Friday, May 22, 2020

Psychology/clockwork Orange Essay - 677 Words

nbsp;nbsp;nbsp;nbsp;nbsp;A Clockwork Orange is a film about a wild and troubled young lad Alex. Alex and his friends (droogs) get a high from inflicting harm upon others. They commit random acts of robbery and rape around London. Alex, as the ringleader, eventually gets caught and is sent to prison. It is in prison that scientists study Alex’s violent behavior. Scientists believed that through special training or a program that his evil ways could be fixed. Alex was subjected to a conditioning program that would create an unpleasant physical reaction to just the thought of doing harm to another person. Skinner’s theories on behaviorism are introduced in these scenes where the doctors are trying to â€Å"cure† Alex. As part of the†¦show more content†¦When the violence and music are together that is when Alex cries he is being cured of his violent tendencies. Classical conditioning is what made Alex feel ill whenever he watched the violent video clips. Another example of classic conditioning is when Pavlov had studied dogs that salivate when they taste food. He called the food the unconditioned stimulus and the salivation the unconditioned response. This was unconditioned because salivating was a natural response to the food. Pavlov then rang a bell before the food was presented to the dog. Eventually the dog associated the sound of a bell with food. The bell is a conditioned stimulus and the salivation the conditioned response. Alex had a similar experience to that of the dogs. The injections he received was an unconditioned stimulus and the sickness was an unconditioned response to the injections. Since the scientists made him watch â€Å"ultra-violent† videos while being injected, he began to associate what he saw with what he felt. The ultra-violence became the conditioned stimulus, and Alex’s sickness without the inject ion became the conditioned response. Skinner however, believes most behavior differs from the classical form of conditioning, he believes in what is called operant conditioning. Operant conditioning is different from classical conditioning because it involves actual behavior. Instead of reflex responses, operant conditioning rewards or punishes a person for actuallyShow MoreRelatedA Clockwork Orange1450 Words   |  6 PagesAnthony Burgess A Clockwork Orange is a dystopian novel set in an oppressive, futuristic state. Published in 1962, A Clockwork Orange is an extremely intense, graphic, and, at times, horrifying novel. A reader begins to question their own values as they become numb and desensitized to the violence at hand. Both behaviorism and free will is occurring throughout A Clockwork Orange. A Clockwork Orange brings up a question, how much control of our own free will do we actually have? Do we reallyRead MoreTriumph of Free Will in Anthony Burgess A Clockwork Orange Essay2638 Words   |  11 PagesTriu mph of Free Will in A Clockwork Orange  Ã‚     Ã‚   Amidst a population composed of perfectly conditioned automatons, is a picture of a society that is slowly rotting from within. Alex, the Faustian protagonist of A Clockwork Orange, and a sadistic and depraved gang leader, preys on the weak and the innocent. Although perhaps misguided, his conscientiousness of his evil nature indicates his capacity to understand morality and deny its practice. When society attempts to force goodness upon AlexRead MoreCritical Analysis Of A Clockwork Orange791 Words   |  4 Pages A Clockwork Orange is a modern science fiction classic that should not be missed. Anthony Burgess describes a very dark and disturbing near future that is scary mostly because it seems so possible. Young thugs and gangs run amok leaving a wake of violence. The only thing more terrifying is the State and their way of dealing with criminals. A Clockwork Orange is told from the first person viewpoint of a young teenage thug named Alex. This viewpoint along with the futuristic street languageRead MoreDystopian Novels : A Dystopian Novel1943 Words   |  8 Pagesthings that go in on in a ‘’normal’’ society. As a reader and writer, you must be able to identify elements of this type of reading to be able to identify themes associated with the writing. It is not always easy to identify. Fortunately, A Clockwork Orange is centered on a cure for mental illness and behavioral modification. These are two ideas that can easily be identified. We find great entertainment with examining what may come of our future. Therefore, these types of readings are importantRead MoreEssay on The Need for Brutality in A Clockwork Orange 4668 Words   |  19 Pages   Ã‚  Ã‚   Burgess A Clockwork Orange, a critically acclaimed masterstroke on the horrors of conditioning, is unfairly attacked for apparently gratuitous violence while it merely uses brutality, as well as linguistics and a contentious dà ©nouement, as a vehicle for deeper themes. Although attacks on A Clockwork Orange are often unwarranted, it is fatuous to defend the novel as nonviolent; in lurid content, its opening chapters are trumped only by wanton killfests like Natural Born Killers. BurgessRead More A Developmental Study Of Alex In Kubricks A Clockwork Orange2066 Words   |  9 Pages A Developmental Study of Alex in Kubricks A Clockwork Orange Synopsis of A Clockwork Orange nbsp;nbsp;nbsp;nbsp;nbsp;In A Clockwork Orange, the main character is that of a mildly young child of 15 who, along with his fellow friends, or quot;Droogsquot;, partake in evenings of Ultra-Violence. Ultra Violence consists of random beatings, theft, destruction, and rape. The main character, Alex, is the self-proclaimed leader of the pack, and makes judgment on their actions pending on his moodRead MoreThe development of the novel in the 20th century1416 Words   |  6 PagesParadoxically, its first recurrent theme was the return to the past, to the primitive, which took the form of the return to the myth of the ancient world and non-European societies. Another recurrent theme was the human mind. The recent development of psychology provided explanations to somehow understand human consciousness and the irrationality of human beings. The most immediate evidence of psychologys influence is the-stream-of-consciousness-technique in literature, introduced by Henry James brotherRead MoreAn Investigation Of The Psychopath1417 Words   |  6 Pageslack of remorse is prevalent in the psychopath, as opposed to the lack of empathy that a sociopath is defined by (Lerner Lerner, 2006). Some of the most infamous characters in popular media and literature are sociopaths. Anthony Burgess’s A Clockwork Orange follows the story of a teenage boy named Alex. In his free time, Alex enjoys raping, breaking into houses, and beating up other people. He feels no empathy for these other people, no remorse for what he does, and thinks very highly of himselfRead MoreEssay about Science and Realism933 Words   |  4 Pagesmost of these ideas range from simply being wrong to flat out impossible. When I say science I am referring to the sciences that are of a physical nature such as biology, chemistry, and physics. Psychology is also a science, but one of a mental nature. The few books that we had that dealt mainly with psychology will not be dealt with in this paper. The first book from the semester was Mary Shelly s Frankenstein. In the story, Victor Frankenstein builds a body over the course of two months from bodyRead More Caregivers Behavior Contributes to Offspring Behavior1143 Words   |  5 Pagesthe development of childhood psychopathology (Lewis, Feiring, McGuffog, and Jaskin, 1984). The connection between avoidant attachment and antisocial or disruptive behavior has most frequently been reported. In relation to Anthony Burgesss A Clockwork Orange the main character and (reliable) narrator, Alex, is the leader in a circle of massive violence and destruction and rape crimes. From the novel we can summarize that Alexs parents were unreliable and inconsistent caregivers. Their lack of influence

