Stopping By Woods On A Snowy E :: essays research papers

"Stopping by Woods on a Snowy Evening" and "Mending Wall" An Analysis of Two Robert Frost Works. James Allen once said, 'You are today where your thoughts have brought you; you will be tomorrow where your thoughts take you.'; After reading the two Robert Frost poems, Stopping by Woods on a Snowy Evening and Mending Wall, one can not help to wonder what kinds of thoughts inspired these two poems. It becomes clear that the underlying theme in both of these poems is simply freedom of thought. These free thoughts give a person the capability to live how he chooses. In the first poem, Stopping by Woods on a Snowy Evening, Frost vividly describes a freedom that many of us take for granted. He tells how he has decided to take the time to stop what he is doing and admire the snow as it falls in the woods and on a frozen lake. The man who owns these woods lives in the town and is ignorant of the beauty that they contain. He has not taken the time to notice how beautiful they are as the snow comes down. The owner of the woods, we'll call him Bob, lives in the town and is busy living his life in the town. Bob will not notice because he takes for granted the fact that he is able to go look at the woods much like the author. 'Whose woods these are I think I know. His house is in the village, though; He will not see me stopping here To watch his woods fill up with snow.'; The persona is saying that he knows who owns the woods, but he won't see him looking at the woods because he lives in the town. The author knows that Bob will not visit because he only owns the woods, he lives in the town and does not appreciate the beauty they possess or he would be there visiting them himself. The author is appreciating life and the freedom that he has while observing his own winter or the last stanza of his life as he watches the woods as they fill will snow. It is clear that the author (the persona of the poem) has chosen a life different from that of Bob. Bob has chosen the city life of materialistic things while the author has decided to take in the beauty of the world.

How We Are Teaching Children to Think Inside the Box Essay

When children come home from school, parents usually sit down with them, go through their homework folders and ask their child, â€Å"so, what did you learn at school today?† Twenty years ago, the child may have commented on what they learned in art, music, social studies or geography. Now, a child will comment only on what they learned in their reading circle or in their math book. The fault for this lies within the No Child Left Behind (NCLB) Act. Standardized testing has turned teachers into test proctors and schools into testing facilities. Students are no longer receiving a broad education that covers many subjects; instead, their learning is streamlined to fit the content that is on the standardized tests. The NCLB Act is not working as it was intended, and as a result the American children are falling even further behind other developed nations. In fact, American students are ranked 19th out of 21 countries in math, 16th in science and last in physics (DeWeese 2). The No Child Left Behind Act needs to be tossed out before we do irreversible damage to the education system. It is not too late – we can turn everything around by getting rid of costly standardized tests, ensure students receive a broad education that includes classes in arts and music, which will better prepare them for higher education, and give control back to the individual states. In 2002, the No Child Left Behind Act was enacted by Congress, which was intended to close the learning gap between Caucasian students and minority students. The NCLB promised to promote accountability amongst teachers and school administrators, as well as assuring that all children would be proficient – according to standards set by the individual states – in reading and math by the end of the 2013-2014 school year (Ravitch 2). In addition, NCLB stated that by the end of the 2005-2006 school-year every classroom in America would have a highly qualified teacher (Paige 2). The most reliable way that the drafters of No Child Left Behind proposed collecting the data that they needed in order to keep track of accountability and proficiency was by mandating that each state issue their  students in grades 3 through 12 a standardized test annually that covers the subjects of reading, writing and math (Beveridge 1). The test that is issued is given to all students, whether they are Caucasian, African American, Hispanic, disabled, etc. and schools are graded based on the proficiency of their students. Each state sets a yearly goal that increases each year based on the mandates of the NCLB Act, in which all students will be 100 percent proficient in those three subjects by the year 2014 (Ravitch 2). On paper, the NCLB Act looked like a blessing to schools that are located in areas of low-income, minority areas and advocates for children with learning disabilities because these tests were meant to highlight the schools that are doing poorly and ensure they receive funding and training in order to turn the scores around (Darling-Hammond 1). In a letter that is addressed to parents on their website, the U.S. Department of