to see if changes in the term would have any effect on the result of the test. Complete results of regression analyses are provided in appendix 1. Other pairs could have been tested, too, but that would not have added any value. For example, British pounds against Japanese Yens can be analyzed the same way. However, the exchange rate between them has already been determined from using cross rates of U.S $ / pounds and U.S $ / Yens. That means if Pounds / Yens were tested it merely duplicates an already tested hypothesis. 4.3.1 U.S dollars against British pounds (1979 2006) P-Value 95% confidence interval Notes Period 1979 2006 Sample size 335 Large sample size R2 3.15% 0.001 R2 indicates weak relation between interest and changes in exchange rate ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 0.0048 0.035 (- 0.0093 , 0.0003) Does not include the hypothetical value which is zero ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 -0.2713 0.001 (- 0.4336 , 0.1091) Does not include the hypothetical value which is one From the table above, the data covered a reasonably long period of time providing us with a sufficient sample size. Using the P-value of each parameter ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 and ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 as well as the overall regression model; the model and each estimated parameter are considered statistically significant at 5% significance level. A condition of the accuracy of the model is the randomness of the error term. The chart bellow supports this assumption. Using the regression results shows a very weak relation, as indicated by the R2, between interest differentials and changes in exchange rates which contrast IFE theory. The analysis indicates that interest rate differential explains only 3.5% of the variation in exchange rate leaving 96.5% to be explained by other variables. ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0, which is statistically significant at 5% significance level, did not include zero in the 95% confidence interval which contradicts the hypothetical value established by IFE which is zero. ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 is supposed to be 1 according to IFE. However, the analysis revealed a significant deviation not only in value but also in direction as it carried, at 95% confidence level, a negative value opposed to positive one predicted by IFE. From all of that, it can be stated with 95% confidence that data does not support IFE. Using quarterly data, estimates of parameters differ than monthly data, however, the conclusion is still the same. For more details of the test results of both monthly and quarterly data go to appendix 1. 4.3.2 U.S dollars against Japanese yens (Monthly Data) (1985 2006) P-Value 95% confidence interval Notes Period 1985 2006 Sample size 257 Large sample size R2 2.9% 0.006 R2 indicates weak relation between interest and changes in exchange rate ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 0.01 0.002 (- 0.004 , 0.002) Does not include the hypothetical value which is zero ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 -0.27 0.006 (- 0.46 , 0.077) Does not include the hypothetical value which is one From the table above, the data covered a reasonably long period of time providing us with a sufficient sample size. Using the P-value of each parameter ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 and ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 as well as the overall regression model; the model and each estimated parameter are considered statistically significant at 5% significance level. Another condition of the accuracy of the model is the randomness of the error term. The chart bellow support this assumption. Using the regression results shows a very weak relation, as indicated by the R2, between interest differentials and changes in exchange rates which contrasts IFE theory. The analysis indicates that interest rate differential explains only 2.9% of the variation in exchange rate leaving 97.1% to be explained by other variables. ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0, which is statistically significant at 5% significance level, did not include zer o in the 95% confidence interval which contradicts the hypothetical value established by IFE which is zero. ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 is supposed to be 1 according to IFE. However, the analysis revealed a significant deviation from that not only in value but also in direction as it carried, at 95% confidence level, a negative value opposed to positive one predicted by IFE. From all of that, it can be stated with 95% confidence that data does not support IFE. 4.3.3 U.S dollars against Japanese yens (Quarterly Data) (1985 2006) P-Value 95% confidence interval Notes Period 1985 2006 Sample size 86 Large sample size R2 7,2% 0.01 R2 indicates weak relation between interest and changes in exchange rate ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 0.027 0.005 ( 0.008 , 0.047) Does not include the hypothetical value which is zero ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 0.8 0.012 (0.178 , 1.43) Includes the hypothetical value which is one From the table above, the data covered a reasonably long period of time providing us with a sufficient sample size. Using the P-value of each parameter ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 and ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 as well as the overall regression model; the model and each estimated parameter are considered statistically significant at 5% significance level. Another condition of the accuracy of the model is the randomness of the error term. The chart bellow supports this assumption. Using the regression results shows a weak relation, as indicated by the R2, between interest differentials and changes in exchange rates which contrast IFE theory. The analysis indicates that interest rate differential explains only 7.2% of the variation in exchange rate leaving 92.8% to be explained by other variables. ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0, which is statistically significant at 5% significance level, did not include zero in the 95% confi dence interval which contradicts the hypothetical value established by IFE which is zero. ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 is supposed to be 1 according to IFE. The regression estimate is 0.8 which is quite near that hypothetical value compared to monthly analysis. Moreover, 95% confidence interval includes the hypothetical value which indicates that this data is in line with IFE. Although ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²1 estimate follows IFE, the regression results showed weak relation as indicated by the R2 and showed that ÃÆ'Ã… ½Ãƒâ€šÃ‚ ²0 is not as predicted by the theory. As a result, IFE is rejected using 95% confidence level. 5. Conclusion and implications of results Empirical analysis using linear regression model at 5% significanse level on monthly and quartly data of U.S dollar against the british pound for the period from (1979 2006) and from July (1985-2006) for U.S dollar against Japanese yen did not support IFE. That is in line with previous tests of the theory. The deviation from IFE can be mainly due to weaknesses in the bases it was built on which is PPP and Fisher effect as discussed in earlier sections. Moreover, foreign exchange market fluctuates due to many factors and not limited to interest rate differentials. The factors include, but not limited to, economic growth, fiscal policies, movement of capital due to relative factor costs, market attractiveness (both real and financial markets) in addition to political and legal environments. Moreover, Macroeconomic variables are not the only determinants of exchange rates as market micro-structure has its effects, too. For market participants who try to forecast movement in for eign exchange market by using changes in nominal interest rate, at least in the short run, will be as good as if they flipped a coin to forecast exchange rates. Finally, according to IFE, borrowing from countries with lower interest rates would be as good as borrowing from countries with high interest rate as movement in exchange rates would cancel the advantage of lower interest rates. However, the result of the test supports the idea of finding bargains in countries with low interest rates which contradicts International Fisher Effect theory. The same thing applies for fixed income investments across boundaries. Appendix 1: Full results of the regression models U.S dollar vs. British pound: Monthly data: Regression Statistics Multiple R 0.1774 R Square 0.0315 Adjusted R Square 0.0286 Standard Error 0.0298 Observations 335 ANOVA  df SS MS F Significance F Regression 1 0.0096 0.0096 10.8188 0.0011 Residual 333 0.2954 0.0009 Total 334 0.3050     Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Intercept -0.0048 0.0023 -2.1152 0.0352 -0.0093 -0.0003 X Variable 1 -0.2713 0.0825 -3.2892 0.0011 -0.4336 -0.1091 Quarterly data: Regression Statistics Multiple R 0.306794105 R Square 0.094122623 Adjusted R Square 0.085811821 Standard Error 0.01886649 Observations 111 ANOVA  df SS MS F Significance F Regression 1 0.00403119 0.00403119 11.32533624 0.0010 Residual 109 0.038797943 0.000355944 Total 110 0.042829134     Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Intercept -0.019254418 0.001790964 -10.7508701 8.17996E-19 -0.0228 -0.0157 X Variable 1 -0.117530134 0.034923976 -3.36531369 0.001056468 -0.1867 -0.0483 U.S dollar vs. Japanese Yen Monthly data: Regression Statistics Multiple R 0.169889 R Square 0.028862 Adjusted R Square 0.025069 Standard Error 0.021709 Observations 258 ANOVA  df SS MS F Significance F Regression 1 0.003586 0.0036 7.6083 0.006229 Residual 256 0.120644 0.0005 Total 257 0.124230     Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Intercept 0.023966 0.0013582 17.645 3.9E-46 0.021291 0.0266 X Variable 1 -0.107714 0.0390505 -2.758 0.00623 -0.184615 -0.030 Quarterly data: Regression Statistics Multiple R 0.2686396 R Square 0.0721672 Adjusted R Square 0.0611216 Standard Error 0.0646435 Observations 86 ANOVA  df SS MS F Significance F Regression 1 0.027302 0.027302 6.533557 0.012386 Residual 84 0.351018 0.004179 Total 85 0.378320     Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Intercept 0.027923 0.009696 2.880013 0.005044 0.008643 0.047 X Variable 1 0.803041 0.314169 2.556082 0.012386 0.178282 1.428

