The Concept of Adult Education and Its Various Aspects

Diseases essays

Diseases essays There are many different kinds communicable diseases. Small pox happens to be one of them. The cause of it is contact with the person who has it. It is also caused by a virus. This means just being around the person who has it. No direct contact is needed. The symptoms of it are a fever and a pimple like rash that grows. The bumps are full of pus which look very gross. Treatments for it are to get a vaccination before you get it or before you start to get a rash. Influenza also known as the flu is also a communicable disease. The cause of it is direct contact with people such as touching other peoples hands. Airborne droplets from infected people is also another way of getting the flu. Symptoms of the flu are, a fever, aches, coughing, tiredness, and weakness of breath. Treatments for it are getting a lot of bed rest, having good nutrition, and drinking plenty of fluids. You can also get a vaccination before you are infected with the virus which protects you from it. Chronic bronchitis is not a communicable disease. It is caused by bacteria, various viruses of the common cold, and smoking. Symptoms if it are a persistent cough, wheezing, respiration, and heaviness in the chest. Treatments for it are trying to reduce the cough which means taking certain kind of cough suppressants. Cerebral palsy is also a non-communicable disease. The cause of it is toxic substances in the mothers body at the time of giving birth and during the pregnancy. A symptom which can lead to the disease is lack of oxygen at birth. Treatments for it are steroids and methotrexate and folic acids. ...

Ethics Class- Euthanasia Essay Example | Topics and Well Written Essays - 4000 words

Ethics Class- Euthanasia - Essay Example The article also takes a stand in favor of passive euthanasia, under certain guidelines and conditions only. Definition of euthanasia and key terms attached to it: Euthanasia is derived from a Greek word that means ‘good death’ (eu- good and thanatos- death). It is actually a practice adopted to terminate the life of terminally ill patients so as to end their suffering, which is intractable and unbearable. As Cundiff frames it, â€Å"the decision to allow a terminally ill person to die usually comes after multiple treatments have failed to cure or control a patient’s disease and the prognosis is poor. Patients themselves, and family members, begin to appreciate that further heroic treatment would only prolong suffering and dying and not give a realistic chance at remission or recovery (Cundiff, p.3)1. The American Medical Associations Council on Ethical and Judicial Affairs defines the term as follows "Euthanasia is commonly defined as the act of bringing about the death of a hopelessly ill and suffering person in a relatively quick and painless way for reasons of merc y. In this report, the term euthanasia will signify the medical administration of a lethal agent to a patient for the purpose of relieving the patients intolerable and incurable suffering† (cited in Le Baron, Definitions)2. There are two main forms of euthanasia in practice, voluntary and involuntary euthanasia. Voluntary euthanasia is performed with the consent of the sufferer. It may be in the form of a written directive or it may also be given as advance directions, to be performed later. Involuntary euthanasia is performed without the consent of the patient and is done with the permission of the closest relative of the sufferer. The other forms of euthanasia are active euthanasia and passive euthanasia and assisted suicide. Active euthanasia involves mercy

Walmart's Purchasing Strategy Coursework Example | Topics and Well Written Essays - 750 words

Walmart's Purchasing Strategy - Coursework Example The purpose is to keep the manufacturing company’s running. In addition, Walmart, supplies stores from their own warehouse and replenishes in two days on average. The pricing strategy is a method adopted by an organization to position a product. It usually depends on the average costs, customers’ perceived value of the competing product (Marburger, 2012). Walmart offers goods at low prices and it is widely known for this. The slogan â€Å"everyday low prices† has helped the company make major decisions, including the use of technology, distribution, and marketing. The company’s mission is to offer the lowest price and to keep cutting costs to offer the lowest price than its competitors. The company’s aim has always been to price the products at lowest so that they can maintain their customers as well as to have more customers purchase from them. Walmart creates a perception strategy that the prices of its products are lower, thus making customers continue shopping at Walmart. They place a very low priced fast moving item at a strategic spot in each store section. This makes the customers have the perception that since the staring item is at a lower price, and then all other items have low prices. Additionally, Walmart has focused on small towns that face neglection by competitors by introducing the everyday low price concept to grab their potential. The concept promised the customers of a wide variety of goods, branded and unbranded, at low prices. Walmart provides goods that are 15% cheaper compared to its competitors and as a result, it gained loyalty to the rural customers. This helps Walmart generate more profit due to its large volumes. This has been a key contributor to the company’s growth in many years. Moreover, the company checks the receipts of customers who have shopped elsewhere. If they find that an ind ividual paid too much for the goods in

Impact of Internet on Society Research Paper Example | Topics and Well Written Essays - 3250 words

Impact of Internet on Society - Research Paper Example To what extent have the governments embraced the Internet as a tool for development? This research seeks to find out what governments need to address so as to make the Internet a tool for development. While many researchers have tackled this topic, there is a gap with regard to the failure of developing countries to entirely invest in the Internet. Besides, many of these researchers have not fully addressed the significance of the Internet in key sectors that touch on the youth. The youths from the majority population in most of these countries. There is silence on the relationship between the Internet and pluralism, and this report seeks to deal with that. In conclusion, the Internet revolution needs the government to be in control of it as opposed to being laid back as it seems at the moment. This is a challenge to developing countries to rethink the significance of the Internet. Introduction Problem statement â€Å"Impacts of internet in developing countries have not been fully a cknowledged.† Explanation Almost everybody in the world knows something about the phenomenon called the Internet. It has sparked a lot of excitement. Most governments in the third world countries perceive internet to be a youth’s issue. They tend to underestimate the influence of the Internet on the growth of the economy. More importantly, they tend to imagine that Internet is a short time happening. This has caused the government not to invest in the necessary infrastructure to facilitate growth through internet. In most developing countries, the Internet is appreciated by the private sector. The governments remain rigid. This has caused the citizens to lose quality services and opportunities that come through internet. The few sectors that have experienced growth through internet tend to be downplayed. This is the reason we must do this research. We have to demonstrate to third world countries that internet and economic growth cannot be separated in modern times. In d oing this, we have to point out some of the visible impacts of the Internet. The Internet is a combination of two words which are â€Å"international† and â€Å"network.† It is a phenomenon that has helped link the world so that it operates like a unit. It has created a platform that cuts across international boundaries and continents. People of different races and cultures can now interact and share ideas and opinions at a click of a mouse (Atwood & Gallo, 2011). More and more computers are continuing to be manufactured. It is fascinating to observe that computers are considered less useful unless they are connected to the Internet. This is because the effectiveness of a computer is being made to depend on Internet connection. According to Botha and Bothma (2008), people have already felt a tremendous change. The Internet has become an immensely key aspect of growth and development. Children in schools are being taught how to use it. In high school, it is one of the m ajor subjects. More and more computer-related degrees and diplomas are being awarded.  Ã‚  

