The Investment Decisions Of Britannia Company Finance Essay - Free Essay Example

Sample details Pages: 6 Words: 1687 Downloads: 1 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? INTRODUCTION: The given case deals with the Britannia Company; the report is divided into four parts, the first part deals with the investment decisions of the company, which I should take by calculating the Net Present Value (NPV). The next part of the report deals with the calculation of the future cash flows of the project. The third part deals of the case deals with answering whether investment decisions of the company will decide the future of the company or not. Don’t waste time! Our writers will create an original "The Investment Decisions Of Britannia Company Finance Essay" essay for you Create order And the final part of the case asked to evaluate why NPV is the best technique for the evaluation of the capital projects PLANT AND MACHINERY OPEN WDV [email  protected]/* */% CLOSING WDV 1 500 125 375 2 375 94 281 3 281 70 211 4 311 78 233 5 233 58 175 6 175 44 131 7 131 33 98 8 98 25 74 9 74 18 55 10 55 14 42 BUILDING OPEN EDV [email  protected]/* */% CLOSING WDV 200 20 180 180 18 162 162 16 146 146 15 131 131 13 118 118 12 106 106 11 96 96 10 86 86 9 77 77 8 70 Here total depreciation is sum of depreciations calculated for PLANT AND MACHINERY, BUILDING, FURNITURE AND FITTINGSMOTOR VEHICLES. 1. A) If I was in the place of Mukesh, I totally dont agree with the companys management claim of justifying the value creation of the project on the share price. 1. B) Step 1: I calculated the NPV for the proposed project and observed that the spike in the share value was because the project was producing positive NPV. I would describe the process in which I have solved the problem or calculated NPV. Firstly I calculated the depreciation for different fixed assets except for the land. Different fixed assets are Plant and machinery. Buildings. Furniture. Motor vehicles. I calculated the depreciation of different fixed assets using the WDV method and then calculated the total depreciation by summing the individual depreciations. Step 2: Using the different variables, like number of units sold, selling price, variable cost and fixed cost, I calculated the total sales or revenue generated by the product over a time horizon of ten years. Now considering the initial cash flows which mainly consist of initial investment and working capital. In the project working capital is said to be considered as twenty percent of sales or revenue of that year. After calculating the working capital requirement for all the years it is preserved for calculating the change in working capital at the later stage. Now from sales or revenue variable cost, fixed cost and depreciation are subtracted so that we get the Earnings Before Interest and Tax (EBIT). EBIT represents the earnings of a company before paying interests to lenders and tax to the Government. Now I subtracted the corporate tax that has to be paid to the Government and according to the case corporate tax is given as thirty per cent. After that I added back t he depreciation to the original figure, then subtracting additional capital expenditure, in the case additional capital expenditure was added in the fourth year, and subtracting change in working capital requirement. Then finally we arrive at net annual cash flows. The initial cash flows are the investments. The cash flows between the years one to nine are calculated as described in the above process. The terminal cash flows are the cash flows that we get at the end of the project life. The terminal cash flows are calculated by adding the salvage values of the fixed assets, except for land, and recovery of working capital. In this step two I calculated the annual cash flows for the project. Step 3: Calculating the cost of capital using the Capital Asset Pricing Model. The Formulae is: Cost of capital or interest rate = Risk free market Rate + Beta * (Average Market Return Risk free market rate). Step 4: Calculating the cost of debenture using the Internal Rate of Return method. Here in the case the coupon amount is calculated as coupon amount = coupon rate * face value. Step5: Calculating the cost of debenture using the Internal Rate of Return method. Here the dividend amount is calculated as dividend amount = dividend rate * face value. Step6: Calculating the Weighted Average Cost of Capital using both Book Values and Market Values. WACC = We*Ke + Wp*Kp + Wd*Kd (1-T) We ƒ   Weight of Equity share capital. Ke ƒ   Cost of Equity share capital. Wp ƒ   Weight of preferential share capital. Kpƒ  Cost of Preferential share capital. Wd ƒ  Weight of Debenture capital. Kdƒ   Cost of Debenture capital. Step7: Using this Weighted Average Cost of Capital I calculated the NPV for the project. Here NPV means Net Present Value. C) I strongly recommend that Enam Securities should not buy the shares, this was drawn based on the above given calculations when the share price is 1540/-. Because at the current prize of 1400/- the net present value is 1376.17 cr and when divided by 10 cr the value is 137.6/-, this indicates that the current market price should increase by 137.6/- but the share price has gone by 140/- rupees 2) The future cash flows are shown in the above calculations. 