Agm Case Analysis Essays

Agm Case Analysis Essays Agm Case Analysis Essay Agm Case Analysis Essay A593 Case Discussions Agm. com (A) 1. What were the factors that caused actual quarterly income to be less than budgeted ? What was the quantitative effect of each of these factors ? 1) Sales Variance: 40,800 negative effect ? 2) Marketing Administrative costs : $ 45,000 negative effect 3) Labor Cost : $13,316 *For details please refer to exhibit 1 2. For which of these factors, if any, should Marelie be held responsible ? Strike is force majule, but Marelie does not prepare backup server in case of trouble. Can be Maries responsibility Sales forecast: OVAL market analysis was not enough. ROUND and SQUARE sales are almost within the budget in spite of shutdown, while OVAL is not. Both Board and Marelie should be held responsible. Labor cost increase: Uncontrolable, basically there was a limit to what Marelie could have done to handle this issue. Maybe she could have done a better job to predict changes in the labor market, but still there was a limit to what she could have done. Marketing and Administrative cost: Too much add on. The amount added is not only because shutdown damage but because start up stage needs a lot of ads to penetrate the market. The campaign giving free shipment to customers who bought more than $100 also increased logistics cost. Board (Marketing) and Marelie. 3. Should the target for the bonus be changed to reflect these factors ? explain. The target for bonus should be adjusted to take into account factors that Marelie had no or limited control over. Factors such as changes in wage or, sales decrease due to server shut down, were basically uncontrollable factors. There are limits to what Marelie could have done to prevent these issues, and hence such effects should be considered to adjust a new target budget.

The Australian Home-front in World War II essays

The Australian Home-front in World War II essays How and why did the federal Government introduce conscription and censorship on the Australian Home front? What was the role of women on the home front? Soon after the war broke out in Europe, the Australian government decided to introduce conscription for the defence of Australia and her territories. This meant there would be military conscription as well as industrial conscription. Rationing was introduced along with censorship and the National Security Act of 1939, which meant that all Germans, Italians and Japanese were interned. During the war, women played an important role in the defence forces, the Womens Land Army, in the workforce and with volunteer work. As a result of the more serious situation facing Australia in World War II, conscription was introduced with virtually no opposition. This was because the situation was far more serious than in 1916 because for most of the first two years of the war Britain was fighting Hitler alone and possibility of defeat was great. The fall of Singapore and the advance of the Japanese forces through South-East Asia placed Australia under direct threat> Australia was attack by Japanese forces from Broome to Townsville to Sydney and the Japanese nearly captured Port Moresby in New Guinea, which would have made possible an invasion of Australia. When the war broke out in 1939 the Australian army had only 3000 men and a militia, part time soldiers, of 80, 000 men. Conscription was introduced in October 1939. All men aged 20 years had to do three months of training in the militia. Conscription rules were continuously changed. In June 1940 all unmarried men under 21 were conscripted and by 1942 all m arried men without children and all single men between 18 and 35 were conscripted. This was because the situation in north of Australia was growing worse and the government needed more militia to send to New Guinea for the defence of Australia. It could be argued that from th...

Event Management (Event strategy plan) Essay Example | Topics and Well Written Essays - 1750 words

Event Management (Event strategy plan) - Essay Example People were not happy. This caused severe unrest and people began to revolt. All over the Arab world, including Syria. This revolution has done more damage than good, causing a lot of pain and suffering on the women and children of the country. (Jamoul 2012) This section of society hasn’t even had that much of a role in the uprising. But they have been tortured, abused physically, mentally and sexually, till all hope has been lost. Over 500 children have been killed in a year of the uprising. (United Press International 2012). Women and even young girls have been raped and killed, at the hands of authority – like policemen. (Women under siege Syria 2012) The rest are all miserable and scared, and it is time to do something for them. In an effort to make the lives of the victims of the uprising – especially the women and children, we shall organise a fundraiser on an international scale. An event that will show people just how much the uprising has affected this s ection of society and how badly they are affected. (Peralta 2012) The event will not only be a call for attention but also a cry for action to the privileged so that they can do something for those that have suffered. ... It will have different elements to it such as an auction by international celebrities of their favourite items, followed by live performances. There will be dances, songs, stand up and so on. But the focus of the night will be on the woman and children of Syria who have had to suffer so much. The night will not just be one of fun. It will be emotional. A rollercoaster of a night that will allow people to enjoy their surroundings and a jarring reminder that they have it easy, by showing them what the women and children are going through. We will show them videos and let them see what is happening. These people will be constantly reminded of the sad plight of thousands of innocent women and children who are suffering at the hands of authority. Strategic Aim The whole point of this event is to create awareness among the people of the world, of the plight of the women and children of Syria. That done, we feel it is our duty to aid them in any way we can. They have suffered enough at the hands of authority, and they need to be rescued. By this event, our objectives are threefold. One, to create an international awareness about the plight of the women and children in Syria. Two, to generate funds to aid these victims. And three, to set up trusts that will ensure that the victims are taken care of. All donations will be anonymous. The framework of objectives would need to be broad enough to include the large variety of event genres, but still be lean enough to work with. (Damm 2011). Research Management Events such as these happen all the time. Celebrities and the ‘big shots’ get together to support a cause, have a good time and donate what they wish to a charity of sorts.

