Business: It’s Nature and Environment Essay

Offering a unique look at interior design, Materials and Components of Interior Architecture, Seventh Edition fully covers the nonstructural materials available to interior designers. With an eye on the environment, it provides a firm understanding of the products, properties, and uses of all materials, from floors, walls and ceilings to installation, and recycling. Going beyond paint and carpet, it explores over 27 different floorings and devotes separate chapters to kitchens and baths. Filled with  the latest information provided directly from the suppliers, it helps readers think knowledgably and creatively about the â€Å"nuts and bolts† of interior design—both in terms of structure and style. With an eye on the environment, it provides a firm understanding of the products, properties, and uses of all materials, covering everything from floors, walls and ceiling to installation, and recycling. Progressing from the ground up—literally—it looks beyond the more decorative aspects of design to study the properties and uses of both finishing materials in the design field and structural materials in the architectural field. For interior designers and specifiers. Book Description The fourth edition of STRATEGIC LOGISTICS MANAGEMENT is an excellent balance of theory and practical application and continues to include state-of-the-art logistics information and technology. This is one of the few books to have a view of logistics from a marketing perspective. In  addition, it integrates the areas of logistics, marketing, finance, accounting, technology and manufacturing. Extensive coverage of customer satisfaction, global issues, and accounting/finance issues are incorporated throughout the text as well as in separate chapters. Examples of â€Å"real world† illustrations of concepts are also included in each chapter. This book has been extensively revised and updated in the areas of technology, global coverage, and transportation. From the Author A number of important topics not covered in many other logistics texts, or covered only superficially, are given significant treatment in this book, including: supply chain management, measuring and selling the value of logistics, order processing and management information systems; e-commerce and the Internet; reverse logistics and packaging; financial control of logistics performance; logistics organizations; and global logistics. Our goal in covering these topics in addition to the traditional activities is to provide readers with a grasp of the total picture of logistics within the context of supply chain management processes. There are a number of worthwhile improvements in the fourth edition. We have included many more references and examples from general business and other literature because of the impact of logistics on a variety of business processes. This edition covers the academic and trade literature in the area of logistics extensively, and includes the most up-to-date information and examples. Readers will notice the significant number of citations from the year 2000. We have retained those elements that are â€Å"timeless† and those that made the previous editions successful. About the Author James R. Stock  is Professor of Marketing and Logistics at the College of Business Administration, University of South Florida. Dr. Stock held previous faculty appointments at Michigan State University, University of Oklahoma, and the University of Notre Dame. From 1986 to 1988 he held the position of Distinguished Visiting Professor of Logistics Management, School of Systems and Logistics, at the Air Force Institute of Technology, Wright-Patterson  Air Force Base. Dr. Stock is the author or co-author of over 90 publications including books, monographs, articles, and proceedings papers. He is author of Development and Implementation of Reverse Logistics Programs and Reverse Logistics; co-author of Distribution Consultants: A Managerial Guide to Their Identification, Selection, and Use; and co-author of Fundamentals of Logistics Management. He currently serves as editor of the International journal of Physical Distribution and Logistics Management. He received the Armitage Medal (1988) f! rom the SOLE—The International Society of Logistics in recognition of his scholarly contributions to the discipline. His areas of expertise include reverse logistics, supply chain management, and the marketing-logistics interface. He has lectured on various logistics topics throughout Europe and Africa. Dr. Stock holds BS and MBA degrees from the University of Miami (Florida) and the Ph.D. from The Ohio State University. Douglas M. Lambert  is the the Raymond E. Mason Professor of Transportation and Logistics and Director of The Global Supply Chain Forum, Fisher College of Business, The Ohio State University. He is also the Prime F. Osborn III Eminent Scholar Chair in Transportation, Professor of Marketing and Logistics, and Director of The International Center for Competitive Excellence at the College of Business Administrati on, University of North Florida. From 1983 to 1985 he was PepsiCo Professor of Marketing at Michigan State University. Dr. Lambert has served as a faculty member for over 500 executive development programs in North America, South America, Europe, Asia, and Australasia and he has given more than 100 presentations to professional associations around the world. He is the author of The Development of an Inventory Costing Methodology, The Distribution Channels Decision, The Product Abandonment Decision and co-author of Management in Marketing Channels, Fundamentals of Logistics Management, Str! ategic Logistics Management, and Supply Chain Directions for a New North America. He has authored or co-authored more than 150 publications. In 1986 Dr. Lambert received the Council of Logistics Management’s Distinguished Service Award, â€Å"the highest honor that can be bestowed on an individual for achievement in the physical distribution/logistics industry,† for his contributions to logistics management and has also received CLM’s Founders Award (1997) and Doctoral  Research Grant (1975). He holds an honors BA and MBA from the University of Western Ontario and a Ph.D. from The Ohio State University. Dr. Lambert is co-editor of The International Journal of Logistics Management.