Education explains that the NCLB Act provides â€Å"more resources to schools† through funding and â€Å"allows more flexibility† when allocating the funds (3). According to Linda Darling-Hammond, a Professor of Education at Stanford University, â€Å"the funding allocated by NCLB – less than 10 percent of most schools’ budgets – does not meet the needs of the under-resourced schools, where many students currently struggle to learn† (2). Another way schools get their funding is through the taxes that we pay. It makes sense that schools located in an area that has higher income would receive more funds than schools located in a low-income area. What happens is that with the limited funding, schools in low-income areas need to prioritize funding to raise the standardized test scores of their students because once a school fails to show improvement in their standar dized test scores, they are placed on probation the second year and parents are given a choice to leave the failing school, taking their child and the funding attached to that child to a school that is rated better. â€Å"In the third year of a school’s failure, students are entitled to free tutoring after school† according to Diane Ravitch, a research professor of education at New York University (2). The funding provided by NCLB is supposed to help pay for the free tutoring, but, like was stated before, the funding provided is not enough. What happens when a school is mandated by law to provide resources, but it cannot find room in their budget? That’s  right, they cut funding elsewhere. In an article written by Angela Pascopella, the Austin Independent School District superintendent Pascal D. Forgione explains that â€Å"NCLB also requires that schools in need of improvement set aside 10 percent of their local Title 1 funds for professional development †¦ this creates no flexibility in budgeting† (1). When schools need to restructure their budget in order to pay for tutoring and retraining teachers, the arts and music programs are the ones that suffer most. NCLB places so much emphasis on the outcome of the standardized tests. Can you really blame the school districts for re-emphasizing the importance of standardized tests when their funding relies on it? States were put in charge of providing their own assessment tests in order to provide a more focused education to their students and ensure that the students meet the state’s standards of proficiency. Tina Beveridge explains that â€Å"in 2007, the Washington Assessment of Student Learning (WASL) cost the state $113 million †¦ [and] many districts eliminated teaching positions as a result, despite the use of stimulus money. As budgets are cut nationwide, the funding for nontested subjects are affected first† (1). The fact that the distribution of funds is based on the outcome of the standardized test scores mea ns that we are blatantly failing the inner-city schools. A school will be placed on probation if they fail just one category ranging from proficiency of Caucasian students all the way down to the proficiency of the students who are just learning the English language. Schools located in higher income areas don’t really have to worry as much about budget cuts because those schools are located in areas that are predominately white and with parents who are active in their children’s education. On the other hand, schools in low income areas have to provide tutoring and other mandated actions in order to improve their proficiency rates, all the while their students are learning in â€Å"crumbling facilities, overcrowded classrooms, out-of-date textbooks, no science labs, no art or music courses and a revolving door of untrained teachers† (Darling-Hammond 2). After a few years of a school not showing improvement through their test scores, their entire teaching staff could be fired. We just saw this happen last year in Providence, Rhode Island. The school board terminated 1,976 teachers because of insufficient results and the need to make budget cuts (Chivvis 1). The turnover rate for  teachers is already extremely high, as much as 50 percent leave within 5 years in urban areas (McKinney et al 1) and the pressure of working in a low-income school district where schools are lacking basic teaching necessities is not all that appealing. The inability of low-income schools to offer teachers incentives because of funding, and with the added stress of job security, it makes one wonder how any highly qualified teachers are in the classroom. On top of that, the curriculum for students has gotten so narrow that it has taken a lot of the creativity and individualization that once attracted the best of the best to the teaching profession. Susan J. Hobart is an example of one of those teachers who used to love doing her job because she was leaving her mark on her students, in a positive way. In Hobart’s article, she tells of a letter she received from one of her students prior to the NCLB Act. The letter explained that Hobart was â€Å"differen t than other teachers, in a good way. [They] didn’t learn just from a textbook; [they] experienced the topics by ‘jumping into the textbook.’ [They] got to construct a rainforest in [their] classroom, have a fancy lunch on the Queen Elizabeth II, and go on a safari through Africa† (3). The student goes on to explain that the style of teaching she experienced during that time is what she hopes she can do when she becomes a teacher too. Unfortunately, that student’s dream will most likely not come true because the fact is that when schools are placed on probation, like Hobart’s school, they â€Å"teach test-taking strategies similar to those taught in Stanley Kaplan prep courses †¦ and spend an inordinate amount of time showing students how to ‘bubble up’† (1). With all the time and energy being placed on teaching children to read and write, you would think that they would be proficient by the time they enroll in college, right? Wrong. â€Å"42 percent of community college freshmen and 20 percent of freshmen in four-year institutions enroll in at least one remedial course †¦ 35 percent were enrolled in math, 23 percent in writing, and 20 percent in reading,† according to the Alliance for Excellent Education (1). Scho ols are so reliant on the standardized tests in order to gauge how students are understanding material that they have slacked-off in other areas like teaching basic study skills and critical thinking skills. When most of these kids graduate from high school and enter into a college setting, especially the ones who need to take remedial courses to catch-up to where  they should be when they graduate, they’re taken completely off guard with the course load and they will either succeed in managing it or struggle for the first few semesters, but the majority will drop out without a degree (Alliance for Excellent Education 1). High school is meant to prepare students for higher education or to enter the workforce, but the government is spending millions of dollars in order to remediate students and doing what high school teachers were meant to do (Alliance for Excellent Education 3). So, who is to blame? The supporters of No Child Left Behind acknowledge that there are some faults to the Act, but those like Kati Haycock believes that â€Å"although NCLB isn’t perfect, the Bush administration and Congress did something important by passing it. They called on educators to embrace a new challenge – not just access for all, but achievement for all †¦ there are no more invisible kids† (1). Supporters feel as though benefits such as holding teachers accountable for all students, including those with disabilities, and weeding out the schools that have a long history of doing poorly outweighs the negatives and that with time, the NCLB Act can be reformed to work as efficiently as it was enacted to work. Ravitch disagrees, stating that â€Å"Washington has neither the knowledge nor the capacity to micromanage the nation’s schools† (3). We have to agree with her as concerned citizens and parents. While the NCLB Act meant well when it was passed, it’s time to acknowledge that the government has spent billions of dollars trying to improve the education of America’s youth, yet 10 years later American students are still falling behind the mark set by other industrialized nations and the 201 3-2014 school year is quickly coming upon us. Not only are we falling behind globally, but minorities are still struggling behind Caucasian students. The gap between Caucasian students and minority students, that was intended to close through the NCLB Act, has remained just as far apart. E.E. Miller Elementary School, located here in Fayetteville, NC, just released their annual report card to parents. The chart below shows the break-down of students who passed both the reading and math tests provided at the end of the 2010-2011 school year. African American children, Hispanic children, and children with disabilities are still lagging far behind their Caucasian peers. African American children passed at 49.4 percent, 25.5 percent of students with disabilities passed and Hispanic children passed at rate of  56.9 percent. Remember that the NCLB expects this school, along with every other school in the Nation, to be at 100 percent proficiency by the end of the 2013-2014 school year. Source: Education First NC School Report Cards, E. E. Miller Elementary: 2010-11 School Year, Public Schools of North Carolina State Board of Education, Web, 26 Oct. 2011. In order to put this chart more in perspective, below is the 3-year trend for E.E. Miller. [pic] Source: Education First NC School Report Cards, E. E. Miller Elementary: 2010-11 School Year, Public Schools of North Carolina State Board of Education, Web, 26 Oct. 2011. While math scores are steadily improving, reading scores (the solid line) are declining. E.E. Miller has been on probation for at least 3 years, having provided tutoring to children who were struggling last year. Even with those efforts, the end of the year test suggests those students are still struggling in reading. These mandates are not working. States are spending millions of dollars per year to fulfill all of the required obligations without any fruition. We need to put education spending back into the hands of the states with more substantial federal funding. The federal government cannot expect every public elementary school, middle school and high school in this nation to fix a problem that has been prevalent for many, many years with this one-size-fits-all approach to learning. It will not happen with No Child Left Behind, and