Parody of Personal Profile Essay Example | Topics and Well Written Essays - 750 words

Parody of Personal Profile - Essay Example life-changing experience of witnessing a suicide by a lady from homo sapiens – deep reflections on the concept of the life of a moth – decision to dedicate the remaining life to disprove conventional beliefs – personal epiphany – the nature of career always to the altruistic side – the mission to make the lives of others beautiful – successful at making the dreams of lovers come true – a complex and clearer understanding of life materialized through the substantial amount of work done so far. I am a strong willed female moth blessed with impeccable physical attributes and the right amount of knowledge and experience to use it discreetly. Apart from my innumerable past experiences of unquestionable success in the courtship contests exclusively for the flying creatures, I had also been considered the best bet in espionage related works for public and private missions. I have the gift to camouflage myself among draperies and wallpapers. I had been employed by many agencies to peep into many a lady’s sweet secrets since I hide best in their floral gowns. My life had been deeply influenced by intense childhood experiences of grief and remorse after losing both my parents to fire. Though I am aware that my genes make it inevitable that I am also to be attracted to the flames of death utlimately, I am intent on using my attractive and brief life for the benefit of others. The most significant aspect of my individuality is my ability to remain silent and invisible in the background. This allows me the space and freedom to see life at close quarters, even as I remain an unobtrusive entity. My beauty can be perceived only by those who have a keen eye for minute details. The spots and designs of my personality can appeal to all those who are observant, be it someone from my own species (preferably from the opposite sex) or anyone else who cares for small things. simple and ephemeral life has some meaning. I realized it when I observed a lady from the

ESSAY ON TEAM COMMUNICATION AND PROBLEM SOLVING

ON TEAM COMMUNICATION AND PROBLEM SOLVING - Essay Example Effective teams do not disregard problems that emerge from their jobs and interactions. In identifying, analyzing, and solving problems, teams cannot avoid conflict, but practicing open and regular discussion that avoids groupthink can lead to higher team performance output. Problem solving presents conflicts because of differences in various areas, and so teams cannot and should not avoid and overlook them and instead, they should openly and regularly communicate to properly identify, analyze, and resolve these problems. Conflicts have three kinds- relationship, task, and process. Relationship conflict pertains to the knowledge that there are interpersonal differences with affective dimensions that can lead to friction (Jehn and Mannix 238). It tends to be called as a personal kind of conflict because it can arise from not â€Å"liking† a team member because he is annoying or frustrating. Task conflict refers to differences in understanding the task (Jehn and Mannix 238). Pro cess conflict focuses on disagreements that occur because of differences on how tasks should be done (Jehn and Mannix 238). Team members differ on the process of how and when they should finish tasks. Karen A. Jehn and Elizabeth A. Mannix assert that conflicts are dynamic and change throughout time. They conducted a cross-sectional research where they wanted to learn differences in conflicts and their antecedents for high-performing and poor-performing teams. Their sampling included 51 groups with three members each. Respondents were MBA students who are also full-time employees. Their findings showed that conflict is a dynamic, not a static, process. Moreover, for high-performing teams, task conflict was engaged more at the midpoint of their deadlines and that communication through consensus and implementation of tasks resolved the task conflict (Jehn and Mannix 247). Low-performing teams experienced a lower level of task conflict at the middle, but it escalated near the deadline. In addition, their relationship conflict increased at the end of the project, while highly-performing teams did not experience high relationship conflict level at all (Jehn and Mannix 247). The study indicates that teams should not avoid conflict. They should embrace it as part of their dynamics. The key is not letting task and process conflicts become relationship conflicts, so that people can remain objective and patient with one another. High-performing teams know how to communicate to resolve conflicts and to use them to make the right decisions. Through open and regular communication, teams can form the right level of team cognition that allows them to discuss and to resolve problems. Jun He, Brian S. Butler, and William R. King assert that team cognition is important to attaining high-quality team performance. Team cognition refers to the ability of members to tap knowledge that can help them in choosing actions and behaviors that are aligned with team members (He et al. 262). He et al. argue that team cognition is important for the team to predict task and teamwork goals and to collaborate with one another. He et al. hypothesized that team cognition is formed through consistent open discussion and composed of awareness of each other’s expertise and shared understanding of tasks. They examined the formation of team cognition for 51 database development groups. Their findings showed that regular meetings and phone calls were associated with team

