Field Experience Report

General Outcome: 1. 0 The student shall spend 15 hours in observation in a school setting. Specific Measurable Learning Outcomes: Upon successful completion of this unit, the student shall be able to: 1. 1 Review an existing lesson plan prior to the lesson. After reviewing an existing lesson plan prior to the lesson implementation by your cooperating teacher, address the following: 1) Record the subject, grade level and the goal of the lesson plan. 7th grade Civics. Goal: 1. Identify the key issues discussed at the Constitutional Convention;? . Describe the problems and solutions that were addressed by the Great Compromise of the Constitutional Convention of 1787. How did this lesson plan differ from the required lesson plan of this course? Much less detailed, in fact I would even call it vague. 2) Did the plan include an assessment? Not really, he had â€Å"Evaluation† and that was to be determined by student’s participation. Observe the implementation of the lesson an d address the following: 3) Did the actual teaching/learning process take place as outlined in the plan?Why or why not? The teaching process took place as outline, however the learning process is hard for me to gauge without a formal assesment. 4) Did the teacher feel as if the lesson was successful and the objective was met? Yes, he did, he seemed satisfied. But to be frank, I don’t believe so. 5) Would you have done anything differently from the teacher? If so, what? Yes, I would definitely be more detail oriented with my lesson plans. I find his plans to be too vague for my liking. 1. Observe a cooperating teacher in large and small group instructional setting. After observing a cooperating teacher in a large and small group instructional setting, address the following: Large group instructional setting: 1) Did you observe any of the following instructional strategies: integrated curriculum, thematic teaching, cooperative learning, critical thinking/problem solving, or dif ferentiated instruction? He used differentiated instruction for a gifted student in one of the classes I observed.For example, he would assign the same chapter from the Civics book for all the students, but he would assign the gifted students, additional questions to answer at the end of the chapter, and in fact, they were what I would consider â€Å"higher order† questions. 2) Describe what you observed. (If none of the instructional strategies listed above were observed, describe what strategies you did observe. ) Small group Instructional setting: 1) Did the cooperating teacher use small group instruction? If not, why do you think it was not used?Yes, he did use small group instruction. In one of the classes I observed, there was 5 ESOL students, he grouped them together to get the extra help needed in reading chapters and comprehension of the material, with an ESOL teacher aide. 2) How could you use small group instruction with this class of students? It could be used by divinding kids into different small groups, I would divide them not by grouping skill levels together, but by group different skill levels together. That way, they could collaborative learning could be implemented.If so, describe the teaching strategies in the small group. I would use collaborative learning and use higher order thinking skills as my primary goal in the small group. I would act more as a facilitator, guiding them on the journey. 3) What criteria was used to form the small groups? He sepereated the ESOL group, however you could also use small group instruction for differential instruction for gifted students. How did the instruction in the small group compare to that of the large group? The small group was much more interactive.The large group listened to a lecture, while the ESOL group participated much more among the group and interacted much more within the small group, as compared to the large, which did not interact. 1. 3 Observe and describe the classroom learni ng environment. A student-centered learning environment is one that is safe, organized, inclusive, equitable, flexible and collaborative. Describe what you observed by addressing the following: Did the teacher†¦ * provide an organized classroom with well-managed space?Yes, I believe so; the only thing I did observe was that there were not enough textbooks for all the students, so in one class about 4 students always had to share a book. This is not really something that the teacher can control, but it did surprise me. * convey high expectations to students? Somewhat. He always repeated to students that Civics is important, that in order to be good citizens, one must have an understanding of