Saturday, May 9, 2020

Themes in Education - 7729 Words

THEMES IN EDUCATION ACTION RESEARCH by Eileen Ferrance Northeast and Islands Regional Educational Laboratory At Brown University a program of The Education Alliance ACTION RESEARCH by Eileen Ferrance Northeast and Islands Regional Educational Laboratory At Brown University The LAB, a program of The Education Alliance at Brown University, is one of ten educational laboratories funded by the U.S. Department of Education’s Office of Educational Research and Improvement. Our goals are to improve teaching and learning, advance school improvement, build capacity for reform, and develop strategic alliances with key members of the region’s education and policy making community. The LAB develops educational products and†¦show more content†¦Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change. Practitioners are responsible for making more and more decisions in the operations of schools, and they are being held publicly accountable for student achievement results. The process of action research assists educators in assessing needs, documenting the steps of inquiry, analyzing data, and making informe d decisions that can lead to desired outcomes. This booklet discusses several types of action research, its history, and a process that may be used to engage educators in action research. Two stories from the field, written by teachers about their own reflections on the process, are given as illustrations of action research. Action Research What is Action Research? Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. It is based on the following assumptions: †¢ Teachers and principals work best on problems they have identified for themselves †¢ Teachers and principals become more effective when encouragedShow MoreRelatedCommon Themes Of Inclusive Education Essay1221 Words   |  5 PagesThe Discussion Findings The reviewed literature revealed several common themes regarding inclusive education. The first common theme is teacher attitudes toward inclusion. Almost all of the studies revealed that negative perspectives about inclusive education make schools that try to implement inclusive classrooms likely candidates for failure. One of the primary influencing factors of teachers’ negative perceptions is that of the teachers’ lack of confidence in their ability to teach specialRead MoreThemes Of Education In Waiting For Superman1523 Words   |  7 Pagesemotions attached with the desire for a child to receive the best education that can be offered. Dramatic change and the best education able to be offered are widely associated with charter schools throughout the film. Statistics and comparisons further aid the viewer to conceptualize the importance of charter schools and their beneficial impact on a child’s education. Metaphors are also relied on to emphasize the abi lity education has to produce a life of success or failure. Waiting for SupermanRead MoreA Discussion Of Different Themes Within Education1513 Words   |  7 PagesThroughout this assessment there is a discussion of two different themes within education. The two themes include; the analysis and discussion of; back to basics cultural restoration; and subject based/ topic based curriculum - the control of curriculum organisation. These themes are analysed by comparing and contrasting one another linking to many aspects within education including: teacher morale, educational theorists and influences such as: Social, cultural and political. Maria MontessoriRead MoreTheme Of Education In Heidi By Johanna Spyri1571 Words   |  7 PagesEducation is a key theme in Johanna Spyri’s ‘Heidi’, which is clearly presented through the publication titles of the story: ‘Heidi: her years of wandering and learning’ and ‘Heidi: how she used what she learnedâ⠂¬â„¢. Here, the education Heidi undergoes in the house is informal, which is classified as: Learnings from incidents, radio, television, films, elders, peers, and parents get classified as informal education. Informal learning helps little ones to grow and adapt to the ways and traditions ofRead More Hard Times - The Theme of Education Essay2699 Words   |  11 PagesHard Times - The Theme of Education In this piece I intend to explain how Dickens is trying to represent education in the Victorian era and how he feels about the style of teaching that is widely used during his times. I also intend to make references to how the representation of Victorian schools by Dickens compares, historically to the actual conditions in a school from the Victorian era. As soon as the book begins we are introduced to a style of teaching that is dependent only onRead Moreâ€Å"Theme of Education in Charlotte Brontes ‘Jane Eyre’†2148 Words   |  9 Pagesher search for an identity starts here and has a great impact on her. Jane Eyre provides an accurate view of education in nineteenth-century England, as seen by an 1840s educator. The course of Janes life in regard to her own education and her work in education are largely autobiographical, mirroring Charlotte Brontes own life. Janes time at Lowood corresponds to Charlottes education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 1824Read Moreâ€Å"Theme of Education in Charlotte Brontes ‘Jane Eyre’†2163 Words   |  9 Pagesher search for an identity starts here and has a great impact on her. Jane Eyre provides an accurate view of education in nineteenth-century England, as seen by an 1840s educator. The course of Janes life in regard to her own education and her work in education are largely autobiographical, mirroring Charlotte Brontes own life. Janes time at Lowood corresponds to Charlottes education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 1824Read MoreHow Does Orwell Explore the Theme of Education in Animal Farm?1413 Words   |  6 PagesOrwell Explore The Theme Of Education In Animal Farm? ‘All animals are equal but some animals are more equal than others’. George Orwell writes this toward the end of his highly acclaimed allegory, Animal Farm. From this single statement we can tell quite a bit about Orwell’s views on education which he puts across strongly throughout the novel. A message I see that this statement portrays is that everyone has the right to an education but some people were getting a better education than others at theRead MoreThree Learning Themes Relevant to My Concept of Education Essay examples1939 Words   |  8 PagesIn this essay I intend to discuss three learning themes that I consider relevant to my concept of education. The themes which I have chosen to discuss in this paper are; working in small groups, working independently and working with the gifted and or talented. The first two themes represent the two types of environment which I consider individuals are required to operate within during the course of life. The third I have chosen for the reason that I have previously written on individuals with learningRead More Effects of Religious Education on Theme and Style of James Joyces The Portrait of the Artist as a3465 Words   |  14 PagesEffects of Religious Education on Theme and Style of James Joyces The Portrait of the Artist as a Young Man Although Joyce rejected Catholic beliefs, the influence of his early training and education is pervasive in his work. The parallels between Biblical text and The Portrait of the Artist as a Young Man are abundant. As Cranly says to Stephen, It is a curious thing, do you know, how your mind is supersaturated with the religion in which you say you disbelieve (232). The novel progresses