The Seeds of Discouragement

The seeds of discouragement in work with young people INTRODUCTION Discouragement by definition is the act of or instance of being discouraged, the state of being discouraged or something that discourages. In other words it is simply the feeling of despair in the face of obstacles. Young people may become defiant or hard if seeds of discouragement are sown into their lives especially during their childhood years. This essay will seek to demonstrate how discouragement can be used positively by a child and youth care worker (CYCW) to try to help the youths they work with develop positively.It will discuss how CYCW behaviors encourage or discourage youths by addressing the four ecological hazards linked to the profiles of discouragement. The 10D’s of deviance will be explained and then it will further explain what the impact of personal theories of behavior can be. This paper will conclude by looking at what the impact on assessment will be if the child or young person feels disc ouraged by his or her interactions with the CYCW. CYCW’s are in daily contact with children and young people and they assume a very large and important role in their lives.Gannon (1990) suggests that they interact, observe and spend a lot of time with them hence they know them and their ways very well. Gannon (1990) further suggest that CYCW’s represent children and youth, share their hopes and aspirations for the future as mature, responsible and independent adults. A CYCW can use discouragement in a positive way so as to try to develop appropriate behaviors and attitudes by discouraging them from engaging in dangerous and negative activities that can affect their growth, development and achievements.This can be achieved by focusing on transitions within their environments instead of concentrating on the negative traits of troubled children. Four ecological hazards which are destructive relationships, climates of futility, learned irresponsibility and loss of purpose can be used to address this. Destructive Relationships Children affected by this hazard are for example those children who are unclaimed or rejected by their families. Their needs are failed to be met by their caretakers.This usually leads children to lose the ability of being able to create meaningful and real attachments with anyone. They feel like outcast and in most instances those in foster homes are moved constantly from one home to another. Stout & Kipling (2003) suggested that those who practiced detachment effectively distanced themselves from the source of hurt, whether by â€Å"shutting down,† not speaking or hearing or joking and laughing about the source of pain. They end up being involved in delinquency such as stealing, drugs use and abuse and even prostitution. Some end up having suicidal thoughts.Ackerman (2012) suggests that one of the elements of reclaiming discouraged youths is by earning their trust therefore the CYCW can discourage this negative behavior by gaining trust and building a meaningful relationship with these children. By this they can be influential in the children’s lives, discourage them from negative activities and behaviors and correct and comment them when their behavior is unacceptable. Climates of Futility This ecological hazard consists of children who fear failure because they feel inadequate. It looks at achievement or mastery.Grose (n. d) suggests that most children like adults can be stung by discouragement and if they receive enough of it, their self-esteem takes a dive and they begin to take fewer risks for fear of being criticized for making mistakes. These children are seen as ignorant and arrogant. A rather negative, cynical and pessimistic approach does not work because negative discouragement by a CYCW can lead to negative futility being breed. Punishing them can also lead these children to be more difficult as boredom may be the main cause of them following destructive paths.They are unmotivat ed, give up easily and avoid risks hence the CYCW should discourage these traits and encourage them to focus on their strengths, be creative, persistent and motivated in what they do. This can be achieved by creating non-threatening environments and having experimental activities that involve social engagement by teaching those concepts and not facts. Mentoring and teaching them accountable cooperative learning can discourage them from engaging in the negative activities they were once involved in or might get involved in as a sense of a future and purpose is created. Learned ResponsibilityThis ecological hazard consists of children who are rebellious and defiant as they try to mask their sense of powerlessness. This in most cases leads these children to join gangs in search of a feeling of belonging. Another reason for these gangs to be created is for these children to look for loop holes and go against authority. This is because their needs are not being met by the existing social structures. This may lead to drug and alcohol abuse, theft, prostitution and even killings. Responsibility cannot be learned because of these negative and destructive ways that would have been learnt.CYCW’s can discourage these children from gangs by teaching them to become independent, self-sufficient, responsible and self-disciplined. This can help these children from refraining themselves from negative and bad ways of living as they would be obedient to authority, respect social responsibility and have self-control by having inner values. Loss of Purpose It is portrayed by self-centered youth in search of meaning in this world that is full of confusing values. Many of these children end up using drugs on the street corners if they are poor or in their mansions if they are rich.Regardless of their different backgrounds and social statuses, these children find it hard to develop a sense of own value if they do not have the opportunity to be of value to others. Instead they become affectionless, selfish, bullies and narcissistic. The CYCW should use discouragement of drugs taking and self-centeredness in order to encourage them to be caring, loyal, sharing, generous, empathetic and supportive. This in turn helps children learn to be responsible, courageous, do things for others and be hooked on helping, create attachments to other people and have empathy for the condition of those who are less fortunate. 0 D’s of Deviance The 10 D’s of deviance on approaches to difficult children help us understand how a problem is viewed by adults and what typical responses that often follows. It shows the link between naming a problem and the typical responses that often follows. There are ten D’s of deviance but only three are going to help explain the link between the naming of the problem and the typical responses that follow. Looking at the educational theory, children are often viewed or the problem is always named as them being disobedient. The typical responses are that the child can be reprimanded, corrected or expelled from school.Argyris (1958) states that studying human behavior in schools as in organizations involves ordering and conceptualizing a buzzing confusion of simultaneous existing, multilevel mutual variables. So it may not be the case that the child is being disobedient but simply looking for attention as there might be things that would be troubling the child and they might not know how to express themselves. This is seen in children who bully other children as they usually come from broken and abusive homes where they might have been or are being abused.Expelling the child will not help anything but instead the best response is to try to get help for the child by counseling and protecting them. Redshaw (2011) suggests that from establishing a caring and nurturing therapeutic environment, focusing on developing their personal strengths, interests and talents, providing intensive support for targeted b ehaviors, to ensuring that day? to? day practices around discipline and corrective guidance are focused on teaching and treating, rather than punishment.The special education theory suggests that children are labeled as being disabled and the following responses are likely to be segregation or remediation of the child. In medieval times disabled children were seen as a curse and were usually killed at birth. Segregating the child will only further damage the child psychologically and emotionally. Instead resources at the adults’ disposal should be used to develop the child based on their needs and condition so that they can become independent. The folk religion states that children are labeled to be possessed by a demonic being.The response that would follow was an exorcism, chastise or the child being banished. Possession might not be the case as the child might be having psychological or behavioral disorders that require a different approach to cure or treat them. At times it is not necessary to label children as being possessed before ruling out every other alternative because the whole exorcism process will traumatize the child especially is it does not work. Positive Personal Theories of Behavior These theories try to explain how behaviors attributed by challenges faced by and the positive traits of the youth affect them leading them to take certain actions.Cognition esteeming labels show positive traits which the youths possess such as being strong, competent and worthy. These positive traits affect the youths positively as they get affection and attraction. They feel wanted and in turn reciprocate the feeling. They most likely get involved in activities that help them grow and develop. They are able to create attachments and hence the chances of them disassociating from the world are low since they have mentors such as the CYCW’s who help shape their character on positive ways. They are nurtured and empowered with positive skills that will help them aspire in life.Empathizing labels make them feel like they are being rejected, discouraged and frustrated. This affects them because they become concerned and they sympathize about being labeled like that. They use this for the positive as they defriend those people who bring negative things in their lines or they may be encouraged to work harder at trying to be better than those people that discourage, frustrate and reject them. We are all different, and a lot of people believe in themselves and use this negativity to their advantage if they are in the care of caring CYCW’s, mentors or guardians who will help them channel it in a positive way.On the other hand the negativity can depress, unmotivated and bring a child down because of its discouraging and frustrating manner. In conclusion assessment will become difficult if a children or a young person feels discouraged by their interactions with a CYCW. This is because discouragement will only encourage the same ol d behaviors to be maintained and therefore the CYCW might not be able to assess the child properly as they will still be blocked out by the child. Assessment requires creating an attachment, opening up to each other and feeling comfortable around each other.Even though assessment is affected negatively if the child feels discouraged by the CYCW, the CYCW can pick up some of the negativity in the child’s behavior and speech or even by how they will be interacting. WORDS (1831) References: Ackerman, R. J. 2012. Developing Resilience and Achievement Skills in High Adolescents: Victory or Violence Conference. Lexington, KY, July 11, 2002. Argyris, C. 1958. Some problems in conceptualizing organizational climate: A case study of bank. Administrative Science Quarterly, 2(4): 501-520. Brandton, L. K. & Brokenleg, M. 2002. Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, Indiana: National Education Service. Gannon, B. 1990. Staying sane as a child care worker. The Chil d Care Worker. 8(4): 10-12 Grose, M. (N. d). How to Help your Child at Sport Without Embarrassing them or yourself: Our Kids. A newsletter for Parents. Redshaw, S. 2008. Meeting the needs of children and young people in care: What is the ethical response? Australian College for Child and Family Protection Practitioners, Stamford Grand, Adelaide. Redshaw, S. 011, theurapeutic Residential Cre Porgram: Model of Practice. Sanders, M. R. 1992. Every parent: A positive approach to children's behaviour. Sydney: Addison? Wesley Publishing Company. Seita, J. R. 2006. Troubled but talented: Finding hidden strengths. Reclaiming Children andYouth, 14(4): 194? 195. Stout, M. D. , & Kipling, G. 2003. Aboriginal people Resilience and the Residential School Legacy. Ottawa, Ontario: Anishinable Printing Walsh, J. , & Aubry, P. 2007. Behavior management through adventure. Reclaiming Children and Youth, 16(1): 336? 339.

