Ethics Away From Home By Thomas Donaldson - 1507 Words

In Thomas Donaldson’s Values in Tension: Ethics Away from Home he examines whether or not companies should alter their own moral standards and those of their home country when doing business in foreign countries whose own ethical standards contradict the company’s and those of the company’s home country. He also raises the question of whether or not it is an acceptable practice for a company to invest in a country where the people’s human and political rights are being violated. Early in his essay he poses four questions. First, should a home country or host country prevail when deciding the basis for a company’s ethical standards? Second, how can managers resolve ethical problems? Next, what principles are needed to establish Codes-of-Conduct for globally ethical businesses? Finally, what if the host country’s moral standards are lower than those of the company’s home country (Donaldson, 49)? The aim of this commentary is to pro vide Donaldson’s answers to the aforementioned queries as well as to provide my own additional insights. Before attempting to answer either of these questions Donaldson gives readers an insight into two competing schools of thought that both take radical positions on ethics. The first is cultural relativism. Cultural relativism poses that no one culture’s ethics are greater than any others. For the cultural relativist, the company must set aside its own moral precepts and take on those of the host country. This is acceptable because inShow MoreRelatedInternational Business : The Challenges Of Globalization963 Words   |  4 Pagesdeep influence on a company’s strategy plan which manager is involved in an international business market. In International Business: The Challenges of Globalization, I interested in PART 5 Chapter 2 Cross-Cultural Business. 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Unanswered Questions Into Ielts Essay Samples Revealed

Unanswered Questions Into Ielts Essay Samples Revealed You are able to submit your essay by registering for evaluation. Our sample essay has a very simple but fantastic introduction in which it demonstrates that the examinee has knowledge of this issue and clearly states the writer's position to prepare the remainder of the essay. An academic essay always must be relevant. A well-structured essay has a great introduction, body paragraphs that are simple to follow and connect with each other, and a great conclusion. The Key to Successful Ielts Essay Samples It's evident that quality is also regarding the value of an offer, which might generate satisfaction or dissatisfaction on the portion of the user. Inside my opinion it's Band 8. You've outlined what it is you are likely to chat about and at the exact same time made your opinion very apparent. Do you want to know how to boost your ielts band score. 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World Hunger Speech free essay sample

World hunger What if you didn’t have energy to talk or even walk, just because you haven’t eaten in the whole day? Some of you just take it wrong and think: â€Å"well, I have skipped a couple of meals and †¦ yes! Here I am. Big deal†. Right? Well, you are wrong. Today I am going to talk you about an issue that is concerning a lot of people around the world. The world hunger. The United Nations reports that daily, over 800 million people go hungry, while every 3. 2 seconds, someone in the world dies of hunger. Most of the world’s hungry is concentrated in China and India, with the found mostly in Africa, Asia and Latin America. But even developed nations have to deal with this problem; United Kingdom and United States have millions of hungry people in their territories too. Malnutrition affects 24 percent of children under five years old, rising as 40 percent in the poorest areas, however many women and children suffer from micronutrient deficiencies such as Anemia, which affects 59 percent of people in the world. We will write a custom essay sample on World Hunger Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What is really concerning me is that we care a lot more about issues that aren’t as important as this one is. There is where I stop and ask to myself, why are our children starving? In Latin America we have three times the necessary amounting to feed the entire population. This people can’t wait a hundred years more. We need to live in a world in which together we can find a solution. We need to find new ways to distribute food, so no child has to go bed hungry. By developing new methods for maximizing crop growth on land, people can grow enough food to get their needs, and then we can get the goal we are searching. We need to see this through an end. Not only that strong countries need to join in the fight against hunger. Today I am concern and as I said at beginning my purpose is to let you know in which kind of world we are living, and how our ideas, our minds, can produce a change in our planet. Because we are the change, we are the future and together we can help in many different ways. on the other hand I consider that our governments should also put more attention into this, because just concerning would not conduce us to an end. Not enough to fight against world hunger. Thank YOU.

