Classroom Scenarios Essay Example for Free

Classroom Scenarios Essay Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Reforestation :: essays research papers

Reforestation The purpose of this written report is to inform the reader about the concerns and facts involved with reforestation. Reforestation began in Ontario after World War II. What happened was, professional foresters were assigned to an area and became responsible for its well being. Under the Crown Timber Act, long term management was prepared. Then the many steps needed to rebuild a forest began. Included in this report will be information on the effects of cutting and replanting, such as Carbon Dioxide, and Global Warming. Following this will be methods for planning a forest, and how they are conveyed before planting in a forest begins. There are many reasons why forests are cut down. One is to benefit economically, with furniture and home building. But there is also another reason. Arguments say "the United States could help slow the atmospheric accumulation of carbon dioxide by replacing old-growth forests with faster-growing young trees". A new study of young and old forests says how this is in fact not true. Loggers have said that new trees pull the carbon dioxide better than old trees, and this may seem true, but it is not. There is one point being overlooked from all of this. The older, larger trees can store much, much more carbon dioxide than a new tree could. By cutting and burning these magnificent seasoned trees, the CO2 is being released back into the atmosphere. These releases of carbon dioxide add up in our surroundings, only to intensify Global Warming. Although this shows what happens when one burns and cuts down old forests, one must still plant new trees for long term plans, not letting them grow for a few years, to then cut them down. There are many methods for planning a forest. The simplest method of replanting a forest is to leave it to nature. A suitable seed bed in which trees will readily take root is integral for successful regeneration. Reducing competition by eliminating grass, weed or shrubs is another requirement in securing a new crop of trees. These will sprout to produce seedlings. Though the weeds were eliminated before, they still grow back, and because of this poor, quality trees will grow. Another method though, is to create a planned forest, where new conifers are grown from seed in a special nursery. Seeding is a reforestation technique used mainly in the Boreal forest area where fire or logging tends to leave no or very little seeds for growth. In specific cases, Ministry staff seed the area with treated tree seeds. Following this is the planting. In many

Home Depot Employee Benefits Essay

The first case is against an employee Gunderson working at JMI agency owned by Brown Corporation. It is filed by Brown on account of the defendant’s violation of the employee agreement by joining a competing company after working there continuously for seven months and soliciting and servicing Brown’s customers and disclosing confidential information. The summary judgment was made in favor of the defendant because an employment of seven months is not enough under Illinois law to support the limiting agreement. (Findlaw, 2008) The second case is against an employee Robert M. Bono working at Chicago Transit Board who was discharged from his job on account of misconduct by calling a customer while working though his job duties did not require calling any customers. The call was personal and social in nature involving a sexual joke. The court affirmed the decision of Chicago Transit Board as being reasonable and appropriate. (Findlaw, 2008) Issues:Â  The issue being discussed in the first case is the claim by the parent company of breach of contract by the employee. But since the employment period of Gunderson was only seven months so according to Illinois law no charges can be made against him In the second case, the issue discussed is of an employee misbehaving with a customer on telephone and making personal use of the phone though he is not allowed to do so. Therefore, he dismissed by the company. Implications for Home Depot:Â  At Home Depot, each employee should be clearly told of his/her duties and the consequences of not acting accordingly. Secondly, the employee contract at Home Depot should specify clearly all the terms and conditions specially the time period after which he can be accused of the violation of the contract. Conclusion: Through the analysis of the above cases, I learned that minor mistakes by an employee can result into big troubles and court procedures. Therefore, one should remain cautious every time while working on his job.

