Quantitative finance and methods ( masters degree) Statistics Project

Quantitative finance and methods ( masters degree) - Statistics Project Example at return on capital employed and retained earnings/total assets have a very high correlation (0.6), it would be advisable to remove both of them in order to avoid the problem of problem of multicollinearity. Regarding whether to remove either retained earnings/total assets or return on capital employed based on the likelihood ratio tests, it will depend on their respective p-values. The one with its p-value approaching 1 than the other should be removed, as that implies that it is irrelevant. (e) From the coefficients of the original logistic regression, and ignoring the likelihood ratio tests, is it generally true that firms with a higher current ratio are more likely to go into liquidation? Explain. (6 marks) Firms with a higher current ratio are more likely to go into liquidation. This is because if we were to carry out a comparative analysis between the original logistic regression and Firm X statistics, it is apparent that the lower the returns of a firm, the higher the current ratio. Furthermore, it is a common knowledge that the firms with lower returns are the ones with the highest possibility if of going into liquidation. since we have concluded that firms with a higher current ratio are more likely to go into liquidation, the p-value must be less than 0.05, which shows that the model is statistically significant at the 95% confidence level. Whether the above two results are statistically significant, at the 95% level of confidence will depend on the p-value generated from the computer. If p-value is less than 0.05, the two results are statistically significant, at the 95% level of confidence. Q2. In evaluating the default risk of bank customers, two approaches are used, namely, multiple discriminant analysis and conventional methods. From a sample of 460 customers, observed results and predicted results of good and bad loans are summarised below. Q3. You are working on a research project on capital structure. You

The Transtheoretical Model Of Health Behaviour

The Transtheoretical Model Of Health Behaviour A Critical evaluation of the Transtheoretical model of health behaviour change in light of my own experience of exercise behaviour change. â€Å"Morbidity and mortality in industrialized societies is due, in part, to individual patterns of behaviour† (Bridle 2004). Individuals contribute to their own health by avoiding health damaging behaviours such as smoking, and by adopting health enhancing behaviours such as exercise or healthy eating. There are many heath interventions in place to help people make positive lifestyle changes, and these interventions are commonly based on stage theories/models of behaviour change, providing a diagrammatic approach and a framework for research, in order to understand, predict and ultimately change behaviour (Bridle 2004 pg284). Behaviour change is seen as a dynamic process involving movement through a sequence of discrete qualitatively distinct stages, and commonly stage based interventions are more effective then non-stage based interventions (Adams and White 2005). However, recent research into the effectiveness of stage based models suggests that despite the widespread popu larity in both practice and research, more caution is necessary (see Bridle et al 2004 for a review). For the purpose of this project I chose to adopt a healthier lifestyle by increasing the amount of exercise that I did each week. The benefits of exercise are well documented (Department of health 2004) and for the purpose of this study I set a target of exercising three times a week (this is around three times as much as I previously exercised) and I did this for a six week period. I began by jogging for as long as I could manage three times a week, but after the first two weeks I realised that I was lacking motivation, so instead I joined the gym, and continued my regime with the better facilities provided at the gym and monitored my progress in the form of a diary. In the forthcoming essay I will evaluate my experience in light of models of health behaviour change, but more specifically the Transactional model of health behaviour. There is no overall consensus regarding which is the best model of behaviour change but The Transtheoretical model (TTM) (Prochaska DiClemente, 1983; (also known as stages of change model) Prochaska, DiClemente Norcross, 1992)) is commonly considered the dominant model of behaviour change in health Psychology (Norman et al 2000). The TTM of health