Wednesday, May 6, 2020

Co -Education Free Essays

Co –education is considered to be best system of education- The most important parameter of countries progress is education . so, it is not whether the school is all of girls or the school is all of all boys the school, so it should be the guiding forces where the schools are built to impart knowledge to the children. Gone are the days when the girls were not allowed to go out by themselves and talking to boys was considered to be orthodox. We will write a custom essay sample on Co -Education or any similar topic only for you Order Now Today can you imagine a workplace without a women . ell times have changed girls today are keeping pace with men and they have to be groomed to face competition amp; challenges in their carrier. Ones this is there any point of segregating the girls and the boys and sending them to different school . co-education provides the right base for child’s education ,beside attaining college and understanding and respect for opposite sex it is also important . it lays foundation for a balanced individual . Co-education helps the boys and girls to intermingle and understand each other well. They become more broad-minded and tolerant towards the opposite gender. They interact freely with one another, thereby overcoming hesitation and shyness. Thus, co-education leads to a healthy and harmonious relationship between boys and girls. Co-education moves out discrimination against boys and girls. Co-education also gives equality to both the sex. In fact boys become more conscious about their habits and behaviour attitude and dressing sense. This not only disciplines the boys but also girls. This also helps in their future life. How to cite Co -Education, Papers

Tuesday, April 28, 2020

R V Bilal Skaf, Legal Studies Research Report Essay Example

R V Bilal Skaf, Legal Studies Research Report Essay Preface: Due to space constraints I will be focusing on the actions taken by and taken against BILAL Skaf solely as opposed to his brother MOHAMMED Skaf. In addition, I will be concentrating on the events which the charges were given rise to on 12 August 2000 and as opposed to 2 separate cases rape cases which Bilal Skaf was also a belligerent for the month of August 2000. I will also be mentioning the recent appeal case in 2008 which reduced the sentences given for the crimes in 2006. R v Bilal SKAF Legal citation of the case: Regina v Bilal Skaf; Regina v Mohammed Skaf [2006] NSWSC 394, 28 July 2006 AND amendment to this decision with the appeal: R v Skaf Skaf [2008] NSWCCA 303, 17 December 2008 Outline the elements of the offence In terms of Actus Reus of committing the guilty and physical act of the crime, Bilal Skaf has been charged with aggravated sexual assault without consent and aggravated sexual intercourse without consent. For the first offence the outline of the occurrence of events are as follows: On August 12, 2000 a 16-year-old girl accepted an offer from Mohammed Skaf to be driven to the city and picked up from her home, Mohammed Skaf had known the complainant for some time, although he had never told her his correct name: she knew him as ‘Sam’. She was then taken to Greenacres Gosling Park where in which Bilal Skaf was the principal assailant in the attack. We will write a custom essay sample on R V Bilal Skaf, Legal Studies Research Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on R V Bilal Skaf, Legal Studies Research Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on R V Bilal Skaf, Legal Studies Research Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He dragged the girl out of the car with the help of several men as she cried and screamed; he then proceeded to have sexual intercourse with her whilst she was being held down. After Bilal Skaf had finished this act, he allowed and encouraged another man who wished to engage with the woman and the man proceeded to have sexual intercourse with the female. This constitutes the second offence charged against Bilal Skaf as being there as an aider and abettor. The first offence  attracted a lengthier sentence than the second offence, in which his liability was accessorial rather than as a principal offender. However the second offence was also a very serious one, remembering that Bilal Skaf was the leader of the group. Additionally there are a number of aggravating factors to be taken into account in relation to Bilal  Skaf  under s21A of the  Crimes (Sentencing Procedure) Act. The factors nclude that the offences involved both the actual and threatened use of violence; that they involved a series of criminal acts, and that they were part of a planned or organised criminal active, but perhaps most significantly is the emotional harm caused by the offence which was substantial, in the words of Matthews, AJ â€Å"given the terrifying and degrading behaviour of her assailants that night, the complainant’s life has since been adversely affected in almost every respect. Describe the factors that might have led to the criminal be haviour Bilal Skaf grew up in an underclass area led to a lack of motivation which resulted in a lack of education. Bilal Skaf grew up as the ‘man’ of the family due to his position as the first born son the family and his father being absent from home. This is important to note as Skaf was likely to avoid discipline when he ‘tests the limits’ which shapes his attitude to school where he flaunts the rules to an extent. He was then expelled from his high school at the mere age of 14 years old, with a lack of school certificate consequently leading him to have a lack of any real career prospects and resulting in Skaf starting to acquire a criminal record and disregard for the law at a very young age. With a lack of a job, Skaf turned to the streets and there he sees he needs to attain respect from his peers, and to gain this respect he will do anything, including breaking the law leading to a shoplifting offence within several months. Dr Leah Giarrtano who researched the case came to the conclusion and may be quoted as saying â€Å"that he possesses what is known as conduct disorder† where the rights of others are persistently violated a factor of great significance. Skaf’s situation was exacerbated when he became so unruly that his parents sent him to his home country of Lebanon for several months in hopes he would become more disciplined but this is likely not the case. It can be assumed that women did enjoy the same freedoms within Lebanon as they did in Australia which is a very likely contributing factor for the manner in which Skaf committed his offences with such ease and without remorse. It is likely Skaf came to resent becoming sent to Lebanon and as result he became much more uncontrollable and as result believed he was the one who would ‘lead’ his group of friends in becoming the principal offender of future offenses. Outline the reporting and investigation of the crime: The complainant identified Bilal Skaf  as her principal assailant on February of the following year of the offence (2001). On 15 February 2001 the complainant identified Bilal Skaf in a crowd at Burwood Local Court as Sam’s brother (Sam being the name/alias she knew Mohammed Skaf by). On the day of 13 March 2001 a record of interview was conducted with Bilal Skaf  in relation to the complainant’s allegations. He refused to answer any questions about the matter. However, he later asked to be re-interviewed, and on the day of 3 April 2001 a further record of interview took place. The task force assigned to the offence had by then obtained records of mobile telephone use on the evening of 12 August 2000, which showed a number of calls between the mobile telephones belonging to Bilal and Mohammed  Skaf  within the period leading up to the assaults upon the complainant. Bilal  Skaf  sought to explain at his version of these phone calls, saying that his cousin Ali was using his, Bilal’s phone to talk to Mohammed. He claimed the next day Ali told him that after leaving Bilal’s house, he had gone to Gosling Park in his van and had sex there with a girl in the company of friends. He relied on this alibi at trial. Detective Walsh gave evidence that Ali Skaf was 180 cm tall, different from that of Skaf, and did not have a scar above his left eyebrow (which the complainant had described her assailant as having a scar above his left eyebrow). Ali Skaf’s statement stated he denied ever having gone to Gosling Park or ever had sex with a woman at this park, along with denying he had ever visited Bilal Skaf’s house that night or told him he had had sex with a woman at the park. It is important to add that on 7 December 2000 the complainant was shown a photo board which contained a photo of Ali Skaf. She did not identify anyone from that photo board. His alibi was inconsistent with the evidence of Ali Skaf. Bilal Skaf told police he did not speak to his brother that night at all except to hand over the phone to Ali. Yet telephone records indicated five calls by Bilal Skaf to Mohammed Skaf that night. There was also evidence, contrary to what Bilal Skaf told police, that Ali Skaf did have a mobile phone and that each of them had their