Reaction of the US stock market to the political elections - Free Essay Example

Sample details Pages: 9 Words: 2645 Downloads: 9 Date added: 2019/10/10 Did you like this example? METHODOLOGY Secondary data – the data in this research was obtained from journals, articles, research papers and economic letters written by scholars, economist specialists and analysts both from US and other parts of the world as well all featuring the reaction of stock market towards the US political elections. Data was also obtained from CRSP US stock databases encompassing the data in monthly and quarterly basis. It includes historical indexes which serve as benchmarks for the investment community and as a foundation for this research paper. It contains index series that contains portfolios ranked in deciles. Don’t waste time! Our writers will create an original "Reaction of the US stock market to the political elections" essay for you Create order STUDY AREA AND BACKGROUND INFORMATION The study is to be carried by reviewing the secondary data sources such as data on economic letters, research papers, articles and journal with data collected by specialists, scholars and experts studying the United States Stock market and its returns. Notably, these analysts can be from US or other parts of America but must study the responsiveness of US markets to political elections. STUDY DESIGN This is political elections and stock market study making use of summarized descriptive statistics to determine the reaction of the US stock market to political reactions. Moreover, the study has made use of hypothesis. Some of these hypotheses include: H1: Available Information on election does not fully incorporate the stock prices. H2: the results of the stock market do not show any democratic or republican premium. H3: The generated abnormal returns and trading volume will be higher for some specific factors. The research will also make use of new political models and also the use interview with Professor Alesina on the question, â€Å"what progress has been made in regard to the development of the new political macroeconomics?† Additionally, we can gauge the reaction of stock market to political elections by gauging the reaction of stock market distribution to political elections using the volatility-event study approach. SAMPLE SIZE The study takes into use the reaction of stock market returns on quarterly basis in percentage from the year 1871 to 1997 and also from 2000 to 2012. SUBJECT The study features the responsiveness of the US stock market to various political elections and presidential heads. CONTROL VARIABLES The variables in this case are not control variables as they keep on changing. ECONOMETRIC MODEL AND EQUATIONS In the methodology chapter I will makes use of formulas, econometric models and equations in an attempt to calculate the relevant stock market returns as witnessed by different political elections. These equations will be of great importance once it comes to the analysis of data on stock returns as a result of different political wings. These formulas include calculation of returns using the formula: Abnormal Returns= Actual Returns minus Expected Returns. More of interest this formula will be used to calculate abnormal volume during the political election periods. Moreover, I will make use of the five factor model by Fama and French in the analysis of the stock market returns. This econometric model makes use of five factors (23) in its computation of market stock returns. These factors include company size, company price-to-book ratio, market risk, profitability and investment. Firstly, it is constructed using the 6 value-weight portfolios formed depending on size and book-to-book-market. Secondary, the 6 value-weight portfolios formed on size and operating profitability, and thirdly the 6 value-weight portfolios formed on size and investment. Particularly, the five-factor model improves the explanatory power of the returns of stocks. Therefore, to use the five factor model one has to take keen note on the following formulas and terms. SMB (Small minus Big) is the average return on the nine small stock portfolios minus the average return on the nine big stock portfolios, SMB (B/M) =  Ã‚  Ã‚  Ã‚   1/3 (Small Value + Small Neutral + Small Growth) 1/3 (Big Value + Big Neutral + Big Growth). SMB (OP) =1/3 (Small Robust + Small Neutral + Small Weak) 1/3 (Big Robust + Big Neutral + Big Weak). SMB (INV) = 1/3 (Small Conservative + Small Neutral + Small Aggressive) 1/3 (Big Conservative + Big Neutral + Big Aggressive). SMB =1/3 (SMB(B/M) + SMB(OP) + SMB(INV) ). HML (High minus Low) is the average return on the two value portfolios minus the average return on the two growth portfolios, HML =1/2 (Small Value + Big Value) 1/2 (Small Growth + Big Growth). RMW (Robust minus Weak) is the average return on the two robust operating profitability portfolios minus the average return on the two weak operating profitability portfolios, RMW =1/2 (Small Robust + Big Robust) 1/2 (Small Weak + Big Weak). CMA (Conservative Minus Aggressive) is the average return on the two conservative investment portfolios minus the average return on the two aggressive investment portfolios, CMA =1/2 (Small Conservative + Big Conservative) 1/2 (Small Aggressive + Big Aggressive). Rm-Rf, the excess return on the market, value-weight return of all CRSP firms incorporated in the US and listed on the NYSE, AMEX, or NASDAQ that have a CRSP share code of 10 or 11 at the beginning of month t, good shares and price data at the beginning of t, and good return data for t minus the one-month Treasury bill rate (from Ibbotson Associates). Also, to test the impact or reaction of stock market as a result of political election can be assessed by use bootstrap methodology of Efron (1979). Similarly, taking