A comparative study of Sydney Carton in Dickens A Tale of Two Cities :: GCSE English Literature Coursework

A comparative study of Sydney Carton in Dickens’ novel, A Tale of Two Cities, and Romeo Montague and Juliet Capulet in Shakespeare’s play, Romeo and Juliet, requires the reader to analyze various aspects that the transforming effect love can have on a personality. As we study each character, it is relatively easy to see that no matter how painful love can be, it is usually to one’s betterment to have experienced it. Love affects each person differently. Some become more introspective, searching to better themselves for the sake of themselves or another. Others do not recognize what they are lacking in their lives until they find love. In either event, it permanently redirects the course of one’s life. Or causes one to end it in some cases. We see that all three characters learn to love themselves better, to love others anew and in the end, make the ultimate sacrifice for their love for another. Point A: Both author’s illustrate well, that a lack of love can have a profound effect on the behavior of a person. Whether a person has never experienced love by fortune or by design, the initial introduction of love into the personality can be intense. Dickens introduces Sydney Carton to us immediately after a trial, speaking to his client. It is at this point that we get a glimpse of the character of Carton, "†¦who smelled of port wine, and did not appear to be quite sober†¦" (Dickens, 100). Carton is so disillusioned with his own life, that he can’t even like his client [who looks like him], "Do you particularly like the man?’ He muttered, at his own image; ‘why should you particularly like a man who resembles you? There is nothing in you to like†¦" (Dickens 103). Romeo Montague is no less desultory, but youth is his excuse, while alcohol and lifelong disappointment are Carton’s. Shakespeare has Friar Lawrence state [about Romeo’s multiple infatuations], "Young men’s love then lies not truly in their hearts, but in their eyes" (1.3.67-68). Having not experienced life yet, Romeo does not yet understand the nature of love. He still sees it as a physical reaction, rather than emotional, "For beauty, starved with her severity / cuts beauty off from all prosperity" (1.1.227-228). Juliet is so immature and unskilled in the ways of love, that she shares her youthful desperation with her nurse, "Go ask his name; if he is married / my grave is like to be my wedding bed" (1.

Historical Developments of Traditional and Modern Ethics Essay

The discipline of ethics, also called moral philosophy, encompasses systematizing, defending, and recommending views of right and wrong behavior. Philosophers today typically segregate ethical theories into three universal subject matters: metaethics, normative ethics, and applied ethics. Metaethics explores where our ethical doctrines come from, and what they mean. Are they simply social innovations? Do they entail more than idioms of our individual emotions? Metaethical responses to these queries focus on the issues of universal realities, the will of God, the function of reason in ethical judgments, and the significance of ethical terms themselves. Normative ethics stands on a more practical task, which is to come up at moral standards that control right and wrong demeanor. This may require articulating the good habits that we should acquire, the duties that we should follow, or the consequences of our behavior on others. Finally, applied ethics involves probing precise controversial issues, such as abortion, infanticide, animal rights, environmental concerns, homosexuality, capital punishment, or nuclear war. By employing the theoretical tools of metaethics and normative ethics, deliberations in applied ethics try to resolve these controversial issues. The lines of distinction between metaethics, normative ethics, and applied ethics are often unclear. Each thoughtful person ought to be concerned about and fascinated in ethics. For the Christian, being moral is critical to a life that seeks to honor God. A lot of decisions made on a day-to-day basis entail questions of right and wrong. Ethics supply the basis on which one makes those decisions and the root of a moral choice is often as vital as the choice itself. Yet, few people have thought through the way they rationalize their conceptions of right and wrong. Ancient moral theory tries to offer a reflective account of an indispensable human activity so one can grasp what is of primary value in pursuing it. In historical order, the theories that influenced modern ethics today sprung from those of Socrates as offered in specific dialogues of Plato; Plato in the Republic; Aristotle; the Cynics; Cyrenaic hedonism; Epicurus; the Stoics; and Pyrrhonian skepticism. Ethics has been employed to economics, politics and political science, leading to quite a lot of distinct and unrelated fields of applied ethics, consisting of business ethics and Marxism. American corporate scandals such as Enron and Global Crossings are descriptive of the relationship between ethics and business. Ethics has been connected to family structure, sexuality, and how society examines the roles of individuals; leading to several distinct and unrelated fields of applied ethics, including feminism. Ethics has been applied to war, leading to the fields of pacifism and nonviolence. Often, such endeavors take legal or political shape before they are recognized as works of normative ethics. Of all the areas of philosophy, ethics is the one that seems most pertinent to us and it is no overstatement to say that everyone is engaged in ethical thought at most times in their lives, knowingly or otherwise (Newall, 2005).   Ã‚  Ã‚  Ã‚   If ethical consideration is widespread as suggested above then it should come as no surprise that there were many thinkers in the past that put forward their ideas and tried to improve on what came before them. Numerous notions of ethics in the ancient world were based on or prejudiced by the Greeks, particularly Plato and Aristotle. The former thought that people were disposed to be good and desired happiness; the dilemma was to know what would bring about that good in the first place. Some philosophers used God as their foundation, others reason and still others both, but the leaning throughout was that the aim was attainable.   The history of this time is too complex for our purposes here; suffice to say that this movement continued: thinkers explicitly or implicitly influenced by the three assumptions tried to create systems while those who were not disagreed with them, sometimes with other propositions. Reference: Anscombe, Elizabeth â€Å"Modern Moral Philosophy† (1958), Philosophy, 1958, Vol. 33, reprinted in her Ethics, Religion and Politics (Oxford: Blackwell, 1981). Newall, Paul .The Galilean LibraryEthics (2005)http://www.galilean-library.org/int11.html.

