Journal of Teacher Education Critique Essay - 1366 Words

Introduction The Journal of Teacher Education has been in existence since March of 1950. According to the journals website (http://jte.sagepub.com/) it has an impact factor of 1.891 and is ranked 18 out of 184 in Education Educational Research. The purpose of this paper is to critique issue 64 volume 3 of 2011. This paper is organized so that description of information is presented about the authors, institutions and topics of each paper, then a synthesis of the teacher education articles, and finally implications for the field of teacher education. Description This journal issue included seven total articles; four were research articles, two were literature reviews and one was an editorial. A total of seventeen authors were†¦show more content†¦The issue of traditional programs versus alternative certification programs is burgeoning as teacher shortages increase. Kirchhoff and Laurenz (2011) examined how teacher education programs influenced the career paths of teachers. In regards to any differences in traditional programs versus alternative certification programs, no trends were noted between the type of program and the participants’ decision to remain or leave the teaching profession. They found that ongoing support and specific preparation for the type of school the teachers actually went to teach in influenced the teachers’ career paths. Martin, Snow and Torrez (2011) also discussed the importance of support through mentoring and specifically partnerships between the schools that accept preservice teachers for field experiences and the university in which they attend. Martin, Snow and Torrez contend that collaboration and shared vision in building partnerships for supervising field experiences is an essential and foundational component to a teacher education program. In building these community partnerships teachers need to be aware of their political roles in the community. Michaeli and Yogev (2011) investigated the research conducted at the Kibbutzim College of Education in Tel Aviv, Israel. They argue that teacher training should be extended to the community and collaboration with the educational system. Michaeli andShow MoreRelatedArticle, Critical Literacy in the Classroom by Ann S. Beck Shows the Need for Critical Thinking594 Words   |  3 Pageswritten by Ann S. Beck, an English teacher at Camosun College in Victoria, British Columbia, Canada. This article explains that it is imperative for teachers to understand the concepts of critical literacy as well as to achieve a critical teaching approach. The author’s main focus was to address and define the importance of teaching critical literacy as an educational practice by approaching dialogue (social act), reflection (critical literacy), and textual critique in the classroom. 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Affirmative Action Should Not Be Legal - 1188 Words

Affirmative action is stated as, â€Å"the encouragement of increased representation of women and minority-group members, especially in employment† (dictionary.com, 2015). Within our time and during most of the civil rights movement minority groups have always found it harder to secure more efficient and higher paying jobs due to racism, stereotypical people, and their behavior. With this being the cause to affirmative action congress had to put a law into effect to ensure that this would not continue to happen and that those who were not spoken for largely in the workforce will have a voice and be able to be employed. This is meant to be a safety net for those who have always found finding jobs harder.But in this day and age is this even†¦show more content†¦This helped ensure that if they were qualified for a job that they would receive it no matter who they were or their background. At this time I do not believe John F. Kennedy knew the importance of this choice or that it would still be in place over seventy years later, but it is. Then in 1965 President Johnson also ordered, prohibiting employment discrimination based on race, color, religion, and national origin by those organizations receiving federal contracts and subcontracts. Later on in the year 1967 sex was included in that order so both men and women would have equal employment rights. The executive order follows as below, â€Å"The contractor will not discriminate against any employee or applicant for employment because of race, color, religion, sex, or national origin. The contractor will take affirmative action to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, religion, sex or national origin. Such action shall include, but not be limited to the following: employment, upgrading, demotion, or transfer; recruitment or recruitment advertising; layoff or termination; rates of pay or other forms of compensat ion; and selection for training,

