International Finance. Currency Momentum Strategies Essay

International Finance. Currency Momentum Strategies - Essay Example 2. Summary of the article Using time series data of more than 34 years, the paper has examined some important aspects of FX momentum. The article provides an in-depth analysis of the unsystematic and systematic risks, comparing different momentum strategies, describing the importance of transaction costs, sources for non-standard momentum, over and under reaction and the arbitrage limits. The paper has also researched in effect of business cycle risks on currency momentum. 2.1. Fundamentals According to Menkhoff et al (2011, p. 5-8), momentum strategy refers to the trading strategy where an investor seizes an opportunity to ride a rising or a falling trend of the currency market. The basic idea is that an investor will take a long position for a basket of currency that shows an increasing trending price or a short position that sees a decreasing price. Momentum trading is done with the belief that once a trend is established, it will continue in the same direction for some time befor e stabilising and then reducing. If one sells when the prices are showing a decreasing trend, then the trader is taking a short position and he wants to reduce the losses and exit the currency before it reaches the bottom. If the trader buys when the price is showing a rising trend, then he is taking a long position and by buying when the trend is rising, the investor can hope to make more profits since he hopes the price will continue to rise. In both cases of long and short position, there is an upward and a downward momentum. This principle holds true for the all types of trading markets such as stocks, bonds, property, commodity, bullion and other markets that sees volatility in the markets and traders make profits on an hourly basis by seizing and riding the opportunity trend (Menkhoff et al, 2011, p. 8). 2.2. Data and Portfolio formation While earlier studies have focussed on single time series currency, the research by Menkhoff et al (2011, p. 9-12) uses cross sectional curre ncy. This means the relations and momentums of 48 different currencies are considered. By considering a period of 34 years, one can see a better return variation over time for the currencies. This also allows better accounting for transaction cists and helps to understand the limits of arbitrage. Data were obtained from databases of Reuters and BBI for the spot and forward rates for end of month data. Total observations made were 9,043. 2.3. FX momentum Strategies Different test strategies were selected for the study. These are features currency momentum strategies, stability of strategies for out of sample tests, differences in trading rules, carry trades and currency momentum and long-term behaviour (Menkhoff, et al, 2011, p. 14-15). The strategies as reported by Menkhoff et al (2011, p. 15-26) showed different test behaviour, Momentum strategies provide high returns of 6-10% for holding durations of a month and then they reduce when the holding period is increased and profitabili ty comes from spot rate changes. By using different cross section of currencies, it is seen that gain decrease when a large cross section of currencies is selected. The authors run the tests to compare momentum of trading rules where three-benchmark averages cross over rules were used. These strategies showed profits of more than 5% with high annual Sharpe Ratios, however, there were variations in the returns. Hence, the relation of currency momentum to benchmark technical trading strategies is not close. It was also

Internship Essay Example | Topics and Well Written Essays - 750 words - 1

Internship - Essay Example It is almost like taking a test drive for a car before you decide to buy it. It is much like going to college. You invest a lot of money into getting a degree and then you get out of college and may be aware of some of the opportunities there are out there that you could use it for but you really do not have any direction. If you go one direction, you might end up resenting the fact that you got that particular degree in the first place. You may have wished that you had gone a different pathway but now you have spent thousands of dollars on a degree and the truth is, you cannot stand the occupation you have. That is why these internships are important. We get to see different elements of jobs and get to try them on for size to see if it is something we would like to do or could see ourselves doing in the future. For me, it was very important. I knew I wanted to go into business. I knew I wanted to help people. If I just knew I wanted to help people, I could have been a nurse or a teacher. But no, if I wanted to go into business, I could be an entrepreneur or push papers in a high rise office. For me, I had to know what my true interests were. I think that it is important that all students have that hands-on experience. Not only do students learn a little bit more about the potential job, but they get to learn a little bit more about themselves. I am a student from Saudia Arabia and not knowing what my opportunities were when I arrived from America was a challenge. Where I come from, there are less opportunities. Or perhaps I shall say, there are different opportunities. People come to America for those opportunities and I am now a senior majoring in international business. For me, this is something that I can use all over the world and I got to learn in real life a little bit more about a business that was a hospitable one. When it comes to my own personal internship, I worked as an intern at a spa. I