Article on Discipline Essay

Discipline is not only necessary but also vital for any civilized society, as a matter of fact, discipline and Nature are synonymous with each other and whenever anything happens, which defies or interrupts the usual in Nature, it becomes a calamity, and similarly life without discipline can become chaotic. The term ‘discipline’ means any training intended to develop moral character or produce a particular pattern of behavior accepted by afferent institutions and society. Discipline is a way of life. It is vital in happing one’s personality. According to one school of thought, there are here forms of discipline i.e. expressionistic, impressionistic and self- discipline. If-discipline is usually considered to be the best form of discipline here in the term ‘discipline’ instead of standing as a rigid code of conduct obi strictly adhered to, denotes a process of normal growth and learning, of ways to monitor oneself. Self discipline is directly related t o the concept of freedom and motivation. If a child is motivated and given the freedom to choose, discipline becomes a natural way of life. In modern times, discipline is misunderstood and misinterpreted by some students as rigid and fixed set of rules enforced by others and to be followed without any questions being asked. They feel it is encroachment of their freedom and rights. Discipline is not a term which is limited to institutions like schools and colleges only. Neither is it a weapon or tool in the hands of adults to control the younger generation or in other words seeking unquestionable compliance. Discipline is neither suppression nor a means to assert one’s authority rather it is intrinsic motivation in a person to control oneself, one’s emotion, and desires and live in a uniform and orderly manner. That everything in this universe has to follow certain rules, the Sun rises in the East’ and sets in the West, come what may, the cycle of seasons also follows a pattern, Night follows, dusk which follows day and dawn, thus, we humans are also governed by rules and following the same is another term for discipline. In schools, discipline can be exercised through the medium of morning assembly, time table, uniform, break, activities, various competitions and talk shows. An example of discipline is also the happening of activities in t he school premises in a particular order, right from promptness in reaching the school, wearing the prescribed uniform, abiding with the school rules, attending classes etc.  etc. When one learns to conform to a particular set of rules he understands the importance and need to follow a particular pattern in life and how veering away from them can make life difficult and confusing, All successful people understand the importance of discipline in their lives and enjoy the fruits of success. An undisciplined person is prone to temptations and can easily fall prey to a lifestyle which could lead to his failure and doom. Discipline, thus! is inevitable as it gives direction to live life in a harmonious, and orderly way.