Dostoevsky’s Notes from Undergound - Reactions to an...

Dostoevsky’s Notes from Undergound - Reactions to an Overdeterministic Existence Some of the works cited are missing Dostoevsky presents his Notes from Undergound as the fragmented ramblings of an unnamed narrator. On the surface, the character’s narration appears disjointed and reaches no conclusive end ing until the author intercedes to end the book. However, a close examination of the underground man’s language reveals a progression in his collected ravings. After expressing dissatisfaction with the notion of determinism, the underground man perceives the irony of his ultra-deterministic reality. Through his narrative, the underground man discovers the truth about his predestined, fictional existence. Dostoevsky’s work is†¦show more content†¦The underground man’s rebellion against determinism and its consequences has become one of the most famous moments in modern thought, and with good reason†(196). Morson observes that, although the underground man denounces a deterministic world, he still believes that he lives in one. The underground man’s resentment of determinism produces irony in that the underground man’s true existence as a fictional character epitomizes determinism, as Morson contends. Morson articulates the irony, stating: â€Å"Here Dostoevsky makes shrewd use of metaliterary devices. For all of his struggles to be free, the underground man is doubly determined, not only from within the narrative world but also from without; not only by the iron logic of spite governing his actions but also by the fact that he is the creation of someone who has plotted all his actions in advance. His world is not just deterministic but overdeterministic. What Dostoevsky has done here is to make the very fact that the story is a story, that it has a structure and has already been written, a sign of failed choice and futile self-assertion†(199). The underground man struggles against the idea that his actions have been pre-determined, yet the reader knows that the outcome has already been decided and already exists as words in coming chapters. The character makes no conscious choice in his existence because the author controls his thoughts and actions. Morson uses a story that

How Does Genetic Predisposition Enhances The Probability...

Schizophrenia is a very but serious mental disease which 1.2% of the American population is diagnosed with this. . It s not known what causes schizophrenia, but researchers believe that a combination of genetics and environment contributes to development of the disorder. Problems with certain naturally occurring brain chemicals, including neurotransmitters called dopamine and glutamate, also may contribute. This is a disease that is said to begin in early adulthood, which is between 15 to age 25. Research shows that males become ill in their early teens to early adulthood. Men tend to get develop schizophrenia slightly earlier than women. Most males become ill at age 16 or 25 most females develop symptoms several years later. This disease is noticeably higher in women after age 30. Schizophrenia is quite possible the most dreaded psychological disorder there is. It is also one of the most heavily researched (Myers, 477). Unfortunately there is no certain cause of this disease. Researched show that genetic predisposition enhances the probability of schizophrenia. A child who has a biological parent that has been diagnosed with schizophrenia has approximately a one in eight chance of developing this dreaded disorder (Berger, 407). In a study this is evaultion Schizophrenia is not generally recognized to be occurring until after truly odd and irrational behaviors are expressed during what is called a psychotic break, or first break. (DOMBECK, 2009) it is the outwardShow MoreRelatedBiological And Psychological Aspect Of Schizophrenia Essay1620 Words   |  7 PagesPsychological Aspect of Schizophrenia Antone Graham National University Biological Psychology Professor Matthew Sanders October 20, 2016 Abstract This paper defines schizophrenia from a biological and psychological perspective and also provides treatment to help combat symptoms of schizophrenia. This paper has three important contributions. First, by defining and expanding on schizophrenia from a biological perspective, I can identify the nature related predispositions. After expanding fromRead MoreNature Vs Nurture : Is It Nature Working With Nurture?1550 Words   |  7 PagesIs the question really Nature versus Nurture or is it Nature working with Nurture? These two forces work together to form a person throughout his or her life. Some scientists believe that personality is based on genetic predispositions, which is known as nature. Other scientists believe the way a person acts is from life experiences, the way a person is taught, and the environment in which a person grew up is known as nurture. In all honesty, the two go hand in hand. One side may pull a bit harderRead MoreIntro to Psychology: Chapter Notes 1- 54753 Word s   |  20 Pages* Applied Research * Practice * Teaching * Fields of Psychology * Clinical Counseling School Industrial Educational Developmental personality Health Forensic Social Environmental Experimental sport LO3: Where does psychology come from? (Germany) (p.7-10) Aristotle: Peri Psyches Democritus Socrates: introspection * Psychology as a lab science * Gustav Theodor Fechner * Elements of psychophysics (1880) * Wilheim Wundt *Read MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesthis book nonassignable permission to reproduce the appendices of this book. This license is limited to you, the individual purchaser, for use with your own clients and patients. It does not extend to additional clinicians or practice settings, nor does purchase by an institution constitute a site license. This license does not grant the right to reproduce these materials for resale, redistribution, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes,Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesan OB Model 23 An Overview 23 †¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? â€Å"Most Acts of Workplace Bullying Are Men Attacking Women† 12 An Ethical Choice Can You Learn from Failure? 24 glOBalization! Does National Culture Affect Organizational Practices? 30 Point/Counterpoint Lost in Translation? 31 Questions for Review 32 Experiential Exercise Workforce

