Graduation Speech High School Program - 982 Words

During our meeting on March 23th, we discussed options to increase enrollment in the Early Degree Program (EDP). However, we quickly realized that low-income EDP students face a financial hardship when attending college without being eligible for the FAFSA. At this meeting, we decided that the best way to enroll more EDP students is to offer additional financial aid. Current Situation It is Missouri State University-West Plains’ (MSU-WP) goal to provide all eligible Early Degree Program (EDP) students with the opportunity to simultaneously earn an Associate Degree in General Studies and a high school diploma. Each year West Plains High School (WPHS) sends out an invitation via mail to the parents of sophomores who are eligible†¦show more content†¦Research to explore Financial Aid Opportunities for Low-Income Early Degree Students A low-income Early Degree Student’s Associate Degree could be funded by several sources of financial aid. Exploring these funding options requires research by officials of Missouri State University-West Plains. The sources of funding and the respective offices which would be responsible for the research are: †¢ Federal, state, or local grants to be explored by the Office of Financial Aid. †¢ Institutional or privately funded scholarships to be explored by the Office of Development. To meet these objectives, I have researched whether other two-year community colleges have provided financial aid to their Early-Degree students. There were no federal funds available for those two-year community colleges. However, there is a possibility of funding from state or local grants for MSU-WP, as well as a possibility of funding from scholarships. My initial research produced two action items: †¢ Interview the representative of the Office of Financial Aid. †¢ Interview the representative of the Office of Development. The interviews were conducted to obtain information about the current financial aid process at MSU-WP. Based on the results of those interviews, the Office of Financial Aid and the Office of Development requires authorization and time for further research. Consequently, an allotment of research time is necessary to look for additional sourcesShow MoreRelatedGraduation Speech : A Program For High School Students Essay1168 Words   |  5 PagesDoerr English 101 03/11/16 Optional Essay 1 Ahead of my class Running Start is an initial advantage over other students upon graduation. By the time of graduation one who has completed this program is granted an Associate’s Degree with their high school diploma. The program allows a student to take college classes while they complete high school. A student who does this program graduates with their Associate’s Degree without cost, Students also get to experience a college atmosphere, and students alsoRead MoreThe And School Promotion And Graduation Ceremonies1194 Words   |  5 Pagescourt case, it has been questioned whether a middle school promotion and high school graduation should be allowed to be held in a church. The school could not hold the promotion and graduation ceremonies because the auditorium was found to be holding high levels of unhealthy chemicals from paint and this was also found at the middle and high school’s gyms and cafeterias.The school decided that the best option would be to hold the promotion an d graduation at an alternate indoor location, a Church. TheRead MorePersonal Statement : Public Schools1030 Words   |  5 Pages Boswell Statement Essay My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by PrincipalRead MoreA Curriculum For All K 12 Grades1129 Words   |  5 Pagesto include middle and high schools. The middle school, considered grades sixth through eighth, must provide the instruction for all curriculum in section 74.1. It also states that just like the elementary curriculum of section 74.2, districts must allow sufficient time for teachers to teach the TEKS and students the adequate time to learn the TEKS in order to support student achievement of grade level and/or course requirements. This section a lso began requiring middle school students to completeRead MoreGraduation Speech - Original Writing992 Words   |  4 Pagesand the school has had forty graduating classes since it started imprisoning students in 2010, I suppose I must be the only one left that must call this place my â€Å"alma mauter† and I suppose it was only fitting for them to ask me to do this and take advantage of me some more. Perhaps all of the other alumni are in jail, died in the zombie apocalypse a while back, or have been wiped off the face of the earth somehow, I don’t know, I couldn’t possibly care any less about those that I went to high schoolRead MoreThe Corner Miss Ella By F. Martin Luther King Jr.1684 Words   |  7 PagesIn the Corner Miss Ella dedicates her time and energy to running the Martin Luther King Jr. Recreation Center. She is able to make connections with children of all ages, ranging as old as high school. The children who come are able to participate in produc tive after school activities, rather than spending their time on the Corner. Ultimately, Miss Ella feels that by providing opportunities at the recreation center, she is able to keep kids from being involved in the Corner, for as long as possibleRead MoreSports and Academic Achievement1494 Words   |  6 Pagesmanagement. We will be looking at studies that have explored the impact that athletics has on students’ academic abilities. Academic success can be measured in many ways but we will explore grade point averages, math and English test scores, and graduation success rates to show the positive impact athletics has on a student’s academic abilities. Introduction Participating in athletics offers students the opportunity to learn valuable lessons they can use for the rest of their lives. SomeRead MoreWhat Makes A School Great? Essay1165 Words   |  5 PagesWhat makes a school great? Could it be the integration with technology? How about the records of its sports teams? Many schools consider these aspects before anything else when making plans to advance their schools; however, there is more to a school than its athletics and technology. It really depends on the school’s way of teaching the students, and how the students approach education. Columbia City High School must emphasize academics through activities such as Speech and Debate, de-emphasizeRead MoreWalden University And My Future802 Words   |  4 Pagesalmost in my hand. Walden has asked me to give a speech at the graduation ceremony. When I was asked to do this, I was not sure what I would say. I spent some time thinking about my past year at Walden, and all of the thin gs that I learned. I went from not knowing what to say when I was originally asked to having an abundance of things I could say about Walden. My future is bright thanks to Walden University. Walden University has set very high expectations for their students. I have grown personallyRead MoreThe Use Of A Breathalyzer On Student s Privacy1346 Words   |  6 PagesDistrict does not consider the use of a breathalyzer as constituting a search; therefore, the issue of trespass or intrusion into student’s privacy is not a factor on the use of this device.† For years, schools nationally have explored ways to discourage students attending school events under the influence of alcohol while avoiding legal challenges. Although blanket screening of students in the absence of reasonable suspicion may be unconstitutional, when implemented where all invested parties

