Ideological Racism vs Prejudice Essay Example | Topics and Well Written Essays - 500 words

Ideological Racism vs Prejudice - Essay Example In the case of the United States, for much of the countrys history, the important institutions were dominated by the White Anglo-Saxon Protestant (WASP) community. As a result, all other immigrant groups were disadvantaged from the outset. Even among whites, Eastern European ethnic groups and South European communities (the most prominent of which are the Italian Americans) were discriminated against. The challenges were all the more steep for immigrant groups of other races. This includes the Hispanics, African Americans and Asian Americans. A typical example of the potency of ideological racism is the Chinese Exclusion Act of 1882, which barred Chinese immigrants from attaining citizenship. This legislation was prompted by the ideology of the dominant group, the WASPs, who believed in modelling American society on the basis of their traditional values and beliefs. Prejudice, when compared with ideological racism, is relatively unstructured. Prejudice is largely an expression at the individual level, as opposed to ideological racism which is clearly defined and recognized by the entire society. Since prejudice can differ from one individual to the other, and since it does not lend itself to easy definitions, it is tough to study it sociologically. Ideological racism, by virtue of being part of mainstream discourse, as well as being well-documented, gives the sociologist a lot of factual and statistical material to conduct his/her analysis. Seen in this way, ideological racism can be said to be more sociological. Similar logic can be applied in differentiating between institutional discrimination and other forms of discrimination. Institutional discrimination is the blatant expression of prejudiced attitudes and beliefs, which is often backed by legislation. For example, before 1960s, black children were not allowed to register in schools exclusively meant for white children. This policy of segregation was backed by law, which

Social Science Essay Example for Free

Social Science Essay I must admit that before my trip to the California African American Museum I was skeptical that I would learn anything of value to myself from that experience. Being of foreign descent, American History is a bit alien to me and even more so for African American history. Yet as the day went on, I found myself staring in awe at the displays and gaining a profound respect for the African American culture. The first thing which caught my attention was that the California African American Museum was adorned all over by Afrocentric artwork. It was strange the way the paintings attracted by attention. Normally I don’t pay attention to paintings but there was something about these paintings that struck me. The history and beauty of the African American culture was unlike any I had ever seen or experienced previously. On a personal level, the relevance of this to me is that I too am of a different race. I have my own unique culture and I deeply cherish this. Seeing this display made me realize the beauty of my own culture. I began to understand how strong a people can be as long as they appreciate and cherish their own culture. I am not ashamed to admit my roots and my culture. In fact, I can proudly say that because of my experience at this museum I have come to accept more my culture and come to a better understanding of who I am in this world. Another profound feeling I got from my visit was the manner by which this place was designed. The California African American Museum is a fairly large space and has plenty to offer its visitors from painting to sculpture to multimedia installations by African-American artists. Perhaps the most amazing of all the displays is the rotating exhibits of the Rhythms of the Soul, a showcase of the instruments of Africa (Kennedy 2007). One can clearly see how rich the cultural heritage of the African American culture is. In the same line of thinking, one can imagine how cultures and races have evolved from their primitive origins into what they are today. These items are some of the many wonderful pieces that I saw at the California African American Museum. The piece on the left most portion is a head-dress from Nigeria while the one on the right most portion is a face-mask from the Republic of Congo. Being of foreign descent, I had never previously encountered such strange things and so when I first saw these things I had to admit that I was a bit dumbfounded by it and could make neither heads nor tails of them. Along with these ceremonial masks were decorative household implements from across Sub-Saharan Africa. These works show the type of art historical context that African Americans participated in prior to coming to the United States (Kennedy 2007). It was a context that was based on communal well being that encompassed ritual, mythology and cosmology that connected the people with their environment (Gerstle 2002). I dare say that my appreciation for this place has a lot to do with the many races and cultures in the area. The United States is a melting pot of many different cultures. There are so many diverse people in a single location and they all bring their heritage with them. The result is a rich tapestry of culture that is unlike any that can be found in the world (Gerstle 2002). The thing that makes this even more special is the acceptance of the people for the uniqueness of others. This is why I feel that this museum is one of my favorite locations because it is a testament to that spirit of acceptance and mutual respect. As I continue through my favorite place, I see that there are more surprises in store for me as inside the galleries of the California African-American Museum are treasures of African-American art, history and culture. A kaleidoscope of art and history exhibitions is designed to enhance the publics knowledge of the African-Americans contributions, both past and present. Quite a number of these exhibitions also explore little-known African-American contributions to the fields of science, sports, medicine, and technological invention. Upcoming exhibits feature Blacks in golf, science, technology and the California gold rush. As a whole, I think that the California African American Museum is my favorite place because it is very enlightening. While not totally ignorant of the plight of the early African Americans in the United States, I saw another side of this culture. One that is very diverse and full of mysticism and full of talent. The African Americans are a proud people and the California African American Museum has shown that they indeed have every right to be proud. With a background as colorful and magical as theirs, the African Americans and perhaps the rest of the world should all join in to preserve and to develop whatever remains of that proud and beautiful heritage of theirs. Works Cited: Minchin, Timothy. Hiring Black Worker: The Racial Integration of the Southern Textile Industry. North Carolina: The University of North Carolina Press, 1999. Roth, Byron. Prescription for Failure: Race Relations in the Age of Social Science. New Jersey: Transaction Publishers, 1994. Swain, Carol. The New White Nationalism in America: Its Challenge to Integration. New York: Cambridge University Press, 2002. Kennedy, David, Cohen, Lizabeth, and Piehl, Mel (2007) The Brief American Pageant: A History of the Republic Wadsworth Publishing Company 7th Edition ISBN: 0618776125 Hollitz, John (2006) Contending Voices: Biographical Explorations of the American Past, Volume II: Since 1865 (Second Edition) (Paperback) Wadsworth Publishing; 2 edition (June 22, 2006) ISBN-10: 0618660887 Gerstle, Gary (2002) American Crucible: Race and Nation in the Twentieth Century (Paperback) Princeton University Press (August 5, 2002) ISBN-10: 0691102775

Why we no longer need the traditional calendar :: essays papers

Why we no longer need the traditional calendar For over a century North American students have been following a traditional calendar, nine months in school, followed by three months out of school. In more recent times, many schools have been converting to a year-round calendar. Reasons for this include a wide variety of things, ranging from helping the overcrowding in schools, to increasing learning, as well as for the simple reason that we no longer need the traditional calendar. In the article, Effects of school calendars on student achievement and retention, Woodward states how early on, â€Å"farming was the primary source of income for families, and everyone in the family was obligated to help†¦school calendars were scheduled to revolve around the harvesting and planting of crops.†(1). These days, farming is no longer the main occupation in North America, and therefore there is no need to continue to use the traditional calendar if this is not the best way to increase education. The question asked here is, i s it the best way? If so, why are so many schools turning to year-round education? In Vital Speeches of the Day, Charles Ballinger suggests, â€Å"The growth continues because parents and educators question the wisdom of using a school calendar that interrupts formal education for three months at a time, is not educationally-sound, and was designed for yesterday's society.† In this paper, traditional calendars and year-round calendars will be looked at, and discussed, with quotes, by people who have been directly affected by both. The purpose of this research paper is to compare the effectiveness of year-round education and traditional schooling with respect to student learning, knowledge retention and development. What exactly does year-round education entail? Advocates for year-round schooling are convinced that, yes, this is the way to better education in this country, but typically people do not understand what year-round education is. People are quick to assume that this means spending more days in school, but the actual term in the thesaurus notes that year-round schools are, â€Å"schools that operate year-round but have no increased the number of days students must attend† (ERIC database). â€Å"Year-round calendars often begin the academic year in early August†¦45 days in school, followed by 15 days of vacation time (Shields and Oberg 4). Notice, the authors said often, because there are many slight variations of the year-round calendar.

Gay Olympics :: essays research papers

I had always enjoyed the summer Olympics and the way the athletes strive to be their best, but after watching the winter Olympics I couldn’t help but ask, are these really sports. I have no doubt that the races are sport. There is a definite outcome and no dispute over who won. Then you have these other â€Å"sports† like figure skating and ice dancing. Somehow I cannot take any point of view that would support these two as sports. First you have figure skating that requires agility, endurance, stamina, and coordination yet the winner is purely based on the opinion of another. How is that a sport?   Ã‚  Ã‚  Ã‚  Ã‚  Then you have ice dancing†¦ common ice dancing! Through all the rejects that couldn’t make the figure skating squad, lower expectations, and †¦ you know what, just call them ice fairies. That is really what it is. They might as well play Fantasia over and over then judge how well the different animals attempt their aerials. After watching the Apolo Ohno get ripped off in the speed skating, I was treated to the wonderful world of tippy toeing on ice. What kind of transition was that?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Then you have curling, an event that could only have come from the British Isles home of haggis, minced meat pie, and other culinary delights. How does a sport like this even get started? Curling is a combination of shuffle board and sweeping. This is a new addition to the Olympics, one that could have been done without. Tug of War used to be on the program, why didn’t they keep that at least it has a definite outcome. If you haven’t noticed by now, I have ended every paragraph with a question because I really have one question on my mind, are the winter Olympics geared towards women. I would hope that no man alive is sitting at home in anticipation of the ice dancers’ next amazing move. During highlights of figure skating and ice dancing, I look in the audience in amazement of how many proud fathers there are in the audience. I say fathers because that is the only guy I could ever forgive for actually putting any interest into these sports.   Ã‚  Ã‚  Ã‚  Ã‚  This is a shallow view on sports but I have always thought that sports should be determined by a definite outcome, not another’s opinion.

