Process design for Riordan Manufacturing Essay Example | Topics and Well Written Essays - 1250 words

Procedure structure for Riordan Manufacturing - Essay Example Another procedure structure for the creation of Riordan electric fans will require plans related with material necessities arranging (MRP), gracefully chain forms, creation conjectures, and execution plans.The MRP helps in determining when creation and buy orders must be put for each part and subassembly to finish the item on time Effective arranging and controls related with the flexibly chain procedure and request can help in stock administration. Request varieties are the standard in the business condition; along these lines, gracefully chain procedures, conjectures, and usage plans need to incorporate the adaptability important to adapt to request varieties. Material Requirements Planning The explanation organizations utilize a MRP framework is to â€Å"approach issues, decide the quantity of parts, segments, and materials expected to deliver each end thing. MRP likewise gives the timetable determining when every one of these materials, parts, and segments ought to be requested or produced† (Chase, Jacobs, and Aquilano, 2006, p. 630). Riordan’s offices for parts and offices for creation are in various areas. So as to stay aware of everything that Riordan is doing and wants to do they should actualize a MRP framework that will permit them to oversee stock and creation plans. It will likewise permit them to stay aware of creation yield and will ensure they are using and working at most extreme limit without over-burdening the creation procedure by checking all viewpoints and all areas engaged with creation. A MRP framework will additionally improve Riordan’s level of client support and track charging, stock and every other region of creation and conveyance in one framework in which all areas are in the same spot. The framework will permit triggers for requesting, easing back and accelerating creation, parts, and so on keeping up a reliable degree of activity and low stock dependent on need. New Process Design Changes in three regions of p rocedure configuration can tremendously affect Riordan’s China plants proficiency and thusly permit Riordan to accomplish higher benefits through higher on-time conveyance of their items. Electric Motor conveyance issues In the flow procedure Riordan has redistributed its electric engines for their fans. The organization they use is a neighborhood Chinese organization that just has a 93% on-time conveyance normal. Riordan may understand more noteworthy on-time conveyance if this procedure was not redistributed yet moved in-house. This would guarantee a higher on-time conveyance of a truly necessary part for the fans they produce. Requests and transportation/conveyance The present anticipating strategy for fan creation depends on the most recent multi year deals normal deals. The delivery strategy for neighborhood orders is that they can be gotten up plant, which is acceptable on the grounds that there is no show room or distribution center expense related with putting away th e unsold fans. Fans to be conveyed inside China, Riordan utilize a neighborhood organization, much like UPS or FedEx. For global conveyances Riordan utilizes FedEx. 31.6% of the populace in China has Internet get to (Internet World Stats,â 2010). The utilization of the Internet as a requesting device to permit likely clients, the two people and organizations, to put requests would both smooth out the requesting procedure just as permit Riordan to conjecture better the quantity of fans to create. Extraordinary Order Fans Riordan additionally creates a specific number of fans for unique requests that would be delivered with exceptional particulars. Riordan structures the new fan as indicated by customer’s determination. When the fan is affirmed, few the fans are made under a different agreement. There are no estimate numbers for unique requests. Riordan would profit here from a site focused on past business clients to permit them request or reorder past items. Gracefully Chain Process Strategic

Experiencing Music Composition in Grades †MyAssignmenthelp.com

Question: Examine about the Experiencing Music Composition in Grades. Answer: Presentation: The last piece that I have done covers all the ideas that were shrouded in the classes as it offers a key chance to incorporate what has been realized. The name of my organization is returning, with Cubase program utilized for recording its sound. I recorded portion of the instruments that showed up in this sound while the rest were recorded from the MIDI programming, putting the thought and exercises done in classes to improve the organization adequacy. To all the more likely clarify the learning encounters and the organization, I have limited them done in 3 sections regarding the piece venture, picking the sound source and structure learning. To begin with the sythesis venture, the thought was propelled in class when we were learning the harmonies on the ukulele. The manner in which the harmonies change and the song from the harmonies has built up the fundamental structure of my sythesis. The week after week recordings have likewise helped a great deal in this structure in different ways, for example, retaining the key purpose of each class and increasing better comprehension of what we have realized and accomplished. The fundamental thought that I began with my piece was the week 6 about harmonies. Harmony is the spirit of the music, it tells the feeling. For instance, a dismal tune wont begin with significant C. Pretty much every tune begins with significant C are totally rendered a congruity and joy (Kaschub Smith, 2017). Nonetheless, the tune that begins with significant F for the most part rendered a bright musicality, for example, the tunes rehearsed in class. Then again, Minor E will betterly affect a tragic tune. In such manner, I pick significant C to be the tune of my organization since it is my preferred harmony and it shows a positive state of mind and sounds quiet. For the sound sources, ten instruments have been remembered for my creation, they are Piano, guitar, pizzicato, drums, harp, villi on, bass, ringers and vocal. All the sound sources are amicable and sound positive. Despite the fact that there are ten sound sources in my piece the instruments are extremely agreeable introducing an engaging sound. For the sythesis learning and accomplishment, the week by week notes and video assumed a significant job. Making structure that we have gained from class, I took in the distinction among structure and surface. The structure where the arrangement is done speaks to the idea of the music while the surface speaks to the idea of the connector. Having concocted the creation while at two unique areas made it simpler for me to build up a substantial and clear structure (Oxford, 2004). Additionally for the music idea that we have learned in class, the tone shading and elements gave me a superior comprehension of picking the instruments. As I referenced previously, despite the fact that there are such huge numbers of instruments in my structure it despite everything sounds harmonious.Moreover, the pentatonic scale is one of the key viewpoints that I like most in light of the blues style music which depend on pentatonic scale. In light of the class learning, I haphazardly chose one of the significant scale scales 1, 2, 3, 5 and 6 to locate the pentatonic size of this significant tune. At the end of the day, the fourth tone and the seventh tone were expelled, bringing about the end of the first half-tone in the significant scale. The subsequent tone comprised of an entire sound and minor thirds. This helped me with a portion of my backup instruments to accomplish a superior exhibition. Also, topic and variety gave my organization an awesome group sort of structure with solo piano and different instruments tailing in a steady progression. This is essential to guarantee that the sound creation improves the individual tuning in to my sythesis. At last, the tune is the spirit of the music simply like a harmony and depends on the harmony as instructed during class exercises. It was coordinated that, we need to make the song dependent on the harmony, which causes me realize how to follow the harmonies and utilize the correct tone. References Oxford, E. C. (2004).Song sheets to programming: A manual for print music, programming, and sites for artists. Lanham, Md: Scarecrow Press. Kaschub, M., Smith, J. (2017).Experiencing music piece in grades 3-5.