respective numbers stored in each other’s phones. Furthermore, the complainant’s description of the offender did not match Ali Skaf. The jury’s verdict shows that it rejected Bilal’s Skaf’s account and version of events. Explain the role of the courts Due to the severity of the offence, and the nature in which the offense was very much in one of the worst categories of sexual assault the offence was heard in the Supreme Court of NSW; with this court constituted under Supreme Court Act 1970 (NSW). Obviously the court’s role was to achieve justice for the complainant but it is important, especially in a case of this severity, that the rights of the defendant are not overlooked merely due to the widespread publicity of the case. This became the matter in two occasions: 1. When the belligerent Skaf was granted leave to appeal the sentence passed in the decision of Regina v Bilal Skaf [2006] NSWSC 394 in which those sentences were quashed by the Court of Criminal Appeal (R v Skaf Skaf [2008] NSWCCA 303) reducing his sentence in its entirety (due to his current sentences partially being carried out concurrently with each other) by two years on parole. Outline the role of legal representation The Australian legal system requires a defendant a right to a fair trial which includes for an accused to be provided with adequate legal representation regardless of the accused charges, with which Skaf obtained despite backlash and severity of the charges are perceived by the public. As Bilal Skaf refused to give evidence at every single trial he attended, Mr Peter Zahra SC was counsel for Skaf and questioned on behalf of Skaf. In one example, Mr Zahra on behalf of Bilal Skaf, â€Å"challenged the complainant’s identification of him [Bilal Skaf] as her [complainant] principal assailant† which provided a good basis of defence for Skaf as he was lacking in a steady and supported case due to his alibi being completely inadequate and denied by the jury. Later, as the jury found the defendant Skaf was guilty on all counts, this indicates it found against this issue. Further, as it was looking likely that it would be impossible for Skaf to be acquitted of his charges under any line of argument pursued by the defence the last thing which could be resorted to as a fair trial had been conducted was to argue for the sentence. Skaf’s lawyer Mr Zahra asked Justice Mathews to at least consider the lengthy sentence already being served by Skaf and take into account the circumstances of which Skaf dwells in â€Å"very dangerous† conditions in prisons as a supposed loner – when deciding upon his sentence for the August 12, 2000 sexual assaults. Identify the plea: Not guilty. Discuss the factors that affect the sentencing decision A range of factors were taken into serious consideration for the jury when deciding upon their verdict for the events of the night of 12 August, 2000. Firstly, it must be stated that the jury had to be sure to disregard previous convictions for rapes on the 10th and 30th of same months of the rape offence being tried as this would be regarded as grossly unjust in forming a decision and those facts are up to the Judge to use for the penalty decision not sentencing decision. Secondly, an external factor which is established and even exacerbates the decision the jurors make is that of how well society the public as well as the media will treat the sentence; this being a major factor as it is courts responsibility to punish offenders accordingly to the seriousness of the crime and meeting society’s needs while also treating it justly. Judges must explicitly state that jurors are to abide by their oath and so is the circumstance in this case as the judge instructed jurors to confine their consideration to the evidence and facts of the court proceedings with the judge being careful to remind jurors that they are to ignore any publicity. However it can be argued that to what extent this was followed is unknown and some may be doubtful that immense media coverage did not at all influence jurors. The grounds upon which this argument is portrayed was all but removed by the court as was stated   Ã¢â‚¬Å"we accept that in many people’s minds some generalised recollection of the publicity would have continued at the time of the trial, we do not believe it was such to divert a juror from a proper consideration of the evidence. Thirdly, the lack of a willingness to cooperate would not have had a positive influence on the decision of jurors as Skaf refused to cooperate and simply denied his allegations – it can be fairly gathered and argued from this act alone that an innocent person would not forego these means to prove their innocence, this is something that Bilal Skaf simply did not attempt; clearly this fact would have affected the jurors actions and thus the sentencing decision. Explain the penalty given: The primary factors involved in the penalty are the principle of totality being properly imposed, reaching a penalty that satisfies society’s demands so as not to spark media backlash (while could in turn place mistrust in the justice system) as well as meeting the objects of deterrence in the sentence ithout placing a sentence which accumulates to a degree which is so high that it appears overbearingly defeat the purpose of deterrence. Justice Matthews observed â€Å"the present offences are extremely serious, but I could not categorise them as being within the worst category† which affected the penalty decision for the events of 12 August 2000 and did not lead to a full 20 year sentence for both offences. Additionally, when coming to a decision for these circumstance, totality is imperative as characterised in the federal sentencing decision of  Postiglione v The Queen  [1997] HCA 26; (1997)189 CLR 295 as Justice Hughes states: â€Å"the totality principle requires of a judge who is sentencing an offender for a number of offences to ensure that the aggregation of the sentences appropriate for each offence is a  just and appropriate measure of the total criminality involved†. The Court must adjust the prima facie length of the sentences downward in order to achieve an appropriate relativity between the totality of the criminality and the totality of the sentence. This principle is central to an explanation of why this particular sentence was given. As a consequence of this, Justice Matthews noted that given the length of the sentence; it would unfairly impose upon totality if the sentence for Bilal Skaf’s present offences were cumulative upon his already existing sentences. Thus the sentence for the 12 august 2000 was made partially concurrent with Skaf’s present sentence and partially cumulative upon his existing sentences. A stress exists between the principle of totality on the one hand, and, on the other, the need to ensure that a person who deliberately commits a series of separate criminal offences receives sufficient punishment for each of them, partially of course to provide deterrence and partially to satisfy the general public. Skaf’s case, given his existing length sentence he is already serving and the tremendous seriousness of the present offences. With the first factor leaning to a less accumulation of this sentence upon existing while the second factor favours a greater accumulation. Bilal Skaf received his sentence and the first date he will become eligible for release on parole will be 11 February 2033. Bibliography Supreme Court of New South Wales sentencing 28/07/2006. Last Updated: 3 August 2006 http://www. austlii. edu. au/au/cases/nsw/NSWSC/2006/394. html Supreme Court of New South Wales Court of Criminal Appeal Decisions 17 December 2008. Last Updated: 22 December 2008 http://www. austlii. edu. au/au/cases/nsw/NSWCCA/2008/303. html Supreme Court of New South Wales Court of Criminal Appeal Decisions, 6/05/2004. Last Updated: 23 April 2008 http://www. austlii. edu. au/au/cases/nsw/NSWCCA/2004/37. html SAMANTHA WILLIAMS. (2005,  September  18). Leniency for rapists wheres the justice  :[2 State Main Country Edition]. The Sunday Mail,p. 53. Retrieved December 4, 2010, from ProQuest ANZ Newsstand. Document ID:  897803791). SAMANTHA WILLIAMS. (2005,  September  17). Scales of injustice making the victims pay  :[1 State Edition]. The Daily Telegraph,p. 23. Retrieved December 5, 2010, from ProQuest ANZ Newsstand. (Document ID:  897418531). Cindy Wockner. (2010,  July  3). We cant forget and well never forgive men who stole our innocence Skaf gang rapes 10 years on. The Daily Telegraph,13. Retrieved December 5, 2010, from ProQuest ANZ Newsstand. (Document ID:  2071800311). Shame on system not the victim  :[2 Extended Metro Edition]. 2005,  February  4). The Daily Telegraph,p. 32. Retrieved December 8, 2010, from ProQuest ANZ Newsstand. (Document ID:  788531171). NSW: Timeline of crimes and trials of Bilal Skaf. (28   July). AAP General News Wire,1. Retrieved December 9, 2010, from Academic Research Library. (Document ID:  1084718171). Criminal Procedure Amendment (Evidence) Bill 2005 2nd reading speeches (2R): http://www. parliament. nsw. gov. au/prod/parlment/nswbills. nsf/d2117e6bba4ab3ebca256e68000a0ae2/2c1150a2ad6e347fca256fb1001c4f0f/$FILE/C1505. pdf