Renewable And Non Renewable Resources

Renewable And Non Renewable Resources Our societys emphasis on green living and the global focus on conservation provide the perfect backdrop for teaching students about fossil fuels. Children are naturally curious about whats going on in the world around them. Now is the perfect time for us, as educators, to capitalize on our students innate curiosity by leveraging current events in the world such as the rapidly increasing prices of gasoline for motor vehicles and the ongoing search for economical and efficient forms of renewable energy to engage students in study about how fossil fuels, natural resources and Provide appropriate vocabulary words. Give students the basic vocabulary words they will need in order to achieve your lesson objectives. Basic vocabulary words for teaching students about fossil fuels would include: fossil fuels, coal, oil, natural gas, renewable and nonrenewable. This module will help the students to learn about the fossils fuel , its importance ,need of its conservation and its harmful effects The teacher may use various skills to decide the complexity level of the content. However teacher may take up the topic as given below- (a)Complexity of content(concrete, Symbolic,Abstract) CONCRETE SYMBOLIC ABSTRACT Natural resources,Destructive distillation of coal, Combustion of fossils fuel Exhaustible and non exhaustible energy resources , Formation of fossils fuel, Harmful effects of caused by fossils fuels Fractional distillation (b) Learning Environment- 1. The chapter may be introduced in class rooms, school lab (bringing sample of different items to the lab) , computer lab (by a power point presentation),Outdoor trip etc. 2.Sequence of the lesson can be taken this way_ Introduction Using concrete or symbolic material for group discussion or the class can be divided into groups or individually students may be engaged in a warm up activity as given in students module. Students wi;ll be asked to make a table and fill that PLASTIC PAPER GLASS METAL WOOD OTHER The possible answers to the questions asked in students module will be- Which column had the longest list? (Answer: It will very likely be plastic.) Which category do you think you depend on most? Why? (Answers will vary.) Where do you think these items come from? (Answer: Everything at some point comes from our natural resources. Paper and wood come from trees, plastics are made from oil, glass is made from sand, and metal is made from ore, etc.) You may also do this as a whole class, instead of individually. You may draw a puzzle with blanks and may ask the students to fill in the blanks to complete the schemetic diagram related to natural resources as shown in students module or show the diagram and ask them to list natural resources 1.2 RENEWABLE AND NON RENEWABLE RESOURCE Teacher may begin the lesson with a small activity of hunting fossil fuel STUDENT ACTIVITY 1 or any other activity or can narrate a story to introduce two categories of natural resources Teacher may involve the students in activities highlighting the depelition of resources as in students module Students Activity 2 DEPLETION OF RESOURCES SIMULATION Through the activity, students will hypothesize that as the next generation comes along, there will be fewer resources available to them and eventually, there could be nothing at all. In addition the number of people using a resource and the amount each person uses are critical in determining the rate at which resources, both renewable and nonrenewable, get used up. Teacher may have a supply of extra popcorn (out of sight of the class) for those students who do not participate directly in the simulation Students will probably eat as much of the popcorn as they can without any thought as to who will come after them. By the time the 3rd generation students are finished, there should be little or no popcorn left. Some of the generation coming next people will therefore have little or none at all. Do not discuss what is happening to the popcorn until all the generations have gotten their popcorn. Some students will begin to realize what is happening. Some students in the 2nd generation may think of the 3rd generation and not take as much. The teacher should just watch and listen without making any comments. Review the definitions of renewable resource, and nonrenewable resource. Relate these definitions to the popcorn simulation. Did any of the students who were part of this simulation think about those who might be eating after them, or were they only trying to get as much popcorn as they could? Assessment, Student Product Each student will turn in their own report after they have gone over the discussion points. Each group of 4 will create a slogan that advocates personal responsibility for resource conservation Teacher may build up the lesson by asking the students to perform another activity in groups comparing renewable and non renewable resources as in students module or may use internet for the students research to compare different energy sources for which the class may be divided into groups and assign different energy resources to be researched and compared