3) Investment Decisions of the Company decides the future growth risk complexion of the Firm I totally agree with the given statement. Generally companies evaluate many investment decisions for expansion but the principle behind doing this is for taking a right decision so that the company will thrive. Growth The results of investment decisions lead into the future and have to be persisted for a longer period than the consequences of the current operating expenditure. A companys decision to invest in long term assets has decisive influence on the rate and direction of its growth. If the decision taken is wrong it can prove disastrous for the continued survival of the company; unprofitable or unwanted expansion of assets will result in heavy operating costs to the firm. On the other hand inadequate investment in assets would make it difficult for the firm to compete successfully and maintain its market share. Risk A long-term commitment of funds may also change the risk complexity of the firm. If the adoption of an investment increases average gain but causes frequent fluctuations in its earnings, the firm will become more risky. Thus, investment decisions shape the basic character of a firm. Take an example of Tata group, the investment decision that the company took and its diversification into various sectors and were very right at that point of time and the succeeded as the largest private group in India, in terms of market capitalization and revenues. 4) NPV is the best technique for the evaluation of capital projects. Net Present Value: Given that NPV seems to be telling us directly what we want to know, we might be wondering why there are so many other procedures and why alternative procedures are commonly used. We should keep in mind that we are trying to make an investment decision and that we are frequently operating under considerable uncertainty about the future. We can only estimate the NPV of an investment in this case. The resulting estimate can be very soft, meaning that the true NPV might be quite different. Because the true NPV is unknown, the financial manager seeks clues to help in assessing whether or not the estimated NPV is reliable. For this reason, firms would typically use multiple criteria for evaluating a proposal. By considering an example, when Cisco systems decided whether to acquire the Linksys Group in 2003, it had needed to consider both the costs and the benefits of the proposed acquisition. The costs included the initial purchase price and the ongoing costs of operating the busi ness. Benefits would be future revenues from sales of the Linksys products. The right way for Cisco to evaluate this decision was to compare the cash value today of the costs to the value today of the benefits by computing the NPV of this acquisition. Cisco should have undertaken the acquisition only if it had a positive NPV. A company has to decide whether to introduce a new product line. The new product will have startup costs, incoming cash flows and operational costs over six years. This project will have an immediate (t=0) cash outflow of $100,000 (which might include machinery, and employee training costs). Other cash outflows for years 1-6 are expected to be $5,000 per year. Cash inflows are expected to be $30,000 each for years 1-6. All cash flows are after-tax, and there are no cash flows expected after year 6. The  required rate of return  is 10%. The present value (PV) can be calculated for each year: Year Cash flow Present value T=0 frac{-100,000}{(1+0.10)^0} -$100,000 T=1 frac{30,000 5,000}{(1+0.10)^1} $22,727 T=2 frac{30,000 5,000}{(1+0.10)^2} $20,661 T=3 frac{30,000 5,000}{(1+0.10)^3} $18,783 T=4 frac{30,000 5,000}{(1+0.10)^4} $17,075 T=5 frac{30,000 5,000}{(1+0.10)^5} $15,523 T=6 frac{30,000 5,000}{(1+0.10)^6} $14,112 The sum of all these present values is the net present value, which equals $8,881.52. Since the NPV is greater than zero, it would be better to invest in the project than to do nothing, and the corporation should invest in this project if there is no mutually exclusive alternative with a higher NPV. Conclusion and Recommendations: The case says that Britannia Industries spent 10 cr for the research, this cost was not taken in any calculations because this is sunk cost. Sunk cost is considered as cost that cannot be reversed and irrespective of the use of that product the cost is incurred. This case helps Enam Securities to take the correct decision on whether to invest or not in the companys shares. Based up on my calculations, the recommendations to the Enam securities is they should not buy the share because the market price should have been increased by 137.2/- only, but the announced market price has increased by 140/- ruppes, therefore there is no scope in buying the shares of the company. The companys cost of equity is very high that is close to 21% and it should reduce that. This case clearly explains the answer to the third question that is Investment decision of the company will decide the future growth, because the company wanted to invest in a new project their share prices have increased in a way the company is expanding and this project will up to certain extant will decide the future of the company. My learning, from accepting NPV as a superior for evaluation of capital projects, made me use NPV for the evaluation of this case. I used IRR, for finding the cost of capital, when there were equal cash flows and used NPV when there were unequal cash flows.