Baderman Island Family Vacations Essay Example for Free

Baderman Island Family Vacations Essay Baderman Island Family Vacations: Advertising, Creative, and Media Strategies Advertising not only works but is often unmatched in its capacity to reach major audiences, build brand awareness and personality, as well as stimulate curiosity and desire. But, more than ever, companies today [in this very competitive environment] need the right creative messages and media choices in an effort to break through the â€Å"noise† in order to get noticed, and therefore, remembered. This paper will outline Baderman Island’s Family Vacations advertising plan, further expanding on creative decisions and effective media strategies in an effort to increase market share. Baderman Island – Family Vacations Analysis Family getaways are one of the top reasons that guests stay at Baderman Island, regardless of whether the stay is a seven day excursion or a weekend family reunion. With so many activities to choose from such as: boat rentals, water skiing, snorkeling, scuba diving, tennis, golf, five secluded beaches, Oasis Spa, and gallery touring there is truly something for everyone in the family to enjoy, not to mention all the activities on the island are appropriate for visitors of all ages. The many unique selling points of Baderman Island Family Vacations consist of the island being self contained, all-inclusive, hosting an array of restaurants, three different hotels, and unlimited activities to entertain and relax all guests. Currently, the marketing situation consists of a website that is an excellent tool for attracting guests and showing them all the perks of the island through pictures and blogs. The blog is a new advancement to the website, but should prove to attract positively more guests through the testimonials of previous visitors. Target Audience The target audience for Baderman Island is the typical â€Å"family vacationers† who are looking for a resort that offers a variety of activities without having to leave the premises. These families will consist of parents with at least one child. The target family will be the family who consists of two adults within the household with at â€Å"least† 2-3 children to help maximize profits. All races, ethnicities and cultures are welcome. The target market will be an adult who enjoy warm weather vacations with family, spending quality time with each other enjoying activities and who have a love for the beach and fine art. The target audience will also consist of consumers who fall within the lower to middle class and above demographics searching for a family destination that does not require leaving the United States (U.  S. ). Not all families can afford the cost of securing passports and expensive air travel to the Caribbean. Creative Strategies A creative strategy is important to the overall execution of an advertising campaign. Team C will use a â€Å"positioning† approach as its creative strategy. In this approach Baderman Island will be clearly defined as the number one â€Å"all inclusive† destination for family travel. Brand image approach will also be incorporated into the strategy. This will help consumers correlate the Baderman Island brand as a top notch, high quality destination. This approach will be accomplish by using an easy to remember slogan, such as â€Å"Baderman Island Family Vacations, the Finest Place to Reconnect,† as well as further using the ever popular slogan, â€Å"Relax, Enjoy, Indulge. † Increased emphasis will be placed on marketing the concept that Baderman Island is a unique destination specializing in family activities. This will enable Baderman Island to distinguish themselves from other competitive resorts in the marketplace. All creative advertisement associated with the resort will be colorful and eye catching; it will feature pictures that depict happy families vacationing and spending time together, further providing a visual of what family vacationing could be for the potential customer. On radio spots sound bites will be used of customer testimonials of how happy they were when they vacationed on the island. TV ads will also depict families enjoying themselves on the beach, playing golf, in the spa, visiting the museums and art galleries, and participating in the many sports activities offered on the island. The television ads will also highlight the many pricing plans and payment options where applicable. Positioning Statement Baderman Island’s positioning concept will explain that Baderman Island Family Vacations is for vacationers with families who are seeking a luxury resort â€Å"experience† to reenergize from their busy lives and reconnect with family and friends, and that Baderman Island Family Resorts is one of the most luxurious destinations in the world. The island offers four star accommodations that highlight a world-class spa featuring a full range of treatments designed around the resort’s natural springs, sophisticated purpose-designed meeting facilities, and an assortment of other amenities all delivered with a high level of personalized service (University of Phoenix, 2008). All of this is made available on this self-contained, all-inclusive resort island that is surrounded by the beautiful Kelsey River. Golfing, fishing, spa facilities, museum excursions and a beautiful beach are all available to vacationers of this island. Message Platform Baderman’s message platform is to develop Baderman’s brand and when potential guest see the logo, they will envision the beautiful crystal clear waters, which symbolizes peacefulness as well as relaxation. Presently, Baderman Island is expanding the brand on the 1,600 acres of land they own. 750 acres are operational. See map below. (University of Phoenix, 2008). In an effort to increase brand recognition Baderman Island will rely heavily on word-of-mouth marketing. The expectation will be that satisfied guest will continuously sell the brand for the resort while Baderman Island continues to make capital improvements. Once the Baderman Island’s guest vacation experience is over and they leave, the hope is that they will tell their friends about the wonderful experience during their stay. Word-of-mouth advertising is one of the most effective advertising vehicles when feedback is 100% positive. Baderman Island will strive to be the number one vacationing spot. Baderman Island will be well known for the following attributes: Owning an island, which exclusively promotes their brand, and having facilities that offer excellent customer service. Baderman Island makes a point of listening to guests who have enjoyed previous stays and will continue to develop innovative ideas that include customer feedback on how to improve future stays. Media Strategies and Objectives Print media is one of the most efficient ways to reach potential customers. For example, magazines are a medium that has a number of special-interest publications segments that can reach Baderman target audience (Wisconsin Department of Tourism, 2009). As a result, print ads, billboards, and brochures will be Baderman Island’s priority media vehicles of choice. Baderman Island will also use a number of advertising campaigns which will run a variation of television commercials, all emphasizing family fun. An additional strategy that Baderman will use in order to develop a relationship with potential guests is through the use of [developing] creative brochures which will assist with enticing guest towards booking a vacation on Baderman’s Island property. After all, they are inquiring about Baderman’s vacationing experience, so brochures will bring Baderman’s Island Vacations upfront and personal to future guest. Guests will be able to look at full color ads while reading a wealth of information regarding services, pricing plans, recreation packages, spa schedules and a host of activities used to keep children occupied during the day. The objective is to have future guest pick-up and carry brochures with them so they can view the material at their leisure and share it with family and friends. Baderman will capitalize on the idea that the brochure is portable which gives the upper hand rather then relying on guest to remember a 60 second commercial. Lastly, radio air time will also be explored as a media option. There are seven times as many radio stations as television stations in the U. S. (Wisconsin Department of Tourism, 2009) therefore; this is a medium that Baderman will seek to explore with the assistance of a limited-service agency. Strategy RationaleThe rationale behind the creative strategies and campaign message is to ensure that Baderman Island Vacations stands out over the competition. Creating the easy to remember message of â€Å"Baderman Island Family Vacations, the Finest Place to Reconnect,† will capture the image of Balderman Island at its fullest. In addition, using vibrant colors within ads and â€Å"real† people will not only be an eye catcher, but also illustrates the fun side of Balderman Island. Using photos of smiling and happy families doing fun activities together as part of advertisement features will say it all. Baderman Island will use similar stock photos in all advertisements. By placing the emphasis on â€Å"family† the brand image that Baderman Island will be known for will be something that both existing and potential customers will relate too. The resort will also seek to create a feeling of nostalgia where people who see the billboards, magazines, website, or hear radio advertisements will wish and want to experience what Baderman Island offers. An addition strategy will be to choose air time during busy traffic hours to advertise services. What better time to dream being somewhere else than when a person is stuck in a traffic jam. As a family resort, Baderman Island believes in getting and giving the best. As customers, Baderman personnel staff expects the best on both products and services from providers, and it is only right that the resort gives the same respect, treatment and consideration to their customers. Baderman Island stands on the priority objective of treating customers â€Å"just like family. †Supportive ResourcesAlthough many companies have opted towards using outside advertising agencies exclusively for assistance with creative ideas, Balderman Island prefers to do it themselves. Baderman Island’s in-house creative teams provide a range of services depending on the resorts needs and are familiar with the resorts rich history and many products and services. The in-house team is also better equipped to handle adhoc problems regarding advertisements within a timely manner. Keeping creative development in-house will provide the resort more control with lower risks of having proprietary confidential information leaking into the wrong hands, also keeping in mind that external agencies have other clients to assist. In addition to risk management, in-house creative resources for creative support make it easier to coordinate and have a more â€Å"personal† touch with the service versus an outside agency. In addition to in-house support Baderman Island will seek advice from limited-services agencies which specializes in one aspect of creative process; usually providing creative production work or the purchase of media space (Wisconsin Department of Tourism, 2008). A limited-services agency will be used in order to coordinate radio air time and in some instances magazine space. ConclusionAs stated earlier, Baderman Island Family Vacations is striving to continue to compete in a very competitive environment. With the consistent advertising message, â€Å"Baderman Island Family Vacations, the Finest Place to Reconnect,†Ã¢â‚¬ ¦ Baderman will further expand on that message by building upon a media strategy that emphasis family, fun, relationships, and value. Therefore, a media strategy that focuses on â€Å"awareness advertising,† where the attempts to build Baderman Island’s image and familiarity with the resort brand and excellent services will be their ticket towards marketing success. Baderman Island is confident that by using multi-media vehicles of print ads, billboards, brochures, television commercials, and radio spots their target audience will be effectively reached. Six months post campaign launch, Baderman will evaluate their advertising effectiveness through monitoring and post-evaluation tools and re-evaluate their marketing plan accordingly based on results. Baderman Island Family Vacations. (2017, Feb 23).

