kants moral theory :: essays research papers

Kant ¡Ã‚ ¯s Moral Theory   Ã‚  Ã‚  Ã‚  Ã‚   I think Kant ¡Ã‚ ¯s Moral theory is one complement to the Utilitarianism because one deficit of Utilitarianism is it is sometimes impossible to foresee the consequences, and Kant brought up that  ¡Ã‚ °the consequences of our acts are not always in our control and things do not always turn out as we want ¡Ã‚ ±. However, he believed that we can control our motives, and the  ¡Ã‚ °motive to do what is right ¡Ã‚ ± gives an act its moral worth.   Ã‚  Ã‚  Ã‚  Ã‚  The second belief Kant holds is  ¡Ã‚ °people ought not to be used, but ought to be regarded as having the highest intrinsic value ¡Ã‚ ±. My understanding here is Kant believe that the intrinsic value of an act determines what is morally right or morally wrong. The intrinsic value always accompanies the act, for example, if A is intrinsic to B, then it is no accident that B exhibits A.   Ã‚  Ã‚  Ã‚  Ã‚  For actions to have moral worth,  ¡Ã‚ °good will ¡Ã‚ ± and good act (in accordance with duty) are required. Kant believed that the  ¡Ã‚ °good will ¡Ã‚ ± is the right motive. Good will is to will your maxim to be a universal law or universally valid and accepted.  ¡Ã‚ °Having a right intention is to do what is right (or what one believes to be right) just because it is right ¡Ã‚ ±. Kant believed that acts done from the motive of duty are the only ones with moral worth. For example, you borrow money from a friend, and your options, or maxims, are to either return the money, or not to return the money. To return money is of good will, and if you choose this to be your maxim, you are in accordance with duty. Not to return money, if put into a universal law, nobody ever returned the money, and everybody broke their promises, there would be no promises, and the act is not in accordance with duty. So the act of not returning the money has no moral worth and i s morally wrong.   Ã‚  Ã‚  Ã‚  Ã‚  There are two different types of imperatives, according to Kant, hypothetical imperative and categorical imperative.  ¡Ã‚ °an imperative is simply a form of statement that tells us to do something ¡Ã‚ ±. Hypothetical imperative is conditional and represents an action that is good and necessary as a means to further results. It can be expressed as  ¡Ã‚ °if I want to  ¡Ã‚ ­, then I ought to  ¡Ã‚ ­Ã‚ ¡Ã‚ ±. For example, if you don ¡Ã‚ ¯t want to get sick, then you ought to wash your hands carefully. kants moral theory :: essays research papers Kant ¡Ã‚ ¯s Moral Theory   Ã‚  Ã‚  Ã‚  Ã‚   I think Kant ¡Ã‚ ¯s Moral theory is one complement to the Utilitarianism because one deficit of Utilitarianism is it is sometimes impossible to foresee the consequences, and Kant brought up that  ¡Ã‚ °the consequences of our acts are not always in our control and things do not always turn out as we want ¡Ã‚ ±. However, he believed that we can control our motives, and the  ¡Ã‚ °motive to do what is right ¡Ã‚ ± gives an act its moral worth.   Ã‚  Ã‚  Ã‚  Ã‚  The second belief Kant holds is  ¡Ã‚ °people ought not to be used, but ought to be regarded as having the highest intrinsic value ¡Ã‚ ±. My understanding here is Kant believe that the intrinsic value of an act determines what is morally right or morally wrong. The intrinsic value always accompanies the act, for example, if A is intrinsic to B, then it is no accident that B exhibits A.   Ã‚  Ã‚  Ã‚  Ã‚  For actions to have moral worth,  ¡Ã‚ °good will ¡Ã‚ ± and good act (in accordance with duty) are required. Kant believed that the  ¡Ã‚ °good will ¡Ã‚ ± is the right motive. Good will is to will your maxim to be a universal law or universally valid and accepted.  ¡Ã‚ °Having a right intention is to do what is right (or what one believes to be right) just because it is right ¡Ã‚ ±. Kant believed that acts done from the motive of duty are the only ones with moral worth. For example, you borrow money from a friend, and your options, or maxims, are to either return the money, or not to return the money. To return money is of good will, and if you choose this to be your maxim, you are in accordance with duty. Not to return money, if put into a universal law, nobody ever returned the money, and everybody broke their promises, there would be no promises, and the act is not in accordance with duty. So the act of not returning the money has no moral worth and i s morally wrong.   Ã‚  Ã‚  Ã‚  Ã‚  There are two different types of imperatives, according to Kant, hypothetical imperative and categorical imperative.  ¡Ã‚ °an imperative is simply a form of statement that tells us to do something ¡Ã‚ ±. Hypothetical imperative is conditional and represents an action that is good and necessary as a means to further results. It can be expressed as  ¡Ã‚ °if I want to  ¡Ã‚ ­, then I ought to  ¡Ã‚ ­Ã‚ ¡Ã‚ ±. For example, if you don ¡Ã‚ ¯t want to get sick, then you ought to wash your hands carefully.