Civics. Also he discussed with them the importance to study and the need to study a lot for success. maintain a climate of openness, inquiry, and fairness? Yes, I believe so. The students were never reprimanded without reason. Also, he did encourage them to answer questions, even if they wer e wrong. * adapt the environment to accommodate different needs and diversity? Yes, he did try; he would often separate the ESOL students so they could sit in a group with their ESOL aide. Also the teacher had a student who was gifted and he accommodated his needs by assigning him higher-order questions from the book. * model clear oral and written communication skills?Most times, though I do think at times he could have been even more clear, because sometimes the kids were completely lost as to what chapter they were on, and on what dates things were do. Obviously there is a miscommunication somewhere. 1. 4Observe the teacher use materials in the teaching/learning process. Observe a lesson and describe the process that was used to utilize instructional materials by addressing the following: 1) List the materials used in the lesson. He used a website called â€Å"ConnectEd† which is a website associated with the Civics book used.They also had a workbook that was used. 2) Did the materials enhance the lesson and stimulate interest? To some extent. Some of the kids did not have computers and or Internet access, so they were not able to utilize the â€Å"ConnectEd† website. The book is a standard Civics book, so the extent that it can stimulate interest is limited in my opinion. 3) Did the teacher use the materials for demonstration only or were children able to use the materials? Yes, children could use the website at home, if they had Internet access and/or computer, which not all did. ) Would you use materials differently or would you use different material? Explain. I would use different materials as well as more materials. The lessons could be boring since they were mostly lectures and going over questions in the book. With Civics you could use creativity and hold a mock election, or maybe have the class write their own class constitution etc. I would implement those sorts of ideas to try and make the classes more interesting for students. 1. 5 Observe the teacher – learner and learner – leaner interaction.Mutual respect and good communication between students and teacher are vital to an effective learning environment. Address the following that you observed in your cooperating teacher’s classroom: 1) How did the teacher encourage open communication? He always waited patiently for students to answer the questions and never criticized students if there answer was wrong, he would say something like â€Å"No†¦you are getting there though†¦Ã¢â‚¬  so even if the student was wrong, there were not made to feel bad and this I believe created a sense of comfort and confidence in the classroom for the students. ) Was learner-learner interaction a vital part of the instructional strategy? Not in the large group, however he did have ESOL students that were separated into a small group, and there was a lot of learner-learner interaction in this setting. 3) Did you observe cooperative learning? No, this is not something I observed during this field experience, perhaps I will next semester. 4) Was the teacher more of a facilitator or a lecturer? Explain. I think he was a little of both.He did seem to lecture a lot, but by the same token, even though he did lecture, he also asked questions of the students every once in a while, which gave them opportunities to do critical thinking and thus, in that sense, he became a facilitator. 1. 6 Read to individual children or groups of children. A. Choose the book recommended by the cooperating teacher. Develop at least one question from the higher order questions (Bloom’s taxonomy) to ask the children. Describe the experience. If you are at a middle or high school setting, you may discuss a current book, article, or perhaps a poem that a student has read.We read the Bill of Rights during my lesson on the Constitution. One of the higher order questions I asked was: What are some of the rights guaranteed in the Bill of Rights and how hav e these rights affected your life? Explain. 1. 7 Listen to individual children read. Discuss with your cooperating teacher some instructional strategies that you can use to concentrate on vocabulary skills, fluency or comprehension. What were the suggestions? Describe the experience. During one of my visits the class read aloud a chapter in the book. Some students were better readers than others.The teacher makes a vocabulary list every week, based on the reading. He instructs the students to make vocabulary cards from index cards, with definitions for students to study weekly. Then, on a weekly basis, they have a1 vocabulary quiz. 1. 