Short Duration Of Action Potentials Essay - 1299 Words

Rational Systemically, the patient,CJ is stable, his arm is very painful, to the crew, CJ’s injury is not life threatening however the pain is real and precautions need to be taken to stabilise the limb and to minimise nerve or soft tissue damage. Adequate pain relief is required. Nitrous Oxide,( commonly referred to as Entanox) provides analgesic properties suitable for fast and effective pain relief . Pharmacodynamics Administration of N2O is painless, with a rapid onset and a short duration of action. The onset is approximately 1 to 5 minutes and the recovery time is 3 to 5minutes once the gas has been with-drawn.( Pasaron R., Burnweit C. ,Zerpa J., Malvezzi L.,Knight C., Shapiro T., Ramos-Irizarry C., Velis E.) Inhaled N2O gas molecules are absorbed into the blood stream from the lungs. As noted by Oglesbee, it provides sedation stabilizing the neurons in the brain to prevent action potentials. N2O has low solubility in blood and is transported in solution without binding to proteins. It diffuses rapidly across the alveolar– arterial membrane and is excreted unchanged, mainly through the lungs. ( S C Faddy, S R Garlick) Nitrous oxide may increase pulse rate and have depressant effects on respiration.( BOC New Zealand data sheet.) Refer to Figure three in Appendices for PharmacodynamicShow MoreRelatedAction Potentials And Its Effects On The Body1608 Words   |  7 Pagesof nerve fibers. In previous experiments, action potentials were observed. Action potentials are an all or nothing response and do not deteriorate as it travels down the length of the nerve. Action potentials are directed by voltage-gate pumps. One type of action potential is a compound action potential (CAP). CAP is an artificial response of a nerve when all the axons are simultaneously electrical stimulated. 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Afaf Free Essays

She has taught us everything we need to be a great researcher including being creative, thinking deeply, and the skills for presenting ideas and writing papers. She is also always approachable, nice, polite, and considerate. She is a perfect role model and we have learned so much from her. We will write a custom essay sample on Afaf or any similar topic only for you Order Now Also, we would like to thank our parents for their love and support for our entire life. Last but not least, we would like to thank God, for creating this beautiful universe and giving me this wonderful life. Dedication This research papers, our dedicated to subject professor Ma’am Lea Jason she never failed to guide us, to our family who supports me and my classmates in everything, to my friends who helped me finished this project, to the students know about what adolescence is, how affects one’s health, ways to treat it and how to treat the adolescence and most of all to God who gives me and my mates strength and good health while doing this. To all of the adolescence who are in this stage, so that they will know how that no matter adolescence are in today, and the ways that adolescence has in the past. I dedicate this research because I want them to know that adolescence can be treated with other and easy way and how they prevent them in this stage. Table of Contents . PROBLEM AND ITS BACKGROUND Introduction a. B. State of the Problem Significance of the Study d. Methods and Sources of Data Scope and Delimitation of the Study. E. Definition of Terms Conceptual Frameworks g. II. Summary of Data A Definition B History C Kinds D Benefits Ill. Survey and Questionnaires Profile Background Parents Answers IV. Conclusion V. Appendices A. Outline B. Copy of Questionnaires VI. Bibliography l. Problem and its Background A. Introduction Adolescents is the time where we experience the difference changes or stage that occur in the period of puberty to legal adult hood. All of us experience this period of our live . There a many factors that affect in social changes it is characterized by hysterical environment, population changes, isolation and contact, attitudes and values and technological factors. Adolescents is period where we experience many problems or trials . We develop many skills and talent in this period . It is also the time of maturity. B. Statement of the problem This research was conducted to answer the following question. 1. Specific Problem What is adolescence? B. What are the different kind stage of development? . What are the ages of adolescence? What are the age of adolescence? 2. Major problem a) What are the social changes occur in the brains of adolescents today? C. Significance of the Study This study will benefit the following people. 1 . Student. 2. Parents. 3. Teacher. 4. They will know what are the problem will occur in their life. They will understand why some adolescence were depressed and sad. They will understand whither students sometimes are absent minded. Society. They can be aware to the adolescence and control or avoid the different problems. D. Methods and Sources of Data This research was conducted by finding and collecting information by following source. Library to the guide and help our research and give some information. Online Wisped , dictionary, books and module in the Internet. E. Scope Delimitation o f the Study This study focused on the opinion of the students regarding the effects of the different kind of problems. The researchers interviewed new and old students about the problems of adolescence. G. Definition of Terms 1 . Puberty. Is process of physical changes by which a child’s body matures into an adult body capable of sexual reproduction to enable fertilization. It is initiated by hormonal signals from the brain to the gonads; the ovaries in a girl, the testes in a boy. In response to the signals, the gonads produce hormones that template libido and the growth, function, and transformation of the brain, bones, muscle, blood, skin, hair, breasts, and sexual organs. 