Valentines Spell(ing) How Can Luv B Wrong

Valentines Spell(ing) How Can Luv B Wrong Your name doesn’t have to be Siri for you to realize that the latest communications technology and spelling don’t always mix. When dashing off a quick message with your thumbs or trying to limit your latest profoundly keen social commentary to a mere 140 characters, there is often little time or space for letters that are phonetically irrelevant. For those of us who work and play with words (and especially weirdos like me who insist on proper spelling and punctuation), it can be a bit frustratingâ€"which is not to say we aren’t also sometimes guilty. But let’s get to the root of the problem: Valentine’s Day. Yes, long before* email, texting, and Twitter, there were those crunchy, chalky candy hearts emblazoned with naively naughty and liberally misspelled messages such as I LUV U…B MINE…U R HOT…U R A TIGER…B SWEET 2 ME…and other lines that, for content or form, would have otherwise gotten you get kicked out of the third-grade classroom in which you probably received them. *According to their manufacturer, the tiny colored hearts have been a tradition “since the Civil War” (popular messages may have included 4 SCORE! and U R A REBEL). Of course, at least for my generation, third-grade Valentine’s Day parties were important laboratories of social developmentâ€"offering the perfect cover from under which cowards like me could emerge, as societal norms and Mrs. Brockmeyer demanded that we give paper valentines and candy hearts to everyone in class anyway; it was up to us, though, to decide which of our secret crushes would receive the more risquéâ€"and riskyâ€"messages. Was “B MINE” coming on way too strong? I would find out soon enough. However, we were also learning that it was possible to communicate clearly in written language without necessarily spelling everything correctly, intentionally or not. And as long as everyone knew what we were trying to say, who was going to stop us? Ah. Which brings us back to present-day technology: Damn you, autocorrect! While some see this computerized intervention as a means of protecting our language, we all know it just as often ruins a perfectly good message to a friend, or worse. But is the problem autocorrect, or spelling itself? The question has lead Oberlin English professor Anne Trubek, in a recent issue of Wired magazine, to argue for a relaxation of the language’s strict and often illogical rules: Our supposedly helpful correction software isn’t doing us any favors, and not just because it routinely turns easily decipherable errors into bizarre non-sequiturs. And definitely not for any of the reasons your third-grade English teacher might cite: that it makes us lazy or robs us of our ability to spell. No, autocorrect and spellcheckers are wrongheaded because they reinforce a traditional spelling standard. Consistent spelling was a great way to ensure clarity in the print era. But with new technologies, the way that we write and read (and search and data-mine) is changing, and so must spelling.  Trubek points out that this notion that words should only be spelled one way is a relatively recent development, roughly coinciding with the rise of the printing press in English-speaking countriesâ€"and even then, centuries before Microsoft Word, printers would freely change spellings to justify type (“perhaps this is how deceit lost its p,” she writes, whereas “receipt” never did). And in the land of the free, everyone from Ben Franklin to Noah Webster to Mark Twain has advocated an overhaul of the American English alphabet and/or an unshackling from our stringent spelling system. While I find much to consider in Trubek’s call for casting off this spell cast by spelling, I tend to agree with Lee Simmons, a Wired copy editor who published a rebuttal: Personally, I like to be able to understand what I read, without having to stop and puzzle over “creative” spellingsâ€"whether it’s in a book, on a tablet, or online. What exactly is it about digital media that demands the abolition of spelling rules? The closest Trubek comes to an explanation on this point is when she writes, “Computers, smartphones, and tablets are speeding the adoption of more casual forms of communicationâ€"texting is closer to speech than letter writing.” Ah! If that’s all we’re talking aboutâ€"brief, informal bulletins to your friendsâ€"fine. No one cares how you spell your text messages, any more than they care how you spell your grocery lists or party invitations. Deciphering a few misspelled words in a two-sentence tweet isn’t too burdensome … So if you want to chat in leetspeak or use cutesy abbreviations in your texts, go crazy. You’re talking to your own tribe; they know the code, and they’re willing to indulge your affectations. In other words, let’s not throw out the baby with the bathwater*â€"there is room in our evolving language for necessary rules and equally necessary innovations. The persistent flow of new wordsâ€"and yes, even new spellingsâ€"into the lexicon proves that. *Though fewer clichés like that would be great. My bad. So while it is important to respect the rules, particularly in any formal situation where clarity is of the utmost importance (“Dear Sir, It has come to our attention that you are a tiger…”), you may keep your Valentine’s Day candy heart light. Because LUV will always find a way.

A Public Law on Devolution and Scotland - Free Essay Example

Sample details Pages: 6 Words: 1801 Downloads: 4 Date added: 2017/06/26 Category Law Essay Type Narrative essay Level High school Tags: Act Essay Did you like this example? Assume that the UK Parliament has passed new legislation conferring powers on the UK government to determine, by Order, who has the right to vote in any UK referendum. The government is considering whether to make an Order extending the right to vote in the independence referendum to registered voters in England, Wales and Northern Ireland. The Scottish Government is furious and claims that this would be a breach of the Edinburgh Agreement and Sch 5, Part 1, para 5A of the Scotland Act 1998. Don’t waste time! Our writers will create an original "A Public Law on Devolution and Scotland" essay for you Create order Advise the relevant minister whether he is legally entitled to enact such an Order. To fully advise the minister if he would be legally entitled to enact such an order, to allow registered voters in England, Wales and Northern Ireland to vote in any UK referendum. To do this we first need to understand what the Edinburgh agreement and Sch 5, Part 1, para 5A of the Scotland Act 1998 covers. The Edinburgh agreement[1] is an agreement between the Scottish Government and the United Kingdom government. This agreement was signed by both Governments on the 15th October 2012, and charted the footprint for the Scottish independence referendum on 18th September 2014. An argument brought up by Professor Adam Tomkins is that before the enactment of the Edinburgh Agreement [2] the Scottish government was acting out with its powers as it was not following Westminsterà ¢Ã¢â€š ¬Ã¢â€ž ¢s legislative supremacy. Even with the commencement of the Edinburgh Agreement some see the UK parliament has having the final say in any laws passed and can if applicable, override any. Cons titutional theorist A.C Dicey describes parliamentary supremacy as: à ¢Ã¢â€š ¬Ã‹Å"Parliamentà ¢Ã¢â€š ¬Ã‚ ¦has under the English constitution, the right to make or unmake any law whatever: and, further, that no person or body is recognised by the law of England as having a right to override or set aside the legislation of Parliament.à ¢Ã¢â€š ¬Ã¢â€ž ¢[3] The Scotland Act 1998 created a devolved Parliament in Scotland. In turn this created the devolved powers that allow the Scottish Government to legislate on non-reserved issues.[4] Nevertheless Scotland gets its powers from Westminsterà ¢Ã¢â€š ¬Ã¢â€ž ¢s constitutional supremacy rather than from its own sovereignty. This would mean that Westminster could in theory rescind any of the devolved powers and legislation given and made my Scotland. Yet Westminster has given it agreement, that the referendum should go forward making the Edinburgh agreement legally binding. The Scotland Act 1998 (Modification of Schedule 5) Order 201 3 inserts the words à ¢Ã¢â€š ¬Ã‹Å"Paragraph 1 does not reserve a referendum on the independence of Scotland from the rest of the United Kingdom if the following requirements are metà ¢Ã¢â€š ¬Ã¢â€ž ¢[5] This change has allowed the Scottish parliament to legally hold a referendum. This order modifies schedule 5.Paragraph 1 of part 1 of schedule 5 so that a referendum on the independence of Scotland from the rest of the United Kingdom is not reserved matter if certain requirements are met. Moreover the Referendum Bill introduced by the Scottish Government created the franchise for the referendum. The UK Government and the Scottish Government both agreed that à ¢Ã¢â€š ¬Ã‹Å"all those entitled to voteà ¢Ã¢â€š ¬Ã¢â€ž ¢ 3 should be able to vote in the referendum à ¢Ã¢â€š ¬Ã‹Å"The franchise enables British, Irish, qualifying Commonwealth citizens and European Union citizens resident in Scotland to voteà ¢Ã¢â€š ¬Ã¢â€ž ¢.