8 Work with individual or small groups of students to provide a review on previously taught materials. Discuss with your cooperating teacher a review lesson that you could implement with an individual student or a small group of students. With approval, implement the review and reflect on your experience.I had the opportunity to do this activity with a student that had been out a couple of days because of illness. I went over some of the lessons in the chapter with him that he missed, than the cooperating teacher wanted me to work with the student to answer the questions at the end of the lesson. This went well, since it was just one student, it was nice to have the personal interaction with him. However he was quite shy and I did have to work to get more than a 2-word response from him. 1. 8 Reflect upon the educational theory and philosophy observed in the field based school.Your textbook describes four philosophies that influence today’s education. The subject-centered philosophies are perennialism and essentialism. The child-centered philosophies are romanticism and progressivism . Have a discussion with your teacher about his/her guiding beliefs of how teaching and learning occur in the classroom and address the following: 1) Which philosophy comes through in the discussion? During our discussion he told me that he is most influenced by the progressivism philosophy. He believes that students students learn best by doing. 2) Which best describes the reality of the classroom that you observed?In reality, the cooperating teacher seems to lean more toward perennialism or essentialism. Certainly not progressivism because I did not once observe them doing any work on their own, other than answering questions at the end of a chapter reading. He relies most on lecture, and some discussion. 1. 9 Review curriculum guides, teacher manuals, etc. Ask your cooperating teacher for an instructional focus calendar or a teacher manual for you to review. After reviewing the selected material, address the following: 1) What guide, manual or material did you review?He showed me an IFC (Instructional Focus Calendar) for 8th grade US History, which was not a class I observed, but that he has taught. 2) What information did your teacher give you regarding the use of the material? He explained to me that it outlines for a teacher what their focus should be on every given week. For example, for weeks 2-3 of the school year, the teacher should be focusing instruction on Early American Settlements up to 1625. 3) Did you find the material beneficial? Explain. I believe so, I liked that the IFC, outlines for teacher what benchmarks they should focus on, what topic should be covered and in what order.I think it helps make the job of a teacher easier in the sense that you always know what you should be covering and what benchmarks you should be focusing on. 1. 10 Select for observation and interview one of the following: music, art, physical education, or exceptional education teacher; guidance counselor; speech pathologist; or other professional staff. I was not allowed by the school to observe any other teacher other than my cooperating teacher, however in order to at least be able to answer the questions, I did observe the art teacher at my daughter’s preschool, she teaches an after-school enri chment art class â€Å"Little Chagall†.After the observation and speaking to the educator, answer the following: 1) How is his/her instructional preparation different from the regular classroom teacher? She decides week by week what they will focus on (her class is held once a week). One week they might cover Picasso and Cubism and another she may do sculptures and the renaissance. She does not have a formal plan per se and is pretty much allowed free reign on what she would like to focus on. She also does not have to focus on benchmarks, nor does she have to worry about covering material for standerdized tests. ) Do the students respond differently in these settings? Absolutely. This class is completely different than my 7th grade class for Civics. Besides the fact that the students are 3 and 4, this is indeed a class where the progessivism philosophy’s influence is seen. Children are encouraged to be creative, think for themselves and to experiment. 