Violation of the Authority of the Father Figure in John Miltons Paradise Lost and Daniel Defoes Robinson Crusoe

Introduction John Milton’s epic poem, â€Å"Paradise Lost†, primarily explores the repercussions of disobedience visited upon man after his fall occasioned by eating the forbidden fruit. Therefore, the poem inadvertently cautions against disobeying the instituted authority and moral structures.Advertising We will write a custom essay sample on Violation of the Authority of the Father Figure in John Milton’s Paradise Lost and Daniel Defoe’s Robinson Crusoe specifically for you for only $16.05 $11/page Learn More However, through the actions of one of the main protagonists of the poem, Satan, the act of challenging authority is explored. Satan challenges the authority of God in heaven, and consequently, he is cast away into the depths of hell. Similarly, in Daniel Defoe’s â€Å"Robinson Crusoe†, the title character, Robinson Crusoe, decides to follow his long held ambition of exploring the seas. Subsequently, he go es against his family’s, especially his father’s, wish that he settles down, establish himself in a respectable career, and create a socially expected and accepted trajectory of life amongst his societal contemporaries. The common thread in the two characters; Satan in â€Å"Paradise Lost† and Robinson Crusoe in â€Å"Robinson Crusoe†, is that, they both wilfully defy the set authority that has guided and ruled over their lives. Instead, they decide to chart their own course in life independent of the influence of their separate father figure authorities. Satan, primarily due to his immense hubris that sets him against God, decides to challenge the authority of God by leading a rebellion that intends to usurp the authority of God in heaven. The rebellion fails, and he is banished into hell. Nevertheless, Satan is determined to live a life that is independent of the influence of the fatherly authority of God; therefore, he decides to acclimatize to his wre tched existence in the depths of hell. He states that, he would be okay as long as he maintains his liberty in hell, and to this effect he reveals that he would rather reign in hell than serve in heaven (Milton Book 3, verse 77). Similarly, Robinson Crusoe goes against his father’s wishes, and thus authority, by deciding to forgo the comforting and relatively stable life of career men in the town of Hull. Instead, he casts his lot with the precarious nature of exploration and adventurism, much to the dismay of his father (Defoe 2). Therefore, in both texts, the characters of Satan, Adam, Eve, and Robinson Crusoe bravely defy the authority of the father figures in their lives. Furthermore, they heroically choose to follow their own paths in life, which even while turning out to be dangerous, unpredictable, and almost suicidal for them, are worth the struggle because of the sense of freedom, liberation, and self-dependence that they subsequently acquire.Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Setting in Robinson Crusoe and Paradise Lost: The Town of Hull and Heaven as Harbingers of Disobedience, Defiance, and Revolt The setting at the beginning of Paradise Lost and Robinson Crusoe provide a fertile ground for fostering dissent, especially for inquisitive and curious souls such as those of the respective characters in both texts. In Paradise Lost, the setting of Heaven and the requirements by God that he be worshipped and adored by is creations creates a monotonous existence for his subjects/creations (Milton Book 1, Verse 18). Satan, his pride notwithstanding, decides to lead a rebellion against God because he states that angels are not God’s creations, therefore, are not bound to worship and adore God like the rest of God’s creations. Thus, the streak of rebellion in Satan is borne out of the monotonous existence to be found in Heav en. Similarly, Adam comes across as curious; exploring the Garden of Eden and seeking answers from the angels on the nature of man’s existence (Book 1 Verse 17). Even though, he is more curious than Eve, he still worships God as required. However, when Eve is tempted, and partakes of the forbidden fruit, Adam knowingly partakes too, even though he is aware that he is committing a sin. Just like Satan, Adam and Eve are living a mundane and repetitive lifestyle in Heaven. They are curious, and once Satan tempts Eve to eat the forbidden fruit, Eve’s, and subsequently Adam’s, interests are piqued. As God’s creations, Satan, Adam, and Eve are endowed with a sense of curiosity that is limited by living in Heaven and the Garden of Eden. Satan seeks authority and liberty from God, whom he views as an illegitimate Lord over Heaven. Likewise, Adam and Eve are eager to satisfy their quench for knowledge concerning life beyond the limited answers given by the Angels in heaven. Therefore, the sphere of Heaven, the setting for much of Paradise Lost, although meant to be a safe place for God’s