Life Of Pi Evaluation Literature Essay

Life Of Pi Evaluation Literature Essay This whole book, Life of Pi does not follow any modern structures set by society that we know of today, especially the structure set by society regarding religion. Although the main character of the novel, Piscine Molitor Patel, is a native Hindu, he supports not only Hinduism but Christianity and Islam as well on the pretext that he loves God and that all these three religions are no different than the other. Unlike ordinary people who supports either one religion or not at all, Pi supports three religions; Christianity, Islam and Hinduism. Pi was first introduced to Christianity in Chapter 17 where he entered a church for the first time and was introduced to the role of Christianity. I was fourteen years old and a well-content Hindu on a holiday when I met Jesus Christ (Martel 67). Pi was introduced to Christianity at the age of fourteen and was a Hindu at the time. This represents post-structuralism due to the fact that people only support one religion and do not believe in associating themselves with those of different religions, let alone entering other religious buildings. At the time, Pi was on holiday visiting a place called Munnar. Pi felt that Despite attending a nominally Christian school, I had not yet been inside a church and I wasnt about to dare the deed now (Martel 68). This connotes the structured view of only believing in one religion. However, when Pi entered the church and met Father Martin he became interested in the story of Christ and at the aspect of Christianity. Why would God wish that upon Himself? Why not leave death to the mortals? Why make dirty what is beautiful, spoil what is perfect? (Martel 72). A sense of post-structuralism is present since it is believed that God is immortal and cannot die. However, in the story of Christ, Jesus had died at the cross to save us. However, in the story of Christ, Pis interest was piqued. Pi conveys a sense of post-structuralism since he supports not only Hinduism but Christianity as well. I entered the church, without fear this time, for it was now my house too. I offered prayers to Christ, who is alive. Then I raced down the hill on the left and raced up the hill on the right to offer thanks to Lord Krishna for having put Jesus of Nazareth, whose humanity I found so compelling, in my way, (Martel 76). This emphasises post-structuralism through the fact that Pi prays to both Jesus and Lord Krishna of Christianity and Hinduism. After successfully becoming a Christian and a Hindu, Pi sets off, a year later, to join Islam. Islam followed right behind, hardly a year later. (Martel 77). Post-structuralism can be seen here as even though he already supports two religions, Christianity and Hinduism, which is not the example of a typical fifteen year old boy let alone any person, he gets interested in Islam. As of now, Pi currently supports three religions, Christianity, Hinduism and Islam for the only reason that he loves God. During this timeframe, it is when Pi is introduced to a Muslim baker. Pi makes conversation and during that conversation, the baker is called to prayers through the different sound of a muezzin, which is significantly different to Christianity which uses bells. And right there before me, in the midst of his work place, he prayed (Martel 80). Post-structuralism is present here in the form of the prayer. It is unusual for Muslims to perform prayer in front of other religions without some hostility. Martel does this to introduce Pi to each religion comfortably. It also reveals Martels true post-structured views on religion. While witnessing the baker performing prayer, Pi was thinking that Islam is nothing but an easy sort of exercise. Hot-weather yoga for the Bedouins. Asanas without sweat, heaven without strain (Martel 80). Usually, most would assume that the baker is in prayer. However, Pi believes that Islam is just a form of exercise and not able to be considered a religion. However, when he returns to see the baker, he is told that his religion is about the Beloved. Martel informs us that Islam is a beautiful religion of brotherhood and devotion (81). Later on in the novel, in Chapter 23, Pi is confronted by the three religious men, the priest, the pandit and the imam, on a Sunday walk with his family. Since everyone in Pis family, save for Pi, is not religious, this chapter presents many post-structuralism views. These three religious men bring out the truth from Pi stating that he cannot be a Christian, a Muslim and a Hindu and that he must choose. The very fact that this chapter exists is to display the structure of only being able to support one religion and the post-structure towards the supporting of three different religions. They further emphasize the structured religion by stating that there is only freedom of practice singular! and that he cant be a Hindu, a Christian and a Muslim (Martel 92). On the other hand, Pi demonstrates post-structuralism by stating that All religions are true. I just want to love God (Martel 92). Pis views on religion are not structured since structurally you can only believe in one religion; this connotes Pis actions as post-structuralism. As Pis reason for supporting three religions is only to love God, the three wise men could do nothing as you cant reprimand a boy for wanting to love God (Martel 93). This line is both structured and post-structured. Although it is set by society that religion is just a way to love God and there is only one way to do it, Pi clearly does more than support one religion which represents post-structuralism. Not long later, Pis support of three religions once again comes into play in chapter 26. This chapter, once again, demonstrates Pis post-structured views and his parents structured views. When Pi approaches his father to talk to him about being baptised and about having a prayer rug, Martel demonstrates a structured view through Pis father about religion; with him stating that You cant be both. You must be either one or the other (96). In a way, Martel is demonstrating the structure in which society has set with Pis father representing the whole of society. Pi, on the other hand, demonstrates a post-structured view on religion. In response to his fathers views, and to societys, he states that Thats not what they say! They both claim Abraham as theirs. Muslims say the God of the Hebrews and Christians is the same as the God of the Muslims. They recognize David, Moses and Jesus as prophets (Martel 96-97). Martel uses Pi to convey his post-structured view across to the audience by stating the similarities between the three religions. Due to the fact that society has stated that Christianity, Hinduism and Islam are completely separate religions! They have nothing in common, Pi is used to connote Martels post-structuralism views. Post-structuralism is once again displayed through Pis argument with his mother, with her taking the role of society. Martel demonstrates structuralism through Pis mother stating that if youre going to be religious, you must be either a Hindu, a Christian or a Muslim. You heard what they said on the esplanade (98). This establishment of structure is necessary to effectively communicate Martels post-structured view of religion across towards the audience. Pi then retaliates by stating that I dont see why I cant be all three. Mamaji has two passports. Hes Indian and French. Why cant I be a Hindu, a Christian and a Muslim? (Martel 98). Martel uses Pi to show that there is nothing wrong with having three religions and that having structures set by society is not always necessary to be followed. Martel uses Pi and breaks down those religious, structured views set by society and replaces them with his views regarding religion structure. These structures set by society come into play shortly after as Martel switches our focus towards the important discussion of whether to allow Pi to be baptised and have a prayer rug. Were a modern Indian family; we live in a modern way; India is on the cusp of becoming a truly modern and advanced nation and here weve produced a son who thinks hes the reincarnation of Sri Ramakrishna (Martel 99). Martel conveys structure through Pis parents with them believing that support of more than one religion is not possible. Pi ignores this and resumes his quest to love God. Sometimes, upon finishing my prayers, I would turn and catch sight of Father or Mother or Ravi observing me, until they got used to the sight (Martel 103). Martel shows Pis quest to love God through his praying. Life of Pi contains not only structured views set by society but also shows the post-structured views of Martel. Martels views on structure are concentrated mostly on religion, more accurately on Pis attitude towards religion. Since Pi supports more than one religion solely for the purpose of loving God, Martel demonstrates his post-structured views on religion.