3) What methods a re used to measure student progress? Less paint on the floor means that progress is being made (Just kidding! ) She says that she mainly focuses not only on their creativity, but also on building their fine motor skills.Usually after the first year the students are much more adept at holding paint brushes and they even paint more neatly. The objects in the paintings become more recognizeable as the objects that they were painted to be. (I. E. faces will actually start to have more defined features, as opposed to â€Å"blobs†). 4) What resources are available to help include special needs students? Her class is quite small, only 5 students. So she is available to give a special needs student more attention if it is needed. 5) Describe the classroom management technique. If the kids are not paying attention she says â€Å"1,2,3 eyes on me! She says it works well and helps bring the kids back to focus. 1. 11 If appropriate, attend PTA, faculty, and grade level/department meetin gs as well as participated in field trips. If you are able to participate in any of the listed activities, address the following: 1) What was the activity or meeting? Faculty Council Meeting 2) List the date, time and duration. 11/8/12, @8:30 AM to 9:20AM 3) What topics were discussed? FCAT, Computer carts, outdated teacher laptops, mistakes when placing students (gifted student was placed in a class for the earning disabled), lack of security (2 security guards for 1200 students). No response for student referrals. 4) Who was in charge of the meeting? Mr. Morrina (cooperating teacher). 5) What did you learn from the experience? I didn’t realize that there were so many problems inside schools. The teachers feel very frustrated, especially with the lack of security, their outdated equipment, and the fact that when they refer a student for bad behavior, nothing is really done about it. 1. 12 Assist in the preparation of bulletin boards, charts, transparencies, PowerPoint presen tations and other instructional aids.Describe and discuss how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. . I assisted with making a bulletin board using some projects the kids had done. While of course I learned to be creative and such while doing the bulletin board, what I learned most was the value of doing a bulletin board with the student’s projects. They really enjoyed seeing their work displayed for the world to admire. And that is not what I was expecting to take away from it initially. 1. 13 Provide assistance to the teacher by grading papers, record keeping, taking attendance, etc.Describe and discussed how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. 1. I assisted the teacher with taking attendance. He takes attendance by assigning each student a number, from 1 to however many kids are in the class, in this case 22. Each c hild calls out their number starting with 1, if there is a missing number, he looks up who the child is and marks them absent. To be frank, it seemed to me much easier just to make a seating chart or just taking roll. With this method, some times the students forgot their numbers and we had to stop and start over.It just became too much of a time waster. I think it’s more efficient just to quietly check attendance without making a group activity out of it. 1. 15 Know the policy and procedure in an emergency situation. Each school has a list of emergency situations and emergency procedures. Obtain and read a copy of the school's emergency procedures manual. Address the following: 1) Which of the identified emergencies occur most frequently? According to the school’s emergency report, the incidents that occur the most are crime related emergencies, for example, gangs, bullying or fighting. ) Write a brief summary of the recommended procedures for a fire drill. When alarm sounds, teacher immediately direct their class to the nearest exit as indicated in the fire escape route map in the classroom. There is no running or talking while exiting the building. Teachers must take with them the attendance records and the lesson plan records as these are official legal documents indicating the number of students who are present at the time. Furthermore, teachers must be aware of students who are not in the classroom at the time of the alarm and must be able to obtain their whereabuts.If student is missing, an administrator must be contacted immediately. Classes should remain at the designated wait spot until given the â€Å"All clear†. 3) Write a brief summary of at least one other emergency procedure. In the event of a Hurricane watch being announced and students have not been picked up, at least two staff members must remain until all students have been picked up. Students should be taken to areas with no windows, such as hallways. Once the building is empty, custodians should prepare and secure the building.