behaviour suggests that behaviour change is not a continuous process but something that occurs through a series of qualitatively different stages (Bridle et al pg284). It suggests a total of five stages that people go through when experiencing a behaviour change and in addition to these five stages, ten social and psychological aspects of health behaviour and different self-change strategies, the so-called ‘processes of change, that are involved in the movement between different stages (Prochaska et al 1997). Different stages are associated with different beliefs such as the assessment of the ‘pros and ‘cons of the behav iour and self-confidence in ability to change the behaviour. Prochaska et al (1997) argue that interventions to promote change should be designed so that they are appropriate to an individuals current stage and moving an individual from one stage to another using the TTM will eventually lead the person to achieve the ‘maintenance whereby long term change is achieved. The Transtheoretical model provided me with a great insight into my motivational behaviour and the factors that affected my motivation within each stage. For example, the transition between ‘contemplation and ‘action only occurred when I re-located my exercise behaviour to the gym, as described in the TTM, I required environmental re-evaluation and consciousness raising (provided by staff at the gym) before I could move to the ‘action stage. However, motivation was a serious problem, even when I was regularly exercising (weeks 5 and 6) my motivation would fluctuate or increase on a whim, my mood was a strong motivating and de-motivating factor and often other factors such as work, money and other commitments would take priority. These factors can be placed within the ‘decisional balance when weighing up the pros and cons, for example in the third week when I had a lot of university work to do, my exercise was less important which is why I moved from ‘act ion to ‘preparation then back to ‘action, and according to the TTM other factors such as self-efficacy and situational temptations may have also had an influence on my mood and exercise behaviour. However, this was not always the case and my behaviour was not always as structured or as cognitively coherent as the TTM describes. Even with support from peers to do more exercise and no reason not to do exercise, I was still not motivated to actually do it, suggesting that my behaviour did not always follow decision making rules such as the pros and cons of exercise behaviour that TTM proposes. West et al (2005) provides commentary on this by suggesting that by focussing on conscious decision making and planning processes draws attention away from what are known to be important underpinnings of human behaviour (West et al 2005). Even if my behaviour was accountable under the ‘processes of change it still remains that on some occasions these processes were not apparent to me, I simply did not want to do exercise and I easily fell into my old routine of no exercise. This however did lead to ‘regret which in turn motivated me. Sometimes I would chose not to do exercise and regret not doing it, then feel motivated by regret at a later date, it may be worth incorporating the Regret Theory (Bell 1982) into TTM as part if the ‘decisional balance. Another problem that I found with the TTM was that I felt that my behaviour was not always ‘stage specific and I at times I felt as though I was in both ‘pre-contemplation and ‘action stages at the same time. However as Sutton et al (1991) observed if one can be in more than one stage at once, â€Å"the concept of stages loses its meaning† (p.195). It is a bold suggestion to make when analysing a widely used model, and research into the evidence for qualitatively different stages has provided mixed outcomes. Prochaska DiClemente claim strong empirical support for the stages of change across a wide range of populations and problems (Prochaska, DiClemente, Velicer, Rossi, 1992; Prochaska Velicer, 1997; Prochaska, Velicer, et al., 1994; Velicer, Hughes, Fava, Prochaska, DiClemente, 1995; Velicer, Rossi, Prochaska, DiClemente, 1996). However a review of stages of change literature (Littell Girvin, 2002) has provided mixed results regarding the validity of t he qualitatively distinct stages. Identifying a person stage is a fundamental step in applying stage-based interventions, but few staging methods have been validated to confirm that they accurately place the individuals in the correct stage of activity change (Adams, 2005). Not only this, researchers often adapt and change existing algorithms when