into consideration the cumulative abnormal volatility during the election period and then comparing it with the empirical distribution of Cumulative Abnormal Volatility simulated under the null hypothesis could also work. Furthermore, the volatility of the stock market can be estimated by use of regression analysis. Besides, the plotting of a correlation graph could also help to establish the relationship between stock markets and political elections. If a graph of the political year is plotted against the stock market returns and the data scatters from lower left to upper right then we conclude that the two variables are positively correlated and the opposite is true. DATA COLLECTION The data below was collected from articles, journal and research papers written by different experts, political and business expertise as well as economists as it will be shown below in data provided in depth. DATA COLLECTION TOOLS The research study will use secondary data based on data collected by philosophers, business experts, and economists (the articles, journals and economic and research letters are analyzed). STUDY VARIABLES Independent variable Political elections Democratic or Republican presidents Dependent Variable The stock markets The annual Stock Returns INCLUSION CRITERIA The stock market returns of the United States America as a result of political election whether within or outside the country. EXCLUSION CRITERIA The reaction of other countries’ stock market returns as a result of US political elections. LIST OF DATA SOURCES This chapter includes all key areas where the data being studied on the reaction of US stock market in relevance to the political elections can be obtained, found or collected from.   Most of the data in this research paper has been obtained from CRSP US stock databases. A few other research papers have been used to support the data from CRSP US stock database. The CRSP database provides the following set of data of the quarterly returns from the year 1871 to 1997 according to the stock returns registered under the leadership of the different presidents who have been in power since 1871. Republican President Grant 71 72 Grant 73 – 76 Hayes 77    80 Gar/Art 81 84 Harrison 89 92 McKinley 97 00 McKin/RT 01 – 04 Roosevelt 05 – 08 Taft 09-09 – 12 Quarterly Returns (%) 12 -3 23 -1 8 19 12 12 8 Republican President Harding/Cool 21 – 24 Coolidge 25 28 Hoover 29 – 32 Eisenhower 53 -56 Eisenhower 57 -60 Nixon 69 72 Ford 73- 76 Reagan 81 – 84 Reagan 85 – 88 Annual Returns (%) 19 30 -22 24 12 8 5 11 20 Republican Presidents BUSH 89 – 92 Return% 19 Table1. Shows the Average quarterly analysis of the stock market returns from 1871 – 1997 when the Republican Presidents were in power. Graph1. Illustrates the quarterly stock market returns from 1871 – 1997 in percentage under the leadership of Republican Presidents. Democratic Presidents Cleveland 85-88 Cleveland 93-96 Wilson 13 16 Wilson 17 -20 Roosevelt 33-36 Roosevelt 37 -40 Roosevelt 41 -44 DR/Truman 45 -48 Truman 45 -48 Quarterly Stock Returns (%) 9 -3 8 1 34 -4 14 12 23 Democratic Presidents JFK/LBJ 61 – 64 Johnson 65 -68 Carter 77 80 Clinton 93 -96 Clinton 97 Quarterly Stock Returns (%) 15 10 13 17 34 Table 1.0 shows the quarterly stock market returns for democratic presidents for the year 1871-1997 in percentage.(Extracted from FRBSF Economic Letter). Graph 1.0 Illustrates the amount of stock market returns for democratic presidents as from 1871-1997. Also, according to Trevir Nath’s data as on March 1, 2016, data reveals that is a correlation on how the stock market behaves when a US president ascends to power after political elections. Notably, it is well known that the stock market has performed well under the Democratic candidatures. Particularly, The Dow Jones Industrial Average has shown that the average returns of the stock market when the US citizens elect a Democratic president is 82.7% as opposed to the 44.8% average returns which is realized under the election of a Republican leader. iii. Moreover, according to the researches carried by Yale Hirsch, in his journal The Presidential Election Cycle, he exemplified that the stock markets tended to be strongest at the third year of presidency (Krà ¤ussl et al 2014). More data still argues not dictate that the first year that averagely, the SP 500 realizes 17.5% gains in the third year of a president’s first term whereas in the second term it experiences a drastic drop down to 11.5% stock market returns. However this does not mean that year 3 is always the best. It is known that the stock market experiences some volatility in the first year after elections as the market is already trying to adapt to the new changes hence it reports minimal stock market returns. The returns gradually grow to its peak in the second year with the third year registering highest returns. In cases of run off of political elections the returns in the stock market tend to grow sideways as a lot of uncertainties arise. During the final year of an election cycle the average stock market returns fall to 6.1% during the last year of that elections term (http://www.nasdaq.com/article/how-presidential-elections-affect-the-stock-markets-cm586601#ixzz4i6D0wyss). Additionally, according to Presidential approval ratings in the end of each month provided by Gallup database and expressed in a quarterly basis argues that on regular basis, it is easy to try and figure out who is more likely to be elected as the president basing our argument on the 3 months returns of the SP 500 preceding an election. Moreover, if the incumbent president records an increase in index between July and October, then his likelihood of being reelected is high. Also, data based on the president’s approval rating indicate that overally only five presidents in the history of America have registered an equity rise of more than 50% during their terms in office. Of particular importance they include the recent Barack Obama and Bill Clinton. On the other hand Richard Nixon recorded the greatest drop-off of stock market returns in the presidency history of US as it was characterized by Great Depression and the Watergate scandal. Besides, we also use data from the book, â€Å"The Stock, Bonds, Bills, and Inflation Yearbook, 1998, by Ibbotson Associates.