Dream Big and Never Give Up free essay sample

Dreaming is one of the sweetest things ever, we always dream about things we love and hope. Each one of us has aims in life, like; traveling to a favorite place, meeting a famous person, moving to a different country, having children and so on. The truth of the matter is that reality is not always on our side. Even when trying to do our best in order to make our dreams come true, we sometimes don’t manage to do it.The most important things are to fight, this is the most apparent proof that we have tried our hardest to obtain what we long for. First of all, never take to heart when others say we should give up because no one else can restraint our freedom and liberty. Fight. The fight is the most important thing to do until the end, show others around that we have goals, aims, ambitions and dreams no matter what they say. We will write a custom essay sample on Dream Big and Never Give Up or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A few years ago while I still was in high school, one of my dreams was to move to California and to peruse a college education there. I tried and I failed with accomplishing this plenty of times. But, no matter what anyone said and no matter what obstacles I came across I had made a promise to myself to never give up on that dream. Although it wasn’t the most far-out dream, it was still something I really, really wanted to do. I worked my butt off through high school, I got a job on the side to help me save up money, I looked around for schools and places I could imagine myself living. I did this all by myself, and it eventually paid off. I am now living and studying in California, and loving every single day of it. I’m proud of myself for never giving up. I now know to keep striving for my dreams, and that with work hard, fight and passion, anyone can do anything.Dream big, never give up – the most important thing you can do for yourself. Never lose focus on what you aim for in life, the idea is to never build barriers in your heart and do everything with love. People who fight against the wind always have a chance to gain, because they prefer the risk and gain experiences.

Three Types Of Speeches Essays - Communication, Pseudolistening

Three Types of Speeches To answer this question I will use three types of speeches. Of those three types of speeches I will create three speeches to give. The speech formats that I will use are speeches to entertain, speeches to inform, and speeches to persuade. For my speech to entertain, I will talk about my life. For my speech to inform, I will talk about drums. For my speech to persuade, I will talk about how television violence has negative effects on children. To organize my speech to entertain, I would start by making an outline to go by. On the outline, I would separate into groups the most important parts of my life. The first group of my life that I would talk about is about me growing up and where I lived. The second group I would talk about is my interests and hobbies. The last thing I would talk about is my life right now. I would also include an introduction and a conclusion. In order to better help the listeners to visualize what I am talking about, I would bring pictures of things that have to do with my life. I would also make an overhead with the outline on it so they could follow along with the speech better. I would be sure to move around and use hand gestures to make points more clearly. This would also hold the interest of the listeners better. I think this format would be helpful to my listeners because it is very organized, and it includes many things to hold their interest. To organize my speech to inform, I would again start by making an outline. To start off, I would begin by explaining the basic parts of a drum set and what they do. I would then explain who makes the parts of the drums and cymbals. Next I would talk about how drums and cymbals are made. I would then explain what they are made of. I would again use an introduction and a conclusion. My visual aid that I would use would be an overhead containing the basic parts to a drum set. This would be so the listeners could see what I was talking about. I would also bring pictures of different drum sets. During my speech, I would be sure to move around the front of the room and use my hands while talking. I think that this format and the visual aids would be the best way to help the listeners understand the speech. For my speech to persuade, I would talk about television violence and the effects it has on children. I would start out by making an outline containing the parts of my speech. The first part would be to talk about how television violence triggers aggression in children. The second part would be how it puts fear in children. The third part I would talk about would be how children become desensitized to real world violence by watching violence on television. I would include an introduction and a conclusion in my speech as well. For a visual aid, I would use an overhead containing statistics to prove my theory. I would be sure to include in my speech the references from which I derived my information. This is important especially in a persuasive speech because the listeners are more likely to be persuaded if they can see actual statistics from authority figures. I would be sure to use hand gestures and be energetic to hold the attention of the listeners. It is very important that I hold their attention so they can see the problem as it is. To conclude this half of the assignment, I will go over the things I have just talked about. First I talked about how to do a speech of entertainment and what would make it a successful speech. Second I talked about how to do a speech of information and how to make it a successful speech. Then I talked about how to do a speech of persuasion and how to best persuade the listeners. Thank you and have a wonderful day!!!! Question 3 This question to me is a lot harder than the first one. It is one that needs a lot more

Concept essays

Concept essays Explaining a Concept: Concept of the Invisible Hand in a Laissez-faire economy By preferring the support of domestic to that of foreign industry, he intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of it. Adam Smith, Inquiry into the Nature and Causes of the Wealth of Nations 1776. What business does a government have in commerce and trade? Why would a government want to interfere between two countries benefiting from each other by trade? What right does the government have in two individuals wanting each others products or services? According to some, commerce and trade should be permitted to operate free of controls of any kind; there should be no tariffs or other barriers. This is where the term laissez-faire is introduced. Its direct translation in French, leave alone to do, is self-explanatory. A strong believer in this type of economics is Adam Smith, both a philosopher and an economist. Born on 1723 in Kirkcaldy, Fife, he studied at Oxford, and became a professor of logic at Glasgow (1751), but took up the chair of moral philosophy the following year. In 1776, he moved to London, where he published An Inquiry into the Nature and Causes of the Wealth of Nations (1776), the first major work of political economy. This examined in detail the consequences of economic freedom, such as division of labor, the function of markets, and the international implications of a laissez-faire economy. Adam Smith is most remembered today for his explanation of our market system. A majority of people saw confusion when they observed economic activity in England during the middle of the 18th century. They saw everyone doing whatever they pleased and deemed necessary. Busine ...