they are not comfortable with the existing one (Brug, 2003). Littells review provides evidence for and against SOC, from a variety of studies using factor analysis and/or cluster charts to reveal patterns of behavioural intention. The studies provided mixed results; Carey et al (1999) found that â€Å"the number of identifiable clusters is sample dependent and highly variable† and that some clusters â€Å"do not have clear correlates in the Transtheoretical Model† (p. 251), however a separate review (Davidson 1998) found â€Å"clear profiles corresponding to the predicted stages emerged with considerable consistency† ( p. 27). This mix match of results lead Littell at al to conclude; with the exception of pre-contemplation â€Å"stages do not emerge with any consistent manner, in principle components within problem behaviours, and rather then being in one stage or another clients show patterns of differential involvement in each of the stages† (Littell, 2002). This lends support to my personal experience of SOC with regards to exercise behaviour, suggesting that the distinct stages of behaviour change identified by Prochaska et al may not be as accurate as they had originally proposed and without an accurate measurement tool, stage based interventions are of limited utility. The application of stage based interventions to exercise has provided some positive results for short term behaviour change, however little research has found support for the long term benefits of stage based interventions in behaviour change. This has been a topic of much debate over recent years, and a review by Adams and White lead to three main reasons why this may be. The aforementioned problems with validated staging algorithms are noted in Adams et als research, but also the complexity of physical activity, and the possibility that the real determinants of activity change are not included in the Transtheoretical model. Adams et al suggest that the exercise behaviour is not a single behaviour but actually a complex set of behaviour patterns. By reducing exercise behaviour down to one single entity interventions are failing to measure a whole behaviour, rather a part of a behaviour. Marttila et al, for example, identified five different categories of physical activity (occupatio nal activities, fitness activities, life style activities, commuting activities, and sports activities), and peoples pros cons and self efficacy beliefs were different for each behaviour. In my case, I had pros associated with going to the gym during my behaviour change but I did not have pros associated with walking to work every day (occupational activities), or going dancing through the night (life style activities), these behaviours do however constitute as physical activity, I was trying to increase my fitness activities and not taking into account any occupational or life style activities. Unlike smoking or substance use, exercise behaviour is multi-faceted and by failing to recognise this, investigators may be failing to recognise the true complexity and specificity of interventions required to promote activity (Adams et al), not only this, it may explain, in part the problem of validating the stages because people are falling into two groups of behaviour change for different behaviours. Adams et al also suggest that motivational factors for exercise behaviour are more complex then TTM can account for, factors such as age, gender and socioeconomic position, these factors all have an effect of our behaviour but why not behaviour change? A study by Kearney et al (1999) looked at stages of change over a nationally representative sample and found that TTM was effective in identifying stage and attitudes towards exercise behaviour but there was considerable ‘intercountry and ‘sociodemographic variation in the distribution of stages of change. They concluded by suggesting that targeted programmes aimed at specific subgroups might be more effective in promoting physical activity. From this brief introduction to TTM research, and in light of my own behaviour change it would appear that TTM and other stage based interventions targeting exercise behaviour have a long way to go before they can significantly aid long-term behaviour change. I believe that the TTM provided me with a good insight into motivational elements my own behaviour change, however, in my opinion the spontaneous nature of my desire to/not to take part in physical activity did not always fall into the features described in the ‘processes of change or ‘decisional balance. My experience showed that consciousness raising and environmental evaluation