Hamlet As Victim Essay Example For Students

Hamlet As Victim Essay Shakespeares Hamlet is a complex story of revenge, the lack of love, and themadness of Hamlet. Hamlet is a victim of his own humanity. The decisionshe must make, make him human, and his indecisiveness makes him a man. Hisfathers ghost asks Hamlet to avenge his death, and Hamlets procrastinationto do so adds to his humanity. What we have in Hamlet is the exploration andimplicit criticism of a particular state of mind or consciousness. In Hamlet,Shakespeare uses a series of encounters to reveal the complex state of the humanmind, made up of reason, emotion, and attitude towards the self, to allow thereader to make a judgment or form an opinion about fundamental aspects of humanlife (L.C. Knight, 192). Hamlet had many opportunities to kill Claudius buthe decided not to and rested the justification on his morals. Hamlet tries tologically think of a way to rid the world of the treacherous King, and hislogic, and intelligence were his downfall. Like any tragic hero these were histragic fla ws. Hamlets primary dilemma is that of every human being (Cahn69). Hamlet is presented by Shakespeare as the ideal man. He is described byOphelia in Act 3 Scene 1 lines 163-167 O, what a noble mind is hereoerthrown! The courtiers, soldiers, scholars, eye, tongue, sword, (Thexpectancy) and rose of the fair state, The glass of fashion and the mold ofform. Hamlet is what every man should be and as such an extreme , he isalso presented with an extreme situation. He is a superman among men (G.W. Knight 38). Hamlet is a very smart individual, and he uses his intelligence totry to solve the mystery of how to expose his uncle, and prove what the ghostsaid. In trying to prove Claudiuss guilt, Hamlet aroused suspicion. His uncletried to get rid of Hamlet by sending him to England on a diplomaticvisit, which was really a plea by Claudius for the King of England to executeHamlet. Hamlet figured this out, and came back to Denmark, only after sendinghis escorts to their death, For in the war of logic it will be found that he(Hamlet) has all the guns (G.W. Knight 39). Hamlet is the only character thatis true to himself, his beliefs, and his principles. This is why heprocrastinates, it not his nature to kill, and he feels that if he does murderClaudius he will be no better than Claudius. The play dramatizes theperpetual struggle to which all civilization that is genuine is doomed(Alexander 184). His principles make him human, and as such he must suffer whatall humanity suffers from, a conscience. This led to his ultimate, yetvictorious end. Hamlet was a respected and loved man. Fortinbras said For hewas likelyTo have proved most royal. Hamlets humanity brought Hamlet tohis tragic death. Hamlets humanity is also what helped make Hamlet amasterpiece, T.S. Elliot I believe said it best when he proclaimed Hamlet to bethe Mona Lisa of literature. BibliographyAlexander, Peter Hamlet, Father and Son. The Clarendon Press, Oxford. 1955. pp.183-185 Cahn, Victor L. Shakespeare The Playwright: A Companion to theComplete Tragedies, Histories and Romances. Greenwood Press, New York 1991Knight, G.W. The Embassy of Death in The Wheel of Fire Methuen ~r Co.,Ltd. London 1954. Knight, L.C. Some Shakespeare Themes An Approach toHamlet. Stanford University Press, San Fransisco 1966 Elliot, T.S. The SacredWood: Essays on Poetry and Criticism. 1922 Shakespeare, William HamletWashington Square Press, New York 1922

Mother not Murderer free essay sample