to coal energy. Students should include topics of safety, efficiency,environmental impacts and cost. Teacher may involve the students in STUDENTS ACTIVITY 3 to understand symbolically that Coal, oil, natural gas and nuclear fuels will last some day and so they are non renewable resource while renewable source will never finish Assessment: Have students explain the exercise and their findings to the class. Encourage them to discuss what other factors might dictate which energy sources are used by a community, such as environmental impact and the persuasion of special interest groups. What specific factors influence the choices of energy sources in your area? How have local energy costs changed over the past ten years? Use a debate format to discuss factors that might dictate community decisions as stated above. Extension: Encourage students to find out what energy sources are used in other countries. Direct them toward coal-dependent countries (such as the United Kingdom and Germany), as well as countries that do not rely primarily upon coal for their energy (such as Sweden, France, and Japan). Challenge them to find out and compare the energy costs of other countries to that of the United States. Continue with researching 10 years of costs/supply and demand and graph the changes over the 10-year period. Have students compare and contrast the outcomes between the different energy sources. Teacher may share the following facts with students to arouse their interest such as- It took 10 feet of plant matter to make 1 foot of coal. The first oil well in the world was drilled in Pennsylvania, USA. World coal consumption is more than 5.3 billion tons annually of which three quarters are used for generating electricity. The earliest known use of coal was in China. Coal from the Fu-shun mine in northeastern China may have been used to smelt copper as early as 3,000 years ago. The Chinese thought coal was a stone that could burn To run a 100-watt light bulb 24 hours a day for a year we need to use about 714 pounds (325 kg) of coal in coal powered power plant (thermal efficiency of such power plant is typically abut 40%). One liter of regular gasoline is the time-rendered result of about 23.5 tonnes of ancient organic material deposited on the ocean floor. . On August 27, 1859, Edwin L. Drake (the man standing on the right in the black and white picture to the right), struck liquid oil at his well near Titusville, Pennsylvania. He found oil under ground and a way that could pump it to the surface. The well pumped the oil into barrels made out of wood. This method of drilling for oil is still being used today all over the world in areas where oil can be found below the surface. 1.3 COAL Coal is a hard, black colored rock-like substance. It is made up of carbon, hydrogen, oxygen, nitrogen and varying amounts of sulphur. There are three main types of coal anthracite, bituminous and lignite. Anthracite coal is the hardest and has more carbon, which gives it a higher energy content. Lignite is the softest and is low in carbon but high in hydrogen and oxygen content. Bituminous is in between. Today, the precursor to coal-peat-is still found in many countries and is also used as an energy source. Teacher may introduce the concept by giving the students the basic knowledge about coal which they are already familiar of or may ask some general questions about the coal 1.3.1 COAL FORMATION The teacher may plot a story of historical background of coal or give the idea by demonstrating an activity as described in student module-COAL FORMATION ACTIVITY The teacher must arrange the material beforehand. The activity will help in reinforcing Critical thinking ,Cooperative learning The activity may take two class periods over four weeks I f you line your container with plastic wrap before you begin, you can lift the whole formation out when it is dry. T his is a smelly activity. If you have an area where you can put this out of the way and observe it occasionally, you will like it better! Teacher can further illustrate the mining of coal through the activity discussed in students modulestudents activity 4 Chocolate Chip Cookie Mining This activity teaches students about coal and mining. Discuss with the students how coal is excavated . Coal is mined out of the ground using various methods. Some coal mines are dug by sinking vertical or horizontal shafts deep underground, and coal miners travel by elevators or trains deep under ground to dig the coal. Other coal is mined in strip mines where huge steam shovels strip away the top layers above the coal. The layers are then restored after the coal is taken away. The coal is then shipped by train and boats and even in pipelines. In pipelines, the coal is ground up and mixed with water to make whats called a slurry. This is then pumped many miles through pipelines. At the other end, the coal is used to fuel power plants and other factories. 