Human Rights In A Democratic South Africa

Human Rights In A Democratic South Africa In the South African Constitution, citizens are given many different rights. The right to education is specifically important because it builds and largely determines the future of the next generation. Since I am in a privileged position regarding education, attending a private school, I have decided to research the right to education of all South Africans. My aim is to find whether the right to education which are guaranteed in our constitution to both children and adults are realised in the daily lives of all South Africans. My research is focused on high school education (i.e. Grade 8 to Grade 12). This is the phase which forms the foundation for Matric results. Analysing the Grade 12 results across all sectors of our population along with other primary and secondary sources will give a good indication of whether the right to Education is realised in South Africa. I predict that the rights to education are not fulfilled across all races and income groups in South Africa. Review of Literature The research done on existing information regarding the right to Education in South Africa has been studied and is discussed below. The following secondary sources include a combination of angles ranging from the Bill of Rights, the Popular Media (focusing on the recent Limpopo textbook crisis) and Education Statistics of the last few years. There are many different viewpoints regarding Education in South Africa, some highlighting the corruption and inefficiency, some focusing on the transitional phase we seem to be in, and others looking only at the successes. Education is perceived in such different ways because different audiences look at different aspects of the whole, i.e. the teachers, the pass rates or governmental management. Looking holistically at the entire situation will produce a clearer and more objective result. Source 1: The Constitution of South Africa, 4 February 1997, Chapter 2 Bill of rights, Section 29 Education When a careful study is made of the rights to education as stipulated by the South African Constitution, one finds that every child and adult has the right to basic education as well as further education. The state is primarily responsible to provide the infra-structure in which its citizens could be educated. This implies that the state should provide sufficient school buildings, enough capable teaching staff to ensure a healthy teacher-learner ratio, textbooks and other educational materials. The education system should be free from discrimination on the basis of race, gender and language. Education should be made available in all the official languages where at all practically possible. The education system should also make room for independent institutions which are registered with the state and provide standards comparable to that of public educational institutions. Source 2: Articles by Greg Nicolson from the Daily Maverick 2.1 Limpopos education crisis: The price of incompetence and corruption It is vitally important to have an education system which can be trusted. This article deals with explaining the politics behind the Limpopo textbook crisis. During a tender process advertised by the Limpopo education department there were 23 possible tenders of which 22 were immediately disqualified on the basis of technicalities. From this there was later found that the one which was accepted, EduSolutions, had been pocketing money from the government throughout the process and has left the Limpopo schools without the necessary textbooks and learning materials. 2.2 SAs education crisis: Limpopo STILL without books A recent discrepancy in the Limpopo education department has exposed the education system as corrupt and incompetent. However while the issue is being investigated and addressed a large amount of Limpopo students were left without textbooks and were unable to continue any learning. The seriousness of this situation lies not only in the fraud but the inadequacy of the manner in which students were left without any means to education until the middle of the school year. While the whole event has become a political issue there is still no answer to the problems which the students face in their battle for proper education. Source 3: Is South Africa fulfilling right to free education for all right? April 10, 2011  · by Akanyang Merementsi  · in Media, Society This article discusses education in the world and in South Africa and compares the standard of education between South Africa and the world. Not only is focus put on the importance of education as a human right but it also makes the reader aware of the large high school dropout rates and the negative effects thereof. The article discusses A4 as a model of assessment which the education department needs to adopt in order to function effectively. A4 is Availability, Accessibility, Acceptability and Adaptability. These four traits are vital in the department of education in South Africa. Source 4: The South African Department of Education Action plan 14 June 2003 and Strategic Plan 9 March 2011 In 2003 the South African education department confessed to a failing education system and set up a plan of action in order to rectify and improve the education system. It set guidelines in order to help in areas which through community debate and school statistics had been found wanting. However, it is now almost 10 years later and this Action Plan is still needed. Similarly a Strategic Plan has recently been drawn up for education in 2011 to 2014 (published on 9 March 2011). The need for both of these plans highlights the shortcomings in the South African education system; fortunately there is a plan to fix them. For this plan to be effectively deployed, the basic education system needs more than paperwork. What ultimately happens to the children in South African schools is that they are left without means to further education while administrative issues are being addressed. The plans are there, but they are simply not being carried through. Source 5: Reinvent local education now by Jon Tullett, Editor: News analysis, 11 Jul 2012 This source uses several points ranging from the Limpopo textbook crisis to our educational world rankings to discuss the importance of a reinvented education system and the current lack of basic education in South Africa. Certain issues are addressed and possible solutions mentioned in order to move South Africa forward in education using its resources and technology. Recently South Africa was ranked out of 142 countries In the World Economic Forums Global Competitiveness 2011-2012 report. South Africa is in position133 regarding the quality of the education system and in position138 for the quality of maths and science education. These are not good statistics and clearly show a fault in the education system. As we are behind countries such as Zimbabwe this quote from the article relates to many South Africans: When you think of some of the poverty-stricken, war-ravaged, desolate countries in the world, it is sobering to think they are all better than us. Source 6: Education statistics 2010 Published by the Department of Basic Education February 2012 6.1 Ratios, indicators, page 6 Statistics can be used to deduce several facts; in this case ratios are presented to show the effectiveness in numbers of the education department in South Africa. Specifically the ratios are the learner-educator ratio (LER), learner-school ratio (LSR) and educator-school ratio (ESR). The LER in 2010 was 29.3:1 and unfortunately increased to 32.2:1 in 2011. In 2010 the LSR was 474:1 which then also increased to a ratio of 484.5:1 in 2011. In 2011 the ESR had decreased to 16:1 from 2010s 16.2:1. These ratios (The LER, LSR and ESR) are that of the Public and Independent schools throughout South Africa. 