Why Are Emirates Airlines Considered as Successful Airlines Free Essay Example, 3500 words

Management is the mental and physical effort to coordinate diverse activities to achieve desired results and the process includes planning, organization, staffing, directing, and controlling (Carl Welte cited in Handbook for Excellence, n. To manage is to forecast and plan, to organize, to command, to control (Fayol cited by Management Study Guide, 2012). However, the most widely accepted functions of management given by KOONTZ and O DONNEL including Planning, Organizing, Staffing, Directing and Controlling. To achieve the desired organizational performance organizations attempt to coordinate all the different management functions. Emirates Airline is one such organization that has consistently been achieving success. Based on the four management functions this report presents an analysis of the business model of Emirates Airlines (Emirates), one of the fast-growing international airlines with one of the youngest fleets and with more than 400 rewards for excellence worldwide (Emir ates. Wholly owned by the Government of Dubai, Emirates has grown not through protectionism but through competition. The business environment has been turbulent as many international carriers have taken advantage of the open-sky policies of Dubai (Emirates. Business ethics is the foundation of their success; besides they care for their stakeholders including their employees, the community and the environment (Emirates, 2012). We will write a custom essay sample on Why Are Emirates Airlines Considered as Successful Airlines or any topic specifically for you Only $17.96 $11.86/page The concrete goals thus determined with the outcomes represent the achievement of their vision.

International Organization Global Climate Change Essay

INTERNATIONAL ORGANIZATIONS Name: Institution: International Organizations Global climate change is a phenomenon that has been happening through millions of years and is still happening up to date. The climate of the earth is growing warmer and warmer as years go by and indications of the climatic change are so vivid in our day to day life. Human activities such as deforestation and burning of relic fuels majorly contribute to the earth’s climatic change. Rising of the sea level and extreme weather patterns are some of the effects of global warming. A recent occurrence that resulted due to global climatic change is the Hurricane Sandy which happened towards the end of October 2012. It devastated parts of the Caribbean, Eastern Canada, Northeast of United States and Mid- Atlantic. It has been termed as the second most costly hurricane of Atlantic after Hurricane Katrina. Losses that have arisen due to Hurricane Sandy have been estimated to be about 50 billion US dollars. In the seven countries that fell in the path of the storm, it was found out that at least 209 people were killed. As a result of such occurrences, the regional and global, international organizations, which are involved in both the political and economic aspects of life, should be able to arrange a global response that is effective (Weiss, Forsythe, Coate, Pease, 2009, p. 19).So far, very little has been done as these effects of global climatic change are so rampant and occur frequentlyShow MoreRelatedThe Issue Of Global Climate Change957 Words   |  4 Pages If the issue of global climate change is not addressed properly, it will create enormous economic challenges that will create huge price tags on the global economy; that is why we need to give much attention by proposing international policy because it will bolster cooperation between countries and international organizations by formulating policies for the general good of society. Climate change plays a key role in our day to day activities. The changes in climate will affect our movement, healthRead M oreGlobal Warming And Global Climate Change1531 Words   |  7 PagesIn the last twenty years, the issues surrounding global climate change have become increasingly dominant in the international community, as the implications associated with the global issue pose many threats to the environment and humanity as a whole. Beginning in the 1970’s, scientific research regarding pollution led scientists to discover that chlorofluorocarbons (CFC’s) where destroying the ozone layer, posing threats to plant and animal life, and humans as a rise in skin cancer followed. LuckilyRead MoreGlobal Climate Change, Sustainable Development1527 Words   |  7 PagesThe Global Environmental Movement is one of the many (NGO’s) addressing international issues, mostly in developing countries, gathering and analyze technical information. Environmental issues have become a significant problem over the years, which raised concerns at the global and international levels, which provoke m ovements for environmental protection at the international level. From the early 1960s forward, concern about the global scopes of environmental harm and the movement for internationalRead MoreHow Does the United Nations Support Environmental Sustainability?865 Words   |  3 PagesIntroduction About the United Nations The United Nations is an international organization, which was founded in 1945 after the Second World War, committed to providing the means to help resolve international conflicts and formulate policies on matters affecting human beings all over the world (Wikipedia). The organization is committed to maintaining international peace and security, developing friendly relations among nations and promoting social progress, better living standards and human rightsRead MoreIn Part 4 Of The Quest, Daniel Yergin Does A Nice Job Of1720 Words   |  7 Pagesjob of laying out the chronological development of the climate change movement. This of course starts first with the science of being able to understand the climate and take the measurements necessary to observe changes happening in the natural world. It was interesting to learn the important role glaciers played in the early development of studying the climate and that for a time, aside from a few outliers even today, the concern about c limate rested with the return of an ice age. 