2. Maturity. In psychology, maturity is the ability to respond to the environment in an appropriate manner. This response is generally learned rather than instinctive. Maturity also encompasses being aware of the correct time and place to behave and knowing when to act appropriately, according to the circumstances and the culture of the society one lives in. [l] Adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life’s repose, directness, and intentionality which, contributes to the feeling that life is meaningful. 3. Attitude. Is an expression of favor or disavow toward a person, place, thing, or event (the attitude object). . Isolation. Solitude, a state of seclusion or isolation, I. E. , lack of contact with people. 5. Adulthood. The period in the human lifespan in which full physical and intellectual maturity have been attained. Adulthood is commonly thought of as beginning at age 20 or 21 years. Middle age, commencing at about 40 years, is followed by old age at about 60 years. G. Conceptual Framewo rk Adolescence A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood, whose cultural purpose is the preparation of children for adult roles. It is a period of multiple transitions involving education, training, employment and unemployment, as well as transitions from one living circumstance to another. A. Definition Adolescence is a transitional stage of physical and psychological human placement that generally occurs during the performed puberty to legal adulthood (age of majority). This is the process of developing from a child into an adult.. Adolescence is a time of many transitions for both teens and their families. B. History Although the first use of the word â€Å"adolescence† appeared in the 1 5th century and came from the Latin word â€Å"adolescence,† which meant â€Å"to grow up or to grow into maturity’ (Learner Steinberg, 2009, p. L), it wasn’t until 1904 that the first president of the American Psychological Association, G. Stanley Hall, was credited with discovering adolescence (Henning, 2010, p. 4). In his study entitled â€Å"Adolescence,† he described this new developmental phase that came about due to social changes at the turn of the 20th century. Because of the influence of Child Labor Laws and universal education, youth had newfound time in their teenage years when the responsibilities of adulthood were not forced upon them as quickly as in the past. Hall did not have a very positive view of this phase, and he believed that society needed to â€Å"burn out the vestiges of evil in their nature† (G. Stanley Hall, 2010). Therefore, adolescence was a time of overcoming one’s beast-like impulses as one was engulfed in a period of storm and stress† (Learner lsraeloff, 2005, p. 4). He identified three key aspects of this phase: mood disruptions, conflict with parents, and risky behavior. Other work appearing in the late asses through the asses in Europe and America helped adolescence emerge as a field of study (important earlier work by Freud, Pigged, Moscow, and Goldberg also addressed stages of development). In BEEP, we were interested in how the work of Erik Erikson related to our work and how it articulated what we knew. Erikson (1959, up. 251-263) described the impact of social experience across the whole lifespan. Erikson looked at life in eight stages. We felt that our age group of 13-23 year-olds actually struggled with the following three stages: Psychosocial Stage 4 – Industry vs.. Inferiority, age 5-11. Main Question: Am I successful or not? Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. BEEP focus: Competence. Psychosocial Stage 5 – Identity vs.. Confusion, age 12-19. Main Question: Who am I and where am I going? During adolescence, children are exploring their independence and developing a sense of self. Identity formation can take a long time and can lead to an â€Å"Identity Crisis† BEEP focus: Identity. Psychosocial Stage 6 – Intimacy vs.. Isolation, age 20-35. Main Questions: Am I loved and wanted? Should I share my life with someone or live alone? This stage covers the period of early adulthood when people are exploring personal relationships. BEEP focus: Connections. In the chapter â€Å"Developing the BEEP Framework† you will see how these areas of focus contribute directly to building our framework. In 1962, Peter Blobs published a book titled On Adolescence. BIOS, a German-born American child psychoanalyst, was known as Mr.. Adolescence as a result of his research into the problems of teens. His theories described the conflicts men’s have between wanting to break free of their parents and desiring to remain dependent. He popularized the notion that there were two individuation stages in human development. The first occurs when one is a toddler, and the second takes place when one is an adolescent and is finally able to shed family dependencies. Since maturity depends on achieving a degree of independence, it is during adolescence that the â€Å"self† develops. The goal is to be independent and to discover and celebrate one’s unique attributes as one develops one’s distinct potential. (http:// www. Miscalculation’s. Org/services/BEEP_History. SP) C. Age Adolescence has a different age. The following are Early Adolescence and Late Adolescence. 1 . Early Adolescence extends roughly from 12/13 to 16/17 years. 2. Late adolescence covers the period from 17 years to 18/19 years, the age of legal maturity. D. Stages Adolescence has different stage of development. 1 . Rapid physical development. It is a period of vital physical as well as physiological changes and developments. At this stage, all the external and internal body parts and organs achieve their full form and maturity. 2. Rapid mental development. During the early adolescence period, rapid mental placement occurs. These give rise to the need for later mental adjustments and the necessity for establishing new attitudes, values and interests. The adolescent is mentally alert at this stage. He not only develops not only his intellectual power but also his capacity to critical thinking. 