The Great Depression Of Canada - 1265 Words

The Great Depression in Canada The Great Depression may very well have been one of the most significant eras in Canadian history. It has taught us many lessons about the present and predicting the future. The ‘dirty’ thirties, as it was referred to, was a time of hardship and poverty for most. Imagine what it would be like if we had to endure the same magnitude of recession? You wouldn’t have your phone or your computer. Maybe you would be living with all of your relatives in one house? Or you would be growing your food in your backyard? Leading Up To The 30s: Canada during the 1920s was definitely, as the saying goes, roaring. Following the end of WW1, quality of life had drastically improved. The Canadian economy had ameliorated,†¦show more content†¦The Start of The Great Depression: Most say the onset of the Great Depression was spurred on by the stock market crash. Although economists don’t think that it was the only reason for Canada being in such a terrible state. In the 20s, people had, in their spending frenzy, bought large quantities of stock though credit, stock that they could not afford. People owed money to businesses and banks, and accumulated debts that they couldn’t pay off. In 1929, when it came time to pay, they didn’t have the money, and profits dropped drastically. The values of the stock became completely worthless. With no money and no jobs, people had to leave their homes either because they couldn’t pay for them, or they moved to search for a job. Life During The Great Depression: Life during the Great Depression was very different from life today. Many people were living on the streets in shanties, which were houses made of cardboard and scraps of wood. Milk and sugar were luxuries; you couldn’t buy them unless you were very wealthy. Often, men tried to sell apples in the street, just to make a few cents. Unemployment was a giant problem during the 30s. By 1933, Canada’s unemployment rate was at 30%. One in five Canadians were dependent on government relief to sustain their lives. The Prairie Provinces in Canada were said to be the worst hit in the world. They were almost completely dependent on the

Economic vale added Free Essays

Corporations continue to use a variety of measures to gauge their financial performance for many years. Economic value added (EVA) has been Introduced as a very effective performance measurement and strategic assessment tool. One of the reasons why EVA is such a powerful instrument is that it is linked to market value added (MBA), which is the definite indicator of a company’s wealth creation. We will write a custom essay sample on Economic vale added or any similar topic only for you Order Now Another reason for using EVA is that it is the only dependable and precise continuous improvement method available. Economic value added is the term that Stern Stewart Co. Coined for Its particular variety of economic profit and gain that remains after levying a charge against â€Å"After Tax Operating profits† for the opportunity cost of all capital used to produce those profits. Many corporate managers have mistakenly been focusing on conventional accounting profits, which include a deduction for interest payments on debt but have no provision at all for the cost of equity capital. Market value added measures the level of wealth creation. It beats out all other measures because it is the deference between â€Å"Cash In and Cash Out†, I. E. , between how much capital investors put Into a company and what they could get out by selling at today’s market price. As such, MBA Is the cumulative amount by which a company has enhanced or diminished shareholder wealth. It is the best external measure of company performance because it captures the market’s assessment of the effectiveness in how company’s managers have used their resources. Within the scope of this study, the role of economic value added in financial theory, and the relationship between market value added, market value and economic value added have been Investigated. Empirical study around the market value added, market value, economic value added, traditional measures such as net Income, earnings per share, return on assets and return on equity have been employed with the data taken from 89 Istanbul Stock Exchange companies, over a period 1 996 – 2005. Additionally, Regression and Factor Analysis are applied to find the high reference firms and industries as well as value drivers pertaining the firms taken up In this study. It has been determined that market value and market value added have lower association with economic value added in comparison to the measures of earnings such as net operating profit after tax and net income. Moreover, when the annual changes in the variables are taken into consideration, association level of EVA to MBA and NV is weaker than the net operating profit after tax and net income. However, economic value added is a more powerful management tool than traditional performance measures Like earnings per share, return on assets and return on equity In measuring firm financial performance In SIS regarding the period of 1996 – 2005. Moreover, In order to determine the value drivers In Istanbul Stock Exchange financial characteristics have been investigated. A weak correlation between market value added, market value and internal financial measures were determined. The impact of macroeconomic factors on the market value added and market value has also been investigated. It has been concluded that inflation and treasury bill rates have a negative correlation, while gross domestic/national product and money supply/net international reserves have a positive correlation with market value added and market value of the Istanbul Stock Exchange industrial firms. Furthermore, Porter’s value philosophy has been discussed to investigate the competitiveness and value creation of Turkish companies and industries. Keywords: Market value added, market value, economic value added How to cite Economic vale added, Papers