1.3.2 TYPES OF COAL: Types of coal may be introduced to the students by showing them samples of different types of coal and comparing their physical properties through STUDENTS ACTIVITY 5- coal identification activity. This will help students to understand the characteristics of different types of coal and enhance their Critical thinking,Cooperative learning and skill of Comparison and contrast. They will lso understand that the harder coal absorbs more heat. Teacher may discuss with students . Does burning show that peat is the lowest rank of coal? Does the manner of burning of bituminous coal show that it still has volatile material (gas) in it? 1.3.3 COMBUSTION OF COAL Combustion or burning is the sequence of exothermic chemical reactions between a fuel and an oxidant accompanied by the production of heat and conversion of chemical species. The release of heat can result in the production of light in the form of either glowing or a flame. To understand that coal is combustible teacher may perform an activity as stated in students moduleSTUDENTS ACTIVITY- 6 Teacher must arrange for the material before hand . If lignite coal sample is not available, charcoal may be used Students should be motivated to illustrate and describe their observations. Teacher may discuss how coal may be useful because it is combustible and gives off heat. Teacher may take a small sample of the dried plant matter from and hold with forceps. Place sample in the flame of a candle and observe combustion. (This matter can be compared to peat.) Discuss observations. . 1.3.4 DESTRUCTIVE DISTILLATION OF COAL Destructive distillation is the chemical process involving the decomposition of feedstock by heating to a high temperature; the term generally applies to processing of organic material in the absence of air or in the presence of limited amounts of oxygen or other reagents, catalysts, or solvents, such as steam or phenols. The process breaks up or cracks large molecules. Products like coke, coal gas, gas carbon, coal tar and ammonia liquor are formed after the destructive distillation of coal. This helps in producing thousands of distinct chemical compounds. Teacher may demonstrate the pocess of destructive distillation of coal in lab or class as illustrated in students module,and keep the students interest entact . Teacher will discuss different observations about the mixtures collected in the end in test tube and beaker and also explain their uses eith the help of placards or flashcards. 1.4PETOLEUM . Petroleum or crude oil, and natural gas are important hydrocarbons that are found in nature within pores and fractures of rocks. Oil and gas form over millions of years as the result of the decay of marine organisms. These organisms die and collect on the ocean floor. Sediments such as clay and mud are deposited above these organisms. During burial and compaction, the organic matter becomes heated. Hydrocarbons are formed and are forced out of the source rock into permeable beds such as sandstone. As by now the students are familiar with the concept of fossils fuel with its examples and its formation in case of coal the teacher may build the lesson on the previous knowledge of the students with the help of role play Teacher may give students more information about the excretion of petroleum Because oil and gas are not very dense, they migrate upward through the water-saturated rock layers. In some cases, this movement is stopped by overlying impermeable layers of rock such as shale or rock salt and the hydrocarbons are trapped. Then, the oil and natural gas form a reservoir in the porous rock. This type of hydrocarbon accumulation requires a source rock, a reservoir rock, and a cap rock. Most of the worlds reservoirs are in sandstone, limestone, and dolomites. Structural traps are related to folds, faults, or salt domes. When an anticline fold that contains hydrocarbons is drilled, the first material encountered is usually natural gas. This gas often is underlain by oil due to density differences. Water is the densest fluid and is found at the bottom of a reservoir. Secondary recovery methods can be used to increase the amount of crude oil that can be pumped from wells. Presently only about 30 percent of the crude oil in a well can be recovered. However, as oil reserves dwindle, steam, carbon dioxide, and detergents can be used to force out the heavy oil that normally cannot be pumped. 1.4.1 REFINING OF PETROLEUM Petroleum in its crude state consists of various organic compounds that must be refined to form usable products. After giving a brief idea about refining of petroleum and fractional distillation the divide the students into research teams. Each team will research how fractional distillation works, as well as describe one of the major products of fractional distillation. Students may then be motivated to use distillation to separate 2 liquids . The teacher must approve the distillation set-up of the students Misconceptions: Students will assume that the mixture will keep getting hotter and hotter as the water boils. They will not expect the temperature to stay steady until almost all the water has been converted to steam. Students may also think that the melted ice cube is dripping through the foil into the beaker. Teacher needs to clarify their misconception Students should be encouraged to use diagrams and charts to present their information. A rubric is provided for assessing the group work at this stage. A copy of this rubric should be given to students before they start their research so that they are aware of the grading criteria. The objectives of the activity performed are . Students will learn that fractional distillation is the first stage in processing crude oil into usable products. (The other two stages are: Conversion: cracking and rearranging of molecules, and Treatment.) Students will understand how fractional