3. Rapid social development. It is a period of social development and adjustment. In this stage, the child enters a new field of social responsibilities. The adolescents become socially conscious, self-assertive, and loyal towards their group, they develop co-operation and friendship and become responsible. . Stage of emotional development. Traditionally adolescence has been thought of as a period of heightened emotionality resulting from glandular and other changes. The heightening is characterized by high degree of instability. The adolescents also develop dependency and sometime independence. They also develop some special feelings like – pride, humility, curiosity, guilt, hero-worshipping etc. All these emotions must be properly guided and they should be provided knowledge to control their emotions at this stage. 5. Rapid sexual development. A number of internal and external changes take place n the sexual characteristics of the boys and the girls at the adolescence stage. At the later part of this stage they achieve sexual maturity. 6. Rapid moral development. It is also a period of moral development and changes in morality. Their moral outlook becomes progressively more abstract. Moral convictions become more concerned with What is right’ and Justice emerge as a dominant moral force. Their moral Judgment becomes less egocentric at this stage. They develop an attitude towards the service to mankind. E. Kind Social changes can be classified as: 1 . Identity. When asked to describe themselves, very young children tend to mention heir possessions (â€Å"l have a red tricycle†) or their appearances (â€Å"l am tall†). By elementary school, children include social group membership (â€Å"l am a Boy Scout†), relationships (â€Å"l am Amelia’s friend†), and some psychological traits (â€Å"l am nice†) in their definitions (Lively Brimley, 1973). By adolescence, descriptions become more complex. Adolescents realize that who they are might change with different settings or relationships (â€Å"l am shy at school but outgoing with my friends†). They also can imagine who they might be (â€Å"l am going to become a better athlete by practicing harder†). Compared to children in middle childhood, adolescents view themselves in terms of what makes them different or unique from their peers, showing that they value their individuality. Adolescents also are capable of reflecting on and evaluating themselves, which leads them to believe that they should be able to make their own decisions and create their own set of values. These changes in thinking about the self are tied to the broader issue of developing an identity, which involves the integration of all the different aspects of the self. Adolescents form their identities by trying on different ideas, appearances, behaviors, ND relationships. Adults may sometimes be frustrated by an adolescent who wants to attend a service from a different religion, dress in a nontraditional way, or hang out with a different set of friends. Although adolescents still need adult guidance, this experimentation and exploration of different possibilities of the self are considered essential in forming a healthy identity. Once an identity is established, it can be used to guide the individual’s future actions. 2. Autonomy. At one time it was believed that adolescents needed to denunciative from adults and to completely separate from adult values to be emotionally healthy. Now researchers realize that a more appropriate goal is for adolescents to become autonomous, gaining ownership over their thoughts and behaviors, but to remain emotionally connected to others (Ryan Lynch, 1989). Still, adults and adolescents must negotiate the timing and extent of this independence. In his expectancy-violation-realignment model, Collins (1990) suggests that the handing over of authority from adults to adolescents is a gradual process. Both parents and adolescents carry expectancies about how the other should behave (e. G. , an expectation that the adolescent will adhere to a refer). Times of rapid change, such as adolescence, lead to violations of expectations (e. G. , curfew is broken), resulting in conflict. To maintain the relationship (and any hope of influencing the adolescent in the future), the parent and adolescent need to resolve their conflict and realign their behavior (e. G. , adolescent resolves never to break curfew again) or, more commonly, their expectations (e. G. , a new rule is created, stating that the adolescent must phone for a curfew extension). In this way, the relationship is maintained, and more and more control is gradually languished to the adolescent. Much of the conflict surrounding issues of autonomy concerns rather mundane issues such as hairstyle, clothing, and curfew (Steinberg, 1990). In a study of autonomy, Gamesman (1988) asked adolescents in the 6th, 8th, and 10th grades and their parents to think about 24 hypothetical situations and to decide whether the adolescent or the parent should be in control of the issue. Some of these issues concerned friendship (e. G. , when to see friends, who your friends are), personal matters (e. G. , watching television, choosing clothes), and prudential matters (e. G. Mocking, eating Junk food, drinking), while others concerned moral issues (e. G. , taking someone else’s money). Not surprisingly, parents and adolescents each believed that thoughtful retain control of most of the issues, with adolescents tending to view the issues as a matter of personal choice. However, both parents and adolescents agreed that parents should retain Jurisdiction when the issue was a moral one. So al though adolescent striving for autonomy creates conflict within the family, most adolescents retain the values of their family and wish to maintain those relationships (Collins, 1997). In fact, very few adolescents (about 3% of girls and 5%-9% of boys) reject their parents outright (Router, Graham, Chadwick, Yule, 1976). Instead, parents remain important figures in adolescents’ lives and are valued for the aid and advice they provide (Farman Burmese, 1992). Adolescents’ desire for autonomy extends beyond the reach of the family and into the classroom. 