Friday, March 20, 2020

Kota Fibres, Ltd Essays

Kota Fibres, Ltd Essays Kota Fibres, Ltd Essay Kota Fibres, Ltd Essay Case Report for Kota Fibres, Ltd. Group 7 BA 141 (WFY) 8/11/2010 Table of Contents Point of View . 1 Case Context .. 1 Problem Definition .. Framework of Analysis . 1 Analysis . 2 Decision 6 Justification of Decision .. Implementation of Decision.. 7 Appendix .. 8 Bibliography 33 EXECUTIVE SUMMARY The group took the point of view of management for the case of Kota Fibres, Ltd. The goal of maximizing shareholder wealth was the backdrop against evaluations of the company’s health and proposals to improve the same were made. Kota Fibres’ main problem was fairly straightforward: the management of the company’s cash holdings was inefficient. This was reflected in the smaller problems that the company faced in 2001. An evaluation of the company’s profitability showed increasing price competition; liquidity, a dispiriting debt position; efficiency; a long cash conversion cycle; and leverage, increasing dependence on borrowed capital. Coupled with unfavorable market conditions, the events responsible for Kota Fibres’ financial health confirmed the company’s weak cash position. Cash flows were not only weak, but they were also drained by large dividend distributions. Management paid high dividends to shareholders for many years under the misapprehension that reinvesting in it in the business was necessarily riskier. Ironically, it was keeping cash out of the business that increased credit risk, devalued Kota Fibres as a manufacturing firm and reduced shareholder wealth. In addition to cutting back on dividend distributions (at least until the company stabilized), the group also recommended implementing the Transportation manager’s proposal of reducing the rawmaterial-inventory requirement to 30 days to improve the company’s cash position and meet the demands of the heavy production and selling season ahead. I. Point of View: Management II. Case Context Kota Fibres, Ltd. was founded in 1962 to produce nylon fiber at its only plant in Kota, India. The company supplies synthetic fiber yarns to a steady ranchise of small local textile weavers that produce colorful cloths for making saris. The synthetic-textile market in India within the time frame of the case was driven by competitions in price, service and credit. For Kota Fibres, a large end-customer base of nearly 500 million Indian women and a relatively inelastic demand for its synthetic fiber yarns made the company a profitable enterprise. In fact, unit growth in the industry was exp ected to be 15 percent per year. However, Kota Fibres’ profit margins began to thin due to increasing price competition in the market. Management, in turn, adopted a seasonal production cycle that regrettably generated seasonal training and set-up costs and labor unrest. Moreover, operating expenses were estimated to be 6 percent of sales in 2001, a figure higher compared to last year’s. Interestingly, this was due to the addition of a quality-control department, for which there had been no indications of a need for one, and the three young nephews of Mrs. Pundir, in whom she hoped to build an allegiance to the family business. She also proposed to pay dividends of Rs500,000 per quarter to only 11 individuals who held the entire equity of Kota Fibres, Ltd. Incidentally, these 11 individuals were members of her extended family. III. Problem Definition: Mrs. Pundir’s management of Kota Fibres’ cash is inefficient. Because the company is already anticipating the heavy selling season, the problem thus requires a solution that will generate cash inflows in the immediate future. IV. Framework for Analysis A. Gaining Familiarity B. Identifying the Problem C. Recognizing Sub-problems D. Identifying Goal/s E. Analyzing the Case F. Recommendation V. Analysis A. Gaining Familiarity Please refer to the Case Context above. B. Identifying the Problem Please refer to the Problem Definition in the previous page. C. Recognizing Sub-problems In 2001, Kota Fibres faced several sub-problems that reflected, if not confirmed, the inefficient management of the company’s cash holdings. Frequently overdrawn bank account Unpaid excise tax Delayed customer deliveries suspended collections of sales Impaired credit profile Large dividend distributions D. Identifying Goal/s 1. To determine how the proposals of Mrs. Pundir’s middle-managers may improve Kota Fibres’ cash position 2. To provide Kota Fibres with an improved financial plan to present to the bank that will qualify the company for an extension of credit, in order to meet the demands of the heavy selling season ahead E. Analyzing the Case Part 1: An evaluation of Kota Fibres’ profitability, efficiency, liquidity and leverage The following were attributed to the company’s position in the market and additions to operations: CGS and OPEX increased by nearly 50 percent in 2001 from the base year. Net profit was reduced by 60 percent in 2001. (Refer to Table 2, Figures 5, 7 to 10). Net and operating profit margins decreased from 1999 to 2000 by 3 percent and from 2000 to 2001 by 2 percent. (Refer to Table 1, Figure 6). Decreases in EBIT and net profit ? decrease of 10 percent in ROA and ROE in 2001 (Refer to Figures 4 to 6, 13) Notably, interest expenses grew about a 100 percent in the same year, which implied that the company planned to borrow more money in 2001. (Refer to Figures 11 and 12). The company’s liquidity position fell about 200 percent in 2001 because of a 400 percent increase in notes payable to the bank in the same year. (Refer to Figure 14). Kota Fibres’ cash holdings were only 5. 