Tourism Assignment Example | Topics and Well Written Essays - 1500 words

Tourism - Assignment Example There are greater challenges to the ecology and environment of the tourism destination with increased tourist activities in developing nations. Climate change, and global warming create potential long term consequences on tourism. Conservation and protection of natural resources and wildlife habitats form an important part of the agenda. Similarly, sustainable solutions have to be undertaken to reduce the increased environmental pollution caused by growing tourist traffic. Bhatia (2006) reiterates that it is vital for authorities at the local and national levels to carry out destination planning, management, and marketing strategies, and ensure international cooperation. Thesis Statement: The purpose of this paper is to consider the main issues affecting the international tourism sector, and examine how these have challenged conventional forms of tourist activity. Tourism in Kenya will be investigated as a case study, to assess the implications of a responsible tourism agenda, and it s implementation. Case Study: Kenya as an International Tourism Destination Issues and Challenges According to the World Tourism Organisation (WTO), tourism is â€Å"a vehicle for economic development and poverty alleviation (EDPA) in developing countries† (Manyara, Jones and Botterill, 2006, p.19). The strategies for economic development and poverty alleviation include small enterprise development, with the help of governmental support. In examining Kenya as a case study for international tourism development, it is primarily important to note that tourism in Kenya is foreign-owned, hence economic benefits are channelled out of the local economy. The industry focuses on safaris and coastal products, and â€Å"exploits the southern and coastal regions in an anachronistic and colonial model of tourism development† (Manyara et al, 2006, p.19). Ondicho (2000) states that the introduction of international tourism in Sub-Saharan Africa has been a recent development. In Kenya , the tourism industry is considered as a successful domain, in relation to the large numbers of visitors, and the country’s capacity to accommodate them. At the same time, although there has been considerable progress in this respect in recent years, the international tourism sector in Kenya has been limited by particular internal and external factors leading to troubles in development, and setbacks to the growth of the industry (Ondicho, 2000). To modernise conventional forms of tourism in Kenya, a new postcolonial model of tourism development â€Å"involving small indigenous enterprises, and promoting cultural products to new markets† (Manyara et al, 2006, p.19) is expected to support economic development and help in the alleviation of poverty in Kenya. The authors examined the promotion of indigenous enterprises, and the obstacles confronting tourism entrepreneurship in Kenya, utilizing for the study 12 indigenously owned Kenyan tourism enterprises and six support organisations (Manyara et al, 2006). The 12 enterprises are divided into two categories: community-based enterprises (CBEs), and formal as well as informal individually owned enterprises

Intelligence Collection Essay Example | Topics and Well Written Essays - 250 words - 3

Intelligence Collection - Essay Example When done in literal collection, translators have to be relied on and for non-literal; the material collection has to rely on the processor or the exploiter’s judgment which is considered to be accurate. Sometimes customers may receive and act on raw literal collection and this is so because they can readily get hold of it any moment. There is an advantage here because these people are not trained analysts. What helps them see is the functional view where they realize they might be able to give input and give minimal challenge the collection material. Various complaints concerning the NRO claimed that the NRO was unwilling to donate funds in order to fund programs fully. Fitzgerald claimed and argued that the 1995 funding crisis results were lack of a margin and the certainty of some cost overruns that were presented to the NRO with a reality of having difficulties to fund selected programs fully. The other view was that the NRO had their lost budget autonomy. They argued that whenever a given program exceeded the funding limits, they were forced to go back to Congress and obtain permission that would see them move money from another program in the NRO in order to fix the

Virginia Planter and Slave Holder Essay Example for Free

Virginia Planter and Slave Holder Essay The declaration for independence was given out by American representatives, American, then, being a colony of the Great Britain. American by then was constituted of majority being the slaves captured from other parts of the world and sold to merchants in the slave trade in the Great Britain who were later set free and allowed to settle in far lands which later came to be called America. America remained the colony of Great Britain until the Declaration of independence in 1776. The declaration encompasses a number of philosophies. Assuming that I am presently a Virginia planter and slave holder, this paper seeks to address how the philosophical ideals embodied in the Declaration of Independence, the similarities and differences of philosophies in the Articles of Confederation and the Constitution, affect my assumed role as a Virginia planter and slave holder. The paper also seeks to establish a constitutional ratification for and against my assumed role. To start with, the philosophies in the Declaration of Independence include the powerful proposition that all men were created equal and each one of them has a right to life, right to think for oneself i. e. right to liberty and right to pursuit of happiness (Jefferson, 1964). This philosophy of idealism, which believes in the inherent good of humanity, affects my assumed role in that as a holder of slaves whom I use for free labor in my farm, I go against the very human rights spelt out in foregoing philosophical stance. I deny the slaves I hold, their right to liberty i. e. hey need to acquiesce to working for me as opposed to my use of force. My holding of the slaves also seeks to show one thing: that I have failed to realize that all men were created equal, the inherent good in humanity and that no one or nothing gives me the right to hold them against their wish and consent. This does not mean that no one can have people working for him or no one can exercise power over individuals. All this is possible only if the subjects are in consent otherwise it is slavery Any conceivable government begets its power from the concurrence of the subjects (Jefferson, 1964). The fundamental difference between the Articles of confederation and the constitution is that whereas the articles were constructed by 13 states that the constitution of the US, by then, superseded (In fact, it is more of a treaty between the 13 states), the constitution was constructed to rule the whole nation constituted of many states, all the states, as one country. The articles were parochial but the constitution is not. Another difference is that, in the articles, the government had no power to directly tax the people. This was because the people were suspicious of the government for they saw it as a great threat to their liberties. The constitution gives the government power to directly tax people and the people are more receptive to and trust the government to do most things for them. Further, the articles had the states given one vote no matter how large the state was. This is not the case with the constitution which allows a large state a proportionate voting power. Finally, the articles are oriented to the idealist philosophy which believes in the inherent good of humanity whereas the constitution is oriented to the pragmatic philosophy which doesn’t trust that people can do the right thing. On the part of similarities, it is seen that both, the Articles of confederation and the constitution, provide for the congress declaring war and sending ambassadors. As a Virginia planter and slave holder, the articles of confederation and the constitution may favor me or threaten me at the same time. Even as the articles of confederation fought to promote general welfare, to ensure domestic tranquility and to ensure the blessings of liberty, they always had a compromise to let slavery continue because most of the people, by then, owned slaves. It was to take centuries later before the slaves could finally enjoy the blessings of liberty spelt out in the constitution when the constitution could later clearly emphasize award of inalienable human rights to slaves and lords alike. This was of course no good news to any Virginia planter and slave holder because it meant that they could lose the free labor from the slaves hence no productivity or expensive cost of production and they stood a chance of going to prison if they continued to keep the slaves. This explains why Virginia delegates failed to sign the constitution during the constitutional convention. Slavery is seen going against the laws of human jurisprudence. The opening phrase in the American constitution, insurance of liberty being part of the phrase, serves as a precursor to antislavery stance of the constitution. However, the constitution may have failed in its own ways and supported slavery or any act close to slavery. A number of scholars argue that the constitution at its conception at the constitutional convention was pro-slavery. The founders created a national charter to deal with the slavery issue, when they realized that fallout was eminent based on the issue of slavery. It is noted that the slave owners were monopolizing the government offices and dictating policies that trampled on human rights. For this reasoning that constitutional ratification appeared unclear on the issue of slavery, a Virginia planter and slave holder could not ratify the constitution until he was sure that slaves were only counted as property and not citizens lest they could attract the protection the human rights enshrined in the constitution consequently making slavery illegal.