A&P by John Updike Essay

The short story entitled â€Å"A&P† by John Updike was published in 1961 and confirmed the author’s reputation as a master of detail. In reality, the author merely expressed the spirit of the 1960s, which includes decadence, transformations of polity and society, which ascended certain people, but spiritually impoverished others, as well uncertainty in the next day. The short story thus reveals multiple contexts, all of which can be tied to its title. The present paper is intended to discuss the narrative in relation to its short and simple title.   The plot of the short story takes place in a provincial grocery store â€Å"A&P† and is narrated by the protagonist, 19-year-old Sammy, who works there as a checker. â€Å"One Thursday afternoons the store is empty for the most part. The only people that inter the store are old woman and woman with six children whom he refers both to as sheep, when three girls walk in dressed with nothing more that bathing suits. This catches his eye and he watches them closely and studies each one of them with great detail† (Luscher, 1993, p. 168). Furthermore, the youth distinguishes the leader of the group and refers to her as Queenie, as she seems to behave with great self-confidence and social competence, and the two other girls simply follow her. . Sammy is aware of the fact that the girls violate the rules of this store concerning outfit, but doesn’t begin confrontation until his manager Lengel, who informs the girls abut the internal rules of â€Å"A&P†. Queenie states that they are not doing shopping, as they seek to purchase only one product, but Lengel still continues blaming the girls for the abuse of the regulatory policy. Queenie responds that they are decent and do not intend to abuse the other customers’ convictions concerning morality. Sammy finally allows them to make a purchase, but observing the manager’s behavior, he concludes that he is not going to work for this shop any longer and announces that he   is quitting. Thus, the idea of the short story circles around the transition from adolescence to adulthood and the growth of the ability to make one’s own moral judgments, which can be free and independent from any redundant formalities (Luscher, 1993). The period of adolescence is usually associated with the formation of role models, which might dictate behavioral patterns to follow (Luscher, 1993). In this sense, both his professional identity as an employee of the A&P and his self-awareness have been nurtured under the influence of two adults: Stokesie, a major breadwinner in his family, and Lengel, the store manager, whose career began in this place. Sammy, in this sense, seeks to imitate the relaxed behavior, demonstrated by Stokesie, who exclaims â€Å"Oh Daddy, I feel so faint!† (Updike, 2007, at http://www.tiger-town.com/whatnot/updike/). Similarly, â€Å"Sammy whittles away his days looking at pretty girls and thinking about the ways of people. He hardly realizes that this is how he will spend his entire existence if he doesn’t soon get out of this job. During this day that will prove to change his life, he makes the step towards his realization† (McFarland, 1983, p. 95). In fact, he originates from a working-class family, as his parents served at cocktail parties, and at first he decided to make a career, connected with the service sphere, but on the day of argument with the three girls,   the youth begins to build his own superstructure over the foundation of convictions, imposed by parental desire to penetrate into middle class and by the corresponding values, which view job as the sense of existence, regardless of the agent’s attitude towards this employment (McFarland, 1983; Luscher, 1993). Thus, his competition for store manager’s position finally appears to him pointless, similarly to the movements of the â€Å"sheep†, who make purposeful actions (do shopping) in order to satisfy their basic and not always conscious needs. Sammy, on the contrary, begins hard cognitive work on his own goals and makes his first conscious decision to leave the job. Furthermore, the young man seems to realize the responsibility he should take for his actions. In fact, his second role model, Langel, influences this decision in the most notable way (McFarland, 1983; Porter, 1972). After Langel’s appearance at the scene, Sammy concludes that he doesn’t wish to grow into such snobbish and arrogant manager, who regards himself as the last resort in all moral dilemmas and successfully combines preacher’s duties with his professional responsibilities.   Langel highlights one phrase in his admonition: â€Å"This isn’t the beach† (Updike, 2007). Sammy believes the way the executive firmly repeats this phrase look â€Å"as if it had occurred to him, and he had been thinking all these years the A&P was a big sand and he was the head lifeguard† (Updike, 2007). As Porter notes, â€Å"his â€Å"sand dune† is the world of work, whereas the girls’ is the world of play† (Porter, 1972, p.1156). As one can understand, the first approach to the interpretation of the title derives from the central idea of the short story. In this sense, the A&P appears a place, where the protagonist’s psychological maturation takes place, so   the emphasis upon the name of the shop can be alleged as the author’s natural desire to prioritize the settings, including the social context (the desirable shift from one social class to another), which puts the main character on his path to the insight. Another approach to the title is aesthetic or spatial. The author might have sought to prioritize the place itself rather than the most important idea, primarily – in order to provide the reader with sample environment, in which contemporary teenagers perform their working duties. This means, the concept of the A&P as shop, which stores not merely goods, but also human fates and aspirations, is also valuable and deserves a more detailed examination. Due to the fact that this approach requires focusing upon senses and perception, it is important to include the atmosphere, depicted