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However, all three acts did not pass the senate. (National Wildlife Federation) In order to examine and combat global warming, Senator Bernie Sanders and Barbara Boxer introduced the Global WarmingRead MoreStrategic Interagency Board On International Climate Investment972 Words   |  4 Pagesdifferent organizations, such as the G8 Summit on Climate and Energy, the Energy Information Administration, and the National Intelligence Council, who all conclude that global emissions will peak by 2025 due to increased environmental demands by a growing world population. This consensus helped frame the intent for S.2835 while also establishing the second element: the Strategic Interagency Board on International Climate Investment. The â€Å"Board†, will serve to monitor government in reducing climate changeRead MoreState Centricity Is Vital On The Understanding Of Neo Realist Thought Essay1470 Words   |  6 Pagesdecision-making processes are made by the state rather than international actors. Consequently, the state-centric approach deals predominately with the state being of utmost importance in relation to other global matters. However this approach fails to appropriately deal with the global problem that is climate change. Thus climate challenges this notion of state-centricity within the realist discourse. Combatting climate change requires international commitment and participation. However in the modern dayRead MoreGlobal Climate Change, Sustainable Development1572 Words   |  7 PagesThe Global Environmental Movement is one of the many (NGO’s) addressing international issues, mostly in developing countries, gathering and analyze technical information. Environmental issues have become a significant problem over the years, which raised concerns at the global and international levels, which provoke movements for environmental protection at the international level. From the early 1960s forward, concern about the global scopes of environmental harm and the movement for international

Teaching Speaking Free Essays

string(108) " is so different from teaching speech is that two types of discourse differ in their basic characteristics\." MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORT OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV ENGLISH DEPARTMENT Speaking and Writing. Common and Distinctive features in Teaching PRESENTED BY Suzan Al-Jholani a fifth year student of the English Department SUPERVISED BY Sanotska L. G. We will write a custom essay sample on Teaching Speaking or any similar topic only for you Order Now associate professor of the English Department LVIV 2012 Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 I. Common features in teaching speaking and writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. II. Distinctive features in teaching speaking and writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Communication between humans is an extremely complex and ever-changing phenomenon. But there are certain generalizations that can be made about the majority of communicative events and these will have a particular relevance for the learning and teaching of languages. There are countless reasons for communication between individuals: they want to say something, they have some communicative purpose, they want to get some information, etc. It is important to realize that these generalizations do not only apply to spoken word: they characterize written communication as well. Speaking and writing are called productive skills because they involve language production, as opposed to listening and reading, which are receptive skills [1, 46-47]. Common features in teaching speaking and writing The productive skills of writing and speaking have more distinctive than common features. However, there are number of language production processes which have to be gone through whichever medium we are working in. In order for communication to be successful we have to structure our discourse in such a way that it will be understood by our listeners and readers. In speech this often involves following of conversational patterns and the use of lexical phrases. For the part of writing it has to be both coherent and cohesive. Coherent writing makes sense because you can follow the sequence of ideas and points. Cohesion is more technical matter since it is here that we concentrate on the various linguistic ways of connecting ideas across phrases and sentences [2, 246]. Both teaching writing and speaking involves following the rules of communication. There are three areas of rules that should be considered: * Sociocultural rules: speakers from similar social backgrounds know how to speak to each other in terms of how formal to be, what kind of language they can use, how loud to speak, or how close to stand to each other. * Turn-taking: in any conversation decisions have to be taken about when each person should speak. * Rules for writing: writing has rules too, which need to be recognized and either be followed or purposively flouted. We have to take into the account the genre and the style of writing [2, 246]. One of the reasons that people can operate within sociocultural rules is because they know about different styles, and recognize different written and spoken genres. This depends on the aim of communication, on the recipient and setting. In order to speak and write at different levels of intimacy students need practice in different genres and different styles so that their level increases they can vary the grammar, functions ,and lexis that they can use . It is vital, therefore, that if the coursebook does not offer a satisfactory range of such genre-based activities teachers should supply it themselves [2,247]. Teachers have to teach how to interact with the audience. Part of our