distillation works and what products are produced. They will become aware of how these products are used in their world. Students will familiarize themselves with 8 major products of fractional distillation. Students will be able to perform a simple distillation of liquids modeling the distillation of crude oil. Students will share, display, and explain specific information gathered in their research. Research time will vary based on the availability of computers. Most of the research can be completed in 1 to 2 class periods on the computer. The actual distillation will take one period The activity will help improving the following skills of the students Cooperative learning Student centered learning Communication of information Relevant application to daily life Following Directions Making Connections Mathematics integration Drawing Conclusions Because so many petroleum-based products are found in the home,so teacher may motivate the students to perform a take home activity. To complete the activity, students work with their families to identify six petroleum-based products at home. They write those products on the list. Then they think of one way to help conserve petroleum, by reducing their use of a petroleum product, reusing a petroleum product many times over, or recycling a product so it can be made into something else. They add their conservation idea to the bottom of the list, and have their at-home helper sign the form. When students have completed this short at-home activity, they will bring their list back to school and share it with their classmate. If students are having difficulty completing the project at home, a few minutes could be devoted to the activity in school. 1.4.2 COMBUSTION OF PETROL Teacher may correlate the topic with combustion of petrol in vehicles and explain that incomplete combustion of petrol is dreadful as it produces CO which is suffocating. Students may be motivated to collect data in this regard and analyze and help them to differentiate between the combustion of coal and petrol. 1.5 HARMFUL EFFECTS OF EXCCESSIVE COMBUSTION OF COAL AND PETROLEUM Many non renewable energy resources have detrimental consequences upon the environment. Most people are aware of the greenhouse effect created by carbon dioxide and other greenhouse gases that are released by gasoline-powered vehicles, but this is only one of many serious consequences. Coal plants alone generate hundreds of millions of tons of harmful byproducts, including flue gas, desulfurization sludge, fly ash, and bottom ash. These materials can poison waterways and leach harmful toxins such as arsenic, mercury, uranium, and thorium into the ground and water.. Combustion of these fossil fuels is considered to be the largest contributing factor to the release of greenhouse gases into the atmosphere. Teacher may use powerpoint presentations or vedieosto illustrate the concept 1.6 IMPORTANCE OF NONRNEWABLE SOURCES Fossil fuels are of great importance because they can be burned (oxidized to carbon dioxide and water), producing significant amounts of energy per unit weight. The use of coal as a fuel predates recorded history. Coal was used to run furnaces for the melting of metal ore. . Teacher may introduce the topic with some questions such as What function crude oil serves in our life. Is it something that is really necessary in life? What if it was not available, how would our lives differ? (Students answers will vary). Emind students that Petroleum is the Source of many objects ,e.g. à ¢Ã¢â€š ¬Ã‚ ¢ bandage à ¢Ã¢â€š ¬Ã‚ ¢ glue à ¢Ã¢â€š ¬Ã‚ ¢ plastic bagà ¢Ã¢â€š ¬Ã‚ ¢ bubble gum à ¢Ã¢â€š ¬Ã‚ ¢ golf ball à ¢Ã¢â€š ¬Ã‚ ¢ plastic container or bottleà ¢Ã¢â€š ¬Ã‚ ¢ comb à ¢Ã¢â€š ¬Ã‚ ¢ lipstick à ¢Ã¢â€š ¬Ã‚ ¢ toothbrush and toothpasteà ¢Ã¢â€š ¬Ã‚ ¢ crayon à ¢Ã¢â€š ¬Ã‚ ¢ nail polish à ¢Ã¢â€š ¬Ã‚ ¢ tube of hand creamà ¢Ã¢â€š ¬Ã‚ ¢ elastic band à ¢Ã¢â€š ¬Ã‚ ¢ panty hose à ¢Ã¢â€š ¬Ã‚ ¢ wax paper T ell students that one of the most common petroleum products is gasoline that goes into a car to make it run. Remind students that petroleum-based products can last a very long time. Thats why we should reuse and recycle them whenever we can. For a greater challenge, students could be motivated to write their own Who Am I? questions for different petroleum-based products. When there are enough clues written, each student could read out a clue and ask the rest of the class to guess the product. In the end teacher may guide the students to conserve the fossils fuel -coal and petoleum

The Neoplatonist Roots of Sufi Philosophy :: Philosophers Religion Papers

The Neoplatonist Roots of Sufi Philosophy Neoplatonism strongly influenced the development of Sufism. Neoplatonism, as developed by Plotinus conceives God to be the source and goal of everything. Islam qua institution is closed to all critical and philosophical thought, but Sufism enjoys a more liberal and critical approach. It is probable that the translations of Plotinus have provided the necessary philosophical ground for Sufism. An examination of both Sufism and Neoplatonism reveals close similarities with regard to the nature of God, the soul, the body, concepts such as goodness, evil and beauty, death and life, and creation. Islamic thought was influenced by Greek philosophy, especially the ideas of Aristotle and Plato. Sufism is a sect of Islam which has rather a different way of thought. "Sufi" is applied to Muslim