Monday, September 30, 2019

Many Films Have a Bad Influence on Young People. What Is Your View? Essay

Everyone needs entertainment to refresh their minds and get relaxed after everyday chores. The most common way people usually use to entertain themselves is to watch a Movie. Movies are entertaining but some movies can have a negative impact on the audience esp. youth. Youngsters are immature and easily susceptible to any perception. In this era where movies are the part of our daily life and youth mostly watch it on almost every weekend can cause a great impact on their mindset. Youth love to watch movies but indirectly many of those movies are a bad influenced on them. Like in cartoon movies the characters do things those are impossible in real life and are supernatural and little kids get admired by those characters and they think that they can also do all those things. Today’s teenagers the real youth are greatly influenced by such movies like by watching action or gangsters type of films they may lead themselves in committing crimes and killing people that is illegal and that may cause themselves into great trouble. The violence and bloodshed in these movies make them think more about violence and extremism. By following their favorite actor they started doing everything they do and those acts, which are dislike by the society. Their favorite actor might take drugs, alcohol and smoke in the movie so the young people begin smoking too or they may think they’ll leave a cool impression on the society by doing all this. They also follow their lifestyle like what they wear, what they eat and so on and they get influence of their culture. So it’s a bad impact on our culture and lifestyle. These movies can also damage our faith and lead us to the wrong path. Young people also begin to do dangerous stunts that may harm them or sometimes may take their lives as well. They get indulge in bad companies and torture others by different means. Films also affect their way of speaking and attitude towards others. They adapt abusive languages and make themselves violent. And maintain this kind of bad behavior towards everyone. This may decrease their social status. It’s not wrong to say that many films do have bad influence on the young people and make them superstitious but there are many films which have a positive effect on youth. Like there are many educational and inspirational films out there that gives us a lesson and we have a lot to learn from those films. That will not only guides us to the right way but will also help us to be a good citizen and raise our social status.

Sunday, September 29, 2019

Individual Lesson Plan: Life Cycle of a Butterfly Essay

Introduction: In this lesson, 2nd grade students will participate in a class on the life cycle of a butterfly. Students will learn standards-aligned science concepts and also benefit from cross-curricular instruction, through the incorporation of reading, writing, and hands-on activities. These modalities will be used to help students understand the concept of the life cycle and make real-life connections to the human life cycle. The lesson will last for approximately forty-five minutes. The lesson will be taught within a small suburban school of approximately 650 students, ranging from kindergarten to 5th grade. The school currently is receiving Title 1 funds, with 70% of its students on free or reduced breakfast and lunch. The school is currently in good standing and has met AYP for the past two years. There are a total of 20 students in the class, which displays the following demographics: 50% Caucasian, 20% African-American, 20% Hispanic and 10% Asian. The class distribution includes 12 boys and 8 girls, and a total of 5 ELLs. Two students have an active IEP, and five students have been identified as gifted and talented. The language level of the students is classified as the elementary or intermediate level of English language proficiency. Description of Lesson: Lesson: Butterfly Life Cycle Time Allotment: This lesson will be taught in one forty-five minute class period. Content Objectives: By the completion of this lesson students will meet two objectives. Students will be able to identify the four life cycle stages of a butterfly. Also, all students will be able to list the stages of the butterfly life cycle in order. Language Objectives: The second grade students will also meet two language objectives by the end of this lesson. Students will identify the Greek roots of certain vocabulary words. Students will also define the term â€Å"compound words†. State Standards: The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. (Grade two content science standards, 2007). Key Vocabulary: In this lesson students will become familiar with a variety of key vocabulary words to include the following: Oval egg, caterpillar, larva, metamorphosis, chrysalis, pupa, imago, forewing, wingtip, hindwing, margin, abdomen, thorax, proboscis, antennae, and wing base. Materials: Students will use several materials in order to complete this lesson, which are listed as the following: paper bag, small plastic representations of butterfly stages to put in paper bag, KWL graphic organizer, computer stations with internet access for ESL students, clay, utensils to carve into clay, Greek root/compound word identification assessment sheet, life cycle stage and body part labeling assessment sheet. SIOP Features: This lesson will utilize the following SIOP features: ————————————————- SIOP Features: ————————————————- PreparationScaffoldingGrouping Options ————————————————- ___ Adaptation of Content_X_ ModelingX Whole Class ————————————————- _X_ Links to Background___ Guided practice___ Small Group ————————————————- _X_Links to Past Learning___ Independent PracticeX Partners ————————————————- ___ Strategies Incorporated_X_ Comprehensible Input___ Independent ————————————————- ————————————————- This lesson begins by drawing on information students have recently learned in previous lessons about shapes and textures as well as student background knowledge about butterflies, the focus of this lesson. Before the students arrive in the classroom, the teacher will place small plastic representations of butterflies in a paper bag; a total of 4 models representing the four life stages of butterflies will be placed in the bag. When the students arrive, the instructor should begin with the following exercise, which is designed to capture student interest and highlight key vocabulary words in a â€Å"kid-friendly† manner in order to increase comprehensible input. The instructor should close the bag and shake it, after which students should take turns putting their hands in the bag to feel the models. The teacher should ask the students to describe the shape and texture of what they feel, offering the options of â€Å"square†, â€Å"oval†, triangular†, â€Å"rod-shaped†, â€Å"smooth†, â€Å"rough†, and â€Å"fuzzy†, for example. The teacher should remind the students of the definitions of these words and ask the students to guess what they are feeling in the bag, writing all the guesses on the board. Once all students have had a turn, the instructor will reveal the models and explain that they represent the different life stages of a butterfly, emphasizing how the organism takes on different forms and textures depending on the stage it is in. The instructor will then engage the students in a 3-minute whole class discussion about their experience with butterflies, after which he should present the content and language objectives for this lesson. Lesson Focus: The teacher will present a KWL graphic organizer on the white board, explain that it will be used to help understand the literature on butterflies that they will soon read, and then model how it should be completed, using the teacher’s own background knowledge about butterflies. The sample graphic organizer should remain on the board to be used as a reference while students complete their own sheets. Guided Practice: The teacher will lead the class to the computer lab, KWL charts in hand, and pair students in heterogeneous strong language/low language couples before instructing them to log onto the www.kidsbutterfly.org website. The instructor should walk around the room, observing student progress and giving extra help to pairs with ELL’s who might be struggling to gain understanding from the website or completing the KWL chart. ELL students who seem to be having great difficulty reading should be shown how to read the literature in their native language if it is one of the options. After the reading, students will return to the classroom where the teacher will lead a grand discussion on the vocabulary words that students encountered, giving a mini-lesson on compound words when reviewing the terms â€Å"wingtip†, â€Å"hindwing†, and â€Å"forewing† and a mini-lesson on words with Greek roots and their root definitions when reviewing the terms â€Å"metamorphosis† and â€Å"chrysalis.† For the purpose of engaging ELL students whose native language is Latin-based, the teacher should explain how many English cognates, alternatives to more colloquial terms, are very similar to the counterparts in the ELL’s first language, giving the example of the word â€Å"calculate† as opposed to the term â€Å"figure out†. Independent Practice: The teacher will explain that the class will now do individual projects involving the creation of butterfly models. The teacher should show completed clay models of the four stages of a butterfly life cycle and then demonstrate, using new clay and carving utensils, how to create a butterfly in its final stage so students understand the desired size and extent of detail. The instructor should then post pictures of the butterfly stages on a readily visible board and distribute the materials to students (clay and carving utensils). The teacher will then walk through the room, aiding students as necessary in the creation of their models. Review/Assessment: After creating the models, the students will be assessed to determine if they have achieved the content and language objectives. Individually, the students will complete a multiple choice test assessing their ability to identify compound words and the definition of â€Å"metamorphosis† and â€Å"chrysalis† as well as a sheet on which the student will be required to label the life cycle stages and the body parts of a butterfly. Students should spend no more than 10 minutes on both assessments, but ESL’s will be given an extra five minutes to complete them. Students will receive a percentage score on both assessments and must receive at least an 85% on either test to demonstrate mastery of the material. Conclusion: At the conclusion of this lesson, students will be able to identify the various stages of the life cycles of a butterfly. Students will also understand that all living things have a life cycle, and specific attributes of the life cycle stages vary from one species to the next. This lesson utilizes not only content-based instruction but also sheltered instruction, which helps to promote English language proficiency, in part by rendering the information being presented more readily comprehensible. It is designed to educate English language learners, as well as the general student population. According to Echevarria, Vogt, and Short (2008), â€Å"ELLs must pull together their emerging knowledge of the English language with the content knowledge they are studying in order to complete the academic task† (p. 6). Throughout the lesson, students will learn science concepts and also benefit from cross-curricular instruction through the incorporation of reading and writing into the lesson. As an extension activity, students will take a field trip to the Museum of Science, where they will be able to see the similarities and differences between various species’ life cycles, including egg development, plant growth, and metamorphosis. Students will then participate in a post-test life cycle activity, to reinforce learned concepts, and address any gaps in comprehension. References Common Wealth of Virginia Board of Education. (n.d.). English standards of learning. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/stdsk-8/stds_english2.pdf Commonwealth of Virginia Board of Education. (2003). Science standards of learning curriculum framework . Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science2.pdf Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP ® model (3rd ed.). Boston, MA: Allyn and Bacon. The Children’s Butterfly Site. (n.d.). Retrieved from http://www.kidsbutterfly.org/