3 percent of total assets in 2000 and even fell in 2001. This percentage barely covered half of the company’s current liabilities and alerted the group to the possibility of bankruptcy. (Refer to Table 6, Figure 22). Kota Fibres’ working capital was only 24 percent and 14 percent of total assets in 2000 and 2001, respectively. (Refer to Figu re 17). The group expected a higher figure, especially for a manufacturing company, but learned that the company’s cash position might have been responsible for the drop in the figure. There was also a sharp fall in Kota Fibres’ equity-debt ratio due to a 200 percent increase in total debt in 2001. Refer to Figure 15). The company’s forecasted debt position was dismal thus far. Kota Fibres’ inventory, accounts receivable and accounts payable turnover ratios decreased in 2001 because inventory, A/R and A/P increased in the same year. Figures for days inventory and average collection and payment periods increased consequently, resulting in an operating cycle of 18 days in 2000 and 21 days in 2001. (Refer to Figure 19). However, when the averages of inventory, A/R and A/P for the year ending 2001 were used in determining the turnover ratios, new figures showed that the company was actually terribly inefficient. Seasonal fluctuations in inventory, A/R and A/P accounted for averages higher than the ending balances of the same in 2001. These, in turn, produced a figure of 72 days for cash conversion cycle. (Refer to Figure 20). In other words, the company doesn’t expect to realize cash from its acquisition of inventory within intervals of nearly three months in 2001. The following were the reasons why the bank didn’t extend any more credit to Kota Fibres: Poor cash holdings Increases in interest obligations and decreases in EBIT decreases in nterest coverage ability from 1999 to 2001 (Refer to Figure 21) Declining cash-debt coverage figures (Refer to Figure 22) Despite having an equity-based financial structure, ratios for leverage revealed that the extent of non-owner claims to Kota Fibres’ assets in 2001 nearly tripled from 2000. Likewise, assets were thrice more funded by creditors in 2001. (Refer to Figures 23 and 24). Unfortunately, the increases in Kota Fibresâ€⠄¢ borrowing activities in 2000 were neither supported by increases in cash inflows nor supportive of possible cash inflows. In fact, the company may need to borrow some money from the bank in order to maintain a cash balance of Rs750,000 in 2001. (Refer to Figures 25 and 26). Part 2: An evaluation of the proposals of Mrs. Pundir’s middle-managers. Assumptions made for each proposal are as follows. Extend current credit terms of 45 days to 80 days for Pondicherry Textiles. Rs6,000,000 Sales: 1. Because Pondicherry Textiles was expected to purchase from Kota Fibres across the year, the group allocated Rs6M throughout 2001 according to the purchase pattern of the latter’s customers. 2. Collections from the sale to Pondicherry Textiles were reflected after 80 days of forecasted sales made for every month in 2001. (Refer to Tables 8 and 9) Reduce raw-material inventory requirement from 60 days to 30 1. Raw materials per month of 2001 = 55 percent of sales expected to be made two months later. 2. Raw materials turnover ratio = CGS/Raw materials 3. Days raw materials = 360/RM turnover 4. Because the same amount of material will be purchased by Kota days. Purchases: (same) Fibres, only the requirement for days raw materials was changed- 60 to 30 days (Refer to Tables 10 and 11) Accept Japanese firm’s proposal to supply expected to be made two months later on a just-in-time basis, which may reduce pellets inventory to 2 (or 3) days outstanding. 1. Pellet-RM per month of 2001 = 35 percent of 55 percent of sales 2. Pellet-RM turnover ratio = CGS/Pellet-RM polyester pellets , 3. Days pellet-RM = 360/Pellet-RM turnover 4. Because the same amount of pellets will be purchased by Kota Fibres, only the requirement for days pellet-RM was changed- 60 to 2 days. (Refer to Tables 12 and 13) Implement a scheme of level production. annual 1. In economics, the cost of producing a good is the cost of its factor input. The group decided to simplify the implementation of this particular proposal by equating the cost of production with the cost of labor. 2. Figures for net sales were used in the computation of GPM, which was adjusted to reflect labor savings in OPEX. (Refer to Tables 14 and 15) The effects of each proposal were made to reflect in the Schedule of Cash Receipts and Disbursements, supported by adjustments made to the Forecast T-Accounts. Each proposal was implemented, that is, â€Å"plugged into† the existing schedule and t-accounts, independently. Tables 8 to 15 show that the second proposal produced the least amount of debt outstanding, Rs2,704,866, at the end of 2001. By reducing the length of time that inventory was held in the warehouses, decreases in storage and holding costs significantly reduced operating expenses. Mrs. Pundir’s original forecast for Debt Outstanding was Rs3,463,701. [Note: Though the third proposal reduced the original forecast for debt outstanding to Rs3,017,128, the effects of implementing the same show a slightly higher figure for Purchases because such raw materials were purchased more often. Refer to Tables 5 and 12). ] The same proposal also produced the greatest percentage for cash as a percentage of total assets- nearly 5 percent. Though the first proposal increased A/R the most, cash collections were far in between due to the extension of credit terms. Consequently, this proposal produced the largest amount of debt outstanding at the end of 2001. (Refer to Table 5). Net cash inflows of Rs46,814 under the first proposal and Rs287,850 under the second proposal were used to pay the bank in December. Refer to Tables 8 and 10). The last two proposals produced not only the second and third largest amounts of debt outstanding, respectively, but also the only net cash outflows, the amounts of which were subsequently borrowed from the bank. (Refer to Tables 5, 12 and 14). Table 1 shows a ratio analysis of the effects of the implementation of each proposal. F. Recommendation The group recommends the implementation of the Transportation manager’s proposal to reduce the raw-material-inventory requirement from 60 days to 30 days. VI. Decision Tables 10 and 11 show the effects of the implementation of the second proposal on the Schedule of Cash Receipts and Disbursements and on the Forecast T-Accounts. The same figures show that Kota Fibres is still indebted to the bank in the amount of Rs2,704,866. In addition to the implementation of the second proposal, the group recommends the proposed yearly dividend distributions (Rs2,000,000) to be reinvested in the company and be used to pay the bank. The group also recommends the issuance of equity securities to raise funds to pay the balance. Furthermore, the group advises management to consider equity financing in raising funds for heavy selling seasons in the future. For now though the group believes that the recommendations given thus far will be sufficient to satisfy the immediate production and selling needs of Kota Fibres. VII. Basic Justifications of Decision The large dividend distributions that Mrs. Pundir made to the company’s 11 shareholders (also members of her extended family) were primarily accountable for the company’s poor cash position. The Pundir family believed that excess funds retained in the business were at greater risk than the