Taxation Project Dissertation Example | Topics and Well Written Essays - 5500 words

Taxation Project - Dissertation Example Due to changes in economic conditions, countries have been forced to review their VAT system so as to ensure economic stability and economic development sustainability. The United Kingdom is one of the countries that have well established VAT system. In the recent past, the UK government has increased its VAT rates as a way of generating more revenues to meet the ever increasing expenditures. Notably, this economic policy has had far-reaching effects on businesses and end consumers. This research paper examines the effects of increasing VAT rates in the country. TABLE OF CONTENTS Chapter 1: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Background of VAT system in UK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Research Objectives and Aims†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Chapter 2: LITERATURE REVIEW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Fluctuations of VAT in UK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Effects of Increase in VAT rates in UK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 An increase in Consumer Price Index UK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 Tax Evasion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 Increase in compliance cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14 Increase in cost of Living among the general population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Lower levels of growth in the retail sector†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†¦16 Other Effects†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦16 Summary of Previous Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..17 Chapter 3: METHODOLOGY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦18 Primary Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 Secondary Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..†¦.18 Research Approach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..†¦Ã¢â‚¬ ¦..19 Questionnaire used for the Research Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦..20 Critique of Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦20 Chapter 4: ANALYSIS AND FINDINGS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 Chapter 5: CONCLUSIONS AND RECOMMENDATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..24 REFERENCES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.27 APPENDIXES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦29 Chapter 1: INTRODUCTION Background to Value Added Tax (VAT) in the UK According to Adam and Browne (2009), value added tax (VAT) and income tax contribute more than two-thirds of total tax revenue in the United States, the UK, Canada and in other countries around the wor ld. The value added tax is a proportional tax paid in sales. It has been utilised as a mechanism for taxing goods and services consumed within a country’s economy. This is a consumption tax which is distinct from other consumption taxes which include sales and income taxes. VAT has become an important source of revenue in most countries. In the United Kingdom, the national government has been subjected to a great deal of pressure to increase its revenue to be used to facilitate balancing of the budget. In order to meet these demands, the state has resorted to VAT as the primary means of raising substantial revenues. Like in most countries around the world, UK government collects VAT at every stage of economic value addition process

Corporate Culture and Identity Case Study Example | Topics and Well Written Essays - 1000 words

Corporate Culture and Identity - Case Study Example Moreover, this discourse would assist in comprehending to the requirement of an effectual corporate culture and corporate identity in order to sustain in a market with immense competition. Analyses have found that the workplace mores and cultures developed by a company are considerably associated with its overall presentation or performance. On the contrary, the behavior of this relationship facilitates significant assistance to the pattern of systems and procedures so as to improve the organizational performance. Nevertheless, the previous verdicts from an appraisal of the current literatures are approximately founded on companies established in the Western battle-field, thereby, sending-off open the argument of whether they also would tend to implement to a non-Western framework. Further to it, preceding studies have not precisely analyzed the existence as well as behavior of the corporate culture presentation affiliation in the hospitality division. Yet, current exploratory analyses point out that totally, the tool or instrument brought in to use by international firms and others so as to measure corporate culture and corporate identity can discriminate between hig her and lower performing hotels. Various relationships have been originated to be important in the settings which aren't as significant. Hence, we will discuss the implications of these findings for management with regards to the Hotel-Restaurant Erbprinz. As we have already discussed the hypothetical as well as social interpretation of corporate culture, we can construe to the fact that the culture of Hotel Erbprinz delineates classic mores of approximately 200 years. The historical flair and luxurious ambience is pleasing for every individual and group which, on in addition, is essential for the leader aspiring to show ways to others. In accordance with the Three Levels of Culture described by Schein, hotel Erbprinz contributes to efficacious illustration of what organizational culture is. Hotel Erbprinz practices all the adopted values which last until today. Its competent staff constantly experiences the restrained ambience to carry the hospitality which has been accomplished at the hotel for over a couple of centuries of its business. The values of Hotel Erbprinz are the core of culture which are illustrated by the basic suppositions, and are hard to discriminate. The hotel's basic suppositions form thoughtful width of human survi val such as their relationships and activities. The corporate culture of Hotel Erbprinz is created in a natural way because it keeps its customers approaching collaboratively with a common and shared cause, and as a result, a successful culture is shaped. We can, thus, comprehend to the fact that, no matter whatever a customer opts for in their stay, gracious vicinity will escort them at the Hotel. Every