it definitely will not happen by the end of the 2013-2014 school year. We can no longer sit and watch while students in America struggle to compete o n a global level in nearly all subjects. Teachers are not educating our nation’s students to think critically and to form their own ideas or opinions; instead, teachers in failing schools are stuck teaching a curriculum that directly corresponds to what is being tested, and we are failing to prepare them for higher education. The future citizens we are molding will be of no use to society if they cannot think for themselves, which will happen if they remain in the current system. We need to undo this one-size-fits-all curriculum and re-broaden our children’s education to include subjects that will teach them think outside the box. Works Cited Alliance for Excellence in Education. â€Å"Paying Double: Inadequate High Schools and Community College Remediation.† Issue Brief: August (2006). All4Ed.Org. Web. 30 Oct. 2011. Beveridge, Tina. â€Å"No Child Left Behind and Fine Arts Classes.† Arts Education Policy Review 111.1 (2010): 4. MasterFILE Premier. EBSCO. Web. 20 Oct. 2011. Chivvis, Dana. â€Å"Providence, RI, School Board Votes to Lay Off All Teachers.† AOL News (2011). Web. 28 Oct. 2011. Darling-Hammond, Lisa. â€Å"No Child Left Behind is a Bad Law.† Opposing Viewpoints. Web. 14 Oct. 2011. DeWeese, Tom. â€Å"Public Education is Failing.† Opposing Viewpoints. Web. 14 Oct. 2011. Education First NC School Report Cards. â€Å"E. E. Miller Elementary: 2010-11 School Year.† Public Schools of North Carolina State Board of Education. Web. 26 Oct. 2011. McKinney, Sueanne E., et al. â€Å"Addressing Urban High-Poverty School Teacher Attrition by Addressing Urban High-Poverty School Teacher Retention: Why Effective Teachers Persevere.† Educational Research and Review Vol. 3 (1) pp. 001-009 (2007). Academic Journals. Web. 28 Oct. 2011. Paige, Rod. â€Å"No Child Left Behind: A Parent’s Guide.† U.S. Department of Education (2002). PDF File. 28 Oct. 2011. Pascopella, Angela. â€Å"Talking Details on NCLB.† District Administration 43.7 (2007): 22. MasterFILE Premier. EBSCO. Web. 28 Oct. 2011. Ravitch, Diane. â€Å"Time to Kill ‘No Child Left Behind’.† Education Digest 75.1 (2009): 4. MasterFILE Premier. EBSCO. Web. 20 Oct. 2011.

Profile of Rachel Maddow, MSNBC Journalist

Rachel Maddow is the outspoken, energetic host of MSNBCs The Rachel Maddow Show, a political news and commentary weeknight program. The show first aired on September 8, 2008, urged by viewers impressed with Maddows frequent guest hosting of MSNBCs The Keith Olbermann Show. Ms. Maddow is an avowed liberal who enjoys the feisty thrust-and-parry of debate. A self-described national security liberal, Rachel Maddow is known for sharp intelligence, wit, work ethic, and reliance on well-researched facts, rather than party-line talking points, to inform her independent viewpoint. Before MSNBC 1999 - Won an open-casting call for a radio co-hosting job on WRNX in Massachusetts. Soon moved to WRSI, where she hosted a program for two years.2004 - Landed a co-hosting gig on new liberal radio network, Air America.2005 - Accepted Air Americas offer to host her own liberal politics radio show, The Rachel Maddow, which continues in late 2009. The program has changed time slots several times, and currently airs each weekday at 5 am EST.2006 - Regular contributor to CNN (Paula Zahn) and MSNBC (Tucker Carlson) programs.January 2008 - Signed exclusive TV contract with MSNBC. Educational Path A 1989 graduate of Castro Valley High School where she was a three-sport athlete, Rachel Maddow earned a B.A. in Public Policy from nearby Stanford University, where she won the John Gardner Fellowship for public service. After a year in San Francisco working for the AIDS Legal Referral Panel and with ACT-UP, an AIDS non-profit, Rachel Maddow was awarded a prestigious Rhodes Scholarship to study political science at Oxford University. She completed an Oxford doctorate in politics in 2001 after several delays, including a stint at the AIDS Treatment Project in London and a 1999 move to Massachusetts. Personal Data Birth - April 1, 1973 in Castro Valley, California, near San Francisco, to Robert Maddow, an attorney and former Air Force captain, and Elaine Maddow, a school administrator.Family - Linked with partner Susan Mikula, an artist, since 1999. The couple reside quietly with their labrador retriever in a rural Massachusetts home built in 1865. Rachel Maddow came out as gay at age 17 when a Stanford freshman. She was the first openly gay American to be awarded a Rhodes Scholarship, and the first openly gay journalist to anchor a major U.S. news program. Accolades and Honors For her efforts as a political journalist, Rachel Maddow has been awarded: 2010 Walter Cronkite Faith Freedom award. Past recipients include Tom Brokaw, Larry King, and the late Peter Jennings.2009 - Nomination for Outstanding Achievement in News and Information by the Television Critics Association, the only cable news program accorded the honor2009 - Gracie Award by the American Women in Radio, TelevisionMarch 28, 2009 - Proclamation of Honor from the California State Senate Maddow has also been lauded for her work by myriad  gay and lesbian organizations, including GLAAD, AfterEllen, and