creations, ironically becomes the exact source of curiosity, defiance and revolt by Satan, and Adam and Eve. These three characters, in a sense, are brave and act heroically because they refuse to settle and accept everything that they are told; instead, they are courageous enough to defy their precise creator. Satan decides to challenge the authority of God, the father of all creatures of heaven, while Adam and Eve, by partaking of the forbidden fruit, begin a post-lapsarian heroic journey towards discovering life, morality and death, beyond the theoretical knowledge they had received while in Heaven.Advertising We will write a custom essay sample on Violation of the Authority of the Father Figure in John Milton’s Paradise Lost and Daniel Defoe’s Robinson Crusoe specifically for you for only $16.05 $11/page L earn More Robinson Crusoe also refuses to settle into the comfortable and predictable lifestyle destined for him by virtue of being his father’s son; a life that is expected of him by the fact that many of the citizens in the town of Hull lived their lives in such a manner. When Robinson Crusoe’s father realizes that his son is keen on exploration of the seas and new land in with an aim of making a chance fortune in such a manner, he quickly counsels him against doing so (Defoe 2). Crusoe’s father wonders why his son would forgo the relative comfort and surety of life in Hull, and take his chances on making a fortune in wild and unpredictable sea adventures. However, what is lost on the father is that the exact comfort and predictability of life in Hull as the father desired for the son, was the sheer reason that the son desired explore the world – Robinson Crusoe wanted more out of life than the monotonous, mundane life that his father envisioned for h im. According to Althusser, when Robinson Crusoe attempts to make his son change his mind about the plan to become an explorer and adventurer, he invokes the authority of God in impressing upon his own authority as the father (105). Crusoe’s father almost pronounces a curse on the son, stating that, were Crusoe to ignore his pleadings, God would, in support of the father’s authority, inflict harm, pain, and suffering upon Crusoe’s life. The mere fact that Robinson Crusoe still chooses to pursue his own desired path of exploration, therefore, points to his extreme dissatisfaction and abhorrence to the life that his father desired for him, which life was to be experienced in Hull, the setting of this given part of the novel. Therefore, in both texts, the setting as portrayed by the authors are avenues for creating and fostering a sense of curiosity, and subsequently defiance and rebellion that make the involved characters desire more out of their lives than the pa ths envisioned by the respective authorities in their lives – their fathers. The Heroic Nature of Satan’s, Adam and Eve’s (Humanity) and Robinson Crusoe’s Transgression against the Authority of the Father Figure As discussed in the forgoing paragraphs, Satan, Adam and Eve, out of pride and curiosity respectively, challenge the restrictions set on them by God’s authority. In Satan’s case, he knows the all-powerful, all-knowing and ever-present nature of God, yet he still has the temerity to challenge God’s authority. The rebellion he leads fails, and he is banished into hell. Yet, with the aid of his colleagues, Mammon and Beelzebub, he plots a way of reaching heaven again by accessing the Garden of Eden and corrupting the minds of Eve and Adam (Milton Book 4 Verse 12).Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Satan volunteers to take the treacherous journey into heaven though the abyss, braving many dangers along the way before arriving at the Garden of Eden and convincing Eve first to partake of the fruit from the Tree of the Knowledge of Good and Evil, leading to Adam’s subsequent similar moral capitulation (Milton Book 4 Verse 25). Satan’s journey through the Abyss is similar to the journeys undertaken by other heroes in classic Greek works such as Odysseus. Both Satan and Odysseus overcome many challenges and fight battles on their respective journeys, and like Aeneas in Aeneid rallies his troops behind him despite the great odds against them (Calloway 83). Therefore, not only does Satan refuse to accept the defeat that led to his banishment from heaven, he also takes the risk of returning to heaven, this time with a more subtle plan of challenging God’s authority by winning over the minds of his creations through his infectious rhetoric and charisma. Satanâ€⠄¢s conviction in his attempts to challenge the authority of God stems from the fact that he strongly believes that God ruled heaven as a tyrant. He believes that his challenge of the authority of God, despite the heavy odds against him and his fellow rebellious angels, was a challenge against the whimsical, tyrannous and unfair leadership of God (Hiller 3). This tyrannous and vengeful nature of God can be seen in