PMM Coursework Example | Topics and Well Written Essays - 2500 words

PMM - Coursework Example (d) If John would have produced dressings in house, the net loss would have been less as compared to outsourcing. He would have incurred a net loss of ?25,600 rather than ?30,000 leading to an eventual profit of ?74,000 (the working for this is shown in table 2 below). In house production would have not damaged the costs like it did with outsourcing and the prime reason for this could be the quality control. Above this whether the product was being made in house or was outsourced, it is a product, either way, that is lowering the adversely affecting the profits of the company. Question 2 "Discuss the decision situation regarding the American enquiry. Your discussion should be supported by financial information which Mary would be likely to produce, and also briefly consider strategic issues." The company is currently incurring a loss from dressings and above this, the quality of the mirrors has been deteriorating over the 6 months since the outsourcing. The company has been saving ?2 0,000 after outsourcing of mirrors. However, the in house production, although the cost is higher than the outsourcing, leads to a net loss of ?25,600 while the outsourcing leads to a loss of ?30,000. In this situation the American enquiry demands 50 chests at a 70% price of the normal price. It would be easier to analysis if the discussion is on micro level. The normal price per piece is $1500 and the demanded price is at 1050 a difference of $450. This difference could not be covered by the way company is operating right now. Not to forget the delivery charges to the docks is $18 on each chest, which adds to the existing loss. The final price of the chest stands at $1148 which is $98 more than the demanded price. As stated in the case there is a over load of work in the company already, so handling this project would be very tough for everyone. Then comes in the travel issue, the distance between the countries will give rise to the probability of the project being damaged. The onl y way the company can achieve breakeven on this enquiry is to change the place they buy the raw material from or their labor costs, or any of their expenses.    Chest per piece American enquiry/piece      (?000) (?000) (?000) Sales revenue $300 1.5 1.05 Direct materials 90 0.45 0.45 Direct labor 53 0.265 0.265 Variable workshop over head 15 0.075 0.075 Apportioned fixed workshop overheads 68 0.34 0.34 total manufacturing cost 226 1.13 1.13 Gross profit (loss) 74 0.37 -0.08 Selling & distribution costs 7 0.035 0.018 Net profits 67 0.335 -0.098 Question 3 Mary has suggested to John that the company would benefit from a management information system to aid him in planning and controlling the activities of the business and to assist in organisational decision making. Join is not sure what Mary means. (a) Illustrate the types of planning and controlling activities that are likely to take place at High Street Reproduction Furniture Ltd. High Street Reproduction Furniture Ltd needs p lan its activities along with the production and expected sales of the company. With the over burdening of the employees, important data is being ignored like in the case of dressings. The company should also check its product at each and every production stage. This product quality check will allow John to anticipate issues in quality before its effects are felt in the net profit. Above this,

Organizational Evaluation of Zara Cloth Company Essay

Organizational Evaluation of Zara Cloth Company - Essay Example The Company is an active member of the Inditex group (Tungate, 2008). The chain store was founded and is currently owned by Amancio Ortega and Rosalia Mera. Zara produces quality cloths that have attracted customers in the entire globe. This paper evaluates certain organization functions of the organization. Physical Assets, Products, Manufacturing and Distribution Success of Zara Chain Store has been attributed to extensive utilization of its opportunities through online services (Badia, 2009). To enhance sale of its products, Zara uses both offline and online shops, which increases its customer-serving capacity and physical market coverage. The company has not only used online communication to contact its clients, but also to advertize its products. The chain store has successfully opened several online shops and plans to launch several services in all its outlets. According to Badia (2009), branches of Zara are vertically integrated retailers. That is, though the branches use diff erent production processes, they are united by a common goal (Harrigan, 2003). Different products produced are, consequently, integrated to satisfy a common need. The Clothing Store produces large quantities of clothes of different fashions, styles, or designs and covers all groups of people. Sale of the products is done either locally or exported to foreign market. Zara products are manufactured in various stores in Spain, Europe, Asia, and Africa (Tungate, 2005). As another vital asset of the organization, recent success of Zara is attributed to the launching online boutique by the Inditex in September 2010. The online shopping provision was first initiated in Spain, United Kingdom, Italy, Germany, Portugal, and France markets. Launching of the boutique website was preceded by creation of a cyberspace due to high demand for online shopping (Tungate, 2008). The two sites function like physical shopping stores in, which a wide range of products are provided at fair prices. The onlin e service also provides different payment methods from which a customer can select a method that best suits him/her. In addition, the website provides a variety of delivery methods a customer can use after ordering a shipment. A customer can either pay for a postal delivery or be free to pick his/her purchase from the store (Badia, 2009; Tungate, 2008). Human Resource Management in Zara In Zara Chain Store, existence and functionality of Human Resource Management (HRM) depends diversity within a workforce, employee relations, and training and skills development (Tungate, 2008). Expansion of the organization has triggered the need to design appropriate ways of obtaining and maintaining quality performing employees. Resource managers in various Zara stores, therefore, concentrate on maintaining good relationship between employers and employees and among employees. Resource management in Zara, in effect, focuses on satisfactory productivity, improved motivation, and high morale upkeep of workers. In Zara Stores, diversity in HRM reflects variations present in its workforce. Workforce diversity in Zara is attributed to differences in various demographic factors. Such factors include age, gender and social class. With the increasing need for employees due to advances in technology, management teams in Zara constantly strategize on ways of