Aims and Objectives for Teaching and Learning Essay

The successful teacher is the armed teacher. Lessons’ plans and repertoire of activities are our arms. In order to achieve genuine communication in the classroom, every lesson should be wisely planned and perfectly provided having balanced variety of activities. The teacher of ESOL must manage the class involving all the students all the time to make them active learners. First of all, the teacher is to create a comfortable atmosphere in the classroom according to TESOL general principles. They are: 1. â€Å"Look after your students. 2. Be a caring person. 3. Raise students’ self-esteem. 4. Give deserved praise. 5. Be yourself.† Every lesson should start with friendly chatting with students in a natural way to give them the opportunity to act in real life and to show them the teacher interest. E.g. Ask them about last weekend at the week beginning. It is absolutely important to pronounce the students names correctly. When having difficulties, we may involve the students in learning their names asking them to explain the name meaning and to correct our pronunciation. Paying attention to every student is a clue to a genuine communication. So, we are to look at all the students in the class. The caring teacher moves around the class as a ‘prowling lion’ to make the students feel encouraged, and changes their focus at the moment the subject of learning is changing. E.g. When talking about nature, move to the window and ask some student to describe the sky, another student to talk about the trees behind the window, and so on. We must care about the seating model of the classroom. Facing with standard rows we need to rearrange the furniture to circle or semi-circle/horseshoe to create the most comfortable communication. If rearranging is impossible the teacher may ask the students to walk around the class to find partners for pair/group work. Also, we can make groups asking one pair to turn round to another pair when seating in rows. We may see the separate tables for groups in some schools. This model is also appropriate as allows the teacher to move around the class prompting and explaining something to the table groups. The furniture arrangement may be dynamic, changing every lesson according to the activities. As to a groupwork, it is one of the best techniques of involving the students into communication. The preferred number of students for the group is five to have the opportunity to of major view because of an odd number. The group of five students is big enough to participate in communicative activities (e.g. role-plays, information/opinion gaps and collaborative work), and small enough for effective interaction. However, we may divide the students into smaller or bigger groups, pairs, and teams according to the activities. When organizing a pairwork/groupwork we should take into account some aspects: †¢ friendship. People in the group are to be pleasant to each other. We can make it clear asking the students to write the confidential lists of their preferences and dislikes; †¢ nationality. Teaching multi-lingual classes we shouldn’t put into groups the students of the same nationality to avoid the using of the mother tongue. †¢ streaming. Weak and strong students are to be mixed in pairs and groups to make cooperative work to be effective and helpful. †¢ gender and status. According to some contexts, we can’t put men and women into one group. Also, teaching business English, we should know the status of our students to be sure in the appropriateness of putting people together. We must always remember about L.T.T.T. as we want to achieve genuine communication. The more students speak, the more they learn how to do it. So, we should decrease our talking to increase the talking of our students. E.g. Explaining the grammar involve the students asking them for their examples of the point. Using the white/black board we must write clearly. It’s possible to print something if keeping a board in order is difficult. The white/black board is quite appropriate instrument for various activities as table filling, games, errors’ correction, etc. Encouragement is the cornerstone of communication in class. ‘No!† may discourage everyone. That’s why we should use the more kind intonation as ‘No, but†¦Ã¢â‚¬â„¢ Frequent use of ‘good’ is also appropriate, as in ‘Good, but†¦Ã¢â‚¬â„¢ Giving a puzzled expression to encourage a student to reformulate the sentence is good practice to keep high level of motivation to communicate. Grammar terminology needs to be minimized as it possible. Bur the teacher must know the grammar to keep the credibility. Encouraging students to learn English outside the classroom develops their receptive and productive skills. As for extensive listening, we can find various authentic materials on the Internet. E.g. news reports, radio podcasts, TEFL listening materials, TV shows, songs, etc. To develop the extensive reading we can build up a library of suitable books in our SAC. We can create the website to involve students in writing their blogs for informal communication. And we can go outside the classroom for speaking in an informal environment. Agency gives students the opportunity to make some decisions about the learning process and keeps them encouraged. Learning journals brings much sense helping the students to communicate freely and creating the dialogue between teacher and student. Questions are very popular in a communicative approach. But we should remember some rules: †¢ don’t address the question to keep the attention; †¢ use ‘wait time’ to encourage; †¢ don’t ask students in fixed order, be unpredictable; †¢ ask everyone equally. Two types of questions, i.e. closed and open-ended, help to activate students’ mind in various ways. The open question is appropriate for the lesson starting to focus the students’ attention on the topic. To manage the students successfully we must differentiate their work according to the abilities by task, by support, or my homework. We must be armed at all points to manage interruptions. For example, to have extra copies of textbooks, pencils, and rubbers in the case they may be forgotten; don’t wait for coming-late people; give an extra explanation for lost-on-point students; deal with personal problems outside class time. To help students to process information we should use a VAK presentation that allows different types of learners to accept the point using their best way, i.e visual, auditory or kinesthetic. Creating the successful classroom let us avoid the problem behavior of the students. Engaged and successful students with raised self-esteem have no t ime and purpose to behave badly.

Describe the roles performed by a modern Police Service in t essays

Describe the roles performed by a modern Police Service in t essays This assignment intends to examine the current structure of the Police Service operating in England and Wales, paying particular attention to the various roles of a modern Police Force within the wider criminal Justice System. Firstly, the assignment will look at how the Police Force has evolved and where the origins of the Service lie, and look also at how the roles and function of the Police Service have altered over the past three decades, finally summarising the positive and negative aspects of the current structure and role in comparison to the service provided at the beginning of the nineteenth century. The first Metropolitan Police Force was formed at the beginning of the nineteenth century, under the Conservative Government serving at the time. Sir Robert Peel, the then Home Secretary oversaw the imposition of the Metropolitan Force. There has been vast historical comment suggesting various different schools of thought as to why the Metropolitan Force was established at the time it was, and one such Whig Historian, Reith, argued that the idea of a Metropolitan Police Force was borne in order to control the increase of [the] menace of crime ( Reith, in Controlling Crime. 2002. pp 13). Reith discusses the formation of this Metropolitan Force as a solution to crime and disorder that he considered to be a growing problem during the 1820s. Reith argued that the Government initiative to create a Metropolitan Police Force in the countrys capital was a means of controlling the army of homeless children...who lived by stealing and begging, and as way of stopping the constant menace o f mob disorder, which Reith saw as a threat to the dignity of Parliament ( Reith, in Controlling Crime. 2002. pp 13). As an alternative explanation as to why the Metropolitan Police Force was formed, fellow Whig Historian, Storch comments on the idea of a Police Force as a greater tool ...

Foreign relations of East Timor Essays - Free Essays, Term Papers

Foreign relations of East Timor Essays - Free Essays, Term Papers Foreign relations of East Timor Relations with specific countries and regions Association of Southeast Asian Nations Countries with embassies in East Timor Countries with East Timorese diplomatic missions Main article: Accession of East Timor to ASEAN East Timor is the only country in Southeast Asia that is not a member of Association of Southeast Asian Nations (ASEAN). East Timor also does not hold observer status in the group. However, East Timor has expressed its intention of gaining observer status to ASEAN in July 2002 and in 2006 was spoken of as requiring five years to become an ASEAN member. [2] ASEAN on the other hand has been inviting the small nation to many of ASEAN ministerial meetings as a sign of goodwill. In 2007 East Timor signed the ASEAN Treaty on Amity and Co-operation. [3] [4] East Timor is a potential member of the East Asia Summit.[citation needed] Australia Main article: AustraliaEast Timor relations Australia and East Timor are near neighbours with close political and trade ties. East Timor, one of the poorest countries in Asia, lies about 610 kilometres northwest of the Australian city of Darwin. For many years Australia implicitly supported the Indonesian occupation of East Timor, giving priority to the policy of maintaining good relations with Indonesia. This policy was however changed in the late 1990s, with Australia starting to support UN, Portugal and other countries in the defence of the self-determination of East Timor. Since then, Australia has played a prominent role in the young republic's history. Australia led the military force that helped stabilise the country after it chose independence from Indonesia in 1999 and also after the internal conflict in 2006 and has been a major source of aid since. DFAT[1] (Department of Foreign Affairs) will manage an estimated $68.0 million in bilateral funding to Timor-Leste in 2015-16. Total Australian Official Development Assistance (ODA) to Timor-Leste in 2015-16 will be an estimated $93.9 million. Bangladesh Brazil Main article: BrazilEast Timor relations Brazil and East Timor are both Portuguese-speaking and relations are friendly. East Timor has an embassy in Brasilia and Brazil has an embassy in Dili. Brazil has a co-operation program with East Timor, that includes a wide range of areas, including labour policy, justice, national security, culture, agriculture, education, governance, sports, environment and health. Indonesia Despite the traumatic past, relations with Indonesia are very good. Indonesia is by far the largest trading partner of East Timor (Approximately 50% of imports, 2005) and is steadily increasing its share. Problems to be solved include, East Timor-Indonesia Boundary Committee meetings to survey and delimit land boundary; and Indonesia is seeking resolution of East Timorese refugees in Indonesia. Malaysia Main article: East TimorMalaysia relations Malaysia has contributed to many UN peacekeeping missions on the country, such as one are the Operation Astute during the 2006 East Timorese crisis.[2] Malaysia also has provided assistance to Timor-Leste in the area of human resources development through various training programmes and providing assistance to East Timor in its nation building efforts.[2] Currently, Malaysia has been consider by East Timorese as a model to develop their countries.[3][4] East Timor has an embassy in Kuala Lumpur,[5] and Malaysia has an embassy in Dili.[6] Mozambique The close relations between Mozambique and East Timor are old, coming already from the time when both territories were Portuguese colonies. Before the independence, several Timorese political leaders lived in exile in Mozambique, including the present President of East Timor Jos Ramos-Horta and the former Prime-Minister Mari Alkatiri. Both the countries are members of the Community of Portuguese-Speaking Countries (CPLP). East Timor maintains an embassy in Maputo, the capital of Mozambique. Philippines Being the only two predominantly Catholic nation in Asia, relations with the Philippines became very positive as soon as East Timor was multilaterally recognised as an independent state. The two countries are now engaged in a growing commercial relationship, as well as cultural and educational exchanges. On 6 June 2013, both countries signed three agreements in Manila concerning infrastructure development, defence and education.[7] Portugal Main article: East TimorPortugal relations East Timor has an embassy in Lisbon whilst Portugal has an embassy in Dili. East Timor was a colony of Portugal for over 400 years. As a former Portuguese colony, East Timor has a significant proportion of Portuguese speakers. Portuguese is one of the two official languages of Timor and it is a full member of the Community of Portuguese Language