Saturday, September 28, 2019

Pearson's hard soft acid base theory in bioinorganic Term Paper

Pearson's hard soft acid base theory in bioinorganic - Term Paper Example The theory implies that soft acids tend to bind to soft bases and hard acids to hard bases. An increase in the electronegativity of an element or ligand causes an increase in the polarizability; this in turn increases hardness. The theory is useful in predicting the pathways of chemical reactions. The chemical conditions in which a hard or soft base or acid in put in can cause the hardness (or softness) characteristics of the acid or base to change. Therefore, borderline elements and ligands might increase or decrease in hardness or softness depending on the chemical conditions. Because of this reason, the metals in various metalloenzymes may be subjected to chemical conditions that might alter their hardness or softness properties. Enzymes with metals that exhibit Pearson’s hard and soft acids and bases theory include: 1) Urease This is an enzyme with nickel at its active site found in many species of bacteria, algae, plants (such as Jack Bean) and invertebrates. It plays a k ey role in the catalytic hydrolysis of urea to form ammonia and carbon dioxide as pre the equation below: Urease in Jack Bean has a single catalytic unit made up of an ?-subunit that has the active site with a dimeric nickel center. One of the two Ni atoms (Ni-1) coordinates to histidine via the nitrogen atoms and a water molecule. The second Ni atom (Ni-2) is similarly coordinated to histidine via the N atoms, two water molecules and to aspartic acid via the O atom. Mechanism: There are several mechanisms that explain how urease works. These include: a) Zerner mechanism In this, a carbonyl oxygen in urea attacks one of the water ligands attached to Ni-1. A nitrogen atom in the urea molecule donates its lone pair electrons to a carbon atom forming an N=C bond (Dixon, Riddles and Blakeley). This then reacts with a carboxylate ion. A base-catalyzed deprotonation of one –OH ligand on Ni then occurs. The resultant electronegative O attacks the carbonyl carbon. The N=C bond initia lly formed donates two electrons to the nitrogen, cancelling out the charge on it. The intermediate carbon formed with a coordination of 4 is then broken down by a sulfhydryl group. Ammonia is released when the C-N bond is broken after an H atom bonds to the N. This occurs alongside the breaking of the bond between the octahedral nickel and oxygen. A carbamate ion coordinated to the Ni is then formed. Water displaces the carbamate. The resultant carbamate then degenerates to yield carbonic acid and urea. b) Mangani mechanism This mechanism stipulates that both Ni-1 and Ni-2 take part in the reaction. The first atom, Ni-1, binds to urea, causing its activation. The second, Ni-2 binds to a water molecule, causing its activation (Benini, Rypniewski and Wilson). Ni-1 is in a five-coordinate formation, bound to urea via a carbonyl O atom. The distance between the two Ni atoms is reduced by the movement of the urea molecule towards Ni-2. The relatively low Lewis base property of NH2 in ur ea makes it a poor chelating ligand. Its high basicity however, enables the binding to Ni to occur. 2) Carbon monoxide dehydrogenase This is a nickel-based enzyme found in various bacteria. The enzyme plays a role in the catalytic oxidation of carbon monoxide to form carbon dioxide as per the equation below: There are two classes of carbon monoxide hydrogenase enzymes: one has a Mo-[Fe2-S2] active site and the other a Ni-[Fe3-S4]

Friday, September 27, 2019

Case Study on Statutory Interpretation Essay Example | Topics and Well Written Essays - 2000 words

Case Study on Statutory Interpretation - Essay Example In presiding over court proceedings, they hear all evidences and witnesses presented by parties involved in particular cases; they then asses the arguments and credibility of the evidences and parties which guide them towards making a ruling on the case at hand. The judgements made by judges are based on a judge or panel of judges’ personal interpretation and interpretation of the law that relate to a particular case.2 However, to avoid subjectivity and erred judgements, judges are guided by principles and rules which they use to interpret statutes. Statutory interpretation is the process through which legislation is rendered and enforced; that is, courts interpret and apply legislation to specific cases being presided on.3 Principles and rules of interpretation of statutes are very important in ensuring that justice is administered appropriately. This is because some words in statutes are vague and ambiguous while others are plain in meaning. Therefore, different level and am ount of interpretation is needed when a case is involving a statute.4 In order to interpret and apply statutes, judges usually find meanings using various methods and means of interpreting statutes. These methods and means include the purpose of legislation, history of legislation, and the canons of interpreting statutes. In some instances, the meaning of legislation has proved to be inconsistent hence need for interpretation in order to achieve the purpose of legislation. For constituency to be achieved in the interpretation of legislation meaning, judges in the courts of law use specific principles and rules to resolve vagueness and ambiguity that appear in statutes. It is imperative to note that different principles and rules of statutory interpretation may be applied. The application of these principles and rules depend on the nature of the ambiguity and the context in which ambiguity and vagueness arises.5 Statutes are drafted by legal experts and it is the language used in the statutes leave little room for interpretation. However, experience by legal practitioners and scholars have shown that expressions and words in statutes are in some cases ambiguous hence the need to resolve the inconsistencies. They argue sometimes interpretation of legislation may differ from its construction.6 Interpretation is the process of finding out the true meaning of a given word and ascertaining the sense that the author wanted to convey. As such, a statute being a legislature edict thus its interpretation should seek the intention of its author or maker. The obligation of the judiciary, therefore, is to interpret the true intention of the Legislature in formulating the statute at hand.7 In an event that the provision of a statute is open to more than one interpretation, the court has to make a decision or an interpretation that represents the true purpose of the Legislature. It is worthy pointing out that legislation contains uncertainties due to a number of reasons ther eby necessitating interpretations. These reasons include the following: one, in the course of enactment uncertainties may be added to the statute. Two, new technologies, cultures, and unforeseen situations often make interpretation and application of laws quite difficult. Three, words can sometime be ambiguous and its meaning may change over time hence making them imperfect symbols to

Thursday, September 26, 2019

Impact of Globalization in the Aviation Industry Essay - 1

Impact of Globalization in the Aviation Industry - Essay Example This paper illustrates that the deal saw Singapore airlines inject into the company capital worth 49 million pounds and virgin Atlantic investing capital to the amount of 51 million. These capital investments brought Virgin Atlantic’s total equity investment value to the tune of 1.225 billion pounds. Over the years, the company has become more suitably placed to be able to effectively compete with other well established International airlines such as the British Airways which happens to be the UK’s leading and biggest airline at the moment. Virgin Airways is a part of the Virgin Group Conglomerate that is owned by Sir Richard Branson. The Airways is currently regarded as a market leader in the aviation industry with its dedication to researching and implementing new innovations that have the innate potential of immensely improving the customer experience of all persons who use Virgin for their transportation. This is in line with the Virgin Group’s policy of givi ng the prefix Virgin to its various businesses to indicate that the business is exceptionally daring, innovative and daring. As a result of the Virgin group’s overall success, there are many businesses outside the Virgin Group that have recently been showing immense interest in their joining the group via the establishment of joint ventures. With the constant stream of innovations and a myriad of successful marketing strategies, the Richard Branson led virgin group conglomerate has grown in value to an excess of $3.5 billion and is one of the world’s most well recognized and powerful brands. The airline has come from humble beginnings since it launched its first flight flying from London all the way to New York on June 22, 1984. After this maiden voyage, the airline quickly expanded its operations to include flight services to other areas and regions such as Miami (1986), Tokyo (1989), Boston (1987), Los Angeles (1990) AND Orlando (1988). One of the major obstacles tha t the company has ever encountered was its inability to receive permission to be able to have its planes flying out of Britain’s busiest airport, the London Heathrow airport.

Wednesday, September 25, 2019

Marketing Essay Example | Topics and Well Written Essays - 1500 words - 37

Marketing - Essay Example The section below discusses three major television commercial undertaken by Toyota, Coca-Cola and Samsung Companies. Toyota Company advertisement involved a Toyota Highlander, a brand that is highly demanded in the international market. Based on the high quality brands that Toyota manufactures, the company has benefited from strong customer loyalty in the local and in international markets. The Toyota Highlander advertisement aimed at creating strong customer awareness of the new third generation Highlander that was manufactured in 2013. The advertisement involves a Highlander brand moving at a steady speed in a very smooth road. Based on the attractiveness and neatness of the inside part of the brand as displayed in the advertisement, the brand has been highly demanded in the international markets including Japan, US and Europe. By introducing Highlander in the market, Toyota targets at the high income earners who highly value the make of their vehicles (Goldstein 27). Being a mid-size SUV that is similar to Jeep Grand Cherokee and lexus RX, Highlander is also highly demanded by executives workin g in big companies. The effectiveness of the Highlander adverts in creating strong customers awareness is indicated by the high demand of the brand both locally and internationally. As a potential customer, I would buy the Highlander brand. This is due to its high technology and modern design that makes it comfortable to drive. For example, the product has a touchscreen display audio system, powertrain trims and front-wheel drive among others. Additionally, Highlander is made to offer high level of safety to the driver as well as other passengers. Coca-Cola Company advertisement involved young basketball players who stop to pray once they see their friend passing by drinking sprite, one of the major brands of the Coca-Cola Company. The company, which is the largest producer of soft drinks in the world, has greatly

Tuesday, September 24, 2019

ANNOTATED BIBLIOGRAPHY.#2 Essay Example | Topics and Well Written Essays - 1500 words

ANNOTATED BIBLIOGRAPHY.#2 - Essay Example ngual toddlers with proficiency in native language are capable of learning words outside the conventional system and are sensitive to boundaries that exist between languages. I felt interested in this article since it offered a comprehensive and controlled research that provided insights on mechanisms of learning foreign language. I believe the article will be useful in understanding whether children who stay closer to their mothers develop better vocabulary. However, the article suffers a limitation since it does not identify the gender and age is a factor in vocabulary learning. Szagun, G., Stumper, B., Sondag, N & Franik, M. (2007). â€Å"The acquisition of gender marking by young German-speaking children: evidence from learning guided by phonological regularities†, Journal of child language, 34 (2007), pp 445-471. This comprehensive research article examined the acquisition of nouns by a sample of 21 young German-speaking children. The research investigated whether gender and age are factors that determine development of first language vocabulary. The authors attempted to investigate whether young children use phonological regularities of noun structure after acquiring noun gender. The article clarifies that phonological patterns guide in noun gender acquisition and errors are systematic. The data analysis was based on 22 two hourly speech samples per child from 6 children aged between 1;4 and 3; 8 and on 5 two-hourly speech samples per child from the remaining 15 children aged between 1 ; 4 and 2 ; 10. Everything spoken by the child was transcribed using Childes and Cohen’s kappa indicated good agreement between coders. The findings indicated that masculine errors were more frequent than feminine errors. The error rate dropped by 10 percent around 3 years thus indicating age may be a factor in vocabulary development amongst different gender in the society. I felt interested in the article since the research methodology, design and data collection