[6]Furthermore Professor John Curtice has also pointed out that Northern Ireland sovereignty referendum, 1973, set a precedent for allowing only those à ¢Ã¢â€š ¬Ã‹Å"resident in one part of the UK to vote on its sovereigntyà ¢Ã¢â€š ¬Ã¢â€ž ¢[7] In summary the referendum is now a binding legal decision as Westminster has agreed to s30 order under the Edinburgh Agreement. Moreover both Governments also agreed on who would be able to vote, and it was up to the Scottish Government to implement a franchise for the voting. This clearly stated that you had to reside in Scotland to vote. Therefore the minister would not be able to enact such an order. Assume that the Order has not been made and the referendum franchise is as set out in the Scottish Independence Referendum (Franchise) Act 2013. The referendum has taken place and there is a narrow victory for the à ¢Ã¢â€š ¬Ã‹Å"noà ¢Ã¢â€š ¬Ã¢â€ž ¢ campaign. The Scottish government, which campaigned for a à ¢Ã¢â€š ¬Ã‹Å"yesà ¢Ã¢â€š ¬Ã¢â€ž ¢ vote, is advised that a much higher percentage of 16 and 17 year olds voted no than voters aged over 18, and that had they not been enfranchised, there would have been a majority for the à ¢Ã¢â€š ¬Ã‹Å"yesà ¢Ã¢â€š ¬Ã¢â€ž ¢ campaign. The Scottish Ministers introduce a Bill into the Scottish Parliament which states that the words à ¢Ã¢â€š ¬Ã‹Å"aged 16 or overà ¢Ã¢â€š ¬Ã¢â€ž ¢ in section 2(1)(a) of the Franchise Act are to be repealed and replaced with à ¢Ã¢â€š ¬Ã‹Å"aged 18 or overà ¢Ã¢â€š ¬Ã¢â€ž ¢. It further provides that any vote cast by someone aged under 18 on the day of the referendum is to be void and treated as if it had not been cast. Advise the Presiding Officer as to whether she should certify that the Bill is within the Scottish Parliamentà ¢Ã¢â€š ¬Ã¢â€ž ¢s legislative competence. To fully advise the Presiding Officer as to whether she should certify that the Bill is within the Scottish Parliamentà ¢Ã¢â€š ¬Ã¢â€ž ¢s legislative competence we need to first understand the meaning of the Scottish Independence Referendum (Franchise) Act 2013[8] and what powers that gives to the Scottish Government in relation to the franchise. The Act 2013 defines the electorate for the referendum and allows the Scottish Parliament to create requirements about those who are entitled to vote in a referendum on the independence of Scotland. Furthermore this is including requirements for the formation of a register of young voters for the purposes of such a referendum. Furthermore the franchise will be extended to allow 16 and 17 year olds to vote in the referendum.[9] The 16 to 17 year olds would make up approximately 3% of the voters entitled to vote.[10] This has been made possible by s30 Order[11]. The franchise remains a reserved matter of the UK Government in Westminster. The Scottish Parliamentà ¢Ã¢â€š ¬Ã¢â€ž ¢s devolved power over elections is generally limited by the Scotland Act 1998. à ¢Ã¢â€š ¬Ã‹Å"The Scotland Act 2012 devolves more power concerning the administration of elections, but does not grant authority to legislate on the extent of voting rights within Scotland.à ¢Ã¢â€š ¬Ã‹Å"[12] In Summary The Presiding Officer would not be able to certify the amendments to the Franchise Act, which states that the words à ¢Ã¢â€š ¬Ã‹Å"aged 16 or overà ¢Ã¢â€š ¬Ã¢â€ž ¢ in section 2(1)(a) of the Franchise Act are to be repealed and replaced with à ¢Ã¢â€š ¬Ã‹Å"aged 18 or overà ¢Ã¢â€š ¬Ã¢â€ž ¢.The Scottish Government as mentioned previously do not have the power to do so. Only the Government in Westminster would be able to change this as this is a reserved power. Moreover as stated the 16 to 17 year olds would make up some 3% or so of the electorate eligible to vote. By removing their vote it would theoretically not give the à ¢Ã¢â€š ¬Ã‹Å"YESà ¢Ã¢ ‚ ¬Ã¢â€ž ¢ vote the majority that they say it would get. Even so, this will be the first time young voters aged under 18 years old would take part in a major public ballot in Scotland or indeed anywhere in the UK. Assume that the no vote stands. The UK Parliament enacts new legislation providing that any further devolution of legislative competence to the Scottish Parliament, Welsh Assembly or Northern Ireland Assembly must first be approved by a vote in each devolved legislature and by a two thirds majority at third reading in each House of Parliament. Subsequently an Act is passed which,inter alia, makes some minor adjustments to Sch 5, Part 2, Head D of the Scotland Act 1998, which has the effect of giving the Scottish Parliament and Scottish Government increased competence in relation to renewable energy. The Scottish Parliament has agreed to the change, but neither the Welsh Assembly nor the Northern Ireland Assembly has been consulted, nor did the Act receive a two thirds majority at third reading in either House of Parliament. Advise the Scottish Government whether it is legally entitled to act on the new powers. To fully advise the Scottish Government on whether it is legally entitled to act on the new powers we need to first understand how new legislation is brought to power. The Scottish Parliament, Northern Ireland or Welsh Assembly all have different devolved powers.[13] Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s powers include policing and criminal justice; Northern Assembly donà ¢Ã¢â€š ¬Ã¢â€ž ¢t up till now have these powers. Both Scotland and Northern Ireland have decentralised control, which allows them to legislate on any other matter that has not been specifically acknowledged or reserved to Westminster. Wales, however has much more limited legislative powers. Walesà ¢Ã¢â€š ¬Ã¢â€ž ¢s assembly has powers ony over areas that have been specifically given to them by Westminster. [14]Due to this it would be difficult for each devolved legislature to vote on devolution powers they may not have any control over. The UK Parliament has the overall say in what becomes law and what does not. The U K Parliament does not need the devolved legislature in each country to agree on what the new powers should be. Even though the Irish and Welsh Assemblies have not agreed on the act, the UK Parliament have passed the act. The UK parliament have overall say on what occurs. Therefore as stated the act has been passed. Renewable energy is generally reserved matter for the UK Government as set out in the Scotland Act 1998[15]. However by passing the law it has allowed the Scottish Parliament more power over this. Due to this the Scottish Government can act on its new powers. This is due to the fact that the UK has overall say in what powers are given to each parliament/assembly. In summary there is no need for all the devolved legislators to vote on the passing of a bill, as the UK Government has he final say. Scotland therefore has the right to use the new powers as they see fit. [1] https://www.scotland.gov.uk/About/Government/concordats/Referendum-on-independence [2] https://ukconstitutionallaw.org/tag/scotland-act-1998/ [3] A.V. Dicey Introduction to the Study of the Law of the Constitution (1885) [4] S29 SA 1998 [5] Sch 5, Part 1, para 5A of the Scotland Act 1998 [6] https://www.scotland.gov.uk/About/Government/concordats/Referendum-on-independence#The Scottish Parliamentary franchise [7]  https://www.bbc.com/news/uk-northern-ireland-19962267 [8] Scotcen Will 16 and 17 year olds make a difference in the referendum? https://www.legislation.gov.uk/asp/2013/14/enacted [9] https://www.scotcen.org.uk/media/205540/131129_will-16-and-17-years-olds-make-a-difference.pdf [10] This calculation is based on the mid-2012 population estimates available at https://www.groscotland.gov.uk/files2/stats/population-estimates/mid2012/mid-2011-2012-pop-est.pdf. The procedure to be used in registering 16 and 17 year olds is laid out in the Scot tish Independence Referendum (Franchise) Act 2013. See https://www.scottish.parliament.uk/parliamentarybusiness/Bills/60464.aspx. [11] Scotlan act 1998 https://www.legislation.gov.uk/ukpga/1998/46/section/30 [12] Heather Green: Prisoners and Other People: the Right to Vote in the Scottish Independence Referendum (Franchise) Bill https://www.scottishconstitutionalfutures.org/OpinionandAnalysis/ViewBlogPost/tabid/1767/articleType/ArticleView/articleId/1951/Heather-Green-Prisoners-and-Other-People-the-Right-to-Vote-in-the-Scottish-Independence-Referendum-Franchise-Bill.aspx [13] Division of Powers -https://extranet.cor.europa.eu/divisionpowers/countries/MembersLP/UK/Pages/default.aspx [14] Governance of Wales: Who is responsible for what? https://www.assemblywales.org/abthome/role-of-assembly-how-it-works/governance-of-wales.htm [15] https://ukconstitutionallaw.org/tag/scotland-act-1998/