6 Strategies for Teaching Idioms in any Election

6 Strategies for Teaching Idioms in any Election Politicians are always campaigning. They run  campaigns to get votes to win their political office or seat. They run campaigns to win votes to keep their political office or seats. It does not matter if the politician is running for local, state or federal office, a politician is always communicating with the voters, and much of that communication is in the language of campaigns.    In order to understand what a politician is saying, however, students might need to become familiar with campaign vocabulary. Explicit teaching of election terms important for all students, but particularly important with English language learners (ELs, ELLs, EFL, ESL). That is because campaign vocabulary is filled with idioms,  which means a word or phrase that is not taken  literally. Take for example, the idiomatic phrase to throw ones hat in the ring: Announce  ones  candidacy  or  enter  a  contest,  as  in The  governor  was  slow  to  throw  his  hat  in  the  ring  in  the  senatorial  race.This  term  comes  from  boxing,  where  throwing  a  hat  in  the  ringindicated  a  challenge;  today  the  idiom  nearly  always  refers  to  political  candidacy.  [c.  1900] (The Free Dictionary-Idioms) Six Strategies for Teaching Idioms Some of the political idioms would confuse any level of student, so using the following six strategies may be helpful: 1. Provide these election idioms in context:  Have students find examples of idioms in speeches or campaign materials. 2. Stress that idioms are in most often used in the spoken form, not written. Help students to understand that idioms are conversational, rather than formal.  Have students practice the idioms by creating  sample  conversations that they can share  to help them understand.   For example, take the following dialogue featuring the idiom â€Å"political hot potato† in school: Jack:  I have to write my top two issues that I would like to debate.For one of the issues, I am thinking of choosing Internet privacy. Some politicians see this issue as a political hot potato.Jane:  Mmmmm. I love hot potatoes. Is that whats on the menu for lunch?Jack:  No, Jane, a political hot potato is an issue that  can be so sensitive that those taking a stand on the issue could risk being embarrassed. 3. Be sure to explain how each word in an idiom may have a different meaning then what is meant in the whole idiomatic phrase. Take, for example, the term convention bounce: Convention means: a meeting or formal assembly, as of representatives or delegates, for discussion of and action on particular matters of common concernBounce means: a  sudden  spring  or  leapThe term convention bounce does not mean that the one of the actions the representatives or the entire assembly performed was a spring or leap.   Instead convention bounce means the  surge of support that U.S. presidential candidates in the  Republican  or  Democratic  party typically enjoy after the televised  national convention  of their party. Teachers should be aware that some of the idiomatic  vocabulary is also  cross-disciplinary.  For example, personal appearance can refer to a persons wardrobe and demeanor, but in the context of an election, it means an event that a candidate attends in person.   4. Teach a few idioms at a time:   5-10 idioms at a time is ideal. Long lists will confuse students; not all idioms are necessary to understand the election process. 5. Encourage student collaborations in studying idioms, and use the following strategies: Ask students to discuss idioms with one another;Ask students to restate the meaning of each idiom in their own words;Ask students to compare their descriptions of an idiom;Have students explain to each other any new information they have learned about the idioms;Find any areas of disagreement or confusion and help clarify;Have students can make revisions to their own work. (NOTE:  Ã‚  let students whose primary existing knowledge base is still in their native language to write in it.) 6. Use idioms in teaching the election process:  Teachers can use specific examples  (exemplification)  Ã‚  with what students know in order to teach some of the vocabulary.   For example, the teacher may write on the board, â€Å"The candidate stands by his record.† Students may then say what they think the term means. The teacher can then discuss with the students the nature of a  candidates record  (something is written down or what a person says). This will help students understand how the context of the word  record  is more specific in an election: record: a list showing a candidates or elected officials voting history (often in relation to a specific issue) Once they understand the meaning of the word, students can research a particular candidates record in the news or on websites such as  Ontheissues.org. Supporting the C3 Frameworks by Teaching Idioms Teaching students the popular idioms used in political campaigns allows teachers the opportunity to incorporate  civics  into their curriculum. The new  Social Studies Frameworks for College, Career, and Civic Life  (C3s), outlines the requirements teachers must follow to prepare students to participate in a productive constitutional democracy: ....[student] civic engagement requires knowledge of the history, principles, and foundations of our American democracy, and the ability to participate in civic and democratic processes (31). Helping students understand the language of political campaigns- our democratic processes -makes them better-prepared citizens in the future when they exercise their right to vote. Vocabulary Software Program-Quizlet One way to help students become familiar with any election year vocabulary is to use the digital platform  Quizlet: This free software gives teachers and students a variety of modes: specialized learning mode, flashcards, randomly generated tests, and collaboration tools to study words. On Quizlet teachers can create, copy, and modify vocabulary lists to suit the needs of their students; not all words need to be included. 53 Political Election Idioms and Phrases The following list of idioms is also available on Quizlet: Political Election Idioms and Phrases-Grades 5-12. 1.Always a bridesmaid, never a bride:  used to talk about someone who is never the most important person in a situation. 2.A bird in the hand is worth two in the bush:  Something of some value that on already has; not risking what one has for (im)possibilities. 