Monday, September 23, 2019

Voidable Agreements and Unconscionable Contracts Assignment

Voidable Agreements and Unconscionable Contracts - Assignment Example The following summary of a case in a court of law shows a voidable agreement containing an unconscionable contract. The case in subject involves a minor who purchased a used car from an adult at one hundred and forty dollars. He, the buyer, attempted to return the car after noticing that the main bearing system had malfunctions. As a result, the buyer informed the seller on the issue, and asserted that repairing the entire bearing system would cost approximately half the purchasing price. Therefore, the minor left the car with the seller and mailed a written notification expressing his dissatisfaction; hence terminating their contract.As a counter action, the adult seller sued the minor buyer for breaching their agreement. After appraising all essential components of the case, the court passed a ruling in favor of the seller on the basis that the contract was not voidable. The premise provided was that the buyer’s aunt and grandmother not only gave him the money for purchase o f the car, but also accompanied him to the venue of transaction. In this first ruling, the seller benefited as a result of misinterpretation of the law on voidable contract.The buyer appealed after losing in the first trial. The court of appeal analyzed the provided evidence and determined the case as a voidable contract. The appellate chamber maintained that the transaction surrounding the contract was between a minor and an adult

Sunday, September 22, 2019

Personal Action Plan Essay Example for Free

Personal Action Plan Essay My life has been an unusual life; I have chosen to leave my culture and explore many others’ cultures to find myself and who I am. I have been able to have this life’s experience because I live in a country that is accepting of diverse individuals. But, I have to live with the negative aspects of not living by the status-quo; by the way I chose to represent myself to the world. To make a long story short, I am tall, scary, and I chose to dress and conduct myself as a hip-hop urban individual and that comes with consequences; so I consider every situation that I find myself in a scenario that I would make someone feel uncomfortable. But, I will make my scenario out of my comfort zone, just being in public. 1. When in public, I observe older individuals uncomfortable around me, and thy tend to hold their purses or bags close to their bodies; immigrants tend to be uncomfortable around me due the negative stereotypes given to white men, but some are very true! And most white individuals treat me as if were sell-out or I am trying to be black. 2. Most situations are out of my comfort zone due to the ignorance of others; I always what to be respectful of others and not be as ignorant as others, so I always let them have the ‘upper-hand’ to keep the civility in the situation. 3. The main thing that I have learned from others’ negativity is that I can only control how I act, and only I can make others’ perception of me change for the better. 4. The types of things I notice about people are just as I stated before, I observe older individuals uncomfortable around me, and thy tend to hold their purses or bags close to their bodies; immigrants tend to be uncomfortable around me due the negative stereotypes given to white men, but some are very true! And most white individuals treat me as if were sell-out or I am trying to be black. 5. I do observe social-conscious individuals; they tend to find themselves loving everyone and after they talk to me for a while, I believe they find their minds change for least a day. 6. The social inequality I observe on a daily system is how individuals with money have such a distain for individuals who are homeless; when I find an individual warming up to me, they will make an insensitive remark about someone else. 7. My comfort level has change over the years due to my relationship I have with myself; I know who I am, who I care about, and I find that the good I do in my life comes out in my personality, and others will notice by my actions. 8. My life’s experience has shown me to be more socially conscious due to pit-falls I have had in my life. I have been at the very top and been brought to the very bottom, and the individuals at the top have the most work to do on their souls. 9. The traits that I exhibit in public are: To be humble at all times; to be tolerant of other’s; and not judge a book by it’s cover. 10. I feel the only trait of intolerance that I need to work on is my inability to forgive individuals who have gone astray and choose to steal and do wrong.