Differences in social relationships on the Internet and conventional, Essay

Differences in social relationships on the Internet and conventional, face to face relationships - Essay Example However, the human need to be connected to others is always present, and so people have turned to the internet, specifically, some social networking sites and applications to fulfill this need in the midst of their busy schedules, as family and friends have become more accessible and available in just a click of a button. It also offers a myriad of opportunities for meeting more people, relaxing with online games, sharing pictures and videos and an outlet to express innermost thoughts and feelings to share with others. McCown et al. (593) conducted a study about people who meet people via the internet and found that in general, they tend to be truthful in their interactions although they initially did not reveal their true names and were careful about their anonymity. Eighty percent of the subjects of the study formed casual or friendly relationships while 6% formed intimate or romantic relationships. About a third of the subjects made offline contact with 40% conversing by phone and 33.3% actually meeting in person. It was also found that people who established friendships on the internet take appropriate precautions to protect their identities but find the medium a safe and effective way to interact with others and to expand one’s social circle. Some people, though, have kept private information about themselves private before getting involved in social networking sites. They go on their lives keeping things to themselves, or have the option to share them with others by verbally divulging such information. Control of information is greater and confidentiality is better assured under the shield of anonymity. In another study by Stephure et al. (658) on online dating and engaging in romantic relationships via the internet, it was found that involvement in online dating increases rather than decreases as people get older due to their diminishing satisfaction with conventional establishment of romances. The internet has become a convenient method of findin g a potential life partner. Stafford, Kline and Dimmick (662) remark that technology users think they can maintain relationships online especially those they have developed offline initially. At the time of their study (in the nineties) when video chat was not yet available, small and quick emails were used to keep in touch as opposed to letter writing. They also comment that some people tend to treat interactions with computers as social encounters so unconsciously, they also expect the rules of social interactions formed offline to also apply online. Colgate and Smith (140) have studied business relationships maintained online and found that the mode of interaction makes little difference to the strength of the relationship. Trust is established in the existence of good one-to-one relationship with the business partner. They also found that â€Å"the effects of the relationship banker are dependent on whether the customer uses primarily the branch versus the internet† (Colg ate and Smith, 40). With the coming of Facebook, old friends have been reunited, families have grown closer, and people have been updated with each other’s lives. Writing one’s status message helps keep others aware of the state of emotions or life situation a particular friend is in and may write their own comment to show support, or mere acknowledgement of

Management Practices and Operations Essay Example | Topics and Well Written Essays - 500 words

Management Practices and Operations - Essay Example A second problem is the arrival pattern of trucks to pick up products that materially contribute to gridlock within the facility. The company has identified various factors that can affect the customer satisfaction because of waiting time and provide a framework for showing managers which of these factors are under their control. The main solution for the problem lies in the queuing or waiting line models. 1.2.1 Queuing theory or waiting line theory is primarily concerned with processes characterized by random arrivals (i.e., arrivals at random time intervals); the servicing of the customer is also a random process. If we assume there are costs associated with waiting in line, and if there are costs of adding more channels (i.e., adding more service facilities), we want to minimize the sum of the costs of waiting and the costs of providing service facilities.( Queuing models – waiting lines). The diagram focuses on the causes rather than the effect, because there may be a number of causes for a particular problem. This technique helps us to identify the root cause of the problem in a structured and uncomplicated manner. It also helps us to work on each cause prior to finding the root cause. (Applying the fishbone diagram and Pareto principle to Domino, 2004). â€Å"Breakdown maintenance is reduced to the minimum by resorting to planned/ scheduled maintenance. And computerized software is used to redesign the plant layout to minimize handling cost. ABC analysis is carried out to reduce the inventory carrying cost. When carrying out an ABC analysis, inventory items are valued (item cost multiplied by quantity issued/consumed in period) with the results then ranked. The results are then grouped typically into three bands. These bands are called ABC codes.† (ABC analysis, 2009). The stocks are not meeting the requirements, or in other words, stocks which are in frequent demand are not stored in sufficient quantities. Production

Oppressive to women and sexist Essay Example for Free

Oppressive to women and sexist Essay In studying the two tables, the one I did myself and the one my friend did, it became apparent that while there were some differences, many of the descriptors were similarly placed within the table. There were some differences, notably that we both thought the American belief of Muslims is that their religious is oppressive to women and sexist, but my friend also thought that Christians and Muslims had a male-dominated political environment. The other interesting similarity was that we both believed Americans view Muslim-Americans as fanatics and violent, a stereotype that is perpetuated on television and in the media. We both listed some descriptors in the Both category, notably the fact that we perceived both groups as devout, both as sexist in some respects, and both as family-oriented in nature. From the Christian table, I think that women who go to work and secular content in education are true descriptors about this group in general, while the idea of them having immodest dress and all being law abiding are obviously false. For the Muslim-Americans, I believe the idea of them having modest dress and being governed by the Qu’ran is true, but I do not think all of these people are violent and undereducated. Both my friend and myself seemed to have similar views on how America views each group but many of them were not true and not necessarily how I truly believe, but how American society wants us to believe. I believe that in our society the media plays a large role in how we view each group. Watching a religious channel and seeing the way some right-wing conservative Christians act sheds a light on how most Americans think Christians act, while on the other hand the media portrays Muslim and Arab peoples as fanatically religious and as being terrorists. These images have stuck in the minds of Americans, particularly since 9/11.