Cantebury Tales Essay Example For Students

Cantebury Tales Essay Canterbury Tales In discussing Chaucers collection of stories called The Canterbury Tales, an interesting picture or illustration of the Medieval Christian Church is presented. However, while people demanded more voice in the affairs of government, the church became corrupt this corruption also led to a more crooked society. Nevertheless, there is no such thing as just church history; This is because the church can never be studied in isolation, simply because it has always related to the social, economic and political context of the day. In history then, there is a two way process where the church has an influence on the rest of society and of course, society influences the church. This is naturally because it is the people from a society who make up the church. and those same people became the personalities that created these tales of a pilgrimage to Canterbury. The Christianization of Anglo-Saxon England was to take place in a relatively short period of time, but this was not because of the success of the Augustinian effort. Indeed, the early years of this mission had an ambivalence which shows in the number of people who hedged their bets by practicing both Christian and Pagan rites at the same time, and in the number of people who promptly apostatized when a Christian king died. There is certainly no evidence for a large-scale conversion of the common people to Christianity at this time. Augustine was not the most diplomatic of men, and managed to antagonize many people of power and influence in Britain, not least among them the native British churchmen, who had never been particularly eager to save the souls of the Anglo-Saxons who had brought such bitter times to their people. In their isolation, the British Church had maintained older ways of celebrated the major festivals of Christianity, and Augustines effort to compel them to conform to modern Roman usage only angered them. When Augustine died (some time between 604 and 609 AD), then, Christianity had only a precarious hold on Anglo-Saxon England, a hold which was limited largely to a few in the aristocracy. Christianity was to become firmly established only as a result of Irish efforts, who from centers in Scotland and Northumbria made the common people Christian, and established on a firm basis the English Church. At all levels of society, belief in a god or gods was not a matter of choice, it was a matter of fact. Atheism was an alien concept (and one dating from the eighteenth century). Living in the middle ages, one would come into contact with the Church in a number of ways. First, there were the routine church services, held daily and attended at least once a week, and the special festivals of Christmas, Easter, baptisms, marriages, etc.. In that respect the medieval Church was no different to the modern one. Second, there were the tithes that the Church collected, usually once a year. Tithes were used to feed the parish priest, maintain the fabric of the church, and to help the poor. Third, the Church fulfilled the functions of a civil service and an education system. Schools did not exist (and were unnecessary to a largely peasant society), but the Church and the government needed men who could read and write in English and Latin. The Church trained its own men, and these went to help in the government: writing letters, keeping accounts and so on. The words cleric and clerk have the same origin, and every nobleman would have at least one priest to act as a secretary. The power of the Church is often over-emphasized. Certainly, the later medieval Church was rich and powerful, and that power was often misused especially in Europe. Bishops and archbishops were appointed without any training or clerical background, church offices changed hands for cash, and so on. The authority of the early medieval Church in England was no different to that of any other landowner. So, the question that haunted medieval man was that of his own salvation. The existence of God was never questioned and the heart-cry of medieval society was a desire to know God and achieve intimacy with the divine. Leading a life pleasing to God was the uppermost concern, and the wide diversity of medieval piety is simply because people answered the question, How can I best lead a holy life? in so many different ways. Beginning with The Pardoners Tale, the theme of salvation is truly paramount. Chaucer, being one of the most important medieval authors, uses this prologue and tale to make a statement about buying salvation. The character of the pardoner is one of the most despicable pilgrims, seemingly along for the ride to his next gig as the seller of relics. For myn entente is nat but for to winne,/ And no thing for correccion of sinne, admits the pardoner in his prologue. As a matter of fact, the pardoner is only in it for the money, as evident from this passage:I wol none of the Apostles countrefete: I wold have moneye, wolle, cheese, and whete, Al were it yiven of the pooreste page, Or of the pooreste widwe in a village Al sholde hir children sterve for famine. Nay, I drinke licour of the vine And have a joly wenche in every town. In his tale, the Pardoner slips into his role as the holiest of holies and speaks of the dire consequences of gluttony, gambling, and lechery. He cites Attila the Hun with, Looke Attila, the grete conquerour,/ Deide in his sleep with shame and dishonour,/ Bleeding at his nose in dronkenesse. The personification of the deadly sins, along with his story of the three greedy men that eventually perish at the hands of their sin is a distinct medieval device. The comic twist that Chaucer adds to the device, though, is that the Pardoner in himself is as the personification of sin, as is evident from the passages of his prologue. At the conclusion of his tale, the Pardoner asks, Allas, mankinde, how