10 Things You Shouldn’t Do When You’re Broke

10 Things You Shouldn’t Do When You’re Broke Whether being broke is a permanent state for you, or you’re just passing through a bit of hardship, there are a few lifestyle adjustments it would be prudent for you to make in order to not end up in a mountain of debt. Being broke is also incredibly stressful- you’re constantly worried about your bank balance and how you’ll afford necessary purchases. Why add to the stress?Here is a list of good things to avoid doing if you’re having trouble making ends meet.1. SmokeSeriously. Apart from the fact that it will eventually give you cancer (aka huge medical bills), it’s incredibly expensive to keep up. You’ll live longer and find you have a lot more spending money week to week.2. DrugsDon’t smoke anything else either. People can tell and won’t hire you. You’ll have to constantly worry about passing random or job-related drug tests, and you’ll be spending a lot of money you just don’t have.3. Join a GymFitness i s a great thing, but can be achieved much more cheaply than by getting a monthly (spendy) gym membership. Go running. Do push-ups and crunches. Try the Scientific 7-Minute Workout. Find yoga videos for free on YouTube. Figure out how to exercise for free- it’s super simple these days.4. Look Down on WorkAs long as someone’s job is legal and ethical, it’s no business of yours to look down on it. Maybe you should even consider the service industry. Answer phones, wait tables, clean houses. Just get yourself back on your feet.5. Make ExcusesChances are it’s your responsibility. Unless you’re caring for a sick loved one or facing enormous medical bills yourself, you probably were just living beyond your means. Own the position you’re in and take action to dig yourself out of your financial hole.6. Take Unnecessary VacationsIf you can’t keep up with your rent or car payments, then whatever extra cash you think you have for trips or weekend s away should probably be put to more constructive use. Don’t be flagrant when you can’t afford to be.7.  Go Out to EatAvoid restaurants. You can’t afford them. Seriously. Cook for yourself and bring your lunch- leftovers are your friend. That goes for buying coffee as well; get to know your Mr. Coffee- your new regular coffee shop! If you must go to a movie, smuggle cheaper snacks in in your handbag instead of shelling out for concession prices.8. Upgrade Your StuffNow isn’t the time to get a nicer car or move to a nicer neighborhood. You can’t afford the extra cash you’d need to get this done- or the loan payments. Stick with your station for a while longer until you can afford to move up.9. Ignore the BillsYou may cringe whenever a new pile shows up in the mail, and want to hide under the covers and hope that all your bills just go away. But they won’t. Open them. Call the companies. Set up payment plans. Be proactive. It’ s much better than blissful ignorance- which can still eat you alive with stress.10. Create WasteDon’t drive anywhere further than you have to. Consolidate errands to consolidate gas. Don’t go on lavish dates- simple ones will do and are often more romantic anyway. Don’t waste water or gas or electricity in your home. Don’t pay to do anything you could do yourself (car washes, house cleanings, lawn mowing). And don’t take on any extra expenses that aren’t absolutely necessary. Actually reading that magazine? Probably not. Cancel cancel cancel.

Tips for a 5th Grade Student Entering Middle School (6th Grade) Essay

Tips for a 5th Grade Student Entering Middle School (6th Grade) - Essay Example unior school to the middle school results in the same feelings for every student; however, it brings new opportunities to develop and prove your capabilities in front of rest of the world (Consalvo, 2005). In brief, the 3-year journey at the middle school is all about the notion of change that plays an influential role in a student’s life, and that decides the nature of experience a student has during this period (Haffner, pp. 105-108). Transition from a senior at the junior school to a junior at the middle school requires a number of changes from a student, and it is very important that the student to prepare himself/herself for the expectations of the higher platform. In the junior school, I was a child or merely a kid depending on parents at home, teachers at school, and friends in the playground. However, middle school provided a sense of independence to me that every child acquires at the commencement of the middle school (Haffner, pp. 105-108). Thus, the foremost recommendation is to remain prepared for new surprises, challenges, tasks, etc while facing them as opportunities to become successful in the school. In this regard, independence is the major attribute of the middle school; however, it comes with the responsibility of fulfilling obligations individually. This may seem fun-filled experience, and it was a thrilling journey; however, it did require many efforts. For instance, academically, schoolwork suddenly becomes more difficult, as things transform from descriptive to analytical, and teachers expect students to be more logical and interpretive in their thoughts. On contrary, I was depending all the time on teachers and parents to help me in the schoolwork during the junior school; however, this practice changes when parents, as well as teachers start depending on the students to put efforts and prove the skills. Besides academic complexities, middle school is also the period of transition from a child to an adult physically, and these physical

Managerial accounting Essay Example | Topics and Well Written Essays - 1000 words

Managerial accounting - Essay Example Utilization of manufacturing overhead: over application or under application Under application or over application of manufacturing overhead is given by the difference between expected costs and actual costs. Expected overhead cost for December= $ 200000 Actual costs= number of machine hours *rate per machine hours =6000*30 =180000 Therefore Under application of manufacturing overhead = expected coast- actual cost =200000-180000 =20000 Under application of manufacturing overhead cost during December is $ 20000. Balance in finished goods inventory account on 31 December Finished goods inventory consist of the N11- 013 goods. The cost of finished inventory is therefore the total cost for N11-013. Total cost = direct materials+ direct labor+ overheads =8000+ 24000+ (1000*30) =32000+30000 = 62000 Therefore, closing finished goods inventory is equivalent to $ 62000. ... th ended 30 November Physical units materials conversion total Beginning WIP 1600 - 800 Units started and completed 34000 34000 34000 Ending WIP 2000 2000 1000 Equivalent units 37600 36000 35800 Manufacturing costs 265680 172320 438000 Cost per equivalent units 7.38 4.8134 12.1934 Assigned costs Completed and transferred 250920 163655. 6 414575.6 Ending work in progress 7380 2406.7 9786.7 Where the value of equivalent units is obtained from the formula Equivalent units = beginning WIP+ units started completed + ending WIP Cost of ending work in progress = unit cost*(*2000*50%) (Heisinger, p. 163) Question 3: Carvings for Cakes Pty Ltd Excel spreadsheet for calculating cost per unit of activity driver activity cost quantity cost per unit activity prepare annual accounts 5000 #DIV/0! process receivables 15000 5000 3 process payables 25000 25000 1 program production 28000 1000 28 process sales order 40000 4000 10 dispatch sales order 30000 2500 12 develop and test products 60000 #DIV/0! load mixers 14050 1000 14.05 operate mixers 45900 200000 0.2295 clean mixers 6900 1000 6.9 move mixers to filling 3450 200000 0.01725 clean trays 20000 16000 1.25 fill trays 16000 800000 0.02 move to baking 8000 16000 0.5 set up ovens 50000 1000 50 bake cakes/ pastries 130000 1000 130 move to packing 40000 16000 2.5 pack cakes/ pastries 80000 800000 0.1 inspect pastries 2500 50000 0.05 Bill of activities for Lamington bill of activities for Lamington cost rate cost drive level activity cost process receivables 3 500 1500 process payables 1 200 200 program production 28 100 2800 process sales order 10 400 4000 dispatch sales order 12 500 6000 develop and test products 600 load mixers 14.05 100 1405 operate mixers 0.2295 30000 6885 clean mixers 6.9 2000 13800 move mixers to filling 0.01725

Literature Review Essay Example | Topics and Well Written Essays - 1250 words - 1