3. Peer Relations. In the second decade of life adolescents begin to spend more time with their friends than they do with their parents (Larson, et al. , 1996). Friendships are a source of mutual understanding, intimacy, and commitment. Although friendships can be positive forces in adolescents’ lives, adults have expressed concern about the role of peer pressure in adolescent behavior. Research shows that conformity to peers peaks in early to indolence’s and is greatly diminished by late adolescence (Burned, 1979). In all stages of adolescence, however, the identity of one’s friends influences behaviors (Hart Stevens, 1997). Adolescents who have delinquent friends are much more likely to participate in delinquent acts than are other adolescents. It seems that delinquent adolescents not only select each other as rinds but also â€Å"train† each other in how to behave delinquently; one of the best predictors of desisting antisocial behavior is parting with friends who also engage in this behavior (Disunion, Andrews, Crosby, 1995). Alternatively, having a group of friends who value academics may lead an adolescent to improve his or her academic performance. Dating and romantic relationships have only recently begun to receive attention as important peer relationships in adolescents’ lives (Brown, Fearing, Farman, 1999; Collins, 2003). How to cite Afaf, Papers

Afaf Free Essays

She has taught us everything we need to be a great researcher including being creative, thinking deeply, and the skills for presenting ideas and writing papers. She is also always approachable, nice, polite, and considerate. She is a perfect role model and we have learned so much from her. We will write a custom essay sample on Afaf or any similar topic only for you Order Now Also, we would like to thank our parents for their love and support for our entire life. Last but not least, we would like to thank God, for creating this beautiful universe and giving me this wonderful life. Dedication This research papers, our dedicated to subject professor Ma’am Lea Jason she never failed to guide us, to our family who supports me and my classmates in everything, to my friends who helped me finished this project, to the students know about what adolescence is, how affects one’s health, ways to treat it and how to treat the adolescence and most of all to God who gives me and my mates strength and good health while doing this. To all of the adolescence who are in this stage, so that they will know how that no matter adolescence are in today, and the ways that adolescence has in the past. I dedicate this research because I want them to know that adolescence can be treated with other and easy way and how they prevent them in this stage. Table of Contents . PROBLEM AND ITS BACKGROUND Introduction a. B. State of the Problem Significance of the Study d. Methods and Sources of Data Scope and Delimitation of the Study. E. Definition of Terms Conceptual Frameworks g. II. Summary of Data A Definition B History C Kinds D Benefits Ill. Survey and Questionnaires Profile Background Parents Answers IV. Conclusion V. Appendices A. Outline B. Copy of Questionnaires VI. Bibliography l. Problem and its Background A. Introduction Adolescents is the time where we experience the difference changes or stage that occur in the period of puberty to legal adult hood. All of us experience this period of our live . There a many factors that affect in social changes it is characterized by hysterical environment, population changes, isolation and contact, attitudes and values and technological factors. Adolescents is period where we experience many problems or trials . We develop many skills and talent in this period . It is also the time of maturity. B. Statement of the problem This research was conducted to answer the following question. 1. Specific Problem What is adolescence? B. What are the different kind stage of development? . What are the ages of adolescence? What are the age of adolescence? 2. Major problem a) What are the social changes occur in the brains of adolescents today? C. Significance of the Study This study will benefit the following people. 1 . Student. 2. Parents. 3. Teacher. 4. They will know what are the problem will occur in their life. They will understand why some adolescence were depressed and sad. They will understand whither students sometimes are absent minded. Society. They can be aware to the adolescence and control or avoid the different problems. D. Methods and Sources of Data This research was conducted by finding and collecting information by following source. Library to the guide and help our research and give some information. Online Wisped , dictionary, books and module in the Internet. E. Scope Delimitation o f the Study This study focused on the opinion of the students regarding the effects of the different kind of problems. The researchers interviewed new and old students about the problems of adolescence. G. Definition of Terms 1 . Puberty. Is process of physical changes by which a child’s body matures into an adult body capable of sexual reproduction to enable fertilization. It is initiated by hormonal signals from the brain to the gonads; the ovaries in a girl, the testes in a boy. In response to the signals, the gonads produce hormones that template libido and the growth, function, and transformation of the brain, bones, muscle, blood, skin, hair, breasts, and sexual organs. 2. Maturity. In psychology, maturity is the ability to respond to the environment in an appropriate manner. This response is generally learned rather than instinctive. Maturity also encompasses being aware of the correct time and place to behave and knowing when to act appropriately, according to the circumstances and the culture of the society one lives in. [l] Adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life’s repose, directness, and intentionality which, contributes to the feeling that life is meaningful. 3. Attitude. Is an expression of favor or disavow toward a person, place, thing, or event (the attitude object). . Isolation. Solitude, a state of seclusion or isolation, I. E. , lack of contact with people. 