Essay on White-Collar Crime Vs. Street Crime - 1070 Words

Most everyone goes home after a long day of work and watches the news. Think, what is usually reported? The weather, local activities, headline news, or daily criminal activity. Shootings, stabbings, homicides, etc. are all discussed by media anchors these days. This causes most everyone in our society to become familiar with crimes that are considered street crimes. What most people don’t hear about on the news is what is considered white-collar crime, sometimes known as corporate crime. White-collar crime not only is less reported in the media but also receives weaker punishments than street crime. This paper will first discuss the similarities between the two types of crime and then explain why their punishments are strongly†¦show more content†¦Organizational crime is criminal actions taken by large groups such as companies, businesses, or organizations. White-collar criminals are responsible for more deaths per year than all murderers combined (Barkan, 201 2). Overall, white-collar criminals are less easily detected by law enforcement than street criminals. There are, in fact, similarities between street crime and white-collar crime. Both commit criminal acts (usually in this case it involves stealing or some type of fraud) and they both commit these acts of violence when the opportunity presents itself (Barkan, 2012). But it is the differences that make these two types of crime so distinct. The following case is one of the most famous white-collar crime cases known to date. Enron Corporation was an American energy company based out of Houston, Texas. Kenneth Lay formed Enron in 1985 after a huge merger. Over time Enron’s Chief Financial Officer (CFO) and other corporate executives misled auditors and the board of directors in major financial transactions. Thus, $11 million dollars was lost by shareholders after Enron’s stocks dramatically fell in the end of 2001. Enron was then bankrupt. In this case, many Enron executives were sentenced to prison, a rare punishment for white-collar crime. As a result of this incident, the Sarbanes- Oxley Act was enacted. This act ensured that there would beShow MoreRelatedEssay about White Collar Crime vs. Street Crime665 Words   |  3 PagesWhite Collar Crime vs. Street Crime One problem that plagues our society is crime. Crime is all around us in our everyday lives. Daily we hear of murders, robberies, and rapes. These are categorized as street crimes. For many people, such crimes are the only tragic crimes, the ones that are senseless and preventable. In Finsterbuschs book, Taking Sides, another variety of crime is exposed. This other form of crime is white collar crime. Both have victims, and the effects of bothRead MoreExercise 3: White Collar Crime. In A Looking Glass Of A1448 Words   |  6 PagesExercise 3: White Collar Crime In a looking glass of a sociologist, we can see white collar crime in our everyday world. 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Sadly, this is a dynamic that is not changing anytime in the near future.  According to Yvonne Jewkes in â€Å"Punishment in Black and White Penal ‘Hell-Hole,’ Popular MediaRead MoreSociology 101 Study Guide Exam 41495 Words   |  6 Pagesmakes certain that heavy penalties come down on those who’s crimes could up set the social order. 2) Functional theory- Argue that crime is a natural part of society. Stress that the sociall classes differ in opportunities for income and education, so they differ in opportunities for crime. As a result, street crime is higher among the lower social classes and white-collar crime is higher among the higher social classes. The growing crime rates of women illustrate how changing gender roles have given

