Relationship between Poverty and Educational Outcomes

Relationship between Poverty and Educational Outcomes Children in Poverty:  Addressing Inequalities in Educational Outcomes Jodie Somerville The American Psychological Association (2007) asserts that socioeconomic factors and social class are fundamental determinants of human functioning across the lifespan including development. Levels of parental education, occupation and income are factors used to quantify socio-economic status and classify social class (Duchesne, McMaugh, Bochner Krause, 2013). Socioeconomic status (SES) is a recognition of the economic, environmental and education factors in the lives of parents, which affect educational outcomes of children. Often the relationship between SES and education focuses on those individuals living in poverty, the lowest tranche of economic privilege. Boston (2013) asserts that there are disparities evident in educational achievement between children from advantaged backgrounds and those experiencing deprivation. Students with higher family SES have higher educational achievement than students with lower family SES with a wide gap evidenced between the two (Thrupp, as cit ed in Boston, 2013). Those disparities and the inherent causes thereof will be outlined herein. Changes that may alleviate the effect of poverty on educational outcomes in New Zealand will also be highlighted. In particular, the need for a multi-faceted approach towards addressing inequalities in educational outcomes arising from poverty and SES. In 2012, 285,000 children in this country aged 0–17 years lived in poverty equating 27% of all New Zealand children (Craig, Reddington, Wicken, Oben Simpson, 2013). It is important to note that poverty rates for MÄ ori and Pasifika children are around double those for PÄ kehÄ /European children with evidence suggesting that MÄ ori and Pasifika children are almost twice as likely to be living in severe poverty and face a higher risk of remaining in poverty for extended periods of time (Boston, 2013). Major influences on the overall level of child poverty are changes in demographics, family structure, unemployment rates, benefit and retraining levels, childcare services and housing costs, all of which are influenced in broad terms by social policy and legislation to some degree (Davies, Crothers, Hanna, 2010). These factors have led to a rise in the cost of living particularly housing affordability, food and medical care (Boston, 2013). The changes have also seen low wages and relatively high taxes for low income families with family assistance programmes not sufficient to meet shortfalls for those in poverty (Every Child Counts, 2010). These aforementioned factors that give rise to poverty and low SES have subsequent health, cognitive and socio emotional outcomes which affect child development (Duchesene et al., 2013). The development of the child then in turn affects his or her educational achievement. The relationship between SES and educational attainment of children is evidenced in a New Zealand study by Fergusson and Woodward (2000). That study noted that children from higher SES backgrounds achieved university entrance rates five times higher (57%) than those of children from families of a lower SES (11%). Further, there is a statistically significant relationship between family income during the early years of a childs life and subsequent school completion rates and adults income with children from poorer families having worse outcomes (Gibb, Fergusson, Horwood, 2012). Boston (2013) cautions that although there is evidence of a strong correlation between the socio economic status of children and their education achievement, socio economic status in itself is not the only cause of poor educational outcomes. He asserts there other interlinking factors associated with SES, particularly factors prevalent in situations of poverty, that contribute to the educational attainment gap . The first aspect affecting educational achievement is family SES and income. Duchesne et al. (2013) state that children of low SES backgrounds often have poor nutrition, are exposed to environmental hazards and have inadequate access to healthcare. Boston (2013) highlights that limited finances place constraints on choices and opportunities for those living in poverty. This includes being able to afford nutritious food, access to primary healthcare and quality early childhood education, accommodation choices and providing for a stimulating home environment. The effects of poverty on educational outcomes are wide reaching. Poor nutrition can effect physical and mental growth and development and cognitive function. It can also result in lethargy and resultant decreased motivation to learn. Boston (2013) states that children from low SES backgrounds are likely to eat fewer healthy foods and have higher cholesterol intake than their peers in elevated socioeconomic circumstances. They are also much more likely to start the school day hungry and have little or no lunch. This reduces the child’s ability to concentrate and learn and generates negative behaviours. In New Zealand lack of access to health care for children living in poverty is linked to the high rates of otitis media, an infection of the middle ear particularly prevalent in MÄ ori children, which leads to hearing loss (Duchesne et al., 2013). Boston (2013) also notes that during their early school years economically disadvantaged