Steven Spielberg, film analysis

Steven Spielberg, film analysis Steven Spielberg is a film director who has had a long career of about four decades. He has given the film industry some of the best films of many themes and genres. However, his filming style conveys his absolute regard towards action and adventure. His career gives us films that consist of action and adventure in different plots and a variety of stories. His concept of adventure films were archetypes of the blockbuster filmmaking in modern Hollywood. His essence of adventure has made him one of the most influential directors in the film industry. In the years of his career, he has won many awards and made his way towards fame and success. His most famous films that became record breaking are Jaws, E.T and Jurassic Park. Each of these was made under his original filmmaking style which portrayed action and adventure. They are known to be the best films in the history of cinema and were the highest grossing films of that time. The themes of these films revolved around science fiction but were directed using the best techniques to display pure action (Jackson 234). However, Steven Spielberg has achieved much of his success not only through his filming style and techniques, but his themes. Many recurring themes have been observed in his films. The theme in most of his films talks about ordinary people who discover extraordinary beings or circumstances. At many times during his interviews, Spielberg has admitted his imagination and interest that goes beyond the ordinary means of life. He says that his belief in the extra terrestrial surroundings is shown in the themes of the films he make. His films have been influenced by his fathers interests that he adopted while he was a child. His father was a science fiction fan and thus Spielberg was inspired by the concepts. He said he felt like an alien throughout his childhood and that is how the interest of talking and filming about aliens came to his career. This genuine interest was portrayed through his unique style of directing his films with action and adventure surrounding the plot. As he focused on the lives of the ordinary people, majority of his films displayed the family theme. His family themes were enlightened with the sense of faith and wonder. This is shown in his works such as E.T and Close Encounters of the Third Kind. These themes have been displayed using the specific technique of using low height camera tracking shots that eventually became Spielbergs trademark. He has used this technique in films that include children, for which it looks apparent, and also for films such as The Terminal, Saving Private Ryan and Munich. This kind of a shot is utilized very evidently in his films especially in Jaws where the low angle is used to show someone swimming (Gordon 93). More towards the family theme, parent child relationships are most persistently shown in Spielbergs films. His family theme focuses on ordinary family people, tension in relationships between parent and child, the entering of children in old age, and ignorance of parents etc. In his film Hook, the father is depicted as a workaholic parent with no time for his children, and throughout the film he strives to regain the respect and love of his children. The absence of the childs father in E.T is another example of this theme. In fact, it is evident that this theme is most closest to Spielbergs life since he belonged to a broken family where his parents were divorced. Throughout his childhood, he was deeply affected by the divorce and felt the absence of his father greatly. However, through the theme he has earned his place as the most influential director of all time (Edge 102). Spielberg has used these themes to apply his techniques of using the camera. These ordinary people and sentimental topics have been iced with adventurous scenes and plots. Action has also been his style for long until he turned 40 and decided not to do action movies anymore. His major career breakthrough was because of his action movies and touchy themes. He has continues to inspire and impress his fans. Sharks, dinosaurs and aliens have been some of the best pictured films including science fiction, action, adventure and a family theme. His films depict his imagination and life as a child with his father and later the absence of his father. Some of the technical details added to his films are the camera shots he chooses. Many of them have become his trademark and notable in his most famous films. He uses the camera to display his best shots. His over the shoulder shots, track in shots and sideways tracking shots are used more often. He has a specific style of shooting action and adventure. Graphics and sound effects are used side by side to complement his themes. His films also include violence as part of the action involved. He creates unthinkable climax scenes for the films using visual effects for example groundbreaking in A.I Artificial Intelligence (Morris 67). In E.T, the story revolves around a child who befriends an alien. The child in the film does not have a father and he is a lonely child. His innocence turned into maturity is shown in the film. The alien he befriends has been left out from a UFO that landed on the ground. The camera shots and visual effects have been used to show the UFO landing on the ground. Furthermore, the adventurous story of the boy and the alien comes to the point where the boy has to save the alien from people trying to catch him for other purposes. The story shows how the child protects and sends back the alien to his planet. The film is about scientific fiction yet it became one of the highest grossing films. When it is about Spielbergs concept of action and adventure, Jaws is the best film one could think of. It was shot using many perspectives but Spielberg managed to successfully create a masterpiece. The film was inspired by the bestselling novel of the same name. The story revolves around a roaring shark and scenes underwater. The exceptions in the film are that related to the family theme. Brody in the film is a family committed man. The main focus of the film remains to be the shark and the adventurous journey of the beachgoers to whom the man-eating shark attacks. Jurassic park is also a science fiction film which features dinosaurs. Spielberg has presented the theme with extraordinary filming techniques and shots. The storyline and the adventure of the journey, the surrounding and the imagination are outstanding. Spielberg has been able to successfully use graphics and visual effects to show the thriller on screen. It is the best example of Spielbergs style of direction and action. Spielberg has given his best through his films. He has proved to be one of the best directors in the history of cinema. His imagination, interests and thoughts have been accumulated together in various films. They have won the hearts of many and received praise worldwide. He has also been the winner of many awards for his films. His movies showed new style of action and adventure where there are twists and turns, relationships, extra terrestrial life, and many other effects that appeal to the viewer. Spielberg has reached new heights in his career because of his talent and ability to depict the fictitious stories into touchy sentimental stories maintaining the level of action and adventure. Work Cited Gordon Andrew. Empire of Dreams: The Science Fiction and Fantasy Films of Steven Spielberg. USA: Rowman Littlefield, 2008 Jackson Kathi. Steven Spielberg: A Biography. USA: Greenwood Publishing Group, 2007 16 Edge Laura. Steven Spielberg: Director of Blockbuster Films. USA: Enslow Publishers, Inc., 2008 Morris Nigel. The Cinema of Steven Spielberg: Empire of Light. India: Wallflower Press, 2007

The Life and Works of Ezra Jack Keats Essay example -- Literary Analys

After a four week survey of a multitude of children’s book authors and illustrators, and learning to analyze their works and the methods used to make them effective literary pieces for children, it is certainly appropriate to apply these new skills to evaluate a single author’s works. Specifically, this paper focuses on the life and works of Ezra Jack Keats, a writer and illustrator of books for children who single handedly expanded the point of view of the genre to include the experiences of multicultural children with his Caldecott Award winning book â€Å"Snowy Day.† The creation of Peter as a character is ground breaking in and of itself, but after reading the text the reader is driven to wonder why â€Å"Peter† was created. Was he a vehicle for political commentary as some might suggest or was he simply another â€Å"childhood† that had; until that time, been ignored? If so, what inspired him to move in this direction? Born in March of 1916 as Jacob (Jack) Ezra Katz, he was the third child to Benjamin and Augusta Katz. His parents were both Polish immigrants of Jewish descent and they raised him in East New York, the predominantly Jewish section of Brooklyn. As immigrants they were plagued with financial difficulties and this was further aggravated when they struggled through the Depression. Despite all of these hardships, Keats had already begun to showcase his artistic abilities. At the age of eight he was hired to paint the sign of a local store. Naturally, his father was quite proud of him when he earned twenty-five cents for his work and hoped that this might endeavor might lead to a steady career as a sign pa ¬inter. Unfortunately for him, Keats was smitten with Fine Arts and won his first award in Junior High School: a medal for ... ...undeniable. Works Cited Gerard J.Keats, Ezra Jack. Goggles! New York: Puffin Books, 1969. Keats, Ezra Jack, and Cherr, Pat. My Dog is Lost! New York: Crowell, 1960. Keats, Ezra Jack. Peter’s Chair. New York: Viking, 1967. Keats, Ezra Jack. Skates! New York: Watts, 1973 Keats, Ezra Jack. The Snowy Day. New York: Viking, 1962. Senick, Gerard J., and Hedblad, Alan. Children’s Literature Review: Excerpts from Reviews, and Commentary on Books for Children and Young People (Volumes 14, 34, 35). Detroit, Michigan: Gale Research, 1995.. Ezra Jack Keats: A Virtual Exhibit. The University of Southern Mississippi De Grummond Children's Literature Collection. Web. 19 July 2010. . Http://www.ezra-jack-keats.org/. Ezra Jack Keats Foundation. Web. 19 July 2010. .