Advanced English Free Essays

Malaysian born Azrul Mohd Khalib writes frequently on issues affecting his native land. He is currently working in the issues related on HIV/AIDS, sex and human rights. He has written many articles in one of the daily email news website called â€Å"The Malaysian Insider†. We will write a custom essay sample on Advanced English or any similar topic only for you Order Now His articles have also appeared in the Malaysiakini, the article â€Å"Baby-Dumping: Killing the mothers won’t solve any problem†, â€Å"Ramadan a time to be considerate†, â€Å"Law still fuzzy on marital rape† as well as â€Å"not impossible for teens to be having sex† and etc. He has currently runs and battling an addiction to the â€Å"A Song of Ice and Fire† book series. Azrul Mohd Khalib has written many articles in the Malaysiakini in its letters section. The Malaysiakini is a political news website that has been widely considered to be one of the leading non-government owned paid-news agencies in Malaysia. Its news coverage concentrates mainly on local events, with a strong emphasis on items related to Malaysian politics, and also publishes columns, readers’ opinions in its letters section which claims to practice an editorial policy that is consistently supportive of justice, human rights, democracy, freedom of speech and good governance. And now the Malaysiakini is a voice of reasoned discussion on the letters section and not an exercising excessive editorial control on letters section. Summary The article emphasize the teenage pregnancy in Malaysia is continuously increasing from year to year and many teenage girls lost their lives because of resulting from pregnancy and not provide them necessary support for those in need. Teenage pregnancy has no self-righteousness and despised by the people and how they look at them to judge them, neglect to provide help that actually they are the victims of the issues. The author mentioned happens to teenage pregnancy in social environment and provides his personal opinions to solve the teenage pregnancy problems. According to the Ministry of Health (MOH) shows that many of the young people involved in the pregnancy. Besides that, MOH’s report show that some of the teenage pregnancy will carry her own burden and end up on the statistics of the MOH. MOH’s report also shows that some of the girls chose to commit suicide because of the cost of their lives. On the other hand, the author suggests providing the sexual reproductive health services for not just those who are married. Analysis of the presentation The author is referring to Ministry of Health (MOH) reports and attended his recent discussion which focuses on teenage pregnancy in Malaysia to present his point of view. He was not agree to look for people to blame them and outraged when read the reports of babies found buried and will moan about lack of religious and moral fibre, from the point of view of this sentence, it is show that this happens cannot be blame to those pregnancy of teenage and should find out the solutions to solve the problem. He support his point of view by giving the evidence, â€Å"These girls are victims of an environment created due to our continued neglect of issues relating to sexual health such as ensuring the availability of proper sexual reproductive health education and services. † The author state that the weaknesses of our social which aim to punish and harm but lack to provide necessary support for those in need. The author’s point of view is that our social lack of providing the necessary support to the teenage pregnancy. The author support his point of view by giving several evidence, which is â€Å"We allow people who call for hatred, discrimination and abuse on people who are gay or lesbian to give speeches to our students at schools but refuse entry to educators who talk about sex education and teaching things like how to use a condom. † The author also giving the evidence that proved his point of view, which is â€Å"The exploding numbers related to teenage pregnancy is a direct result of our society’s failure to acknowledge and address our blinkered views of sex. The author state the weaknesses of our social that no government healthcare facility offers abortion services for unwanted pregnancies or even condoms and sexual health information for singles and unmarried couples. From the point of view of this sentence, it is show that there is very few places turn to support and shelter those young women. The author state that reality of social culture in Malaysia has ready to judge f or the teenage pregnancy mistake. The author support his point of view with several evidence, which â€Å"there are more girls and teenagers living in fear as a result of an unwanted pregnancy. Most of them will increasingly resort to unsafe abortion and DIY attempts to force a miscarriage. † The author suggested underage marriage in the misguided and simplistic belief will solve the problem and this is better thing than being outside marriage. For the author’s point of view, the underage married can hide the problem. Also, the author’s point of view, there is another method which is religious convictions to improve the case of teenager pregnant. From the author’s point of view, sex education may confuse to the children with the complex messages. The author show several evidence to support his point of view, which is â€Å"â€Å"When I grew up, I didn’t need all of this and I was still able to live, marry and have kids†, a frequently comment from detractors of sex education. The author also suggested an effective way to improve the problem by providing relevant sexual reproductive health services. The author’s point of view, not just provide to those who are married but for all the young people. Author’s tone is recounting and invoking because he proves a lot of evidence to show that he really knows about the teenage pregnancy and he provide the solutions for teenage pregnancy from this article. Thus, our country should take a step and refer the facts and ways from this article to solve the problems of teenage pregnancy in our country. Response The author’s argument is practical and valid due to the author’s argument is logical and well-reasoned. In the article, the author uses the information from MOH report and the recent discussion about the causes of teenage pregnancy in Malaysia can proved that the author knew the situation of teenage pregnancy and narrates the problems in this country. Thus, he supports it by referring to his research which he more works on sex and human rights issues. The author’s argument is not objective enough to discuss the problem. He only narrates the role of teenage pregnancy happens in this country and not provide strong enough negative arguments to debate his own opinion. Besides that, the author wrote several causes in this article. He approached the causes happens and he described with the example of imagination. Apart from that, the author knew that the world is realistic to dealing with this issue of sex. He supports it by referring the MOH report and news from nowadays and the case happens to the young girls who went to commit suicide. Even though the article is not objective enough, however, the author provide the information is sufficient to convince the readers, education system, parents and government which not only belief in their own personal religious conviction, but government have to take an action to improving the teenage pregnancy. The argument is credible because the author, Azrul Mohd Khalib,his essays have generally posted in the MalaysiaKini, The MalaysianInsider, and The New Strait Times. He had works for sex and human rights issues for many years. This article was released at Monday, 12 of Nov 2012 in the Malaysian Insider. Malaysian Insider is a website that covers the issues of the day, politics, business, lifestyle, sports and entertainment that showcasing issues and opinions of reports analyses view to us. Besides that, the author uses his works on sex issues in long time research experiences, Ministry of Health reports and recent discussion of this issue that prove the evidence in the article, which show that the author’s argument is credible enough to the audience and has the experience of reporting the sex and human rights issues. Conclusion In conclusion, this article has been well written by the author and has high reliability. As a reader, I think that this article is very useful especially for the government, parents and education system to concern about the social’s role in the teenage pregnancy problems happens in our surrounding. I would like to recommend this article to several intended audience like teachers and schools and government because they are the main person can solve those social’s role in the teenage pregnancy problems in the future. After reading this article, government should be able to provide effective solutions and trying their best in several ways to help teenage pregnancy in social life problems. How to cite Advanced English, Papers

Problem Solving Process and Methods

Problem solving Problem solving is a process that is mentally inclined and forms part of a bigger problem solving process that incorporates finding the problem and shaping it to required solutions. Problem solving methods are techniques or skills used to solve life problems. They refer to an individual’s ability to reason both inductively and deductively, as well as be able to apply logic, which can help that individual to infer the problems, analyze and think critically, among others.Advertising We will write a custom report sample on Problem Solving Process and Methods specifically for you for only $16.05 $11/page Learn More Methods used The problem is an analysis of the operations of a small sporting goods retail shop. Several approaches we used in problem solving include use of interviews, SWOT analysis and PEST analysis, brainstorming, research in books and journals and review of industry publications. Interviews In solving the problem, we us ed interviews as one method. This involved engaging several store managers in a conversation, which involved asking them questions concerning the types of sporting products they stock. The outcome of the interviews were able to give us data about each store’s product price range, products they carry, services and their targeting customers, their positioning tactics and how they differentiate themselves among others. SWOT analysis Using this method, we were able to evaluate the strengths, weakness, opportunities and threats in sporting goods retail shop. SWOT analysis lays emphasis on the business entity as a single unit. The data from interviews were used in summarizing similarities and or differences, advantages and or disadvantages among the stores and competitiveness over one another. PEST analysis Using this analysis, we were able to analyze the macro-environmental framework of the sporting retail shop. PEST analysis measures the business market potential in line with ext ernal factors. This was possible since this analysis bases its focus on political, economic, social and technical views of the analysis. We used the internet for identifying external environment such as local trends, social, economic, political; technological that may affect the small sporting retail store. Observation The other method we used in problem solving is observation. Using this method, we did a study on several sporting retail shops regarding their web appearance, designs and did comparison among the stores. This method enabled us to identify missing contents or links that would further enhance the business’s visibility and its competitive nature. Brainstorming This process involves the input of a group’s creativity whereby the group tries to find solutions to problems by getting idea from each member of the group. Through this process, we were able to engage the input of the instructor when we encountered problems. Through this process, we were able to crea te a range of new ideas and easily solve the problems and it helped in motivating the group members since everyone had his/her input taken into consideration.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research in books and journals Using this method of problem solving, we were able to learn how the industry’s financial statement looks like, such as, revenue, profit margin, return on asset, inventory turnover, and asset turn over, advantage and Interest burden. This we did by using library database, which includes books and journals. When analyzing the financial statement of the sporting goods retail shop, we used marketing, accounting and finance books. Review of industry publications Using this method in problem solving, we were able to gather information of the sporting retail shop concerning its market share. Particularly, we used the publication of national sporting busine ss for collecting the general data and overview of the sporting retail shop industry in the market. This report on Problem Solving Process and Methods was written and submitted by user Brinley Russell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Formatting Columns in Microsoft Word