Different Learning Styles Essay -- Education Educating Learn Essays

Different Learning Styles Students have different ways to learn. Some people are hands on learners or visual learners. Teachers try to adapt the way they teach; to the way their students learn the best. The information that is being taught should be made fun so that the students remember the information. Schools are also using new technology to help students learn. Different learning styles have different effects on people. Different learning styles are the talk of many school districts from near and far. The study of different learning styles has gone back since the late 19th to the early 20th centuries. We all know that people have different ways of learning, so teachers try to teach the way their students learn the best. There are different types of learning styles for example: visual, audio, and kinesthetic. Auditory is of or pertaining to hearing, or to the sense or organs of hearing; as, the auditory nerve. Visual is having the nature of or producing an image in the mind. Kinesthetic is the sense that detects bodily position, weight, or movement of the muscles, tendons, and joints. (www.dictionary.com) There have been different studies on which ways of learning are effective for people. The CAI (computer-assisted instruction) did a study "that focused on an issue that indicated that all students, regardless of learning style, obtained higher science achievement scores when taught via CAI approach than via auditory (lecture) or visual (reading) method." (Martini, 1986) This approach is good because people may be in a special education class because they are not grasping what is being taught in their class, but it can really be the way it is being taught. They... ...0, 2003. Newspaper Article: 10. Straker, Heather. May 22, 1998. It's not what you know; it's how you get to know it. Times Educational Supplement. Issue 4273, p24, 1/4p. Retrieved on October 3, 2003. http://www.tes.co.uk. 11. Bob Salisbury. August 11, 2002. Teachers should teach. Times Educational Supplement. October 3, 2003. http://www.tes.co.uk. Internet Resources: 12. Matters of Style. November 5, 2003. http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm What?s YOUR Learning style? November 5, 2003. http://www.usd.edu/trio/tut/ts/style.html 13. Activity 9 Different learning styles. November 5, 2003. http://online.curriculum.edu.au/the_cms/tools/new-display.asp?f=7886&seq=6495 14. Understanding Different Learning styles. November 5, 2003. http://www.ndt-ed.org/TeachingResources/ClassroomTips/Learning_Styles.htm Different Learning Styles Essay -- Education Educating Learn Essays Different Learning Styles Students have different ways to learn. Some people are hands on learners or visual learners. Teachers try to adapt the way they teach; to the way their students learn the best. The information that is being taught should be made fun so that the students remember the information. Schools are also using new technology to help students learn. Different learning styles have different effects on people. Different learning styles are the talk of many school districts from near and far. The study of different learning styles has gone back since the late 19th to the early 20th centuries. We all know that people have different ways of learning, so teachers try to teach the way their students learn the best. There are different types of learning styles for example: visual, audio, and kinesthetic. Auditory is of or pertaining to hearing, or to the sense or organs of hearing; as, the auditory nerve. Visual is having the nature of or producing an image in the mind. Kinesthetic is the sense that detects bodily position, weight, or movement of the muscles, tendons, and joints. (www.dictionary.com) There have been different studies on which ways of learning are effective for people. The CAI (computer-assisted instruction) did a study "that focused on an issue that indicated that all students, regardless of learning style, obtained higher science achievement scores when taught via CAI approach than via auditory (lecture) or visual (reading) method." (Martini, 1986) This approach is good because people may be in a special education class because they are not grasping what is being taught in their class, but it can really be the way it is being taught. They... ...0, 2003. Newspaper Article: 10. Straker, Heather. May 22, 1998. It's not what you know; it's how you get to know it. Times Educational Supplement. Issue 4273, p24, 1/4p. Retrieved on October 3, 2003. http://www.tes.co.uk. 11. Bob Salisbury. August 11, 2002. Teachers should teach. Times Educational Supplement. October 3, 2003. http://www.tes.co.uk. Internet Resources: 12. Matters of Style. November 5, 2003. http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm What?s YOUR Learning style? November 5, 2003. http://www.usd.edu/trio/tut/ts/style.html 13. Activity 9 Different learning styles. November 5, 2003. http://online.curriculum.edu.au/the_cms/tools/new-display.asp?f=7886&seq=6495 14. Understanding Different Learning styles. November 5, 2003. http://www.ndt-ed.org/TeachingResources/ClassroomTips/Learning_Styles.htm