had a part to play in stage movement, which allowed for a successful short term behaviour change, but I am not convinced that my behaviour was always stage specific. As mentioned by Bandura ‘human functioning is simply too multifaceted and multi-determined to be categorized into a few discrete stages (Bandura, 1997 pg8) and research h as provided evidence to suggest that the staging process may not be validated, confirming my experience of stages of change (TTM). Possible suggestions for the future of TTM are as follows: West et al argues that interventions should revert back to the simplistic supportive role that GPs took before stage based interventions were devised, focussing on desire to change as opposed to stages (West 2005) and Littell et al (2004) argues for a feedback system whereby stage based groups are coupled with discussions about motivation to change. In my opinion, further research is needed in to tailored behaviour interventions, and/or like Littell et al suggests coupling TTM with a personalized interview suitable for long term behaviour change. References: Adams J White, M. (2005) Why dont stage based activity promotion interventions work? Health Education Research. 20. 237-243. Bandura, A. (1977). Self efficacy: Towards a unifying theory of behavioural change. Psychological review. Bell, David E. (1982). Regret in Decision Making Under Uncertainty. Operations Research, 30, 961-981. Bridle, C; Riemsma, P; Pattenden J; Sowden A J, Mather L, Watt, I S; Walker A (2004) Systematic review of the effectiveness of health behaviour interventions based on the Transtheoretical model. Psychology and health, 20(3):283-301. Brug J. (2005) The transtheoretcial model and stages of change: a critique. Observations by five commentators on the paper b y Adams, J. and White M. (2004) Why dont stage based activity promotion interventions work? Health education research theory and practice, vol.20 no.2, 244-258. Carey, K. B., Purnine, D. M., Maisto, S. A.,Carey, M. P. (1999). Assessing readiness to change substance abuse: A critical review of instruments. In Littell, J. H. Girvin H. (2002) stages of change. A critique. Behaviour modification, 26.223-273. Davidson, R. (1998). The transtheoretical model: A critical overview. InW. R. Miller N. Heather (Eds.), Treating addictive behaviors (2nd ed., pp. 25-38). New York: Plenum. Department of health. (2004) At least five a week: evidence on the impact of physical activity and its relationship to health. A report from the Chief Medical Officer. London TSO. Kearney, J., de Graaf, C., Damkjaer, S. and Engstrom, L. (1999) Stages of change towards physical activity in a nationally representative sample in the European Union. Public Health Nutrition, 2, 115-124. Littell, J. H. Girvin H. (2002) stages of change. A critique. Behaviour modification, 26.223-273. Marttila, J., Laitakari, J., Nupponen, R., Miilunpalo, S. and Paronen, O. (1998) The versatile nature of physical activity. On the psychological, behavioural and contextual characteristics of health-related physical activity. Patient Education and Counselling, 33, s29-s38. Norman P, Abraham C, Conner M (2000) Understanding and changing health behaviour from health beliefs to self regulation, Harwood academic publishers: pg73-95. Prochaska, J. DiClemente, C. 1983. Transtheoretical therapy: toward a more integrative model of change. Psychotherapy: Theory, Research and Practise, 19, 276-288. Prochaska, J. O., DiClemente, C. C. (1992). Stages of change in the modification of problem behaviors. In M. Hersen, R. Eisler,P. M. Miller (Eds.), Progress in behavior modification (Vol. 28). New York: Academic Press. Prochaska, J. O., Velicer, W. F. (1997). Misinterpretations and misapplications of the transtheoretical model. American Journal of Health Promotion, 12, 11-12. Prochaska, J. O.,Velicer,W. F.,Rossi, J. S., Goldstein, M. G., Marcus, B. H., Rakowski,W., et al. (1994). Stages of change and decisional balance for 12 problem behaviors. Health Psychology,13, 39-46. Robinson, T, E Berridge, K C (2003) Addiction. Annual Review of psychology, 54, 25-53. In West R (2005) Time for a change: putting the Transtheoretical (stages of change) Model to rest. Society for the study of addiction. Sutton, S R (1996) Can ‘stages of change provide guidance in the treatment of addictions? A critical examination of Prochaska and DiClementes model. In Norman P, Abraham C, and Conner M; (2000) Understanding and changing Health behaviour p.g. 207-210 West R (2005) Time for a change: putting the Transtheoretical (stages of change) Model to rest. Society for the study of addiction.   

