Project Motorcycles Assignment Example | Topics and Well Written Essays - 1500 words - 1

Project Motorcycles - Assignment Example According to PRWeb (2013), the Motorcycle, Bikes and Parts industry has entered the maturity stage and it is shifting its focus on the international trade. There is an increasing demand for low-cost and fuel-efficient motorcycles by the customers as they have less disposable income. In 2009, the industry revenue declined by 37.3% (Molavi, 2010) and it is forecasted that the trend will continue in the next five years to 2012 with declining percentage of 6.7% every year (â€Å"PRWeb†, 2013). Likewise, it is expected that there will be a change in the target customer as the young people are looking for the motorcycles. Previously, only old people aged above 45 years were demanding these products. With easy access to the countries where production can be done on a cheap level, the companies within the industry are employing the production processes which will save their costs and allow them to earn a huge amount of profit. There are various types of organizations in the business world but the three main forms of companies which are idle for project management purposes are functional organizations, matrix organizations and pure project management organizations (Bobera, 2008). Considering the scenario of the company, the best structure is the matrix one as it allows the managers to keep a balanced focus on both existing and new projects. Since the company is planning to manage its middleweight motorcycle and large motorcycle businesses simultaneously, the matrix structure will make sure that both projects are efficiently managed. Other positive aspects of the matrix organization for the company are that the resources can be shared among various projects, the project manager makes sure that the project work is coordinated and integrated with other units, the resources are effectively balanced to make sure that the costs and quality requirements are sufficiently met and at the end of the project the anxiety of project members is

CURRENT ISSUES IN FINANCIAL REPORTING Essay Example | Topics and Well Written Essays - 1500 words

CURRENT ISSUES IN FINANCIAL REPORTING - Essay Example The amendments are intended to clarify what can be designated as a hedged item in a hedge accounting relationship. The exposure draft specifies the risks that qualify for designation as hedged risks when an entity hedges its exposure to a financial instrument. In addition, it clarifies when an entity may designate a portion of the cash flows of a financial instrument as a hedged item. Whether a hedge relationship can be designated in this way depends upon whether it is possible to designate as a hedged item a portion of the forecast cash flows that is equivalent to a theoretical sold option embedded in the hedged item. The exposure draft explains how this can be done. In July 2007, the International Financial Reporting Interpretations Committee (IFRIC) issued Interpretation 1 4, IAS 19-The Limit on a Defined Benefit Asset Minimum Funding Requirements and Their Interaction, which addressed defined benefit pension assets and their minimum funding requirements. Exposure Draft has resolv ed many issues of financial reporting which are discussed below: This proposal provides guidance for valuing assets and liabilities that are required to be measured at fair value under other pronouncements. The ultimate goal of the fair-value project is to improve comparability, consistency, and reliability of fair-value measurements by creating a model that can be broadly applied to financial and non-financial assets and liabilities. The framework would also remove policies that disagree with SEC guidelines for investment funds, and clarify the use of fair-value measurements in other authoritative pronouncements. The exposure draft would not replace, but instead would expand upon, current disclosures relating to the use of fair-value measurements for assets and liabilities. Disclosures would include information about fair-value amounts, how they are determined, and the effect of any remeasurement on earnings, including unrealized gains and losses (Aldridge, 1997). Tax uncertainties Once it is determined that a benefit for a tax position may be recognized, the amount must be determined based on the best estimate of the amount that will be sustained. The "best estimate" is defined as the single most likely amount in a range of possible estimated amounts. For example, if a company believes that its position would be sustained on litigation, but typically settles with the taxing jurisdiction to avoid the expense and hazards of litigation, it would record the most likely settlement amount as the benefit. Fundamentally, the proposal entails that a tax position recognized on the tax return be probable of being sustained under audit prior to recognition in the financial statements, and the company must presume that the taxing authorities will review it. In order to derecognize, it must be more likely than not (Glanville, 2004). Business Combination Exposure draft gives some recommendation to avoid any issues, which may arise during business combination, which are: 1. All business combinat