There is much discussion on whether Gertrude was in on the plan to get rid of Hamlet and her husband or if she was just caught in the middle of a horrifying scheme. There isn’t much talk about Gertrude as a character and she never really speaks much about her former life with her first husband. The audience is left to come up with their own conclusion about her. There is enough evidence in the play to show that Gertrude was not planning anything against her first husband or Hamlet; she was only married into a mess. Gertrude does a couple different things in the play that points her to the guilty side, but it may just appear that way out of her concern for Hamlet, who she loves very dearly. In the second scene of the first act, Gertrude is speaking directly to Hamlet saying â€Å"Do not forever with thy vailed lids seek for thy noble father in the dust,† meaning that Hamlet should forget about his father because death is natural (I. We will write a custom essay sample on Mother not Murderer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ii.72-73). It may not seem normal for a mother to say to her son â€Å"forget about your father,† Gertrude may simply be saying this so Hamlet will stop looking so sad. Another one of Gertrude’s incriminating acts is when she allows Rosencrantz and Guildenstern to spy on Hamlet when he first starts acting insane. Gertrude seems to be doing this out of concern for Hamlet’s sanity and not as a part of a plan. She says to Rosencrantz and Guildenstern, â€Å"†¦I beseech you instantly to visit my too much changed son† (II.ii.37-38). By pointing out that her son is â€Å"changed† shows concern and eludes the fact that the king wants to spy. She makes a point saying â€Å"I doubt it is no other but the main- His father’s death and our o’erhasty marriage,† meaning she worries about Hamlet’s sanity, but she’s sure it’s a passing problem (II.ii.59-60). There would be no reason for her to lie about spying on Hamle t in this situation because she was in a scene with people who were scheming. Gertrude unknowingly let her husband send spies to watch Hamlet. Evidence that shows that Gertrude is innocent to the murder of her husband is when she is watching the play performance that Hamlet put on in the second scene of the third act. Hamlet asks for her opinion about the marriage issue as the Queen in the performance says that she never will remarry and Gertrude responds with â€Å"the lady doth protest too much, methinks† (III.ii.254). This is the only issue that involves Gertrude during Hamlet’s play; if she was guilty of planning the Kings murder she would have spoken up just as Claudius did when the poison was mentioned in the performance. Hamlet mentions the poison on stage and Ophelia points out â€Å"the King rises† (III.ii.291). This line makes a point to show that only the King stands from the accusation and not the Queen because she probably has nothing to feel guilty about. In act four, scene seven there is more evidence that shows that Gertrude doesn’t have any part in Hamlet’s demise. The whole scene, Claudius and Laertes are discussing how to kill off Hamlet and Gertrude isn’t there. Both of them stop discussing the plan when the Queen enters the scene to inform them that Laertes sister, Ophelia, has drowned. â€Å"One woe doth tread upon another’s heel, so fast they follow. Your sister’s drowned, Laertes,† is said as she enters, not having any idea that they are planning against Hamlet (IV.vii.187-88). If she had anything to do with Hamlet’s fall, she would have been in that scene discussing with them. Finally, in the final scene of the play when the plan to kill Hamlet is taking place, Gertrude ends up drinking the poisoned wine meant for Hamlet. Claudius tries to stop her, but she insists on drinking to Hamlet’s victory in the fencing round. As she starts to die, she yells out to Hamlet â€Å"no, no, the drink, the drink! O, my dear Hamlet! The drink, the drink! I am poisoned† (V.ii.340-41). This is clear evidence that she was never part of any plans and always was looking for Hamlet’s best interest. Even when she’s dieing she has Hamlet know that there is danger. If she had been a part of that plan, even if she did know there was going to be poison, Gertrude would have most likely used her dieing breath to be angry with Claudius for not telling her, not warning Hamlet. Many different people believe and try to prove that Gertrude is guilty in planning the fall of her husband and her son. The evidence shows that she had no input on the plans to the murders and had a clear, loving relationship with her son. Gertrude is simply an innocent victim caught in the middle of a battle between family members.