may it bitide/ That to thy Creatour which that thee wroughte,/ And with his precious herte blood boughte,/ Thou art so fals and unkinde, allas?. He then goes on to offer each pilgrim a place Nelson Mandela Essay Both monks as well as martyrs were looked upon as holy men. In relating this solitary world to readers, there is also a monk in Chaucers work He is someone who combined godliness and worldliness into a profitable and comfortable living. He was the outrider or the person in charge of the outlying property.. ..which lead him to enjoy hunting, fine foods, and owning several horses. Monks renounced all their worldly belongings and by taking vows of poverty, chastity and obedience, joined a community of monks. Their lives were spent in communal worship, devotional reading, prayer and manual labor all under the authority of the abbot of the monastic house. Particular monks often had particular jobs- the cellarer or the infirmarer for example, and these like every aspect of monastic life were laid down in the Rule. Monks were nearly always of noble extraction (one had to have wealth in order to give it up) but could also be given to the monastery as children (called oblates) to be brought up as monks. Hindsight has blurred our vision of the Medieval monk and the result is that the modern Christian mindset has condemned him for his selfish escapism from the world and for his apparent neglect of those who needed Christ outside of the cloister. The Medieval mindset was very different. The monastery was an integral part of the local community it probably owned most of the farming land in the area- and the fortunes of the people in any area were bound up with the spirituality of its monastic house. The monks were on the front line of the spiritual battle-it was they who did battle in prayer for their community, who warded off devils and demons and who prayed tirelessly for the salvation of the souls of those in their community. Rather than being the cowards of Christianity unable to take the strain of living a Christian life in the real world, the monks were like spiritual stormtroopers interceding for an area against its supernatural enemies in mudh the same way as a local lord in his castle protected an area against its physical enemies. The people gave gifts to both lord and abbot in return for a service. The Pardoner also represents the tradition of faith in respect to the church of his time. The Pardoner is representative of the seamy side of the corrupt church and a broken or twisted (if you will) faith. The faith of a bureaucracy, which is what the church had become. The Pardoner was a church official who had the authority to forgive those who had sinned by selling pardons and indulgences to them. Although, the Pardoner was a church official, he was clearly in the church business for economic reasons. The Pardoner, a devious and somewhat dubious individual had one goal: Get the most money for pardons by almost any means of coercion necessary. A twisted and ironic mind, has basically defined himself through his work for a similarly corrupt church. In contrast, the Plowman has nothing but a seemingly uncomplicated and untwisted faith. The Plowman has the faith of a poor farmer, uncomplicated by the bureaucracy of the church. The Pardoner is probably on this journey because he is being required to go by the church or he sees some sort of economic gain from this voyage, most likely from selling forgiveness to the other pilgrims. The Plowman on the other hand is probably on this voyage because of his sincerity and faith in its purpose. While this was the story of religion at grass-roots level, at the organizational and hierarchical level, the church developed along a different line. It became more organized, more bureaucratic, more legal, more centralized and basically more powerful on a European scale. This process was spearheaded by the papacy and reached its pinnacle under Pope Innocent III in the early 13th Century. He embodied what became known as the papal monarchy a situation where the popes literally were kings in their own world. The relative importance of spiritual and secular power in the world was a constant question in the middle ages with both secular emperors and kings, and the popes asserting their claims to rule by divine authority with Gods commands for Gods people proceeding out of their mouths. The power of the church is hard to exaggerate: its economic and political influence was huge, as its wealth, movements like the crusades, and even the number of churches that exist from this period truly show its greatness. By the early 10th century, a strange malaise seems to have entered the English church. There are comments from this time of a decline in learning among churchmen and an increase in a love for things of this earthly world. Even more of these lax standards had begun a decline in the power structure of the church which included a decrease in acceptable behavior amongst churchmen and a growing use of church institutions by lay people as a means of evading taxes. Christianity affected all men in Europe at every level and in every way. Such distances however, led to much diversity and the shaping of Medieval religion into a land of contrasts. One can also see how mans feelings of extreme sinfulness and desire for God are quite evident in these tales. Still, we are told that history repeats itself because nobody listens to it, but more realistically history repeats itself because man is essentially the same from one generation to the next. He has the same aspirations, fears and flaws; yet the way that these are expressed differs from age to age. This is why each period of history is different. The fact that man is the same yet different is what makes the study of the people who formed the medieval church directly applicable to Christians lives and experiences today. Book Reports