3.Bleeding Heart:  A term describing people whose hearts bleed with sympathy for the downtrodden; used to criticize liberals who favor government spending for social programs. 4.The buck stops here:  said by someone who is responsible for making decisions and who will be blamed if things go wrong. 5.Bully Pulpit:  The Presidency, when used by the President to inspire or moralize. Whenever the President seeks to rouse the American people, he is said to be speaking from the bully pulpit. When the term first came into use, bully was slang for first rate or admirable. 6.Caught between a rock and a hard place:  in a very difficult position; facing a hard decision. 7.A chain is only as strong as its weakest link:  A successful group or team relies on each member doing well. 8.Cheat/fool me once, shame on you. Cheat/fool me twice, shame on me!:  After being tricked once, one should be wary, so that the person cannot trick you again. 9.Close only counts in horseshoes and hand grenades:  Coming close but not succeeding is not good enough. 10.Closing the barn door after the horse escapes:If people try to fix something after the problem has occurred. 11.Convention Bounce:  Traditionally, after the official convention of the party of a US Presidential candidate during an election year, that partys nominee would see an increase in voter approval in polls. 12.Do not count your chickens before they hatch:  you should not count on something before it happens. 13.Do not make a mountain out of a molehill:  meaning its not that important. 14.Do not put all your eggs in one basket:  to make everything dependent on only one thing; to place all ones resources in one place, account, etc. 15.Do not put the horse before the cart:  Do not do things in the wrong order. (This can imply that the person you are addressing is impatient.) 16.The end justifies the means:  A good outcome excuses any wrongs committed to attaining it. 17.Fishing Expedition:  An investigation with no defined purpose, often by one party seeking damaging information about another. 18.Give him/her enough rope to hang him/herself: I f one gives someone enough freedom of action, they may destroy themselves by foolish actions. 19.Hang your hat:  to depend on or believe in something. 20.He who hesitates is lost:  One who cannot come to a decision will suffer for it. 21.Hindsight is 20/20:  A perfect understanding of an event after it has happened; a term usually used with sarcasm in response to criticism of ones decision. 22.If at first you do not succeed, try and try again:  Dont let a first-time failure stop further attempts. 23.If wishes were horses then beggars would ride:  If people could achieve their dreams simply by wishing for them, life would be very easy. 24.If you can not take the heat, stay out of the kitchen:  If the pressures of some situation are too much for you, you should leave that situation. (Somewhat insulting;implies that the person addressed cannot tolerate pressure.) 25.It is not whether you win or lose, it is how you play the game:Reaching a goal is less important than giving our best effort. 26.Jumping on the bandwagon:  to support something that is popular. 27.Kicking the Can down the Road:  a delaying of a difficult decision made by passing short and temporary measures or laws instead. 28.Lame Duck:  An officeholder whose term has expired or cannot be continued, who thus has lessened power. 29.The lesser of two evils:  The lesser of two evils is the principle that when faced with selecting from two unpleasant options, the one which is least harmful should be chosen. 30.Let us run it up the flagpole and see who salutes:  to tell people about an idea in order to see what they think of it. 31.Opportunity only knocks once:You will only have one chance to do something important or profitable. 32.A political football:  A problem that doesnt get solved because the politics of the issue get in the way, or the issue is very controversial. 33.A political hot potato:  Something potentially dangerous or embarrassing. 34.Politically correct/incorrect (PC):  To use or not use language that is offensive to some person or group - often shortened to PC. 35.Politics makes strange bedfellows:  Political interests can bring together people who otherwise have little in common. 36.Press the flesh: to shake hands. 37.Put my foot in my mouth:  to say something that you regret; to say something stupid, insulting, or hurtful. 38.Reach Across the Aisle:  A term for making an effort to negotiate with member(s) of the opposite party. 39.Skeletons in the closet:  a hidden and shocking secret. 40.The squeaky wheel gets the grease:  When people say that the squeaky wheel gets the grease, they mean that the person who complains or protests the loudest attracts attention and service. 41.Sticks and stones may break my bones, but names will never harm me:  Something in response to an insult which means that people cannot hurt you with bad things they say or write about you. 42.Straight as an arrow:  Honest, genuine qualities in a person. 43.Talking Points:  A set of notes or summaries on a particular topic that is recited, word for word, whenever the topic is discussed. 44.Throw in the towel:  to give up. 45.Throw your hat into the ring:  to announce your intention of entering a competition or election. 46.Toe the party line: to conform to the rules or standards of the political party. 47.To get on/off your soapbox:  To talk a lot about a subject you feel strongly about. 48.Vote with your feet:  To express ones dissatisfaction with something by leaving, especially by walking away. 49.Where there is smoke, there is fire:  If it looks like something is wrong, something probably is wrong. 50.Whistlestop: a brief appearance of a political candidate in a small town, traditionally on the observation platform of a train. 51.Witch Hunt:  A vindictive, often irrational, investigation that preys on public fears. Refers to witch hunts in 17th century Salem, Massachusetts, where many innocent women accused of witchcraft were burned at the stake or drowned. 52.You can lead a horse to water but you can not make it drink:  You can present someone with an opportunity, but you cannot force him or her to take advantage of it. 53.You can not judge a book by its cover:  something that you say which means you cannot judge the quality or character of someone or something just by looking at them.