Vietnam War Brigadier General Robin Olds

Vietnam War Brigadier General Robin Olds Born July 14, 1922, in Honolulu, HI, Robin Olds was the son of then-Captain Robert Olds and his wife Eloise. The oldest of four, Olds spent the majority of his childhood at Langley Field in Virginia where his father was stationed as an aide to Brigadier General Billy Mitchell. While there he also associated with key officers in the US Army Air Service such as Major Carl Spaatz. In 1925, Olds accompanied his father to Mitchells famed court-martial. Dressed in a child-size air service uniform, he watched his father testify on Mitchells behalf. Five years later, Olds flew for the first time when his father took him aloft. Deciding on a military career at an early age, Olds attended Hampton High School where he became a standout in football. Declining a series of football scholarships, he elected to take a year of study at Millard Preparatory School in 1939 prior to applying to West Point. Learning of the outbreak of World War II while at Millard, he attempted to leave school and enlist in the Royal Canadian Air Force. This was blocked by his father who forced him to stay at Millard. Completing the course of study, Olds was accepted to West Point and entered the service in July 1940. A football star at West Point, he was named an All-American in 1942 and later was enshrined in the College Football Hall of Fame. Learning to Fly Selecting service in the US Army Air Forces, Olds completed his primary flight training in the summer of 1942 at the Spartan School of Aviation in Tulsa, OK. Returning north, he passed through advanced training at Stewart Field in New York. Receiving his wings from General Henry Hap Arnold, Olds graduated from West Point on June 1, 1943, after completing the academys accelerated wartime curriculum. Commissioned as a second lieutenant, he received an assignment to report to the West Coast for training on P-38 Lightnings. This done, Olds was posted to the 479th Fighter Groups 434th Fighter Squadron with orders for Britain. Fighting Over Europe Arriving in Britain in May 1944, Olds squadron quickly entered combat as part of the Allied air offensive prior to the invasion of Normandy. Dubbing his aircraft Scat II, Olds worked closely with his crew chief to learn about aircraft maintenance. Promoted to captain on July 24, he scored his first two kills the following month when he downed a pair of Focke Wulf Fw 190s during a bombing raid over Montmirail, France. On August 25, during an escort mission to Wismar, Germany, Olds shot down three Messerschmitt Bf 109s to become the squadrons first ace. In mid-September, the 434th began converting to the P-51 Mustang. This required some adjustment on Olds part as the single-engine Mustang handled differently than the twin-engine Lightning. After downing a Bf 109 over Berlin, Olds completed his initial combat tour in November and was given two months leave in the United States. Returning to Europe in January 1945, he was promoted to major the following month. On March 25, he received command of the 434th. Slowly increasing his score through the spring, Olds scored his final kill of the conflict on April 7 when he destroyed a Bf 109 during a B-24 Liberator a raid over LÃ ¼neburg. With the end of the war in Europe in May, Olds tally stood at 12 kills as well as 11.5 destroyed on the ground. Returning to the US, Olds was assigned to West Point to serve as an assistant football coach to Earl Red Blaik. Postwar Years Olds time at West Point proved brief as many older officers resented his rapid rise in rank during the war. In February 1946, Olds obtained a transfer to the 412th Fighter Group and trained on the P-80 Shooting Star. Through the remainder of the year, he flew as part of a jet demonstration team with Lieutenant Colonel John C. Pappy Herbst. Seen as a rising star, Olds was selected for a US Air Force-Royal Air Force exchange program in 1948. Traveling to Britain, he commanded No. 1 Squadron at RAF Tangmere and flew the Gloster Meteor. With the end of this assignment in late 1949, Olds became the operations officer for the F-86 Sabre-equipped 94th Fighter Squadron at March Field in California. Olds next was given command of the Air Defense Commands 71st Fighter Squadron based at the Greater Pittsburgh Airport. He remained in this role for much of the Korean War despite repeated requests for combat duty. Increasingly unhappy with the USAF, despite promotions to lieutenant colonel (1951) and colonel (1953), he debated retiring but was talked out of it by his friend Major General Frederic H. Smith, Jr. Shifting to Smiths Eastern Air Defense Command, Olds languished in several staff assignments until receiving an assignment to the 86th Fighter-Interceptor Wing at Landstuhl Air Base, Germany in 1955. Remaining abroad for three years, he