Animal Experimentation/ Testing on a Utilitarianism View

Animal experimentation is the process by which live animals are put through various tests. They are introduced to certain conditions that cannot be exposed to human beings for fear of the complications that are unknown and may result to death in the end. The experiments are run on various animals such as guinea pigs, rats and even monkeys.Advertising We will write a custom critical writing sample on Animal Experimentation/ Testing on a Utilitarianism View specifically for you for only $16.05 $11/page Learn More They are used in the place of human beings because they display genomes almost similar to that of the human beings. There is still another reason why animal experiment is carried out and this is to find out about various characteristics of the animals themselves and how they may react to various circumstances (Smart William 19). Some people may find the procedure of animal experimentation as being right and fine and others may be wholly against it . There are indeed advantages that may come along with trying out animal experimentation in the end to the human beings. Taking a quick reference from the act utilitarianism, an act or activity is judged morally right depending on the number of individuals it will benefit in the end. What this theory leaves out is that there is a party that may suffer especially the weaker or the minority group. The act utilitarianism looks better in theory than in practice because in many instances, we cannot carefully analyze a situation and even have the ability to predict the future of that particular act. However, this theory is considered superior since its main goal is acquiring the multitude happiness of the highest number of people. Using the act utilitarianism animal experimentation is necessary since it can be used to reduce human suffering in the medical field. It is more important to sacrifice the suffering of several animals to carry out investigations and tests that may result into th e breakthrough of a certain cure or vaccine that may help thousands of people or even the humanity at large for many generations. In such a situation, it is not noble to let people continue dying just because some researchers were discontinued from using animals for their experiment. In the long run if a cure is found or a vaccine there are more people who will benefit and this translates to a higher number of people who are happy. The suffering of animals is what may be the reason why some people oppose the act utilitarianism in this context. However, it can be seen that the suffering of the animals can be reduced to a minimum with the use of anesthesia when carrying out procedures that may be uncomfortable or even painful. The conditions in the laboratory can be brought to suit the animal under experiment so that they may not undergo the suffering and can hence continue with the tests without raising much alarm for the activists (Fox 36).Advertising Looking for critical writi ng on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In most countries such as the United States of America or even in the United Kingdom, most prescription drugs before they are exposed or released to the human beings for consumption have to be tested on the animals to ensure that they have negligible or no toxicity at all. This is indeed important since it seeks to protect very many people from harm or suffering if they consume toxic medication. Sample animals for the experiment are used to test in this case to ensure the safety of thousands or even millions of people. Act utilitarianism point out that some animals such as the chimpanzees share about ninety-nine percent of the genes with the human beings and the latter shares slightly less with other animals. It can be immoral to carry out a test of a medicine or a chemical on a human being for the first time, exposing them to all sorts of complications or even death. This could have b een tried out on a non-human animal that is not greatly dependable by other animals. For example, if a child is used and they die or are incapacitated for life they run the loss of not being helpful around the house or even growing up to bring up a family and taking care of their aging parents. Animals on the other hand are greatly prolific and learn to take care of themselves the moment they are born and hence are not dependable on one another (Ellen and Jeffery 43). As mentioned before the act utilitarianism is theoretical, carrying out the actual procedure may be rather tasking, and so many other parties may be compromised in the process. For instance, some animals may be exposed to various types of bacteria and virus and if the researches are done, carrying out experiments on them may release them to the wild, having not carefully gone through the prognosis of the previous treatment. The animal may hence transmit the condition they developed from the laboratory and may end up in a pandemic in the forest or jungle and this may even make a particular species extinct. The animal experiment in this case had started to serve the larger good to a highest number of people but it ended up destroying generations’ ecological set-up and animal history. The actual analysis of the facts shows that very few medical breakthroughs have been made through human experimentation. Almost half of the prescription drugs approved in the United States of America and the United Kingdom for human consumption through the animal experiments have been withdrawn because they manifested into the side effects that were harmful to human beings. This also results into millions of animals dying in experimentation leading to a niche in the ecological balance of the animal kingdom (Francione 24). With the wake of technology animal experiment have advanced to the cloning of the animals that has seen the value of life discarded. This does not lead to the happiness of a greater number as t he scientists will have the attitude of creating and destroying animal lives at their disposal. The animal experiments give human beings the mentality that animals are objects and this raises moral questions; is there a degree of morality when it comes to handling different living beings. The chimpanzee with one percent less of genes as the human is exposed to the animal testing and yet human beings are not. To test a certain drug on a human being, their consent is necessary but in the case of animals, they are just forced to go ahead with the procedure. There are alternatives in testing drugs such as tissue culture of human cells and hence this is bound to be more accurate in the findings. However, this does not cross out animal testing as in the case of veterinary medicine, which requires only animals to be used for the accurate findings.Advertising We will write a custom critical writing sample on Animal Experimentation/ Testing on a Utilitarianism View specifically for you for only $16.05 $11/page Learn More Works Cited Ellen, Paul and Jeffery, Paul. Why Animal Experimentation Matters: The Use of Animals in Medical Research. Chicago: Transaction Publishers, 2001. Print Fox, Michael. The Case for Animal Experimentation: An Evolutionary and Ethical Perspective. London: University of California Press, 1986. Print Francione, Gary. Animals, Property and the Law. New York: Temple University, 1995. Print Smart, John and William, Bernard. Utilitarianism: For and Against. Cambridge: Cambridge University Press, 1973. Print This critical writing on Animal Experimentation/ Testing on a Utilitarianism View was written and submitted by user Laura Oconnor 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.