Out magazine. Quotes On Being a Liberal I am a liberal. Im not a partisan, not a Democratic Party hack. Im not trying to advance anybodys agenda. Washington Post, August 27, 2008 On Her Appearance Im not that pretty. Women on television are over-the-top, beauty-pageant gorgeous. Thats not the grounds on which I am competing. Washington Post, August 27, 2008 Im not Anchorbabe, and Im never going to be. My goal is to do the physical appearance stuff in such a way that it is not comment-worthy. The Village Voice, June 23, 2009 On Fox News The one time Fox News ever asked me to be a guest was when Madonna made news by kissing another famous female, Britney Spears. They thought I had expertise, maybe. I said, No, duh. The Guardian UK, September 28, 2008 On Being a Political Commentator I do worry if being a pundit is a worthwhile thing to be. Yeah, I’m the unlikely cable news host. But before that I was the unlikely Rhodes scholar. And before that I was the unlikely kid who got into Stanford. And then I was the unlikely lifeguard. You can always cast yourself as unlikely when you’re fundamentally alienated in your worldview. It’s a healthy approach for a commentator. New York Magazine, November 2, 2008

Characteristics Of Culture And International Business

I. Introduction What is culture? In the textbook the authors give a simple definition, which is, â€Å"The sum of the beliefs, rules, techniques, institutions, and artifacts that characterize human population.† Though this is a good definition it needs expanded, there is a vast amount of culture in this world and one cannot simply put culture into a few sentences. Many people have dedicated their time to studying culture, these people can be referred to as anthropologists. Thus far they have discovered that culture is something that is acquired through personal experiences. Anthropologist have also hypothesized that many characteristics of culture are connected. These characteristics of culture create the distinction between various social groups. Culture is something that is very important to several different fields. Since culture is subjective, a deeper look at what it entails and the role it plays in global business is essential. II. Culture and International Business To be involved in international business, it takes a special type of person. This is the rare moment in business when it is essential to have the openness and ability to acquire knowledge about other culture besides our own. It is believed that culture cannot be simply studied; one has to be there to experience it. This phenomenon can be referred to as sociocultural. The longer someone is subjected to a culture, the better business official they will be. Before a business official leaves their home country,Show MoreRelatedTypes Of Company Traits That Builds And Sustain Companies Growth1459 Words   |  6 Pagescauses companies to disappear. This is to support the positive traits that are recommended for companies to follow and improve chances for survival. Multiple studies on business success have found similar traits shared by successful companies. A global quantitative research is suggested for more accurate results of successful characteristics. Companies’ Success and Failure Based on Traits A study by Kelly (1997), surveyed 30 companies that have survived for over 75 years. The study showed that organizationsRead MoreThe Issue Of Language Boundaries838 Words   |  4 Pageswhen everybody enter to new culture. Everybody need struggle to communicate what they want to get necessary information regarding new culture. The findings suggest that the language barrier generates negative emotional. There are so many differences like Body languages, eating food, Cloths wearing, communication. This paper describes the most well known and accepted new cultural with international language. These theories consider relations between new people And new culture. Introduction The pointsRead MoreUnderstanding Cultural Dimension : Strategy For Globalization Business1596 Words   |  7 PagesGlobalisation Business The maritime industry is a kind of vast business, which usually develop into multinational business. 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So the foreigner who wants to operateRead MoreUnderstanding National Culture And How Relevant Is Important Essay841 Words   |  4 Pagesapproaches to understanding national culture and how relevant is such an understanding to an internationalising firm. â€Æ' Index 1.- Introduction 3 2.- Aproaches to National Culture 4 2.1.- Hall’s Context Culture Model 5 2.2.- Hofstede s Cultural Dimensions Theory 5 2.3.- Trompenaars Model of National Culture Differences 5 3.- Conclusion 6 4.- Bibliography 7 â€Æ' 1.- Introduction According to Hofstede definition, it is possible to develop the idea of national culture as a culture for a particular group of humansRead MoreLink Between Emotional Intelligence and Cross-Cultural Leadership1033 Words   |  5 PagesReilly, A.H. and Karounos, T.J. (2009), â€Å"Exploring the Link between Emotional Intelligence and Cross-Cultural Leadership Effectiveness†, Journal of International Business and Cultural Studies, Vol. 1, Feb. 2009, pp. 1 – 13. 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My Sons Story By Nadine Gordimer Themes and issues in...