5. Adulthood. The period in the human lifespan in which full physical and intellectual maturity have been attained. Adulthood is commonly thought of as beginning at age 20 or 21 years. Middle age, commencing at about 40 years, is followed by old age at about 60 years. G. Conceptual Framewo rk Adolescence A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood, whose cultural purpose is the preparation of children for adult roles. It is a period of multiple transitions involving education, training, employment and unemployment, as well as transitions from one living circumstance to another. A. Definition Adolescence is a transitional stage of physical and psychological human placement that generally occurs during the performed puberty to legal adulthood (age of majority). This is the process of developing from a child into an adult.. Adolescence is a time of many transitions for both teens and their families. B. History Although the first use of the word â€Å"adolescence† appeared in the 1 5th century and came from the Latin word â€Å"adolescence,† which meant â€Å"to grow up or to grow into maturity’ (Learner Steinberg, 2009, p. L), it wasn’t until 1904 that the first president of the American Psychological Association, G. Stanley Hall, was credited with discovering adolescence (Henning, 2010, p. 4). In his study entitled â€Å"Adolescence,† he described this new developmental phase that came about due to social changes at the turn of the 20th century. Because of the influence of Child Labor Laws and universal education, youth had newfound time in their teenage years when the responsibilities of adulthood were not forced upon them as quickly as in the past. Hall did not have a very positive view of this phase, and he believed that society needed to â€Å"burn out the vestiges of evil in their nature† (G. Stanley Hall, 2010). Therefore, adolescence was a time of overcoming one’s beast-like impulses as one was engulfed in a period of storm and stress† (Learner lsraeloff, 2005, p. 4). He identified three key aspects of this phase: mood disruptions, conflict with parents, and risky behavior. Other work appearing in the late asses through the asses in Europe and America helped adolescence emerge as a field of study (important earlier work by Freud, Pigged, Moscow, and Goldberg also addressed stages of development). In BEEP, we were interested in how the work of Erik Erikson related to our work and how it articulated what we knew. Erikson (1959, up. 251-263) described the impact of social experience across the whole lifespan. Erikson looked at life in eight stages. We felt that our age group of 13-23 year-olds actually struggled with the following three stages: Psychosocial Stage 4 – Industry vs.. Inferiority, age 5-11. Main Question: Am I successful or not? Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. BEEP focus: Competence. Psychosocial Stage 5 – Identity vs.. Confusion, age 12-19. Main Question: Who am I and where am I going? During adolescence, children are exploring their independence and developing a sense of self. Identity formation can take a long time and can lead to an â€Å"Identity Crisis† BEEP focus: Identity. Psychosocial Stage 6 – Intimacy vs.. Isolation, age 20-35. Main Questions: Am I loved and wanted? Should I share my life with someone or live alone? This stage covers the period of early adulthood when people are exploring personal relationships. BEEP focus: Connections. In the chapter â€Å"Developing the BEEP Framework† you will see how these areas of focus contribute directly to building our framework. In 1962, Peter Blobs published a book titled On Adolescence. BIOS, a German-born American child psychoanalyst, was known as Mr.. Adolescence as a result of his research into the problems of teens. His theories described the conflicts men’s have between wanting to break free of their parents and desiring to remain dependent. He popularized the notion that there were two individuation stages in human development. The first occurs when one is a toddler, and the second takes place when one is an adolescent and is finally able to shed family dependencies. Since maturity depends on achieving a degree of independence, it is during adolescence that the â€Å"self† develops. The goal is to be independent and to discover and celebrate one’s unique attributes as one develops one’s distinct potential. (http:// www. Miscalculation’s. Org/services/BEEP_History. SP) C. Age Adolescence has a different age. The following are Early Adolescence and Late Adolescence. 1 . Early Adolescence extends roughly from 12/13 to 16/17 years. 2. Late adolescence covers the period from 17 years to 18/19 years, the age of legal maturity. D. Stages Adolescence has different stage of development. 1 . Rapid physical development. It is a period of vital physical as well as physiological changes and developments. At this stage, all the external and internal body parts and organs achieve their full form and maturity. 2. Rapid mental development. During the early adolescence period, rapid mental placement occurs. These give rise to the need for later mental adjustments and the necessity for establishing new attitudes, values and interests. The adolescent is mentally alert at this stage. He not only develops not only his intellectual power but also his capacity to critical thinking. 3. Rapid social development. It is a period of social development and adjustment. In this stage, the child enters a new field of social responsibilities. The adolescents become socially conscious, self-assertive, and loyal towards their group, they develop co-operation and friendship and become responsible. . Stage of emotional development. Traditionally adolescence has been thought of as a period of heightened emotionality resulting from glandular and other changes. The heightening is characterized by high degree of instability. The adolescents also develop dependency and sometime independence. They also develop some special feelings like – pride, humility, curiosity, guilt, hero-worshipping etc. All these emotions must be properly guided and they should be provided knowledge to control their emotions at this stage. 5. Rapid sexual development. A number of internal and external changes take place n the sexual characteristics of the boys and the girls at the adolescence stage. At the later part of this stage they achieve sexual maturity. 