Diets :: essays research papers

Fish Sandwich. Small French Fries. 3 pcs. of Fudge. 12oz. Hi-C Punch. Daily (multi vitamin, B-complex, 1000m C, and Tyrosine). Big Mac (no sauce). Small Fri. Ravioli. 3 Strawberries. 12oz. Hi-C. 12oz. Orange juice. 6oz. Apple Juice. Dailies. 1 Banana. I Muffin. Chicken-Helper (2srv). Caesar Salad (Lg). Peeled Carrots. Cake (2pc). 44oz. Water. 12oz. Orange Juice. Dailies. 1 Banana. 4oz. Broiled Haddock.1 bowl Fish-Chowder. 10 Saltines. Peeled Carrots. 12oz. Orange Juice. 4oz. Apple Juice. 4oz. Coffee. 12oz. Water. 8oz. Cocoa. Dailies. 4oz. Red Rose Wine. 1 Banana. 1 Muffin. Sweet-N-Sour Chicken. Pork Fried Brown Rice. 1 Egg Roll. 12oz Orange juice. 24oz Water. Dailies. 1 bowl Raisin Bran. 1sl. Pepperoni Pizza. I bowl Fish-Chowder. 8oz. Yogurt. 6oz. Lite-Cheddar Cheese. 2doz. Ritz Crackers. 4oz. Orange Juice.12oz. De-Caff Pepsi. 24oz. Water. Dailies. 8oz. Yogurt. 2 bowl Chicken-Helper. 24oz. Water. 6oz. De-caf Pepsi. Popcorn. 3 Cookies. 8 oz. Ginger–Ale. Dailies. 8oz De-caff Coffee. 8oz Orange Juice. 12oz. Water. 8oz. Apple Juice. 1/2doz. Strawberries 2oz. Lite-Cheddar Cheese & Wheat-Thins. 3sl. Pepperoni Pizza. Dailies. Use fat-free dressing. Avoid salt and fries, and get more fluids. Exercise/Activity low. Sick day. Exercise/Activity Low. (prescription for Amoxil). Cr/Country Skiing. (Insomnia). E/A Moderate. Lightly Active. E/A Low. More exercise. E/A Low. More exercise. E/A Moderate. 1.5 hrs. Ice Skating. Lightly Active. More exercise. E/A Low. More exercise. 29.5/190. 29.5/190. 29.5/187. 29.13/186. 29.13/186. 29.5/187. 29.5/187. 29.5/187. 15. 18.  Ã‚  Ã‚  Ã‚  Ã‚   20. 15. 16. 20. 20 20 9hrs. 8hrs. 8hrs. 8hrs. 8hrs. 10hrs. 9hrs. 8hrs. 8oz. Orange Juice. 8oz. Yogurt. 4oz.Coffie. 12oz. Ginger Ale. 3sl. Pizza. 12 Strawberries. Dailies. 3 Waffles w/ Lite Syrup. 3oz Skim Milk. 2.68oz. Blueberry Oatmeal. 12oz. Orange Juice. 8oz. Sprite. 8 Fish Sticks. Tater Tots. 1 banana. Dailies. 3 eggs 1/4lb. Ham. Baked Beans. 2sl. Toast. 2 Hash browns. Double Cheeseburger.12oz. Diet-Decaf Pepsi. Potato Chips. Dailies. Steak & Egg on Bagel. 1 Hash brown. 8oz. Orange Juice. 24oz Coffee. 2 Meatballs. Ziti Pasta. Tomato Sauce. Salad W/Oil. 1 Donut. @pc. Chicken. Cole Slaw. Mashed Potatoes w/ Gravy. Cheeseburger. Potato Chips. 8oz. Coffee. 8oz Orange Juice. 24oz. Water. Dailies. 12oz. Orange Juice. 3oz. Haddock. Mashed Potatoes. Peeled Carrots. 8oz. Decaf Orange Soda. 2 Grilled Cheese Sandwiches. Dailies. 12oz. De-caf Orange Soda. 1 Frozen Pizza. Fish Sandwich. Small French Fries. 12oz. Hi-C Punch. 10oz. Broiled Haddock. 1 Baked Potato. Caesar Salad w/ Parmesan. 16oz. Water. 4 White Cherry Cordials. Dailies. 4oz. Coffee. Caesar Salad. 1 Cheese Bread-Stick. Egg and Cheese Sandwich. 1 Bwl. Product 19 Cereal. 16oz. Water. Dailies. Lightly Active. More exercise. More Water. E/A Low. More exercise. Insomnia. E/A Low. More exercise. More Water. Lightly Active. More exercise. More Water. Lightly Active. More exercise. Lightly Active. More exercise. More Water. E/A Low. More exercise. Lightly Active. More exercise. 29.13/186. 29.13/186. Out of Town. Out of Town. Out of Town. 29.5/187. 29/185. 29.5/187. 20 30 20 15 20 14 20 17 8hrs. 8hrs. 2hrs. 5hrs. 7hrs. 10hrs. 10hrs. 8hrs. 6oz. Tuna.

Eating Disorders Essay -- essays research papers fc

An eating disorder is an illness that involves an unhealthy feeling about the food we eat. â€Å"Eating disorders affect 5-10 millions Americans and 70 million individuals worldwide† (www.eatingdisorderinfo.org 1). They also affect many people from women, men, children, from all ages and different races. People who have eating disorders usually see themselves as being fat when they really aren’t. This usually deals with women or teenage girls mostly. They watch television, movies, read articles in magazines, and see pictures of the celebrities whom they want to be like because they have the â€Å"ideal body† that everyone wants and craves for. The media makes us all think we need those types of bodies to be happy with ourselves, be more successful in life, and be perfect. Starving yourself or eating less amounts of food doesn’t help you get the â€Å"ideal body† that you desire to have. This shows that you lack self-esteem and only want to see what other people see in life. This may impinge on people who are alone and want to get attention and by doing this they want to be thin. There are many different kinds of eating disorders that people are affected with. For example, there is Anorexia Nervosa, which deals with not eating regularly or eats little amounts of food or not eating at all. There is also Bulimia Nervosa, which is when a person eats a large amount of food and then binges or purges after to get rid of the food they just put into the body. Lastly there is the Binge eating disorder. This disorder is when a person keeps a secret from everyone of their excessive eating. â€Å"Women make up more than 90 percent of people with these eating disorders† (www.4woman.gov 1).â€Å"However, young women are most vulnerable, particularly between the ages 15-25 years† (www.edauk.com 1). Women are more likely to be anorexic, because they always see other women with thin bodies and feel pressured to want to be like them. They may be alone or divorced and may need attention so they look for ways to get that attention from people. â€Å"The women suffer with feelings of self-hate, worthlessness, low self-esteem, and they usually feel that in order to be happy, they must be thin† (www.mirror-mirror.org 1). Women in the business industry feel they don’t get enough attention from people so in order to heighten their career, they put themselves out there to have the perfect body to get people’s att... ... illness. If you do not seek help you can damage your body, cause major health problems, and even death. But if you do seek help, you can increasingly build up your self-esteem that helps cope with the illness. Bibliography #1 - Thompson, Colleen. Eating Disorders. Internet Explorer December 9, 2002 #2 - Thompson, Colleen. Children. Internet Explorer December 9, 2002 #3 - Thompson, Colleen. Women. Internet Explorer December 9, 2002 #4 - Thompson, Colleen. Binge Eating Disorder. Internet Explorer December 9, 2002 #5 - Thompson, Colleen. Anorexia Nervosa. Internet Explorer December 9, 2002 #6 - Thompson, Colleen. Bulimia Nervosa. Internet Explorer December 9, 2002 #7 - Hendrick, Victoria Eating Disorders. Internet Explorer July 2002 #8 - Spearing, Melissa. Eating Disorders. Internet Explorer. August 6, 2002 #9 – Anonymous. EDA. What is an Eating Disorder? Internet Explorer. March 31, 2004 #10 – Anonymous. Eating Disorders Statistics. Internet Explorer. http://www.eatingdisorderinfo.org #11 - Harmon, Dan. Anorexia Nervosa Starving for Attention. Philadelphia: Chelsea House Publishers 1999 #12 - Nardo, Dan. Eating Disorders. San Diego, California: Lucent Books, Inc. 1991

Assessment Of Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind. †¢55 The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING. The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information: †¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide  ) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading. 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible.  Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning  Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind  Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? to enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? Each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning. †¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.