by the author. As McFarland notes, â€Å"to a large extent, the aesthetic pleasure in â€Å"A&P† depends upon the reader’s sensing this dramatic irony. Sammy’s words resonate and gain meaning through a larger artistic context out of which he comes (Updike’s knowledge and imagination) but of which he, the fictive character, is unaware† (McFarland, 1983, p. 96). Importantly, two scholars, McFarland (1983) and Shaw (1986) compare the method of building the relationship between the imagery and the protagonist’s inner world to the allusion, depicted in â€Å"The Birth of Venus† by   Sanrdo Botticelli. Similarly to all Renaissance paintings, it depicts a nude woman, who comes from sea spirit. The protagonist also focuses on the appearances of three females, who have merely bikinis on and therefore to great extent resemble to Renaissance patterns of depicting female body. Furthermore, Sammy concentrates his attention on the leader of the group, who appears a queen in his eyes, because of her unique step, movements and gestures. The protagonist thoroughly fixes all these details about the girl and she seems a source of aesthetic pleasure for the protagonist, rather than merely a person, who belongs to the opposite gender (Shaw, 1986) Sammy soon begins to describe the nature of femininity and indicates that girls’ inner life is always a puzzle for him. He upgrades his perception of the girl, as the essential aspect of their appearance is the alteration of the atmosphere and the emergence of the spirit of freedom in the air, rather than merely the girls’ clothing and the way they communicate with one another. In Sammy’s opinion, Queenie fills the store with her aura, comprised by charm, self-determination and ingenuousness. In order to improve the reader’s understanding of all these emanations, which saturated the accommodation, Sammy poetically describes the young girl: â€Å"If it hadn’t been there you wouldn’t have known there could have been anything whiter than those shoulders† (Updike, 2007). The protagonist’s description of Queenie to certain degree reminds Venus by Botticelli: white body, high shoulders, bare feet and pride in the eyes.   When the girl brings her purchase to the cashier, Sammy feels as if he has just been chosen by Fortune (Shaw, 1986): â€Å"Queenie puts down the jar and I take it into my fingers icy cold: Kingfish Fancy herring Snacks in Pure Sour Cream: 49>. Now her hands are empty, not a ring or a bracelet, bare as God made them, and I wonder where the money is coming from† (Updike, 2007). The thorough depiction of all details, associated with the girls’ visit to the shop implies that the event was so meaningful to the protagonist that he memorized it completely, primarily, because of the surrealistic alteration of the place into the scene or arena of theatrical performance. After Langel confronts the girl, the sense of theatricality reinforces, as the manager explicitly plays hi professional role, whereas the girl behaves naturally and appears a â€Å"positive character† of the play. The girl, similarly to the Greek goddess in the ancient literature, inspires the protagonist and brings him into a different dimension of cognition, primarily through   participating in the affected episode, initiated by the executive, which in fact occurs at the workplaces like the A&P. Sammy thus understands that the service area turns employees into dull puppets, which perform uncreative job and inhibit inspiration, embodied by Queenie (Shaw, 1986). After the girl leaves, Sammy begins to feel the pressure of his workplace and finally decides to quit the job. The final interpretation of the title derives from the protagonist himself, especially when taking into consideration the fact that he is a teenager, who uses to simplify his life and at first doesn’t disclose any deep reflection. In this context â€Å"A&P† points to the teenage perception of the event, i.e. if a 19-year-old man like Sammy wrote this story he would probably given it this title. The reminder about the protagonist’s teen age can be found in the vocabulary he uses. As Grainer suggests, the narrator is defined primarily by his â€Å"tones and vocabularies† (Grainer, 2007, at http://www.enotes.com/and-pa/11435). Furthermore, â€Å"No one else supplies background information or details to round out character [†¦] when he [Sammy] describes the girls, we wonder if his lyrical flights of language expose the inadequacy of his slang as he stretches to show why these teen-agers deserve his sacrifice† (Grainer, 2007).   Furthermore, beyond the typical colloquial language, the protagonist behaves as impulsively as teenagers often do when they suddenly discover something fundamental and make corresponding decisions. Thus, the title perfectly fits the protagonist’s personality and the psychological features of his age. To sum up, the essay has outlined three major perspectives, from which the title can be interpreted. Firstly, the viewing the title through the prism of the central idea, the A&P appears a place, where the protagonist’s philosophy of life evolves. Secondly, approaching to the title in terms of the atmosphere in the store, one can conclude that the author also attempts to describe an ordinary shop, as a place which determines human fates. Finally, the short title matches the teenage psychology and the author’s simple and understandable reasoning. Works cited Greiner, J. â€Å"Sammy’s Colloquial Voice in â€Å"A&P†Ã¢â‚¬ . Retrieved   April 17, 2007, from: http://www.enotes.com/and-pa/11435 Luscher, R. John Updike: A Study of the Short Fiction. New York: Twayne, 1993. McFarland, R. â€Å"Updike and the Critics: Reflections on ‘A&P’.† Studies in Short Fiction, 20 (1983): 94-100. Porter, M. â€Å"John Updike’s ‘A&P’: The Establishment and an Emersonian Cashier†. English Journal, 61 (1972): 1155-58. Shaw, P. â€Å"Checking Out Faith and Lust: Hawthorne’s ‘Young Goodman Brown’; and Updike’s ‘A&P’†. Studies in Short Fiction, 23 (1986): 321-23. Updike, J. A&P. Retrieved April 17, 2007, from: http://www.tiger-town.com/whatnot/updike/   