Tuesday, March 3, 2020

NCAA ACT Scores What You Need to Qualify

NCAA ACT Scores What You Need to Qualify SAT / ACT Prep Online Guides and Tips If you’re a student athlete who wants to play in NCAA Division I or Division II sports in college, then this article is for you! We’ll review NCAA’s eligibility criteria for your GPA and ACT score,which NCAA compares using a sliding scale. More importantly, we’ll give you the tips and strategies you need to achieve the NCAA ACT scores required for passing the clearinghouse. First, let’s quickly review how your grade point average, or GPA, is determined. How NCAA Calculates and Considers Your GPA NCAA considers the GPA of your high schoolcore courses. These include the following: Four years of English Three years of math at the Algebra I level or higher Two years of natural or physical science (one lab if offered at any high school attended) One year of additional English, math, or natural/physical science One year of social science Four years of foreign language, philosophy, or comparative religion Check out your own high school to see which of its courses qualify as NCAA core courses. This means thatyour core course GPA might be a little different than the one reported on your transcript, which is an average of all the courses you've taken in high school. GPAs are calculated on a 4.0 scale. The chart below shows how letter and percentage grades translate to this 4.0 scale: Letter Grade Grade Point Percentage A 4.0 94-100% A- 3.7 90-93% B+ 3.3 87-89% B 3.0 83-86% B- 2.7 80-82% C+ 2.3 77-79% C 2.0 73-76% C- 1.7 70-72% D+ 1.3 67-69% D 1.0 60-66% F 0.0 0-59% Since NCAA compares your GPA and ACT score, let’s review how the ACT is scored. With this understanding, you’ll be able to determine exactly what ACT scores you need and how to achieve them. Review: How Your ACT Score Is Calculated For a detailed explanation of how the ACT is scored, check out our article here. The gist is that the ACT has four sections: English, Math, Reading, and Science.Each of these sections is scored on a scale from 1 to 36, and these four section scores are averaged together to give you a composite score, also out of 36. That said, your composite score doesn’t really matter for NCAA.Instead, NCAA adds your section scores together to get a sum score.So your sum score willbe at least 4 and at most 144 (36x4). Before you get a scaled score from 1 to 36, each section receives a raw score.Your raw score is simply the number of questions you answered correctly on each section. The chart below gives an example of how raw scores can convert into scaled scores. Why is this important? Once you know your target score,you can determine how many correct answers you'll need to get that score- and how many questions you can essentially ignore. Note that the ACT does not deduct any points for wrong answers, so you should still fill in answers to any questions you’ve skipped. You might get lucky and add a point or more to your raw score! An example of an official ACT score conversion chart (from raw to scaled). (Source: ACT.org) How NCAA Considers Your ACT Scores As you read above,NCAA adds your section scores from English, Math, Reading, and Science into a sum score.For example, if you got a scaled score of 20 on all four sections, your sum score would be 80 (20 + 20 + 20 + 20 = 80). If you take the ACT more than once, NCAA will take your best section scores from any dates.In other words, NCAA will mix and match your highest section scores to get your highest possible ACT sum score. Now, let’s move on to the really important part: how NCAA compares your GPA with your ACT score. NCAA Eligibility: The Sliding Scale For Division I players, NCAA uses a sliding scale that compares your core GPA and ACT scores. If you have a higher GPA, you can meet the eligibility requirements with lower scores. Conversely, if you have a lower GPA, you'll have to make up the difference with higher ACT scores. With a 2.8 GPA, for example, you'd need an ACT sum score of 57 in order to meet the NCAA ACT requirements. You could either aim to score the same on each section- say, around 15 out of 36- or a little higher on some sections and lower on others (depending on what your strengths are). By contrast, for Division II, up until 2018 you'll need a minimum core GPA of 2.0 and a minimum ACT sum score of 68. To reach this score, you could score around 17 (out of 36) on each section, or a little higher or lower in some. From August 2018 onward, however, Division II players will be on a sliding scale like Division I playersand will need at least a 2.2 core GPA. These charts show the sliding scale to qualify for Division I and Division II teams. You will need at least a 2.3 GPA to qualify fully for Division I and at least a 2.2 GPA to qualify fully for Division II. Students with GPAs between 2.0 and 2.3 may qualify for Academic Redshirt for Division I, meaning they'll get athletic aid and practice but will be unable to compete.Similarly, students with GPAs between 2.0 and 2.2 may qualify as Partial Qualifiers for Division II. Partial qualifying scores are in parentheses for Division I only. Division I Division II (beginning Aug. 1, 2018) Core Course GPA ACT Sum Core Course GPA ACT Sum 3.550 above 37 3.300 above 37 3.525 38 3.275 38 3.500 39 3.250 39 3.475 40 3.225 40 3.450 41 3.200 41 3.425 41 3.175 41 3.400 42 3.150 42 3.375 42 3.125 42 3.350 43 3.100 43 3.325 44 3.075 44 3.300 44 3.050 44 3.275 45 3.025 45 3.250 46 3.000 46 3.225 46 2.975 46 3.200 47 2.950 47 3.175 47 2.925 47 3.150 48 2.900 48 3.125 49 2.875 49 3.100 49 2.850 49 3.075 50 2.825 50 3.050 50 2.800 50 3.025 51 2.775 51 3.000 52 2.750 52 2.975 52 2.725 52 2.950 53 2.700 53 2.925 53 2.675 53 2.900 54 2.650 54 2.875 55 2.625 55 2.850 56 2.600 56 2.825 56 2.575 56 2.800 57 2.550 57 2.775 58 2.525 58 2.750 59 2.500 59 2.725 59 2.475 60 2.700 60 2.450 61 2.675 61 2.425 61 2.650 62 2.400 62 2.625 63 2.375 63 2.600 64 2.350 64 2.575 65 2.325 65 2.550 66 2.300 66 2.525 67 2.275 67 2.500 68 2.250 68 2.475 69 2.225 69 2.450 70 2.200 70 above 2.425 70 2.400 71 2.375 72 2.350 73 2.325 74 2.300 75 (2.275) 76 (2.250) 77 (2.225) 78 (2.200) 79 (2.175) 80 (2.150) 80 (2.125) 81 (2.100) 82 (2.075) 83 (2.050) 84 (2.025) 85 (2.000) 86 Once you know your GPA and what ACT score you need to qualify, how can you get these scores? Read on for our top tips and strategies. How to Hit Your Target ACT Scores for NCAA: 5 Tips Once you've figured out your target ACT scores(based on your GPA using the sliding scales above), what steps can you take to achieve them? Read on for our top five tips for ensuring you do well on the ACT and qualify for NCAA. #1: Play to Your Strengths Since NCAA adds together all your section scores, all sections of the ACT are equally important and require test prep. However, since there is no minimum score needed per section, you can achieve your target sum score with any combination of section scores. In short, you can play to your strengths. What subjects are you stronger in? Which subjects aren't your forte? If you love English but feel as though math messes with your head, you could, for example, aim for a higher score on the English and Reading sections than you do on the Math section. While you definitely need to prep for all sections, it's OK to define different target scores for English, Math, Reading, and Sciencedepending on your strengths and what you can realistically achieve with the time you have to prep. #2: Devise a Strategy Once you have your target scores defined, take a look at the sample raw score chart above. How many questions do you need to get right in order to hit your goal score? If you need an 18 in English, for example, this means you'll need to get 17-19 questions right (aim for at least 19). That's less than ⅓ of all the English questions! As you’re taking the ACT, don’t waste time on the really hard questions; seek out questions you can confidently answer. At the same time, don’t leave any questions blank. As I mentioned above, there's no penalty for wrong answers, so you might as well guess. If you skip any questions, leave a little time at the end of the section to fill in the rest on your bubble sheet. You might also be able to improve your scores by retaking the ACT. Start early to make sure you have enough test dates. #3: Get Training As with the rigorous hours you put in for your sport, you need to step up to some serious training for the ACT. Doing well on the ACT isn't just about showing up and being smart- it’s about how prepared you are. Studying will help you get better, just as practices allow you to improve as an athlete. This isn’t a metaphor- it’s how any skill is developed. Believing that you can grow and get better is a big part of clearing the way for growth to actually happen. As you've probably felt during exhausting practices and games, a huge part of performing is winning this mental battle. These values of dedication, effort, discipline, and internal motivation will help you on the ACT and carry you through your career as a student-athlete in college. Figure out your strengths, drill your weaknesses, and keep up your drive and hunger to achieve your goals. #4: Find Time Finding time for test prep is easier said than done, especially with your packed schedule of school, homework, practices, games, and a social life. Create a schedule and set aside specific time for ACT studying to ensure you prep enough. As you take official ACT practice tests, time yourself the way the real test will be timed. This will let you get used to the pacing of the questions in a short amount of time, and help you understand your own stamina and what you need to do to keep up your focus and energy levels. #5: Use the Right Materials You wouldn’t train for baseball with a Wiffle ball just as you shouldn’t train for the ACT with subpar materials. High-quality test-prep questions are a must for preparing you for the ACT and breaking down the skills and content you need to master within each section. These include official practice tests, prep books, and websites. For more tips on prepping for the ACT,check out our free ebook. In addition,ACT Questions of the Dayare an easy and convenient way to add some extra test prep. These can be accessed online or on your phone. By starting months ahead of the test, ACT QOTD will familiarize you with a variety of problems and help you figure out what types of questions, if any, need extra attention. Conclusion: GPA and ACT Score Requirements for NCAA By being aware of NCAA ACT and GPA requirements well ahead of your application deadlines, you will have enough time to train for the ACT, retake the test if needed, and ensure that you meet the NCAA eligibility criteria. As an athlete, you likely know that training and practice make all the difference. By applying those same skills of self-discipline and internal motivation to your ACT prep, you will be able to take your career as a student-athlete to the next level at the college of your choice! What’s Next? Ready to start prepping for the ACT? Check out these free ACT practice test PDFsand learn key strategies to make the most of your test prep. In addition, get tips on how to make your own ACT study schedule. Need help setting a target ACT score?Go through our step-by-step guide to figure out what ACT score you should aim foras well as how you can achieve it. Be strategic on the ACT, but make sure you’re going about it the right way. Check out the top mistakes students make when guessing on the ACT. Want to improve your ACT sum score by 16 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT sum score by 16 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Sunday, February 16, 2020