Literature Review - Essay Example These in most cases are caused by different need, or ideologies that we experience when we are brought together. Absence of negotiation can worsen the differences hence unstable relationships between societal members. This paper presents a thoughtful literature review of the importance of negotiation skills with reference to various scholarly articles and books. ElShenawy views negotiation as an important managerial skill which the success of the global environment relies on. Additionally, most interactions need the aspect of negotiation. This makes skilful negotiators are perceived as useful assets that are capable of increasing the financial performance, maintain good customer relations and ensure worker’s satisfaction (ElShenawy, 2010). Arguably, skills are very essential in the growth of any organization as it promotes understanding and inter-relationship among individuals in the organization. Today, most organizations are interested in employing individuals that are well equipped with appropriate skills like listening skills, and negotiation skills. According to Taylor, Mesmer-Magnus and Burns individuals’ ability to effectively negotiate with others like their coworkers, superiors and their juniors hence effective global workforce (Taylor, Mesmer-Magnus, & Burns, 2008). ... Ideally, skills in negotiations involve the ability to be persuasive and assertive and not confront other parties. These skills promote the effectiveness in negotiation process. Generally, communication skills are very essential in our daily activities and relationships. The only way to solve a dispute is exert the key negotiation skills in the process. However, negotiation is in most cases influenced by the power of the two parties, how they are able to influence others matters. According to Ahn, Sutherland and Bednarek, how the parties influence each other enhances the willingness to reach an agreement (Ahn, Sutherland & Bednarek, 2010). This simply means that the agreement reached to solve the differences between two parties is ideally based on the level of influence that the parties involved have towards each other as well as the case presented, and the third parties present. Briefly, steps followed while negotiating include preparation, discussion, and clarification of goals, wi n-win outcome, agreement, and implementation of the course of action. Equally, all parties involved have to participate in the negotiation process. The venue to discuss the problem, time limit, and presence of all facts of the situation need to be clarified in order to avoid further conflict and wastage of time. Then, parties involved are given opportunity to air out their views of the situation. Here, they are encouraged to listen, question and ensure clarification of ideas as each side given equal chance to present their cases. Thereafter, the two parties’ goals, interests and viewpoints need to be clarified to found a common ground. Followed by negotiation for a win-win outcome where both parties feel that their views have been taken into LITERATURE REVIEW Essay Example | Topics and Well Written Essays - 1500 words - 1 LITERATURE REVIEW - Essay Example The study subjects were categorized by sex and age after which their demographic data was taken. cyanobacteria isolates were cultured in sterile inorganic media. The research was conducted using skin patch technique in which the nurses prepared subjects’ backs using acetone and the patches applied (Ian, Ivan, Penelope, Philip, & Glen, 2006, p. 2). The patches contained aqueous suspensions of cyanobacteria which were applied for 48 hours. Dermatological assessments were carried out after 48 and 96 hours of application. The subjects were advised to keep their backs clean and not to participate in any vigorous activity that might interfere with the patches. The hypothesis that was evaluated in this research was to assess the potential of cyanobacteria to cause skin hypersensitivity reactions. The literature review mainly covered two variables: cyanobacteria and skin patch technique. These are the most important variables since they form the core of the research hypothesis. The li terature review starts by describing what cyanobacteria are and associated public health risks. Skin rashes have been reported as a result of exposure to cyanobacteria. Usually, these rashes are very pruritic and itchy (Ian, Ivan, Penelope, Philip, & Glen, 2006, p. 2). In order to understand the hypothesis, conditions that favor growth of these algae and their health effects have to be known. This literature review was therefore, very relevant to the hypothesis. The author also gives information on the reports arising from exposure of cyanobactreia especially in recreational situations. The fact that few of these reports have been reported for domestic water supplies is also reviewed. From the literature it can be seen that skin patch testing has been in used as a procedure for testing effects of cyanobacteria since 1900s (Ian, Ivan, Penelope, Philip, & Glen, 2006, p. 2). It is also indicated that 20-24 percent of volunteers reacted to cyanobactreia in a study by Pilotto et al (Ian, Ivan, Penelope, Philip, & Glen, 2006, p. 2). Therefore, the use of skin patching to assess the effects of cyanobacteria has been used successfully in several studies. This means that the same procedure can be used in this research and give good results. The literature review used in this study fully supported the research hypothesis. In the literature review the author points out that reports of skin rashes as a result of cyanobactreia have been reported. Most of these cases are as a result of recreational exposure. Very few cases have been reported as a result of poor water treatment facilities hence their presence in water supplies (Ian, Ivan, Penelope, Philip, & Glen, 2006, p. 2). There is a gap in information concerning cyanobacteria in water supplies. The literature review was somehow biased. This is because the researcher only covered two aspects (cyanobacteria and Skin patch testing) in the literature review. It could be more interesting if the author could incorporate hyper sensitivity in the literature review. Important information to be included would include types of hypersensitivity caused by cyanobacteria and long term effects of these hypersensitivity. Nevertheless, the review on cyanobacteria and skin patch testing presented in the paper gave a good background information about the field of study. Therefore literature review can be used to form a good base for a research. The literature review mainly concentrated on primary information sources. This

Financial ratio analysis Essay Example | Topics and Well Written Essays - 1500 words

Financial ratio analysis - Essay Example The main value of the company lies in providing tasty and healthy foods to the customers by maintaining good quality and reasonable price. The vision of Sainsbury is to be the most trusted retailer, where the customers and employees prefer to shop and work respectively (J Sainsbury Plc., 2015b). During 2014, the underlying sales and profit before tax of the group increased by 2.8% and 5.3% respectively (J Sainsbury Plc., 2015b; J Sainsbury Plc., 2015c). The graph provided below shows the improvement in confidence of the consumer over the past five years. The financial statements of the company are prepared according to International Financial Reporting System (IFRS) (J Sainsbury Plc., 2015c). The company has adopted IFRS as its accounting policies as it is followed in the European Union. Moreover, financial data in the statements are presented in sterling million. It is also prepared with the help of going concern method under the convention of historical cost (J Sainsbury Plc., 2015c). The main purpose of the report is to highlight the financial performance of J Sainsbury Plc through financial ratio analysis. The ratios during the year 2009-2014 are calculated to get a knowledge regarding the financial strength of the company. However, there are various limitations of ratio analysis, which are also depicted in the report. The ratio analysis of Sainsbury is executed in order to understand the financial status of the company. The profitability, efficiency, liquidity, leverage and investment ratio are calculated in order to depict the financial condition of the company. 1) The gross profit margin has increased over the years from 2009 to 2014 as the sales revenue has improved due to the increase in consumer confidence. The cost of sales and the sales revenue is balanced, which have maintained stability among gross profit margin of the years. 2) The net profit margin has remained steady over the years from 2010- 2014 at 3.0%; however, it has

Navigation app for iOS Literature review Example | Topics and Well Written Essays - 750 words

Navigation app for iOS - Literature review Example This framework is designed to work with the newly introduced M7 coprocessor that is dedicated to handle motion sensors without reducing the battery performance of the device. It gives the developers accurate data about the users, which they can later make use of in their applications. For example, a developer can find out whether the device is currently with an individual who is in the act of walking, or with someone who is travelling in an automobile etc, without actually processing the accelerometer’s data. Core Motion Framework provides answers to such questions through constants defined by the classes of framework. â€Å"Now Core Motion has been around since iOS 4.0, but the iOS 7 includes the new classes needed to access data from the M7. The two main classes used here are CM Motion Activity Manager and CM Motion Activity. These two classes work hand in hand to make work the motion activity updates† (Graves 2014: 1). Most iPhones contain an accelerometer and 3 axes Gyroscope built into them, which provide the device with 6 operational axes when used together. This axis data and motion data populated by the M7 co processor could be used along with Map kit or any other third party Map API to create great navigation apps. The gyroscope data as well as gravity sensor data are also used for building motion sensitive gaming-applications. Various class references of Core Motion framework include â€Å"CMAttitude, CMAccelerometerData, CMDeviceMotion, CMGyroData, CMLogItem, CMMagnetometerData, and CMMotionManager† (Aguinaga 2013: 9). The Map Kit framework is used for embedding custom maps into iOS application windows. The 5.1 version and the previous ones basically made use of Google Maps API for displaying the maps through the MapKit framework. â€Å"This framework also provides support for annotating the map, adding overlays, and performing reverse-geocoding lookups to determine placemark information for a given map

Financial ratio analysis Essay Example | Topics and Well Written Essays - 1500 words

Financial ratio analysis - Essay Example The main value of the company lies in providing tasty and healthy foods to the customers by maintaining good quality and reasonable price. The vision of Sainsbury is to be the most trusted retailer, where the customers and employees prefer to shop and work respectively (J Sainsbury Plc., 2015b). During 2014, the underlying sales and profit before tax of the group increased by 2.8% and 5.3% respectively (J Sainsbury Plc., 2015b; J Sainsbury Plc., 2015c). The graph provided below shows the improvement in confidence of the consumer over the past five years. The financial statements of the company are prepared according to International Financial Reporting System (IFRS) (J Sainsbury Plc., 2015c). The company has adopted IFRS as its accounting policies as it is followed in the European Union. Moreover, financial data in the statements are presented in sterling million. It is also prepared with the help of going concern method under the convention of historical cost (J Sainsbury Plc., 2015c). The main purpose of the report is to highlight the financial performance of J Sainsbury Plc through financial ratio analysis. The ratios during the year 2009-2014 are calculated to get a knowledge regarding the financial strength of the company. However, there are various limitations of ratio analysis, which are also depicted in the report. The ratio analysis of Sainsbury is executed in order to understand the financial status of the company. The profitability, efficiency, liquidity, leverage and investment ratio are calculated in order to depict the financial condition of the company. 1) The gross profit margin has increased over the years from 2009 to 2014 as the sales revenue has improved due to the increase in consumer confidence. The cost of sales and the sales revenue is balanced, which have maintained stability among gross profit margin of the years. 2) The net profit margin has remained steady over the years from 2010- 2014 at 3.0%; however, it has

Assessment Activity Weel 4 Essay Example | Topics and Well Written Essays - 250 words

Assessment Activity Weel 4 - Essay Example The assumptions that are necessary when using customer driven analytics to make managerial decisions are: i. Gathering of proper information about customers and store performance. ii. The detailed knowledge of its customer and sales patterns helps the firm to determine which items were selling well, or which items were most profitable to sell in the first place. iii. Keeping track of its purchase transactions and analyzing them to mass information about customer demand, pricing, and interest about new products. iv. Store assortments the increased productivity of inventories and store space within consumer interface v. Replenishment upon optimizing time and cost in Seven-Eleven replenishment system vi. Efficient promotion in maximizing total system efficiency of trade and consumer promotion vii. Product introduction reflect effectiveness of new product development and introduction activities 2. The IT strategy for Seven Eleven influences other aspects of the business such as inventory , human resource and vendor relationships. i. Freshness: The SEJ’s retail strategy emphasized on the freshness not only on perishable products but also on all the merchandise items, by changing the products as per the customer preferences.

Maritime Transport Essay Example for Free

Maritime Transport Essay Hereby it is analysed that there are three different kinds of categories which have not given any offer on MTS. The first one are nations which are willing to make offers but would rather wait until the major maritime players like the US have shown their effort to make an offer. The second group are members which fail to meet to have the professional knowledge and the technical know how to deal with the possibilities of offers. The last one is composed of players in the maritime industry which are not willing to open their maritime industry at all or on a multilateral basis as they fear that this action might end up in increased international competition and therefore they rather stick to their internal policies than taking the risk to loose their power in the market place. One significant example for the last category are the US which are unwilling to include MTS in their schedule. Another issue is the one of the different interest of country groups which were already an obstacle to the former Uruguay round. On the one hand there are the developing countries, among them mainly the EU members which â€Å"are keen to go further into the inland part of the transport chain beyond the sea leg by proposing the inclusion of feeder services and multimodal transport (mainly by Japan)†. [7] On the other hand developing countries and one of the major maritime nations the US can not accept such liberalization due to a number of economic reasons whereas the most significant argument against it is the loss of jobs of domestic workers which are engaged in the shipping industry. Although there are again lots of issues to be solved in order to reach an agreement and implementation under GATS there are yet some positive signs for a positive outcome. First of all as per data available most of the offers on MTS were from developing countries which involves members of different economic positions including more developed nations like Hong Kong and Singapore but at the same time also less developed nations e. g. Albania. According to Zhang’s thesis this can have at least two positive effects.