children typically have less access to a variety of important learning resources such as books, newspapers and the internet. The second link between poverty and educational achievement are parenting factors. Bradley Corwyn (as cited in Duchesne et al., 2013) highlight a strong association between poverty, low levels of parental education and lower levels of school achievement for children. Parental education has an effect on interactions at home and the ways in which parents interact with their children (Duchesne et al., 2013). Children whose parents, especially mothers, have higher levels of education were more likely to be supported in ways that encouraged engagement in education including better resources. Overall experience in homes with lower levels of parental education was likely to be less with lower parental input (Duchesne et al., 2013). This is evidenced in activity levels and language use with parents in poorest families using only one third of the spoken language of other families when conversing with their children (Hart Risley as cited in Duchesne et al., 2013). Language is important to le arning and displaying knowledge at school. Parents own experience of education affects interactions with children including their ability to prepare children for school, their expectations and attitudes towards education. Parents from lower SES groups may value education but have little expectation for their children to excel. They may have little or no relationship or trust towards the school or teachers. This low level of expectation is linked with a negative orientation towards school, a sense of indifference and alienation from education and influences the attendance and participation patterns of children (Boston, 2013) making further schooling beyond what is compulsory less likely (Duchesne et al., 2013). Parents with low educational achievement were also less likely to provide cognitively stimulating enrichment such as trips to libraries or specialist classes such as music lessons for their children (Duchesne et al., 2013). The third link between poverty and educational achievement is stress. Families living in poverty encounter employment uncertainty, poor financial stability, transience and often live in substandard overcrowded accommodation in neighbourhoods where violence is prevalent (Duchesne et al., 2013). These conditions of hardship are contributors to parental stress, relationship difficulties and mental health issues (Boston, 2013). Both Duchesne et al. (2013) and Boston (2013) assert a correlation between stress and maladaptive parenting behaviours (including a higher incidence of neglect and maltreatment) and lower levels of warmth and responsiveness in familial relationships. This situation undermines a child’s sense of security and self-esteem, identified as factors that may provide some resilience for children at risk from poverty (Duchesne et al., 2013). Stress also contributes to learnt helplessness and feelings of powerlessness. Children living in stressful environments, partic ularly substandard accommodation and more likely to suffer illness that impacts on learning. The transient nature of low socio economic households also has damaging educational outcomes. A fourth connection can be made between school factors and educational achievement. In the same way that a childs school outcomes are not purely as a result of their individual characteristics but subject to wider family and environmental influences, there are influential factors within schools themselves and their interactions with families that affect educational achievement for low SES children (Duchesne et al., 2013). McLloyd, 1998 (as cited in Duchesne et al., 2013) suggests that teachers often perceive students ability and behaviour more negatively for those from lower SES circumstances. Children from poverty were less likely to receive positive attention and reinforcement for academic achievement possibly attributable to lower teacher expectation for those students. Duchesne et al. (2013) highlights that there are a number of ways in which the relationship between schools and their families and communities contribute to educational disadvantage. Firstly, children whose home ex periences fit the style of the school experience better educational outcomes than those who dont. Secondly, a division may exist and be maintained between home and school where the values of the school and home differ with home values of lower SES families, particularly ethnic minorities, perceived as less valuable. In line with that, differing communication styles of home and school also serve to create a barrier for lower SES children with misunderstandings and conflict between the two environments. Lastly the perceptions of and about minority groups, who are often over represented in lower SES families, may be stereotypically based in wider societal beliefs. This can be exacerbated by practices within schools that reject or marginalise those students. Overall, these school factors can lead to withdrawal and alienation from the education system and poor outcomes for disadvantaged children. It is clear that children from lower SES backgrounds experience poor educational outcomes. The challenge of policy makers and educators is to work together collaboratively to mitigate the effects of child poverty on the education of our most vulnerable citizens. A 2014 report by the Child Poverty Action Group entitled Our