The Lake :: essays research papers

The Lake   Ã‚  Ã‚  Ã‚  Ã‚  It was early July and my friend Chad and I decided to join his family at the lake. Chad’s family was already up at the lake, and had some extra room in the condo. So we figured, what the hell, we could go for some boating. Right. The lake the only about a two-hour drive away. We were driving in Chad’s father’s convertible sports car, so the drive was quite pleasant. We drove through twisting canyons and long straight roads going just slightly over the speed limit. We arrived at our destination at record-breaking time, which didn’t seem to make his parents too happy. Along with Chad’s family, which consists of four brothers and one sister, were some neighbor friends of theirs and their five-year-old son Nick. The rest of the day was spent miniature golfing and playing catch with Chad’s little brothers. On the following morning we went with Chad’s parents to rent the boat. We got the boat and loaded it up with the gear. We broke the family into groups so each one could have their own time on the boat. Our group was the one that wanted to ski, wake board, ride on the tube, and throw each other off the tube. The other group consisted of people that either didn’t want to ski or were too young. All the younger kids were in this group. Our group was the first to have the boat. We spent hours and hours out on the lake and had an awesome time, even though I got one of the worst sunburns in my life. We returned with the boat so the other group could take their turn. As the second group left on the boat we decided to just go lounge in the swimming pool. After about a half-hour, Chad’s mom came running in and said they had an accident with the boat and that little Nick was knocked unconscious. We ran from the pool to see what exactly happened. Chad’s sister told us that another boat was traveling way too fast in the no-wake zone while not paying attention and struck the front of our boat. When the boats collided it took everyone a few minutes to notice that Nick was lying face down on the floor of the boat. Panic arose when his mother noticed him lying there motionless. It turned out the other boat actually hit this little boy in the head when