Formula 1 Constructors

Introduction The Formula One World Championship was started in 1951 by private sportspersons. Today, Formula One is the world’s biggest motor sports event and is arguably the second most popular sport in the world. It consists of ten teams, with two cars each, contesting a 17-race series. It involves two titles, the Driver’s Championship and the Constructors Championship. Formula One today is a highly dependent on technology (Denison and Henderson, 2004). This article will discuss the resources, capabilities and attributes required by Formula One constructors.This article will also analyse the reasons for the dominance of different constructors during different periods, by using one of the methods of identifying competitive advantage. It will analyse the reasons behind their inability to sustain their dominance and also suggest ways by which these constructors could have sustained their competitive advantage. â€Å"A firm is said to have competitive advantage when it i s implementing a value creating strategy not simultaneously being implemented by any current or potential competitors. (Barney, 1991:99) Resources, capabilities and attributes required by Formula One Resources can be classified as financial, physical, human, technological and organisational (Grant, 1991). The financial resources required by Formula One constructors are vast (close to $1 bn), the human resources required are a staff of around 450-800. They need highly qualified staff like race engineers, designers, aerodynamicists, composite experts and system specialists. They require physical resources including their own testing and development equipment like wind tunnels, test tracks and other equipment.They also need to constantly change their strategies to counter strategies of the other teams. All the teams and members need to work as a cohesive unit. Based on Porter (2004) we can identify factors important for competitive advantage in the Formula One industry. Technology deve lopment is crucial to competitive advantage in the racing industry. Technology development involves steps to improve the racing car in aspects like power, stability and drag. It involves steps like research, product design and servicing procedures.Human resource management is also key to competitive advantage in the racing industry. Human resource management involves activities like recruitment, training, and development of employees. In Formula One human resource management involves choosing the right drivers, engineers and designers who are expertds in their fields and also good team players. It also involves training new drivers, engineers and designers and keeping them satisfied and motivated so that they don’t leave and join other competitors. Firm infrastructure involves activities like general management, planning, finance and accounting.This can also be an important source of competitive advantage as management and planning are crucial to success in the racing industr y. Value linkages are also an important source of competitive advantage in the racing industry. Linkages can be both internal and external. Internal linkages include co-ordination between various departments within the firm like the design team, racing team and the technical team. External linkages include co-operation and co-ordination with component suppliers and sponsors(Porter, 2004). Attributes are qualities or skills possessed by constructors.Attributes include trust, relationships, history and management structure within a firm (Barney, 1995). These skills relate to ways in which they do things. These skills and qualities are not easily transferable, as they cannot be easily copied. These skills and qualities are generally developed over a long period of time. Formula one constructors require attributes like knowledge, experience and flair for innovation. A firm’s capabilities are based on the resources it has. Capability means the ability of a firm to perform certain tasks based on the resources it has.Capability is created by the integration of many key resources and attributes. Resources and attributes alone do not lead to competitive advantage, but capabilities are a source of competitive advantage. The key resources of an organisation need to be identified, and capabilities, due to a combination of particular resources that need to be identified. Capabilities involve efficient interaction between people and other resources. Formula One Constructors require engine manufacturing, car design and technological capabilities. Key capabilities are those that are not shared by the firm’s competitors.Strategy of an organisation has to be based on its resources and key capabilities to gain a competitive advantage (Grant, 1991). For example, Ferrari had the unique capability of manufacturing engines, which its other competitors did not have. Hamel and Prahalad, (1990) describe key capabilities, which lead to competitive advantage as ‘core competencies’. Ferrari’s success in the mid 1970s Ferrari was the dominant Formula One Constructor’s Championship in the mid 1970’s. Using one of the many approaches to determine competitive advantage, the reasons for Ferrari’s dominance can be identified.Some approaches to determine competitive advantage are explained below: Porter’s (1980) five forces model helps to position a firm in the best way to tackle competitors. This model helps in understanding the competition and formulating strategy accordingly. Carl Shapiro’s (1989) approach is based on making competitive firms act in unproductive ways. This theory can only be used where competitors are closely placed. Barney’s (1995) resource based approach believes that competitive advantage is due to unique resources. The capability of the firm is based on its unique resources.He suggests that it is important to understand the firm’s internal strengths and weaknesses to understand how exactly competitive advantage can be gained. Barney’s (1995) approach is based on SWOT (Strengths, weaknesses, Opportunities and Threats) analysis. Barney’s (1995) approach implies that only those firms that use their internal strengths to make use of the available opportunities gain competitive advantage. Strengths and weaknesses can be understood by 1. Continuously checking whether resources and capabilities of a firm help it in the changing environment. 2.Checking whether these capabilities and resources are unique to the firm. 3. Understanding if the resources and capabilities of the firm are difficult to imitate. 4. Checking if the firm’s processes make use of the resources and capabilities effectively. Teece (1997) suggests that dynamic capabilities are a source of competitive advantage. â€Å"Dynamic refers to capacity to renew resources so as to achieve congruence with the changing business environment. † (Teece et. al, 1997:515). A ccording to Teece (1997) dynamic capabilities of a firm depend on its processes, position and path.Processes mean the way things are done in the firm, position means the technology, assets and customer base the firm has, path means the ways available to the firm to do things. These dynamic capabilities of the firm lead to competitive advantage. Porter (2004) introduced the concept of value chain to determine competitive advantage. It was based on identifying the primary and secondary activities of the firm. Primary activities include activities like inbound logistics, operations, outbound logistics, marketing and sales and service.Secondary activities include firm infrastructure, human resource management, technology development and procurement. It then identifies and separates activities that are unique strengths of the firm in relation to the competition. Spanos and Lioukas (2001) argue that Porter’s value chain is based on external factors of competition and ignores the cr ucial internal resources and capabilities of the firm. Rumelt (1984) also argues that strategy of a firm should be based on its unique resources and capabilities.McWilliams and Smart (1993) argue that Porter’s value chain theory lead managers the wrong way by suggesting to develop unique activities based on the resources, even though the activities may not be beneficial to the firm. From the various views it can be seen that Barney’s (1995) approach, based on identifying and focusing on unique resources and capabilities, based on SWOT analysis, is more relevant in analysing competitive advantage in Formula One. Using SWOT analysis we can identify that one of the strengths of Ferrari was the use of component knowledge as a source of competitive advantage.Component knowledge means skills, resources and knowledge related to particular parts of a system. For example, in Formula One it means technical and design skills related to engine, chassis and gearbox. (Pinch et al, 2 003). The Ferrari 12-cylinder engine and 312-T car was a result of component knowledge. In 1975, Ferrari designed a new car 312T, which had a wide low body, powerful 12-cylinder engine and a revolutionary transverse gearbox. All these improved the balance and handling of the car. 312T had a chassis, engine and gearbox combination, which could not be matched by the engine, gearbox combination of the competing cars(Johnson, G et. l, 2008). The component knowledge behind this engine and car could be easily understood, but could not be easily transferred because it was based on firm specific component knowledge and because it didn’t fit in with the systems of other manufacturers; hence it was not used widely. The other strength that was the reason for Ferrari’s success was the use of architectural knowledge as a competitive advantage. Architectural knowledge considers the whole system and the interaction between component knowledge of its various parts (Matusik and Hill, 1 998).It is difficult to transfer architectural knowledge between organisations because it is distinct for each organisation and develops over time. The highly efficient practices introduced by Montezemolo were the architectural knowledge of Ferrari. Montezemola ensured that each team concentrated on a specific task, for example, chassis, gearbox, engine and suspension. This helped avoid conflicts and helped in getting a great car made. The system of having each team concentrating on a specific task to avoid conflicts was also a part of architectural knowledge of Ferrari.Architectural knowledge also helps in determining the ability of organisations to acquire new knowledge. (Zahra and George, 2002). Human resource management was another strength, which was a factor of competitive advantage in Ferrari’s success, as Montezemola recruited the right driver in Nicki Lauda, who could communicate effectively with the technical team. Another of Ferrari’s strengths were the uniq ue resources that it had, like its Maranello factory where it made its own engines and the test track in Fiorano, which is one of the most advanced and sophisticated test tracks in the world, which enabled it to test and develop cars.All these strengths were the reason for Ferrari’s dominance in the 1970’s. McLaren’s domination in the late-1980’s In September 1980 Dennis was appointed as the team principal. Dennis bought in Barnard as a car designer. Barnard had ideas of making the racing car chassis of carbon fibre, instead of metal. Barnard left in 1986 but a lot of progress in car design had been made by then. By SWOT analysis we can identify the strengths of McLaren, which endowed it with competitive advantage. One of McLaren’s strengths during this period was the efficient and disciplined way in which the