Programs to Improve Education in the US

Programs to Improve Education in the US Chapter 1: Introduction Topic. The current education debate in the U.S. has centered on preparing all scholars to be college and career ready by equipping them with scholastic, technical, and employability competences by the time they graduate high school (Hein, Smerdon, Lebow Agus, 2012; Stone Lewis, 2012). However, the competences gap between what employers seek and what scholars-future labor market candidates-possess has raised concerns about how the educational system prepares high school scholars to become college and career ready to meet the needs of the labor market (Stone Lewis, 2012). Without providing the scholastic, technical and employability competences that will help American teens transition smoothly into careers and college, many teens will continue to be underprepared for the labor market while employers react by grieving the existence of a competences gap among labor market candidates (Halpern, 2009; Stone Lewis, 2012). Lerman (2008) agrees that that policymakers have attempted to address the competences gaps and workplace changes, due to global labor market changes, by enhancing educational attainment through more requirements scholastic initiatives. These achievements though, have neglected the possibility for other learning models. Lerman thus alleged that more schooling does not make you more successful for careers. Similarly, Cappelli (2008) affirmed that, while education is a good fundamental for success, having scholars take more rigorous scholastic courses will not ensure that they will be prepared for the labor market and that should be a cause for distress. Cappelli (2008) has further alleged that there is a problem with competences gaps which ultimately lays in scholars work-based skills. Thus, while scholastic competences are considerable, employers are fascinated in how scholars can translate their education into productive practices in the workplace. Overview of the Research Problem Research shows that, despite reforms to raise scholastic achievement among high school scholars, approximately 40% of American teens, do not attend or complete college (Lerman, 2009) and subsequently enter the labor market inadequately prepared (Stone Lewis, 2012). When the focus is getting more teens into college, despite the evidence that a large majority of scholars do not complete their degrees or get jobs in their fields, society risks creating scholars who neglect their vocational futures since their choices may lack a clear connection to their goals. Scholars sometimes enter college with no clear direction (Zimmer-Gembeck Mortimer, 2006). Halpern (2009) agrees that the implicit assumption in the U.S. that everyone needs some type of traditional, post-secondary education to be abundance in the labor market since most of the educational reforms have rested on the belief that all scholars should be encouraged to pursue college degrees. Symonds, Schwarz, and Ferguson (2011) and Skills (2010) agrees that identifying alternative career pathways is essential to preparing scholars as the traditional, scholastic, classroom-based method is not suitable for the majority of American teens as it often causes such scholars to disengage from learning and graduate from school without the competences to succeed in careers or higher education. In that regard, when scholars are well prepared for careers or education, high levels of unemployment are reduced, scholars are given a sense of purpose and direction, and the time spent floundering after high school is reduced (Hamilton, 1990; Taylor Watt-Malcolm, 2007). Focusing on college and career readiness means that all scholars at the high school level can be engaged in relevant learning experiences that meet their needs and learning styles, and ultimately the needs of the labor market (Stone Lewis, 2012). Recent reports by Center for Social Organization of Schools tell us that only 75% of scholars leave high school with a diploma. In nearly 2,000 of the nations high schools, graduation is not the norm. Only 69.2% of the scholars graduate after four years (Barton, 2007; Center for Social Organization of Schools, 2008; edweek. org, 2009). Many scholars enrolled in schools are not fully engaged in the educational process due to lack of a clear connection between high school work and personal goals (Bottoms Young, 2008). The Partnership for 21st Century Skills revealed in its 2007 survey that 80% of voters say the competences scholars need to learn to prepare for 21st Century careers differ from what they needed 20 years ago (Partnership for 21ST Century Skills, 2010, and Vockley-Lang, 2007). Community and industry stakeholders also believe schools need to do a better job of keeping up with changing educational needs (Barton, 2007, Partnership for 21st Century Skills, 2010 and Vockley-La ng, 2007, Walker, 2008). Successful learning to achieve life and career success requires active engagement. Engagement is defined as a school participants involvement in both learning and overall activities. Since a scholars engagement is often measured by a scholars overall achievement and school involvement, a closer look is required. Engagement is considerable for all scholars in school, whether urban, suburban, or rural, and regardless of socioeconomic background. Disengagement is a higher order factor composed of correlating factors occurring over a gradual period (Balfanz, Herzog, MacIver, 2007. Scholars may experience a loss of scholastic motivation, which leads to detachment from school and its expectations, while reducing effort and classroom involvement. Scholars in prosperous environments, when they become disengaged, may learn less than they could or miss opportunities; however, they are often provided supplemental chances to meet expectations. The consequences of disengagement vary within different socioeconomic background. The scholars most affected are from disadvantaged backgrounds, in high poverty, and urban high schools. These scholars are less likely to graduate and h ave fewer opportunities for second chances and future success (National Academy of Sciences, 2003). According to Reschly and Appleton, Engagement is the primary theoretical model for understanding the dropout and is, frankly, the bottom line in interventions to promote school completion (Reschly Appleton, 2008). Career and Technical Education programs engage scholars by providing opportunities for them to learn competences that lead to industry credentials or certification (Office of Vocational and Adult Education, 2008). Despite current federal initiatives to spur reforms in American education such as the No Child Left Behind Act of 2001 (NCLB) and Race to the Top (2009), both containing goals of making American teens competitive in the global economy, the competences gap in the United States (U.S.) has not increased (Cappelli, 2008; Christman, 2012; Lerman, 2012). A mismatch between the competences employers want and what scholars-potential employees-present in the labor market continues to exist. scholars, employers, and demographic changes, concerns with high school dropout and scholastic achievement, high college incompletion rates, and a competences gap in the labor market have generated interest in how best to engage scholars and make them college and career ready (Alfeld, Charner, Johnson Watts, 2013; Darche, Nayar Bracco, 2009b; Guy, Sitlington, Larsen Frank, 2009; Lerman, 2012; Stone Lewis, 2012). This challenge has caused policy makers, educators, and employers to seek solutions to the education and training of scholars that enhance their competences to meet employer needs. Calls have been made for educators to provide multiple career pathways for American teens and to provide work based learning activities that promote practical, and scholastic, learning (Symonds, Schwartz Ferguson, 2011). Statement of the Problem Over the past couple of years, several educational initiatives (No Child Left Behind Act of 2001 [NCLB]; Race to the Top, 2009) have been developed to increase the scholastic achievement and presumably the competitive advantage of American high school scholars. Despite the well-placed intentions of these initiatives, concern still exists that the educational system is not adequately preparing scholars with the competences needed to enter the labor market or to pursue higher education as the effects of these reforms have been modest (Lerman, 2008; Stone Lewis, 2012). The educational policy that emphasizes high-stakes testing and advancing the number of scholars entering science, technology, engineering, and math (STEM) fields has marginalized a considerable proportion of high school scholars whose learning styles, and scholastic and career interests, do not align with educational reforms or the needs of the labor market (Lerman, 2008; Symonds, W. C., Schwartz, R. B., Ferguson R., 20 11; Stone Lewis; 2012; Trilling Fadel, 2009). Thus, even though enhancing schools is necessary, there is not a sufficient response to the labor market and global and technological changes. This study sought to address the gaps in the literature on internship programs targeted at teens in the United States. Notably, while internships have been abundance in other developed countries, little research has been conducted in recent years on internships targeted at adolescents in the U.S. Research on internships in the U.S. has focused on adult internships typically in their mid- to late twenties Hence, this study sought to address the gaps in the literature on the internship program targeted at teens in the United States. Deficiencies and Limitations in the Evidence This case study will provide an in-depth description of one internship program. The study focused on one program could be perceived as a limitation. Although the findings may apply to other organizations, generalizations of the findings to other contexts such as an established program or another industry may have severe limitations. A single case would provide additional insights and boost the findings of the study. Purpose of the Study This study will describe an internship program targeted at adolescents and aimed at addressing the employer skill needs. Examining the experiences of scholars, employers and educators engaged in internships. In the Career Technical and Education programs of the 21st century scholastic competences are stressed. In North occupations, educators, and Technical Education educators are accountable for both the skill proficiencies and scholastic gain of Career and Technical Education scholars. The indicators that require the blending of scholastic and Career and Technical Education are mandated through Perkins funding that North Carolina receives to fund local and state Career and Technical Education achievements. Accountability in Career and Technical Education is guided by the Carl Perkins Career and Technical Education Act of 2006 and other legislation, including No Child Left Behind. North Carolina is required to establish performance indicators in eight areas: 1S1: scholastic attainment: reading and language arts, 1S2: scholastic attainment: mathematics, 2S1: Technical attainment, 3S1: Completion, 4S1: Graduation rate, 5S1: Positive placement, 6S1: Nontraditional participation, 6S2: Nontraditional completion, Performance indicators 1S1, 1S2, and 4S1 are tied directly to No Child Left Behind. Because of this accountability model in place for North Carolinas Career and Technical Education programs, scholar enrollment is a major concern because enrollment can affect the formulas used to calculate performance levels. The context of this case study of an industry education partnership, will take place in one public school district in North Carolina, its 28 schools serves approxiately 17,370 scholars. The Career and Technical Education department offers courses such as Apparel, Robotics/Tech Ed., Furniture/Cabinetmaking, Accounting, Health Science, Agriculture, Culinary, Marketing, and Business. At the turn of the twenty-first century, the most considerable legislation in school reform was passed into law. The No Child Left Behind Act of 2001 (NCLB, 2001), promoted higher achievement standards, required schools to hire highly qualified educators, allowed for school choice, and changed school district spending. This sweeping reform in the education system caused considerable change and placed more focus on scholastic achievement using standards-based curriculum with standardized testing in core scholastic subjects (Rush Sherff, 2012). Since this change in education reform has occurred, a shortage of workforce ready individuals along with decreased confidence in the viability of Career and Technical Education programming exists (Gray, 2002; Bray, 2011). Further, high schools are forced to offer more rigorous, scholastic-focused courses to meet standards and high stakes testing requirements, forcing schools to forgo what has been a historically considerable part of secondary education (Siegel, 2009). Such focus on standards and raising the threshold for test scores results in insufficient time for hands-on activities and cooperative learning. Further, the standards for high stakes testing, as required by the No Child Left Behind Act, narrow the enterprise of education (Lewis, 2002; Parkison 2009). At the school, district, and state levels under NCLB, schools needs for meeting NCLB expectations have damaged the impact of Career and Technical Education programs. Some professionals view Career and Technical Education programs as an extra and therefore Career and Technical Education programs maintain diminished value in helping to raise school achievement scores or encourage scholar success. Because of this perception, school administrators have been forced to reduce parts or entire Career and Technical Education programs from their scholastic offerings, decreasing the value and quality of Career and Technical Education programs (Haussmann, 2012). The United States is experiencing a shortage in workforce ready high school graduates due, in part, to the change in curricular offerings in high schools across the country (McNamara, 2009). Employers have determined that teens entering the workforce lack basic soft competences such as teamwork, interpersonal communication, and organizational competences. McNamaras (2009) findings report that more than 80% of employers were concerned about soft competences deficiencies among workers. On the technical side, secondary indicators for scholastic success included industry standards (Gordon, 2008). The increased funding on a local level has strengthened technical competences of scholars through integration and provide experiences in all aspects of an industry (Gordon, 2008). Besides, integration of curriculum and a broad program of study, the Perkins Act also sought to improve, expand, and modernize Career and Technical Education programs. The funding provided for modernization of current Career and Technical Education programs has been given to provide activities to prepare special populations and mainstream populations for high-skill, high-wage, and high-demand occupations that lead to self-sufficiency (Gordon, 2008). Throughout the last two decades, there has been a renewed belief that Career and Technical Education can impact the scholastic performance of scholars. Daggett suggested that scholars need both scholastic and Career and Technical Education competences. Daggett (2013) stated: If Career and Technical Education is to remain a viable program in secondary schools, it is essential that Career and Technical Education leaders and educators be able to prove that Career and Technical Education contributes not just to the applied workplace competency demands of business but also to the scholastic proficiencies of its served scholar populations on state scholastic tests. While schools are aiming to integrate and modernize their Career and Technical