6.2 National Senior Certificate (NSC) pass rates When considering whether the right to education is fulfilled in South African high schools it is vitally important to look at the level of education provided from the beginning and throughout the course of Grade 8 to Grade 12. Nonetheless, the level of education can only really be clearly seen through studying the Grade 12 National Senior Certificate pass rates and related statistics. The overall national pass rate in 2010 in the NSC examination was 67.8%. Although throughout the country more females than males wrote the NSC examination, the pass rate for males was higher than that for females. There has been an increase from 62.5% (2008) to 70.2% (2011) in Grade 12 final results in the last 4 years which is a good statistic but considering the level of education it is debatable that pass rates are higher due to a lowering in education standards as will be discussed below. Source 7: Rippling effect of the lowering of standards of basic education 18 July 2012, Varsity SA The main purpose of the South African education department should not be merely educating students but to equip learners with that which is necessary to not only pass Grade 12 but also to be educated enough for further studies. This is important because it is these students who will be responsible for carrying the country and taking over the South African economy thus students need further education and they need to be well enough equipped for further education. This article from Varsity SA raises concerns about the lowered NSC standards which have led to an increase in pass rates. It is currently required that a student only receive 30% (thus knowing only 30% of the syllabus) in order to pass the NSC. Universities have become very unhappy with the large gap in standard between Grade 12 and first year of University studies. This has a large impact on the country as a whole. According to Statistics South Africa there are 4.24 million unemployed people in South Africa. If the standard of basic education continues decreasing it will result in unemployment increasing and not decreasing as expected by government. Unless the education standards are raised the target set by government will not be achieved. Methodology When referring to the topic of Basic Education as a human right in South Africa at high school level, it is clear that research should range across all provinces and schools. Results obtained from a few questionnaires would not clearly and honestly propose a result to the hypothesis of education as a Human Right. Therefore, other means of information, specifically secondary sources, needed to be collected and analysed. The secondary sources collected provide a wide range of ideas and opinions about the education system as well as facts and statistics from a variety of sources. The secondary research conducted was from newspaper articles and internet research. South African education has been the focus of many newspapers, magazines and of the community as a whole, especially with the Limpopo textbook crisis and statistics which were released this year. Gathering research thus became a daily job of listening to news reports, social debates and community discussions. Most of the research ideas come from discussing the topic with people, be it teachers, students, parents or any other South African citizen. Education touches every single South African in one way or another thus it is vitally important to hear what South Africa has to say about education and how it impacts their lives. Articles seen online and in newspapers were recorded and every time a new issue about education was raised the topic was recorded. Then internet research was done on the list of information and the articles found. More online research was done in order to gather other sources and specifically statistics from done surveys and from Statistics South Africa. Both quantitive and qualitive data is used; quantitive data such as statistics and ratios and the qualitive data include reports, articles, opinions, interviews and other literature. Considering the large gap between high school education and university education it was important to have first hand research of the level of students entering university. A senior accounting lecturer of the University of Witwatersrand, Mrs. Belinda Breytenbach, was contacted and an interview set up. Here further insight into the shortcomings of the education system was revealed. Interview questions: Do you believe that the right to education in South Africa for high school students is being fulfilled? Why or why not? Is it true that there is a growing concern regarding the cognitive abilities of first year students who have completed the NSC? Could you describe the academic level of the first year accounting students in general? What would you say is the single biggest need among students academically? How high are the university dropout rates and do you believe that they are increased due to the education students receive in high school? Is there cause for concern about the lowered standards which increase the pass rates of learners writing the NSC? With English being the medium of instruction how would you rate the proficiency of the average first year student? What do you believe are the main areas of concern in the basic education system of South Africa? Do you encounter difficulties in your field of work which is due to the lack of proper education for high school student? Do you believe that education in South Africa is viewed more negatively due to stereotypes? Are there enough opportunities for students who do not receive university acceptance? Do you think that the large amounts of students who after receiving the NSC do not receive university acceptance directly increase the unemployment rate and affect the South African economy? If so, why? What would you suggest the South African Department of Education do to further the education system? Processing of findings The majority of research material is secondary sources. Therefore conclusions and results need to be taken from the literature, graphs and ratios used. From this graph it is clear that by far the majority of learners in South Africa attend Public Schools. For this reason it is vitally important that the South African Education System is successfully fulfilling the basic right to Education as set out in the Bill of Rights. Below all the sources from the Literature Review are analyzed and interpreted in order to determine whether this right is fulfilled throughout the country. Studying the Limpopo textbook crisis, it is quite clear that corruption and a lack of integrity caused learners to suffer great loss in terms of learning materials and eventually in terms of time wasted. There is still no clear plan of action for the successful delivery of learning materials for 2014. Ultimately both articles prove the point that government officials are more concerned about playing politics than about the actual education of learners, who in turn become the victims of dishonesty. The Education Department should have a careful look at their priorities and put the learners first. When comparing South African Education to the rest of the World, South Africa has the fifth worst education system of all the countries reviewed. This puts us behind a country such as Zimbabwe, which in itself should raise grave concern. The current education system disappoints in terms of delivery of results as well as in terms of development. It is quite clear that the academic discussion of the problem has been done and the answers are on the table, however, the implementation of the Strategic Plan calls for responsible individuals to be monitored by the system. The SA Education Department has the tights ideas but has not succeeded in bringing them into action. This in itself might be a result of inferior teacher training procedures and highlights the need for proper education on a secondary and a tertiary level. Too much time is spent on the administration and discussion of the problem, and too little on the actual implementation and monitoring of the system. When analyzing the current education situation it is important to interpret ratios and statistics. Between 2009 and 2010 the Learner Educator ratio increased which means that teachers had bigger classes and more learners had less individual attention from the teacher. The Learner School ratio also increased, highlighting the need for more school buildings. The Educator School ratio decreased, showing that although learner numbers increased, the amount of teachers decreased. These ratios are an indication of the negative development of the entire system, adding unnecessary stress and workload to teachers. The Grade 12 results of 2009 and 2010 are displayed below. At first glance the increase in pass rate looks positive. However, the actual number of students who performed better did not increase, but the requirement to pass decreased to a lower standard and therefore the pass rate increased. In an interview with a senior accounting lecturer from the University of the Witwatersrand, Mrs. Belinda Breytenbach, the following information emerged: High School education is not adequate and many learners are taught by unqualified teachers. Lecturers