later oversaw the Weapons Proficiency Center at Wheelus Air Base, Libya. Made Deputy Chief, Air Defense Division at the Pentagon in 1958, Olds produced as series of prophetic papers calling for improved air-to-air combat training and the increased production of conventional munitions. After assisting in generating the funding for the classified SR-71 Blackbird program, Olds attended the National War College in 1962-1963. Following graduation, he commanded the 81st Tactical Fighter Wing at RAF Bentwaters. During this time, he brought over former Tuskegee Airman Colonel Daniel Chappie James, Jr. to Britain to serve on his staff. Olds left the 81st in 1965 after forming an aerial demonstration team without command authorization. Vietnam War After brief service in South Carolina, Olds was given command of the 8th Tactical Fighter Wing at Ubon Royal Thai Air Force Base. As his new unit flew the F-4 Phantom II, Olds completed an accelerated training course on the aircraft before departing to take part in the Vietnam War. Appointed to instill aggressiveness into the 8th TFW, Olds immediately placed himself on the flight schedule as a rookie pilot upon arriving in Thailand. He encouraged his men to train him well so that he could be an effective leader for them. Later that year, James joined Olds with the 8th TFW and two became known among the men as Blackman and Robin. Increasing concerned about F-105 Thunderchief losses to North Vietnamese MiGs during bombing missions, Olds designed Operation Bolo in late 1966. This called for 8th TFW F-4s to mimic F-105 operations in an effort to draw enemy aircraft into combat. Implemented in January 1967, the operation saw American aircraft down seven MiG-21s, with Olds shooting down one. The MiG losses were the highest suffered in one day by the North Vietnamese during the war. A stunning success, Operation Bolo effectively eliminated the MiG threat for most of the spring of 1967. After bagging another MiG-21 on May 4, Olds shot down two MiG-17s on the 20th to raise his total to 16. Over the next few months, Olds continued to personally lead his men into combat. In an effort to raise morale in the 8th TFW, he began growing a famed handlebar mustache. Copied by his men, they referred to them as bulletproof mustaches. During this time, he avoided shooting down a fifth MiG as he had been alerted that should he become an ace over Vietnam, he would be relieved of command and brought home to conduct publicity events for the Air Force. On August 11, Olds conducted a strike on the Paul Doumer Bridge in Hanoi. For his performance, he was awarded the Air Force Cross. Later Career Leaving the 8th TFW in September 1967, Olds was made Commandant of Cadets at the US Air Force Academy. Promoted to brigadier general on June 1, 1968, he worked to restore pride in the school after a large cheating scandal had blackened its reputation. In February 1971, Olds became director of aerospace safety in the Office of the Inspector General. That fall, he was sent back to Southeast Asia to report on the combat readiness of USAF units in the region. While there, he toured bases and flew several unauthorized combat missions. Returning to the US, Olds wrote a scathing report in which he offered deep concerns in regard to a lack of air-to-air combat training. The following year, his fears were proven true when the USAF incurred a 1:1 kill-loss ratio during Operation Linebacker. In an effort to aid the situation, Olds offered to take a reduction in rank to colonel so that he could return to Vietnam. When this offer was refused, he elected to leave the service on June 1, 1973. Retiring to Steamboat Springs, CO, he was active in public affairs. Enshrined in the National Aviation Hall of Fame in 2001, Olds later died on June 14, 2007. Olds ashes were interred at the US Air Force Academy. Selected Sources Robin Olds: BiographyAce Pilots: Major Robin Olds in World War IIUS Air Force: Legendary Fighter Pilot Robin Olds Dies

How You Can Get an ACT Fee Waiver Complete Guide

How You Can Get an ACT Fee Waiver Complete Guide SAT / ACT Prep Online Guides and Tips Do you feel like testing costs are presenting a barrier in your path to college? The good news is, you might be eligible for an ACT fee waiver, which waives the cost of taking the ACT. In this article, we help you figure out whether you’re eligible to get an ACT fee waiver form. We also discuss what the waiver covers and doesn't cover, as well as the steps you must take to use your fee waiver while registering for the ACT. But first, let’s look at who is eligible for an ACT fee waiver. ACT Fee Waiver Eligibility Criteria In order to get an ACT fee waiver, you first need to check that you're eligible for one. Here is the criteria you must meet: Be enrolled in high school (11th or 12th grade) Be a U.S. citizen or an