Education programs to prepare scholars for these occupations, industry has helped shape their mission. Employers have been willing to pay higher salaries for higher levels of competences and certifications in the nonprofessional workforce (Ausman, 2009). Some schools and programs have recognized this and have reached out to industry to match the needs of their scholars success and the needs of industry. Programs such as High Schools That Work (HSTW) have sought to increase scholars readiness for college and better prepare their scholars who would seek immediate employment (Gibbs, 2006). These programs help meet the needs of industry, while also matching the rigorous ambitions of current legislation for schools under No Child Left Behind (Gibbs, 2006). In the PBS documentary Making Schools Work, Joyce Phillips, principal of Corbin High Schools in Kentucky, shared that nearly 80% of all high school scholars need a hook something that makes them want to come to school and have a desire to learn. She believed programs integrating high scholastic standards and rigor, and a comprehensive program for Career and Technical Education focusing on certification and skill development, are the answer to hooking those 80% high school scholars (Gibbs, 2006). Integrating competences-based technical education with scholastic rigor in the traditional curriculum such as reading, writing, math, and science can give these scholars an opportunity in a variety of arenas following completion of high school. Hiring trainable employees is becoming increase difficult because most scholars seeking employment have little work history, limited educational credentials, and a brief rà ©sumà © (Ausman, 2009). Experts predicted in 2010 over 80% of jobs would require scholars to have additional training beyond a high school diploma (Ausman, 2009). Current programs and curriculum in Career and Technical Education are cognizant of this alarming statistic and the need to provide scholars with competences and training in industry besides scholastic preparation for college and beyond (Ausman, 2009). Despite Career and Technical Education of the past being thought of as a track for scholars who would not need the scholastic rigor and demands of the college preparatory curriculum, research has proven that Career and Technical Education engages and motivates scholars by giving them real world opportunities and challenges that will enhance and provide connection to their education (Harris Wakelyn, 2007). Recently, employers have communicated with educators to tell schools what competences are needed, and these collaborative achievements often include the scholastic rigor necessary to prepare for schooling beyond high school (Ausman, 2009). It is now estimated that over half of all scholars choosing to take part in some Career and Technical Education curriculum at their school are taking the bulk of their courses within the college preparatory curriculum (Harris Wakelyn, 2007). The achievements of schools to restructure curriculum and increase rigor come in the wake of high dropout rates and stagnant college completion rates over the past several years (Harris Wakelin, 2007). Entrepreneurial philanthropists such as Bill Gates have been challenging public schools over the past decade to include more relevant experiences and real-world practical application to their curriculum, which some find obsolete. At a 2005 conference, Mr. Gates stated that nearly 70% of all scholars who dropped out of high school claim they would have stayed more engaged and not dropped out if the school offered more engaging, real world learning opportunities (Harris Wakelyn, 2007). This call to action was just what Career and Technical Education programs across the country needed to hear because of their ability to give scholars the opportunity to learn in applied settings (Harris Wakelyn, 2007). Organizations no longer bear the primary responsibility for their workers career development, instead expecting each individual to take on that responsibility (Adamson, 1997; Conlon, 2003; Graham Nafukho, 2004. Career Development, which has a long history and rich theoretical base and human resource development, a relatively young field of study still developing and refining its theoretical base (Lynham, 2000; Swanson, 2001; Torraco, 2004;). Contrary to what many people believe, theory is not intended to be haughty pontification about a scholarly topic. Instead, the development of theory, specifically in emerging fields such as Human Resource Development, should lead to explanations that aid practitioners and scholars alike in using and explaining issues that impact people and organizations. The refinement of theory is also an considerable aspect of theory building and in the established field of career development scholars are now calling for the convergence of existing career development theory into a framework to address the current theoretical inadequacies (Savickas, 2001; Zunker, 2002). The Carl D. Perkins Act (2006) specified that local education agencies applying for federal funding illustrate in their local planning systems how career guidance and scholastic counseling be provided to Career and Technical Education scholars including linkages to future education and training opportunities (US Department of Education, 2012). A career development coordinator can work with Career and Technical Education scholars to develop realistic plans of study, assist with registration, and serve as an advocate for Career and Technical Education scholars. During middle school scholars explore and understand a variety of careers while developing a scholar portfolio that includes career interest inventories, learning style inventories, and the development of four year plans. The transition from middle to high school can present challenges for scholars due to the increased in rigorous coursework and scholar expectations (Breakthrough Collaborative, 2011). Therefore, effective career development and advisement activities are an influential factor in Career and Technical Education course selections in secondary education. Career development and advisement activities can be provided from a variety of individuals including parents, educators, and counselors. In their study, Manzi, Palma, and Schultheiss (2005) found that to strengthen the connection between school and future result, choices, and school counselors could provide children with experiences that more clearly link scholastic subject areas with various occupations. This concept supports the notion of a program of study that combines a rigorous Career and Technical Education and scholastic curriculum directed by a scholars career interest. According to Kalchik and Oertle (2012) program of study provi de a means for exploring options, organizing course selections and planning for transition while developing knowledge and competences. Despite the presumed relationship between Career and Technical Education and career development, a gap continues to exist between the two because Career and Technical Education courses alone do not provide the essential components available within a career development program (Kalchik Oertle, 2012). Therefore, comprehensive career development plans that incorporate scholastic and career courses meet the college and career readiness goals outlined in the Common Core State Standards (CCSS, n. d.). A comprehensive career development program assists with the development of programs of study that are developed at the eighth grade with the help of the school counselor and parents with the scholar prior to transitioning to high school. However, emphasis on career development that could help steer Career and Technical Education programs have not been greatly emphasized in our educational systems, although early educators stressed the importance of vocational competences to a childs overall development (Gutek, 2011; Lewis, M. V., Kosine, N. R., Overman, L., 2008). McComb Beverage (2012) suggest that when career development programs are not put into place during the adolescent stage, scholars may face difficulty making career choices upon graduation from high school. Mei, Newmeyer, and Wei (2008) conducted a study on the factors that influence a scholars career choices by analyzing the relationships among learning experiences, career self efficacy, career interest, and career choices. Mei, T., Newmeyer, M. D., Wei, P. (2008) found that interventions are needed to provide scholars with a comprehensive career development program that helps scholars develop self-efficacy in their desired careers through practical learning activities. In a study to understand the factors that influence enrollment in Career and Technical Education programs at an occupational center, Gene (2010) examined the human and other factors while exploring the most effective communication strategies that accurately present the advantages of Career and Technical Education. Gene (2010) found the factors that influenced scholars to enroll were having a high school career plan, earning credits toward high school graduation, and a job shadowing someone in the field where they were fascinated. McComb-Beverage (2012) found that self-efficacy can be an influential component to an adolescents career planning process. Supers (1992) life span theory depicts his life-span rainbow as a model for the practice of career development and counseling. The life span theory helps to develop conceptual design instruments for career assessments. A model of Career Development, Maturity, and Adaptability, Model of Importance and Determinants seeks to draw on matching theory and its knowledge base, on developmental theory and its wisdom, and on phenomenology or personal construct theory. It seeks, too, to portray what we know about person-environment interaction (Super, D. E., Osborne, L. W., Walsh, D. J. Brown, S., Niles, S. G., 1992). Career assessments including The Strong Inventory, The Career Development Inventory, The Adult Careers Concern Inventory, and the Saliency Inventory conceptualize the career interest of an individual (Super, Osborne, Walsh, Brown, Niles, 1992). North Carolina Career and Technical Education programs are required to provide a Career Development Plan (CDP) on all scholars when they are transitioning to postsecondary education that includes a variety of inventories to gauge the scholars career interests and learning abilities (NC 5-Year Career and Technical Education State Plan, 2008). Career counseling to enhance career development can be implemented within programs and institutions with the use of assessments and inventories as designed by Super (1992). McComb-Beverage (2012) found that lifespan coupled with an effective career development program can assist adolescents in creating realistic goals for the future. The learning style of individuals can also play a vital role in their course selections and their career and college goals because style of learning determines how an individual processes each new experience. As a model, Career, and decisions are influenced through lived experiences. Kolb and Yeganeh (2009) explained, For many, this learning style choice has become relatively unconscious, comprised of deeply patterned routines applied globally to learning situations. Mindfulness can put the control of learning back in the learners hands. Therefore, assessing scholar learning styles during the career development process can help guide scholars in making informed decisions during and after high school. Career guidance and a variety of inventories are essential tools for transition from school to work where Friedman (2007) suggests that individuals should be provided with tools that make them lifetime employable. In order for scholars to gain both Career and Technical Education and scholastic competences, scholars must be recruited into Career and Technical Education programs. If low enrollment becomes an issue for a Career and Technical Education, they could be held accountable for various performance standards, including scholastic gain. Low or declining enrollment is a concern for Career and Technical Education educators and administrators due to the standards mandated in the Carl D. Perkins Vocational and Applied Technology Act of 1998. Administrators in state agencies and local Career and Technical Education departments agree that accountability is the key aspect in Perkins III. Because Congress gave more flexibility to the states in dividing funds, they expected in return to see positive results from the supported Career and Technical Education programs. Therefore, through the accountability model, Career and Technical Education must show its contribution to scholarly achievement, progr am completion rates, and the placement of scholars in postsecondary education and the workforce. To meet accountability expectations, states had to develop systems that measure performance using three or four specific indicators. Social literacy contract. Historically, vocational education, now titled, Career and Technical Education began as an apprenticeship agreement for individuals to learn a skilled trade prior to entering the workforce (Lynch, 2006). In the early nineteen- hundreds, Career and Technical Education expanded into a program that was ultimately offered in schools to supply both the industrial and agricultural workforces with skilled workers. School reforms, such as the Smith-Hughes National Vocational Education Act of 1917, required specific skilled training to retain scholars in secondary schools and provide trained workers for semiskilled occupations (Gordon, Daggett, McCaslin, Parks, Castro, 2002). The landmark legislation, The Carl D. Perkins Act of 1984, confirmed politicians belief that Career and Technical Education is an considerable contributor both economically and socially. According to Gordon, Yocke, Maldonado, and Saddler (2007), the Perkins Act emphasized improvement in scholas tic achievement and the preparation of school-aged individuals for postsecondary education and work. Career and technical education is often viewed as way to prepare scholars of lower socioeconomic standing for the work force. This belief was characterized when a U.S. Department of Education employee characterized Career and Technical Education programs as preparing scholars for careers as shoe repairers (DAmico, 2003). The Career and Technical Education stereotype prevails in the minds of many administrators with the thinking, as Gray (2004) stated, It prepares scholars only for work after high school, and its scholars are mostly male, too often minorities, economically backward, and destined for dead-end jobs. The attitudes of administrators may not be overt in those stated beliefs. Those attitudes are unrecognized paradigms as deeply ingrained as are underlying sexist attitudes and racial attitudes. On April 24, 1997, former Assistant Secretary for Vocational and Adult Education Patricia W. McNeil addressed the Senate Labor and Human Resources Committee. In her statement, she discussed the importance of career and technical (vocational) education for the 21st century. McNeil stated: We need a new vision of vocational education if we ensure that scholars are prepared for the information age of the 21st century. That vision must reflect the rapidly changing demands of our economy and society brought on by new technologies, global competition, and changes in the organization of work. Our vision must reflect the knowledge and competences that workers, citizens, and family members will need to be abundance in a world that is dramatically different than the one that existed when we got our formal education. We must envision new kinds of schools. I believe it is considerable that we think about vocational education as an integral part of our achievements to reform secondary schools and improve postsecondary education. There has been an expansion of Career and Technical Education in the United