On the Job Training Essay

OJT is a three letter acronym for â€Å"on-the-job training†, which is a form of training taking place in a normal working situation. OJT training, sometimes called direct instruction, is one of the earliest forms of training (observational learning is probably the earliest,). It is a one-on-one training located at the job site, where someone who knows how to do a task shows another how to perform it. In antiquity, the kind of work that people did was mainly unskilled or semiskilled work that did not require specialized knowledge. Parents or other community members, who knew how to do a job necessary for survival, passed their knowledge on to the children through direct instruction. On-the-job training is still widely in use today. In fact, it is probably the most popular method of training because it requires only a person who knows how to do the task, and the tools the person uses to do the task. It may not be the most effective or the most efficient method at times, but it is normally the easiest to arrange and manage. Because the training takes place on the job, it can be highly realistic and no transfer of learning is required. It is often inexpensive because no special equipment is needed other than what is normally used on the job. The other side is that OJT takes the trainer and materials out of production for the duration of the training time. In addition, due to safety or other production factors, it is prohibitive in some environments. Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one’s capability, capacity, and performance. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market[who? ] recognize as of 2008[update] the need to continue training beyond initial qualifications: to maintain, upgrade and update skills throughout working life. People within many professions and occupations may refer to this sort of training as professional development.

Tthe Tang Dynasty essays

Tthe Tang Dynasty essays The Tang Dynasty is one of the most well known Chinese dynasties. It was one of the most prosperous dynasties and is frequently referred to as the golden age. The Tang dynasty, founded by Li Yun and his son Li Shih-min along with the help of Turkish allies, ruled from 618 to 907. The strength of the early Tang was built directly on the organization of communications and administration established by the Sui. The boundaries of this great empire expanded as the Tang armies defeated the Koreans in the north, the Vietnamese in the south, and the Tibetans and Turks in the west. By the middle of the 7th century, the Tang ruled large portions of Manchuria, Mongolia, Tibet and Turkistan. There were many great achievements during this dynasty that helped the Tang to be so prosperous. The Empress Wu Zhoa restored the Han method of standardized government throughout China. They rebuilt the central bureaucracy and enlarged the civil service system in order to recruit more educated men in Confucian philosophy. The Tang emperors distributed land plots to peasants, which in-turn would weaken the power of large landowners. This also increased government revenues, since the peasants were now required to pay taxes. A system of canals increased internal trade and transportation. In the Tang dynasty, family members were expected to help around the house. Only boys could get an education, but girls were to learn at home. The two main social classes were the gentry and the peasantry. The Gentry consisted of the scholars( scholarship was valued more than physical labor). Peasantry consisted most of the Chinese population. They worked on the land and lived on what they produced. Woman in the Tang held high status. They were to run the household and take care of any family affairs. The Tang era was a time when Chinese sculpture flourished and paintings were considered masterful. From the literary perspective, poetry a ...

SAT Subject Test Dates Guide (2015 and 2016)