mystics who, as a means of achieving union with Allah, adopted ascetic practices including wearing a garment made of coarse wool called "sf". The term "sufism" comes from "sf" meaning the person, who wears "sf". But in the course of time, sufi has come to designate all Muslim believers in mystic union. In the roots of sufi philosophy there are influences other than neoplatonist philosophy. Ascetic practices within the sufi philosophy are associated with Buddhism. The notion of purification (cleaning one' s soul from all evil things and trying to reach Nirvana and to become immortal in Nirvana) plays an important role in Buddhism. The same idea shows itself in the belief of "vuslat" (communion with God) in Sufi philosophy. Sufism was also influenced by Orpheus and related beliefs, and consequently by Pythagoras and his teachings, because Pythagoras was closely interested in Orpheus beliefs. Orpheus was a poet who lived in Anatolia in the 6th and 7th centuries BC. He was believed to have divine characteristics such as being able to influence wild animals with his music. He believed that the human soul can reach the highest level only by refining itself from all passions and worldly possessions. Soul travels from body to body in order to purify itself from its sins, disabilities, and guilts, and only after passing all these levels can it reach to its highest level, to its exalted spot. Pythagoras adopted Orpheus beliefs about soul, and integrated it with his own ideas. Later, the Neopythagoreans regarded Pythagoras as the source of divinely revealed knowledge. They accepted as truth whatever appealed to them in the writings of Plato, Aristotle, and the Stoics The Neoplatonist Roots of Sufi Philosophy :: Philosophers Religion Papers The Neoplatonist Roots of Sufi Philosophy Neoplatonism strongly influenced the development of Sufism. Neoplatonism, as developed by Plotinus conceives God to be the source and goal of everything. Islam qua institution is closed to all critical and philosophical thought, but Sufism enjoys a more liberal and critical approach. It is probable that the translations of Plotinus have provided the necessary philosophical ground for Sufism. An examination of both Sufism and Neoplatonism reveals close similarities with regard to the nature of God, the soul, the body, concepts such as goodness, evil and beauty, death and life, and creation. Islamic thought was influenced by Greek philosophy, especially the ideas of Aristotle and Plato. Sufism is a sect of Islam which has rather a different way of thought. "Sufi" is applied to Muslim mystics who, as a means of achieving union with Allah, adopted ascetic practices including wearing a garment made of coarse wool called "sf". The term "sufism" comes from "sf" meaning the person, who wears "sf". But in the course of time, sufi has come to designate all Muslim believers in mystic union. In the roots of sufi philosophy there are influences other than neoplatonist philosophy. Ascetic practices within the sufi philosophy are associated with Buddhism. The notion of purification (cleaning one' s soul from all evil things and trying to reach Nirvana and to become immortal in Nirvana) plays an important role in Buddhism. The same idea shows itself in the belief of "vuslat" (communion with God) in Sufi philosophy. Sufism was also influenced by Orpheus and related beliefs, and consequently by Pythagoras and his teachings, because Pythagoras was closely interested in Orpheus beliefs. Orpheus was a poet who lived in Anatolia in the 6th and 7th centuries BC. He was believed to have divine characteristics such as being able to influence wild animals with his music. He believed that the human soul can reach the highest level only by refining itself from all passions and worldly possessions. Soul travels from body to body in order to purify itself from its sins, disabilities, and guilts, and only after passing all these levels can it reach to its highest level, to its exalted spot. Pythagoras adopted Orpheus beliefs about soul, and integrated it with his own ideas. Later, the Neopythagoreans regarded Pythagoras as the source of divinely revealed knowledge. They accepted as truth whatever appealed to them in the writings of Plato, Aristotle, and the Stoics

Dick and balls

Use a Tape-measure to measure circumference. A-IVe gone from 1 1†³ to 13. 5†³ R-its realistic†¦ lVe already gone from 11†³ to 13. 5†³ in two months T- workout 6 days a week for 1 hour until summer 2. S-l want to weight 175Lbs by summer, (muscle Gains) because I want to have more muscle mass. M- Use a Scale to measure weight A- I have put on 8Lbs of Muscle mass in two months R- I have put on 81bs in two months so another 15 in 7 is attainable T- workout 6 days week for 1 hour until summer 3.S- increase 10-rep leg press max to 220Lbs so I can have more strength to become a better water-skier. M. When I can lift 220Lbs 10 times in a row. A- I can leg press 180Lbs 10 times comfortably. R- Its not a huge increase so I can do it. T- I want to achieve this goal buy summer so I have the strength to waterski. I will train my legs 2-3 times a week. S- ! 4 inch bicep by summer so I can complete more push ups during fitness testing M- Use a Tape-measure to measure circum ference. A-IVe gone trom R-its realistic†¦IVe already gone from 11†³ to 13. 5†³ in two months T- workout 6 days a A- I nave put on 8Lbs ot Muscle mass in two months A- I can leg press 180Lbs 10 times com o t rtably. train my legs 2-3 times a week. SWOLE Goals train my legs 2-3 times a week. train my legs 2-3 times a week. S n bicep by summer so I can complete more S-l want to weight 175Lbs by summer,