speaking proficiency depends upon our ability to speak differentially, depending upon our audience, and upon the way we absorb their reaction and respond to it in some way or other. Part of our writing ability depends upon our ability to change our style and structure to suit the person or people we are writing for [2, 248]. When speakers or writers of their own or of a foreign language do not know a word or just cannot remember it, they may employ some or all of the following strategies to resolve the difficulty they are encountering: * Improvising: speakers sometimes try any word or phrase that they can come up with in the hope that it is about right. * Discarding: when speakers simply cannot find words for what they want to say, they may discard the thought that they cannot put into words. Foreignising: when operating in a foreign language, speakers (and writers) sometimes choose a word in a language they know well (such as their first language) and ‘foreignise’ it in the hope that it will be equivalent to the meaning they wish to express in the foreign language. * Paraphrasing: speakers sometimes paraphrase. Such lexical substitution or circumlocution gets many speakers out of trouble, though it can make communication longer and more convoluted [2, 249]. To prevent problems that students may encounter while improving speaking and writing skills teachers have to follow certain principles. In the first place, they need to match the tasks they ask students to perform with their language level. This means ensuring that they have the minimum language they would need to perform such a task. Secondly, teachers need to ensure that there is a purpose to the task and that students are aware of this. They should also remember that students who are not used to speaking or writing spontaneously need to be helped to cultivate such habits. Teachers should not expect instant fluency and creativity; instead they should build up students’ confidence step by step giving them restricted tasks first before prompting them to be more and more spontaneous later. Finally, teachers need to assess the problems caused by the language they need, and the difficulties which the topic or the genre might create [2,251-253]. To make students inspired teacher has to choose interesting topic and create interest in it. It is also important to vary the topics they offer them so that they cater for the variety of interests within the class. It is also vitally important to vary the genres teachers ask their students to work with if we want them to gain confidence in writing and speaking in different situations. Distinctive features in speaking and writing teaching One of the reasons that teaching writing is so different from teaching speech is that two types of discourse differ in their basic characteristics. You read "Teaching Speaking" in category "Papers" Differences between them imply different types of exercises which focus on different aspects of language and demand different levels of correctness [1,52]. Writing requires a greater degree of accuracy, and is in many ways the more difficult skill to learn. For a start, the written form is visible and mistakes are seen. With speaking, students often make ‘slips of the tongue’-they have said something wrong, but if they could hear a recording of what they said, they could correct the mistake themselves. Written task on the one hand often require accuracy and formal language. Because they recognize this, many students feel under pressure when writing. However, with writing students can proof-read and self-correct. They can go more slowly and carefully than when they are speaking. It is an important skill teachers must teach students-read what they have written [4,182]. Punctuation is another factor absent from speaking. Increasingly these days, one might question the importance of correct punctuation, but whereas one can accept that the correct use of colons or semi-colons is not really so important, surely the correct use of capitalization and question marks, for example, does matter [4, 182]. Spelling may also cause problems, something which mother-tongue speakers have difficulty with. Again, people differ in their views of the importance of correct spelling, but the fact remains that, teachers have to recognize what is ‘correct’ writing, and what is ‘incorrect’. If they cannot recognize a mistake, then they cannot correct it [4, 182]. With Writing, students do not have to concern themselves with aspects of pronunciation, or being fluent. Those students who are much more interested in accuracy than fluency, arc often very good when writing. It is very common to find students who have had accuracy-based language learning, writing extremely well and accurately, but that is difficult for them to express themselves orally [1, 53]. Writing tends to be more economical in its use of the language. There are no ‘hesitators’ (‘mmm’, ‘er’, ‘well’, etc. ) that litter our conversation. Written language is direct and efficient. The writer suffers from the disadvantage of not getting immediate feedback from the reader – and sometimes getting no feedback at all. In writing students can not use intonation or stress, and facial expression, gesture and body movement. These disadvantages have to be compensated for the greater clarity and by the use of grammatical and stylistic techniques for focusing attention on main points, etc. Most importantly there is greater need for logical organization in piece of writing than there is in a conversation, for the reader has to understand what has been written without asking for clarification or relying on the writer’s tone of voice or expression [1,53]. When teaching writing, therefore, there are special considerations to be taken into account which include the organizing of sentences into paragraphs, how paragraphs are joined together, and the general organization of ideas into a coherent piece of discourse [1,54]. Creative writing practice is a critical part of learning a written