the manner that he treats Adam and Eve after they eat of the fruit from the Tree of Knowledge of Good and Evil. After Adam and Eve realise that they have sinned, and are thus consumed by immense guilt and shame, they decide to seek the pardon of God, who does not pardon them but rather lets them experience the full repercussions of their transgressions (Milton Book 9 verses 4-6). Adam and Eve are thus banished from the Garden of Eden, and in a sense Satan’s view of God is justified, and since Satan’s plan is realised, he managers to win a small battle over Go d in that instance. On their part, Adam and Eve’s heroism stems from the fact that they not only ate the fruit from the Tree of Knowledge of Good and Evil (knowing full well the penalty was death), but also the fact that they willingly took responsibility for their actions. It is worth noting that, in a sense, Adam and Eve were living in the shadow and fear of the authority of God. The fact that they were supposed to die, if they were to eat of the fruit, illustrates the fact that, despite God stating that they had the free will to do whatever they pleased, the extreme repercussions for this one transgression indicates a tendency to stifle and diminish this free will even before it is practiced. Therefore, the bravery of Eve in partaking of the fruit (with a little Coaxing from Satan) with the knowledge that it would lead to her death indicates an intense desire to acquire the knowledge of God stored or hidden in the Tree of Knowledge. Subsequently, Adam also eats this same f ruit after realizing that Eve had already done so, and knowing full well that he would be going against God’s will and would be banished from the garden of Eden together with Eve. Thus, Adam and Eve satisfy their curiosity for knowledge, in the same vein challenging the authority of God the father, and subsequently take responsibility for their actions, neither laying the blame on Satan or God. Robinson Crusoe overcomes many personal and societal restrictions in his pursuit of a life of exploration in the seas. Besides the authority of his father, which he transgresses, he leaves behind a family of three children – a matter society was not likely to view kindly. Thereafter, his father invokes the authority of God in a last ditch effort to try and convince him to stop his plans of exploring the high seas, telling him that God would bring harm on his path (Defoe 2). Interestingly, on his exact first voyage, the predictions of the father are seemingly realised when his sh ip is wrecked in a storm, and he personally believes that his father’s warnings were haunting him in his journey. Yet, Robinson Crusoe recovers, both physically and psychologically, his love for exploration overcoming his fear of the unknown and the ominous warnings from his father. Indeed, Crusoe encounters many hardships in his sea excursions, where he is captured and enslaved, before experiencing another shipwreck after escaping from slavery and becoming a plantation owner in Brazil, whereupon he finds himself in an island that he inhabits alone for twenty-eight years. Crusoe’s heroism shines in all these circumstances because despite the father’s warning hanging over him like a dark cloud in all the unfortunate circumstances that encumber his adventures, he never once looses hope or despairs but remains true to his dream of self-dependence, liberty and fortune making. Humanism and Civilization in Robinson Crusoe and Paradise Lost In both Paradise Lost and Ro binson Crusoe, the authors are concerned with the contemporary socio-political and economic issues in their societies. John Milton was ultimately concerned with the religious nature of man, his relation to his God within the context of free will and predetermination (Alderman 184). According to Mondadori, when Milton allows man to fall and then take responsibility for his fall, he presents a liberated man and the consequences of man’s fall epitomise the nature of free will as determined by God (55). Therefore, Paradise Lost becomes an epic (as opposed to a tragedy) by virtue of the fact that it portrays the triumph of man through free will. Humans are thus free to exercise their God given free will in this life, and are portrayed as capable of making judgements that will enrich and enhance their lives. On the other hand, Daniel Defoe through his novel Robinson Crusoe addresses and challenges the contemporary views on providence and free will. Similar to John Milton, Daniel De foe believes in human beings charting their own successful courses in life through their own desires and plans, just like the character Robinson Crusoe does. In a sense, the story of Robinson Crusoe pays homage to, and highlights the qualities admirable in a middle-class English man- adventurous, self-reliant, courageous and disciplined. Shinagel states that the character of Robinson Crusoe vouches for the entrepreneurial spirit of the English man, which characterized