Saturday, September 21, 2019

Road to Independence Notes Essay Example for Free

Road to Independence Notes Essay People are reconsidering the policy of colonialism. 1. After WWII, people questioned whether dictatorship was a good idea. 2. â€Å"All nations should be free from the power of other nations. † 3. Keeping colonies had a high cost. It wasn’t worth it. 4. Colonized people pressed harder for freedom. Ex: British-held India II. A Movement Toward Independence A. The Indian’s strive to freedom intensifies. 1. British had power over India for 2 centuries. 2. Britain drafted Indians into WWII in 1939 without the consent of the the colony’s representatives. . Gandhi launched civil disobedience and many who followed were arrested. 4. To gain favor of the Indians, Britain promised government changes after WWII, but didn’t offer freedom. B. Besides colonialism, India struggles with internal conflict. 1. They have religious disagreements. 350 million Hindus 100 million Muslims 2. The Congress Party (aka Indian National Congress: India’s national political party) was made up mostly of Hindus, and a few Muslims. C. The Muslim League is created. 1. The Muslim League (1906) is the organization against the mostly Hindu Congress Party, aimed to protect Muslim interest. . (The leader) Muhammad Ali Jinnah asked all Muslims to leave the Congress party. He would not accept independence from Britain if it meant staying under Hindu rule. III. Freedom Brings Turmoil A. The decision of who receives power is being made. 1. The British lost much wealth after WWII, and was ready to turn over their power, since keeping up with colonies was cos tly. 2. The power will either be given to Hindus or Muslims. B. Muslims resisted Hindu domination. 1. Rioting broke out and in 1946, there were 20,000 casualties in a 4 day clash in Calcutta. C. Pakistan was created. 1. To maintain peace, Britain decided to partition (division of Indian religions into separate nations; idea first brought up by Muslims) India. 2. North western and eastern part of India became Pakistan which was dominated by Muslims. D. Everything in India was being divided. 1. British granted India and Pakistan a month of independence in July 16, 1947. 2. Princes had to decide which nation they’d join. 3. The civil service (courts, military, railways, police) was divided. 4. The differing religions had to decide where to go. E. One million people died during the move to their new nation. 1. Muslims killed Sikhs moving to India. 2. Sikhs and Hindus killed Muslims going to Pakistan. 3. Gandhi went to the Indian capital (Delhi) to ask for mercy, but was killed by a hindu extremist in January 30, 1948. F. Hindus and Muslims fight for Kashmir. 1. Kashmir is at the northern point of India next to Pakistan. 2. It had a Hindu ruler, but the majority of people living there was Muslim. 3. Fighting continued until UN arranged cease-fire in 1949. 4. One-third went to Pakistan (Muslims) and the rest to India (Hindus). IV. Modern India A. India has become the world’s largest democracy. 1. India gained independence in August 15, 1947. 2. Jawaharlal Nehru (the independent nation’s first prime minister) addressed India’s freedom. B. Nehru is the leader. 1. He served the first 17 years of India’s independence as leader. 2. He was a devoted follower of Gandhi. 3. He emphasized democracy, unity, and economic modernization, and became very popular with all Indian groups. C. Nehru pushed India forward. 1. He led newly independent nations into making alliances with other non aligned nations. 2. He reorganized the states by language and pushed for industrialization and social reform. 3. He raised the status of those in lower class (lower castes and women). D. A new leader came. 1. Nehru died in 1964. 2. His daughter, Indira Gandhi, became prime minister in 1966, left office, and was re elected in 1980. E. Challenges set on Indira caused more violent acts and death. 1. Sikh extremists wanted an independent state. 2. The Golden Temple was the Sikh’s religious center. 3. The Sikhs attacked symbols of Indian authority, so Indians troops overran the Golden Temple, killing 500 Sikhs and destroying sacred property. 4. Indira was gunned down by Sikh bodyguards and another murder spree occurred, killing thousands of Sikhs. . Indira’s son, Rajiv, became prime minister, but lost power because of corruption. He was then killed. F. Atal Bihari Vajpayee faced problems. 1. The leader of the nationalist party of India, Vajpayee, faced challenges of overpopulation and strife among religions. 2. The struggle between India and Pakistan was bad, now that they became nucle ar powers. India exploded a nuclear device in 1974. For 24 years, India improved nuclear capability in private. In 1998, 5 nuclear tests were conducted. Pakistanis also showed they had nuclear capabilities. The nuclear weapons of both rival groups became an international concern, especially because of Hindus and Muslims continuous struggle over Kashmir. V. Pakistan Copes with Freedom A. Pakistan was already very turbulent and had differences between West Pakistan and East Pakistan. B. The two regions of Pakistan struggled with each other. 1. A tidal wave hit East Pakistan and killed 266,000 residents in 1970, calling for international aid that West Pakistan was not eager in giving. 2. East Pakistan protested and called to end all ties with West Pakistan. C. Pakistan undergoes its own partition. 1. On March 26, 1971, East Pakistan became Bangladesh. 2. Civil war broke out. Indians sided with Bangladesh and Pakistan surrendered. 3. 1 million people died. 4. One-seventh of area and one-half of the population in Pakistan was lost. D. Pakistan is instable. 1. After the death of the first governor general of India, the nation had no strong leader and went through many military coups. First in 1958 by Ali Bhutto Second in 1977 by General Zia Third Benazir Bhutto, Ali’s daughter, became prime minister. Fourth, Sharif in 1997. VI. Bangladesh and Sri Lanka Struggle A. Bangladesh faces many problems. 1. War brought economic and communication issues in Bangladesh. 2. Sheik Mujibur Rahman became the first prime minister of Bangladesh. Interested more in power than making reparations 3. Bangladesh tries to become democratic and fraud and corruption was common. Recently, it has been more stable and Begum Khaleda Zia became prime minister in 2001. 4. Natural disasters were troublesome. Bangladesh (low-lying) is subject to cyclones, tidal waves, massive storms which floods lands, ruins crops, takes lives, and homes. 5. Rapid growth in population put stress on the economy. B. There is civil strife in Sri Lanka. . Sinhalese Buddhists and Tamil Hindus make up the two main groups in Sri Lanka. 2. Tamils wanted to become a separate Tamil nation and violence occurred in order to do so. Rajiv Gandhi and the president on Sri Lanka made an agreement that called Indian troops to disarm Tamil rebels. A civil war between Tamils and Sri Lankans still exists. New Nations in Africa: Chapter 34 Section 3 I. Setting the Stage A. Africa was also a nation victim to colonization. B. Like India, they were unwilling to return to colonization after WWII, so they also won their independence and went on to creating new African nations. II. Achieving Independence A. A movement is made for Black Heritage. 1. The French-speaking Africans and West Indians grew pride for traditional Africa. 2. The Negritude movement (movement to celebrate African culture, heritage, and values) was formed. B. WWII changed the views of colonies and colonizers, which helped Africa gain independence from 1950s-1960s. 1. The African joined Europeans in WWII to defend freedom, and were unwilling to return to colonization. 2. The European colonizers developed morale and wondered whether it was a good idea to still hold colonies. In addition to morale, maintaining colonies was costly and wasn’t viewed as something worth losing money for. C. Africa achieved independence in a unique way. 1. Unlike other colonized areas that pushed for independence, Africa was colonized indirectly and directly. Those who were ruled indirectly were able to enjoy limited self-rule and were ruled by local officials. They achieved independence more easily. Those ruled directly were governed at all levels by foreigners and did not have any self rule. To get independence, they had to fight wars. D. Africa struggled even after they gained their independence. . They had to start from scratch: creating a new gov. , and establishing postcolonial economy. 2. Internal conflicts made it hard create stable nations. When colonized by Europeans, Africa was separated by random and many tribes who shared the same culture were divided and enclosed with rival groups, causing violence. III. Ghana Leads the Way A. The Gold Coast, a British col ony, achieves full independence. 1. The Gold Coast (South of the Sahara) achieved independence, so British allowed for Africans to be nominated for legislative council. 2. However, they wanted full freedom and created a group. . Kwame Nkrumah (leader of the nonviolent group) organized strikes and boycotts, and was also imprisoned many times, (starting in 1947) eventually being able to liberate the Gold Coast from the British government. B. Good intentions called for opposition against Nkrumah. 1. The Gold Coast became Ghana (from the Ghana Kingdom of Africa) after it received its independence in 1957. 2. Nkrumah, the first prime-minister and president for life, pushed for industrialization by building new roads, schools, and health facilities. 3. His programs were too costly, and people began to oppose him. C. Ghana still continues to struggle. 1. Nkrumah was criticized for neglecting economic issues. 2. When in China (1966) he was replaced by the police and army in Ghana. 3. The power shifts between civilian and military rule, and Ghana struggles economically. 4. 2000 marks the first open election in Ghana. IV. Fighting for Freedom A. The British is forced to allow Kenyan self-government. 1. The British were unwilling to give Kenyans independence because they’ve taken over prized farmland in the northern highlands of Kenya. 2. The Kenyans had 2 developments which forced British to surrender. Jomo Kenyatta’s (Kenyan nationalist) strong leadership. The Mau Mau, a secret society of mostly native Kenyan farmers forced out of the highlands by British people. B. The Mau Mau fight for independence. 1. Guerilla tactics were used to push out the British from the highlands. 2. Kenyatta had no connection to the Mau Mau but did not stop them from fighting for their freedom. 3. Kenyatta was imprisoned for about a decade. 4. Kenya was granted independence in 1963, however, 10,00 Africans and 100 settlers died. C. After gaining independence, Kenya still faced some struggles from poor leadership. 1. Kenyatta became the president and worked to reunite various groups in his nation, but he died in 1978. 2. He was succeeded by a weak leader, Daniel arap Moi. 3. Under Moi’s leadership was opposition to his one-party rule, corruption, and conflicts between ethnicities killing hundreds and making thousands homeless. 4. He left office in 2002, and a new party gained power through elections. D. Algeria wins independence through battle. 1. Algeria had a population of 1 million French and 9 million Arabs and Berber Muslims. 2. French did not want to share political power with the natives even after WWII. . The FLN (Algerian National Liberation Front) would fight for freedom, and upon hearing this, the French sent half a million troops to fight the FLN. 4. The FLN won and gained independence in July 1962. E. Uncertainty within Algeria calls for civil war. 1. The FLN leader, Ahmed Ben Bella, becomes president and attempts to make Algeria follow socialism, but is overthrown. 2. From 19 65-1988, Algeria tried to modernize, but failed. Religious fundamentalists wanted to make Algeria an Islamic state because they were dissatisfied with the current government and high unemployment rates. 3. The Islamic Salvation Front (FIS) won elections in 1990 and 1991, but the government and army refused the results. 4. Civil war broke out between Islamic militants and the government, and goes on and off until this day. V. Civil War in Congo and Angola A. The people of Congo were unprepared for independence, and it led to turmoil. 1. Belgians colonized and plundered Congo taking all its riches and resources such as rubber and copper. 2. They gave no social services to the natives of Congo, and did not prepare them for independence. 3. They granted Congo (aka Zaire from 1971-1997) independence in 1960, which cause upheaval, and civil war. B. Congo goes through two leaders. 1. Years of civil war sprung up, and Mobutu Sese Seko (aka Colonel Joseph Mobutu) seized power in 1965. He renamed Congo to Zaire and ruled it for 32 years. He held control over Zaire with force, one-party rule, and bribing supporters with gifts. He withstood rebellions. 2. In 1997, he was overthrown by Laurent Kabila (rebel leader). Zaire was renamed The Democratic Republic of Congo. C. Kabila wasn’t the leader people hoped for, and a new leader rises. 1. He became president and promised a democracy, but never delivered it. 2. Civil war broke out again, and rebel groups wanted to overthrow Kabila. . He was assassinated by a bodyguard in 2001. 4. Joseph Kabila, his son, took power and pushed for peace. 5. Rebels stopped rebelling in 2002 in hope that the peace may come. D. Angola (South West of Congo) fought for independence. 1. Angola was ruled by the Portuguese who were unwilling to let go of their colony. 2. An independence movement broke out and Portugal sent 50,000 troops to end it, which wiped out half of Portugal’s budget. 3. The cost of war and the war’s opposition in Portugal called for them to withdraw from Angola in 1975. E. Civil war broke out in Angola. 1. Angola became a new nation, and the MPLA (Communist leaning â€Å"Popular Movement for the Liberation of Angola†) declared itself as the government. 2. Rebel groups fought against the government for power. 3. 