6. Rapid moral development. It is also a period of moral development and changes in morality. Their moral outlook becomes progressively more abstract. Moral convictions become more concerned with What is right’ and Justice emerge as a dominant moral force. Their moral Judgment becomes less egocentric at this stage. They develop an attitude towards the service to mankind. E. Kind Social changes can be classified as: 1 . Identity. When asked to describe themselves, very young children tend to mention heir possessions (â€Å"l have a red tricycle†) or their appearances (â€Å"l am tall†). By elementary school, children include social group membership (â€Å"l am a Boy Scout†), relationships (â€Å"l am Amelia’s friend†), and some psychological traits (â€Å"l am nice†) in their definitions (Lively Brimley, 1973). By adolescence, descriptions become more complex. Adolescents realize that who they are might change with different settings or relationships (â€Å"l am shy at school but outgoing with my friends†). They also can imagine who they might be (â€Å"l am going to become a better athlete by practicing harder†). Compared to children in middle childhood, adolescents view themselves in terms of what makes them different or unique from their peers, showing that they value their individuality. Adolescents also are capable of reflecting on and evaluating themselves, which leads them to believe that they should be able to make their own decisions and create their own set of values. These changes in thinking about the self are tied to the broader issue of developing an identity, which involves the integration of all the different aspects of the self. Adolescents form their identities by trying on different ideas, appearances, behaviors, ND relationships. Adults may sometimes be frustrated by an adolescent who wants to attend a service from a different religion, dress in a nontraditional way, or hang out with a different set of friends. Although adolescents still need adult guidance, this experimentation and exploration of different possibilities of the self are considered essential in forming a healthy identity. Once an identity is established, it can be used to guide the individual’s future actions. 2. Autonomy. At one time it was believed that adolescents needed to denunciative from adults and to completely separate from adult values to be emotionally healthy. Now researchers realize that a more appropriate goal is for adolescents to become autonomous, gaining ownership over their thoughts and behaviors, but to remain emotionally connected to others (Ryan Lynch, 1989). Still, adults and adolescents must negotiate the timing and extent of this independence. In his expectancy-violation-realignment model, Collins (1990) suggests that the handing over of authority from adults to adolescents is a gradual process. Both parents and adolescents carry expectancies about how the other should behave (e. G. , an expectation that the adolescent will adhere to a refer). Times of rapid change, such as adolescence, lead to violations of expectations (e. G. , curfew is broken), resulting in conflict. To maintain the relationship (and any hope of influencing the adolescent in the future), the parent and adolescent need to resolve their conflict and realign their behavior (e. G. , adolescent resolves never to break curfew again) or, more commonly, their expectations (e. G. , a new rule is created, stating that the adolescent must phone for a curfew extension). In this way, the relationship is maintained, and more and more control is gradually languished to the adolescent. Much of the conflict surrounding issues of autonomy concerns rather mundane issues such as hairstyle, clothing, and curfew (Steinberg, 1990). In a study of autonomy, Gamesman (1988) asked adolescents in the 6th, 8th, and 10th grades and their parents to think about 24 hypothetical situations and to decide whether the adolescent or the parent should be in control of the issue. Some of these issues concerned friendship (e. G. , when to see friends, who your friends are), personal matters (e. G. , watching television, choosing clothes), and prudential matters (e. G. Mocking, eating Junk food, drinking), while others concerned moral issues (e. G. , taking someone else’s money). Not surprisingly, parents and adolescents each believed that thoughtful retain control of most of the issues, with adolescents tending to view the issues as a matter of personal choice. However, both parents and adolescents agreed that parents should retain Jurisdiction when the issue was a moral one. So al though adolescent striving for autonomy creates conflict within the family, most adolescents retain the values of their family and wish to maintain those relationships (Collins, 1997). In fact, very few adolescents (about 3% of girls and 5%-9% of boys) reject their parents outright (Router, Graham, Chadwick, Yule, 1976). Instead, parents remain important figures in adolescents’ lives and are valued for the aid and advice they provide (Farman Burmese, 1992). Adolescents’ desire for autonomy extends beyond the reach of the family and into the classroom. 3. Peer Relations. In the second decade of life adolescents begin to spend more time with their friends than they do with their parents (Larson, et al. , 1996). Friendships are a source of mutual understanding, intimacy, and commitment. Although friendships can be positive forces in adolescents’ lives, adults have expressed concern about the role of peer pressure in adolescent behavior. Research shows that conformity to peers peaks in early to indolence’s and is greatly diminished by late adolescence (Burned, 1979). In all stages of adolescence, however, the identity of one’s friends influences behaviors (Hart Stevens, 1997). Adolescents who have delinquent friends are much more likely to participate in delinquent acts than are other adolescents. It seems that delinquent adolescents not only select each other as rinds but also â€Å"train† each other in how to behave delinquently; one of the best predictors of desisting antisocial behavior is parting with friends who also engage in this behavior (Disunion, Andrews, Crosby, 1995). Alternatively, having a group of friends who value academics may lead an adolescent to improve his or her academic performance. Dating and romantic relationships have only recently begun to receive attention as important peer relationships in adolescents’ lives (Brown, Fearing, Farman, 1999; Collins, 2003). How to cite Afaf, Papers