Creation In Schools Essay -- essays research papers

Creation in School   Ã‚  Ã‚  Ã‚  Ã‚  The debate of Creation versus Evolution. This has been a very heated debate since Darwin published Origins of Species in 1859. The reason for this debate comes from the contradicting ideas that this book has with the theory of Creation set forth in the Bible. Due to the fact that is extremely hard to prove what created the earth, people have wrestled between these ideas for the last one hundred and forty years. When Evolution was first introduced it was widely rejected because it went against what people were brought up to believe. Evolution has so far stood the test of time and has become more widely accepted, to the point to which it is taught in our schools. Where Evolution has found its way into the school curriculum, the theory of Creation has not. Some people feel that it Creation should get equal time to Evolution in schools. In this paper I will use what I have learned from Professor Swenson’s Christian Theology course and my personal feelings to tr y and express why there is no reason for the theory of Creation to be taught in school. Creation is based on Christianity and you must understand Christianity before you can make claims. Christianity is a very strong force that works in many people’s lives. It gives us morals to live by, inner strength, a reason to live, and much more. It is based on God creating the world in seven days. Most everyone has a religion and can try to imagine what would it be like to live in a world without religion? The way in which religion structures a society helps it to be more successful as a whole. Stanley Tambiah would agree with this, because its similarities to the Trobriands, a tribe that he studied the rituals of and found that the rituals they performed had practical purpose along with the mystical meaning. The Trobriands had certain rituals they must perform when eating yams and they could only eat them at certain times. If the Trobriands did not have the structure to there society all their yams would be eaten to quickly and the tribe would starve. As for our culture, do we need this structure? Americans are in no trouble of running out of yams. Maybe this is why we see a decline in religion in the United States and other developed countries. The practical purpose for Christianity is no longer needed and the religion is losing speed. Although we do not need thes... ...gious parents are trying to use in order to get their religion taught in school. As for me, I would not mind other religions being taught to my kid, I would want my children to know all the information before they go off believing just anything that I taught them. He could make the choice for himself. Although I can see where these things would help, I believe there would be too many complications in trying to teach it. On top that I also feel that it should be left at that without an argument. If a parent were to push any further, I would have to question their responsibility. Schools do not have to teach you child everything they know. Schools teach so much already, do you want your kid to only learn stuff from school. As a parent I would hope that I could at least teach my child religion along with many other things. We have become so dependant on school, it seems somewhat ridiculous. Back when my Grandfather was at school it was completely different. To bring this to a close I would like to say that although I am a religious person and would like to see what my faith calls on taught in school, but I believe the controversies it raises lays this idea to rest. Creation In Schools Essay -- essays research papers Creation in School   Ã‚  Ã‚  Ã‚  Ã‚  The debate of Creation versus Evolution. This has been a very heated debate since Darwin published Origins of Species in 1859. The reason for this debate comes from the contradicting ideas that this book has with the theory of Creation set forth in the Bible. Due to the fact that is extremely hard to prove what created the earth, people have wrestled between these ideas for the last one hundred and forty years. When Evolution was first introduced it was widely rejected because it went against what people were brought up to believe. Evolution has so far stood the test of time and has become more widely accepted, to the point to which it is taught in our schools. Where Evolution has found its way into the school curriculum, the theory of Creation has not. Some people feel that it Creation should get equal time to Evolution in schools. In this paper I will use what I have learned from Professor Swenson’s Christian Theology course and my personal feelings to tr y and express why there is no reason for the theory of Creation to be taught in school. Creation is based on Christianity and you must understand Christianity before you can make claims. Christianity is a very strong force that works in many people’s lives. It gives us morals to live by, inner strength, a reason to live, and much more. It is based on God creating the world in seven days. Most everyone has a religion and can try to imagine what would it be like to live in a world without religion? The way in which religion structures a society helps it to be more successful as a whole. Stanley Tambiah would agree with this, because its similarities to the Trobriands, a tribe that he studied the rituals of and found that the rituals they performed had practical purpose along with the mystical meaning. The Trobriands had certain rituals they must perform when eating yams and they could only eat them at certain times. If the Trobriands did not have the structure to there society all their yams would be eaten to quickly and the tribe would starve. As for our culture, do we need this structure? Americans are in no trouble of running out of yams. Maybe this is why we see a decline in religion in the United States and other developed countries. The practical purpose for Christianity is no longer needed and the religion is losing speed. Although we do not need thes... ...gious parents are trying to use in order to get their religion taught in school. As for me, I would not mind other religions being taught to my kid, I would want my children to know all the information before they go off believing just anything that I taught them. He could make the choice for himself. Although I can see where these things would help, I believe there would be too many complications in trying to teach it. On top that I also feel that it should be left at that without an argument. If a parent were to push any further, I would have to question their responsibility. Schools do not have to teach you child everything they know. Schools teach so much already, do you want your kid to only learn stuff from school. As a parent I would hope that I could at least teach my child religion along with many other things. We have become so dependant on school, it seems somewhat ridiculous. Back when my Grandfather was at school it was completely different. To bring this to a close I would like to say that although I am a religious person and would like to see what my faith calls on taught in school, but I believe the controversies it raises lays this idea to rest.