the civilisation and expansion of the British Empire, as well as the colonizing tendencies of England, which are practiced by Crusoe on his Island (Island of Despair) and characterized the imperialistic match of the British Empire (24). Conclusion The form of both texts aids in the delivery of the various thematic contents of the texts. For instance, Milton utilizes nearly all types of genres available in his epic poem, which according to Fish may be interpreted as various scenes of a play, with the mind of the reader being the stage of the play (161). Additionally, by using poetry in blank verse as the vehicle of transporting his message of the fall and redemption of man, Milton’s characters easily deliver direct speeches to state their points; a factor that would have been unwieldy had Milton not chosen this form of poetry. Both Paradise Lost and Robinson Crusoe explore the theme of defiance or the transgression of fatherly authority. In Paradise Lost, Satan, together with Adam and Eve violate the law and authority of God, while Robinson Crusoe transgresses the authority of his biological father. The heroism in the transgressions by these various characters lies in the fact that similar to the ideals espoused in the contemporary societies of the texts’ setting, they choose independence over dependence; freedom over bondage; discovery over complacency; and change over the status quo. Therefore, by choosing to violate the laws that governed them by the authority of the father figure s in their lives, these four characters chose the less travelled path, and in so doing opened a brave new world for themselves and, by extension, the reader(s); a less tyrannical world, more humanistic, and ultimately more civilised. Works Cited Alderman, Nigel. â€Å"Rememb’ring Mercy: Monuments, Memory, and Remembering in Paradise Lost.† Milton Quarterly 42.3 (2008): 183-196. Althusser, Louis. â€Å"Robinson Crusoe and the drama of Interpellation.† In Transitions by Warrenn Montag. New York: Palgrave Macmillan, 2003. Print. Calloway, Katherine. â€Å"Beyond Parody: Satan as Aeneas in â€Å"Paradise Lost.† Milton Quarterly 6.4(2005): 82-92. Defoe, Daniel. Robinson Crusoe (Aladdin paperbacks edition). New York: Aladdin Paperbacks, 2001. Print. Fish, Stanley. â€Å"The Harassed Reader in Paradise Lost.† Critical Quarterly 7.2 (1965): 161-182. Hiller, Russell. â€Å"The Good Communicated: Milton’s Drama of the fall and the Law of Charity.â⠂¬  Modern Language Review 103.1 (2008): 1-21. Milton, John. Paradise Lost, n.d. Web. Mondadori, Anorldo. Giants of Literature: Milton. Berkshire: Sampson Low, 1977. Shinagel, Michael. Daniel Defoe and Middle class Gentility. Cambridge, Massachusetts: Harvard University Press, 1968. Print. This essay on Violation of the Authority of the Father Figure in John Milton’s Paradise Lost and Daniel Defoe’s Robinson Crusoe was written and submitted by user B0bby to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The witch craze of the 1600s essays

The witch craze of the 1600's essays Are there such things as a witch? If the answer is yes, then what do they look like? Where do they live? In what way are they different from the modern day illusionist or magician? If the answer is no, then explain why nearly the entire population of Europe was convinced that witches existed for more then a century so much so, in fact, that a section of their written laws was devoted to the steps for discovery and prosecution of witches If you were to ask the average individual in North America what they new about witches, they would probably mention something about the Salem witch trials that took place in Massachusetts during colonial America. The fact of the matter is that the twenty witch burnings that took place in Salem in 1692 pale in comparison to the witch craze that engulfed Western Europe during the sixteenth and seventeenth centuries . If the entire population of a continent believed in witches, then it is unquestionable they do exist, or at least did exist, right ? One logical way to accurately answer these questions is to examine books pertaining to the controversial subject of witches. The two books chosen for this investigation provide both a macro and a micro perspective on the European witch craze. Joseph Klaits Servants of Satan: The Age of Witch Hunts gives a general overview of the witch hunt craze of the sixteenth and seventeenth century. The more detailed book A Case of Witchcraft: The Trial of Urbain Grandier by Robert Rapley, on the other hand, describes a specific series of events, which occur during the same time period. By comparing these two books, an understanding of the political, religious, and social attitudes of that era can be obtained. Thus, once this understanding is outlined then perhaps these witch related questions can be answered. In order to understand these books more clearly, the scene must be set for the impending investigation. Although the witch craze was a phenomeno...