Children, Our Choice sets out a number of measures which it asserts will alleviate some of the effects of poverty on childrens education. Its first recommendation is to develop culturally appropriate measures of the cognitive, affective, behavioural and developmental needs of new entrants. This data could then be used to make funding allocations to ensure children in poverty receive meaningful, enjoyable and empowering experiences to address their disadvantage, not a narrow focus on standards. In line with that, the reports second recommendation was to abandon national standards as they have been found ineffective, disadvantaging poor children’s learning and teaching in low decile schools. The third recommendation is the provision a 100% government subsidy to the lowest decile secondary schools for NCEA and scholarship examination fees. It also recommends providing NCEA subject pathway guidance to tertiary study on entry to secondary school for all students. In particular, academic counselling and target setting to improve outcomes for Pasifika students and extension of kura kaupapa MÄ ori and wharekura to more communities. The Child Poverty Action Group report from 2014 also highlighted some social measures to mitigate some of the environmental disadvantage experienced by children from low SES homes. Its first recommendation in that regard was to provide free breakfast and lunch for children in decile 1-4 schools. It extrapolated on that with an assertion that low decile schools have multi-agency services on site which would include social workers, health workers, alternative education programmes and providers and teen parent units. The Child Poverty Action Group (2014) highlight the recommendations of the Expert Advisory Group on Solutions to Child Poverty which suggest solutions also include expansion of the positive behaviour plans and extension of school-local community collaboration initiatives. The report also recommended a reduction in class sizes in lower decile primary schools and providing salary incentives to encourage quality teachers into schools in areas of low SES. Its final recommendati on was to retain the decile funding system principles currently in place, which are based on need and equality of outcome. In conclusion, there is substantial evidence of the correlation between socio economic deprivation and low levels of educational achievement. Boston (2013) asserts that child poverty, especially when experienced in early childhood and/or when persistent and severe, has damaging effects which are twofold firstly to the individual child but secondly the wider society. Child poverty contributes to the large educational achievement gaps between children with different SES backgrounds. The Child Poverty Action Groups measures target investment of resources and interventions towards those of highest need. Boston (2013) notes that the goal of such interventions is not merely to assist the children and families currently experiencing situations of disadvantage, but also to break the intergenerational cycle of poverty and its effect on educational achievement. By ensuring that more of the children from current low-income families achieve educational success, this will translate to improved o utcomes for the next generation. Children whose material circumstances, quality of life and experiences are improved through a multifaceted approach aimed at reducing child poverty will enjoy greater choices, opportunities and success and have more favourable educational outcomes. REFERENCES: American Psychological Association Task Force on Socioeconomic Status. (2007). Report of the APA Task Force on Socioeconomic Status. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/pi/ses/resources/publications/task-force-2006.pdf Boston, J. (2013, May). Improving educational performance: why tackling child poverty must be part of the solution. Symposium conducted at the Poverty Impacts on Learning Conference, Victoria University, Wellington, New Zealand. Retrieved from http://igps.victoria.ac.nz/staff/team/Education and child poverty V4.pdf Child Poverty Action Group (2014). Our children, our choice: Priorities for policy. Retrieved from http://www.cpag.org.nz/assets/Publications/1-0 Our Children Our Choice Part 3.pdf Craig, E., Reddington, A., Wicken, A., Oben, G., Simpson, J. (2013). Child Poverty Monitor 2013 Technical Report (Updated 2014). Dunedin. New Zealand: Child Youth Epidemiology Service, University of Otago. Retrieved from http://nzchildren.co.nz/document_downloads/2013 Child Poverty Monitor Technical Report MASTER.pdf Davies, E., Crothers, C., Hanna, K. (2010). Preventing child poverty: barriers and solutions. New Zealand Journal of Psychology. 39 (2) 20-31. Duchesne, S., McMaugh, A., Bochner, S., Krause, K.-L. D. (2013).Educational psychology : for learning and teaching(4th ed.). South Melbourne, Vic.: Cengage Learning Every Child Counts (2010). Eradicating child poverty in New Zealand. Retrieved from http://www.everychildcounts.org.nz/resources/child-poverty/ Fergusson, D. M., and Woodward, L.J. (2000). Family socioeconomic status at birth and rates of university participation. New Zealand Journal of Educational Studies, (1), 25. Gibb, S. J., Fergusson, D. M., Horwood, L. J. (2012). Childhood family income and life outcomes in adulthood: Findings from a 30-year longitudinal study in New Zealand. Social Science Medicine(12), 1979. doi: 10.1016/j.socscimed.2012.02.028