English As An Additional Language

English As An Additional Language Over the past decade, there has been much discussion and research into factors affecting the performance of pupils with English as an Additional Language (EAL) in mainstream secondary schools in the United Kingdom. Recent studies in the UK have focused on the relationship between factors such as gender, ethnicity, pupil mobility, parental occupation, entitlement to free school meals and educational achievement. Nevertheless socio-economic status (SES) continues to be the most important single determinant of educational and social outcomes. The nature of the relationship between socioeconomic status and student achievement has been the point of argument for years, with the most influential arguments appearing in Equality of Educational Opportunity (Coleman, et al., 1968) and Inequality (Jencks, et al., 1973) in the United States of America, and a number of commissioned inquiries in Australia (Commission of Inquiry into Poverty, 1976; Karmel, 1973). How SES influences student achievement is not clear, and there have been many theories to explain the relationship. In one scenario, school students from low-SES homes are at a disadvantage in schools because they lack an academic home environment, which influences their academic success at school. Another scenario argues that school and neighbourhood environments influence academic success, so that low-SES schools are generally lower-performing, and that only extremely resilient young people can escape the fate of low academic achievement. How governments interpret the SES-achievement debate influences education policies designed to ameliorate educational disadvantage, so it is important to point out the contribution SES makes to achievement at both student and school level. This study seeks to find out what level of performances EAL pupils have achieved in recent years and what are the overriding factors that determine their achievement in Modern Foreign Languages (MFL). A central characteristic of provision for EAL students in mainstream classrooms in the English context is that it can best be described as patchy and varied (Bourne, 2007; Leung, 2002; Leung Franson, 2001: 155; McEachron Bhatti, 2005). Given the ever-increasing number of EAL pupils in schools, the outcomes of the study will permit me to evaluate their progress in MFL and will also aid my own professional development. The research will also aim to arm me with a wide variety of experiences outside my specialist subject area. As part of this element of the study I am required to carry out some research into any aspect of general school life, with the objective of learning through reflective practice. This study has two elements. The first aspect includes studies of how EAL pupils perform in foreign languages. This section will seek to provide interesting points of comparison between their Home Language, their English Language Acquisition and the Target Language studied. In this context, the research should also shine some insight as to whether there are other external factors such as demographics, economical or social influences that can impact on the learning of EAL learners. The second will examine the various ways in which EAL learners perform generally in English and what trends can be drawn from research over recent years. I will be looking at current concerns such as the barriers of language, the effects of schooling on children from poor families, and the kind of interventions that would make a difference adapting to a different social and school environment. The investigation will focus on the performance of pupils with EAL and I will situate this analysis within the context of a mainstream secondary school situated in London. The school in question which holds a Language College Status will be referred as School E for anonymous purposes. It is a mixed establishment which counts approximately 650 pupils between the ages of 11 -16, and where 15 % of pupils have English as an Additional Language. Ten students aged eleven to fifteen years, who are currently learning French or Spanish, agreed to take part in the study: three monolingual English speakers and seven pupils with EAL. From this sample there was one girl who was originating from Ivory Coast, one boy from Cameroon, two girls from China, two boys from Portugal, and one girl from Spain. For the most part they can be described as being relatively recent arrivals to the UK as they have arrived within the previous six months to two years with a moderate level of English, little English or no English at all. Students such as ours often have different language and social experiences than so-called mainstream or home students, but as recently settled residents they do not fit the model of foreigners learning English. In UK cities there is a good deal of movement and settlement of people from diverse backgrounds. In London schools it is not unusual to find 40% (or more) of the students from ethno linguistic minority homes (Baker Eversley, 2000). At this time there is no nationally recognised policy or strategy for EAL learners although there are individual schools and local education authorities that offer strategies, policies and expertise for these pupils. Hence the outcome of this research will decipher whether school E is adept, skilful and well resourced in EAL provision. On the first week of conducting the study, my aim was mainly to build up a good professional relationship with the pupils who took take part of the study. I also ensured finding out the correct pronunciation of each childs name and made them aware of mine. In addition, I collected their background information and use EAL levels as well as English stages to contextualise their achievement data. There is evidence to suggest that background information will ensure clarity in determining how cultural factors and linguistic experience influence progress and will also inform teachers planning. Government publications have strongly recommended the use of achievement data to target EAL learners in schools and classrooms. For example, the Assessment of pupils learning English as an additional language recommends teachers gather and use data such as gender, age, ethnicity, prior education, years of UK education, first language details including literacy, key stage test results and cognitive ab ility test scores to decide on appropriate action for individual bilingual pupils. (DfES, 2003). The research that was carried out with the EAL learners involved several weeks of informal induction that included a peer buddying arrangement to help them adjust to school routines. The emphasis for these new arrivals was on supporting English language development and promoting awareness amongst their peers and understanding of their new environment. Circle Time sessions were put in place after school to consult and involve pupils and for further developing peer support skills. As a result, students developed fantastic resources to promote a welcoming ethos around the school and classroom, by making presentations, displaying their multi-lingual posters, artwork, and booklets outlining the role of buddies. They have also consulted pupils, through written questionnaires and conducted a school assembly. I investigated MFL learning techniques using active approaches such as role play, repetition and other strategies. Simple signs with language captions were displayed around my classroom and I found that EAL students made significantly more contributions to my lessons since I was breaking instructions down and providing important teaching resources such as visual stimuli. I have used some visual support and where possible used real objects such as examples, photographs and good illustrations to facilitate learning. The majority received language support with specialist teachers and classroom assistants that took place during normal class times within the framework of the National Curriculum. Ive also implemented a club for extra languages support which was given on a one-to-one basis or in small groups during lunchtimes where conversation was taught explicitly in relevant contexts, as was vocabulary. Outside the classroom, I have used very practical methods: taking children out to local shops, walking around school and taking photographs which became meaningful to them. Hence, I intended to broaden our monolingual pupils knowledge and understanding of the wider world as I was looking for new challenges; I wanted the international dimension to become part of the school ethos, to be integral to childrens daily learning and not to be just a meaningless add-on, or a tick in the box. I strongly believe EAL pupils should be actively encouraged to value their native language. The greater the skill they possess in this, the greater the progress in the acquisition of the second. As I observed my EAL pupils partaking in English lessons I noticed that some of them were often shying away from writing, while they may have been fluent in their spoken English; their formal written assessment was much more of a challenging obstacle to overcome. I became aware that pupils ability to learn a completely new language is beneficial because it puts each student in the same boat. It also came to my attention that through learning a new language, monolingual English speakers had more empathy for those who have come into the class not speaking English. In one interview, one of my monolingual pupils was quoted as saying Its nice to have something that we can all learn together Nicola Davies, chair of the National Association for Language Development in the Curriculum, said: Language learning can be helpful as English speaking pupils encounter the kinds of problems that new arrivals face as well as promoting intercultural understanding. In addition to supporting pupils learning English as an Additional Language, School E also endeavoured to support parents. For the purpose of the study, families have been encouraged to attend normal school days with their offspring and this provided an opportunity to see parents and children engaged with others. These sessions allowed Parents who had little or no understanding of English an ideal platform to understand how schooling in the UK works. Few parents were involved in translating signs for the school and were invited into school to work alongside children and other parent helpers in the classrooms. My students and their parents were very receptive to language learning, and their experiences included several languages. For the purpose of this research I exchanged information on traditional food with a school in France and managed a live videoconference. Enthusiasm soon spread since the children were excited about learning a new language and the teaching staff motivated and inspired. This was extraordinarily motivating for our pupils and they voluntarily wrote thank you letters to the French teacher in the Target Language. Then we celebrated international events, and enriched the whole curriculum. We had themed weeks focusing on particular countries, inviting parents to lunches where pupils prepared typical dishes. One of our pupils even had a Chinese cake for his birthday! This study affirms that supporting and valuing EAL pupils previous learning is important for their development. It was also useful for the study to discover their heritage country and languages spoken in their home in order to celebrate their faith and customs. Rather than separating it into home languages, Modern Foreign Languag es and English, it was all under the umbrella of languages. Recent research has shown that there is a strong link between proficiency in the first language and the development of a second, or third. This is because the more competent EAL learners become in their home language the more competent they will become in MFL. The skills from the first language transfer across and allow the childs proficiency to grow. In accordance with all these suggestions and following on from my observations and personal experiences, I would affirm that pupils who learn a foreign language will not be detracted from learning English, rather it will support it. From my view point it is also important to allow children to use the home language in the setting if he or she wants to because if they remark that their language is recognised and valued their self esteem and identity could further develop. Language and culture are inextricably entwined and an awareness of this could assist EAL children in developing a healthy self-perception. During the study, I decided to focus on the progress of the seven EAL pupils from my sample, specifically investigating their ability in my own subject area. I had noticed that these pupils appeared to have an aptitude for learning languages, yet they were often placed in low-ability groups, so I set about gathering evidence to substantiate my theory. Furthermore, I became aware that 5 of my EAL pupils were at risk of underachieving, as they were placed in sets corresponding to their level of English rather than to their cognitive ability in MFL. I also detected that some of them were implementing knowledge of their mother tongue to facilitate the target language learning, so they could potentially obtain higher grades than native English speakers and should be given every opportunity to demonstrate these abilities. EAL is an under-researched area in the UK context, but much of the available research, including the EAL policies of School E presents similar findings. The research indicates that for EAL pupils to succeed, communication between EAL specialists and other school subject departments is vital. Researchers are unanimous in their conclusions that EAL learners should be in a set corresponding to their intellectual capabilities, regardless of their level of English, as EAL pupils make more progress and learn more quickly working alongside fluent users of English who are good language and learning role models (DfES, 2005). My two year 9 students, both from French-speaking Africa, came to the UK when they were 12 years of age and were taught French because of their background. It later transpired that French lessons were too easy for them and a decision was made to teach them Spanish instead. They were eager to learn and made incredibly good progress in Spanish, whilst also mastering English which equated to a good level of their home language. On the other hand the two girls who were from China found learning Spanish harder to grasp, this was not helped as they formed their own inner circle speaking only in their home language. The fact they arrived at School E at the same time may have played an influence to them not interacting with other students and during MFL lessons it became apparent that they were becoming withdrawn. Although multilingual family and friendship networks played key roles in supporting their day-to-day school work and future ambitions, I remarked that silence and self-study emerge as key survival strategies for these EAL students. The pupils who came from Spain and Portugal adjusted well to school life after just one year and this was reflected in their knowledge and comprehension of French. They actively participated in oral activities and became fully engaged during lessons. However they underachieved when it came down to English. A recent study at Goldsmiths College found that Portuguese students who attended mother tongue classes were five times more likely to achieve five or more A* to C grades at GCSE than those who did not attend (NALDIC, 2005), which supports the pro home culture argument. The contentious role of the mother tongue makes assessment of EAL pupils another highly complex area, for example, there has been discussion of whether all pupils should be assessed in English to preclude prejudice (Mills, 2002). Many EAL studies focus on specific ethnic groups rather than on all learners, but all investigations that I have examined emphasize the importance of valuing the mother tongue and culture of the EAL learner (Scarcella, 1990:54). Although conflicting opinions regarding treatment of EAL learners are not apparent, problems arise from attempting to put theory into practice. In 2008, OFSTED declared provision and support for EAL pupils outstanding in School E, yet I observed inconsistent adherence to the EAL policy, which appeared to place EAL learners at a disadvantage. In order to analyse the current situation, I will use my personal experience in the MFL department within the context of School E to synthesis this research. To aid research preparations, Fischer (2001) solicits, As you think about your teaching, how do you know when something really went well? What do you feel you are good at? How did you get good at it? I believe that all of these questions can be answered through teacher-pupil interaction, consideration of examination results and observance of best practice, along with learning from mistakes. For this reason, I have focused a large bulk of my research on one-to-one sessions with my EAL pupils. I carried out my research on their learning outcomes by discussing the MFL situation informally with pupils and teachers, but as this evidence will be subjective, it is not a reliable enough foundation on which to base my conclusions. My main source of evidence will be to set lists and examination results because these are totally unbiased a nd factual. The negative side of this sort of information is that it does not provide details on pupils levels of ability nor on the motivation in the subject. I will analyse the number of EAL pupils in different sets, and I predict that there will be a higher proportion of EAL pupils in low-ability sets. I will use original set lists from the beginning of the school year, before any set changes, to ensure there is no duplication of data. As this evidence is statistical, there is no potential for biased data manipulation, so I am certain that all information collected will be true and accurate. Although previous research concluded that EAL pupils should be placed in sets corresponding to their cognitive ability rather than to their level of English, prior to this I had not found any evidence that this was not happening in school E. It was perhaps presumed that schools would follow advice from professionals and heed research into the field, but this investigation has proven that in School E this is certainly not the case. Although EAL pupils in School E appear to be achieving higher MFL GCSE grades than non-EAL pupils, they are consistently placed in low-ability sets in Key Stage 3, which could have negative consequences on them gaining better MFL results. In addition to set lists, I will examine 2007 MFL GCSE results to evaluate the performance of EAL pupils. The downside is that as MFL is no longer compulsory at Key Stage 4, the GCSE group at School E was small, so I will also use 2008 mock GCSE examination results for this school. Again, this information is based on figures so there is no possibility for prejudiced conclusions. From an ethical viewpoint, it is imperative to remain objective throughout and guard the anonymity of any participants in the research. In School E, more EAL pupils were present in low-ability than high-ability sets, but the difference between top and bottom sets is significantly reduced during Key Stage 3. In Year 7, 7.4% of top set and 32.4% of bottom set are speakers of EAL a difference of 25%; in Year 8 the difference is reduced to 16.2%; and in Year 9 to just 10%. This implies that School E places EAL pupils in the bottom set until they have proven that they are capable of more, rather than giving them the opportunity to demonstrate their ability from the outset. As confirmed by the decrease in range of EAL pupils between top and bottom sets from Years 7 to 9, some EAL pupils must be proving themselves and being moved into higher-ability sets. However, previous findings that EAL pupils learn more quickly working with fluent native English speakers (DfES, 2005) are being disregarded, as in low-ability sets this is not always possible, due to the fact that non-EAL pupils are often stretching themselves to understand the work so do not have the time or ability to help EAL learners. Foreign languages are new subjects which give pupils with learning difficulties the chance to make a fresh start. However, behavioural difficulties, which are more common in lower-ability groups, also affect progress. In brief, the outcomes of previous research seem to be being overlooked, and EAL pupils are put in sets with no consideration of linguistic skills already acquired through learning English. Some manage to demonstrate a higher level of ability and move sets, but others never gain this opportunity. This further supports one of the issues highlighted by Mills (2002), that assessment of EAL pupils is extremely difficult. This study has in fact uncovered more questions than answers. At School E, although an EAL policy exists and specialist advice is available, these are often overlooked, so further research into the practicalities of the philosophy may be beneficial here. Vis-Ã  -vis GCSE results, having predicted that EAL pupils would outperform non-EAL pupils, the outcomes of this investigation show that EAL pupils may achieve higher grades in Spanish, but that French may not be affected. Further research, using a larger sample of pupils studying a variety of Modern Foreign Languages, perhaps at a language college, where all pupils must study a language to GCSE level, would be necessary to obtain a definitive conclusion. Since EAL pupils appear to perform better than non-EAL pupils at GCSE level, at least in Spanish, it would be advantageous for them to be in a high-ability set from the beginning of Year 7. From this study, it is clear that current assessment criteria for setting pupils should be modified in some way for EAL pupils, and in case of doubt, they should be placed in a higher-ability set until a more accurate recommendation can be made. What does this suggest about the experiences/expectations of EAL pupils studying MFL? This, alongside school catchment area, parental backing and degree of specialist support available in the area, is a major influencing factor that could be considered in future investigations. To discover the true national picture, research would have to be completed in a wide variety of schools across the country, as this investigation has already shown two vastly different operational approaches. The completion of this research greatly enhanced my understanding of the way in which pupils with EAL learn foreign languages, which has assisted me with developing new teaching strategies to accommodate these pupils and integrate them into lessons where they may at times be in the minority. It has also increased my awareness of the difficulties schools come up against when faced with placing EAL pupils into sets for modern languages, particularly if they arrive into the UK education system midway through their schooling, sometimes with little or no previous education in their country of origin. I am aware of the situation, in future I will always keep careful track of the progress made by EAL pupils in my classes, and at the slightest sign of underachievement, I will do my best to move them into a different set, using this research to support the case. Hopefully, however, a suitable means of assessment will be devised in the near future to test the true capabilities of EAL pupils, thus eliminating the need for such action. By making this research available to others, I hope to increase the awareness of other teachers and professionals of the actual situation of EAL pupils learning modern languages in schools today, and in doing so enable them to enhance provision for the specific needs of EAL pupils learning in our education system. In conclusion, the support setup in operation for EAL pupils at School E has been successful at identifying areas to meet the needs of EAL pupils, and it has also paved the way for further research into the domain. It has enhanced my professional development and influenced my future in teaching by making me aware of the situation and assisting me in providing evidence to substantiate what I suspected through observation of the system that EAL pupils often have an aptitude for learning other foreign languages and that their needs are different to those of non-EAL pupils, so must be met by different means. One possible way to begin meeting the needs of EAL pupils more successfully is to ensure that research findings are more extensively published, and therefore reach a wider audience.