language. Writing can be encouraged through poetry, stories, plays and dialogues, but it important that students be engaged and interested in the writing projects. Pen pal letters between students can help to capture the interests of a class as they learn written communication with their peers utilizing the new language. The objective of such a project would be for students to learn how to use appropriate language and produce suitable letters that can be sent as a correspondence, but can also be used as effective evaluation and grading tools. Speaking a language involves using the  components correctly – making the right sounds, choosing the  right words and getting constructions grammatically correct. Pronunciation, grammar and vocabulary tasks  will focus on the need  for practice in language accuracy. At the same time, we also need to  get a clear message across and this  involves choosing appropriate content or ideas to suit a situation, e. g. deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. All this involves practice in language fluency. Speaking requires thinking on the spot, practice and exposure to the language over time. Speakers have a great range of expressive possibilities at their command. Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying pitch and intonation their voice can clearly convey their attitude to what they are saying. They can indicate interest or lack of it. At any point in speech event speakers can rephrase what they are saying; they can speed up or slow down. This will often be done in response to the feedback they are getting from their listeners who will show through variety of gestures , expressions and interruptions that they do not understand. And in a face to face interaction the speaker can use a whole range of facial expressions, gestures and general body to help to convey the message. Developing speaking skills in the classroom can include a wide variety of activities. Controlled lessons that include drilling and pre-planned, question and answer prompts can help students develop skills under the teacher’s watchful eye. Guided activities such as dialogues and role-play scenarios, while based on accuracy, do allow for more creativity and individual exploration with the language. Exact language may not be as controlled in such activities and students have a chance to practice their language with a bit more freedom. Students improve their formal speech when teachers provide insights on how to organize their ideas for presentation. Students can give better speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences. After deciding about the best means of organization, they can practice speeches with another student or with the whole class. Teachers can also help students adapt their speeches and informal talks so as to correspond to the intended audience, the information to be communicated, and the circumstances of the occasion at which they will speak. The teachers can illustrate how well-known speakers have adapted their presentations in ways to suit these different circumstances Students may enjoy speaking about their personal experiences. When given this opportunity, they can benefit from instruction in the elements of good story-telling. Both teachers and students can provide suggestions for students’ speeches. In constructively criticizing others, learners can learn to apply criteria for good speech and employ tactful social skills. In doing so, they can increase and improve their own speaking skills. Students can also learn speaking and social skills by suggesting possible improvements to one another’s practice speeches. Positive experiences in speaking can lead to greater skills and confidence in speaking in front of larger groups. These activities help students to become familiar and comfortable with the new language. Creative communication involves more fluency-based activities that can really enable students to utilize their creative thinking and language skills. Activities of this type might include discussions, simulations and communication games, but they may also include real- life experiences such as a field trip to a restaurant or a guest visitor in the classroom, providing opportunities for students to use the new language in a less controlled setting. Careful planning and preparation are a necessity for this kind of learning experience, and such lessons must be followed-up with some form of assessment or evaluation tool to determine the effectiveness of the experience, but the benefits to the student can be significant. Not only are students making connections between the language they are learning in the classroom and the language used in the real world, they are practicing their skills and developing their own methods for utilizing and retaining the new language. In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. A variety of games in the classroom and as pair, small-group or homework activities, can be utilized to provide controlled practice and experience with writing. Crosswords, word finds, gap fills and story boards are but a few of the games and activities that can be adapted for teaching writing skills including vocabulary, spelling, grammar and pronunciation. Developing useful and effective language skills requires practice and experience, from controlled lessons to authentic, real-life experiences. The basic building blocks of a language are critical to the learning process but practical experience, creative exploration, and opportunities to practice in less controlled activities can help to bind the various parts of language acquisition into a solid understanding of the new language and how it can be used. Whether speaking or writing, students need to be able to activate the knowledge they have learned in the classroom in order to communicate successfully in their new language. Conclusions Being productive skills, speaking and writing involve language production. They have both common and distinctive features in teaching; although distinctive