free america :: essays research papers

free americaa  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Is freedom really free? We all say we live in a free society, but if you walk across the street with out a cross walk you could be arrested! How can that be freedom, when you look at it that way It dosent really seem free. There has been major achievements in history to make our world free with out question. We the American people have strived for centuries to keep America free we fought the British to be free and create a beautiful country , we fought for the freeing of the slaves in the Civil War, also the nazi’s in World War Two who where trying to put a fascist government rule on Germany and the world. (The exact opsite of freedom).   Ã‚  Ã‚  Ã‚  Ã‚  They say that Freedom comes at a price ; why a price on freedom dosent that defeat the purpose? Wont that negate freedom if you have to give something up for it? Freedom seems to me to be something that is with out price, unexchangeable for anything ,any reason, any objective. Its irreplaceable in all expressive senses it possesses and represents. It retains and upholds liberty, independence, privilege, and license to be and to live your life as you see suitable. Freedom is open to anyone who will fight for its existence if that fight is only to say that they yearn for it.   Ã‚  Ã‚  Ã‚  Ã‚  On the most part we see freedom as free, if we want to go out at 3:00 a.m. in the early morning for ice-cream and shotgun shells we are â€Å"Free† to do just that.   Ã‚  Ã‚  Ã‚  Ã‚   We as American citizens are accustom to many freedoms that we sometimes take for granted such as the freedom to speak out against anyone who is trying to infarct upon our civil liberties, the right to choose who will represent us to the rest of the world, and the freedom to make and change any rule set forth if it does not apply.

Linking promotional activity to the product life cycle Products Essay

BIC was founded in 1950 by Marcel Bich with the introduction of the first high quality ballpoint pen at an affordable price. In 1975 BIC launched the first one-piece shaver and become a market leader within that sector too. In the early days, BIC concentrated on a core range of products which mainly included: BIC Cristal ® and Orange Ball Pen and the Classic Shaver. In the 1990s the company realised it needed to develop its product range to meet changing consumer needs and to compete with new competitors entering the writing and shaver categories. BIC has therefore set about re-shaping itself. It has looked to add value to its products (e.g. by moving from a single blade to a twin blade, then to a triple blade razor) and to develop a range of new products. BIC’s introduction of the Classic one-piece shaver, rebranded as BIC 1, illustrates this process. The re-branding was intended to enhance the brand’s simplicity whilst still maintaining the highly recognisable, orange packaging. BIC has further enhanced this re-branding by launching BIC 2, which satisfies consumers looking for a functional twin blade at an affordable price. Through the launch of BIC 1 & BIC 2, BIC has created a branding synergy. In the twin blade sector, BIC has launched premium products such as Comfort Twin and Twin Lady. These products target consumers demanding enhanced features and benefits while still offering excellent value for money. In 2003, BIC launched its first triple blade shaver for men BIC Comfort 3 and one year later BIC Soleil Lady for women. Both of these products offer greater innovation and technologically enhanced features and benefits at attractive prices. The Boston matrix and BIC products Multi-product businesses like BIC are aware of how products in their entire portfolio contribute to the overall growth of the business. Established profitable lines make a vital contribution that enables a company to invest in the development and promotion of new lines. The Boston Consulting Group developed ‘The Boston box’ or BCG matrix. This relates closely to product life cycles and identifies four classes of  products in an organisation’s portfolio. Problem children – These are newly-launched products. This name is appropriate because many products fail to move beyond this phase. Such products are also referred to as ‘Question Marks’ or ‘Wild-cats’. In order to grow, they require large amounts of investment and promotional support. Wise firms monitor each product’s progress and recognise whether or not on-going support is justified. Stars – These are products that have successfully reached the growth stage in the life cycle. Although they need on-going promotional support, they are already providing high cash returns. They present good future prospects. Cash cows – These products have reached the maturity stage and are now ‘yielders’. They have a high market share in markets that are no longer rapidly expanding. However, they will need on-going marketing support and will need ‘freshening up’ from time to time. Dogs – These are products in decline. These have a low market share in a low-growing or declining market. Because they generate a negative cash flow, they will usually be disposed of. The Boston matrix can be applied to BIC products: The Cristal Ball Pen and Classic Shaver are popular and well established products with very high unit sales. BIC produces them on a large scale. These cash cows provide excellent cash profits for the company. The Cristal Grip and Cristal Gel Pens, and Twin Lady shavers are stars with well-established growth patterns. For example, the Twin Lady filled the gap in the market for shavers for women. Problem Children that have recently entered their respective markets include Cristal Colours and Cristal Pocket Scents in the pen market, and Comfort 3 and Soleil in the shavers market. Currently BIC is investing in these products. Over the next two or three years the company will decide whether these products have succeeded (moved into the star category) and warrant continued support. Products such as Soleil (a shaver for women) are rapidly moving into the star category. Of course, some products fail to take off sufficiently and/or go into decline. The ‘Tough Beard’ shaver has no t warranted further development and BIC has taken it out of production. Developing the product range The Cristal range of pens demonstrates how to inject new life into a product range: BIC’s Cristal Ball pen was launched in 1951. It has over 30% market  share and is the UK’s best-selling ball pen. In 1964 BIC launched BIC Orange. This is a fine-point version of the Cristal pen, easily recognised by its orange barrel. In the 1990s, as the Cristal and Orange Ball pens became more mature and encountered fierce competition from lower priced brands, BIC invested in developing the Cristal range to attract new users and to differentiate itself from the competition. This led to the launch of a range of new products: Cristal Grip, for more comfort Cristal Colours, for fashionable colours Cristal Pocket, for a more convenient size Cristal Pockets Scents, for fun and fruity inks Cristal Gel, for smoother writing. By continually adding to the range, BIC manages to inject new life into the product life cycle of the overall range. BIC now offers a full range of Cristal pens using both ball point and gel ink technology. The range’s development has also helped to support the enhancements of the core brand, and each year sales of Cristal pens increase. The product life cycle and promotional activity BIC analyses its products, and promotes and supports these in line with their stage in the product life cycle. For example, BIC Cristal and the Classic shaver have a long life cycle and although they have had technological improvements over the years and are produced using more advanced manufacturing techniques, the style and design of these products have not changed. They are still recognisable worldwide. Initially, when these products were launched, promotional activity would have focused on generating awareness and encouraging consumers to trial the products. Now that these products have become well established icons, the promotional emphasis is on rewarding loyal customers who continue to buy these products. The illustration shows the way in which promotional activity is tailored to stages in the product life cycle. When BIC launched the Comfort 3 razor, it chose Martin Johnson to represent the brand. BIC invested heavily in outdoor  media such as billboards and conducted national press advertising to raise awareness. With Cristal Gel, BIC carried out a large amount of below the line activity. To build awareness of the new product, BIC supplied existing Cristal Ball pen users with Cristal Gel samples through special promotional packs and other sampling campaigns to office users. This was supported by advertising and direct marketing. During a product’s growth period, BIC continues to use market research data to help it better understand market developments and consumer requirements. It also continues to support the product so that more and more consumers try it out and are converted into regular users. At this stage, advertising and special offers encourage new users to try the product. As a product moves towards maturity, BIC’s marketing experts need to identify ways of injecting new life into it. They must also identify new product developments that can meet similar consumer needs. This explains why, for example, BIC has developed extensions to the Cristal range. Once a product has saturated a market, sales will stagnate. However, it is important to continue to support cash cows because they play a vital role in injecting profits that sustain new product development. Once a product has moved into decline, a company like BIC will look to replace it with new products that meet existing and evolving consumer needs. For example, the razor ‘Tough Beard’ was taken out of the product portfolio because other new BIC razors were better able to meet the needs of customers with ‘tough beards’! Conclusion Businesses that understand the Boston Box and product life cycles are able to target appropriate promotional activities to support the various products in their portfolio. Well established products such as BIC Cristal and Classic shaver are the cash cows that enable BIC to thrive by developing its stars and some of its question marks in line with market needs. BIC is an innovative organisation that uses its technical and marketing expertise to supply consumers with the products they want and need. Questions 1. Using the Barksdale and Harris model that combines the BCG matrix and the product life cycle, consider how useful this might be to BIC when analysing  their product portfolios. 2. Consider the work of Booz, Allen and Hamilton Consultants in relation to the decay curve of new product ideas, and suggest how this might be applied by BIC when bringing new product ideas to the market place. 3. The GE/McKinsey matrix has nine boxes as opposed to the BCG matrix that has four boxes. Consider how it might or might not have been better for BIC to apply the GE/McKinsey matrix on the basis that it might be more accurate? 4. Consider the work of Everett Rogers in relation to product adopter categories. Using his idea, how might BIC adapt their promotional strategy in relation to targeting different adopter categories?