Alzheimer’s Disease Essay -- Alzheimers Disease Essays

Alzheimer’s disease is a neurodegenerative disorder, meaning it attacks the neurons within the brain. Neurons are the areas of the brain that allow for chemical messages, or neurotransmitters, to be transmitted. These neurons are necessary for connections with other nerve cells, and without them, the neuronS ultimately die. Alzheimer’s is a form of, and the most common cause of, dementia, or loss of intellectual capacity and personality. ("Dementia.") Alzheimer’s disease, or AD, is not a normal part of aging, although risk of developing the illness increases with age. The onset behavior of the disease normally doesn’t appear until age sixty and older. Though symptoms that appear before age sixty have occurred, it is less common and tends to run in families; these early onset also tend to progress more rapidly. (â€Å"Alzheimer’s Disease†) AD is one of the top ten most leading causes of death in America. In fact, estimates say that as many as 5.1 million people in the U.S. may have Alzheimer’s; that number steadily increasing with the growing elderly population. (â€Å"About Alzheimer’s†) In the last forty years, AD has become a prevalent topic amongst the medical and non-medical communities affecting lives and families; giving us motive for further our understanding of the brain. Alzheimer’s disease has been known since the turn of the century but was not a prevalent concern until the 1970s. In 1907, Alois Alzheimer, a German physician, documented a case of a fifty-one-year-old woman who was suffering from severe cognitive disabilities. She exhibited difficulties in areas such as memory, language, and social interactions. (Reger 1) After death, Alzheimer performed a brain autopsy using silver staining techniques. This allowed him to ... ...int. â€Å"Dementia.† Dictionary.com Unabridged. Random House, Inc. 02 May. 2015. Reger, Beth. "Alzheimer's Disease: A Brief History and Avenues for Current Research." Journal of Young Investigators: Undergraduate, Peer-Reviewed Science Journal 6.2 (2002): 1-3. Web. 29 Apr. 2015. Robinson, Lawrence, Joanna Saisan, and Jeanne Segal. "Alzheimer’s Disease: Signs, Symptoms, and Stages of Alzheimer’s." Helpguide.org: Expert, Ad-free Articles Help Empower You with Knowledge, Support & Hope. HelpGuide, Mar. 2011. Web. 29 Apr. 2015. "Studies Demonstrate Link Among Alzheimer's Disease, Down Syndrome and Atherosclerosis." ScienceDaily, 15 Jan. 2010. Web. 3 May 2015. Wattamwar, Pandurang, and P. Mathuranath. â€Å"An Overview of Biomarkers in Alzheimer’s Disease.† Annals of Indian Academy of Neurology 13.6 (2010): 116. ProQuest Research Library. Web. 12 April 2015.