sit with the problem of students not having the necessary language or mathematical skills to understand the work content. This makes teaching very difficult and emphasizes the need for better education on a higher standard. One of the biggest problems is a lack of English proficiency. When looking at the university dropout rate and the level of comprehension of these students, it is certainly cause for concern. Dropout rates are high and pass rates are low among first year students. When looking at Mrs Breytenbachs answers to the questionnaire, the deduction is made that Education on a tertiary level is severely hampered by inferior teaching on a secondary level. Interview Response: Do you believe that the right to education in South Africa for high school students is being fulfilled? No. Why or why not? Several factors contribute but among them is the inadequacy of education, the need for schools and qualified educators. The textbook crisis is another example. Is it true that there is a growing concern regarding the cognitive abilities of first year students who have completed the NSC? Yes, First year accounting pass rates are low. The mathematic and english skills of the students are below the required standard. Could you describe the academic level of the first year accounting students in general? It is definitely below the expected level at University. We find that most students are on about a Grade 10 and 11 standard and this makes teaching more difficult. What would you say is the single biggest need among students academically? English reading and writing skills. Students struggle with writing and have extreme difficulty with their comprehension skills. How high are the university dropout rates and do you believe that they are increased due to the education students receive in high school? Yes I do, the dropout rate is relatively high for university (+ 30 40%). Is there cause for concern about the lowered standards which increase the pass rates of learners writing the NSC? Yes, people are less equipped to pass at University. With English being the medium of instruction how would you rate the proficiency of the average first year student? English is poor. The majority of students are not first language English speakers. What do you believe are the main areas of concern in the basic education system of South Africa? The education and qualifications of the teachers themselves along with the fact that many learners are passing to the next grade/level without actually having the required knowledge. Do you encounter difficulties in your field of work which is due to the lack of proper education for high school student? Yes, they cannot grasp the accounting concepts due to a lack of English skills along with basic mathematical and accounting knowledge which although required is not actually present. Do you believe that education in South Africa is viewed more negatively due to stereotypes? Yes, but it is not only due to stereotypes. The lack of proper education is a problem I deal with on a daily basis at the University. Are there enough opportunities for students who do not receive university acceptance? Yes, the opportunities exist but students are not equipped well enough and simply do not always use the chances they are given. Do you think that the large amounts of students who after receiving the NSC do not receive university acceptance directly increase the unemployment rate and affect the South African economy? Yes If so why? Many students have passed grade 12 and have received the NSC but the level is too low and thus students cant get university acceptance and are not well enough prepared to be able to work as part of a growing economy. What would you suggest the South African Department of Education do to further the education system? Ensure that teachers are properly qualified. Try to focus on separating politics and education in all aspects. Provide more schools and opportunities. One way of doing this is by joining in on projects similar to one we run at the University of Witwatersrand, it is called the Wits Soweto schools project and it is where university lecturers go to help tutor school children in rural or underprivileged areas. Conclusion Having studied the education system in South Africa over a period of month and with the help of primary and secondary sources, a conclusion has been reached. As predicted in the hypothesis the human right to basic education in South Africa is not fulfilled on a satisfactory level nationally. There are not enough school buildings, there are not enough qualified teachers, learning materials do not always reach the learners and ultimately the level of education is too low to prepare learners for tertiary studies. There are many different reasons for the current problems within the Education System, and one of the biggest reasons is that unqualified teachers teach, which perpetuates the problem. This national problem needs to be addressed with a long term view, creating opportunities for staff development, improved teacher training and careful administration of resources and programs. The strategic plan should be actively enforced and the priority of the South African Education Department should be the learners. The system needs to be constantly reviewed and adjusted in the light of international standards. It is imperative that weak learners should be supported and helped to achieve, rather than to lower standards in an effort to increase pass rates. The biggest limitation of the above discussion is that there is no reference to children who are not even part of any schooling system and not accounted for in any statistics. Several of the secondary sources could be biased as it is written from an individuals perspective although facts and statistics were used. Doing this research project has opened my eyes to the complexity of the South African situation with particular reference to the education system. It does not have a simple solution; neither does it have a single contributing factor. There are numerous problems interlinking causing even bigger problems and one would need great wisdom, huge resources and a lot of determination to even begin addressing these problems. Great leadership is needed in this regard. Reference List Newspaper articles: Nicolson, Greg. 2012. Limpopos education crisis: The price of incompetence and corruption. The Daily Maverick. 18 July 2012 Nicolson, Greg. 2012. SAs education crisis: Limpopo STILL without books. The Daily Maverick. 17 July 2012 Websites: Merementsi, Akanyang. 10 April 2011. Is South Africa fulfilling right to free education for all right?. Media Society. http://akanyangafrica.wordpress.com/2011/04/10/is-south-africa-fulfilling-right-to-free-education-for-all-right/. 6 July 2012. Nicolson, Greg.17 July 2012.SAs education crisis: Limpopo STILL without books. The Daily Maverick.http://dailymaverick.co.za/article/2012-07-17-sas-education-crisis-limpopo-still-without-books. 1 September 2012. Nicolson, Greg. 18 July 2012. Limpopos education crisis: The price of incompetence and corruption. The Daily Maverick. http://dailymaverick.co.za/article/2012-07-18-limpopos-education-crisis-the-price-of-incompetence-and-corruption. 1 September 2012 Right to education project © 2008. The Constitution of South Africa. Right to education project.http://www.right-to-education.org/country-node/522/country-constitutional. 22 June 2012 The South African Department of Education. 14 June 2003. Action plan. The South African Department of Education. http://www.education.gov.za/LinkClick.aspx?fileticket =IBMz%2FjGelkc%3Dtabid=390mid=1124. 4 September 2012. The South African Department of Education. 9 March 2011. Strategic Plan. The South African Department of Education.http://www.education.gov.za/LinkClick.aspx?fileticket= %2F%2BBILaBJ7ak%3Dtabid=80mid=585. 4 September 2012. The South African Department of Education. Feb 2012. Education statistics 2010. The South African Department of Education. http://www.education.gov.za/EMISSTATISTICS /StatisticalPublications/tabid/462/Default.aspx. 22 June 2012. Tullett, Jon. 11 Jul 2012. Reinvent local education now. It web. http://www.itweb.co.za/index.php?option =com_contentview =articleid=56651. 13 August 2012. 18 July 2012.Rippling effect of the lowering of standards of basic education. Varsity SA. http://varsitysa.co.za/fun-stuff/articles/rippling-effect-of-the-lowering-of-standards-of-basic-education/.7 September 2012. Interview: Senior lecturer of Accounting from the University of the Witwatersrand Belinda Breytenbach. Tel:0832934350