Critical Response Final Draft

Children should have a mind of their own when it comes to their entertainment. At an early age children are called to choose a toy from the isle of the toy store that is labeled and colored accordingly to fit the differences of their sex and not their entertainment needs. Children are not the ones to blame for the belief that every aspect of this world is categorized according to genders because this idea has been in our society for ages and there has always been a debate on this topic.In Christina Hoff Somers' article â€Å"You Can Give a Boy a Doll, But You Can't Make Him Play With It† published on the 6th of December 201 2, in the newspaper The Atlantic she seems to be a firm believer that genders are different, each sex has separate needs and tendencies but remain equal. This is the reason why she opposes to the Swedes who are aiming for uniformity through gender-free catalogues and new stereotype-free preschool called Agile. On the other hand, Peggy Orenstein in her artic le â€Å"Should the World of Toys Be Gender-Free? Published on the 29th of December 2011 in the newspaper The New York Times, she appears to support cross-sex toys and play activities. Orenstein believes that with cross-sex entertainment it would be easier and beneficial for the children to interact and communicate in the future, due to their shared experiences and that toys should not be separated according to sex. In response to Somers' main argument I feel that I agree with the points the author is making.Each individual is different by nature; genders have different needs and preferences. Not allowing children to play with toys that suit their personality but rather oblige them to play with something labeled as ender-neutral that will eventually lead into equality is absurd to me because then the children will not learn to have voice of their own but rather a false idea of who they are. To begin with, one point I agree with Somers is as she states it † Men and woman can b e different- but equal† (par. ). In other words the author does believe that although genders differ due to biology, as humans they remain equal. The reason agree with her is because the Swedes' way of achieving a gender neutral environment is by ignoring the differences of the genders and trying to introduce a way of dealing with people as if they are one thing. To make it clearer, when I was young I played with boys as well with girls. We were a team, we played with dolls and with trucks and we learned each ones needs.The boys helped us build things and as girls we learned them to take care of our baby dolls. This experience made me learn and inhabit that each gender provides something that lacks to the other. When we learn and accept each ones differences that is when we will become equal not by providing kids with a gender-neutral toy catalogue because then uniqueness will not exist. Another point agree that Somers has made is when she opposes to the new preschool Agile, w hich has removed gender specific items from their curriculum.In Orenstein article she states that † Every experience, every interaction, every activity-when they laugh, cry, learn, play-strengthens some neural circuits at the expense of others, and the younger the child the greater the effect† (par. 10). In other words if the children in Agile are offered an unhealthy, monitored schooling and are forced to get rid of their natural likings which benefits them while rowing up that will lead to † undermine children's healthy development† (Somers par. 1). Finally, another point which Somers could not have expressed better my opinion on the topic kids and entertainment is † just leave him alone and let him play as he wants† (par. 16). In making this comment, the author says that the criteria on which the object of a child's entertainment will be chosen by, will not have to do with what gender is the toy addressed to but with what the child's entertainm ent needs are at that certain point.For a child to make an unbiased choice about his entertainment, demands an environment which will has raised it up knowing that although toys differ according to gender there is nothing wrong in choosing a toy of your opposite sex and not raise him up in a person who believes otherwise. In other words, † the environment in which children play and grow can encourage a range of aptitudes or foreclose them† (Orenstein par. 11). In conclusion, the reason why I am in favor of Somers is because she accepts that sexes are different but does not believe that creating uniformity will provide us with equality.Accepting each ones differences and who we are is what will provide us with equality. Children should be let alone to explore their own likings without being obliged to be something they are not. Bottom line is that the differences of each human being are what make this world interesting. A world full of same people will lead us to routine.

20 Common Law Internship On-Campus Interview Questions

20 Common Law Internship On-Campus Interview Questions The on-campus interview (OCI): It has an ominous ring to it, maybe because of horror stories told by other law school students, maybe because of the pressure to do well. Almost all law schools offer some type of on-campus interview at the start of the students second year. Although your entire future may not hang on the success of your OCI, you definitely want to do well enough to proceed to the next step: the callback interview. If you manage that, your future will indeed be brighter.   You can do this, and you can do it well. In fact, you can ace it with the right preparation and if you know what to expect going in. The OCI Despite its name, the OCI may or may not actually take place on campus, but in a hotel conference room or another public facility. Its not with law school personnel, but rather with representatives of some of the foremost law firms in the area- even some outside the area. Theyre looking for the perfect students to staff their summer associate programs. And yes, that will look awesome on your resume even if your interview doesnt ultimately result in a summer  position, which is, of course, your ultimate goal.   Your meetings arent random. You must apply to your targeted firms first, and the firm will most likely receive a lot of bids. The firm then chooses who it wants to interview from among these bids. If youre chosen and if you do well, youll be invited back for that callback interview, which will most likely result in a summer job offer.   What Happens in the Law School Interview? Preparation means knowing what interview questions you can probably expect. Not every interview goes the same way, of course, so you may or may not be asked all the following questions. In a worst-case scenario, you wont be asked any of them. But you should at least have answers prepared for these so youre not caught off guard, and you can use them for ideas to branch out into other possible questions so you can prepare for those, too.   Why did you go to law school?Are you enjoying law school? What do you like/dislike about it?What classes do you enjoy/dislike?Do you feel youre getting a good legal education?If you could go back and decide whether to go to law school again, would you do it?Do you feel your GPA and/or class rank is representative of your legal abilities?Why do you think youd make a good lawyer?What is your biggest weakness?Do you like working on your own or on a team?How do you handle criticism?What is your proudest achievement?Where do you see yourself in 10 years?Do you consider yourself competitive?What have you learned from work experiences/student activities?Have you ever withdrawn from a class?What do you know about this firm?Why do you want to work at this firm?What areas of law interest you most?What types of books do you like to read?Do you have any questions? The last one can be tricky, but you are certainly entitled to ask a few questions of your own, so prepare for that possibility as well.