10 Things You Should Never Say During An Exit Interview

10 Things You Should Never Say During An Exit Interview You’ve quit your job to move onto sunnier pastures. Or perhaps you’ve even been laid off. For whatever reason, if you’ve been called in for an exit interview, it’s best to be prepared. It’s a great opportunity to be honest about your experience at that company or in that position, and a great way to get honest feedback about your performance. And, while you may want to burn the place down on your way out the door, it’s important to keep things cordial and professional. You never know when you might run into this HR rep or that co-worker again. Take the high ground and refrain from burning any bridges.Here are 10 things you should never say before  your exit interview.1. â€Å"This place is ‘going downhill/a sinking ship/lost without me†If you’re really as invaluable and under-appreciated as you feel, they’ll notice the lack of you just fine on their own. Don’t  alienate anyone in the process. Avoid soundi ng egotistical or nihilistic. Keep it classy.2. â€Å"So-and-so was mean to me/did something bad/hates it here, too†Pointing fingers is just rude. So is getting a colleague, no matter how hated, into trouble. And outing someone for being miserable in a job is never a kindness. What if they can’t find a suitable substitute and are stuck there? You will have made their lives miserable for no reason.3. â€Å"SHOW ME THE MONEY!†Don’t make it about money. Don’t insinuate the company isn’t viable or solvent, or that you’re just a total mercenary out to make as much as you can with no sense of loyalty whatsoever. If you must cast your new job in a more favorable light, emphasize your need for more challenges and growth and thank them for the opportunities they’ve given you to learn.4. @%!$#You may feel like running naked through the office with both middle fingers pointed high and dropping f-bombs in your path as you depart, but pleas e curtail that urge. Stay professional, take the higher path, lead by example. The last thing you want is a reputation for being a loose-cannon lunatic in your industry. And believe me, word will get around if you fly off the handle.5. â€Å"Never, ever again.†You may know your limits. You may be 110% sure you’d never ever consider working there again. But it’s best to leave unsaid.6. â€Å"You could have made me stay, you know. If only you had†¦Ã¢â‚¬ Insert: â€Å"offered me more money,† â€Å"given me Karen’s office,† â€Å"bribed me.† There is nothing productive that can follow this. If they really wanted you to stay, they would have tried to make you a convincing offer. There’s no sense pointing out the obvious.7. â€Å"Nobody likes working here.†This is only marginally better than outing a particular colleague, but still not a wise choice. If management has no idea that everyone is miserable, then that is the ir problem. Nothing you do or say will make it any better. It might actually make it worse.8. â€Å"I really think you should have put in a snack machine.†Anything that makes a very specific point about equipment or physical office space is probably a waste of (both) your time. Keep it in the neighborhood of things that matter.9. â€Å"Hate†Even if you just want to mention that you hated a particularly vexing software system, don’t resort to using the word â€Å"hate.† It’s far too strong and makes you look weak and immature.10. â€Å"My boss was just awful.†This is probably the worst possible thing you can say in one of these situations. Even if it’s true and your boss was Machiavelli himself, stay classy and don’t let anyone accuse you of having a vendetta or a bias. There are ways to be honest about the working environment or impediments to your being able to faithfully execute your job without being vindictive.

Research Report Assessment Paper Example | Topics and Well Written Essays - 1250 words

Report Assessment - Research Paper Example Amongst various studies that have been conducted concerning this significant subject matter, a sort of moderate attitude towards the exercise of restraints with the elderly people can be viewed. A few of the reasons that can be considered as quite vital concerning the use of physical restraints with elderly people are viewed to be related with the safety concern of the patients (Werner & Mendelsson, 2001). With this concern, the purpose of this study is to forecast the adequacy of Theory of Reasoned Action (TRA) and also to explain the reasons about why the nurses are executing physical restraints with elderly people and ultimately how they are benefitted. Research Question or Hypothesis The research questions that are appropriate for this particular study has been portrayed hereunder. Whether the attitude, approach and the subjective norms are related to the intention of nurse’s intention towards employing physical restraints particularly with the elderly people? How the nurs e’s attitude, approach, subjective norms and objectives to exercise physical restraints are linked with selected professional as well as demographic variables? Research Variables Dependent Variables The main dependent variables used in the study include moral obligation, intention, attitude as well as subjective norm. Independent Variable Independent variables are mainly regarded as the socio- economic characteristics like age and professional facets such as years in the profession and the percentage of restraints used. The independent variables are first examined and then their merged effects are taken into concern for making further study. Extraneous Variables There are two extraneous variables that can be viewed in this study. These comprise years of education and religious belief of the people (Werner & Mendelsson, 2001). Research Design Research designs in general are of three kinds that include experimental, descriptive and causal research design. The research design us ed in this study is causal research design. It is often viewed to be a study which highlights the impact of one thing over the other (University of Southern California, n.d.). In this regard, a particular research design of correlation design has been taken into concern in the study with 303 nursing staffs in the region of Central Israel (Werner & Mendelsson, 2001). Population and Sample Setting In terms of setting, the population or the sample volume for this research study can be viewed as 303 staff members of nursing in an 800-bed hospital located in the central area of Israel (Werner & Mendelsson, 2001). Target and Accessible Population Participants have been asked to report their consent by taking into concern three different cases. These cases have been presented hereunder. 1. The first case is of an 87 year-old patient having cognitive deterioration and is hospitalized for three days. 2. The second case is of a 80 year-old patient who has been suffering from Cerebral Vascular Accident. 3. The third case included that of a 75 year-old patient who is suffering from moderate cognitive impairment (Werner & Mendelsson, 2001). Sample and Sampling Plan Three hundred and three nursing staff members of an 800 bed elder care hospital had participated in the study which was conducted. Females constituted majority of the population with

Critique of Quantitative Research Essay Example | Topics and Well Written Essays - 1000 words

Critique of Quantitative Research - Essay Example However, the authors of this article have not given a statistic of what others have done on the same study. It is however important to note that the investigators have provided sense in their research since the organization of the research study is such that there is a research question, followed by how the study was conducted and the results. The investigators have also reinforced sense in their study by using scientific method relate variables to the outcome. The investigators in this research article have clearly stated that there are problem of fall prevention among elderly adults in nursing home settings. However, the investigators have not given a comprehensive statistics to validate the existence of the problem. For instance, when the investigators states that 1.6 million residents fall each year, it is important to state how many of these are elderly (Gray-Miceli et al, 2010). It is also important to note that the authors have not clearly stated the limitations of the current fall prevention strategies for elderly residents. Researchers would have given statistics to show insufficiency of the current based practices, for example statistics showing increasing falls in order to reinforce problem statement and clearly show that current best practices for fall prevention are not effective. Research questions for this have not been clearly stated by the investigators. Research question is important since it outlines what the researcher wants to find answers to. The investigators have merely stated the purpose and outlined the problem but have not clearly stated research question. However, the researchers have listed a number of variables but have failed to relate the variables to research question. Nevertheless, the study in this article is very important since it provides a turning point nursing practice especially in caring for the elderly adults. This is because the findings in this study are important in improving evidence