psychology Essay -- essays research papers

Chapter 2   Ã‚  Ã‚  Ã‚  Ã‚  This article is from the April 2003 issue of Psychology Today. In chapter 2, behavior is the main topic. Behavior is a bit unexplainable , but it can be put into form of patterns or predictions. Also, behavior is uncontrolled, but can be changed to a small degree with the use of medicine or a good diet. This article â€Å"Fighting Crime One Bite At A Time† tells how a good diet can maybe decrease the number of rule breaking by prisoners in jail. This article relates how changing ones nutrition can change their behavior. This article showed an experiment where 231 inmates were either given vitamin supplements and the others to fake pills to see which group would break the rules more. The vitamin group broke the rules 25% less than the others did. This is pretty interesting how giving criminals the right nutrition requirements may change their behavior. Chapter 3   Ã‚  Ã‚  Ã‚  Ã‚  Chapter 3 is talks about sensation and perception with our eyes. Our eyes effect how we think and perceive things. Our eye turns a wavelength into light in which the path of the light goes through the pupil then iris then to the retina, which contains cones and rods. This article from Lets Live named â€Å"Obesity Increases Cataract Risk† relates how being obese may effect the development of cataracts in your eyes. A cataract is a cloudiness or opacity in the normally transparent crystalline lens of the eye. This cloudiness can cause a decrease in vision an...