Mary Shelleys Frankenstein and Satanic-Promethean Ideals Essay

Mary Shelley's Frankenstein and Satanic-Promethean Ideals      Ã‚  Ã‚   Mary Shelley's Frankenstein is a novel in conscious dialogue with canonical classics and contemporary works. It contains references to Coleridge, Wordsworth, and P. B. Shelley, but also to Cervantes and Milton. It is the latter's Paradise Lost which informs the themes and structure of the novel more than any other source. Like many of her contemporaries, Mary Shelley draws parallels between Milton's Satan and the Titan Prometheus of Greek myth. However, the two are not simply equated (as in Byron's poem, "Prometheus"), but appear in various facets through both Victor Frankenstein and his creation. Furthermore, God, Zeus, and Adam are also evoked through these characters. Though its treatment of these mythical figures identifies it with Romantic Satanism,1[1] Frankenstein reaches a moral conclusion at odds with the ideals of Shelley's contemporaries, and far closer to those of Milton.      Ã‚  Ã‚  Ã‚  Ã‚   The novel's alternative title is "The Modern Prometheus." It can be asked who in the story is supposed to be Promethean. Since this title is the alternative to "Frankenstein," it seems obvious that the doctor is meant, although it will be shown later that the monster also bears significant similarities to the Titan.      Ã‚  Ã‚  Ã‚  Ã‚   According to the Greek myth, Prometheus (whose name means "forethought"), against the will of Zeus, stole fire from the gods and gave it to humans. With fire came the beginning of a crafts and civilisation itself. In this respect, Victor Frankenstein's quest for knowledge is Promethean, as is his belief that his researches will benefit humanity.      Ã‚  Ã‚  Ã‚  Ã‚   The other consequence of the theft of fire is that it in... ... knowledge, causing their fall from a happy innocent existence. 4[4]   It must be made clear that this is a Christian myth. In Judaism, Satan is as much a servant of God as any other angel, it being his peculiar role to test humans and record their failures. Without understanding this, the story of Job loses its meaning-God sends Satan to test Job. The Jewish Satan has no relation to the serpent of the Eden story. The equivocation is Christian. Christianity's devil and its stark good vs. evil cosmic war derive from Zoroastrianism, not Judaism, just as its doctrine of the immortal soul derives from Platonism. There is no good vs. evil in Judaism, there is just God, and immortality is the privilege of God and the angels, not humans. 5[5] This phrase is borrowed from Friedrich Nietzsche, vide Genealogy of Morals, Beyond Good and Evil, and The Antichrist.

A Modern Malolos Republic

Pia A. Kasaysayan 1: Philippine History Reflection Paper A Modern â€Å"Malolos Republic†: A Reflection on M. Guerrero's â€Å"The Underside of the Malolos Republic† It’s generally acknowledged among Filipinos and some people around the globe that the Philippines is among one of the most corrupt countries in the world. In 2012, the Philippines ranked 105 with a 3. 4 Corruption Percentage Index in Transparency International’s compilation of data from 176 countries.The CPI score ranks countries from 0-10, with 0 indicating that a country is perceived to be highly corrupt, and 10 means that a country is perceived to be very clean (Transparency International, 2012). Corruption proves to be that longstanding problem that Filipinos and Filipino politicians always face. Of the many means of political corruption in the Philippines today, believed to be among the most rampant are graft, bribery, embezzlement, electoral fraud, backdoor deals, cronyism, and nepotism (Conde, 2007).Just by taking a look at the politicians currently holding office can the last type be evident. One family sometimes holds a seat in office for generations, ranging from barangay captain to the presidency. The political arena in the Philippines is largely comprised of and governed by ruling political dynasties, instead of political parties (Eder ; Vallarta, 2007). Corruption truly remains rampant in the Philippine society. What astounds me is the fact that it has been so rampant for so very long.According to Milagros Guerrero’s â€Å"The Underside of the Malolos Republic,† political corruption has been with the Filipinos since the very establishment of a republic in our country. Emilio Aguinaldo’s term as presidency seemed at-par with that of modern-day Filipino presidents like Joseph â€Å"Erap† Estrada or Gloria Macapagal â€Å"GMA† Arroyo in terms of its cleanliness and transparency. Where Aguinaldo’s term exhibited cronyism , or appointing longstanding friends into positions of authority regardless of their qualifications, so did Erap’s and GMA’s.Erap’s infamous Midnight Cabinet consisted of shady characters with which he would spend the night drinking liquor with. These men were often powerful players in society, both from the public and private sectors. This group of men, from politicians to businessmen, often won favor and other perks from the Estrada administration. Another example of cronyism is GMA’s alleged â€Å"midnight appointment† of former Chief Justice Renato Corona just before she was to step down from office. This mirrors Aguinaldo’s own treatment of his former generals and comrades at arms in the revolution.These men were soon elevated into positions of high rank, taking advantage of the sudden absence of the Spaniards to prey on unsuspecting fellow Filipinos. It was also from cronyism that came graft and embezzlement, manifestations of a politi cian’s greed for more power and personal belongings. Graft is the unscrupulous use of a politician’s authority for personal gain. Embezzlement, in the context of political corruption in the Philippines, is basically taking money for personal use in violation of a trust, such as the tax law.Among Aguinaldo’s cronies and supporters, there were quite a few who used their name and political power to exhort Filipinos into giving up land and money. As governor of Cagayan, Daniel Tirona swindled the town of hundreds of thousands of pesos. This is no different from modern day governors who seek out the favor of the current president in office, in order to gain more power. Embezzlement, when committed by high government officials, becomes an even graver crime against the state. Pres.Gloria Macapagal-Arroyo and some officials of her government were often suspected of embezzlement. There were a number of notable political scandals during her tenure as president, two of whi ch were the notorious Fertilizer Fund Scam and the NBN-ZTE Deal. Even until today are Erap and his indulgent lifestyle become the stuff of urban legend and stigmatization. While Aguinaldo himself is mostly spared from such a demeaning legacy, as he is often lauded as the hero-president of the Philippine Revolution, his colleagues and supporters simply cannot be awarded the same protection.Jose Ignacio Paua, Aguinaldo’s brother-in-law and general, was not well received in Albay and other Bicol areas where he milked his constituents out of home and land. Mentioned above, the infamous Daniel Tirona was hardly also the symbol for political and financial cleanliness. While it is our politicians’ ongoing promise to eradicate corruption, it’s obvious that with its roots so deep into our history, it will be no easy task. In order to truly have a clean, just government it’s up to the people to vote for whom they think deserves it and for those politicians to serve the people fairly and selflessly.As simple as it is, this conduct is often forgotten due to mostly selfish reasons. While corruption in the time of Aguinaldo and that of past presidents’ leave indelible stains in the history of the Philippines, our only solace is in the hope that future generations will not have to experience the same things. Works Cited Conde, C. H. (2007, March 13). Philippines most corrupt, survey says – The New York Times. Retrieved March 3, 2013, from The New York Times: http://www. nytimes. com/2007/03/13/business/worldbusiness/13iht-peso. 891792. html? _r=1; Eder, E. , ; Vallarta, A. (2007, April 20). GMA News Research: Political families reign in almost all of RP | News | GMA Online. Retrieved March 3, 2013, from GMA News Online: http://www. gmanetwork. com/news/story/39187/news/specialreports/gma-news-research-political-families-reign-in-almost-all-of-rp Transparency International. (2012). Research – CPI – Overview. Retrieved Ma rch 3, 2013, from Transparency International: http://www. transparency. org/research/cpi/overview