The Information And Communication Revolution Education Essay

IntroductionOne the many challenges confronting developing states today are fixing their societies and authoritiess for globalisation and the information and communicating revolution. Policy shapers, concern executives, NGO activists, faculty members, and ordinary citizens are progressively concerned with the demand to do their societies competitory in the emergent information economic system. Globalization and technological alteration is a procedure that has accelerated in tandem over the past 15 old ages and has created a new planetary economic system powered by engineering, fuelled by information and driven by cognition. The outgrowth of this new planetary economic system has serious deductions for the nature and intent of educational establishments. As the half life of information continues to go and entree to information continues to turn more rapid, schools can non stay mere locales for the transmittal of a prescribed set of information from instructor to pupil over a fixed per iod of clip. Rather, schools must advance acquisition, in an illustration the acquisition of cognition and accomplishments that make possible uninterrupted acquisition over the life-time. Concerns over educational relevancy and quality coexist with the jussive mood of spread outing educational chances to those made most vulnerable by globalisation as an illustration, developing states in general, low-income groups, misss and adult females, and low-skilled workers in peculiar. Information and communicating engineerings which include wireless and telecasting, every bit good as newer digital engineerings such as computing machines and the Internet, have been touted as potentially powerful enabling tools for educational alteration and reform. When used suitably, different ICT are said to assist spread out entree to instruction, beef up the relevancy of instruction to the progressively digital workplace, and raise educational quality by, among others, assisting do instruction and larning into an engaging, active procedure connected to existent life. However, the experience of presenting different ICT in the schoolroom and other educational scenes all over the universe over the past several decennaries suggests that the full realisation of the possible educational benefits of ICT is non automatic. The effectual integrating of ICT into the educational system is a complex, multifaceted procedure that involves non merely engineering but so, given adequate initial capital, acquiring the engineering is the easiest portion but besides course of study and teaching method, institutional preparedness, instructor competences, and long-run funding, among others.ContentssICT base for information and communicating engineerings and are defined, for the intents of this primer, as a diverse set of technological tools and resources used to pass on, and to make, circulate, shop, and manage information. These engineerings include computing machines, the Internet, airing engineerings, wireless, telecasting and telephone. In recent old ages at that place has been a land crestless wave of involvement in how computing machines and the Internet can best be harnessed to better the efficiency and effectivity of instruction at all degrees and in both formal and non-formal scenes. But ICT are more than merely these engineerings, but older engineerings such as the telephone, wireless and telecasting, although now given less attending, have a longer and richer history as instructional tools. For case, wireless and telecasting have for over 40 old ages been used for unfastened and distance acquisition, although print remains the cheapest, most accessible and hence most dominant bringing mechanism in both developed and developing states. The usage of computing machines and the Internet is still in its babyhood in developing states, if these are used at all, due to limited substructure and the attendant high costs of entree. Technology alterations quickly – and so make the particular tools available for instruction. As new engineerings are introduced, it is critical that their cost and impact in assorted educational state of affairss is exhaustively examined. While grounds shows that it is the existent application of the ICT tool that is the most of import determiner of its effectivity for educational intents, the pick of tools is rather big, and each tool has its ain advantages and disadvantages. Policy shapers and giver groups are frequent ly bombarded with information and surveies from sellers on the suitableness of their peculiar merchandises or services. As a consequence, there is a great demand for independent research on the rightness of specific ICT tools to assist run into educational ends. Radio and Television have been supplying educational scheduling in some states for many old ages. Many related new engineerings, including orbiter broadcast medium and multi-channel acquisition, have the possible to greatly increase entree to instruction. Today, the Internet is non widely available in most underdeveloped states, but new Internet engineerings and nomadic Internet Centre ‘s clasp promise for linking instructors, scholars, and communities. Furthermore, instruction has mostly contributed to an addition in developing cognition, supplying an enabling environment for invention and in edifice human capital required for a possible hereafter cognition economic system. Global reforms in instruction and disputing ICT demands have made a singular displacement in the construction of the enabling ICT environment and the use of ICT engineerings in instruction. Such engineerings have become the cardinal driver of the digital web in an epoch of technology-driven instruction. More schools and communities now have entree to ICT resources to fall in the planetary economic system with knowledge workers who have twenty-first century accomplishments and are inspired by life-long acquisition. ICT have great possible for cognition airing, effectual acquisition and the development of more efficient instruction services. Much attempt has been made towards the promotion of instruction and multi-literacies. However, it is by and large believed t hat ICT can authorise instructors and scholars, doing important parts to larning and accomplishment. Current research on the impacts of ICT on pupil accomplishment outputs few conclusive statements, pro or con, about the usage of ICTs in instruction. Surveies have shown that even in the most advanced schools in industrialised states, ICT are by and large non considered cardinal to the instruction and acquisition procedure. Furthermore, there appears to be a mismatch between methods used to mensurate effects and the type of larning promoted. Standardized testing, for illustration, tends to mensurate the consequences of traditional instruction patterns, instead than new cognition and accomplishments related to the usage of ICT. It is clear that more research needs to be conducted to understand the complex links between ICT, acquisition, and accomplishment. Many of the issues and challenges associated with ICT in instruction enterprises are known by policy shapers, donor staff, and pedagogues. However, informations on the nature and complexness of these issues remains limited because of the deficiency of good monitoring and rating tools and procedures. Where rating informations is available much of the work is seen to endure from of import prejudices. Another job in this country is the deficiency of a common set of indexs for ICT in instruction. And, where information has been collected, it is frequently quantitative informations related to substructure, for illustration, figure of computing machines, instead than informations that can assist policy shapers gauge the impact of ICT intercessions on pupil acquisition. If ICT are to go effectual and built-in tools in instruction, and if answerability is to be demonstrated to givers and stakeholders, monitoring and rating must be a priority country of focal point. It is clear that there are equity issues related to the utilizations of ICT in instruction. There is a existent danger that uses of ICT can farther marginalise groups already excluded or on the border of educational patterns and inventions. On the other manus, with supportive policies and careful planning and monitoring, ICTs hold out the promise of easing greater inclusion of such groups. While there is much research on the impact of ICTs and marginalized groups in industrialised states, there has been limited research into these issues in developing states. There seems to be small inquiring, nevertheless, that ICTs by and large give penchant to schools and scholars in urban countries and in countries where bing substructure is the best. Research related to equity and ICT to day of the month has focused chiefly on entree to peculiar engineerings. Much less attending has been given to how specific types and utilizations of ICTs are related to equity issues. Besides than that, about the true costs of ICT in instruction, there have been few strict costs surveies, peculiarly in developing states. Given current budgetary and resource restraints, a widespread investing in ICT in instruction is likely non possible in most underdeveloped states. It is, hence, critically of import to better understand the costs and benefits associated with ICT types and utilizations in assorted educational state of affairss in order to efficaciously aim scarce resources. There is some grounds, for case, that computing machines may be most cost-efficient when placed in common countries such as libraries and teacher-training institutes. One of the most cost effectual utilizations of ICT in instruction may be their function in bettering organisational and systemic efficiencies, including battling corruptness. Distance instruction is frequently cited as a cost economy investing. Indeed, economic sciences of graduated table are accomplishable in distance instruction , although such plans typically require big up-front investings. Some of these costs may be shifted from the populace sector to the single users, but this in itself raises important equity and entree issues. Again, a thorough scrutiny of the true costs and benefits of distance instruction is required. Financing mechanisms for ICT in instruction enterprises are rather varied. Due to the high up-front costs and big recurrent costs, states and communities typically employ a great assortment of funding and cost recovery mechanisms. Public private partnerships and user fees are of import constituents of funding ICTs in instruction in many states, although more research is needed to find the impact and effectivity of these mechanisms. Even the usage of ICT in the schoolroom or in distance instruction does non decrease the function of the instructor ; neither does it automatically change learning patterns. Experience has shown that a assortment of support and enabling mechanisms must be implemented to optimise instructor usage of ICT. While traditional instructor leading accomplishments and patterns are still of import, instructors must besides hold entree to relevant, seasonably, and ongoing professional development. They must hold the clip and resources to research this new cognition base and develop new accomplishments. Support of school decision makers and, in some instances, the community, is critical if ICTs are to be used efficaciously. In add-on, instructors must hold equal entree to working computing machines or other engineerings and sufficient proficient support. Accessing information is the chief usage of ICTs in instruction. While ICT, and the Internet in peculiar, supply entree to a universe of educat ional resources, those resources are seldom in a format that makes them easy accessible and relevant to most instructors and scholars in developing states. Simply importing educational content through ICT is fraught with troubles, every bit good as inquiries of relevancy to local demands. Experience shows that unless electronic educational resources are straight related to the course of study, and to the appraisal methods used to measure educational results, ICT intercessions may non hold positive educational impacts. Furthermore, ICT can be of import drivers for educational reform. They can assist in anti-corruption attempts, assistance in decentalisation, and play a cardinal function in informations aggregation and analysis. Still, there are many policy inquiries around the usage of ICTs in instruction, non the least of which revolves around which portion of the authorities is responsible for such policies. Some of the cardinal policy inquiries revolve around entree, equity, finance, and best patterns in scaling-up. As a comparatively new field, there is no standard depository for bing ICTs in education-related national policies. And, it is clear that successful policy preparation requires audience with a diverse group of stakeholders, many of which may be outside of the traditional educational system. Inventions in engineering and new merchandises are introduced in the planetary market place at a much faster gait than most educational systems are able to utilize them efficaciously. This issue o f timing is an of import one as pedagogues and policymakers operate with an oculus to longer term educational ends. The advantages and disadvantages of ICT in instruction include a scope of elements such as – †¢ Giving to teacher opportunity to be after short, timed, tightly focussed activities. †¢ Planning activities across a figure of Sessionss to let sufficient clip for all students to take parts. †¢ Up to day of the month and existent universe engineering†¦ prepares the kids for the modern universe! †¢ Helps pupils research subjects they are analyzing utilizing a broad scope of beginnings other than merely book from their school library, †¢ Aids the students to acquire an penetration into engineerings that they may subsequently trust on in future life. †¢ Using word paperss it gives the students a opportunity to show their work in a manner that suits them. †¢ Word and printing paperss available for show work intents. There is besides a high advantage of ICT equipment helping students with larning troubles. By snaping on the word instance study the undermentioned nexus will take you to a instance survey on podcasts and the advantages of working with kids that have larning troubles and besides shown on the secondary instruction page. The undermentioned disadvantages give a list of aims that staff and facilitators may be required to cover with should jobs happen throughout utilizing the ICT equipment. †¢ Cost †¢ Training †¢ Distractions †¢ Reliability †¢ Damage †¢ Safety †¢ Choping †¢ Resources ( or deficiency of ) As you can see I have already listed disadvantages of ICT in instruction and all seem dearly-won. The initial equipment even though would be an investing and acquisition assistance is expensive. After the initial cost there is the fact of developing the staff/ facilitators to utilize the equipment right as bad use can do wrong learning to students. Besides coming under cost is damage, as, if the equipment gets amendss so the harm fix fees are required to acquire the equipment back up and running. Distractions such as the cyberspace, computing machine games and electronic mail are besides a large disadvantage. Then we come onto safety and hacking that is discussed on the safety page.DecisionIn decisions, the modern coevals schoolchildren are turning up in an environment where information and communicating engineerings are embracing about all country of their lives. It is the duty of authorities to fix pupils with the accomplishments and cognition they will necessitate to take control of their digital hereafters. Therefore, it is of topmost importance for instructors to incorporate ICT into the course of study. This essay will discourse the great benefits ICT have on kid acquisition and besides explore the current way in which instructors can incorporate ICTs into the schoolroom. Using ICTs in instruction develops the needful skills a kid needs to utilize computing machines and other engineerings. However, ICT provide a instruction scheme that engages the scholar. ICT can make an exciting manner to show information to pupils and due to the fact that ICTs engages the scholar it allows the pupil to larn more. Another great positive of utilizing ICTs in primary schooling is that it addresses the fact that each pupil has different larning abilities. ICT allows pupils to stand out in their country of A‘intelligence, for illustration a kid who has spacial intelligence but has trouble in written look can demo their acquisition procedure through sound and images. The usage of ICT is besides good to a kid ‘s acquisition because it covers the four cardinal learning countries which are active battle, group, interaction and connexion with the existent universe. As I mentioned earlier ICTs prosecute the scholar, nevertheless, they can besides affect extended g roup work and interaction with both pupils and ICT equipment. ICTs play a cardinal usage in society ; hence, they give kids a existent universe connexion. This besides gives pupils aim in scholar because they are utilizing engineerings that they will necessitate to.