Env410 Toxicology Worksheet

University of Phoenix Material Toxicology Worksheet 1. Identify the different resources available for your learning in this course. Available resources during this course includes two textbooks; â€Å"Introduction to ecotoxicology,† and â€Å"A textbook of modern toxicology. † Additional resources include various videos, complimentary transcripts to the videos, supplemental readings, the UOP online Library, and web searches. 2. Define toxicology.Toxicology is defined as that branch of science dealing with poisons. According to Hodgson (2010), a â€Å"poison can be defined as any substance that causes a harmful effect when administered, either by accident or by design, to a living organism† (p. 3). Toxicology also includes the study of harmful effects caused by physical phenomena, such as radiation of various kinds, noise,† and â€Å"the study of the detection, occurrence, properties, effects, and regulation of toxic substances,† (Hodgson, 2010, p. 3) .Rarely defined as a single molecular event, toxicity involves a cascade of events, which start with exposure, and proceeds through distribution and metabolism, and ends with the interaction of cellular macromolecules (such as DNA, or protein) and the expression of a toxic endpoint (Hodgson, 2010). 3. Define environmental toxicology. According to Hodgson (2010), environmental toxicology evaluates the movement of toxicants and their metabolites and degradation products in the environment and in food chains, and with the effect of such contaminants on individuals and, especially, populations† (p. ). A specific area of environmental toxicology dealing with the work environment is industrial toxicology (Hodgson, 2010). 4. What is the difference between environmental toxicology and ecotoxicology? The difference between environmental toxicology and ecotoxicology is that the latter integrates the effects of stressors across all levels of biological organization from the molecular, to whole communities and ecosystems. In contrast, environmental toxicology focuses upon environmental toxic effects (Silverstars, 2010). 5.What knowledge can be gained from dose-response relationships? Dose-response relationships are used to determine a dose-response curve, which quantifies the acute toxicity of a chemical. Dose-response relationships are established by comparing the dose of the administered chemical and the resulting response of the organism. Affects are recorded at defined periods of time after dosing occurs. A dose-response curve is a result of the plotted results, creating various segments. Segment I, has no slope and represents doses of the toxicant that do not evoke mortality.Segment II, represents the doses that affect only the most susceptible members of the exposed population, generally a small percentage. Segment III, reflects the doses at which the majority of the population eliciting some response to the toxicant, and is the steepest slope of all segments. Segment IV, identifies the doses of the toxicant that are toxic to even the most tolerant organisms of the population, which are generally high doses of the toxicant. Segment V, represents the doses at which all of the exposed organisms are affected, and has no slope (Hodgson, 2010).The LD50 of the toxicant is determined by using a well-defined dose-response data, logarithms and percentage effect to determine the probable units. 6. Why are the shape and slope of a dose-response curve important? The shape and slope of a dose-response curve is important because the dose-response curves are used to derive dose estimates of chemical substances. The slope of the linearized data set from a dose-response curve provides information on the specificity of the toxicant. Steep slope elicit toxicity, whereas, shallow slopes elicit nonspecific toxicity.The dose-response line also allows one to estimate the threshold dose, by defining the lowest dose expected to elicit a response. The threshold d ose is one that is lower than the greatest dose at which no affect is detected. This is generally between segments I and II (Hodgson, 2010). 7. What role do they play in environmental toxicology? This helps put toxins into exposure classes. This allows scientist to determine what level the toxins are lethal, or what levels may help prevent undesired medical conditions, such as cancer.These levels are used for regulatory purposes as well, to minimize exposure to harmful toxins and their effects on human health and the environment (Hodgson, 2010). 8. Explain LD50. LD50 refers to the dose level (concentration level) of a toxic substance (poison) required to obtain a lethal dose that kills 50% of a population under stated conditions, such as the controlled variables of the study. This level is typically normalized to the weight of the animal (milligram chemical/kilogram body weight), and the measure of acute toxicity is used to assign of toxicity to the given chemical (Hodgson, 2010). 9 . Explain LD10.LD10 refers to the dose level (concentration level) of a toxic substance (poison) required to obtain a lethal dose that kills 10% of a population under stated conditions, such as the controlled variables of the study. This level is also typically normalized to the weight of the animal (milligram chemical/kilogram body weight), and the measure of acute toxicity is used to assign of toxicity to the given chemical (Hodgson, 2010). Review the following chart and answer the following questions: Based on LD10, which toxicant is more potent? Why? Based on LD10, toxicant B is more potent because the death rate of 70% is higher than 60%.Based on LD50, which toxicant is more potent? Why? Based on LD50, toxicant B is more potent because the death rate of 85% is higher than 70%. At what dose do these toxicants have the same percentage lethality? The dose at which these toxicants have the same percentage of lethality is 0. 5mg because that dose puts the death rate for both Toxican t A and Toxicant B at 40%. Toxicology Chart DoseToxicant AToxicant B mg/kg% lethality% lethality 0. 012025 0. 052530 0. 13035 0. 54040 14550 55565 106070 507085 1007595 50095105 1,000100107 5,000105108 10,000107109