Throughout her career, the South African novelist Nadine Gordimer has wanted to explore the terrain where personal interests, desires and ambitions encounter (and, not rarely, contend with) the demands and trials of a politically active life. She has had a keen eye for the exceedingly precarious moral situation of her own kind - the privileged white intelligentsia that abhors apartheid, detests the exploitation of 25 million unfranchised, economically vulnerable citizens at the hands of five million people who, so far, have had a powerful modern army at their disposal, not to mention the wealth of a vigorous, advanced capitalist society. To oppose the assumptions and everyday reality of a particular world, yet be among the men and women†¦show more content†¦For Aila, his wife, for Baby, their daughter and first child, for Will, named after Shakespeare (how do some of us jaded folk, schooled for years, ever recapture the innocence and heartfelt sincerity of such a parental decision?), Sonny, the low-paid, earnest, hard-working civil servant and educator, once had an almost infinite supply of concern and affection. He attended them in every way - a sturdy householder, no matter the constant, terrible shadow of apartheid. But gradually Sonny got connected to his peoples political struggle, an exceedingly dangerous one in a country whose ruling class for decades ruthlessly punished any and all activist dissent: a democracy for a white minority, a harsh totalitarian regime for a black majority. Gradually, too, he found less and less time for his family. He shows up now and then, but hurriedly leaves. To call upon a well-known biblical polarity, he is trying to gain a whole new world for others, yet his own familys world, maybe his soul, too, are in grave jeopardy. Sonnys political ascent is a major topic for the novels one narrator (who is obviously horrified by apartheid and anxious to see it ended, and is struggling to find the self-respect that goes with a principled observers persistent dissent). It is this narrator who gives us a rather conventional, well-told account of a familys ups and downs, its transition from social and emotional ordinariness to a

Nixon’s Policies Versus the Strategies of Cold War Free Essays

It is at the peak of The Cold War that Richard Nixon assumed his position. He felt the need to change the country’s foreign policy because it is at this time that thousands of American troops were sent to Vietnam. Then, there was a strong urge to win The Cold War over and stop communism at any cost, Nixon rather wants to divert it to another way that points to a productive initiative that basically highlights cooperation. We will write a custom essay sample on Nixon’s Policies Versus the Strategies of Cold War or any similar topic only for you Order Now Nixon believed that the only key to a more stable world is a stronger America. He then emphasized the bigger importance of partnership to win back not the war but peace between countries. Nixon even stated to provide shield to those countries in alliance to them in case of nuclear threats. He even said that the United States would also keep its commitments to other nations, as well as manpower to those who needs defense. His strategy turned out to be more civil and diplomatic than that of the heated cold war policies. He engaged more on changing the approach so as to better see the problem and make it into something more favorable to everyone (Nixon’s Foreign Policy: A Global Balance Of Power ). Reference Nixon’s Foreign Policy: A Global Balance Of Power . (n.d.). Retrieved october tuesday, 2007, from free essays: http://www.freeessays.cc/db/38/pbk80.shtml    How to cite Nixon’s Policies Versus the Strategies of Cold War, Essay examples

Evidence of Segmentation

Question: Write an essay on "Evidence of Segmentation". Answer: The financial technology also known as Fin Tech is a speedily growing line of trade that is transforming the monetary services sector and troublemaking existing monetary service suppliers. It brings together both finance and technology in order to introduce the innovative ways to distribute the financial services. Under Fin Tech, the peer to peer lending is the most well-known. The lender under the peer to peer category follows a diverse trade model to that of the financial organizations (Harwood et al. 2012). The banking industry in Australia is dominated by 4 main banks with a joint market share of 75 percent in the segment of mortgages of retail banking. The major banks and other incumbents place a superior importance on mortgages and deposits than on customer unsecured lending given remote larger income and earnings pools in those districts and their importance in establishing the consumer relationship (Frisoni et al. 2015). Lending to businesses in Australia was ~A$777 billion as of December 2014. Based on RBA data, individual loan balances below A$500,000 account for ~A$120 billion of lending, while balances between A$500,000 and A$2 million make up another ~A$130 billion of loans. The four-year compound growth rate since 2010 has been ~1.9% for the former and ~3.4% for the