50,000 Cuban troops and Soviet Union supported the MPLA. 4. South Africa and the U. S. supported the UNITA (the major opposition to the MPLA; â€Å"National Union for the Total Independence of Angola†) 5. The MPLA and UNITA abandoned many cease-fire agreements, but in 2002, a peace accord was agreed to and the civil war ended. Conflicts in the Middle East: Chapter 34 Section 4 I. Setting the Stage A. By the end of WWII, Jewish finally gained its own state, which proved to have bad consequences. 1. The Jewish gained a state that was located by the Mediterranean Sea. 2. It consisted of mostly Arabs who rejected the creation of a Jewish state. 3. Palestinians claimed Jewish states to be theirs, therefore opposing Jewish states. 4. Wars were fought between Jews and Arabs, and Jews and Palestinians. II. Israel Becomes a State A. Palestinians, Jews, and Arabs all claim the same lands (Israel, West Bank, and the Gaza Strip in modern day Palestine). 1. Jews’ reason: 3,000 before, Jewish Kings ruled the lands from Jerusalem. . Palestinians’ reason: land was theirs since Jewish exile on A. D. 135. 3. Arabs’ reason: their conquest of the lands in the 7th century (600s). B. The Jews wanted to return to Palestine and gain a Jewish state centuries after their exile. 1. The Jewish were unable to gain their own state after their exile, and dispersed around the world (Diaspor a). 2. Zionists (people who favored a Jewish state in Palestine) started returning to their homeland during the 19th and 20th centuries (1800s-1900s). C. A British idea of creating a Jewish homeland in Palestine cause sparks between the Jews and Palestinians. 1. The British directed Palestine (League of Nations’ commands) as a result of the loss of the Turkish Ottoman Empire in WWI. 2. Many Jews were in Palestine, and pressed for their own nation. 3. Palestinians opposed the idea, so when Secretary Sir Arthur Balfour of Britain proposed creating a Jewish state while keeping the rights of non-Jewish communities (Balfour Declaration) and the plan failed, tensions rose between Palestinians and Jews. D. The U. S. and many European nations felt sympathy towards the Jews, who were targeted in the Holocaust, so they devised a plan that would give Jews what they desired. 1. The UN General Assembly voted for partition in Palestine, one part being a Palestinian state, the other being a Jewish state, and Jerusalem being an international city owned by no one. 2. The Jews made up 34% of the population but gained 55% of the land. E. The partition was set, although Muslims and Palestines rejected it. 1. â€Å"The UN has no right to make such a proposal without first consulting the majority who will be affected by it. †- Muslims and Palestinians. 2. David Ben Gurion (leader of Jews in Palestine) announced that the independent nation of Israel was formed on May 14, 1948. III. Israel and Arab States in Conflict A. War broke out between Israeli and Arab states. 1. The first one (won by Israel) was a day before Israel became a nation, where Islamic states (Egypt, Iraq, Jordan, Lebanon, Saudi, Arabia, and Syria invaded Israel. B. The partition wasn’t fully effective because of fighting. 1. Israel seized half of Palestine in 1948-1949. 2. 600,000 Palestinians left to nearby UN sponsored refugee camps. 3. Arabs also seized Palestinian lands. C. War broke out in 1956 during the Suez Crisis. 1. Egypt seized the Suez Canal. 2. Gamal Abdel Nasser (Egyptian president) sent troops to seized the canal controlled by British because he was angry that the U. S. and British stopped financially supporting Egypt’s Aswan Dam. 3. Britain formed an alliance with France and israel to regain the Suez canal. 4. Israel defeated the Egyptians using air support of their European allies. 5. The war ended when the U. S. and Soviets forced Israel and Europeans out of Egypt, ultimately giving Egypt the Suez Canal by the end of the Suez Crisis. D. Another war broke out in 1967, called the Six-Day War. 1. Nasser and Arab allies, equipped with Soviet tanks and aircraft were ready to confront Israel and close off Israel’s outlet to the Red Sea, the Gulf of Aqaba. 2. Israelis knew Arabs would attack, so the struck airfields in Egypt, Iran, Jordan, and Syria, and ground forces defeated Arab states in this Six-Day War. 4. Israelis gained the lands around them (Jerusalem, Sinai Peninsula, The Golden Heights, and the West Bank). 5. They served as buffers for future attacks. 6. Palestinians living in Jerusalem chose Jordanian citizenship, and others not living in Jerusalem went other Jewish control. E. A fourth War broke out in October 1973, called the Yom Kippur War. 1. Anwar Sadat,(Egyptian president who succeeded Nasser) planned an Arab attack on Israel during Yom Kippur. . Sadat was able to reconquer land lost in the Six-Day War. 3. Golda Meir (prime minister of Israel during the Yom Kippur War) counterattacked and regained most the land. 4. After weeks of fighting, a truce was declared. F. Palestinians pushed for recognition and its own state. 1. The UN had given Palestinians its own state during the partition, but the land given was seized by Is raelis during their vast amount of wars. 2. The PLO (Palestine Liberation Organization) was organized by Palestinian officials in 1964, and initially consisted mostly of social workers, like teachers, lawyers. 3. Guerilla fighters then dominated the PLO and insisted that to get what they want, it needs to be done by means of struggle. 4. Yasir Arafat became PLO’s chairman in 1969 and carried out attacks on Israel, which was supported by Arabs, since they were able to operate on Arab land. IV. Efforts at peace A. An attempt of peace was made by Anwar Sadat. 1. In 1977, he declared that Israeli parliament (Knesset) and Arabs make peace, with the terms that Israel returns the land they took in the Six-Day War and recognize Palestinian rights. B. An agreement is reached between the Israel and Arab country. 1. President Carter invited Anwar and the Israeli prime minister, Menachem Begin, to a presidential retreat, Camp David, Maryland, 2. There, Begin and Sadat negotiated, and finally in 1979, Carter announced that Egypt recognized the Israeli state and Israel returned the Sinai Peninsula, in an agreement called the Camp David Accords. C. Peace was maintained even after Anwar’s assassination. 1. Muslim extremists were enraged at his plan for peace, and killed him. 2. Hosni Mubarak maintained the peace. D. Tensions increased between Israelis and Palestinians. 1. The military of PLO intensified its armed struggle with Israel during the 1970s-1980s. . Israel responded by bombing bases of Palestinian towns and invading neighboring countries such as Lebanon, to destroy Palestinian strongholds. 3. Israel became involved in the Lebanon civil war and was forced to withdraw. 4. Palestinians showed their frustration with civil disobedience (using boycotts, attacks on Israeli soldiers, demonst rations, and rock throwing) called intifada (uprising) in 1987. 5. This put global pressure on Israel, which forced them to organize peace talks with Israeli and Palestinian delegates on October 1991. E. The peace talks made little progress, so a new document was made. . Secret talks in Oslo, Norway produced an agreement called the Oslo Peace Accords (Declaration of Principles), which stated that Palestinians have self-rule in the Gaza Strip and West Bank, beginning with the town of Jericho. 2. The agreement was signed on September 13, 1993 by the Israeli prime minister, Yitzhak Rabin, and Arafat. F. The agreement was hard to work out. 1. A Jewish extremist, who opposed concessions to Palestinians, assassinated Rabin in 1995. 2. He was succeeded by Benjamin Netanyahu, who also opposed the Oslo Accords, but was willing to keep to the agreement. . He met with Arafat in 1997 to discuss Israeli partial withdrawal from the West Bank. V. Peace Slips Away A. The peace agreement is stalled. 1. Prime Minister Ehud Barak (1999) supported the peace plan more t han Netanyahu. 2. (2000) Bill Clinton hosted a summit meeting between Ehud Barak and Arafat in Camp David, but they couldn’t reach a compromise. B. A second intifada was launched. 1. An Israeli political leader, Ariel Sharon, visited the Dome of the Rock, a reverend place for Muslims. 2. Muslims were outraged and broke out a new intifada. 3. The second intifada was much like the first one, but instead, included suicide bombers which called for more bloodshed. 4. The Israelis responded by bombing possible Palestinian refugee camps, where extremist could be hiding. They also bombed Arafat’s headquarters. C. Peace seems far from being reached. 1. Ariel Sharon became the prime minister of Israel in 2001, and refused to negotiate with the Palestinians if the attacks of suicide bomber continued. 2. Israeli officials declared to no longer meet with Arafat, who had strained relations with many Israeli leaders. D. A solution for peace is being worked on. 1. Arafat agreed to lessen his involvement in peace talks, and the first prime minister of the PLO, Mahmoud Abbas, was appointed in 2003. 2. George W. Bush brought together Sharon and Abbas to work on a peace plan called the â€Å"road map. † E. Sharon and Abbas are willing to find a solution. 1. Sharon declared that he looks for the day when Palestinians can govern themselves in their own state. 2. Abbas declares that the goal was for Israel and Palestine to live side-by-side in peace and security. Central Asian Struggles: Chapter 34 Section 5 I. Setting the Stage A. The region of Central Asia changes throughout history because it has been invaded by many powerful groups (Mongols, Byzantines, Ottomans, and the rulers of the Soviet Union. B. The people of this region still tried to keep its culture, and longed to create their own nations. 1. It was made possible with the fall of the Soviets Union. C. They were faced with challenges in making strong independent nations. II. Freedom Brings New Challenges A. Two geographic areas are made. 1. The Soviet Union fell in 1991. 2. Their republics in the south became 15 independent nations which were split into two geographic areas. 3. Transcaucasian Republics (Armenia, Azerbaijan, and Georgia) lies between the Black and Caspian seas, on the Caucasus Mountains. 4. Central Asian Republics (Uzbekistan, Turkmenistan, Tajikistan, Kazakhstan, and Kyrgyzstan) lies east of the Caspian sea and extends to the Tian Shan and Pamir mountains. B. These independent nations deeply depended on the Soviet Union for economic help, so they could not be independent. C. The Soviets made economic practices which weakened these nations’ economy. 1. Eg: The Soviets made Central Asian Republics available farms grow cotton, and having only a single crop made the economy unbalanced. D. Azerbaijan can receive income through its richness in oil, because of the Caspian Sea. Kazakhstan and Turkmenistan are still tapping into their oil reserves. E. Ethnic and religious differences causes conflict. F. With the fall of the Soviet Union, who prevented the nations from fighting because of the ironfist rule, the ethnic groups began to battle. 1. Eg: Azerbaijan (Muslim country), which surrounded Nagorno-Karabakh (Armenian Christians), battled the Armenians during 1991-1994 when the Armenians pushed to be a new independent nation. III. Afghanistan and the World A. Afghanistan (mostly Muslim nation), which is the least developed country (it was inhabited by farmers or herders), surprised the world with war against the Soviet Union and U. S. B. Afghanistan had many struggles already. 1. Russia wanted Afghanistan because it was near the Indian Ocean 2. British wanted to protect the northern border of its Indian Empire with Afghanistan’s land, eventually fighting 3 wars prior to 1919. C. Afghanistan tries to modernize. 1. In 1919, Afghanistan declared itself a new independent nation, setting up a monarchy. 2. In 1964, reforms and a switch to a democratic government was proposed. . Officials could not agree on reforms, and people people were not interested in the Afghanistan government, so the proposals did not carry out. D. Communism starts to influence Afghanistan. 1. Afghanistan became stable enough to have ties with the U. S. and Soviet Union. 2. They were nonaligned during the Cold War and received support from both sides. 3. They were closely situated with the Soviets. 4. Military leaders overthrew the government in 1973 and rival groups who had close ties with Soviet communists seized power in 1978. 5. Communism conflicted with Islamic teachings. E. The Afghanis stayed loyal to their religion and did not fall to communism. 1. Those who believed that communism conflicted with Islamic teachings formed a group called Mujahideen, who freely fought and rebelled against the government supported by the Soviets. 2. The Soviets heard about this and tried to conquer Afghanistan in 1979-1980 as a new nation in its communist empire. 3. Afghanistan was supported by the U. S. and used guerilla warfare and their knowledge of the terrain to their advantage. 4. In a bloody 10 year war, the Soviets withdrew, and Afghanistan won. F. With the Soviets gone, rebels groups fought for power, and the victor was the Taliban. 1. They were a conservative Islamic group who were controlled 90% of the country by 1998. 2. They turned out to be Islamic Extremists who made strict rules that controlled every aspect of life (woman could not have jobs or go to school, you couldn’t listen to music or watch TV) and punished those who did not listen (severe beating, amputation, and execution). G. The Taliban played a major role in terrorism. 1. They allowed terrorists to train in Afghanistan. 2. They provided refuge to the al-Qaeda leader, Osama Bin Laden. 3. After September 11, the Taliban was asked to give up Osama Bin Laden, but they refused. 4. The U. S. bombed Taliban air defense, airfields, and command centers. 5. The Northern Alliance (anti-Taliban force) was supported by the U. S. and finally was able to overthrow the Taliban. H. Hamid Karzai, the selected leader after the overthrow of the Taliban, would find it hard to stabilize a nation who has been under decades of warfare, and he would also find it difficult to unite a nation with 12 different ethnic groups.