have majority in number. For communication to be successful (either oral or written one) students have to know how to structure the discourse, to be aware of rules of communication, different styles and genres, have knowledge about how to interact with audience. In productive skills teaching strategies to resolve the difficulties that students can encounter are the same. To prevent problems that students may encounter while improving speaking and writing skills we teachers have to follow certain principles: match the tasks with students’ language level, built student confidence step by step, choose interesting topic and create interest in it. Taking into account the fact that speaking skills require fluency and frequency, and writing skills demand accuracy – different teaching strategies and activities have to be used. References 1. Harmer, J. The practice of English language teaching. – London and New Jork: Longman, 1991. – 296 p. 2. Harmer, J. The practice of English language teaching. Third Eddition. -Londin: Longman,2001. – 371 p. 3. Lavery, C. Language Assistant. http://www. scribd. com/doc/14112081/Whole-Manual 4. Riddell, D. Teach English as a foreign language. -London: Hodder Edducation , 2010. -366 p. 5. Sariel, O. Teaching productive skills – fine tuning speaking and writing skills. http://ru. scribd. com/doc/58656496/Teaching-Productive-Skills 6. Wallace T. , Stariba W. , Walberg H. Teaching, speaking, listening and writing. http://www. ibe. unesco. org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/PRATICE_14. pdf How to cite Teaching Speaking, Papers

Account and Finance for Business Ethics Quarterly- myassignmenthelp

Question: Discuss about theAccount and Finance for Business Ethics Quarterly. Answer: The concept maximization of shareholders income tries to think about on building up the general valuation of the association and does not contemplate on the profit of the favourable circumstances that are in short-term view. The real point of raising the profits of the investors has been that it results to exact task of the assets of the riches and enhancing the return from the investment (Sharfman, 2014). Then again, it is seen that the impression of maximization of profit is actually a technique that is in short-term view and does not lead to an expansion in the valuation of the association. The judgment is connected with enhancing the income of the investors and upgrades the valuation of the entity. The thought of enhancing the income of the investors came into the thought after the concept of profit maximization appeared. The confinements of earning improvement demonstrate have been discouraged by the staffs in the model of profit maximization. The value of the investors would improve with the expansion in share price that is looked upon as the total assets of organizational capacity (Jones Felps, 2013). This has been feasible for the most part as it would produce a higher payment of dividend to the investors that would be comprehensive of the pay-offs that are in nature that are of long-run for the clients. Further, the detailed approach for the cash flow statement with regard to the investment is required to be paid by the management of the company. Strategies of increasing the shareholders wealth is the managements approach to allocate the resources effectively, which in turn will maximize the earning as well as will minimize the risk level. The earning investment that is started by the organizations requires being competent to earn more revenue as compared to return rate. The investment determination of investors involves the assets that are free of risk and gives a measure of fixed return. The risk hesitant investors are viewed as the general population who in circumstances when two portfolio options are given to them are likely to take interest in the portfolio that has a lower degree of risk. It is even observed that the financial specialists lose the opportunity to acquire the higher returns by not making utilization of the speculations on the assets that are value based and that has the ability to give higher rate of profits to the speculators (Levy, 2015). This sort of financial specialists searches for putting resources into regions like the treasury bills, fixed deposits, deposit certificate and government bonds that build up a lower level of earning. It is fundamental for the companys management to exploit the suitable assignment of the assets that are risky and the assets those are risk-free. On the contrary, it can be clarified that the investments in the risk associated assets expose the company to threats and thus the management needs to invest under this type of assets as it will reduce the risk level of the investment. The foundation of unstable relationship and the expanding level of income is troublesome for the financial specialists. Forming the unstable relationship would harvest the benefits that are in long-term aspect to the investors who are planning for investing in these assets. The forecasted returns for the financial specialists are bringing down for the speculators who have the point of going out for additional risk for the investment (Malatji, Zhang Xia, 2013). There is a subsistence of exchange offs inside the risks and the profit that is set up with the assistance of the investments. It is identified that considerable benefit are the noteworthy advantages of making utilization of the interests in the capitals resources of the market. Reference Jones, T. M., Felps, W. (2013). Shareholder wealth maximization and social welfare: A utilitarian critique.Business Ethics Quarterly,23(2), 207-238. Levy, H. (2015).Stochastic dominance: Investment decision making under uncertainty. Springer. Malatji, E. M., Zhang, J., Xia, X. (2013). A multiple objective optimisation model for building energy efficiency investment decision.Energy and Buildings,61, 81-87. Sharfman, B. S. (2014). Shareholder wealth maximization and its implementation under corporate law.Fla. L. Rev.,66, 389.