Formatting Columns in Microsoft Word Formatting Columns in Microsoft Word Much like ancient Greek architecture, some forms of writing would fall apart without columns. Newspapers, websites, journals, magazines and newsletters, for example, all present text in neat columns to increase readability and ensure professional presentation. Column formatting in action. If you are writing something along these lines in Microsoft Word, then, you’ll need to know how the column formatting options work. Read on to find out. Column Formatting in Microsoft Word Quick options for basic column formatting. To use the pre-set column options in Microsoft Word, all you need to do is: Select the text that you want to format using the cursor Go to Layout Page Setup Columns on the ribbon Pick the number and style of columns required If you do not select any text first, the column formatting will be applied to the entire document. Custom Column Formatting You can also create custom columns for more control over how text is presented. To do this: Go to Layout Page Setup Columns and click More Columns†¦ In the new window, select: The number per page Whether to use a line between columns The width of each column Which parts of the document to format (selecting This point forward will apply a section break at the cursor position) Additional column options. When you are done, click OK to apply the selected options. This will format all selected text (or the entire document) according to your preferences. Adding a Column Break You can also add a â€Å"column break.† This is useful if you want to end one column part way down and start a new one at the top of the page. To do this, place the cursor where you want a column to end and go to Layout Page Setup Breaks Column. This will add a column break in the place selected. Adding a column break. When to Use Columns Finally, a brief word on when to use this formatting style. It would be unusual in most documents printed at portrait A4 size, such as college essays or business reports. Typically, you would only do so if a style guide requested that you format part or all of a document in this way. However, for anything that will be printed or displayed in a wider format (e.g., on landscape A4 or larger paper), column formatting can make text easier to read by reducing the line length.

PSAT Test Dates 2016 Full Guide

PSAT Test Dates 2016 Full Guide SAT / ACT Prep Online Guides and Tips Are you planning to take the PSAT in the fall of 2016? This guide will fill you in on the exact test dates, along with some essential tips for achieving a great PSAT score. If you’re a rising junior or taking the PSAT as a younger student, read on to learn how the PSAT will be administered to students nationwide. How Is the PSAT Administered? You don’t get muchchoice when it comes to taking the PSAT. The test is administered across the country on a given date, and the majority of students take it on a weekday at their high school. While you can choose your test dates and testing centers when you sign up for the SAT, you don’t have this same flexibility or chance to register for the PSAT. College Board designates three official testing dates in October or early November. The vast majority of schools use the primary test date, but there are two alternatives in case the main one doesn’t work. So what are the primary and alternative test dates for the PSAT in 2016? What Are the PSAT Test Dates 2016? Here are the 2016 PSAT test dates. Your school will just choose one. Primary PSAT test date: October 19, 2016 (a Wednesday) Alternate PSAT test date: November 2, 2016 (a Wednesday) Saturday PSAT test date: October 15, 2016 (a Saturday) Your high school will register for one of the above test dates (in most cases, the primary test date) and let you know in advance. The alternate test dates, by the way, are only available to accommodate your high school’s schedule. Students can’t choose the alternate or Saturday test date, but instead must take the PSAT on the day that their school chooses. With the PSAT only administered on one day, you might have a concern that comes to mind: what if you’re sick or absent that day? If you're sick on the PSAT test date, don't worry! You will be able to schedule a makeup test. What If You Miss the PSAT? It is possible to make up the PSAT if you miss it. If you’re absent on test day, then you would need to contact the National Merit Scholarship Corporation (NMSC) by March 1 via a written request. According to NMSC’s website, â€Å"The student or a school official must write to NMSC as soon as possible after the PSAT/NMSQT administration to request information about procedures for entry to NMSC competitions by alternate testing. The earlier NMSC receives the written request, the greater the student’s opportunities for meeting alternate entry requirements. To be considered, a request must be postmarked no later than March 1 following the PSAT/NMSQT administration that was missed. NMSC will provide alternate entry materials including an entry form that requires the signature of a school official.† While you can set up a makeup test if you miss the official PSAT date, should you? That all depends on how much you’d benefit from taking the official test and whether or not you’re aiming for National Merit. If you’re a junior who has been prepping for the test with the goal of achieving distinction or a scholarship, then you should certainly set up a makeup test. If you really want the official College Board testing experience before you sit for the SAT, furthermore, then you should also try to reschedule. If you’re not aiming for National Merit, though, then you don’t necessarily have to make up the PSAT. You might just take a PSAT practice test on your own time under simulated testing conditions, score your test, and prepare for the SAT that way. If you miss the PSAT, then you should think about your academic goals and whether it makes sense for you to schedule another test. Assuming you do make your official test date and take the test, when would you get your PSAT scores back? Before you go on winter break, you get an early present: your PSAT score report! When Do You Get 2016 PSAT Scores? While 2015 test-takers had to wait until January for their PSAT, 2016 test-takers should get theirs back in mid-December. College Board hasn’t gotten any more specific about the PSAT score release date yet, but we’ll update as soon as we’ve got the info. At this point, we know that you should be able to access your PSAT scores online through your College Board account a little less than two months after taking the test. Once you get your PSAT scores, how can you make the most of your score report? Read on to learn how your PSAT resultscan help you make steps toward the future. What Should You Do With Your PSAT Scores? Your PSAT score report is important for two main reasons. First, it gives you feedback about how much you need to prep for the SAT. Second, it tells you if you might qualify for National Merit distinction and scholarships. Let’s take a closer look at both of these important functions of your PSAT score report. Your move (once you get your PSAT results). #1: Use Your PSAT Score Report to Prep for the SAT The PSAT and SAT are very similar tests. They share the same content and question types, and they test the same academic and time management skills. How you do on the PSAT can help you figure out your strengths and weaknesses as a test-taker. After some self-reflection, you can use your performance to plan your best approach to prepping for the SAT. Once you get your PSAT score report, take some time to figure out what it’s telling you. Look at your scores in each section, as well as the more specific subscores that give you insight into certain skill areas and question types. Figure out where you did well and where you could use some more practice. As you study for the SAT, target your weak areas so you can improve for next time. You may need to learn new concepts, cut down on careless errors, speed up your efficiency, or work onall three of these areas. Your PSAT score report gives you valuable insight into what you can do to boost your scores when you eventually take the SAT. Did you manage to reach the tasty carrot that is National Merit? #2: Use Your Score Report to See If You Qualify for National Merit When you’re a junior, you’ll take the PSAT/NMSQT, the latter part of which stands for National Merit Scholarship Qualifying Test. Students who score in the top 3 to 4% achieve the distinction of National Merit Commended Scholar, while students who score in the top 1% are named Semifinalists and may even move on to become Finalists and get scholarship money. Achieving such a high score on the PSAT is no small feat, and if National Merit is in your sights, then you’ll probably spend a good amount of time studying and preparing to take the PSAT. Once you take the test and get your score report, you’ll be able to see whether your hard-earned efforts paid off. Since the PSAT was redesigned in 2015, we don’t yet have the exact state-by-state cutoffs to determine National Merit Semifinalist. We do have our state-by-state estimates based on last year’s data, which you can check out in our National Merit Semifinalist guide. If you’re taking the PSAT in 2016, then you’re in luck! NMSC should release the exact state cutoffs in September, so you’ll be able to go into the test with a clear sense of what you need to achieve (give or take a few points to account for year-to-year fluctuations) to qualify for National Merit distinction and a PSAT scholarship. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Whether or not you’re aiming for National Merit, you’d benefit from preparing for the PSAT. You’ll brush up on core academic concepts, boost your scores, and get ready for the SAT. Read on for six key study tips to guide your preparation for the PSAT. No time like the present to get started!According to this clock, the present time has something to do with Leo, Aries, andAquarius. Prepping for the PSAT: 6 Key Tips The PSAT is a challenging test, and studying for it requires you to cover a lot of ground. To pace yourself, you should ideally start studying three to four months in advance of your test date. You might start even earlier, depending on where you start and what score you’re hoping to achieve. Some students take it even earlier than 11th grade for extra practice. Whatever age you are, you’ll benefit from following these six study tips as you get ready for the PSAT. #1: Learn All About the Test Your very first step in prepping for the PSAT is simple: learn about the test. Learn how the exam is formatted, how many sections there are, and how much time you get in each. Once you have a sense of its general structure, look more closely at each individual section to see what concepts eachincludes (for example, algebra, yes; advanced calculus, no) and what types of questions it asks. Here are justa few of the questions you should answer as you acquaint yourself with your new friend, the PSAT: How much time do you get per section? How many questions are in each section? What math concepts does it test? What’s the difference between the Math No Calculator and Math with Calculator sections? What grammar rules do you need to know for the Writing section? What are the different question types in the Reading section? How is the PSAT scored? As you learn about the test, take notes on what concepts you feel confident with and which ones need more review. If something looks completely unfamiliar, definitely make a note of it. You might be able to ask a teacher or friendto go over the concept, get a tutor, or learn it on your own with PSAT prep materials. Learning about the PSAT is a key first step as you prepare for test day. You can begin to figure out your strengths and weaknesses and design your own personal study plan. Find a quiet place to take your practice test, free from distractions. #2: Take and Analyze Practice Tests Once you’ve developed a general understanding of the PSAT, you should take a practice test to diagnose your current scoring level. Use an official College Board practice test, sit in a quiet room with no distractions, and time yourself and take breaks just as you would during the real test. When you finish, take the time to calculate your scores. These scores will give you concrete feedback on your performance in each of the four sections. This diagnostic practice test will give you clear insight into your current scoring level and where you need toimprove to boost your scores. #3: Target Your Weak Areas Once you’ve taken and scored your PSAT practice test, you should comb through the questions and take notes on the ones that were easy, confusing, or difficult. Circle any questions that you made a mistake on or were unsure about, and then try to findthe reason behind your uncertainty. Did you not understand what a word problem was asking? Did you make a mistake with your calculations? Did you miss a grammar rule or not know how to solve a linear function? Did you go too fast and make a careless error or find yourself running out of time? Once you root out the reasons behind your mistakes, you can figure out your weaknesses and target them as you study. Fill in any gaps in knowledge and improve your efficiency as a test-taker. Simply taking PSAT practice tests over and over again isn’t going to help you improve much if you don’t take a targeted approach to your studying. Find strategies that help you work fast while still maintaining accuracy. #4: Practice Time Management Strategies Doing well on the PSAT isn’t just about possessing the requisite academic knowledge. It’s also about managing your time efficiently. Taking a timed test can be tough for a lot of people, but it’s a learned skill like any other. In other words, even if you start out feeling frazzled and rushing, you can learn to better manage your time as you practice. There are several time management strategies you can try, and different approaches work for different students. Some people like to skim the reading comprehension questions before they read the passage, for instance, while others start with a quick read-through. As you prepare, try out various strategies, like process of elimination, and hone in on the tactics that best speed up your test-taking. #5: Use High-Quality Practice Materials The PSAT is an idiosyncratic test, unlike most other tests that you’ll take in high school. As you prepare, make sure that your practice materials accurately reflect what you’ll get on test day. Simply understanding how to solve linear function problems, for example, may not get you very far if you’re unfamiliar with what PSAT linear function problems look like. College Board has released two official â€Å"new† PSAT tests. You can also use eight â€Å"old† official PSAT tests; just make sure to ignore the question types, like sentence completions, that are no longer relevant. You can also use books from test prep companies, like Barron’s. They have high quality, realistic material, though no models can be quite as accurate as what comes from the test makers themselves. Finally, you might use new SAT practice materials to prep for the PSAT. The two tests are very similar, with the SAT featuring slightly more advanced material and a somewhat different scoring scale. College Board offers eight free official SAT practice tests, and Khan Academy has free online SAT practice. Whatever you end up using to supplement the free College Board materials, make sure to be selective and choose books or online questions that will give you an accurate sense of the question types you’ll get on test day. Embracing a growth mindset is like a mental magic trick that helps you improve. #6: Embrace Your Growth Mindset This last tip has to do with your psychology, and it’s something that’s useful forall areas of your life, not just prepping for the PSAT. Having a growth mindset means that you believe you can learn and improve. Even if you can't do something now, you believe that you'll be able to do it with enough practice. It’s all too easy for people to give up on their academic goals with statements like, â€Å"I’m not a good test taker† or â€Å"I’m not a math person.† This line of thinking shows a fixed mindset. It suggests that you exist atone static, constant level and will always stay there. You know what you know, and there’s nothing you can do to add to it. Of course, we’re all constantly changing and developing, so this fixed mindset is little more thana defeatist attitude. The PSAT is a tough test, but taking it is a skill like any other. Anyone can improve with practice and effort. Coincidentally, you’ll probably improve even more if you believe you can improve than you would if you’re skeptical of the learning process. A growth mindset doesn’t just help you show up to your books and put in the effort; it also maximizes the effects of yourefforts. Even if you get discouraged along the way, remind yourself that you can always make progress over time. Where you are today is not where you’ll be tomorrow. Remember these key takeaways as you start down the path of PSAT prep. Taking the PSAT: Key Takeaways Most juniors take the PSAT automatically, and younger students may also ask to take it for extra practice. Your high school will choose your PSATdate from three options given by College Board. In all likelihood, you’ll take the PSAT at your high school on a Wednesday in mid-October. After you take the PSAT, you’ll have to wait until mid-December to see your scores. Your scores can give you valuable insight into how you can prepare for the SAT. If you’re a high scorer, then you’ll also find out whether you might have qualified for National Merit distinction. To make the most of the testing experience and meet your goals, you should set aside some time in the weeks and months before to study. The PSAT is an odd test, and doing well on it requires that you first acquaint yourself with its idiosyncrasies. Not only will prepping for the PSAT help you realize your goals, but it will also aid you when you eventually take the SAT. All of this effort, after all, is ultimately going toward your plans to get into college. What’s Next? Are you aiming to get a high PSAT score? This guide has all the study tips you need to know to achieve a perfect 1520. Is your goal to earn National Merit scholarship money? Check out this article to learn about all the steps toward becoming a National Merit Finalist and winning scholarship money for college. Besides National Merit, what's a good score on the PSAT?Check out this guide to learn about the PSAT score range,what makes for a good score on the PSAT, and how you can evaluate how strong your score is. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