SAT Subject Test Dates Guide (2015 and 2016) SAT / ACT Prep Online Guides and Tips We have all the information you need about SAT Subject Test (also known as SAT II) dates in 2015 and 2016. While the SAT Reasoning Test (aka the SAT I)changed dramatically in 2016, the Subject Tests didn't have any large changes in terms of content. The exam dates of the SAT Subject Tests, however, were affected. Read on to find out more! Note: This guide covers 2015-16 only; for the current year's SAT Subject Test dates, click here. SAT Subject Test Dates in 2015 and 2016 First, get familiar with the dates when the SAT Subject Test is offered. The SAT Subject Test is generally administered every time the SAT Reasoning test is, except in March (when, historically, the SAT Subject test has not been offered). You can also look at our SAT Reasoning Test Dates for 2015-2016 here. Test Date Regular Deadline Late Registration Online Score Release October 3, 2015 September 3, 2015 September 22, 2015 October 22, 2015 November 7, 2015 October 9, 2015 October 27, 2015 November 26, 2015 December 5, 2015 November 5, 2015 November 23, 2015 December 24, 2015 January 23, 2016 December 28, 2015 January 12, 2016 February 11, 2016 May 7, 2016 April 8, 2016 April 26, 2016 May 26, 2016 June 4, 2016 May 5, 2016 May 25, 2016 June 23, 2016 Which SAT Subjects Will Be Given on Which Dates? Note that not all subjects are given on all dates. We did a historical analysis over a long period of years and found that the following subjects generally given on all dates. Available All Dates: Literature, United States (US) History, Math Level 1, Math Level 2, Biology E/M, Chemistry, Physics. Two Languages are given on almost all dates. Available All Dates Except November: French Reading Only, Spanish, Reading Only. Finally, a few subjects such as theremaining languages and World History are given on a minority of dates. You can do your own analysis based on the 2014 and 2013 dates yourself. Test Name Oct 3,2015 Nov 7, 2015 Dec 5, 2015 Jan 23, 2016 May 7, 2016 June 4,2016 Literature YES YES YES YES YES YES United States History YES YES YES YES YES YES World History YES YES Math Level 1 YES YES YES YES YES YES Math Level 2 YES YES YES YES YES YES Biology E/M YES YES YES YES YES YES Chemistry YES YES YES YES YES YES Physics YES YES YES YES YES YES Languages: Reading Only French YES YES YES YES YES German YES Modern Hebrew YES Italian YES YES Latin YES YES Spanish YES YES YES YES YES Languages:Reading and Listening Chinese YES French YES German YES Japanese YES Korean YES Spanish YES Chart Locations without a YES are assumed to be NO. How to Plan Which SAT Subject Test Dates to Choose First, I would recommend our general guide to choosing SAT test dates. Yes, it's written for the SAT Reasoning Test (SAT I) but the general principles also apply to the SAT subject tests. There is one additional twist for SAT Subject Tests much more than the SAT itself, the best Subject Test dates are strongly determined by when you're learning and forgetting the material. Unlike the SAT Reasoning Test, where you're probably getting better at reasoning year by year, the SAT Subject Test should be taken during or right after when you're studying the highest level of the subject. For example, if your high school does biology sophomoreyear, and you know you won't study biology again, you probably want to take the June exam of biology, or the September exam at latest. Forgetting information is a real problem! Likewise, if you're taking chemistry junior year, but AP Chemistry senior year, you want to time your SAT Chemistry as late as possible senior year (likely the December of your senior year). Therefore, a good rule of thumb is to take the test as close to the end of your most difficult course in that subject! Warning: SAT Test Dates May ChangeSign up to Receive Free Updates // What's Next? Click here to see the full list of SAT Subject Tests and learn how to choose which tests are best for you. Before you decide when to take your Subject Tests, you should look at our list of colleges that require SAT Subject Tests. If you're trying to avoid difficult SAT Subject Tests, check out this article on the easiest SAT Subject Tests. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