organisation was run.They prepared carefully for all the races. Many elements that contributed to McLaren’s success are still unknown . This is an example of architectural knowledge being used for competitive advantage. (Pinch et. al, 2003). Good human resource management can be seen to be another strength, which was the reason for McLaren’s success as McLaren had the right people for the job in Dennis and Barnard. Dennis had good managerial skills while Barnard had highly innovative design skills. Dennis, in turn, recruited the best drivers in Senna and Prost, who were crucial to McLaren’s success.Senna was fast and determined whereas Prost was fast and good at tactics. Another of McLaren’s strengths was the use of external linkages of value chain as a competitive advantage, by its collaboration with Honda for engines. All these strengths helped McLaren dominate F1 from 1988 to 1991. Williams’ success in the mid 1990’s Williams developed on the ideas of ground effect, carbon composite monocoque, semi-automatic gearbox and active suspension. Williams considered the driver to be o nly part of the system.Using SWOT analysis we can determine that one of the strengths of the Williams team can be attributed to use of cluster level architectural knowledge as a source of competitive advantage. Cluster level architectural knowledge refers to knowledge shared by groups of organisations in a particular geographical area. Cluster level architectural knowledge also involves common ways of thinking and habits among organisations in the cluster. Hence it becomes difficult for organisations outside the cluster to copy the technologies developed in the cluster.An example of cluster level architectural knowledge can be seen in UK’s ‘Motorsport Valley’. Many technologies used in Formula One cars have been developed here, for example, the use of carbon composite materials, traction controls and active suspension systems (Henry and Pinch, 1999). Brown and Duguid (2001) argue that component knowledge is the ‘cargo’ that is moved around on the â⠂¬Ëœrails’ of cluster level architectural knowledge. The ‘Ground effects’ technology was developed in Motorsport Valley and was first used by Lotus.The Williams team that was in the same area was the one that applied the ‘ground effects’ technology efficiently. Thus, all the technologies developed in the ‘Motorsport Valley’ were transferred to and adopted by Williams, this contributed greatly to its success. (Pinch et. al, 2003). Thus it can be seen that Williams developed strong and unique capabilities in the designing of the car body, chassis and gearbox. Human resource management was another strength, which also acted as a source of competitive advantage. Frank Williams was the founder of Williams and he appointed Patrick Head as the Technical Director.The attributes of entrepreneurial energy and technical excellence helped them to succeed. Patrick Head appointed good drivers like Senna and Prost. Another strength of Williams was thei r external linkages. Their linkage with Renault helped them use the powerful and reliable Renault engine, which complemented their FW15 chassis. All these strengths that acted as sources of competitive advantage led to William’s domination from 1992 to 1994. Ferrari’s return to winning ways after 1999 Montezemela was brought back to Ferrari, as CEO in 1992. He set up a new design department with 50 people.Ferrari’s focus shifted from engine to integration of main parts. The strengths of Ferrari, identified using SWOT analysis, was that value linkages (Porter, 2004), both externally and internally became a source of competitive advantage for Ferrari. Internal linkages were the co-operation between the departments manufacturing engine, chassis and the aerodynamics department. These were crucial in integrating all components of the car efficiently. External linkages were the collaboration with Bridgestone for making customised tyres for Ferrari and with Shell for f inancial and technical support.Another strength identified was good human resource management, which also acted as a competitive advantage by Ferrari’s appointment of Montezemela as chief executive and Schumacher as the driver. Ferrari recruited Schumacher in 1996, who was a great driver and motivator. He communicated well with the engine technicians. The core competency (Hamel and Prahalad, 1990) of Ferrari was the capability of manufacturing powerful engines. Since Ferrari manufactured its own engines they were able to integrate engine, chassis and aerodynamics early in the process. This was the most significant and unique strength of Ferrari.All these factors helped Ferrari win the constructors championship in 1999, after a gap of 12 years. Reasons for Ferrari, McLaren and the Williams teams not being able to sustain their success Using SWOT analysis we can see that one of the major weaknesses of Ferrari, due to which they could not sustain their success, was their lack of dynamic capabilities. Dynamic capabilities mean the ability of firms to adapt their competencies to the changing times and changing external environment. Ferrari needed the dynamic capability to create newer cars, which were more powerful, had better balance and had great aerodynamic properties.Penrose (1959) and Teece (1982) were the first to suggest that, to sustain competitive advantage, firms will need to utilise their firm specific capabilities and also develop new capabilities. Deeply ingrained ideas of architectural knowledge prevent the organisation from acquiring new knowledge. (Henderson and Clark, 1990). Another weakness of Ferrari was their strongly ingrained architectural knowledge that prevented them from initially accepting the ground effects technology, as it was concentrating only on engine design. (Pinch et. al, 2003). Lack of dynamic capabilities to adopt the ground ffects technology and bad human resource management that led to loss of Nicki Lauda from Ferrari, were major reasons due to which Ferrari was unable to maintain its success after 1979. One of the weaknesses of McLaren, identified by SWOT analysis, due to which they were unable to maintain their competitive advantage, was the pulling out of Honda from Formula One. McLaren were not prepared for this and did not have any other good engines to replace Honda. Thus the lack of ability to maintain external linkages as a source of competitive advantage was the one of the reasons for the failure of McLaren.The other significant weakness identified was their not continuing to use human resource management as a source of competitive advantage. The loss of Senna to Williams in 1993 was a big blow to McLaren and they had not developed any new drivers to replace him. The main weakness that was the reason for the decline of Williams was the use of technologies developed by them by other competitors, like Benetton. Their competitors easily replicated their component knowledge. Since their capab ilities could be easily copied they could not maintain competitive advantage in the long term.The death of Senna in an accident left Williams without a good driver. Another weakness was the lack of dynamic capabilities that led to their not having a good replacement for Senna. Renault’s decision to supply engines to Benetton also meant loss of competitive advantage. The inability of Williams to maintain external linkages as a source of competitive advantage was another weakness identified. The main weakness that was the reason for the decline of Ferrari after 2004 was they were not able to adapt their capabilities and external linkages to the changed rules.The strategies that could have been developed by each of these teams to further sustain their period of dominance. Spanos and Lioukas (2001) and Wenerfelt (1984) suggest that Porter’s value chain and the Resource based view are complementary and considering both together can help in sustaining competitive advantage. But from empirical studies conducted by Spanos and Lioukas (2001) it was found that focusing on unique resources and capabilities was more beneficial in sustaining competitive advantage than focusing unique activities in relation to competition.Thus it can be concluded that it is important to consider both your firm specific unique resources and capabilities and to develop activities that are unique in relation to competition in developing strategy, to sustain competitive advantage. Capabilities that are not easily transferable, that cannot be easily copied, that are not transparent and those that last a long time act as significant sources of long-term competitive advantage (Grant, 1991). Walker, (2007), suggests that to sustain competitive advantage a firm must use tactics of offence and defence.Offence involves working towards dominating the competition and defence involves taking steps to maintain the dominant position. Ferrari could have continued their dominance from the 1970à ¢â‚¬â„¢s if they had used opportunities identified using SWOT analysis to develop dynamic capabilities to adopt new technologies like ‘ground effects’ and to recruit other good drivers to replace Nicki Lauda. Miller (2003) suggests that the differences between firms are a source of sustained competitive advantage.Hence it can be said since from all the racing constructors only Ferrari made their own engines and other parts, they could integrate the parts much better. This was another opportunity for Ferrari to use this capability as a long-term competitive advantage and helped extend their period of dominance. McLaren could have used opportunities identified to maintain external linkages as a source of competitive advantage by persuading Honda against quitting Formula One or by developing other external linkages for supplying engines, as a replacement for Honda. They needed to develop dynamic capabilities to have good alternative drivers for Senna.Teece et. al (1997) su ggests that competitive advantage can be sustained by improving efficiency. Hence, considering this theory McLaren could sustain their competitive advantage by improving their efficiencies continuously. Williams could have used the opportunities identified to develop strong architectural knowledge, which would not have been easily replicated by their competitors. The fact that all new technologies like ground effect, active suspension and semi-automatic gearbox were first developed by Williams was the differentiating factor from other racing constructors.Hence by Miller (2003)’s theory Williams needed to use that capability to sustain their competitive advantage. They needed to develop their innovative capabilities in a way that they could not be easily copied. They also needed to develop dynamic capabilities, in terms of other drivers, so that they had a replacement for Senna. To sustain competitive advantage after 2004, Ferrari needed to have dynamic capabilities, which wou ld help adapt their capabilities to the new rules. ConclusionFrom the study of the periods of dominance of various Formula One constructors, it can be concluded that each of the constructors had individual strengths, which they could have used as their core competencies and developed dynamic capabilities to be ahead of the competition. They need to focus on their unique resources, capabilities and develop unique activities, in relation to the competition, to gain competitive advantage. Success in Formula One is dependent on a variety of factors like the cars, the drivers, the management etc. Hence the constructors need to continuously improve their cars and retain their good drivers, to succeed.