EEOC Essay Example | Topics and Well Written Essays - 500 words

EEOC - Essay Example EEOC is a regulatory or a supervising body which is awarded with the function of ensuring that laws that are federal in nature are being followed by organization. These laws have made discrimination based on various aspects completely illegal. The main responsibility in the case of age discrimination of EEOC is to work as an investigator of age related discrimination charges that have been levied on employers who have at least 20 people working in their workforce (Findlaw, 2014). Once the investigate and figure out that charges levied are true, the EEOC tries to settle the case with the employer and if the charge settlement does not take place then EEOC files a law suit from the side of the employee who has experienced discriminatory practices. They even play the role of educator and they try to make sure that age related discriminatory practices do not occur by educating the employers and employees. In case of age related discrimination the federal laws state that it is the role of the employer to not to fire or hire or make decisions regarding compensation, benefits and training for employers on the basis of their respective age. But these laws are only limited to employees and applicants who age between 40 and 65. The law clearly states that employees should not be divided and provided less burdens and benefits in contrast to their age, and this clause even includes discrimination that is related to age and is conducted in terms of paying wages (Eeoc.gov, 2014). Employers are even restricted from printing as well as publishing material that is considered discriminatory on the basis of age. For example: employers may advertise positions based on ages and may restrict those who are above 40 from applying. Such advertisements are considered unlawful. The law even states that elements such as retirement as well as insurance plan should not even influence an