The Profession Of Working In Social Care Social Work Essay Essay Example

The Profession Of Working In Social Care Social Work Essay Essay Example The Profession Of Working In Social Care Social Work Essay Essay The Profession Of Working In Social Care Social Work Essay Essay What have you learnt from working within your squad and throughout this faculty? Interprofessional working ( IPW ) in wellness and societal attention is indispensable for effectual service proviso and is a cardinal driver of modern health care. In a changing and more pressured working environment, wellness and societal attention professionals need to be spouses in presenting services, encompassing corporate answerability, be flexible and adaptable and have shared ends in incorporating attention around service users ( Fletcher 2010a, Pollard et Al, 2010 ) . Harmonizing to Tope and Thomas ( 2007 ) , analysis of policies from every bit early as 1920 in wellness and societal attention have recommended professional coaction, improved communicating and teamwork to better results for service users. There have been similar recommendations in authorities policy since this clip ( Tope and Thomas, 2007 ) . High profile probes since 2000 high spot lacks in IPW across wellness and societal attention. Inadequate communicating between professionals in instances of the Bristol Royal Infirmary Inquiry ( HM Government 2001 ) , the Victoria Climbie Inquiry Report ( Laming, 2003 ) , and The Protection of Children in England: A Progress Report ( Laming, 2009 ) have caused countrywide concern beyond the professions and services involved, doing a craze of media remark and public argument. Core recommendations are for professionals to better communicating between bureaus, to hold an ethos based around squads and working together and to better professional answerability. The probes provide grounds that collaborative working can merely better results and underpins the existent demand to happen out how best to develop a work force that can work together efficaciously ( Anderson et al, 2006 and Weinstein et Al, 2003 ) . Policy besides recommends seting service users at the head of attention and coordin ating services across the governments, voluntary and private sector administrations ( DoH, 1997, DoH, 2000a, DoH, 2000b, Doh, 2001a, DoH 2001b, DoH 2001c, DoH, 2002a, DoH, 2006, DfES, 2006, HM Government 2004, HM Government 2007 ) . Literature suggests that IPW betterments begin in interprofessional instruction ( IPE ) ( DoH 2000b, DoH 2002b, Fletcher 2010a, Freeth et al 2002, Higgs and Edwards 1999, HM Government, 2007, Reynolds 2005 ) . IPE has been defined as larning which occurs when two or more professions learn from and about each other to better coaction and quality of attention ( CAIPE, 2002 ) . The demand to bring forth practicians who are adaptable, flexible and collaborative squad workers has focused attending on IPE, which aims to cut down biass between professional groups by conveying them together to larn with and from each other to heighten apprehension of other professional functions, pattern contexts and develop the accomplishments needed for effectual teamwork ( Barr et al. 2005 ; Hammick et Al. 2009, Parsell et Al, 1998 ) . At our interprofessional conference, we worked in squads of assorted pupil professionals. We introduced ourselves, our subjects and our class constructions, elected a chair and a Scribe and put about to finish our undertakings. Cooper et Al ( 2001 ) place one of the benefits of IPE as understanding other professional functions and squad working. In their survey, they found grounds to propose that early acquisition experiences were most good to develop healthy attitudes towards IPW ( Cooper et Al, 2001 ) . None of the members of my group knew what a societal worker did and I explained my preparation and professional function to them. McPherson et Al ( 2001 ) depict how a deficiency of cognition of the capablenesss and parts of other professions can be a barrier to IPW. In our treatments, we talked about our preconceived thoughts. Social workers were described as hippies and physicians described as arrogant . Leaviss ( 2000 ) describes IPE as being effectual in battling negative stereotypes before these develop and become deep-rooted. Atwal ( 2002 ) suggested that a deficiency of apprehension of different professionals functions every bit good as a deficiency of consciousness of the different force per unit areas faced by different squad members could do communicating and determination devising debatable. The conference provided an chance for us to interact with each other and was contributing to doing positive alterations in intergroup stereotypes ( Barnes et al, 2000, Carpenter et Al, 2003 ) . Barr et Al ( 1999 ) depict how IPE can alter attitudes and counters negative stereotyping. The function drama exercising gave us an apprehension of differing force per unit areas faced by each professional. Our squad worked good together, taking bends to allow each other speak, listening, disputing suitably when needed and making our sentences by the terminal of the conference. I feel that our friendly and motivated characters made communicating and therefore teamwork easy in the group. Weber and Karman ( 1991 ) found that the ability to intermix different professional point of views in a squad is a cardinal accomplishment for effectual IPW. Pettigrew ( 1998 ) emphasises that the ability to do friends in a group of other professionals can cut down bias and promote cooperation in future IPW. We agreed that teamwork was indispensable to IPW and can help in the development and publicity of interprofessional communicating ( Opie, 1997 ) . We felt that IPE allowed us to learn each other while promoting contemplation on our ain functions ( Parsal et al, 1999 ) . We were really clear on how we worked as a group and effectual as run intoing our undertakings and I feel we reached the Tuckman s acting phase ( Tuckman 1965 ) . Baliey ( 2004 ) describes team members who are unable to work together to portion cognition will be uneffective in pattern. Although, there is an statement that this is more likely to go on in squads where the construct of IPW is new and team members lack accomplishments to understand the benefits of IPW or follow new ways of working ( Kenny, 2002 ) . Bing in our 2nd twelvemonth of survey and holding all had experience of working in an interprofessional scene, we were really motivated at the conference and in accomplishing our aims. It is noted that personal committedness is of import for effectual IPW ( Pirrie et al, 1998 ) . We acknowledged the issue of power in our professional societal hierarchies. In our function drama exercising, we found that we all looked to the physicians foremost for direction of the service user s intervention and they commanded the most respect. We agreed that medical specialty was the most established out of all the health care professions ( Page and Meerabeau, 2004, Hafferty and Light, 1995 ) and that other professions have faced challenges in set uping position ( Saks, 2000 ) . I felt this was particularly relevant to societal workers who have late extended their professional preparation to degree position to convey it in line with other professions. Reynolds ( 2005 ) suggested that hierarchies within squads could lend to communication troubles ; for illustration, where input from some of the squad members were non given equal value. Leathard ( 1994 ) describes that competition between professional groups particularly in footings of perceived senior status are a barrier to I PW. The Shipman Report ( 2005 ) noted the importance of guaranting all squad members are valued, urging less hierarchy in pattern, more equality among staff, irrespective of their place. We talked about valuing and esteeming each other s professional sentiment. Irvine et Al, ( 2002 ) discourse how IPW can interrupt the monopoly of any individual profession in supplying exclusive expert attention, advancing shared duty and answerability. We discussed understanding, back uping and esteeming every person in the workplace to advance diverseness and equity. We besides concluded that establishments and differing professional force per unit areas could be a barrier to IPW. Having antecedently worked in an interprofessional HIV squad for an NHS Trust, I found that squad members were given precedences from their directors which impacted on their handiness to go to team meetings. Wilson and Pirrie ( 2000 ) suggest that a barrier to IPW can be a deficiency of support from directors and the workplace construction. Drinka et Al ( 1996 ) depict how during times of work related emphasis, persons can retreat from IPW. We acknowledged that institutional support would be indispensable to effectual IPW. Dalrymple and Burke ( 2006 ) discuss that different professionals have different precedences, values, force per unit areas and restraints, duties and outlooks which can take to tenseness, misgiving and travel on to do to discriminatory and oppressive pattern in IPW. In visible radiation of the above acquisition, we all felt that IPW had occurred of course in our first twelvemonth arrangements, where it was considered the norm in our working environments and where the construct was understood and encouraged. The conference had highlighted some of the barriers to IPW and we will take this cognition into our pattern scenes. Word Count 1349 Section 2 How would you take what you have learnt about IP working into pattern? The conference highlighted some cardinal issues about IPW that I will take into pattern. One of the most important developments in wellness and societal attention policy in recent old ages has been the move off from the professional being the expert with the power and cognition to the patient centred attention with professionals using their cognition to the demands and rights of the service user ( Barrett et al, 2005 ) . The societal theoretical account of attention individualities issues of power in the traditional medical theoretical account attack to care and looks at how dependence on the professional can be a side consequence of the assisting relationship and be disempowering for service users ( Shakespeare, 2000 ) . Informing, confer withing with and integrating the positions of service users and carers is critical to effectual interagency IPW. There is a thrust in recent policy for service users and carers to be engaged in service proviso and the recent white paper Emancipatin g the NHS ( HM Government, 2010a ) , calls for more liberty for service users, doing them more accountable through pick, being able to entree services that are crystalline, just and promote power and control over determinations made. Nothing about me without me ( HM Government, 2010a, page 13 ) is a committedness that will switch power from professionals to service users, a immense alteration in current civilization. The service user is the cardinal vision, a squad member involved in determinations made about their attention, transforming the NHS to present better joined up services, partnerships and productiveness ( HM Government, 2010 ) My acquisition has reiterated the importance of service user engagement and I have reflected on ways to implement this in pattern. In old employment, I helped to run a patient public engagement group at a HIV service for a NHS Trust. This enabled service users to give feedback and do suggestions for betterments ( i.e. holding flushing nurse led clinics, presenting the place bringing of medicine ) . In my experience, service users were actively involved in determining services in their communities and it was really successful. In my pattern, I will go on to value the service user as portion of the interprofessional squad every bit good as encourage this pattern in my topographic points of employment. In my arrangement at a supported lodging charity for immature female parents, ways to accomplish service user engagement were being introduced. One of my functions was to transport out a questionnaire with the purpose of acquiring feedback and authorising the service users. Reflecting on this, I can now see how valuable this exercising was and I will go on to see the value in deriving service user feedback and ever take to make this in pattern. I discussed this with my group and this added to our acquisition. Informal unpaid carers, the voluntary and private sector are besides indispensable squad participants and the value of their part is being acknowledged progressively as the success of an interprofessional work force ( Tope and Thomas 2007 ) . In my function within the HIV service in an NHS Trust, I coordinated an interprofessional squad and ran a support group for African adult females populating with or affected by HIV in concurrence with societal services and the Terrence Higgins Trust. I understand the value that the 3rd sector administrations can be for service users, frequently make fulling spreads in statutory services. The Terrence Higgins Trust were able to supply support for activities every bit good as support Sessionss, developing chances and reding. Social Care Institute for excellence ( 2010 ) in a response to the white paper, Emancipating the NHS ( HM Government, 2010a ) discourse how about 90 % of direct societal attention services are delivered in the private and volu ntary sector. The Joseph Rowntree Foundation, a societal policy research and development charity, discuss that the province is retreating from many public assistance maps and progressively trusting on the voluntary sector to make full spreads in attention ( Joseph Rowntree Foundation, 1996 ) . The recent scheme papers, Constructing a Stronger Civil Society ( HM Government, 2010b ) discusses how integrating with the voluntary sector will be indispensable to run into the challenges faced by the wellness and societal attention proviso. The study focuses on our society being able to entree wider beginnings of support and promote better populace sector partnerships, switching the power from elites to local communities. The authorities are besides acute to back up and beef up the sector and advance citizen and community action ( HM Government, 2010b ) . My acquisition has made me cognizant that future squads will include professionals across all sectors and communicating with these sectors will be indispensable to our professional functions. Working with the voluntary and private sector every bit good as statutory services, will necessitate accomplishments to admit different bureaus focal point on attention. Petrie ( 1976 ) acknowledges that each profession holds a direct focal point to care and it can be disputing to pass on. Crippling ( 2003 ) called for the preparation organic structures for people working in medical specialty, nursing, lodging, schools, the constabulary etc to show effectual articulation working in their preparation. I feel that it would be utile in the hereafter to integrate more of these professional groups in IPE conference. Fletcher ( 2010a ) discussed how he would trust this could be achieved in future IPW programmes at UWE. I feel that the add-on of these excess professions would truly add to the acquisition. Fletcher ( 2010b ) discusses the cardinal quandary in moralss between wellness and societal attention professionals about holding a different focal point and the best angle for patient attention. These value differences can do struggle ( Mariano, 1999 ) . I feel, in pattern, it will be of import to take clip to happen out what each agency/ professional does and I will ever retrieve that in IPW, we have a common end supplying a good service for the service user. Leathard ( 2003 ) identities that what people have in common is more of import than difference, as professionals acknowledge the value of sharing cognition and expertness. In my pattern, I will continue professional duty and personal behavior to ease regard in IPW. Carr ( 1999 ) explained that the professional has to be person who possesses, in add-on to theoretical or proficient expertness, a scope of clearly moral attitudes and values designed to promote the involvement and demands of service user above ego involvement. Harmonizing to Davis and Elliston ( 1986 ) , each professional field has societal duties within it and no 1 can be professional unless he or she obtains a societal esthesia. Therefore, each profession must seek its ain signifier of societal good as unless there is societal esthesia, professionals can non execute their societal functions ( Davis A ; Elliston, 1986 ) . The conference highlighted the benefits of professional codifications of moralss, puting of criterions for our professional work, supplying counsel as to our duties and duties and obtaining the position and legitimacy of professionals ( Bibby, 1998 ) . I feel that is in of import to ever continue our values and moralss to make regard in our communities and with this comes esteeming each other s functions. I believe that shared values will underpin this in pattern. Darlymple and Burke ( 2006 ) discuss that we have a shared concern that the work we do makes society fairer in some little manner and we have a committedness to societal justness. I feel that IPE has facilitated regard and common apprehension across our professions. It has made me cognizant of the importance of professional development, about how we are portion of the wider squad of wellness and societal attention services and how our common values can underpin effectual partnership working. It reinforces that coaction is required as non one profession entirely can run into all of a services ( Irvine et al. 2002 ) . My societal work grade is a combination of theory and practical acquisition. It is through uniting this acquisition and by reflecting on my experiences throughout the class, that will put my cognition base, let me to associate theory to pattern, let me to prove my thoughts and believing while placing countries that need farther research going a brooding practician ( Rolfe A ; Gardner, 2006 and Schon, 1983 ) . As a group we discussed that there we all value continued professional development, contemplation and consciousness and personal duty for our acquisition ( Bankert and Kozel 2005 ) . It is this that we agreed we would transport frontward as we start our working callings. Word count 1351 Section 3 Mentions Anderson, E. , Manek, N. , Davidson, A. ( 2006 ) Evaluation of a theoretical account for maximizing interprofessional instruction in an acute infirmary. Journal of Interprofessional Care 2 182-194 Atawl A ( 2002 ) A universe apart: how occupational healers, nurses and attention directors perceive each other in acute attention. 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A Holistic Approach to Ambulatory Care