Friday, September 20, 2019

The Criticisms On Agency Theory And Its Application Finance Essay

The Criticisms On Agency Theory And Its Application Finance Essay Introduction Issues on corporate governance, business ethics, decision making and risk-taking are the normal issues being faced by all types of corporations, both old and new. One of the main assumptions why such issues are often encountered by majority of companies and institutions can be attributed to the conflict of interests and the misalignment of corporate goals among those in the managerial position and the common shareholders. According to Moldoveanu, M Martin, R. (2001), in many cases, the application of right managerial decisions, which are considered the lifeblood of any organization, are not being practiced and applied therefore causing inefficiencies on the part of the company and its people. There is always a separation in terms of control and ownership in all corporations. However, this separation is what almost always causes conflict and is most often the root cause of all other problems and issues in the organization. Ideally, the design or framework of a corporation is well-defined in a way that control and ownership of the companys assets are clearly identified and distinguished among the people within the organization. In a usual company setting, control over a corporations assets is delegated to the people assigned in the managerial posts while the ownership of company assets is being handed over to the companys shareholders. Therefore, both the managers and shareholders within the organization are responsible and accountable for each of their deliverables and assigned functions (Moldoveanu, M Martin, R., 2001). Given that both the shareholders and managers perform very specific and highly-critical functions in an organization, it is but natural for the two to develop a specific kind of relationship. The development of this kind of relationship is indeed critical for the success of the corporation. Nevertheless, out of this manager-shareholder relationship also stems the many issues and problems which often result or cause negative impact on the corporations assets. This special kind of relationship that exists between the shareholders and the managers is called an agency relationship. In a typical corporate set-up, managers are given the right to control and manage the assets of the company which are owned by the shareholders. The function of the managers is therefore highly significant as their decisions and moves may potentially cause a positive or a negative impact on the company and its total assets (Economy Professor, 2004). However, failures on the part of the managers are quite common given the structure and framework of most corporations which interfere with the proper decision making and task-delegations of most people on the managerial posts. According to Moldoveanu, M Martin, R. (2001), two of the most common failures of professional managers nowadays are a.) failures due to honest miscalculations and errors which are beyond the managers control and b.) failures related to a managers integrity and selfish motives. These kinds of managerial control failures are what cause extreme damage on the companys valuable assets. Hence, in order to safeguard the company from these potential threats and damages often caused by managerial failures, the shareholders find a less-riskier way of protecting company assets which are usually facilitated by a shareholder via a reward punishment method. The purpose of the rewards punishment method is to provide incentives for every properly executed managerial output. Other methods are also employed and utilized by the shareholders which are intended to protect the company assets such as the monitoring, assessing and checking on the decisions of the manager. Aside from incentives, sanctions are also given to the managers in order to align their interests and decisions based on that of the shareholders (Moldoveanu, M Martin, R., 2001). As in the case of any corporation, this manager-shareholder relationship exists and is most commonly referred to as the agency relationship. This paper on The Criticisms on Agency Theory and its Application on Corporate Governance is aimed at providing a detailed discussion of the agency theory, its history and basic concept, how it is currently being applied and manifested in many modern corporations nowadays and how this theory concept has been abused and improperly utilized by many corporations nowadays. A specific focus will also be allotted on the various criticisms on this particular theory and why its focus on merely two stakeholders: the managers and shareholders, is highly criticized by many people, specifically, other stakeholders involved in the organization. Moreover, this paper will answer how this criticism was justified and how in a way, the agency theory negatively affects proper corporate governance. To be more specific, this paper on The Criticisms on Agency Theory and its Application on Corporate Governance aims to answer the following questions: What is the agency theory? How did the agency theory begin and evolve? What is the role of the agency theory in corporate governance? What are benefits and advantages of adopting the agency theory in a corporation? What are the threats and disadvantages of adopting the agency theory in a corporation? Why is the agency theory being criticized with its focus on merely two stakeholders: the managers (agents) and shareholders (principal)? How does the agency theorys focus on merely two stakeholders: the managers (agents) and shareholders (principal) negatively affect corporate governance? How does this criticism affect other stakeholders within an organization, apart from the managers and the shareholders? A. Agency Theory: The Concept and its Beginnings According to the Economy Professor (2004), the agency theory originated in the year 1970s. This theory basically refers to the relationships that exist between the so-called owners of corporate assets and the so-called controllers of corporate assets. In simple terms, the agency relationship refers to the corporate relationship that exists between the shareholders and the managers within an organization. The agency theory also pertains to the firms view on its network of people resources. This theory states that a special kind of corporate relationship is formed when one person or a group of persons (known as the shareholders) decide to hire an individual or a group of individuals (known as the managers) to provide some service or work for them. Moreover, the agency relationship also occurs when the shareholders assign or delegate some decision-making tasks to the managers (Economy Professor, 2004). But aside from the shareholder-manager relationship, other forms of agency relationship may also exist in a corporation like for instance, the stockholder-debtholder relationship. Generally however, agency relationships are mostly used to refer to the shareholder-manager relationship. In many textbooks and journals, the agency theory is also being referred to as the principal-agent theory simply because it is a type of relationship that involves a principal or a shareholder and an agent or a manager (Economy Professor,2004). Moldoveanu, M Martin, R. (2001) further defined clearly what occurs in an agency relationship. They stated that in an agency relationship, the shareholder or the principal is the one who hires and accepts the services of a manager or the agent based mainly on the latters capabilities, professional competencies, decision-making ability and knowledge. Normally, the principal hires the agent because the former believes in the capabilities of the latter to increase and safeguard the assets of the company. Since the principal or the shareholder is the owner of those company assets, he or she will not hire an agent or manager who is not capable of increasing or protecting the assets of the company. Once the principal hires the agent to be in-charge of the company assets, the principal must automatically transfer his or her decision rights to that asset over to the agent (Moldoveanu, M Martin, R., 2001). The transferring of decision rights from the principal to the agent is vital in order for the latter to take full accountability, control and management over that asset. If there was no transferring of decision rights over to the hired agents, issues and problems stem from it which cause a negative impact not only on the relationship between these two stakeholders but also on the agents capacity to deliver the expectations of the principal (Donaldson, L. Davis, J., 1991). According to Lupia, A. (2001), the delegation of decision rights and power from the principal to the agent is highly important for an agency relationship to work. In the concept of the agency theory, the principal is known to be the person who performs the delegation process. The principal is the one who passes over the authority over the assets, specifically the power and authority to decide, to another person. The agent on the other hand is the one who acts as the recipient of the authority and power being delegated by the principal. When the full transferring or delegation of rights and authority is already transferred to the agent, then the agent already has the full accountability over the company assets. The agent is then subjected to either a sanction or an incentive depending on his management over the assets. According to Donaldson, L. Davis, J. (1991), various types of schemes are usually devised by the principals in order to prevent huge corporate losses due to managerial failures or the agents failure to deliver the shareholders goals and interests. Some of these schemes include financial rewards through the form of benefits and compensations which would greatly motivate the agents to achieve their company goals and align themselves with the interests of the shareholders. This has been an effective corporate strategy which proved to motivate agents to perform their managerial roles better (Donaldson, L. Davis, J., 1991). B. The Role of the Agency Theory in Corporate Governance According to Donaldson, L. Davis, J. (1991), the role of the agency theory in the modern corporations of today is quite important. Essentially, the concept of agency theory is both stewardship and shared ownership. Donaldson, L. Davis, J. (1991), states that the concept of shared ownership in the agency theory is what pushes and drives the managerial executives (agents) to perform beyond the top managements expectations. The idea that the professional managers are co-owners of the companys most valued assets is what drives them to perform better their management functions. Aside from their liability and accountability over the company assets, the idea that these managerial executives are co-owners themselves of the company assets is what makes them more concerned and involved in the nitty-gritty of the corporate process and their own functions. This therefore maximizes the shareholder returns which benefit all stakeholders within the corporation. Moreover, the agency theory encompasses the concept of stewardship. The agents or the professional managers act as the stewards of the company and its assets. Their decisions and their ability to successfully deal with various corporate issues and concerns as well as their ability to increase the value of corporate assets is what makes the managers good stewards of the business or the company (Donaldson, L. Davis, J., 1991). The capacity therefore of the agency theory to maximize shareholder returns by simply motivating the managers or the agents to perform their management functions better is what makes this theory quite useful in corporate governance. Moreover, the role of the agency theory in corporate governance involves a number of important elements which facilitate the effective governance and management of a corporation. One of which is exercise and practice of the decision rights. According to Moldoveanu, M Martin, R. (2001), the agency theory is what strengthens and allows for the proper exercise of the decision rights of the principals over the company assets. Since technically, the principals are the owners of the assets and they are the ones assigned at delegating the power and decision-making authority over to the agents, their rights must still be protected. This decision right comes in three types: a.) the principals right to create, initiate and implement a specific decision and b.) the principals right to authorize or give consent and approval to a specific decision and c.) the principals right to punish or reward an agent based on the results or outcome of a specific decision the latter has made. On the other hand, the agency theory also puts emphasis on the managerial rights that should be utilized and exercised by the agents. These management-decision rights include: a.) the agents decision right to propose, initiate or suggest a specific course of action or decision and b.) the agents decision right to counter, resist or veto a specific course of action or decision (Moldoveanu, M Martin, R., 2001). The agency theory also acts as the initiator and motivator of the punishments and rewards system in an organization. The agency theory states that the concept of incentive (rewards) and sanctions (punishments) is possibly the best form of motivation among all stakeholders, not merely the managers or the agents. Moldoveanu, M Martin, R. (2001) states that managerial incentives usually come in two types: a.) incentives for observable and obvious efforts exerted by the agent or the manager which usually come in the form of monetary or financial rewards such as bonuses, stock grants or salary increases and b.) incentives for observable and obvious efforts exerted by the agent or the manager which usually come in the form of non-monetary rewards, acknowledgement and other privileges. Given all these functions, the agency theory indeed performs a significant role in any organization in terms of safeguarding and increasing the companys most valued assets as well as motivating its stakeholders, specifically its agents or managers to go perform beyond top managements expectations given that their roles, functions and rights are clearly identified by the agency theory. C. The Benefits and Advantages of Adopting the Agency Theory One clear benefit of adopting and utilizing the agency theory within an organization is its ability to maximize the potentials and use of a particular agent. While the agents are clearly motivated to perform or even go beyond their managerial roles, the ultimate benefit is still being experienced by the shareholders as it is their assets which are being maximized. Although oftentimes, when the shareholders return on investment is quite high, all stakeholders also benefit out of it in the form of great financial