The Globalization of Capitalism

The Globalization of Capitalism Capitalism, as an economic system, first debuted in the 14th century and existed in three different historical epochs before it evolved into the global capitalism that it is today. Lets take a look at the process of globalizing the system, which changed it from a Keynesian, New Deal capitalism to the neoliberal and global model that exists today. Foundation The foundation of today’s global capitalism was laid, in the aftermath of World War II, at the Bretton Woods Conference, which took place at the Mount Washington Hotel in Bretton Woods, New Hampshire in 1944. The conference was attended by delegates from all Allied nations, and its goal was to create a new internationally integrated system of trade and finance that would foster the rebuilding of nations devastated by the war. The delegates agreed to a new financial system of fixed exchange rates based on the value of the U.S. dollar. They created the International Monetary Fund (IMF) and the International Bank for Reconstruction and Development,  now a part of the World Bank,  to manage the agreed upon policies of finance and trade management. A few years later, the General Agreement  on Tariffs and Trade (GATT) was established in 1947, which was designed to foster â€Å"free trade† between member nations, premised on low to non-existent import and export tariffs. (These are complex institutions, and require further reading for deeper understanding. For the purposes of this discussion, it’s simply important to know that these institutions were created at this time because they go on to play very important and consequential roles during our current epoch of global capitalism.) The regulation of finance, corporations, and social welfare programs defined the third epoch, New Deal capitalism, during much of the 20th century. The state interventions in the economy of that time, including the institution of a minimum wage, the cap of a 40 hour work week, and support for labor unionization, also laid pieces of the foundation of global capitalism. When the recession of the 1970s hit, U.S. corporations found themselves struggling to maintain the key capitalist goals of ever-growing profit and wealth accumulation. Protections of workers rights limited the extent to which corporations could exploit their labor for profit, so economists, political leaders, and heads of corporations and financial institutions devised a solution to this crisis of capitalism: They would shake off the regulatory shackles of the nation-state and go global. Ronald Reagan and Deregulation Ronald Reagan’s presidency is well known as an era of deregulation. Much of the regulation created during Franklin Delano Roosevelt’s presidency, through legislation, administrative bodies, and social welfare, was torn down during Reagan’s reign. This process continued to unfold over the coming decades and is still unfolding today. The approach to economics popularized by Reagan, and his British contemporary, Margaret Thatcher,  is known as neoliberalism, so named because it is a new form of liberal economics, or in other words, a return to free-market ideology. Reagan oversaw cutting of social welfare programs, reductions to federal income tax and taxes on corporate earnings, and removal of regulations on production, trade, and finance. While this era of neoliberal economics brought the deregulation of national economics, it also facilitated the liberalization of trade between nations, or an increased emphasis on â€Å"free trade.† Conceived under Reagan’s presidency, a very significant neoliberal free trade agreement, NAFTA, was signed into law by former president Clinton in 1993. A key feature of NAFTA and other free trade agreements are Free Trade Zones and Export Processing Zones, which are crucial to how production was globalized during this era. These zones allow for U.S. corporations, like Nike and Apple, for example, to produce their goods overseas, without paying import or export tariffs on them as they move from site to site in the process of production, nor when they come back to the U.S. for distribution and sale to consumers. Importantly, these zones in poorer nations give corporations access to labor that is far cheaper than labor in the U.S. Consequently, most manufacturing jobs left the U.S. as these processes unfolded, and left many cities in a post-industrial crisis. Most notably, and sadly, we see the legacy of neoliberalism in the devastated city of Detroit, Michigan. World Trade Organization On the heels of NAFTA, the World Trade Organization (WTO) was launched in 1995 after many years of negotiation and effectively replaced the GATT. The WTO stewards and promotes neoliberal free trade policies among member nations, and serves as a body for resolving trade disputes between nations. Today, the WTO operates in close concert with the IMF and the World Bank, and together, they determine, govern, and implement global trade and development. Today, in our epoch of global capitalism, neoliberal trade policies and free trade agreements have brought those of us in consuming nations access to an incredible variety and quantity of affordable  goods, but, they have also produced unprecedented levels of wealth accumulation for corporations and those who run them; complex, globally dispersed, and largely unregulated systems of production; job insecurity for billions of people around the world who find themselves among the globalized â€Å"flexible† labor pool; crushing debt within developing nations due to neoliberal trade and development policies; and, a race to the bottom in wages around the world.