latter (Peguero-Pina et al. 2015). Segmentation lies somewhere near the middle of a continuum of marketing strategies that range from mass marketing in which a solitary product is obtainable to all customers in a marketto one-to-one marketingin which a diverse product is specially intended for each individual consumer. As per the evidence, the demographical factors like education, income, size of the household affects the choice of the financial outlet and the choices of brand. The evidence corroborates theories that are emphasizing the dynamics of resources investment, monetary services reformation and the financial incentives (Chahine et al. 2015). In the base case, it is assumed that P2P SME lending balances will cultivate from approximately zero today to ~A$11.4 billion (~12% of the TAM) in 2020. It is factored that in 2020 balances of ~A$15.2bn (~16% of the TAM) under the bull case and ~A$4.8 billion (~5% of the TAM) under the bear case (see Exhibit 114). In the viewpoint, SME lending via P2P will mature sooner than consumer unsecured provide because way in to credit from the banks is more unnatural in this section and it is thought that SME borrowers are more possible to search for substitute sources of credit. As per the IBIS report, in Australia the peer peer lending is still under its infancy. As estimated the loans that was issued in the year 2014 was approximately US$500 million. Presently, in Australia the majority of investments supplied for the Australian peer-peer lender are only available to complicated investors. Degree of Market Competition by Segment Concentration is the vital element that is considered vital in the evolution of competition. As per the traditional structure, a concentrated lending industry implies a lower degree of competition due to the undesirable exercise of market power. The authoritarian impediments to competition also create a desirable environment for a few powerful banks in order to hinder competition (Kim et al. 2016). The lack of significance in the market structure implies that the competition policy in the lending industry is more intricate than expected. However, the competitiveness in the industry cannot be measured only by the structure of the market. In order to determine the competition in the lending industry, the organizational quality as well as the amount of inter-industry competition plays a vital role. A concentrated lending industry endangers the competitiveness in the developing financial system. The degree of market competition in the lending industry is behind many other sectors. Competition is viewed quite often as an essential ingredient in the development strategy of the lending sectors. According to the conventional point of view, an augment in attentiveness fosters conspiracy and impairs competition. However, it is tricky to moderator whether concentration diminishes competition among lending industry, based on the experiential findings, where the case for using attentiveness as an alternative for competition is seriously doubtful. The market competition in the lending sector often leads to the lowering of costs and this in turn improves the efficiency of the fiscal intermediation, greater innovation of manufactured goods. Thus, the market competition leads to greater improvement, lower costs, enhanced competence as well as greater and broader supply. The link between competition and the lending sector performance leads to more complexity of the financial system. However, more competition leads to more entrance and in turn leads too weaker lending standard (Cheng et al. 2013). In case of the competition in the lending financial industry, the structure of the ownership seems to matter. By controlling the traits of the lending industry, it is robust to model condition and unusual measures of competition. References Chahine, C., El Berbari, R., Lagorre, C., Nakib, A. and Petit, E., 2015, September. Evidence theory for image segmentation using information from stochastic Watershed and Hessian filtering. InSystems, Signals and Image Processing (IWSSIP), 2015 International Conference on(pp. 141-144). IEEE. Cheng, P., Man, P. and Yi, C.H., 2013. The impact of product market competition on earnings quality.Accounting Finance,53(1), pp.137-162. Frisoni, G.B., Jack, C.R., Bocchetta, M., Bauer, C., Frederiksen, K.S., Liu, Y., Preboske, G., Swihart, T., Blair, M., Cavedo, E. and Grothe, M.J., 2015. The EADC-ADNI Harmonized Protocol for manual hippocampal segmentation on magnetic resonance: Evidence of validity.Alzheimer's Dementia,11(2), pp.111-125. Harwood, M.L., Ziegler, G.R. and Hayes, J.E., 2012. Rejection thresholds in chocolate milk: Evidence for segmentation.Food quality and preference,26(1), pp.128-133. Kim, K., Gopal, A. and Hoberg, G., 2016. Does Product Market Competition Drive CVC Investment? Evidence from the US IT Industry.Information Systems Research. Peguero-Pina, J.J., Sancho-Knapik, D., Martn, P., Saz, M.., Gea-Izquierdo, G., Caellas, I. and Gil-Pelegrn, E., 2015. Evidence of vulnerability segmentation in a deciduous Mediterranean oak (Quercus subpyrenaica EH del Villar).Trees,29(6), pp.1917-1927.