HRM Essay Example | Topics and Well Written Essays - 2000 words - 10

HRM - Essay Example Steve Jobs once said about the importance of human resource that, â€Å"There is no strong link between innovation and spending on R&D. When IBM was spending at least a 100 times more on R&D, the same time when Apple came up with Big Mac and outclassed its competitors. It is not about the money and it is not about the how many R&D dollars you are spending but is about the people you have, how they are led and how much you are able to get out of them† (Cardy & Leonard, 2011, p. 22-23). Due to the increasing competitive pressures in the business world, businesses now understand the value and importance of their human assets or resources because when other resources that appear on the balance sheet of the company, make things â€Å"possible†, human resource of any organisation make things â€Å"happen† (Torrington, et al., 2007, pp. 96-98). Therefore, the fact is that today, when information technology and globalisation has made it possible for companies to imitate, product, pricing, promotion, distribution, manufacturing, supply chain, sales and other strategies employed by any organisation, a talented, skilled and motivated human resource appears to be providing a much need sustainable competitive advantage (Foot & Hook, 2008, p. 96). Recruitment and Selection First things first, the HR director of the medical institution needs to play close attention on the recruitment and selection process of the nurses because one cannot expect much from the employees if the organisation has failed to put the right people on the right jobs.

Business finance-2 Essay Example | Topics and Well Written Essays - 5000 words

Business finance-2 - Essay Example In order to spread risks, most investors diversify by investing in more than one type of security or portfolio. It should be noted that investors like returns but at the same time dislikes risk and uncertainties (Sharpe, 2007). Though financial market has significant rewards and benefits, it is very complex and very volatile, thus critical analysis is required in risk evaluation so that the expected returns can be validated. Dating back in 1950s an American economist managed to establish the theory of portfolio choice (Markowitz, 1959). This was a tool used by investors during this period to analyze and predict risk in relations to the expected earnings or returns. Markowitz’s theory is the currently renowned Modern Portfolio Theory (MPT). Basically, it is an investment theory that was designed to help in maximizing portfolio returns. This is done relative to the level of portfolio risks meaning that a minimum risk levels correspondents to an equivalent expected return level. Though this theory has been widely applied within the financial sector, a lot of challenges have been pointed on its basic assumptions. However, being an improvement of the traditional investment framework, it provides an advance system for the application of the mathematical model, especially, in finance. Portfolio theory supports asset diversification as a strategy to hedge against any possible market risks that are unique to particular company. As a sophisticated investment decision making tool, it helps investors to estimate, classify, as well as, controls the amount of possible risks that may affected the expected investment returns for the company. The Essentials of Investments /Portfolio theory There are necessities to portfolio or investment theory. These include the quantification of risks and return relationships. The second one is the assumption that compensation should be awarded to investors due to risk assumption. Practically, portfolio theory differs from the traditio nal system of security analysis on the basis that it changes focus from an individual investment characteristics to exploring statistical relationship exhibited within individual securities that represent the entire portfolio group (Sharpe, 2007).. Through mathematical formulation, portfolio theory formulate diversification concepts in the investment with an ultimate goal of carefully selecting viable investment assets with low risks compared to the rest of asset groups. This is intuitively possible since assets can change its values in opposite direction. However, the diversification approach has been recognized to effectively lower risks even when there is no negative correlation in asset returns, but it is more effective in scenarios of a positive correlation. Looking at the technical dimension, portfolio theory models assumes that returns on assets exhibits a normal distribution function (Sharpe, 2007). It also uses standard deviation relative to investment returns to define ris ks. In addition, a portfolio is modeled on the basis of weighted asset combinations in order to have what is referred to as a weighted assets return combination. Based on this view, assets whose returns are not positively correlated are combined, thus helping to reduce variations in the portfolio returns. Another assumption made with regards to portfolio theory is that market is efficient and mainly comprised of rational investors. As far as this discussion is concerned, it should be noted that the main fundamental