Poetry essay Example | Topics and Well Written Essays - 750 words - 1

Poetry - Essay Example ‘Kubla Khan or, A Vision in a Dream – A Fragment’ is in Coleridge’s words a hallucination in an opium-induced reverie. The poem exhibits the brilliant possibilities of artistic creation on the spur of the moment. However, the poem is supposed to have undergone a lot of thoughtful reworking and editing since the moment it took form. It speaks of the ethereal pleasure dome the Chinese Emperor Kublai Khan ordered to be built in due respect for his position as a King with the divine sanction. Coleridge claims that the heavenly vision of the pleasure dome came to him in his dream and he tried to portray it in words but was disturbed by a visitor before he could complete it. Coleridge’s focal concern is on the miracle of creation which transcends concrete forms. Referring to the â€Å"damsel with a dulcimer†, he ponders: â€Å"Could I revive within me / Her symphony and song, / To such a deep delight twould win me, / That with music loud and long, / I would build that dome in air†¦Ã¢â‚¬  The incredible beauty of the pleasure dome of marble, the rustic surroundings and the heavenly music fills in the poet’s vision with the minutest details, and his attempt to recreate and immortalize all these in verse form brings in unparalleled poetic heights in the form of a reverie on the creative process. Wordsworth’s poem, ‘I Wandered Lonely as a Cloud’ is another instance of a momentary experience seething into the poet’s sensibility to stay forever in his poetic musings. The vision of innumerable daffodils â€Å"Tossing their heads in sprightly dance† is a common scene around Lake Ullswater. But the sight that he witnessed with his sister Dorothy leaves a lasting impression in him, perhaps in connection with the moment that he thoroughly enjoyed. It is not the beauty of a single daffodil but the impact they made in swaying in the breeze in such profusion that makes the poet wonderstruck. Moreover, as the last stanza

Financial Analysis of Aberdeen Term Paper Example | Topics and Well Written Essays - 2500 words

Financial Analysis of Aberdeen - Term Paper Example As the paper discusses Aberdeen stands at the Centre of these preferences to advice its customers accordingly on the best choice of company to invest in. It accumulates information regarding the different companies and shares this information with the investors in the consultation sessions. This company is all about financial data. It helps to bridge the information asymmetry that exists between the investors and the market trends. Most investors lack the financial knowledge of how the markets operate, and Aberdeen jumps into the bandwagon to help them get the highest returns out of their investments. The company gets its revenues from the financial services it offers its clients. It also has investments as shown by the statement of cash flows. It runs its financial year from December to November, effectively closing its books of accounts before the normal year-end in order to accrue the outstanding payables for the year.  From this paper it is clear that  financial analysis enab les the decision makers and the policy makers to get a perspective of the company’s performance. A company like Aberdeen has a wide range of stakeholders who include the suppliers, the lenders and other creditors, the employees, the shareholders, the government and the competitors.  Aberdeen’s competitors would be some of the keen stakeholders who follow up its financial performance to check where the company beats them in terms of financial performance and business in general.