School Based Pediatric Obesity Prevention Program...

Education is very important aspect in everyone’s life. Every individual has their own learning style. Every person perceives, interprets and responds to situation in different way (Bastable, 2014, p.61). As a professional person, whenever education interventions are considered, it is necessary to address all age’s populations. Selection of appropriate methods and interventions helps both educators and selected participants. The purpose of this paper is to select appropriate education interventions for childhood obesity. Five nursing researches have selected to address childhood obesity. According to Johnston, et al. (2013), childhood obesity has reached epidemic proportions in the United States with 32.6% children of ages 6-11 overweight†¦show more content†¦Overall, 835 students were selected. Among 835 students, 509 students participated in PFI and 326 students participated in SH study. Description of the participants. All selected students were between ages 7 and 10 and from different ethnic backgrounds. Major ethnic backgrounds participated in study were: Asian 25.3%, Black 23.3%, Hispanic 23.1% and White 28.3%. Among all selected participants 321 students were overweight/obese with body mass index (BMI) greater than 85 percentile, 477 normal weight students with BMI greater than 5th percentile and less than 85th percentile and 37 underweight students’ less than 5th percentile students. Detail of the education intervention. Health professionals assisted teachers, school administration, cafeteria staff and elective staff to create healthier school environment. Health professionals used motivational interviewing approach to enhance motivational changes through exploring and resolving ambivalence for long term behavior changes. Self-help group was provided with integrated healthy messages into existing curriculum but ongoing support was not provided. The main focus of healthy messages were: eat more fruits and vegetables, drink more water and less sugary beverages, increasing physical activity, decreasing snacks, screen time and dining out, eat three servings of low-fat dairy every day, eat healthy breakfast and choose an appropriate portion size (Johnston, et al., 2013). Teachers