The use of technology is being adopted extensively in the healthcare field as funds increase due to policy changes, especially HITECH, and the need to implement electronic health records (EHR) is recognized. Promote consumer / patient access and participation in health care portals (Sackett, 2013). The use of technology will enable patients to track important health information. This may be useful to change the care of the primary care provider, which means that unnecessary attempts to provide a past medical history to the physician's clinic can be eliminated. This document describes the development of medical care in the outpatient clinical setting and the future direction, the explosive development of technology, the change in the payment pattern, the role of nursing staff, the challenges facing nursing professionals and the characteristics of outpatient experts I will outline it. Medical reform, Affordable medical law, Implementation of care adjustment as a strategy to improve hea lth and prevent re-hospitalization, and Transition from volume-based care to value-based care, interest in outpatient care environment Is rising. Current and future medical website Specialized outpatient care is a complex and multifaceted occupation that includes both independent and collaborative work.The comprehensive practice of outpatient care is based on a wide knowledge of nursing and health science and it is clinically applied to the care process Expertise: Nurses use evidence-based information at various outpatient medical facilities to achieve and secure patient safety and care quality while improving patient outcomes. In 2001, this professional occupation announced a series of outpatient care and nursing knowledge revised in 2006 for the first time. Outpatient nursing core course (AAACN, 2001). This core course is still an important and relevant resource, and many nurses use it to lead a place for outpatient clinical practice. Specialized outpatient care is a complex and m ultifaceted occupation that includes both independent and collaborative work.The comprehensive practice of outpatient care is based on a wide knowledge of nursing and health science and it is clinically applied to the care process Expertise: Nurses use evidence-based information at various outpatient medical facilities to achieve and secure patient safety and care quality while improving patient outcomes.

The Economic Growth of Developing Countries Assignment

The Economic Growth of Developing Countries - Assignment Example More recently WTO has focused upon the need to sustain an open multilateral trading framework, particularly in the light of the proliferation of regional blocs. In spite of some weaknesses and limitations of its strategies, WTO has benefited the economic growth of developing countries and involves them in free trade relations and international trade. The main question worried many nations and economists "Does WTO really promote free trade or just control the international trading relations and economic order The WTO was established on 1st January 1995 by the Marrakesh agreement. It was a new agreement between the global nations which improved and extended articles of GATT established in 1947. .WTO differs from GATT as it is based on different principles and policies of trade relations. GATT is just a set of rules while WTO is an international institution with governing bodies. In contrast to GATT, WTO commitments are full. GATT rules and principles of trade cover only retail trade while WTO regulates services and intellectual property industries. The main difference is that WTO is based on multilateral agreements applied to all members of the institution while GATT involved selective agreements applied to some local economies. The befit of WTO is that it is undeniable that trade policy leaders have their own bases of support, such as interest groups and the bureaucratic institutions they direct. As they depend on those bases to maintain their current position, policymakers' interests, pr iorities, and responsibilities in policy making are put by their support bases. In fact, the state-oriented approach underlines the importance of the demands of society on trade policymaking. In contrast to GATT, WTO has a stricter system of trade control and does not permit trade violations. Trade violations involve such impotent issues as labor relations and environmental concerns. These rules and principles can be seen as a response to dissatisfaction with the explanatory power of international trade relations that concentrate on international factors or assume country interests to be external. Such attempts are grouped by WTO into four, based on their characterization of the international and the domestic, and the lines of responsibility they draw between these political issues. WTO has a set of laws aimed to restrict the activity of those companies which violate accepted rules and norms of international trade. The domestic and international relations each possess different and distinct features and limitations on country action; thus domestic goals are more effectively pursued with international trade strategies.