Ethical Perspectives

In the workplace, people at all levels of the organization are likely to encounter ethical dilemmas. An ethical dilemma is a situation where decisions have to be made that may be in conflict with one’s deeply held beliefs. Oftentimes acting in the best interest of the company requires considering the needs of others, not just one’s personal feelings. Understanding that personal beliefs cannot rule all workplace decision making, and in speaking of potential ethical issues, most people will state emphatically that they will assess each situation fully and only act when all the data has been gathered and a thorough investigation has been performed. However, the reality is that people make quick decisions that do not always take into account all affected parties, referred to as stakeholders.Tools have been developed to help people prepare for actual workplace dilemmas. One such tool is the virtual EthicsGame Dilemmas. The simulation consists of two problematic workplace sit uations. The Case of the Mysterious Roses revolved around a woman, Gayle Dornier, receiving anonymous roses at work and how it made her feel as though she was being stalked, which in turn made her feel unsafe in the office (University of Phoenix, 2013).The other scenario, the Case of the Cold Feet, involved a researcher, Dr. Waters, who wanted his superior to assist him in presenting the best data possible for a medical journal article (University of Phoenix, 2013). This would ordinarily seem to be a legitimate request; however, the supervisor was privy to information which indicated the results from the research were not as favorable as the article described. The purpose of the games are to help people determine who are the stakeholders and the possible outcomes using different perspectives, or lens, such as the rights/responsibilities lens, results lens, relationship lens, and reputation lens.The ProcessIn both situations, the steps used involved being attentive, which is when the issue is defined. In the Mysterious Roses case, the issue was ensuring that Gayle would be able to discuss what happened with her manager, while the manager maintained his/her responsibility to treat all employees fairly during the investigation. In the Cold Feet case, the issue was determining how to find the balance between dealing with the false data and preserving the reputation of the organization.The second steps involves being intelligent, which is the point at which the stakeholders are identified. Making decisions without first understanding which parties will be affected by the outcome would be irresponsible. There are two sets of stakeholders, primary and secondary. The primary stakeholders are anybody directly involved in the situation and the secondary stakeholders are those who are likely not to be affected directly, but if they are, it will be a blip in their life, whereas the primary stakeholders may suffer a loss of reputation, employment, or investment. The third step involves applying reason and using one of the lens techniques to determine which type of action will yield the best result.In the Mysterious Roses, the lens that worked best was the Rights/Responsibilities Lens, which is to tell Gayle that her issue can be kept confidential, but that it may have to be reported if it is a work-related problem. She should also be encouraged to review the Company Handbook before meeting with her manager to discuss the issue. This is a good decision from a risk to the company perspective as it ranks zero on a scale of zero to five. With the Cold Feet case, the best lens was the Reputation Lens, which was for the supervisor to inform the researcher, Dr. Waters, of his/her concerns regarding the data without alerting him to the fact that the information regarding the data had come from the junior researcher.This will give Dr. Waters time to admit what he did and possibly explain why. If he does not come clean, the supervisor should then make the gene ral counsel aware of Dr. Waters’ actions. This approach is somewhat risky as this could be elevated to a legal matter which would have to be shared with the public; therefore, it has a risk value of one on a scale of zero to five. These ethical perspectives were right in line with my views. As I was going through the simulation, there was an instance where my stance waivered, however, it was only when I was asked to make the decision that had the greatest good for  the greatest amount of people. When I went back to my true feelings on the matters, my decisions were always in line with what was considered the best option.Applying these Concepts to the WorkplaceBecause my true feelings regarding these situations were in line with what the simulation offered as the best possible solutions, I feel strongly that I will be able to effectively apply these concepts in my workplace. Successfully dealing with ethical dilemmas involves keeping a level head, determining the true issue, and then applying reason to identify stakeholders and work through the investigation process. These are skills I possess already and which will only improve over time with each ethical dilemma encountered.