Diversity in Sports Essay

Diversity in sports simply means equal opportunities for every athlete irregardless of gender, color, race, or origin. This is what the true spirit of competition should be all about. Sports should not only involve the white race, Americans, or men but also other races and sex(Jackson 2007). Rev. Jesse Jackson, Sr. , in his report to the House Committee on Energy and Commerce, said that in recent years, diversity in sports has become very evident. In the world of American football, the Indianapolis Colts, coached by an African-American, won a Super Bowl. In baseball, the Chicago White Sox, a multi-racial team managed by Ozzie Guillen, a Latino, and Ken Williams, an African-American, won the World Series in 2005. A year later, the New York Mets, who is managed by a Latino manager and an African-American general manager, almost duplicated the White Sox’ feat, losing only in Game 7 of the National League Championship. This goes to show that moves to diversify sports are moving forward(Jackson 2007). The National Basketball Association (NBA) has led the way in terms of sports diversity by opening its doors to other races. Long ago, the NBA was dominated by Americans or Canadians. Recently, however, one can see the teams drafting players from Europe and recently Asia. The Major League Baseball (MLB) and National Football League (NFL) are likewise starting to provide opportunities for other races which is why spectators would get to see the likes of Alfonso Soriano and Sammy Sossa hitting homeruns here and there(Jackson 2007). Diversity in Sports 4 The NBA: Taking the Lead In Diversity Leading the way as far as diversity in professional sports is the National Basketball Association (NBA). For more than twenty years, the NBA has become the leader in promoting equal opportunities to all races. Here are some NBA diversity facts and figures as reported by The Institute for Diversity in Ethics and Sports(Spears, 2007): 15% of team vice presidents in the NBA are held by colored people, which is the highest in all of professional sports. 79% of NBA players have colors. In 2007, the number of African-American players increased to 75% which is higher than the 73% recorded in 2006. Employment opportunities for colored people at the League offices were at 34 percent, which is 2% higher than the previous year. 39% of professional positions in the League Office are occupied by women. 12 teams in the NBA are handled by African-American coaches. The NBA’s total of 40% still tops all of professional sports. With 53 African-American head coaches, the NBA has more than doubled the number of colored head coaches in any other professional sports. Next in line is the MLB with 25 colored managers. 41% of assistant coaches in the NBA are colored which is the highest so far in the history of the league. Diversity in Sports 5 There are four African-American CEO/Presidents in the league and two other presidents of basketball operations. To date, they are the only people who have held such position in all of professional sports. In 2006, there were eight African-American general managers in the NBA, which tops other professional sports league. By the end of 2006-07, the NBA had 64 percent white referees, 32 percent African-American, 3 percent Latin Americans, and a single black referee in Violet Palmer. Diversity in College Sports While professional sports is heading towards diversity, such is not the case in college sports. According to a report by the University of Central Florida, diversity has not been progressing in collegiate leagues. Here are the facts(Belew, 2006): In Division I schools, only 25. 2% of head coaches are African-American which is higher by 2% than the previous year. In Division IA, out of a total of 119 football head coaches, only six are African-American and zero percent are women. In college basketball, only 4. 1% of head coaches come from the minority group with 2. 6% being Latin Americans. The enforcement of Title IX did not help the cause of women in college sports as not a single one of them is represented. Diversity in Sports 6 In sports involving women, most Division I, II, and III coaching jobs are occupied by 89. 6%, 90. 9%, and 92. 9%, respectively. In the men’s division, the breakdown was 90. 6%, 89. 5%, and 93. 4%, respectively, served as head coaches. Diversity in the Olympics The Olympic Games is one of the many sporting competitions that practices diversity in sports. Once every four years, athletes from various nations converge in one venue in order to have a shot at sports excellence(Guttmann, nd). There are two varieties of this international sporting event namely Winter and Summer Olympics. Contemporary Olympics started in Athens, Greece in 1896, a couple of years after Pierre de Coubertin proposed the holding of an Olympic Games to push for peace in the world. The inaugural Games only had about 300 athletes from less than 15 countries taking part in 43 events in nine disciplines. When the Olympics returned to Athens in 2004, the number of participants had ballooned to 10,000 athletes representing 202 nations vying in 28 various sports(Guttmann, nd). Women In The Olympics During the inaugural Olympics, there were no female athletes who took part in the Games. Four years later, however, golf and tennis allowed the participation of women. In 1912, swimming and diving became available for women athletes as well. Sixteen years later during the 1928 Games, gymnastics and track and field had female athletes likewise. Since then, the number of women competing in the Olympics have considerably increased. At present, fifty percent of all teams are comprised by women, with the exception of the Muslim countries, where female participation is minimal(Guttmann, nd). Diversity in Sports 7 The Paralympics Games In the true spirit of diversity in sports, disabled people can have an opportunity to experience competitive spirit and sports excellence with their own version of the Olympic Games. Introduced in 1960, in conjunction with the Olympic Games in Rome, the Paralympics, as it is called, highlights male and female athletes representing six various disability groups. The emphasis of the Paralympics Games is not on the disability but on individual achievements. Since then, the growth of the event has become steady. From the initial 400 athletes that took part in 1960, a total of 3806 athletes representing 136 nations took part during the 2004 Athens Paralympics Games. Beijing, China will be the cite of the next Paralympics Games(International Paralympics Committee, nd). Conclusion When it comes to sports, not a single nation can dominate all the events. While host nations of the Olympics choose the events where they have the advantage, chances are other nations will beat them in other fronts. This is what diversity in sports is all about. Fairness and equality in the light of competition. References Belew, B(2006 December 17). Diversity in College Sports – Coaching. The Biz of Knowledge. Retrieved July 14 2008 from http://www. thebizofknowledge. com/2006/12/diversity_in_college_sports_co_1. html Guttman, A(nd). Olympic Games. Microsoft Encarta Online Encyclopedia. Retrieved July 14 2008 from http://www. encarta. msn. com