Free Essays on Daddy

The novel Daddy is a historical fiction/thriller takes place during World War II. Because this book is more of a thriller than a historical novel, the author’s purpose in writing this book is to entertain the reader rather than educate them, although he ended up doing so in the process. Hans Thomas von Gall is an elderly German banker, who has fooled the Nazi’s. He has hidden the sum of 724 million marcs (approx. 431 million dollars) of German investor’s money, some Jewish, out of the country before the start of World War II. After being captured and tortured by the Nazi’s for ten hours, he committed suicide by jumping out of a window, but not before writing down 724 false names and access codes. Heydrich, leader of the operation, has reason to believe that Thomas Von Gall is not the only one who knew the secret codes. He believes that Thomas Von Gall’s beautiful mysterious granddaughter also holds the secret. Heydrich enlists the help of two different types of man hunters to help him find her. His friend, Professor Gregor Laemmle, who is a cunning yet odd homosexual, and a vicious, boneheaded nazi, named Jurgen Hess who is willing to kill anything that moves. Maria Webber was able to elude them expertly. Although they were not able to find her, Laemmle discovered that she has an eleven-year-old son. His name is Thomas and he is a kid genius, (the nazi’s do not know this). He is hiding in the countryside of Basque, while being protected by expert Spaniard bodyguards. Laemmle and Hess make attempts to capture Thomas in hopes of using him as bait to reach his mother, but Thomas engages Laemmle in a battle of brains running around all over the south of France. Thomas is a grown man in a little boy’s body and refuses to trust anybody. This game of cat and mouse takes the form of a giant game of chess in his head, where he sacrifices loved ones to avoid being captured. At one point in this story, Thomas is ca... Free Essays on Daddy Free Essays on Daddy Sylvia Plath’s 1965 poem â€Å"Daddy† deals mostly with the concepts of deception and betrayal. The pain and fear that her father has inflicted upon her causes the betrayal that she feels from him. She blames her feelings of betrayal on her father. She acts out her feelings through angry acts and rage towards her father. Plath begins the poem discussing her feelings of betrayal with the statement, â€Å"You did not do, you did not do,† (504). As stated by M. D. Uroff, â€Å"But if Daddy will not do, neither will he not not do, and we find this speaker [Plath] forcing herself to deal with a situation that she finds unacceptable.† Plath was clearly afraid of her father; she states in the poem, â€Å"Barely daring to breath or Achoo,† (504) and â€Å"I have always been afraid of you,† (505). She also shows that fear of him by her inability to communicate with him, â€Å"I could never talk to you,† (504). Robert Boyer’s explains her fear by stating, â€Å"The internal repression which prevented her from communicating with her father becomes simultaneously the more general barriers to communication, which traditionally have kept victims and oppressors apart.† As a child Plath sees her father as a god; â€Å"A bag full of God,† (504). â€Å"Not God but a swastika,† (505) shows her transitioning him from a Godly figure into a Natzi. She refers to him as â€Å"Panzer man† (505) and also states, â€Å"With your Luftwaffe,† (505). â€Å"The father’s precipitous fall from a deity to evil incarnate sets up the poems denouement,† states Jordon Leondropoulos. Not only does she call him a â€Å"Natzi,† but a â€Å"brute,† â€Å"fascist,† â€Å"devil,† and a â€Å"vampire.† â€Å"The speaker [Plath] here can categorize and manipulate her feelings in name calling,† explains U. D. Uroff. She uses the name-calling to mask her pain caused by the betrayal of her father. While she calls her father a â€Å"Natzi,† she refers to herself as a â€Å"Jew;†... Free Essays on Daddy The novel Daddy is a historical fiction/thriller takes place during World War II. Because this book is more of a thriller than a historical novel, the author’s purpose in writing this book is to entertain the reader rather than educate them, although he ended up doing so in the process. Hans Thomas von Gall is an elderly German banker, who has fooled the Nazi’s. He has hidden the sum of 724 million marcs (approx. 431 million dollars) of German investor’s money, some Jewish, out of the country before the start of World War II. After being captured and tortured by the Nazi’s for ten hours, he committed suicide by jumping out of a window, but not before writing down 724 false names and access codes. Heydrich, leader of the operation, has reason to believe that Thomas Von Gall is not the only one who knew the secret codes. He believes that Thomas Von Gall’s beautiful mysterious granddaughter also holds the secret. Heydrich enlists the help of two different types of man hunters to help him find her. His friend, Professor Gregor Laemmle, who is a cunning yet odd homosexual, and a vicious, boneheaded nazi, named Jurgen Hess who is willing to kill anything that moves. Maria Webber was able to elude them expertly. Although they were not able to find her, Laemmle discovered that she has an eleven-year-old son. His name is Thomas and he is a kid genius, (the nazi’s do not know this). He is hiding in the countryside of Basque, while being protected by expert Spaniard bodyguards. Laemmle and Hess make attempts to capture Thomas in hopes of using him as bait to reach his mother, but Thomas engages Laemmle in a battle of brains running around all over the south of France. Thomas is a grown man in a little boy’s body and refuses to trust anybody. This game of cat and mouse takes the form of a giant game of chess in his head, where he sacrifices loved ones to avoid being captured. At one point in this story, Thomas is ca...