Team building Essay Example | Topics and Well Written Essays - 500 words

Team building - Essay Example need is to develop skills of team building within the organizations through training and development comprised of several activities and case studies that will exemplify significance of team building in various situations. Team building helps to develop leadership within the organizations and derives synergic effects into the organizations as well. It saves time as well as efforts because of effective behavioral change that occurs due to team building. The proposed cost of the program includes administrative cost and training and education material cost. Administrative cost covers all expenses that include venue preparation, financial reporting, secretarial work and cost of trainers. Other cost includes training tools, kits and relevant handouts. The primary objective of team building program is to enhance productivity of non-profit organizations through developing certain skills of coordination to work with other members of the organization. The goal is to render the non-profit organizations more effective in delivering their philanthropic services. The culture of working in teams has to be nurtured in such organizations to let them work better. Certain case studies will be highlighted that will portray importance of working in teams and that will also signify team building values and critical situations that can be handled effectively with the help of team

Industrial Ergonomics case study Example | Topics and Well Written Essays - 500 words

Industrial Ergonomics - Case Study Example NIOSH conducted a qualitative field study. It began by asking the employees who used snowmobiles regularly—the only ones that were a part of this study-- about their jobs, their medical history and their job-related health problems. They made measurements of the seat, handle bars, and throttle control of snowmobiles to see if they could be adjusted to better fit people. They measured how much and how often workers are jolted when they ride snowmobiles on the bumpy roads. They also tested workers’ hands for nerve functions by administering a vibrotactile sensitivity test because disturbance of the vibrotactile sense can indicate early signs of vibration-induced injury. However, outside of testing workers’ hands for nerve functions and coordination, the other areas of complaints were not tested. Furthermore the researchers had only the workers’ word about their health prior to beginning to work for the National Park Service. Also, there was no control group. Admittedly, the researchers tried to approximate as best they could the scientific approach to determine how much of the employee complaints were due to travelling to the bumpy roads by attaching saver units to the snowmobiles to measure, record and store acceleration data on all three channels after being triggered by a shock or jolt that exceeded 1 g. These units could store 1346 separate events, but were filled after four hours! Secondly, some of the workers had hand tremor and decreased hand coordination related to snowmobile use. Another finding was that the grips on the handle bars were too narrow and not close enough to the rider to be safe and comfortable. Consequently, NIOSH stated that the most important feature to adjust was the steering bar, which if moved closer to the body with grips oriented to provide for neutral wrist positions would reduce grip forces and improve shoulder

Connection journal about food webs Essay Example | Topics and Well Written Essays - 250 words

Connection journal about food webs - Essay Example At the bottom of any food chain are producers. These are the food makers, that is, they have food production ability. These are primarily plants, which convert light energy into food through photosynthesis (Basic ecological concepts, 1). Next after producers are the primary consumers. These are the organism, low on the food chain, which depends on the producers for survival. These organisms include grazers, and herbivores. After primary consumers follow the secondary consumers. These organisms feed on the primary consumers. At the top of the food chain are the tertiary consumers that feed on the primary consumers in the food chain. They include carnivorous animals. In a food web, a delicate balance exists between organisms at the different levels (Basic ecological concepts, 1). The tertiary consumers at the top of the food chain cannot survive without the producers at the bottom. Likewise, the absence of secondary consumers would result in an imbalance of the food chain, with the death of tertiary consumers. The primary consumers would also increase at a high rate, which would put pressure on the producers, depleting them. Therefore, a balance of organisms at every level of the feeding chain is important and must be maintained. Just like the removal of a level, the increase or decrease of organisms in a level offsets the balance of the whole ecosystem. Removal of the producers kills the whole ecosystem. Increase in any other level of the food chain results in a decrease in the level below it, and a corresponding increase in the level above it due to increased consumers and food respectively. The highest level must be at minimum to have adequate food supply (Basic ecological concepts, 1). Further, the lowest level must be at all high to ensure adequate food supply to the system, forming an energy pyramid (Basic ecological concepts,