College Admissions Essay: Deafness Will Not Hold Me Back :: College Admissions Essays

Deafness Will Not Hold Me Back A challenge is nothing more than an obstacle that lies in one's path. I have had my fair share of such obstacles The main one has been my deafness. Many people consider deafness a disabilitya handicap that leads to problems or failure. I am proof that this stereotype is false. I was raised with the awareness that a person in my position can either be a "deaf person" or a person who happens to have a problem hearing. I chose to be the latter. An example of the ways in which this decision shaped my life was the way I dealt with the junior and senior high school foreign language requirement; I have none: since I'm deaf, I am exempt from taking a foreign language. However, I never considered taking advantage of this exemption. I turned a "deaf' ear to my friends who said that I was crazy to take a course that I didn't need or my parents warning that it might be extremely difficult. Taking a foreign language was something that I wanted to do (not merely to prove to others that I could do it) because knowing another language seemed so interesting. Why should I have to go through life with only one language when everyone around me was learning new languages? So I began studying Spanish in seventh grade. Trying to articulate sounds that I could not hear was incredibly frustrating, as was the realization that my grades in Spanish were much lower than my grades in my other subjects, including my AP courses. Every semester, instead of my average being high enough for High Honor Roll, I was only able to make Honor Roll. Still, I was determined to succeed and I did. I can speak, read, and write Spanish. I am proud of my decision to persevere despite the knowledge that my perseverance would lower my academic average. Like so many experiences in my life, a challenge that I could have avoided became a test of my determination. Also, I enjoy challenges that have helped me develop as a human being. For example, chairing committees in Model Congress provided me with opportunities to work with students of different ages, ethnicities, and socioeconomic backgrounds. Similarly, my volunteer activitiesworking on Thanksgiving Food Drives for the homeless, the Interact Food Drives, and Hurricane Relief effortsenabled me to improve my ability to collaborate with a variety of people. College Admissions Essay: Deafness Will Not Hold Me Back :: College Admissions Essays Deafness Will Not Hold Me Back A challenge is nothing more than an obstacle that lies in one's path. I have had my fair share of such obstacles The main one has been my deafness. Many people consider deafness a disabilitya handicap that leads to problems or failure. I am proof that this stereotype is false. I was raised with the awareness that a person in my position can either be a "deaf person" or a person who happens to have a problem hearing. I chose to be the latter. An example of the ways in which this decision shaped my life was the way I dealt with the junior and senior high school foreign language requirement; I have none: since I'm deaf, I am exempt from taking a foreign language. However, I never considered taking advantage of this exemption. I turned a "deaf' ear to my friends who said that I was crazy to take a course that I didn't need or my parents warning that it might be extremely difficult. Taking a foreign language was something that I wanted to do (not merely to prove to others that I could do it) because knowing another language seemed so interesting. Why should I have to go through life with only one language when everyone around me was learning new languages? So I began studying Spanish in seventh grade. Trying to articulate sounds that I could not hear was incredibly frustrating, as was the realization that my grades in Spanish were much lower than my grades in my other subjects, including my AP courses. Every semester, instead of my average being high enough for High Honor Roll, I was only able to make Honor Roll. Still, I was determined to succeed and I did. I can speak, read, and write Spanish. I am proud of my decision to persevere despite the knowledge that my perseverance would lower my academic average. Like so many experiences in my life, a challenge that I could have avoided became a test of my determination. Also, I enjoy challenges that have helped me develop as a human being. For example, chairing committees in Model Congress provided me with opportunities to work with students of different ages, ethnicities, and socioeconomic backgrounds. Similarly, my volunteer activitiesworking on Thanksgiving Food Drives for the homeless, the Interact Food Drives, and Hurricane Relief effortsenabled me to improve my ability to collaborate with a variety of people.

My First day at sixth-form

I was sixteen and I had to make that same difficult question that everyone had to ask themselves at my age, ‘what am I going to do after I got my results from my GCSEs?' The day before I got my results I decided to go to Westwood ST Thomas sixth-form in stead of college. I have been at Westwood School for three years so I thought it would be easier to go somewhere that I knew and where they knew me. GCSE results day arrived; I took that short five minute walk for the last time of being a school girl. I got the magic envelope and opened it. I needed five C's or above to do the a-levels courses as planned. I took one look at the paper and my excitement turned into disappointment. I only got four C's. After talking to a careers adviser I decided what I should do. I had chosen to under-go a one year business course that would give me enough GCSEs that I needed. I went away that day feeling very low and disheartened that all my efforts didn't payoff. I felt like a year of my life was being taken away from me. 7AM, Monday morning, my alarm was beeping in my ear, Beep, Beep, beep. I rolled over and turned it off. I unwillingly thought ‘the first day of Sixth-form of what will be of a long year'. I was dragging my feet up the steep hill. A walk which was five minutes seemed like an hour. As I approached the school hill my heart was thumping in my chest. I told myself not to be so stupid. I had been at the school for three years but this time I was a student. As I walked through the gates nothing had changed! The old falling apart bike sheds which faced the gates were still there. I could see the three main blocks, where the specialist classes were held. Yep! The same old gloomy school. I got to where my tutor room was and sat down at an empty seat. I slowly one by one studied the people who are already settled in their seats. I didn't recognise anybody. They must be from different schools. I then studied the room, a big white board in the centre of the longest wall and around the other walls are notice boards with nothing on then. Surrounding the tables in the middle of the room are very old computers lined up against the wall. The decoration was an old off-white colour with paint starting to chip off the walls. The appearance and feeling was an old and depressing. I heard a familiar voice outside the room. It was my friend Amy. She walked in to the room and took her seat next to mine. I felt much relived that someone was in the group that I already knew. My new tutor and key teacher for the year, Mr Kendal, walked in to the room and sat down behind his big desk. He introduced himself then made each of us in turn introduce ourselves to the group. I am not the person for speaking in front of a group and felt my self go very red with embarrassment when it got to my turn. He gave us our student planner and the timetable; he went over some things that we were to do that year in the course. The time drove by so quickly. I looked at the clock and it was break time already. I had the chance to meet up with old friends and talk about what we did over the summer. When break time ended we all went back to our tutor rooms. This time I didn't know whether the sun was shinning through a different window, but I was starting to feel a bit more comfortable about the situation the room felt brighter, and a little more inviting. We had the tour of the school which lasted thirty minutes, and then we were allowed to go home. The walk home seemed like the old five minutes walk down the hill. I was feeling emotionally happy and pleased with the first day. (And it wasn't the fact it only lasted half a day). When I got home I told mum all about the day. I couldn't wait till bed time as I was exited about going back again the next day. (Even though it was an whole school assembly to meet the new Head Teacher). As I went to sleep that night I was still very happy, I thought, this year was not going to be as bad after all.