Whats the Lowest SAT Score Possible How Many Get It

What's the Lowest SAT Score Possible How Many Get It SAT / ACT Prep Online Guides and Tips Are you embarrassed of your SAT score, or think it’s pretty low? Chances are it isn’t even close to the lowest possible SAT score. In this post, we’ll reveal how rare the lowest possible SAT score is, the lowest scores we have seen, and how to improve on the test, regardless of what your currentscore is. What Is the Lowest SAT Score? On the Redesigned SAT, the lowest possible score is a 400: 200 on Evidence-Based Reading and Writing and 200 on Math. The lowest possible SAT score on the old SAT was a 600 composite, which could only be earned with scores of 200 on the Critical Reading, Math, and Writing sections. While there is no data yet on the Redesigned SAT, we know from data on the old SAT that the lowest possible score is extremely rare. Only 374 people got a 600 on the SAT in 2014 – even fewer than a perfect 2400! The SAT is scaled so that the average score is about a 1500 old/1000 redesigned, or 500 per section. The bottom 25% of scorers have about a 1270 old/850 redesigned or lower. Any score below an 1100 old/750 redesigned is rare – only 10% of test-takers score that low. So odds are, even if you have a low score, it’s not the very lowest possible! In fact, it’s incredibly difficult to get a 600 old/400 redesigned SAT composite score. How Do You Get the Lowest Score on the SAT? It’s harder to get a 600 old/400 redesigned than you might think. Even if you guess on every question, you’ll probably get higher than the lowest possible score. Why? Assuming you really don’t know anything and guess on each question, odds are you will guess correctly 25% of the time, since there are four answer choices. And it turns out that getting 25% of SAT questions right gets you a score above the lowest possible! Even Jon Snow, who knows nothing, would probably score higher than a 400 on the SAT. The SAT is scored by translating your raw score (the total amount of questions you get right) into a scaled score. For more on this process, check out our scoring guide. On the Redesigned SAT, a Reading raw score with 25% of the questions correct is a 13. A Writing raw score with 25% of the questions correct is an 11. After combining these, your final Evidence-Based Reading and Writing score would be around 350 low, but far from the lowest possible score of 200. A Math 25% raw score is about a 14, which would net approximately a 380 final score. If you add up these two scores, you would get a 730 composite – low, but far from the lowest! So you would have to have very bad luck or be deliberately trying to get a low score to get a 200 on each section for a 400 composite on the Redesigned SAT. You need a raw score of 1 or lower on each section to get a scaled score of 200 on the Redesigned SAT, which means you basically have to get every single question wrong. So even if you just give up on the test and fill in every answer bubble with a "C," you'll definitely get more than 1 raw point on each section, and thus get a higher score than a 400. On the old SAT, getting the lowest possible score was actually pretty complicated. Since the old SAT had a guessing penalty, you needed a negative raw score on each section to get the lowest possible score. That meant you could sleep through the test, leave all of the answers blank, get a raw score of 0, and still get about 210-220 per section, which was higher than the lowest possible score. On the Redesigned SAT, however, leaving the test blank and taking a nap will result in the lowest possible score, since you would get a raw score of 0. This means getting a 200 on each section of the old SAT was surprisingly tricky. You could have skipped most of the questions but answered 8 incorrectly to get a -2 raw score. Or, of course, you could have gotten every single problem wrong and gotten a raw score below a -2, and thus received a 200 section score. You can actually read about one man’s attempt to get the lowest possible score on the old SAT here. Note that he had to know the SATquite wellto accomplish this â€Å"feat.† Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! What Are the Lowest Scores You’ve Seen? At PrepScholar, we work with everyone from high-scorers, trying to close the last 100-point gap to a perfect score, to students who struggle with standardized tests and want lots of extra help. On the old SAT, we’ve seen scores as low as 900 (around 300 in each section), but gotten them up to the 1300 range, which gets them into the top 75% of scorers. How do we do this? There are two main ways to improve a low score: fill content gaps and improve test-taking strategy. If you’re scoring in the 300s, there is probably content on the SAT you simply don’t know. Whether you struggle with vocabulary, geometry, grammar rules, or all of the above, not knowing major concepts can seriously hamper you on the SAT. That said, even if you know the content, struggling with test-taking can lower your score, too. Just because it's multiple choice doesn't mean it's easy. Time management, process of elimination, smart guessing, and familiarity with the test are all factors that can make or break your score. A student who is able to manage their time and answer 40 out of 58 math questions will get a better score than a student who gets stuck on a single problem, loses time, and only answers 30 math questions by the end of the test. Also, knowing how to eliminate wrong answers can raise your odds of getting a question right from 25% to 50%. Process of elimination is an important strategy! Sound like there’s a lot to learn? There is, but it’s very manageable to make big SAT score leaps, especially if you have the best resources. How Can I Improve My Score? The key to a higher SAT score is fixing your weaknesses, practicing with quality questions, and learning test-taking strategy. With PrepScholar, we will create a custom program for you based on your weaknesses. We will fill your content gaps and get you on track for a higher score. Basically, we take the hard part out of SAT studying – analyzing your weak spots – and give you more time to practice. You can also study on your own with prep books and a study schedule. Remember to block your SAT prep time into your schedule like it’s a class or a sport – you have to put in the time to see a difference. Finally, you can see if your school has an SAT prep class, study sessions, or other free resources to take advantage of. This can help you make time for SAT studying each week. If you commit dedicated time to studying, and use the best resources, you are guaranteed to see an improvement in your score. Even you, Jon Snow. What’s Next? Learn more about average SAT scores by state to learn just how good or bad your score is. So what’s a good SAT score? An amazing one? See our guide to the best SAT scores, based on which colleges you are aiming for. Thinking about giving the ACT a try instead? See our guide to which test is easiest, and which one you will do the best on. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Financial Accounting Week 10 Course Project Assignment