rewards such as salary increases and bonuses (Sanchez, A.V., n.d.). The increase in shareholder returns and the value of the companys assets is one clear benefit and aim that the agency theory brings in to any corporation that is why its utilization is still very much applicable in the set up of modern corporations. In simple terms, the agents and the principals as well as other stakeholders within the organization directly benefit out of this company financial gain (Sanchez, A.V., n.d.). Another benefit in the adoption of the agency theory in corporations is the maximum utilization of the agency cost or the cost incurred by the shareholder by hiring the agent or the manager. Given that typically, an agent performs quite a number of critical roles including the important function of decision-making, the cost incurred by the company in hiring the agent is therefore justified by the amount of work or services accomplished by the agent for the company. This clearly benefits the shareholders as their agency costs can also be considered an investment for the further growth of company assets (Sanchez, A.V., n.d.). On the part of the agents, the application of the agency theory is also beneficial as it offers the application of the concept of maximum utility. The concept of maximum utility denotes a maximization of their potentials and skills which they have provided the company. In a way the end benefit is still clearly leaning towards the company. Nevertheless, the maximization of the managers skills and potentials also directly benefits him or her as an agent (Sanchez, A.V., n.d.). D. The Threats and Disadvantages of Adopting the Agency Theory According to Mallin (2007), the agency theory can possibly result into a number of threats or disadvantages in an organization. One of these disadvantages is the opportunistic view of the managers or the agents in the corporation. For instance, there were many instances when the agents (managers) took advantage of their power and used it for their own selfish interests. Apparently, some agents do not act in accordance to the interests and goals of the shareholders. Most of the time, the agents are tempted to use their power and decision-making advantages to pursue their own selfish interests and not act in behalf of the principals or shareholders of the company. Moreover, the agents may have a totally different view of what their roles or functions are supposed to be which may be far from what was defined by the shareholders. For instance, some agents or managers may avoid risk-taking which the shareholders consider essential in order to effectively increase the value of a corporate asset. Also, agents or managers have the tendency to avoid making decisions, especially those decisions which are entirely needed to properly govern the corporation. When this happens, the clash between these two stakeholders begin which is another disadvantage brought about by the agency theory (Mallin, 2007). Information asymmetry is also a common problem in the application of the agency theory. This happens when the amount or load of information accessed and received by the agent varies from that of the shareholder. When this happens, it results into an unbalanced amount of corporate knowledge or information between the two which may put either of them at a disadvantage. Also, the gaps in corporate knowledge or information may cause confusion or misunderstanding between these two important stakeholders. As a result of this, conflicts arise between the managers and the shareholders which hinder both of them from performing their distinct functions in a corporation (Mallin, 2007). The Criticisms on the Agency Theory: Why this theory focuses on merely two stakeholders: the managers (agents) and shareholders (principal) The agency theory, coined and popularized in the 1970s, has long been an existing concept and theory that people in the past centuries have been thinking of adopting. It was however only in the 70s that this concept was already adopted by many companies around the world. The popularity of the application and use of the agency theory only commenced when corporate governance became a more difficult and complicated task to do. When the corporations began to expand, more and more clients and employees became part of both the external and internal stakeholders of the company. An implication of this was the tasks became more difficult to manage that the owners of the corporation needed additional people to offer special work or services for them. This then resulted to the birth of the demand on hiring agents (Mallin, 2007). These agents, according to Mallin (2007), were recruited and hired based on their professional competencies, skills, talents and the ability to make decisions. The owners or the shareholders (principals) are the ones directly hiring these agents to offer special services them that would further grow or benefit the corporation. Moreover, Mallin (2007) asserted that the complications brought about by the increase in demand of the services offered by a corporation and an upsurge in the number of its clients, brought about the need to separate control and ownership in a corporation. Most of the time, shareholders or owners of a company are too busy to perform and attend to the important details in a corporations daily operations. The amount of work and responsibility that these owners need to perform are way too much that they need to add more employees to handle them. This therefore resulted into a separation of control and ownership in the company, with the shareholders performing the ownership function while the managers performing the control function. According to Mallin (2007), when the shareholders or principals start performing the ownership function, thats when they begin to make the agents and other stakeholders in the company more accountable and responsible in their tasks and functions. The command and directives come straight from them which would then have to be managed by those under them. When this happens, the shareholders would have a direct control over the business or the corporation just as owners should have. Accountability increases over the shareholders capacity to function as owners of the corporation and its most valuable assets. On the other hand, direct control over the corporations daily operations is exercised by the professional managers assigned by the shareholders. Full control and accountability rests on these individuals which make their functions highly critical in a corporation. These professional managers are concerned with the nitty-gritty of the daily affairs of the corporation as well as the handling of the people under them. Also, they are in charge of increasing the value of a corporate asset which puts more pressure on the functions that they perform in the corporation (Mallin, 2007). Hence, the focus of the agency theory is basically to put emphasis on the importance of the functions that both the principals (shareholders) and the agents (managers) perform or play in the success of corporate governance. This explains the main reason why most corporations nowadays exercise or apply the agency theory in their business framework. Also, the corporations found it to be very significant to maintain the healthy relationship between the principals and the agents as it is only then can they manage the various issues that corporations normally face. Moreover the distinct advantages of applying the agency theory are tremendous, such as the maximum utilization of the companys agents and the increase of the companys most valued assets, that it led many corporations to apply the agency theorys principles in their businesses. Nevertheless, Mallin (2007) argues that one of the most popular criticism against the agency theory is its focus on merely two stakeholders: the agents and the principals. According to corporate analysts, it is not healthy for a corporation to focus on merely two stakeholders and neglect all the other stakeholders that also play key roles in the organization. In the long history of corporate governance, it has been proven to be true that the agency theorys focus on the principal-agent relationship has caused many threats and disadvantages as well to the organization. For one, these two stakeholders cannot properly operate or function without the presence of other key constituents or stakeholders within the organization. Other key stakeholders such as the managers subordinates, suppliers and the investors also perform highly significant functions in the corporation which cannot be ignored or neglected. The seemingly unfair and unbalanced focus of the agency theory on only two stakeholders have been for a long time resulting into negative impacts in the organization which was justified through the perception of other stakeholders on the unequal distribution of power in the organization. The unequal distribution of power and privileges within the organization, mostly focused on only the principals and the agents, is what makes other key stakeholders feel deprived and unimportant in the corporation (Eisenhardt, K., 1989) When this happens, these other stakeholders like for instance the investors and suppliers may be tempted to take away their loyalty on the corporation and move to its competitor. This then places the corporation into a threatening situation as its key stakeholders know much confidential information about the company. F. The Stakeholder Theory versus the Agency Theory The many issues confronted by many corporations through the utilization and application of the agency theory in their corporate governance resulted into many negative impacts on the part of other stakeholders involved in the corporation. For one, these stakeholders namely the employees, investors, suppliers, communities, subsidiaries, the media and the government and other internal and external constituents that the corporation usually deals with, are not given sufficient attention and privileges compared to the shareholders and the managers. This is because in the agency theory, the focus is merely on the shareholder-manager relationship or the principal-agent relationship and not so much on other stakeholders. In order to avoid these kinds of issues on the part of other stakeholders, another theory was created which was the stakeholder theory. In essence, the stakeholder theory states the importance of addressing the needs and emphasizing the functions and roles of other relevant key stakeholders in the organization in order to effectively govern the corporation (Donaldson, T. Preston, L., 1995). Moreover, the stakeholder theory presents the first step to divert the attention from merely two stakeholders: the shareholders and managers, to other stakeholders such as the investors, suppliers, communities, media, political associations and the general public at large whom the corporation directly affects or influences (Donaldson, T. Preston, L., 1995). The stakeholder theory also gave a strong emphasis on the importance of identifying the corporations internal and external stakeholders. This is because any corporation would not be able to stand in itself and operate by itself without the aid of other key stakeholders which the corporation serves or which help the corporation achieve its organizational goals. In other instances, even the competitors can also be considered part of the organizations stakeholders (Donaldson, T. Preston, L., 1995). The usefulness of the stakeholder theory compared to the agency theory is that the former has a clearer, wider view and concern with other people outside of the managers and the shareholders. The stakeholder theory puts more emphasis on their importance as a corporate entity and in a way helps the corporation properly position itself as well, especially in the community where it operates (Donaldson, T. Preston, L., 1995). The stakeholder theory states that by identifying the internal and external stakeholders of a corporation, the interests of the corporation would be balanced among the interests of the other key stakeholders. The corporation therefore would not appear selfish or apathetic to the community and the general public at large because its organizational goals and principles are hinged from the best interests and common good of all its stakeholders, not just the managers and the shareholders. The stakeholder theory also paints a good view of the corporation to other stakeholders as it appears concerned and ready to serve the general public at large. Also, the application of the stakeholder theory implies that the corporation acknowledges that its decisions have either a positive or negative impact on the stakeholders in general. This makes the stakeholders therefore feel important being part of the corporation as its concerned and needs are acknowledged by the corporation where they belong compared to the agency theory which only highlights the contributions and roles of merely two stakeholders: the managers and shareholders. (Donaldson, T. Preston, L., 1995). Conclusion The agency theory in corporations is a useful and widely-used theory that has in itself a lot of distinct advantages and disadvantages to the corporation. Its focus on the important functions of the principals (shareholders) and the agents (managers) is what led to its popular application in corporate governance. For many decades, the use of the agency theory has benefitted many corporations as it aimed to strengthen the relationship between the principals and the agents whose main functions are considered the lifeblood of the corporation. Also, the agency theorys emphasis on the maximum utilization of the agents resulted into tremendous increases in the value of the corporations assets and the corporations maximization of the agency costs they incurred out of hiring the services of these agents or professional managers. Nevertheless, while the agency theory application resulted into many benefits and advantages, it also brought it certain negative impact and disadvantages in the corporations. For one, it resulted into conflicting interests between the managers and the shareholders. The shareholders often seem to have a hard time influencing the managers with their own organizational goals, while the latter focuses on pursuing his or her own selfish interests in the organization. Second, the lack of focus of the corporation on other relevant stakeholders brought forth more disadvantages in the organization as the other stakeholders felt unimportant and neglected in the corporation. This issue has therefore given birth to another theory called the stakeholder theory which balances out the unbalanced treatment and view of the agency theory on the other relevant stakeholders in the company by stating the important roles and functions of other key stakeholders which the corporation directly influences and affects as well.