The Academic Decathlon †How to Prepare for the USAD Test

The Academic Decathlon – How to Prepare for the USAD Test The Academic Decathlon – How to Prepare for the USAD Test Academic competitions are common. There are spelling bees and robotic competitions on a national level, for example. There are school-wide, regional, and state competitions. One of the most interesting national academic competitions is the Academic Decathlon, a product of the U.S. Academic Decathlon Association (USAD). The competition was created in 1968 by the Superintendent of Schools for Orange Country, California just for California. It was later expanded to a national competition, and today most states and a few international schools now participate. What is Unique About the Academic Decathlon Most competitions involve the very best students that schools can put together as competitors. But this one is different, in the following ways: Each team is made up of 9 students. 3 are considered â€Å"honors† with GPA’s between 3.75-4.0; 3 are named â€Å"scholastic, with GPA’s between 3 – 3.74; 3 are named â€Å"varsity† with GPA’s of 0.00 – 2.99). There are ten events, and all students compete as individuals in their classified divisions. Team scores are determined by taking top scores from each division in each of the events and then added up for a total score for the team. Competitions begin at the local level, and the winning team from each state then moves on to the national competition. Tests of the Competition The ten events of USAD cover all academic disciplines that typical high school students study. These are as follows: 7 multiple-choice tests in language literature, math, science, social studies, economics, art and music. There is a Super Quiz that is either in science or social studies There is an essay to write, based upon optional prompts Each student must prepare a speech on a pre-selected topic Each student will be interviewed by judges. Obviously, the multiple-choice tests are objective measurements. The other three events are assessed subjectively by the judges, although the judging criteria is published on the organization’s website. Students don’t Go In â€Å"Blind† Every year the organization publishes its curriculum in every subject on its website. This provides students with an outline of the skills and content to be included in the 7 objective tests. This curriculum is developed by a 10-member panel. Anyone contributing to the curriculum must have a Bachelor’s degree in the subject. Once the curriculum is created, it is then checked by others for accuracy. There is also a USAD â€Å"theme† developed for each year, and the tests all relate to the theme. In the language and literature section, for example, a novel or set of plays is selected each year and provided to students. In music and art, students are provided with specific works that they must research and study. If, for example, the theme were to be â€Å"Africa,† as it was one year, social studies, language and literature, economics, art, and music tests will all relate to that continent, and contestants are provided specific topics to study. The Subjective Portions of the Competition As the term implies, there are no right or wrong answers to these parts of the event. Speech: This event is divided into two parts. The first is a prepared speech on a pre-provided topic, and it is to be 3  ½ - 4 minutes long. The second part is an impromptu speech. Contestants are given three optional prompts, choose one, and then deliver a 1  ½ - 2minute speech on that topic. The Interview: This is a formal event, during which the student is asked a series of questions and expected to respond. Questions have included such things as â€Å"Who is your role model and why?† The Essay: Contestants are given three prompts, choose one, and have 50 minutes to write their essays on the chosen topic. The prompts relate to the theme of that year and come from the language and literature or the Super Quiz areas. How to Prepare for the USAD Test There is a wealth of information published and updated each year on the organization’s website. This includes the theme and â€Å"curriculum† in each of the seven objective testing content areas. Information is released according to a calendar. For the 2017-2018 USAD competition, for example, the theme and general topic was posted March 1, 2018; the outlines for each curricular topic area on May 1; and more specific curriculum materials (e.g., study guides) will began to be shipped out to team coaches and state directors on May 15. The competition takes place in November, 2018, giving teams the summer months to spend time in strong preparation. Materials for Study – The Objective Multiple-Choice Tests The study materials that are provided by the USAD, including the topic areas and outlines are all free and can be downloaded from the website, and this is a good start for preparation. The more specific study materials – resource guides, study guides, etc. must be purchased by each team, and the cost is $1000. While there have been lots of complaints about charging for these materials, the organization claims that it has to in order to meet its over $1 million budget each year. This can put an additional burden on schools and school districts that are from poorer areas, and that has been a point of controversy. There are also USAD practice tests that are developed each year by third-party for-profit companies. These are sold to teams, and, when schools are able to provide this kind of financial support, the tests can be a big help. The USAD does not support or encourage the purchase of the practice tests; however, they are well-done and can give a team a pretty big advantage. Any time students have the opportunity to take practice test, research shows that they do better on the real thing. With all of this information and all of these study materials, most teams can be well-prepared for the objective testing events, provided they have a good coach and they spend a lot of time studying the material. The objective tests are very fact-based and do not require critical or creative thinking. It is really a matter of memorization. Because of this, a number of educational associations, such as the ASCD, have criticized the objective portion of the event. The criticism relates to the fact that students are basically engaged in straight memorization of facts rather than any higher-level thinking skills, such as application, analysis, or synthesis. The Association’s response is that, because the event is theme-based, students will become â€Å"experts† of sorts on those wider curricular areas and will have a knowledge base that they would not get in a regular school curricular environment. Materials for Study – The Subjective Portion of Testing No one can completely prepare for this portion of the event. However, given that the USAD theme for each year is published, and given that the essay and speech prompts will all relate to this theme, preparation can be in the following forms: For the essay portion of the exam, students can review and study essay samples in the general topical theme areas. And just as they would practice for an ACT or SAT essay, they should write several essays on their own that also relate to the theme and the language and literature and super quiz curricula. Speech Preparation: The ability to deliver a good speech is as much about self-confidence as it is about the content. Students should practice preparing and delivering speeches on the thematic topic areas of course. It is the impromptu speech event that will probably present the greatest challenge. But there are tactics and strategies that can be learned and practiced. During the time they have to prepare for USAF test, students should be given topics from their coaches that relate to the theme and take the one-minute of allowed preparation time to gather their thoughts. The most important parts of any speech are the opening and the ending. Practice using your minute of allowed preparation time to craft a great opening sentence and a solid ending. These will be the most memorable. Again, practice is the one thing that will get you over that anxiety and nervousness. The Interview: you will not be able to anticipate the questions you might be asked in a formal interview situation. The key to success, though, will be in your ability to stay calm, focused, and poised. Again, the key to a successful interview is practice. Your USAD coach should set up several interview sessions and ask difficult questions. Your goal is to take a minute, think about the question being asked, and form a response that relates directly to that question. Part of evaluating your performance will be your ability to stick to the topic of the question, to speak clearly and with confidence, and to keep your response relatively brief. The biggest mistake that people make during interviews is veering off topic and giving an answer that is disjointed and incoherent. Outside Research – It is Valuable You have the outlines and the study guide and resource materials. You know what the theme is. This year, for example, it is Africa. So, how much do you really know about Africa – it’s history, its development, it political, economic and social challenges? Most high schools do not offer a course in African studies, so you may not know much. You can take the study guides and gain a lot of factual information about Africa, but do you really have a solid, general understanding of the continent? Chances are you don’t. Take some time during the summer months before the competition to make Africa your focus of study. There is an amazing amount of online resources about this continent and the richness of its history, geography, and societies. Your goal should be to get a broad base of general knowledge, so that the factual information you may need to memorize actually makes sense to you. For example, you can access the National Geographic website and find a huge amount of information about Africa. In fact, there is a TV series on our African beginnings, narrated by Morgan Freeman, that is soon to start. Likewise, there are news stories about Africa published daily by online news organizations. The more general knowledge you can absorb about Africa, the more you will be able to appear as an â€Å"expert,† especially during the subjective portions of the event. You just never know when you may be able to throw in some information you have about Africa that will impress the judges. Above All – Take the Time You Need When you study for final exams, you have two choices. You can organize your material regularly throughout the semester and study a bit at a time. Or, you can â€Å"cram† at the last minute, perhaps 1-2 days before that exam and get help from essay services. Students who choose either option can be successful and get good exam grades. But preparing for the Academic Decathlon is different. It’s not like a final exam in history or social studies that covers a finite amount of material. It is an examination that covers all content areas. There is no way to â€Å"cram† at the last minute. Fortunately, your team will have a coach who will prepare a schedule of work and study over a longer period of time. You can study and learn in a relatively stress-free environment, and this means that you will retain much of what you learn long-term. So, if you study a piece of literature without the stress of an immediate exam, that more relaxed environment allows you to absorb information, to think critically about the piece, and to â€Å"cement† your understanding. Likewise, the longer preparation time will allow lots of practice for the subjective parts of the event – those speeches, the interview, and that essay. In these areas, it is practice, not study, that will make the difference. Above all, you need to understand that you are a part of a team with a coach. While you will be scored on your individual performance, it is important that you have the mindset of being a member of a team. Each member’s accomplishments should be encouraged and applauded – that’s what teamwork is all about.