The Special Education Resource Room

The Special Education Resource Room The Resource Room is not just a place, but also a placement.   Because the resource room removes a child from a general education classroom for even part of the day, it is increasing the restrictiveness which is defined and proscribed except when necessary by IDEIA (Individual with Disabilities Educational Improvement Act.)   It is part of the placement process and is considered necessary for children who are easily distracted in the general education setting, especially when new information is being introduced.   Resource rooms  is a separate setting, either a classroom or a smaller designated room,  where a special education program can be delivered to a student with a disability individually or in a small group.   It is for the student who qualifies for either a special class or regular class placement but needs some special instruction in an individualized or small group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the students IEP. Sometimes this form of support is called Resource and Withdrawal (or pull out). The child getting this type of support will receive some time in the resource room, which refers to the withdrawal portion of the day and some time in the regular classroom with modifications and/or accommodations which are the resource support in the regular classroom. This type of support helps ensure that the inclusional model is still in place. How Long Is a Child in the Resource Room? Most educational jurisdictions will have time increments that are allocated to the child for resource room support. For instance, a minimum of three hours a week in time increments of 45 minutes. This will sometimes vary on the age of the child. The teacher in the resource room is, therefore, able to concentrate on the specific area of need with some consistency. Resource rooms are found in elementary, middle and high schools. Sometimes the support in the high school takes on more of a consultative approach. The Teachers Role in the Resource Room Teachers in the resource room have a challenging role as they need to design all instruction to meet the specific needs of the students they service to maximize their learning potential. The resource room teachers work closely with the childs regular classroom teacher and the parents to ensure support is indeed helping the student to reach their full potential. The teacher follows the IEP and will take part in the IEP review meetings. The teacher will also work very closely with other professionals and paraprofessionals to support the specific student. Usually, the resource room teacher will work with small groups helping in one to one situations when possible. How Resource Rooms Helps Students Individual Needs Some older students feel a stigma when they go to the resource room. However, their individual needs are usually met better and the teacher will work closely with the regular classroom teacher to help support the child as much as is possible. The resource room tends to be less distracting than the regular classroom setting. Many resource rooms also support the social needs of their students in the small group setting and will provide behavior interventions. It will be very rare for a child to spend more than 50% of their day in the resource room, however, they may spend up to 50% in the resource room. Students in the resource room are usually assessed and tested in the resource room as it provides a less distracting environment and a better chance at success. A child will be re-evaluated every 3 years to determine special education eligibility.

Risk management Essay Example | Topics and Well Written Essays - 2000 words

Risk management - Essay Example This report will focus on the different types of yield curves and how changes in the slope of yield curve impacts the future prospects of the economy. Further, it will also take into consideration the effectiveness of monetary policy responses in the time of financial crisis and how those responses have affected the shape of the yield curve. Table of Contents Executive Summary 2 Table of Contents 3 Introduction 4 Task 1: To Examine the Types of Yield Curve 4 Task 2: Impact of Yield Curve on Future Economic Prospect 6 Task 3: Effectiveness of Monetary Policy 9 Task 4: Implication for Investor and Policy makers 10 Conclusion 10 Appendices 11 Reference 13 Introduction A yield curve is referred to the graphical representation of the relationship among the yield on a group of securities for different maturities. It explains how interest rates differ with the term to maturity (Burton, Burton and Nesiba, 2010, p.115). The yield curve has too much information about the economic conditions an d the future interest rates. In U.S. the benchmark interest rate last recorded was at 0.25%. Federal Reserve reports the interest rates in U.S. Historically, from 1971 to 2013, the interest rate of U.S. averaged 6.17 % and recorded a high of 20% in March 1980 and a low of 0.25% in December 2008. Interest rate changes depend not only on what Federal Reserve does today or next year but also on perception of the people about the goals and reliability of the monetary authority. In U.S. the monetary policy is determined by the Federal Reserve. The goals and the associated expectations depends on the arrangement of the monetary policy (Haubrich, 2004, p.1). The yield curve is used by the investors to understand the future prospects of economic activities. Task 1: To Examine the Types of Yield Curve The structure of interest rates can be characterized by a graph which shows the relationship between the yields to maturity as a function of term to maturity. Such a graph is termed as yield cu rve. There are four different types of yield curve for U.S. Treasury securities such as normal yield curve or upward sloping yield curve, inverted yield curve or downward sloping yield curve, flat yield curve and humped yield curve. There are two theories which are used to explain the shapes of yield curves. The pure expectation theory reflects the current expectation of the future rates of the market and the market segmentation theory signifies that the shape of yield curve is established by demand for and supply of securities within each maturity sector. In normal yield curve long term rates are high in position than short term rates. The securities with longest maturity provide the highest returns and the shortest maturity securities provide lowest returns. Generally it is upward sloping. The normal yield curve signifies the normal conditions of the capital markets. It presents the borrowers with the risk-return trade-off (Droms and Wright, 2010, pp.144-145). It entails that the investors of the U.S. expect growth in the economy in the future and for this growth to lead to higher interest rates and higher inflation. They don’t purchase longer term securities without receiving a higher interest r