Free Essays on Ballard Power System

Ballard Power System is a world leader in developing and commercializing an alternate fuel source called proton exchange membrane (PEM) fuel cell power systems. The main product of this corporation is the Ballard Fuel Cell, a zero-emission product that converts natural gas, methanol, or hydrogen fuel directly into electricity without combustion. Over the last several years, many large corporations including DaimlerChrysler, Honda, General Motors, Nissan, Hitachi, Volkswagen, Volvo, and GPU International have invested large amounts of money into the production of the Ballard Fuel Cell in an attempt to create â€Å"stationary electric power plants†, and â€Å"zero-emission vehicles†. The fuel cell was first developed in the 1960's by General Electric for NASA. It is now considered as a definite possibility for an alternative power source for the space program as the cost has become increasingly less expensive and the size of the fuel cell stacks have become increasing ly smaller. The possibilities and potential benefits of this technology are endless, but there are many challenges that must be overcome before hydrogen fuel cells will offer a competitive and realistic alternative for consumers. â€Å"Cost is the greatest challenge to fuel cell development and adaptation, and it is a factor in almost all other fuel cell challenges as well.† For example, some fuel cell designs operate by using expensive, †precious-metal catalysts†, and other materials that are costly but necessary in handling the extreme high temperatures that are created when converting hydrogen to a useable energy source. Another important technical challenge that Ballard and the auto manufactures are facing is the need to increase durability and dependability. The high temperature in the fuel cells creates a â€Å"material breakdown† and adversely affects operating lifetimes. PEM fuel cells must have effective water management systems to operate dependably and ... Free Essays on Ballard Power System Free Essays on Ballard Power System Ballard Power System is a world leader in developing and commercializing an alternate fuel source called proton exchange membrane (PEM) fuel cell power systems. The main product of this corporation is the Ballard Fuel Cell, a zero-emission product that converts natural gas, methanol, or hydrogen fuel directly into electricity without combustion. Over the last several years, many large corporations including DaimlerChrysler, Honda, General Motors, Nissan, Hitachi, Volkswagen, Volvo, and GPU International have invested large amounts of money into the production of the Ballard Fuel Cell in an attempt to create â€Å"stationary electric power plants†, and â€Å"zero-emission vehicles†. The fuel cell was first developed in the 1960's by General Electric for NASA. It is now considered as a definite possibility for an alternative power source for the space program as the cost has become increasingly less expensive and the size of the fuel cell stacks have become increasing ly smaller. The possibilities and potential benefits of this technology are endless, but there are many challenges that must be overcome before hydrogen fuel cells will offer a competitive and realistic alternative for consumers. â€Å"Cost is the greatest challenge to fuel cell development and adaptation, and it is a factor in almost all other fuel cell challenges as well.† For example, some fuel cell designs operate by using expensive, †precious-metal catalysts†, and other materials that are costly but necessary in handling the extreme high temperatures that are created when converting hydrogen to a useable energy source. Another important technical challenge that Ballard and the auto manufactures are facing is the need to increase durability and dependability. The high temperature in the fuel cells creates a â€Å"material breakdown† and adversely affects operating lifetimes. PEM fuel cells must have effective water management systems to operate dependably and ...