Organizational Behavior †Analysis of Wal-Mart

Organizational Behavior – Analysis of Wal-Mart Free Online Research Papers All organization has its individual distinctive behaviors, the uniqueness that symbolizes the organization’s traditions of constructing pleasant relations by accomplishing individual, organizational, and social goals. This characteristic in the organization culture is what identifies the business. The organization’s thinking, ethics, mission, vision, goals and objectives, communication, ability to grip changes, culture and knowledge positions as its form structure which the organization draws its purpose. Every small nicety of the behavioral part in a company are included in regulation currently identified as organizational behavior. Its function is to assemble healthier associations by accomplishing individual, organizational, and social objectives. Organizational behavior includes a broad collection of focus, such as human behavior, change, leadership, teams. Organizational Behavior (OB) is a broad study and application of knowledge about how people, individuals, and groups act in their respective organizations. Typically, organizations employ structure approach that interprets the individual organization relationships beginning at the least to the entire social system .Organizational Behavior is in the basic term which consists of the diversity, communication, business ethics, and change management. Wal-mart Stores has publicly owned American Corporation, and currently the nation’s largest company. This paper entails an examination on the organizational behavior displayed by Wal-Mart Corporation. Organizational culture is the persona of the company. According to Carter McNamara (2000), â€Å"Culture involves the assumptions, values, norms and tangible signs (artifacts) of organization members and their behaviors.† Organizational culture is also recognized as casual behaviors that an organization and its workers accept as their approach to doing business. Many of Sam Waltons values replicas these descriptions of corporate culture, which is the part of the culture that appeals to customers. Go into any Wal-Mart at 7 a.m. and the customer may take notice of something a little bizarre, such as a cheer performed to Wal-mart employees. Wal-Mart has a cheer. Wal-Marts founder, Sam Walton, was in Korea touring a tennis ball manufactory and he saw the employees do a cheer and exercises established by the company which is done every morning. He incorporated a daily cheer into the day to day activities of the Wal-Mart Corporation, which is now part of the Wal-Mart culture. This rites performed by Wal-Mart employees is merely one instance of the numerous elements of organizational culture that Sam Walton worked to inspire in the employees who work for the Wal-Mart Corporation. The culture establishes the style of leadership, communication, and group dynamics inside the company. The employees identify this as the way of work life which expresses his or her level of motivation. The ultimate result is performance, employee fulfillment, and individual growth and improvement. All these fundamentals combine makes the mold or structure that Wal-Mart operates. Part of organizational behavior and culture is diversity, communication, business ethics, and change management. Diversity is individuals who has distinctive perceptions or outlooks that he or she can bring to the business. As the worlds largest retailer Wal-Mart value diversity and promote a work atmosphere that enhances the individual and proficient practice of the organization’s employees. Wal-Mart makes diversity a component of their company plan; guaranteeing the company can maintain being a worldwide leader in all portions of Diversity and Inclusion (Wal-Mart, 2007). Wal-Mart not only value diversity also places much emphasis on company business ethics. In the past years, Wal-Mart has found themselves under fire for their business ethics. Although Wal-mart declares to be a company established on family principles, many believe otherwise. Wal-Mart is branded as the friendly neighborhood supermarket, however, until lately; Wal-Mart has themselves in the hot seat fighting unjust employment practice lawsuits. A worker employed by Wal-Mart in New York has charged the nation’s top merchant of unjust labor practices. The lawsuit was filed in a New York state court on behalf of more than 10,000 existing and past workers of Wal-Mart and stores affiliated with Wal-Mart stores in New York. The grievance maintains at Wal-Mart practices unfair compensation to employees and forcing workers to work while not on the clock. Business ethics is the use of moral values to business behavior. Business pertains to every part of the company’s code of conduct, starting at the highest level of management, how companies care for their staff and merchants to sales practices and bookkeeping practices. Ethics goes further than the lawful requirements for the company and is, hence, about optional choices and behavior directed by values. Business ethics is important to the dealings of the employees and to the activities of the company as a whole. â€Å"Communication is the key to avoid any unethical business practices. Communication is the glue that holds organizations together. It is the way we share information, ideas, goals, directions, expectations, feelings, and emotions in the context of coordinated action.† (Schermerhorn, Hunt, and Osborn, 2008 p. 318) Change management has help Wal-mart to turn around all the bad in the company. Change management is a methodical advance to dealing with change, equally from the standpoint of a company and on the individual point. Change management has at three diverse features, adapting to change, controlling change, and effecting change. For any organization, change management represents determining and applying measures and knowledge to implement changes in the company’s surroundings and to benefit from changing chances. The largest corporation has organizational behavior and culture. These characteristics are what shapes the company and make the company stand out from others. Wal-mart deals with the day to day functions of being a successful business. Communication, business ethics, diversity, and change management are a part of Wal-Mart’s activities. These things are important to the success of any company not just Wal-Mart. The outcome is performance, employee fulfillment, and individual growth and improvement. Reference McNamara, Carter (2000) Organizational Culture. Retrieved on November 22, 2008 from managementhelp.org/org_thry/culture/culture.htm Schermerhorn, John, R., Hunt, James, G., Osborn, Richard, N., (2008) Organizational Behavior (10th ed.). Wiley, New York, NY Wal-Mart (2006) Diversity. Retrieved on November 23, 2008 from http://walmartstores.com/Diversity/ Research Papers on Organizational Behavior - Analysis of Wal-MartSociology EssayExempt vs Non-Exempt EmployeesDr. Edward Deming EssayGoogle Research PaperGap Analysis: Lester ElectronicsEmployment Law EssayGene One the Transition from Private to PublicWhat are Stock OptionsSociology is a ScienceInternational Paper