Play and Learning in the Early Years

Play and Learning in the Early Years In English preschools, play is an integral part of the curriculum, founded on the belief that children learn through self-initiated free play in an exploratory environment (Hurst, 1997; cited in Curtis, 1998). It was only in the early 1920s that play was linked directly to childrens development. The writings of such early educationists, as Froebel, the Macmillan sisters, Montessori, Steiner, and Susan and Nathan Isaacs, sowed the seeds for play being the basis for early childhood curricula. According to Froebel, play is the work of the child and a part of the educational process (ref). The Plowden Report (CACE, 1967) suggests that play is the principal means of learning in early childhood. In play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate (The Plowden Report (CACE, 1967 (p.193). In our society, play serves countless important purposes. It is a means by which children develop their physical, intellectual, emotional and social skills. Much has been written about the definitions, functions and characteristics of play, for example Janet Moyles (1989) writes that Play is undoubtedly a means by which humans and animals explore a variety of experiences in different situations for diverse purposes. (Moyles 1989, p i). There are two conflicting opinions on the value of play, Early Years practitioners and some parents consider that play is the best way for young children to get a concrete basis for later school and life success. While other parents, practitioners and politicians believe that play is a waste of time. (quote). As a practitioner it is important to understand the true value of play and to advocate childrens right to play. This essay analyses the elements of an early years setting that support and encourage learning, comparing it with an alternative early years settings, while evaluating the importance of effective communication with babies and young children. It will also debate the importance of differentiation and inclusion in planning the early years curriculum. In addition the essay will include compare and contrast different settings to see how they relate to known theories of child development. Furthermore plans of play-based activities will be included to show support of the curriculum in the setting. Profile of setting. The school where I am currently in placement is situated within a woodland area surrounded by houses in Colchester, Essex. The school is currently providing education for 4-11 year olds and has approximately one hundred and sixty children on role. The school was originally formed in 1890, but was moved to its current site in the 1970s after a fire broke out. The school is a Church of England school and encourages the children to have a Christian view, with assembles and signs around the school. The feel of the school is a friendly, supportive, family originated environment, which is child focused. The type of child who attends the school is on average a child who will always do their best no matter what their background. The schools community is mixed race but has a high percentage of mainly white British families, the school has 38% free school meals, in August 09 had the highest jobseeker allowance attendance and has a high percentage of families on housing and benefits. The area t hat the school is situated is a renovation area that the Local Council are trying to regenerate. Within the two wards Essex County council and Colchester Borough Council the community have 2.3% rented housing and 10.5% housing. The Local Authority average is 11.85% which has almost double over the years. The school is above Local authority avenge and above national avenge which explains the percentage of free school meals. Lots of the house holds in the community have no formal education and there is a high percentage of children that are involved in social care. There are 4 children on the child protection register, 3 children which are looked after and 1 child on the child in need plan. The school has an equal amount of boys and girls in each class but there are one or two classes that have slightly more boys than girls which can inflict on learning styles and standards. The vision of the school is: We are a welcoming, happy and caring church school, where creativity is encouraged and everyone has confidence in their own abilities. We promote good social skills and participation in the Christian ethos of our school. We value others whatever their background or beliefs and respect our environment. We always aim high and do our best, cherish our friendships and respect everyones right to learn. We ensure that the key skills, vital for a successful future are taught to all of our children. We strive for a bright and wonderful future! (Ref) The school works with a number of organisations in the community. One is Child First, which is the collaborative name for the three Local Delivery Groups (LDG) of the schools in Colchester. The group first emerged out of the desire of Head Teachers in East Colchester, who wanted to improve the life chances for the children in their schools. With the arrival of the Extended Schools Agenda, it was a natural progression to extend the group to include all schools in Colchester. Also lying at the heart of the community is the church, which has a congregation of around 100 people. With differing ages, a variety of backgrounds and Christian experiences, the school finds itself strongly united to the church as a reverend from the parish visits the school regularly. Also the Ormiston Children and Families Trust works with the school to promote the wellbeing of children and young people through projects based around the Eastern Region. The Ormiston Centres work in partnership with Essex County Council, voluntary and statutory organisations, families and communities they are managing the seven Childrens Centres in Colchester. LO1 Compare setting with an alternative analyse the elements of a chosen early years setting that support and encourage learning, comparing it with alternative early year settings. What does the setting do to support and encourage learning? Current setting: The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our school all children join us at the beginning of the school year in which they are five. At present we have an intake of 28 children. Most have been to settings that exist in our community and many have attended the pre-school located on the school campus. At the school we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We recognise that children develop in individual ways, at varying rates. Childrens attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a positive attitude to learning. In the Foundation Stage we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds. We meet the needs of all our children through: Planning opportunities that build upon and extend childrens knowledge, experience and interests, and develop their self-esteem and confidence; Using a wide range of teaching strategies based on childrens learning needs; Providing a wide range of opportunities to motivate and support children and to help them to learn effectively; Providing a safe and supportive learning environment in which the contribution of all children is valued; Using resources which reflect diversity and are free from discrimination and stereotyping; Planning challenging activities for children whose ability and understanding are in advance of their language and communication skills; Monitoring childrens progress and taking action to provide support as necessary. At the school we recognize that the environment plays a key role in supporting and extending the childrens development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the childrens learning. We make regular assessments of childrens learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes several different forms. These provide information which is then combined to inform detailed pictures of whole individuals. The classrooms are organized to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The school has excellent outdoor area provision. This has a positive effect on the childrens development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children to explore use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 6 areas of learning. At the school we recognize that children learn and develop in different ways and at different rates. We believe that all our children matter and we give them every opportunity to achieve their best. We do this by taking account of our childrens range of life experiences when planning for their learning. Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfactions as they take ownership of their learning. Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support childrens thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning. Different setting: The Montessoris principle insight was that children are not merely small adults they have distinct and different thought processes and desires. What we may call play is a young childs work. The role of the educator is to provide the child with the opportunity to fulfil their desire to learn, both academically and socially. To use the latest educational catch phrases, Montessori education is multi-modality, differentiated instruction. (Ref). The Montessori method is split into five areas. Practical Life, Sensorial, Mathematics, Language, and Cultural. The Practical Life area improves the childs coordination and motor control, developing the pincer grip which is a requirement of writing. The Sensorial area refines the childs senses of the world around them, again preparing for language, and also for maths, serializing length and other physical characteristics. The Mathematics area provides numerical concepts in concrete form, using beads, cards, and spindles. The Language area teaches letters, then their phonetic sounds, and then builds words. The Cultural area extends the childs understanding beyond the classroom, teaching science, geography, botany, zoology and history. The teachers at a Montessori school observe their children in great detail asking the questions, what does this child understand? What is the next concept this child needs to learn? Obviously, a Montessori classroom will not look like a normal classroom. Rarely, if ever, will you find the whole class sitting with their books out looking at the teacher show them how to fill in a worksheet. Instead you will see children, some in groups, some by themselves, working on different concepts, and the teacher sitting with a small group of children, usually on the floor around a mat. Some people talk about the lack of structure in a Montessori Classroom. They hear the word freedom and think chaos or free for all. They seem to think that if all children are not doing the exact same thing at the exact same time that they cant possibly be working or that they will be working only on the things that they want and their education will be lopsided. Children will be given a work plan or a contract and will need to complete an array of educational activities just like in a more traditional classroom. The main difference being that the activities will be at each childs maximum plane of development, will be presented and practiced in a way that the child understands, and the child will have the freedom to choose which he/she does first. LO2 Communication Evaluate the importance of effective communication with babies and young children. Communication is a complex and important skill that is fundamental to human relationships, because humans appear primed to communicate from birth and we often underestimate the skills that must be developed if babies and children are to become sociable and effective communicators. The play experiences children need in order to become skilful communicators are those that encourage them to want to communicate with others and include not only verbal but also non-verbal responses such as movement of their whole body. LO3 Differentiation Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. Differentiation can be referred to as an educational philosophy that requires teachers to modify their learning, teaching and assessment whilst adjusting the curriculum to the needs of children with SEN rather than expecting pupils to fit the existing curriculum (Cole 2008 cited in Rogers, 2007). The history of differentiation in education can be linked to two influential psychologists. Vygotsky proposed that learning can be mediated through the intervention of others. This recognises that by having knowledge of what a child already knows should inform the next stage of learning and what interventions are necessary to enable successful learning. Gardner (1993) proposed a theory of multiple intelligences in which people have different intelligences and learn in many different ways. Gardner conceived that schools should therefore offer individual-centred education (Florian et al, 2006 cited in Humphreys and Lewis 2008b) in which learning is tailored to the childs individual needs. Lo4 2 different early year curricula. The idea behind Forest Schools is that it is a long term sustainable approach to outdoor play and learning. Its about providing children with holistic development; it looks at every area in terms of their physical development, intellectual development and cognitive skills, also looking at their linguistic and language, both verbal and non-verbal. Forest Schools also looks at their emotional, social development and spiritual development. Whats interesting about the culture in some Scandinavian countries is being in and out doors are a part of how the family and culture works. But in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about giving children the opportunity to learn in and from nature. Forest Schools is also about free play, its about self directed learning but its also about allowing the children to develop freedom and choice in order to be able to become competent and effective adults. In Every Chid Matters it states that every child should make an equal contribution. (Ref). The only way that children can do this is if they have sound self-esteem and sound emotional well-being and sound social skills and function in as many social situations as they choose. Forest Schools is about allowing children given their developmental dependant age the ability to be able to achieve social comfort. Forest Schools is an inspirational process that allows children to access the outdoor space in order to grow and develop into successful, happy rounded individuals. There is a misconception that Forest Schools is for Early Years; some of the most successful projects have been with older young people, adults with mental health problems and children in secondary education. (Ref). The .about allowing children and young people to grow with a sense of value of who they are and giving a positive contribution. Its all about using nature as the teacher as opposed to being adult lead. LO5 Activity Plans and Evaluation. Plan (see appendix .), Rationale behind choice of activity and Learning Objective. This activity was chosen as the reception class were looking at the Handa Surprise book and focusing on healthy foods. The day the activity was carried out a new student was present with his mother which added extra pressure for all the professionals. The learning environment offered opportunities for the children to experience tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. It setting also had a large copy of the story so all the children were able to see the story (for Communication, Language and Literacy) and had the provisions to create the masks (Creative Development). I thought the topic would lend itself to the next days topic of healthy lunchboxes, which the whole school were focusing on. I chose to focus on any existing knowledge the children may have of different fruits and try and extend their understanding of way fruits are good for us. This leads into Early Learning Goal () of ..'(QCA, 2000). My main learning objective, therefore, was to introduce the children to new fruits and tastes, using language and listening to each other to find out what each child thought, in an accessible and enjoyable environment, so to encourage respect for each others views and turn taking. What happened? The week before carrying out the activity, i prepared the resources needed in school and discussed the other activities that my fellow practitioners would carry out. This involved printing, cutting and laminating the necessary pictures and masks. Also finding all the different fruits that were in the story. One fruit in particular i was unable to find but i improvised with a fruit drink that was made from the fruit so at least the children were able to taste the favour. I carried out this activity with a mixed ability group of 9 children. I began by asking the children to wash their hands as they were going to be eating fruit. When all the children were back in their seats, i gave each of them a bowl and a cup. I asked the children if they could remember the fruits in the story of Hands Surprise which was read earlier. The children seemed to have a positive attitude about being able to remember. With a small copy of the book i asked the children which was the first fruit that the monkey took out of Handas basket. When answered in cut the banana in pieces and gave each child a piece and asked questions such as what does the banana taste like? How does it feel? Do you like the banana? The children gave mostly good descriptions of the fruit and used appropriate vocabulary such as creamy, slippery and lovely. I carried out the same routine of cutting the fruit into sections and passing a section to each child and asking them to describe what it tasted l ike and how it felt and whether they enjoyed it. With the Guava fruit which was the fruit i could not purchase i informed the children of the situation and showed them the picture of the fruit on the carton of juice. I gave each child a taste and asked their option, the overall option was that the fruit tasted delicious but one child said that they didnt like it. The most interesting discussion came when i asked the children what they thought the passion fruit would look like inside, one child said that it might look like an orange, the same child that said the banana was creamy (extension). Overall most of the children enjoyed the fruit tasting apart from one (standard) child who kept giving negative reactions to the fruit saying that he doesnt eat fruit at home. I was happy that a least he tried some which i gave great encouragement to. While the fruit was being eaten i passed around picture cards of the fruit and asked each child in turn to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child struggled with avocado. I encouraged each child to have a little taste of each fruit and if they didnt like it then they didnt have to eat it and well done for trying was always encouraged. The extension child suggested that trying different fruits was good for us, as fruit was good for us. Which then lead a child that was refusing to try a certain fruit, tried it? At one point the dismissive child asked if we were finished and could go and play. Once all the children had tried all the fruit and we had discussed them and i asked the final question which was everyone favourite and their least favourite, the overall result being orange best, avocado worst. I explained that the children could go put their bowls in the sinks and wash their hands and then go and play. Evaluation. I believe this activity resulted in all the children achieving the main learning objective of introducing the children to new fruits and tastes, using language and listening to each other to find out what each child thought and to encourage respect for each others views and turn taking. The idea that the childrens peer could influence the decision of another child .. An effective learning environment does not leave children entirely to their own devices, but builds on what they can already do and challenges them to try new things. The role of the practitioner is vital in this process and sits within the social constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who identified the zone of proximal development, (ZPD) as being a reason why childrens learning can be helped by others. Smith (1999) explained: The ZPD is the distance between the childs developmental level and his or her potential level of development under the guidance of adults or more competent peers (Smith, 1999: 429). As this was a hands on activity, the children were taking an active part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a lone scientist, processing information and constructing meaning through encounters with their world. Most of the children focused their attention to the fruits they enjoyed using positive language and engaging in the ability to use words to describe what something tasted like or felt. One child tried to extend the activity to see who the fruit sounded when bounced on the table saying the orange sounded like a ball, this then encouraged the children to continue testing the sounds of fruit by knocking on them. The (extension) child asked if there was nothing in the fruit would it sound the same? The relative success of this activity highlighted that children of this age learn best through concrete experiences. When working with children of this age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration. The fact that one child lost interest in the activity, implies that I might need to develop this activity in some way to keep the attention of the less able or enthusiastic children. This was particularly notice when asking some children to use descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The language of one child was not as developed as the other children in the group, and this excluded them from full participation. On reflection, a different teaching strategy could have been employed to involve them more fully into the activity. It could be that they were more of a kinaesthetic learner than the others, as he keep looking at the children playing, so maybe using an activity that involved movement may have kept his attention. Also the activity was extended longer than anticipated as i had the cut each individual fruit into segments. If this activity was done again in the future maybe cutting the fruit into segments before the activity took place would be a more successful approach. As a result of this evaluation, i would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using safety acceptable knives the children could help me cut the fruit. This may help some of the children with their fine motor skills as well. Also another way of engaging less able children might include asking them to participate in the preparation of the resources, maybe by asking them to bring their favourite fruit from the story in so they feel they have a more personal involvement. Finally, the only thing I would change would be to ask the children to put on aprons, as it got very messy, including me, as i too got very messy. Conclusion In conclusion recently there has begun to be a realization in the UK that play is important. There has been a surge of initiatives funded by government , such as Arts Council projects on creativity in schools and communities, the publication of Excellence and Enjoyment by the National Primary Strategy (DfES, 2003). This is putting a major emphasis on the importance of embedding the Foundation Stage and the Birth to Three Matters Framework in the work of local authorities across the maintained, voluntary and private sectors. Increasingly, research findings indicate the importance of the first years of education. Childrens ability to use spoken and written language fluently and with confidence and for a range of purposes enables them to access at an early age what education has to offer. The adults working in early years settings and classrooms have both the opportunity and responsibility to affect the future learning of their pupils in a far reaching and powerful way. Play is, it seems, about the universe and everything. It often has to function in a hostile environment, but when it is encouraged, supported and extended, it makes a major contribution to, and sophisticated impact on the development of individuals and humanity as a whole.