Turning Around Malaysia Airlines

12 Nur Ain Binti Muhammad Yusuf Turning Around Malaysia Airlines Turning Around Malaysia Airlines Table of Content NO| TITLE| PAGE| 1. 0| Executive Summary| 1| 2. 0| Introduction to Case Study| 1| 3. 0| BTP1 Assessment| 1| 3. 1| Financial Analysis| 1| 3. 2| SWOT Analysis (BTP1)| 2| 3. 3| BTP1 Turnaround Analysis| 2| 4. 0| BTP2 Assessment| 3| 5. 0| Bottlenecks & Recommendation| 3| 6. 0| References| 4| 7. 0| Appendices| 5| 1. 0 Executive Summary Malaysia Airlines (abbreviated MAS), is the government-owned flag carrier of Malaysia.Due to fuel price hiking, inefficient management, global economic crisis, government intervention and low load factor, MAS suffers substantial loss which peaks during 2005. Afterward, Tan Sri Idris Jala was brought into MAS strategizing for turnaround program to bring MAS back to profit. The main target for Business Turnaround 1 (BTP1) is for profit turnaround of 1. 1 Billion improvements in 2006 Exhibit 1. 1. MAS proposes plan to tackle on the financial aspec t, as well as non financial aspect such as operational, enriching stakeholders bonding, increasing customers value as well as for people.Several decision made includes selling off headquarters, increasing fares, cutting-off unprofitable routes (Exhibit 1. 9) and Mutual Separation Scheme to enhance its financial. Firefly and MasWings are launched to cater domestic flights. BTP1 proved to be a success and subsequently, BTP2 follows. BTP2 focuses on detailed project and procedure to carry on the success of BTP 1. 2. 0Introduction to Case Study This report will discuss and analyze the positioning of Malaysia Airlines.The key objectives are to identify the current market situation as well as analyzing the Business Turnaround Plan 1 and Business Turnaround Plan 2 and its success or failure as well as providing some recommendation for future sustainability. 3. 0Assessment on Business Turnaround Plan 1 (BTP1) 3. 1Financial Analysis During the implementation of BTP1 (2006 &2007), the operati ng profit recorded high. Based on the computation of MAS’ ratio as shown in Exhibit 1. 2, BTP1 period shows a favorable ratio as compared to other year. Based on efficiency ratio, there is remarkable increase in the ratio in 2006.It measures how effectively the firm is managing its assets in generating the sales, and it is due to increase in operating profit. The gearing ratio as per Exhibit 1. 5 show a slight dipped in 2006, however recovers in 2007 due to sale of the headquarters building. Exhibit 1. 7 favors greatly to MAS as the cash flows increase in 2006 and 2007 show near 4 million of cash flows due to issues of shares and selling off the building. Overall, financial analysis during BTP1 period shows favorable impact financially to MAS, however does not improves continuously during period in which BTP2 commence. . 2SWOT Analysis (BTP1) Strength By initiating Mutual Separation Scheme, it emphasis on increasing staff efficiency, cutting down routes leads to a focus on se rvices and network structures that were profitable. The intention to diversify with MasWings and Firefly promotes larger scope for market. Weaknesses The BTP1 initiative focuses on the financial aspect, since they have to recover from massive losses previously. The extreme cost reduction might impact the service indirectly, or being too financial-focus, BTP1 merely recognized the non financial aspect.The decision also largely attributed to gaining quick cash to solve the liquidity problems; ie; from the selling off the building. Whilst it can become their advantage, but by diversifying, because MAS itself in a shaky state, thus by diversifying, it lack focus as well as imposing larger operating cost for MAS as a whole. Opportunity Connell (2006) comments that medical tourism has been a success in Asia especially and has prompted global interest, with the increasing in GDP worldwide including Malaysia, as well as emerging worldwide fascination with travelling, thus it can be taken as a tool for Malaysia Airlines to expand their customer.This BTP1 plan can become the turnaround aspect financially and non-financially. Threat Even AirAsia is seen as Mas biggest threat, however, seeing that how both of these airlines promotes entirely different packages and offerings, Mas deemed these few obstacles as their main threat, which is the volatility of fuel price due to Iraq invasion by US, staff resistance of given plan and government intervention in setting up boundaries for the CEO to act accordingly to what they thinks fit. 3. 3BTP1 Turnaround AnalysisBTP1 Turnaround Analysis will be done based on the core strategies in which BTP1 proposed (in which two important aspects are further elaborated). First is by financing and aligning the business on the Income Statement. As per financial analysis above mentioned, MAS shows remarkable transformation during this phase. Based on Exhibit 1. 1 the actual performance supersedes the projected plan projected a year ahead of time . This is a success due to fares increment, elimination of unprofitable routes and increase in efficiency.Other core strategy is flying to win customer and by observing and studying the non-financial aspect during the implementation of BTP1, they succeed in maintaining the customers’ value. This resulted in MAS receiving 11 non financial-awards during this phase including 5-Star Airline Award, 2006 and 2007 from Skytrax, Best Airline to Asia, 2006, Travel Weekly Globe Award and numerous cabin service awards from Skytrax, Readers Digest and so on. They also encourage mastering operational excellence by increasing employees’ value and efficiency, Unleashing Talents & Capabilities and winning coalition.While it is based on value judgment and rather subjective, however it is proven to be a success referring to relevant articles, audited financial statement and to some extent word of mouth by former and existing employee. The efficiency increases as well and can be observed by some of the decision made by Tan Sri Idris Jala which by reducing unprofitable routes, selling of the building in Jalan Raja Chulan, and drastic cost reduction scheme. 4. 0Assessment on Business Turnaround Plan 2 (BTP2)As per financial analysis, most analysis shows an unfavorable financial state during the implementation of BTP2. BTP2 is a more comprehensive, step to step planning in conjunction with the success of BTP1. Referring to Exhibit 1. 10, BTP2 strategize on Breaking New Ground (BNG), Gaining New Business (GNB) and Making The Most (MTM). With the current state of Malaysia Airlines and from the analysis gathered financially and non-financially, BTP2 make slight downturn from the success of its previous predecessor. 5. 0Bottlenecks & RecommendationThere are many bottlenecks that lead to diminution of momentum for BTP2 including competition with AirAsia, stepping down of Tan Sri Idris Jala as CEO, the diversification effects, MAS internal culture and strategies gone awry. In order to gain sustainability, the first is how to capture customer. MAS has been underperform financially due to stagnant and average load factor which in turns affect RRPK & RASK; example exhibit 1. 8. Thus, in order to capture the market, MAS have to strategically plan for its marketing approach to attract broader customer and thus larger scale promotion need to be made.They also should assess the manpower requirement and sell unnecessary asset. 6. 0Reference 1. â€Å"Malaysia Airlines Business Turnaround Plan† (PDF). Malaysia Airlines 2. â€Å"Malaysia Airlines Business Transformation Plan: Project Mosaic†. (PDF) Malaysia Airlines. 3. http://en. wikipedia. org/wiki/Malaysia_Airlines 4. http://www. flightglobal. com/news/articles/idris-jala-transforming-malaysia-airlines-222296/ 5. http://sakmongkol. blogspot. com/2011/08/mas-turnaround-was-real-debate. html 7. 0Appendices Exhibit 1. 1Projected Profits: BTP1 Exhibit 1. 2Table of Ratio from 2003- 2008 | 2003| 2004| 2005| 2006| 2007| 2008|Current ratio| 1. 04| 1. 18| 0. 81| 0. 74| 1. 42| 1. 38| Acid-test ratio| 0. 92| 1. 08| 0. 70| 0. 67| 1. 35| 1. 31| Fixed assets turnover| 3. 53| 3. 59| 3. 09| 4. 03| 5. 59| 4. 55| Debt ratio| 0. 55| 0. 54| 0. 68| 0. 73| 0. 61| 0. 49| Gross profit margin| -0. 0067| 0. 0003| -0. 1670| -0. 0486| 0. 0186| -0. 0108| Operating profit margin| 0. 056| 0. 041| -0. 143| -0. 003| 0. 061| 0. 022| Net profit margin| 0. 039| 0. 054| -0. 143| -0. 010| 0. 006| 0. 016| Exhibit 1. 3Liquidity Ratio Exhibit 1. 4Efficiency Ratio Exhibit 1. 5Debt Ratio Exhibit 1. 6Profitability Ratio Exhibit 1. 7Cash Flow Analysis Exhibit 1. 8Performance Analysis

Comparative politics and political ideas Assignment

Comparative politics and political ideas - Assignment Example he political system in North Korea does not function to benefit the people that it ought to serve and, therefore, an active presidential democracy should be established where political leaders would be chosen by the universal salvage rather than the current handpicked hereditarily authority. Democracy ensures that the most suitable candidate is elected to office to actualize the needs of the people. Political representation also ensures leaders to work hard because they would face the people in the next election. Political representation has been working efficiently in majority of the nations, in the world and would work well, in North Korea. Presidential system has the most accountable democracies in the world. They ensure that public resources are accounted, unlike a totalitarian dictatorial system. Dictatorship thrives in wastage and engagement, in selfish agenda that ruin the economic fundamentals of the country. Presidential systems thrive better in a free market economy. This help in equitably allocating the scarce resources to the most deserving sectors in the economy. There is no agreed definition of democracy, but it is that system of government that exercises power on behalf of the people. It is a system of government that respects the freedom and rights of individuals. China has been exercising de facto totalitarian authority in the expense of democracy. Though the country has denied people political liberty, it has expanded its economic freedom to citizens and local and foreign companies. Both Israel and Palestine have a genuine argument on the conflict between the two warring communities. As it has been said the most deadly conflict have been the clash between right and right and not right and wrong. Therefore, the mediation of the conflict has found it difficult to find common ground for which both parties can agree on. However, it is the understanding of the causes of the conflict that can help address the situations. The original composition of

Data Analysis of noise study Essay Example | Topics and Well Written Essays - 1250 words

Data Analysis of noise study - Essay Example Finally, this scale has an absolute or fixed zero point. An employee who scores a zero in test must have answered all the questions incorrectly. The ANOVA is used whenever there are three or more groups to compare. In this case it would be an appropriate tool because there are three groups to compare; Constant Sound, Random Sound and with No Sound. (There is no difference in the mean productivity of those who have background music at constant volume, those who have background music at periodically varying volumes and those who do not have background music at all) (There is a difference in the mean productivity of those who have background music at constant volume, those who have background music at periodically varying volumes and those who do not have background music at all.) The test results are statistically significant at the 5% level; that is, at the 5% significance level, the data do provide sufficient evidence to conclude that there is a difference in the mean productivity of employees who have background music at constant volume, those who have background music at periodically varying volumes and those who do not have background music at all. Once we have obtained the results from One-Way ANOVA, follow-up tests are required to find out which group’s mean significantly differs from the other group means. The test which we will be conducting is called Tukey HSD test. (i) Since 2.766 (ii) The second part shows that 3.631 > 3.57 therefore there is a significant differences in the mean productivity of the group which have background music at constant volume and the group which who had no background music. (iii) Finally, the results of the last part reveal that as 0.864 < 3.57 therefore there are no significant differences in the