Senior Students in Business Major with Higher GPA Tend to Pursue their Research Paper

Senior Students in Business Major with Higher GPA Tend to Pursue their Masters Degree - Research Paper Example It is not also sufficient to supporting a family and  meeting  of the full responsibilities involved in citizenship. In various countries, students are beginning to  attain  and surpass this  educational  achievement. Therefore, they aim at pursuing a Masters degree after attaining  high  GPA in their major. There is also the  issue related  to fast growing segments of the population in the  world. This is  where minorities and low-income students have been the least successful through the educational system.  Therefore, there is the need for improved performance in order to  sustain  the health of the  society  and  meeting  aspirations and hopes for a satisfying life. This calls for the students that have attained higher GPA to be among the best educated people in the world through pursuing the Masters degree. Additionally, the students that have the desire to achieve the best in their lives do not  set  the limits for their success. They t end to continue to the  achievement  of their full potential. These are substantial for  students  to continue with the Masters degree in order to achieve in their lives. These students understand what they  need  to  achieve  from the education systems. ... Business-Higher Education Forum (2004) explains that the businesses leaders have been persistently urging more attention to education, asserting the knowledge and  skill  of the workforce. This  is considered  to determine the economic future. This is In order to meet these expectations; nearly every student with the higher GPA  is encouraged  to enroll for the Masters degree. Different people have been  dependent  on university faculty for the discovery of new knowledge, in order to be applied it to solving the practical problems. This facilitates enhancing the community and peoples living standards. In these universities, students that have the  perfect  contribution to the provision of  knowledge  are those that are Mastering. Therefore, it would be in the desires of every student who is achieving to be associated with the  effort  of providing the  knowledge. According to Business-Higher Education Forum (2004), researchers in the field of education p ropose that among the American degree holders from the business schools foreign-born individuals’ account for 16 percent of bachelor’s degrees, 30 percent of Masters Degrees, and 29 percent of doctoral degrees (Business-Higher Education Forum, 2004). Business-Higher Education Forum (2004) explains that the immigrant students in the United States in business schools have been beneficial for their countries and the rest world. This is because many of them  seek  the Masters Degree programs for the U.S and longer rely on the imported brainpower in their countries. Therefore, there is a growing need of the students in their degree programs in various universities around the world to  pursue  the Masters degree after achieving higher GPA. The students with the higher GPA  are also encouraged  to  pursue  the Master