First Confession

By Frank O'Connor I'm very attracted with the first person in this story named Jackie. This is a story about Jackie's experience of his first confession. Jackie always thought the terrible things about confession like the angry priest, a lot of sins he made, the sinner who would burned the furniture, etc, but the fact that he passed the first confession successfully. I think Jackie have the same bewilderment with me about first confession. I don't have background knowledge of the story and also do not know ome terms like Confession in the Church or Three Hail Marys.Because of Jackie's story, I could imagine the situation since Jackie was also experienced it at the first time. Moreover, I can understand the rites and practices of the Catholic religion. In this story, Jackie hated her grandmother and sister so much and wanted to kill them. I'm sure Jackie would not truly do that as he was only a eight-year-old child who still couldn't control his emotional feeling. Actually, it's becau se of the bad behaviors of them. His grandmother should be a good example for him but she always drunk and ever gave pennies to him but to his sister, Nora.It was good that Jackie was not influenced with his grandmother behavior, he thought that it was an awful instead. Usually a child will follow what adult does but Jackie was different, he was precisely mortified to follow the wrong one. He also realized that his wish for killing her grandmother and sister were wrong. Then, I think that Jackie was very honest and courageous. Although he was scared to death of confession, he told his sins truthfully to the priest. Some of us maybe will remain to silent about our sins or even denied it, n the contrary Jackie told everything.At first I thought he would not have courage to confess because of the threats from her sister who claimed being a sinner would get punishment not treatment. A bad confession story from Mrs. Ryan that made shocking impression on him also could make him denied his sins. But Jackie was one of a kind; his honest confession made the priest amazed and so did l. Jackie honesty and braveness made the priest gave him Three Hail Marys even the priest came out of the church with Jackie that he'd never done to Nora. First Confession Alexandro Ramirez English 1302 Professor Robin Russell 4/12/13 Critical Essay #1 â€Å"First Confession† At the beginning of the story, O’Connor, in the short story, â€Å"First Confession†, may use the all-knowing or omniscient point of view. He describes to choose any act of the character and any thought of the character, and he tells the goodness and the bad side of the character. Instead the story is written in first person point of view. The narrator in this story is also the main character, or protagonist.This way the reader is allow to the see the world in the eyes of Jackie, and his point of view about his grandmother, Nora, and Mrs. Ryan, and women itself. Jackie does not stand her grandmother at all, he relates her as the source of his entire problems, â€Å"and all because of that old woman! † Even thou his grandmother lives with him, because of the dead of his grandfather, he was actually afraid of her, he had to make excuses to his friend so h e won’t go inside his house to play because, â€Å"because I could never be sure what she would be up to. He also is disgusted by the woman’s love of porter beer, her inclination to eat potatoes with her hands, â€Å"she had a jug of porter and a pot of potatoes with-some-times-a bit of salt fish, and she poured out the potatoes on the table and ate them slowly, with great relish, using her fingers by way of a fork,† and of course favoring Nora, â€Å"she knew Mother saw through her, so she sided with Gran. † Nora his old sister was a pain to Jackie, she often was picking on him, and got him into trouble, â€Å"Oh, Dadda, do you know what Jackie did at dinnertime? Then, of course, it all came out; Father gave me a flaking; Mother interfered, and for days after that he didn't speak to me and Mother barely spoke to Nora. † Even thou Jackie is really nervous and afraid for his first confession, because he doesn’t want to tell the priest he wan ted to kill his grandmother, Nora instead of supporting him, she was playing with this mind, â€Å"She held my hand as we went down the hill, smiling sadly and saying how sorry she was for me, as if she were bringing me to the ospital for an operation. † Also before arriving to the chapel, Jackie confesses horrible things that Nora does to him that we will never know of or his mother, â€Å"that girl had ways of tormenting me that Mother never knew of. † An old woman called Mrs. Ryan is