international student testing in the US, US territories, or Puerto Rico Meet one or more of the indicators of economic need listed below: You’re enrolled in a federal free or reduced-price lunch program at school, based on USDA income levels (see table below) You’re enrolled in a program for the economically disadvantaged (for example, a federally funded program such as GEAR UP or Upward Bound) You reside in a foster home, are a ward of the state, or are homeless Your family receives low-income public assistance or lives in federally subsidized public housing Your family’s total annual income is at or below the US Department of Agriculture (USDA) levels for free or reduced-price lunches listed below USDA Income Level Guidelines (2017-18) Members in Household* Total Annual Income 1 $22,311 2 $30,044 3 $37,777 4 $45,510 5 $53,243 6 $60,976 Each additional member Plus $7,733 per member Source: ACT.org *Members in household include filer. If you’re not on Free and Reduced Lunch but meet one of the other requirements, you might have to providedocumentation, such as tax records, to prove your eligibility. Now that you know whether or not you’re eligible, let’s look closer at exactly what the ACT fee waiver does and doesn't cover in terms of costs. What Does the ACT Fee Waiver Cover? The ACT fee waiver covers the basic registration fee for either the ACT without Writing or the ACT with Writing.If you’re eligible, you can get a maximum of two waivers, meaning you will be able to take the ACT for free twice. Fee waivers are valid through August 31 each year, so you might have to get one waiver your junior year and the other your senior year.You can also waive the fee to send one score report to your high school and up to four score reports to colleges. Speak with your guidance counselor to learn more about how your school handles ACT fee waiver distribution. What Does the ACT Fee Waiver NOT Cover? The ACT fee waiver doesn't cover late registration fees if you register past the normal deadline. It also doesn't cover fees forchanges in your registration, such as changes to your test date, test center, or test option (with or without Writing), or standby if you wish to be put on a waitlist. As mentioned above, the fee waiver will cover four score reports to colleges. Any additional score reports will have to be paid for. Currently, they are $13 each. Finally, a fee waiver can only be used once for registration. If you miss the test you signed up for, you can’t use the same fee waiver again. So make sure you don’t miss your test! How to Get an ACT Fee Waiver To get an ACT fee waiver, first speak with your school counselor. Counselors receive the fee waivers directly and are responsible for getting them to students. This doesn’t mean you should wait for your counselor to come to you, though. As you design your testing plan, get this taken care of early- ideally by the beginning of your junior year.This way you can confirm that you'll have the fee waiver before you choose a test date. When you register for the ACT, you'll need to enter your ACT fee waiver code- i.e.,the serial number printed in the top-right corner of your fee waiver form. If you have any additional charges not covered by the fee waiver, such as extra services or test-date changes, you'll have to pay for these by credit card before you finish registering. If you don't have any other charges, your registration for the ACT will be completely free! 3 ACT Prep Tips If You're Using an ACT Fee Waiver Before you take the ACT, you need to know how to prepare and study effectively in order to get a good score on test day. Here are three tips for those who have secured an ACT fee waiver: #1: Prepare Ahead of Time Preparation is the #1 factor to improving your ACT scores, but you need to make sure you’re prepping right. This means you must do the following: Understand your strengths and weaknesses Use high-quality ACT prep materials Set manageable goals Understand the ACT format and the skills being tested You can alsocheck outour free ebook detailing the five most important tips all students need to know to master the ACT. #2: Choose a Test Date and Center That Work Well for You As we mentioned above,sign up for a test date and centerthat'll work for your schedule. You can’t reuse the same ACT fee waiver should you miss your test, so it's critical to pick a place you won't have trouble getting to and a time you won't miss. If you are limited to taking the ACT twice (since you can get a maximum of two fee waivers), you'll want to design your testing plan around this fact. Almost all students improve their ACT scores on a second attempt, and many colleges will superscore your ACT score(i.e., consider your highest section scores across all dates to calculate your strongest composite score). In terms ofoptimal test dates, many students