Treaty of Versailles andWilson essays

Treaty of Versailles andWilson essays The Treaty of Versailles had a lot of opposition from various groups, but Wilsons stubbornness was most liable for the failure of it in the United States. There were many problems with the treaty according to the senate. The opinions on the treaty we split into three groups. The first group was the isolationists who argued that the United States should not interfere with European affairs. The second consisted of Wilson and those who supported him. They wanted the Treaty as it was, with no modifi tions. The third party were those who were ready to ratify the treaty if there were a few changes. They felt that these changes should consist of the elimination or reduction of American obligations to the League. At the end of World War I, President Wilson led the U.S. delegation in Paris in order to make sure his Fourteen Points were used. Wilson felt that America was the only nation that had nothing to gain and he was the only one who really cared about preventing future wars. He was determined to create the League of Nations. In order to gain this objective, he compromised at the Paris Peace Conference on several major issues. When President Wilson returned home in 1919, he met with the Senate to disscuss the treaty. In order for the Senate to adopt the treaty there had to be a two-thirds vote, according to the Constitution. However, many were opposed to it. The treaty was never ratified by the U.S. Senate because of Article X, which contained the requirement that all members preserve the territorial independence of all other members, even to joint action against aggression. Some were concerned about the welfare of the United States. They felt that the League of Nations was foreign and there was no reason to put their safety in the hands of the world. They wanted to accept responsibility for America as America. The idea of another countrys government ealing with Americas domestic affa...

CORPORATE FINANCE Essay Example | Topics and Well Written Essays - 2000 words

CORPORATE FINANCE - Essay Example The beauty of capital asset pricing model (CAPM) is that it not only helps the investors to calculate investment risk but also gives them a fair expected idea about the return on their investment (Fabozzi Frank, 1998). In the following paragraphs we will discuss the CAPM, its general theory, limitations and the reason of its adoption in the market The CAPM was initially presented and developed by John Lintner, William Sharpe and Jan Mossin autonomously (Bernstein, 1992). During the period of 1964-66, the idea of CAPM was presented by them in three different and exceedingly valued journals. CAPM was considered as a misleading model at its early stage because the business community thought that professional investment management was mainly a misuse of time. This misconception about CAPM remained dynamic for next ten years. After a decade, investment experts came to know the CAPM and recognized it as a significant mean to assess the expected risk in the investment. Capital asset pricing model (CAPM) is actually financial and economic related model which determines the rate of return of an asset in a well-diversified portfolio and thus subsequently determines its value. Capital asset pricing model (CAPM), determines the price of an asset in association with reward-to-risk ratio. Here 2. Risk is the assets non-diversifiable risk (ÃŽ ²), also referred to as systematic risk, or market risk. The ÃŽ ² (beta) here is the measure of the risks involved in a particular stock or portfolio in relation to the overall market risk. A share’s beta factor is the measures of measure of its volatility in terms of market risk. The beta factor of the market as a whole is 1.0. Market risk makes market returns volatile and the beta factor is simply a yardstick against which the risk of other investments can be measured. Risk or uncertainty describes a situation where there is not first one possible outcome but array of potential returns. Risk is measured as the beta factor

Is Instant messaging bad for high school purpose Essay

Is Instant messaging bad for high school purpose - Essay Example e difficulty completing their work, provide for countless interruptions, and generally serve to enfeeble the level of English language and syntax that is used within the everyday lexicon. The first set of negative attributes that this necessarily serves to provide is the high level of grammar and spelling mistakes that are represented within these messages. Although one should be mindful to not represent themselves as a snob, the fact of the matter is that the lazy representation of the English language and frequent and incorrect spelling associated with utilization of instant messaging and texting has meant that the quality and level of writing has exponentially decreased among the student body. This has of course led to lower grades with regards to hand-in assignments and essay projects. Secondly, when engaging in such a practice within the classroom, the students are playing with fire due to the fact that they are oftentimes careless and can be caught; facing the further repercussions of having their mobile devices seized, having their participation grades lowered, or other forms of punitive actions. However, beyond the mere representation of how administration could punish the students for such a practice, the greater concern is the fact that the student is ultimately unable to concentrate upon what they are doing. Although they may feel that they are one of the world’s most talented multi-tasker, the fact of the matter is that they will ultimately be removing much needed attention away from the most pressing task at hand in order to focus upon the frivolous exchange that is taking place via IM any given moment. Ultimately, it represents not only a distraction for the individual student but also for the other students that may not be engaging in such a prac tice. Due to the fact that constant buzzing and laughing/smiling and flashing screens is a horrendous distraction to those seated around the student, the practice is something that not only deeply