Financial Accounting Week 10 Course Project - Assignment Example important in an organisation as it helps to build strong and effective competitive organisation because the workers are motivated as their efforts are appreciated in the company. It is noted that a wear and wrong compensation strategy is more likely to destroy an organisation by reducing the level of performance by the workers and decreased morale. This therefore does not utilize fully the potential of the workers (Weygandt 2003). The compensation strategy is very vital in an organisation as help the management to ensure proper management of expenses of the firm and the limits to which employees can be paid. The information also gives certainty to the employees and managers that their work is stable and the organisation’s management is also stable. Good compensation therefore requires adequate balance of skills in human resource management. Therefore before employees and shareholders are compensated, the amount of revenue obtained from the shareholder’s equity as dividends and amount of stocks sold be determined. These are compared and discussed below (Elliot & Elliot 2008) . Dividends are income obtained in excess of the shareholders equity in the firm. The shareholders therefore have the right and privilege of their compensation from the revenues earned in excess of their contribution. The dividends shared have the effect of decreasing the amount of capital in the balance sheet and then it also decreases the amount of cash available in the business. However, it motivates the workers and stakeholders that their business is expanding and increasing in the scope of production (Weygandt 2003). When a company has good stock of inventory then it reduces the cost of production and this enables the firm to produce more of the commodities than when the raw materials have to be bought. The accumulation of raw materials can also be a source of revenue for the firm as the firm can sell the raw materials and get net income. Accumulation of partially produced goods

Fundamentals of Finance Essay Example | Topics and Well Written Essays - 1000 words

Fundamentals of Finance - Essay Example Fundamentals of Finance Retained earnings means the amount of profit held by an organization, and that should be utilized for meeting the several requirements, except the payment of dividend. Break even point is a point at which the total cost and income equals, so at this point there should not be the question of profit or loss arises. So, the exhaustion of retained earnings also strongly related to the fundamental financing decisions and its implications. Break Even Point (BEP Output) in Units= Fixed Expenses/Contribution per unit.(C) Assume, fixed expenses (F) costs  £60000; selling price per unit  £15; variable cost per unit  £10. Therefore, BEP= F/C per unit. Contribution (in unit) = Selling price per unit_ Variable cost per unit. i.e.  £15_ £10=5 BEP=  £60000/5= 12000 Units. The composite of overall cost of capital of a firm is considered as the weighted average cost of several sources of funds. Weights are taken as the proportion of each source of funds in the overall capital structure of an enterprise. WACC is computed through a step by step process, such as Calculating the cost of specific sources of funds, then multiplying the cost of each source by its proportion in capital structure, and adding the weighted component costs. That is, K0= K1 W1 + K2 W2+†¦Ã¢â‚¬ ¦; here, K1, K2 etc. are component costs and W1, W2 etc. are weights. Assume total number of equity shares is 1000 shares,  £35/share,  £35000 is the equity capital or NP. While Dividend is  £1750, i.e. 5% of  £35000, and the cash dividend is  £3.25/ share, i.e. 1000 shares @ £3.25/ share is amounted to  £3250.