test in the spring of their junior year and again in the early fall of their senior year. With careful planning and customized preparation, you'll be able to maximize your two (free) ACT testing opportunities. #3: Use Realistic Practice Tests Whether you're taking the ACT once or twice, make sure totake official ACT practice tests under simulated testing conditions as you prep. By timing yourself, taking short breaks, and even practicing on a Saturday morning (as you'll do on the real test), you'll gradually get used to the ACT's pacing and develop the stamina you need to perform your best on test day. Recap: Getting and Using an ACT Fee Waiver All in all, getting and using an ACT fee waiver is a pretty simple process, as long as you know where to start. Before you apply for a fee waiver, check the ACT website to confirm that you are eligible. Then, talk to your counselor to get more information on how to apply and send one in. The ACT fee waiver covers the full cost of the ACT (with or without Writing) but does not cover extra charges such as changes to your test date or test center. Note that you can get up to two fee waivers in total, and you can't use the same fee waiver for more than one test. In terms of tips, make sure you have access to your fee waivers well ahead of registration for your preferred test date. Also, definitely communicate with your school counselor, as he or she will have access to the fee waivers and will be there to support you throughout the college process. If you plan to get two ACT fee waivers, make sure you have enough time to take the ACT twice. 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International Finance (concept of value in corporate finance ) Essay

International Finance (concept of value in corporate finance ) - Essay Example In the statement of Broughton in regard to value, reference is also made to risk, as influencing value. The methods used for pricing risk are analyzed below. At the same time, the different levels of risk related to different cash flows are explained. In this way, the concept of value, which is highly influenced by risk, is made clearer. Being aware of value, as part of business environment, and risk, it is easier to understand the criteria on which the identification of a firm’s future value will be based. At a first level, the statement of Broughton (2010) on value and its role in business should be critically analyzed. Then it would be possible to explain the interaction between value and risk, as these two concepts can highly affect business processes. In any case, reference should be primarily made to the context of value; then, its aspects would be easier understood. Abrams (2004) notes that a general definition of value cannot reflect the precise nature or the role of v alue. However, Abrams (2004) explains that such definition cannot be rejected. Rather it should be used as the basis for developing an accurate definition of value. For example, reference can be made to the following definition: ‘value is a fair return or equivalent in goods, services or money for something exchanged’ (Abrams 2004, p.6). This definition is accurate, as possible; still, it is not effective enough for covering all aspects of the activities of a particular organization. The definition of business value provided by Babar (2010) reflects another aspect of the specific concept; according to the above researcher business value ‘is defined according to the level that the customer uses a particular product’ (Babar 2010, p.136). A series of standards, as for example ‘the Fair Market Value and the Investment Value’ (Abrams 2004, p.6) has been introduced for ensuring that the different aspects of value, as an element of the business enviro nment are made clear. Kontio and Conradi (2002) promote the following definition of value: ‘value is the trade-off between benefits and sacrifices’ (Kontio and Conradi 2002, p.260). It is also made clear that in business value can be related both to monetary and non-monetary elements; for example, in business area, value can be used for reflecting the position of an organization within the local or the international market (Kontio and Conradi 2002, p.260). Of course, the use of the term value for reflecting different aspects of organizational activities is always possible. For example, the term value can be use for showing the perceptions of a firm’s shareholders in regard to the financial status of their organization (Useem 1993); these perceptions are commonly described using the term shareholder value (Useem 1993). From a similar point of view, the term value can be used for showing the financial strength of an organization, as the firm’s managers evalu ate this strength after reviewing the firm’s financial performance but also its assets (Segal 2011). One of the key characteristics of