Thursday, September 19, 2019

Statement of Philosophy of Education Essay -- My Philosophy of Educati

Statement of Philosophy of Education My philosophy of teaching and education in general is very broad at this stage in my career. I am sure that as I teach in future years, my philosophy of teaching will change as I gain experience. As for now though, the following paper will describe the way I feel about teaching, learning and education in general. First, I view learning as a journey the students take throughout their school careers and throughout life. I feel that on this journey, teachers are placed in the position to help guide these students to their destination, or at least help them on their way. This journey would include hurdles and obstacles that would be overcome and some that would be left for later teachers to try to help the students past. I know that as a teacher, it is important for me to help the students to truly understand concepts being taught that will help them in later mathematics classes and in their lives in the future. I also feel that a good basic tool for teachers to help provide students with that will enable them to be more prosperous in life is the concept of problem solving. This tool reaches far past mathematics. I believe that students are not just buckets that we, as teachers, are to pour knowledge into hoping that none leaks out. I do believe though that the teacher should r each for opportunities to help connect the content material to previous knowledge and experiences of the students. As for the teacher’s role in the students’ lives, I feel again that he/she should be a guide for the students in their journey through mathematics. I feel that the teacher should help the students in their problems in the content and also be creative in teach... ... the students’ lives. I know too many people who never feel that their life will amount to anything, and if I can affect just one life and make a difference in that one, I will be satisfied. I had many teachers in my school career, but I can honestly say that my mathematics teachers had the greatest affect on my life. I see this in my personal life and in the way I teach and feel that teaching math should be handled. One of my favorite statements about education is â€Å"Education is what survives when what has been learnt has been forgotten,† by B.F. Skinner. I feel that this is such a valid statement and one of the main reasons I feel that by teaching a child to truly learn and as they travel on their journey in life to pick up tools that will not only help them in their classes in school, but those that will help them be productive and happy adults.

Wednesday, September 18, 2019

adult brain :: essays research papers

The study of emotion was once relegated to the backwaters of neuroscience, a testament to the popular conception that what we feel exists outside our brains, acting only to intrude on normal thought. The science has changed: Emotion is now considered integral to our over-all mental health. In mapping our emotions, scientists have found that our emotional brain overlays our thinking brain: The two exist forever intertwined. There is a critical interplay between reason and emotion. We are well aware of how brain malfunctions can cause pain, depression, and emotional paralysis. We must also understand that the brain affects positive emotional responses such as laughter, excitement, happiness, and love. Scientists have been able to pinpoint the section of the brain that causes laughter. Some clues for the physiological basis of laughter have come from people who suffered brain injuries, strokes or neurological diseases. C.B., a landscaper in Iowa, is one of them. Three years ago, at the age of 48, C.B. suffered a stroke. Fortunately, he recovered quite well and was expected to return to his normal life. However, since the stroke, C.B. and those around him, have been perplexed by certain changes in his behavior. Though he seems healthy, and doesn't suffer any pain, occasionally, for no noticeable reason, he bursts out into uncontrollable, wild laughter. In other cases, out of the blue, he is swept into tears in a similar attack. C.B. has joined a long list of clinical cases that are described in medical literature as pathological laughter and crying (PLC). All of these patients suffer from brain damage that has destroyed or impaired small areas in their brains. Usually, the lesions are no bigger than a few cubic millimeters. However, since the lesions do not always occur exactly in the same spot in the brain, it is hard to determine based on these cases, which brain areas are in charge of laughter. Nevertheless, PLC suggests an interesting linkage; the same tiny lesion can cause both laughter and crying. That means that the same brain regions are involved in both laughter and crying. But most surprisingly, these laughter and crying are not associated with mirth or sadness. PLC patients suffer from "mechanical laughter". The pleasant feelings, happiness, amusement or joy that usually accompanies laughter are absent. Patients like C.B. often even suffer anxiety and fear with their laughter. The case of a French woman who suffered from Parkinson's disease sheds more light on the association between laughter, crying and emotions.

Tuesday, September 17, 2019

Nonviolent action takes low risk Essay

Nonviolent action has been widely used in political and economical change that people can use it to fight for their true power of holder. This article is based on Merriman’s article â€Å"Agents of Change and Nonviolent†(Merriman, 2008), Yunus’s article â€Å"The Role of the Corporation in Supporting Local Development† (Yunus, 2000) and DuVall’s article â€Å"Outside View: Liberation by People† (DuVall, 2004)–the nonviolent action is the best way to people for fighting for the right of the economic and political. Moreover, it can remind the people that they are the owner of the country and they are powerful enough to participate in national management. Different with the habitual impression of the revolution, which is always full of battle, violence and gore, the nonviolent action costs less than the violent action and takes less risk based on mass supported. Hardy Merriman is Sr. Adviser of the International Center on Nonviolent Conflict, in his article, â€Å"Agents of change and nonviolent†(Merriman, 2008), defines the main concept about nonviolent action: nonviolent-action comes from agreement and obedience of people, what is the categories of nonviolent action, the reason why we reckon that the nonviolent action advance the violent action and he uses the U.S. Civil Right Movement and Indian Independence Movement to explain the plan of the nonviolent action. Muhammad Yunus is economist and Nobel Peace Prize recipient in 2006. His article is focuses on specific field that is the use of nonviolent in local development, which means corporation. It is a specific nonviolent way to make change. The article contrasts the charity way with the violent way to the poor people to show us the advantage of nonviolent action. Jack DuVall is the founder of the International Center on Nonviolent. His article uses two examples, Lincoln and Gandhi, to elicit nine characters of a successful nonviolent action. The action should have a good leader with clear goals, broaden the scope of the movement, good analysis of the revolutionary situation, good risk-averse, persist the nonviolent way, courage from the enemy disintegrate, good manage of the material supply, compressive strength and ready for the challenge. For the three articles, there are 2 similarities among them; the first is that they all mention the requirement of the successful nonviolent action. For the first article, â€Å"Agents of Change and Nonviolent Action†, Merriman refers that the successful nonviolent action should have an outstanding leader, who has benevolence. Even the leader should formulate a complete programme that can attract people to unite. The key role of the leader and the programme has been emphasized, that is same of the article, â€Å"Outside View: Liberation by the People†, which lists the nine categories of the leader: clear goals, broaden the scope of the movement, good analysis of the revolutionary situation, good risk-averse, persist the nonviolent way, courage from the enemy disintegrate, good manage of the material supply, compressive strength and ready for the challenge. From the background of these two authors, we can find out that both of them are in the International Center on Nonviolent and both of them mention that we should focus on that the successful nonviolent action should have the good leader and comprehensive plan. Even the good leaders have some of the categories above that they are kind-hearted, have a good starting point that respect interests of the masses, if they use the violent way to make the change, the action still take more risks than the nonviolent action. That is the second similarity that both of three articles mentioned. For the first article, Merriman states that the violence action is base on using the force, and all the money and right concentrate on the leader and the only one way can restrict him is the rule. While, if he did not obey the rule, it will make the disaster result. On the contrary, nonviolent actions â€Å"not only tell people that they are powerful, they demonstrate people’s power by setting clear, achievable objectives and then documenting and publicizing their victories.† (Merriman, 2008) That means the successful revolution cannot separate from the masses and take less risk by getting all people involve decision-making. As the social problems, like poverty issues, we should use the charity way that give the poor enough opportunities and that will get unimaginable feedback, from the second article, â€Å"The Role of the Corporation in Supporting Local Development†. As the political aspect, DuVall, in his â€Å"Outside View: Liberation by the People†, has mentioned that dictatorship and terrorism regime should be overthrown, while we should not counter violence with violence, and we should use the nonviolent movements to fight for our rights. Because it takes less risk that it can avoid repeating the violence regime. In summary, base on the 3 articles written by Merriman, Yunus and DuVall, the nonviolent is the best way to people to fight for the right. From the economical aspects, it makes the profit maximization that poor people can get loan from the corporation to striving their lives and from the political aspects, mass people can participate in elaborating the formulation. Also with the support from the masses and the correct leadership of the good leader, the nonviolent action will take less risk than the violent action. Referenceï ¼Å¡ Merriman, H. (2008, April 8). Agents of Change and Nonviolent Action. Conservation Biology, 22(2). Yunus, M. (2000). The Role of the Corporation in Supporting Local Development. Reflections, 9(2). DuVall, J. (2004, September 22). Outside view: Liberation by the People. United Press International.