teaching Jackie and his class mates about the Ten Commandments and hell. She tells the class the story of a man who made a bad confession which was not telling the truth to the priest and whose hands burnt the bed of a priest. Jackie thinks Mrs.Ryan is trying to frighten the children into being good or they will burn in hell for eternity, â€Å"Then she asked were we afraid of holding one finger-only one finger! † Also she is trying to make sure that they don’t tell the pr iest a bad confession, â€Å"hell had the first place in her heart. † To tell a bad confession in Jackie’s eyes means dying and burning in hell. Jackie  doesn’t  want to make a bad confession but knows that he will because he  doesn’t  think he’ll be able to tell the priest that he wants to kill his grandmother.The day the class is to make their confession Jackie pretends that he has a toothache so that he can avoid confession, because Mrs. Ryan gets wind of his absence and makes arrangements so that Jackie can go to confession he was literary scared to death, â€Å"I was scared to death of confession,† the following Saturday and still be able to attend his first communion. Jackie does not see women with good eyes, in fact he thinks they are bad people because of the way they treat him, â€Å"girls are supposed to be fastidious. Also in this short story we are able to see three great examples for this. First his grandmother, which h e thinks it’s all her fault and an ugly woman who doesn’t know how to act in town, â€Å"unsuited to the life in town. † Nora another great example who is a bad big sister, who only plays with his mind and doesn’t see the suffering of his young brother. Lastly Mrs. Ryan a woman who tries to scare him, â€Å"new half-crown, and offered it to the first boy who would hold one finger, only one finger! in the flame for five minutes. † With this Firs Point of View we could actually feel Jackie’s feelings and intention to why he portraits women, or in this case this three women like that. A third person point of view, would help much at understanding Jackie, but the author choose wisely and now the reader can conclude all of the ideas portrait on this short story, and also we can be on Jackie’s shoes and know the true story behind it.

Achieving Excellence through Unity Essay

â€Å"One is said to be the loneliest number of all. † It sounds cheesy but it does make sense. This passage though sounds good, seems different on how others understand . One in this passage, refers to the number, the volume, the physical being. One can signify being alone, solitude and seclusion, but if we would come to think of the other parallel of ONE, we might come up to these ideas : one means UNITY , one means TRIUMPH , one means TOP and one means EXCELLENCE. Our distinguished members of the board of judges, esteemed members of the academe, my fellow orators, beloved parents and friends, every day we face many moments of truth, daily choices that present us opportunities for excellent performance . But let me ask you two things, first, â€Å"Do we really have the presence of excellence in our lives? â€Å" Well, allow me to give you some points . We Filipinos are well – known for being talented an enthusiast yet, we cannot escape from the fact that we are almost at the edge of the abyss of stagnation. The poverty , the never ending conflict in Mindanao , the immortality , high rate of criminality and the continuous declining quality of our education in the past twenty years, is this what we call excellence? And here’s my next question, â€Å"Are we really helping others to gain excellence by cultivating their talents ?† We merely answer, yes, because we think that we are excellent if we have the talents , the guts, and the confidence to execute things through enhancing others’ talents, we are helping them to become excellent ones . But we are wrong ! For excellence is not about the talent alone, in fact , the major of it has nothing to do with the talent . I t is a desire to share knowledge and to build a perfect vision of competence to cope with promising future. But sometimes we failed ; we failed to teach one another the competence we need. We are untrained in excellence which makes a man passionately desire to be a perfect citizen , who knows how to rule and to obey with justice and  wisdom. Now , whom can we blame ? To whom will we point our fingers ? – TO NO ONE – but to ourselves. Yes , we are . Ask me why? It is because we are part of each other’s life. Remember, if someone was about to slip , someone else could catch him. But the question is, † Do we exert some effort?† Mesdames and Sir , please ask yourselves : How can ONE makes our lives?†