Freedom in Modern Art Research Paper Example | Topics and Well Written Essays - 2500 words

Freedom in Modern Art - Research Paper Example The paper "Freedom in Modern Art" concerns the freedom in a modern art context. Today, art has been exhibited and expressed in surprisingly varied media greatly influenced by the global modernization. Art is no longer defined with strict rules in terms of aesthetic value and medium used. Anyone has liberty to explore what is inside of them and express them in ways for arts sake. The cultural backgrounds influencing the inner system of the creators’ hands are expressed in the messages and media of their output. The freedom in every artist lets him explore the vastness of his creativity into varied concepts of supreme work using multitudes of possible media. This sense of freedom in the modern art has opened the gates for other kinds of materials to be used as medium in expressing art. Every man is an artist. Indeed, that has been very true this time. The intrinsic creative capacity of every human being is now exploding into manifestos that make viewers stand in wondering awe. P lus, the trend of digital modern day technology has been embedded in the realm of art. The digital age conquering the world has now come. It is a reality that is visible not only on the modern day gadgets and machineries but also in the art demesne. Art has turned into a real dynamic symbiotic system where artist’s magnum opuses are more interactive. There are voices that are heard in their silent protests and there are images depicted in shadows. Messages of their works cants with piercing sonata echoed with the various reactions., critics, appreciations and applause from those who perceive. There are various art shows, galleries and exhibits that take their audience aback with all the surprising media used by modern artists. Art exhibited are incorporated with high technology concepts, medium as well as some radical messages. A lot of artists join such exhibition in showing their masterpieces portraying art for arts sake idea. Art has indeed evolved from prehistoric dynasti es where aesthetic value is the optimum criteria to judge a piece of work to an era where art works are expressed regardless of how they look in the human eye. There are even extreme works exposing radical movements created in skewed forms with messages hidden in graphics. Medium used has varied from oil based paints into lights and lasers. Canvasses containing them expounds from traditional easel-sized paints into walls, screens, and even a whole room. Who would have thought that art can consume such space? The vastness of possible resources to paint the many artists’ graffiti has sloped into infinity. Every now and then, a new thing happens. Every now and then, a new material coming from nature has been staged into stardom as they are exposed gradually. One of the most remarkable modern day artists that explored an extraordinary media in expressing art is Daniel Rozin. He expressed a different kind of art with the use of unreflective surfaces to act as mirror. His famous wo rk, The Wooden Mirror has spectacularly amazed audiences from all over the world. He skillfully combined 830 pieces of wooden block hooked up with motors adjoined with built in cameras. This was built in the year 1999 where physical art is collaborated with digital technology. The other materials included to complete the whole piece includes servo motors, cameras for video, computer and of course the wooden frames. The natural resource from nature which is wood has been used to portray images through the web of intricate body part construction reflecting an abstract perception of digital pixels. The camera picks up movement from an object in front of the masterpiece thereby producing a shadowed reflection as the output. Anyone

Article critque Essay Example | Topics and Well Written Essays - 750 words

Article critque - Essay Example Stark says that managers must also include all employees who work in the organization as part of the planning process, instead of only relying on other finance officers. Stark suggests that there needs to be a plan that establishes the business need for a forecast and that it should be followed for best results. He outlines a plan for them. In order to create a plan, Stark suggests that when the organization is making the forecast, they should use at least two years of data. This data should include data from "multiple healthcare information systems (HIS), spreadsheets, small departmental databases and enterprise data warehouse information (p. 2). These sources will give the most accurate forecast. He suggest that data has to come "in their pure form" to make the forecast completely accurate. They also have to find a way to gather the information before it is purged from their system (he explains that most healthcare organizations purge data around the two year mark). Once the information is gathered it should be examined in a visual way either through trend, distribution or scatter graphs to see whether it is "clean data" or "to find anomalies" (p. 3). Once the information is gathered, a model is then build using either a "cause and effect, time series [or] judgment model," depending on the needs of the particular hea lthcare business (p. 3). According to the biographic information, Stark is VP of product management for an organization called MedeFinance. Although he works in finance the model he used seems to be left up to the individual organizations to interpret as to how to use it. Parts 3 and 4 of the model that have to do with building the model and evaluation of the model are difficult to understand for the lay person. If this was something that was being explained to employees other than financial people, it would be better written in laymens terms. Also, some financial managers may have difficult understanding the

The learning and teaching of mathematics Essay Example | Topics and Well Written Essays - 2000 words

The learning and teaching of mathematics - Essay Example The paper tells that decimal notation is a crisis experienced by children in mathematics. The researcher has faced instances where some children are unable to distinguish between small and large values when presented with decimal points. When the subject of decimals is first introduced to primary school children, there is a general belief that when the number is long, the value is high. This means that there is an existing problem in the ability to differentiate the values of digits with decimal points. For example, when the researcher ask children to assign the number with the highest values between 5.555, 5.55 and 5.5, 5.555 is given as the answer. The reasons children give are arguably connected to the way they view whole numbers and denote decimal points. This trend can be explained by a number of misconceptions in decimal notation. There is a general belief that numbers with more digits represent high values than those with small values. 5.555 is believed to have a large value t han 5.5 because 5.555 has four digits that make the number look bigger, and 5.5 has two digits that make the number look smaller. While this explanation may be true in some cases, several combination of numbers may not adhere to the misconception. For example, in differentiating between 0.12, 0.111 and 0.1012, children pick 0.1012 as the number with the greatest value because 0.12 has three digits, 0.111 has four and 0.1012 has five, hence, the more the number of the digits, the higher the value of the number. In reality, 0.12 has a higher value compared to 0.1012.

Labor Relations Essay Example | Topics and Well Written Essays - 1500 words

Labor Relations - Essay Example Based on this premise the company maintains good relationship with its employees and this is the basic fact behind the success that the company enjoys at the international level. Every employee of the company, irrespective of the level at which he or she operates, make noticeable contribution to the overall performance of the company. This value is reflected in the activities and policies made at the managerial level of the company, which ensures that the employees are encouraged to put their best efforts so that they might help the company maximize its performance. The organizational leaders have developed the Workplace Rights Policy of the Coca Cola Company by strictly following the international standards for human rights, the Universal Declaration of Human Rights, the Declaration on Fundamental Principles and Rights at Work proposed by the International Labor Organization's and also the United Nations Global Compact. This policy is equally applicable to all the members, irrespect ive of the proportion of stake it holds in the company. In all the countries in which the Coca Cola Company operates, it makes sure that the principles strictly abided by the bottling partners of the company, although these companies might operate independently as separate organizations. The company also encourages them to adopt these policies so that these partner organizations might work in a more synchronized manner with the Coca Cola Company. The labor employment policy of the company includes the following major components; freedom of Association, campaign against forced labor, campaign against child labor, freedom of collective bargaining, discrimination among laborers on the basis of cast, race or social status, working hours, proper wage rate, healthy and safe Workplace, security at the workplace and engagement of the stakeholders of the company as well as the entire community (Coca-Cola India, 2010). Labor-related issues Racial discrimination Racial discrimination is a seri ous problem for the multinational corporations. Since they operate in different countries they are required to maintain the traditions and cultures of the regions. Since they utilize the labor force of the relevant country, the management has to be conscious about the about the rights and the demands of the local labor force and make policies that would not hurt the interests of these laborers. In 2000, Coca Cola paid $192.5 million for settling a lawsuit against racial discrimination in the US segment of the company. This was aimed at changing and managing the way minority employees are treated in the country. An allegation made against the company in 2003 said that black skinned population is underrepresented in the top management of the company and they also receive less payment than their white skinned counterparts (Business-Human rights, 2013). Issues with Coca Cola Although the Coca Cola Company has a strong employee policy and believes in maintaining good relationship with la bor unions in all the operating segments in the world, the company has faced strict criticism from the public, the media and other international watchdogs. In some of the countries in which the company operates, it has been charged of providing degraded working conditions to the workers and also accused of inhuman behavior with the labor union leaders. Particularly, in the