Brief a case Essay Example | Topics and Well Written Essays - 500 words - 2

Brief a case - Essay Example The appellant offered to take her to where she was going. She did not accept the offer and continued walking. She then saw the victim standing next to his van. The appellant took the victim by the neck at gun point in an attempt to get her into his van against her will. However, the victim was able to free herself and ran home, where she telephoned the police. Legal Reasoning: Pursuant to Florida Statute Section 90.803(2) (2001), an excited utterance is an exception to the rule against hearsay when the statement/excited utterance relates to a â€Å"startling event or condition† and is made while the maker of the statement/excited utterance â€Å"is under duress† (Bell v State, 2003). An excited utterance is made when the event causing excitement is â€Å"startling enough to cause excitement† (Bell v State, 2003). The statement is required to have been made â€Å"before there was time to contrive or misrepresent† (Bell v State, 2003). The statement must also be made when the speaker is â€Å"under the stress of excitement caused by the event† (Bell v State, 2003). In order to be an excited utterance, it is not necessary for the statement be made in a manner contemporaneous to the event causing excitement. All that is necessary for establishing an excited utterance is that the speaker is excited when the s tatement is made. Pursuant to Section 90.803(2) an excited state of mind may persist for a while following the event. It is for the court to determine whether or not the statement was made in an excited state. In determining whether or not the speaker made the statement in an excited state of mind the court may consider the speaker’s age, mental and physical conditions, the event itself and the contents of the statement. According to the responding officer’s evidence, the victim was clearly hysterical and scared when he arrived at her home. She was too

Business Financing and Capital Structure Research Paper

Business Financing and Capital Structure - Research Paper Example This enables the determination of the basis of procurement; whether short or long term. ?Forecasting on the availability of funds: most organizations experience steady cash flow. The manager should forecast properly the amounts available to reduce the amount of money borrowed and save on interest payments. ?Establishment and maintenance of control system: proper control measures enhance determination of the adequacy of planning. The control measures facilitate effective utilization of funds. ?Development of procedure: This involves establishment of the basic plans of how the financial planning process is achieved (Brav, 2009). Working capital management Working capital management involves the relationship between short term assets and corresponding short term liabilities of a firm. Working capital management aims at ensuring a firm is capable of satisfying the maturing short term debts as well as the upcoming operational expenses, and it involves managing the cash, amounts payable, a mounts receivable and inventories (Brav, 2009). Financial Instruments used as Marketable Securities Marketable securities refer to securities whose liquidation happens with ease. People often invest excess cash in different financial instruments at the highest quality rate. The financial instruments used as marketable securities include the treasury bills, notes and bonds, and stock. Bonds are normally issued by the federal agencies, local government and the state (Brav, 2009). Equity Financing In equity financing, the business shares profits with the angel investor or venture capitalist. Some of the benefits of equity financing are that it is less risky because there is no payback. This is necessary when the person is unable to take the debt. Also, there is possibilities of tapping from the network of the investor, and thus enhances credibility of the business. In equity financing, there is a possibility of investors taking long-term view, with most of them expecting no returns on investments made. Furthermore, the business will not channel profits towards repayment of loans, and as a result, more cash is available to enhance business expansion (Brav, 2009). The equity financing does not require payback of the investment in case of failure of the business. However, in cases of irreconcilable disagreements by investors, the person conducting the business may be compelled to cash in the business section and allow investors conduct the business without the owner. Debt Financing On the other hand, in debt financing, the person takes loan from the banks instead of investors. Some of the benefits of debt financing are that the lending institution is never interested in the reasons for carrying out the business and ownership of the business. After paying the money, the business relationship ends. Also, loans can be short of long term, where the principal interest figures are well known, hence the budget can be easily planned (Brav, 2009). Benefits of Foreign Capital Foreign capital acts as the source of employment and enhances technological development through transfer of technology. The capital from other countries, especially the investors, is very rich. As a result, countries receiving foreign capital take advantage of superior management and research and development. Also, foreign capital enhances growth, productivity and competitiveness in both imports and exports, and this improves the foreign investments. In overall, foreign