World War II and the Holocaust Assignment Example | Topics and Well Written Essays - 500 words

World War II and the Holocaust - Assignment Example ine restrictions and conditions put upon them in the form of the indemnities and other penalties, the fact that Adolf Hitler considered Jews and the Austrians as the main agent and factor of brining about defeat to Germans in the First World War sow the seeds of evil and hatred within. Initially when Adolf Hitler and Nazi party came to power, they claimed to aim at restoring the pride, honor and power of the Germans, but the undertaking of the Jews under a formally approved program of genocide in the name of Holocaust caused havoc and ran counter to the initially set forth principles and doctrines under the banner of National Socialist function and mandate they had received. Historic as well as cultural factors were incorporated into the statement and actions against the Jews. On the historic front, they were being held as the guilty party for having brought about shame and defeat upon the Germans in the First War, on the social and societal front, the Jews were being termed as the inferior race that with their presence brought about downfall upon the other tribes and societies. Considering the Aryans as the superior tribe led to the creation of the concept of hatred for others (Blain, 2009, 79). An ultimate feeling of ethnocentric identity prevailed. The outcome and the future prospect were so horrific that it led to the utter hatred and annihilation of the Jews by the German Nazi party. They were to be eradicated step wise and the muzzling was so complete they their literature, their governmental occupational posts, their achievements, their identity all was removed step wise. Formally approved containment centers and Gas Chambers were introduced (Bre itman, 2013). Designated posts of Ministry of Propaganda and spread of hatred against Jews were formally established. Strategies were being devised in the early phases of regime empowerment; formal actions came about towards the start of the Second World War. By the end of the Second World War, the concept of

Strategic Evaluation Paper Essay Example | Topics and Well Written Essays - 750 words

Strategic Evaluation Paper - Essay Example It has stood out ahead of its competitors by designing outstanding products that has left its competitors outsmarted. Having being pioneered by their leader late Steve Jobs Apple has stamped its authority in the technology world. Having all this it is important to understand that Apple has to formulate other different strategies for it to survive and outshine the rest of its competitors and also to try and embrace change as this time very few companies are surviving these days. Apple needs to focus more on innovation. For example during the latest launch Apple focused on Apple pay a new way that its customer can pay for services. Value addition may be very important for its customers as this promises its customers a different variety of service. With the world becoming integrated Apple pay will help the company in cementing its position. It is therefore important that innovations stand out (Jorgeson, 2012). Apple also needs to focus on cost effectiveness of its products. It has been associated with high prices of its product and for the multinational having to understand even though countries are recover from recession spending more money is not a friendly decision to take so it is thus important that Apple tries to find way in which it can minimize the cost without affecting the quality of the product. The fact that its products are unique, and multinational it is important to note, that in as much as Apple wants to be the market leader very few people from Asia and Africa can afford its products. Also the foreign currency fluctuations can be a great threat for its product and it is important to factor and use a stable currency so as to protect its financial implications (Kevin, 2011). Apple also a face a challenge in protecting is brand with many competitors trying to copy so as cash in on sales. Having long battle with other leaders such as Samsung will be a key factor how to go