† We rely on the annual data collected from 1926-1997 on performance of the stock markets when different political heads have been in power. To make the data more realistic and exemplified we also connect it with some essential stock index data from Cowles Commission presented in Wilson and Jones (1987). Notably, both of the serial documentaries represent a larger view index of total stock returns for a portfolio of large stocks. Therefore, in the year 1926-1956 the index of large stock market returns is SP 90 whereas from 1957-1997 it records index returns of SP 500. Particularly, the period between 1871 and 1925 Cowles index realized the largest stocks in US market, with a sum of 48 in 1870 and rapidly rose to 258 in 1925. Moreover, the findings from FRBSF economic letter coincide with another set of data as reported by Siegel 1994 for the DJIA. From his data the average returns witnessed in the year 1948 and 1992 was 13.4% under the political wing of democrats while the Republicans registered average stock returns of 11.4%. Siegel went further to conclude that the stock market fared well when a democrat leader was in power as compared to when the Republicans were in power. Similarly, that was the case in both nominal and real values. He uses data collected on quarterly basis since viewing it on a broader view reported that the returns are not statistically different. vii. The new political macroeconomics – this sought of data provides the relationship between the political factors arising from a political election and macroeconomic concepts which are very vital in dealing with the stock market returns. It takes key note on the political factors that really affect the business cycles and during the process they end up interfering with the performance of US stock market. Beyond, they include factors such as conduct and implementation of stabilization policies, inflation, budget deficits among others.   (Alesina, 1987). viii. In general data on the reaction of stock market to the political elections from was extracted from voters by rational investors by use of methods such as polls, electoral debate, and synthesis of macroeconomic data. Moreover, according to Dana Anaspach (2016) the stock markets have always had a strong positive correlation with the political elections in The United States of America. The elections have consequently reported more positive impacts to the stock markets as compared to the negative impacts. This idea of Anaspach is later expounded by Marshall D. Nickles in his article known as Presidential Elections and Stock Market Cycles. Furthermore, his data continues to argue that for an investor to realize good stock market returns the best time to invest is on October 1st during the second year of the presidential term and sell on December 31st of the four year and this would attract profitable outcomes. Other specialists who join hands with Marshall on the idea are Junkans, C FA, and their Senior Investment Manager, James P. Estes, PhD, CFP(1) they exemplify   that the average stock   market return in the fourth year of a presidential term is twice that of the return in the first year of a president’s term. The stock market returns of the last recent 17 years are shown below. Table1.1 above Market Returns for the Recent Election Years Since 2000 Data Above is from Dimensional Funds Matrix Book. Stock market volatility around national elections, Jedrzej Bialkowski (2006). This research article gives the major factors that result to the volatility of the stock market as political elections approach. Moreover he tries to exemplify the key determinants of the volatility by constructing a comprehensive set of data variables. Consequently, these variables are meant to provide further insights into the political, institutional, and socio-economic factors which could influence the magnitude of election shocks. To be specific some of the key variables that are very essential include: The number of parties indicates the number of independent political parties involved in the government coalition for parliamentary systems. More specifically, it pays keen attention to the price list of the presidential systems. The parliamentary (dummy variable) – this variable takes into consideration the difference between parliamentary and presidential systems. The margin of victory is defined as the difference between the percentage of popular votes obtained by government coalition and opposition for parliamentary elections, and the corresponding difference between winner and runner-up for presidential races. Orientation (dummy variable) –it shows how responsive the political orientation of the government is. Early Election (dummy variable)- of particular interest elections that are called more than three months before the official end of the tenure of the incumbent administration attracts early high returns in the market hence slow volatilization. Compulsory Voting (dummy variable) it demonstrates some of the countries that have mandatory voting laws to ensure every interest of each citizen is taken care of. In summary, with emergence of well stabilized market forces and control over inflation, the rate of volatilization in stock markets can be overcome. With many specialists dealing timely with the major causal agents of volatility in the stock market returns (Bialkowski et al, 2008).