Vocabulary Game Research Paper Example | Topics and Well Written Essays - 1000 words

Vocabulary Game - Research Paper Example II. Players: The participants are divided into two to four teams. Each team is divided into equal members. Ideally, each team should be composed of at least four members but not more than eight people in one group to make sure that each member are able to contribute and participate in the activity. III. Materials: white board (paper), markers (pens or pencils), whistle, and timer. IV. How to Play: First, the moderator/ teacher would provide the instructions of the game—each team would be given two minutes to list down as many words as they could think of per category mentioned. Then, the teams would have to wait for the signal from the moderator before they could proceed from writing. And once the category is given, the moderator would signal that the time had start by whistling. When the time is up, the moderator would whistle again and the participants would have to hold up their markers/pen to ensure that everyone had stopped writing. For instance, the category is â€Å"co ntinental breakfast† each team would then have to make a â€Å"menu list† of dishes that are considered to be continental breakfast—i.e. omelets, hash browns, French toasts, oatmeal, bagels. Categories could also work based on themes like ‘fruit-based dishes,’ ‘salads,’ ‘Mexican food,’ ‘pasta,’ ‘liquid form,’ any category that would inspire participants to think creatively and would invoke fun and humor to the game. This would make learning more interactive and enjoyable without the participants noticing that they are not only learning new words but they are also developing their socialization skills and confidence through interaction, team work and cooperation by working together as one group. V. Winner: To determine the winner, for each category, the moderator would have to check the list that each team had made for any errors and repetitions. The checking would be done by the moderator and the ot her teams to ensure transparency. The most number of items listed per category wins one point. Points are cumulative. The team with the most points at the end of the game wins. VI. Variations: There are many variations that could be made to this game. Though the game is called â€Å"menu listing† modification could be made to fit required lesson. If for instance the lesson is about pronouns or synonyms/ antonyms, ask the participants to catalog pronouns or synonyms/antonyms of the given category. Menu Listing Game, an Analysis Vocabulary games are important learning tools for English Language Learners because it helps them get more acquainted with recognizable words and familiarize themselves with words that they do not often hear or use. Vocabulary improvement activities according to August, et al (2006), must include â€Å"both definitional information and contextual information about each word’s meaning, and that effective instruction actively involves students in word learning and provides multiple exposures to meaningful information about each word† (p. 97). Vocabulary games also develop the students’ knowledge with the various parts of speeches as it becomes the focal point of the game—through the categories, to which the game is played. For instance, since the topic of our discussion is noun/ pronoun I based the ‘menu listing game’

Multinational Finance Essay Example | Topics and Well Written Essays - 1750 words

Multinational Finance - Essay Example The cost of capital is the expected return that is required on investments to compensate you for the required risk. However, the cost of capital of a company is affected by various factors. All these factors are discussed in detailed in the forthcoming paragraphs. Capital Structure decisions are a significant managerial decision which influences the risk and return of the investors. Basically, the main goal of any company would be none other than maximization of present shareholder value. In order to achieve this goal, the capital structure decisions that are taken by a company should result in positive net present value which means that the "present value of the expected cash inflow less the present value of the required capital expenditures (NetMBA.com, 2002)." The company will have to plan its capital structure at the time of promotion itself and also subsequently whenever it has to raise additional funds for various new projects (Blackwell publishing, 2003). Wherever the company needs to raise finance, it involves a capital structure decision because it has to decide the amount o finance to be raised as well as the source from which it is to be raised. The advent of globalization has also got its influence on the cost of equity capital of a company. Let us suppose that a firm is planning to raise equity in order to finance a particular investment. ... In order to succeed in this process, the managers initially need to convince the shareholders that the investment is worthwhile and it would yield cash flows that are expected but in reality, managers face a plethora of difficulties in convincing the shareholders. This is because due to the advent of globalization, the knowledge levels of managers of modern organizations have grown drastically and they have the information about the investments of the firm which the shareholders lack (Stulz, 1999). There are very many global risk factors which affect the cost of capital of a company. In order to investigate the effect of such factors over the cost of capital, alternative asset pricing models like international Capital asset pricing model etc, need to be assessed (Koedijk, et al., 2004)(Nagel, 2007). Exchange rates also have an impact on the cost of capital. Studies reveal that exchange rate flucutation have an impact on the relative wealth position of different countries of the world and hence they inturn effect the Foreign Direct Investment (FDI) (Munisamy Gopinath, 1998). The wealth position of international investors/firms is increased in contrast with that of domestic investors when the dollar depreciates. This is becasue they hold their investments in non-dollar denominated currencies. However, this aspect reduces the relative cost of capital of international firms (Munisamy Gopinath, 1998). Net present value is the most important criteria on which most of the firms rely when planning to invest or undertake a new project. Some firms alternatively rely upon rules like the Internal Rate of Return (IRR), Payback period and Profitability index