Human Resources Management In Organisational Context Business Essay

Human Resources Management In Organisational Context Business Essay Each organisation has a unique external environment that has a unique impact on the organisation (Capon, 2009, p7). Furthermore Jain et al (2010) state that organisational success is down to the adaptability of a company in the external environment. The STEEPLE model of external analysis will be used in conjunction with critically appraising the company named Hilton. The worldwide hotel chain shall be analysed using the model and the essay shall conclude with recommendations for Hilton to utilise. The aim of this essay is to critically evaluate the external analysis of the case study organisation. The structure is as follows: A brief background to the organisation; defining what is meant by STEEPLE and how it is utilised; look at each part of the model and relate how this may affect the business and finally to come to a conclusion as to what the main problem areas for the company are. What is meant by the STEEPLE model? A STEEPLE analysis can be used to analyse a firms current and future environment (Worthington, 1946, p7). A STEEPLE analysis is an examination of the external market (Campbell et al, 2005). A STEEPLE analysis breaks down the external analysis into six different categories: Socio/Cultural, Technological, Economic, Environmental, Political; Legal and Ethics (Campbell et al, 2005; Harrison, 2010; Jain et al, 2008; Kew et al, 2008; and Worthington, 1946). All of the named categories will have a different effect on the external environment of a particular company. The first part of the STEEPLE analysis is Socio/Cultural, this will be critically evaluated in the next section. Socio/Cultural The Socio/Cultural aspect examines the demographic trends, income distribution, social mobility, lifestyle, attitudes to work and leisure and levels of education (Kew et al, 2010). Some of the Socio/Cultural components will affect Hilton. Demographics according to Farnham (1990, p43) is The statistical study of populations through census returns, records of birth, deaths and marriages and other means. Traynor (2008, p1) finds that Britain will overtake Germany and France to become the biggest country in the EU in 50 years time. The Local Government Association seconds this by finding that the rate of births has fallen dramatically however people are living for longer (Local Government Association, 2010). This may effect the Hilton company because due to people living longer, they will need to take into consideration that there will be an increase in people who are retired. This may mean that people will not have the same income as when they were working and they may have to reduce th e cost of their rooms. On a more positive note for the company, people will have more time to spend on leisure activities. If the company decides to invest money into upgrading the leisure facilities, people may decide to come and spend their time and money there. As found by Vierich et al (1991), consumers in the future are likely to be specific in their requirements and will be less tolerant of providers that impede their leisure process indicating that if a hotel chain does not have a good leisure facility they may choose to spend their money elsewhere. The Socio/Cultural is an aspect that Hilton shall need to be careful of, the management will need to decide what price the rooms are in order to remain competitive. The next section of the STEEPLE model is Technological. How this affects the organisation will be discussed in the following section. Technological The Technological factors in the STEEPLE model critically evaluates the use of techonology available and the effect it will have on the organisation (Johnson, 2008). Kew et al, (2010, p6) state that Technological factors looks at: Research and Development; new inventions; speed of technology and developments of systems Aksu (2002, p94) states that Websites have become important sources of advertisement. This is true as more people get the internet, the information available to them becomed unlimited, this can therefore be linked to development of systems part as the internet is ever changing for the better. Hilton will need to be careful that there website sells the hotel to the customer. Law et al (2005) found that increased Technology meant that customers has a better expereince, booking rooms will be faster, check-in will be quicker and problems will be solved quicker all adding to the customers experience. Although the Technological side does not affect the company in many ways i t still has an impact on what Hilton do. The third part of the STEEPLE model critically appraises the Economic factors affecting the organisation. Economic The Economical factors evaluates the economy and how it may affect the organisation. It uses the economic factors such as supply and demand, inflation and the overall economical impact to the company (Sloman, 2010). It is a known fact that the recession has caused many companies lots of pressure to perform more efficiently (Townsend, 1983). The recession will have a major impact on the company. The company will have to cut costs in order to survive. Staff themselves cost money (Torrington et al, 2008). Supply and demand has the theory that as demand increases, supply increases, but as demand falls, supply falls (Henderson, 2008). The laws of supply and demand will ultimatley affect the organisation in the fact that if people have a demand for wanting hotel rooms or a certain product that Hilton sells, the supply must increase. If people no longer want the product or service the supply must change in order for the company to make money. Another factor affectingh the organisation is th e fact that the exchange rates vary daily. This will affect the companies asset prices. For example, if a company has debts in a foreign country, it may work in their favour to wait until the exchange rate is low, therefore costing less.****Need some quotes on where I got this from?**** The Economical side of the external analysis model is arguabbly very important. There are other factors however used in the STEEPLE model, the next part is Environemtnal and this will be discussed in the next section. Environmental Over the last decade or so the environment has been an important part of every day life. Scientists have found that our world is slowly getting warmer and this is known as global warming (Global Warming, 2010). Delworth et al, (2000) find that globa warming is due human-induced increase of greenhouse gasses. Every human being and also organisation therefore has a part to play in saving the environment. The councils around Scotland have recently introduced bins that are to be used for recycling, this is therefore there part to play in saving the environment. Although one organisation changing their ways will not have that big an impact on the environment, every little helps. Hilton must be careful that they look after the environment. It is clear therefore that environmental factors are an important extrernal factor that impacts upon a company. There are laws being passed everyday by different countries to stop the ever growing amount of pollution going into the atmosphere. The enviro nmental issue is a growing concern for companies and therefore is an important factor for companies around the world to remember when scanning the external environment. Now that the Environmental issues affecting the companies have been raised, the model being utilised throughout this essay states that the next part of the political environment and how that affects organisations such as Hilton. Political Political parties all have different agendas. How these agendas will affect organisations will differ between the parties in power. At the present, there is a coalition government in place and they have changed things within the country already. Depending on who is in parliament at the time will affect different companies. If for instance a green party is in place, they will be tough on climate change. If the labour government comes back into power, things may change that will help employees and their families. However the coalition government at the present time will have different opinions on how the country should be ran. A part of the conservative party manifesto was to increase support for enterprise and have a fairer and more balanced economy (Conservatives, 2010); where as the liberal democrat side of the government believe in tax efficient investment vehichles to provide seed captial for start up businesses (Libdems, 2010). It is clear therefore that different governments in place may affect organisations greatly, therefore becoming a very important part of the case studies external environment. The next part of the model critically analyses the Legal aspect of the environment and suggests how this may affect organisations throughout different countries. Legal The Legal part of the external analysis for any company is an important one that must be kept up to date, some laws change daily and this is done by the House of Lords in London. The Legal environment is a very important aspect that must not be overlooked, the company must do things legally and have stick to protocol when carrying out a procedure such as disciplinary actions or maybe be faced with a fine issued by employment tribunals. The European Union (EU) also has a part to play with the legal aspects of the external environment. The EU issue directives, which must be in place in all member states or a fine and/or penalty, will be issued. An example of an EU directive that may affect Hilton was issued in 2009 to make it easier for companies to sell their services across all of the member states (BIS, 2010). This is just an example directive, there may be many more for the organisation to consider. One must remember that in multi-national organisations such as Hilton, the laws in each land will be different and it is important that the Human Resources strategy takes this into account. From directives and laws in place such as the ones mentioned, it is clear that the legal environment is a minefield for organisations and one that if not careful can be costly to organisations. Rushton (2010) find that employment tribunals have risen by 56% in the last year. It is clear therefore that the Legal aspect of the STEEPLE model is an important factor for the external environment. Organisations must be careful and mindful of the ever-changing laws. The final part of the STEEPLE model is ethics and how that affects the external analysis. Ethics The ethical factor of the external analysis critically evaluates how socially responsible a company is. A new buzz word for socially responsible is CSR also known as Corporate Social Responsibility. How socially responsible a company is now a deciding point for most customers. For example, people may not choose to shop in the shop Primark after it was found that they get their clothes made in poor countries where people work for low wages and in poor conditions. Thankfully, Primark have invested in the Ethical Trading Initative meaning that they are taking a pro-active role in how ethical the company is (Primark, 2010). How a company treats their staff therefore is a factor organisations across the globe must be careful off. Conclusion Having utilised the STEEPLE model to analyse the external market of Hilton, it can be concluded that there are certain main factors that affect the organisation and therefore recommendations can be drawn: If as the Local Government Association (2010) finds, the population is living older, Hilton may need to watch their prices for rooms to keep at a competitive rate. A quick search on the company website gives an average price of  £104 per room, for one night (Hilton, 2010) This is expensive considering it does not include breakfast especially compared to other hotels such as the travel lodge. The organisation will need to keep in touch with increasing technological advancements as Law et al, (2005) found that customers will be impressed by these advancements as it means that processes can be done quicker and more smoothly. The economical factors of the external analysis are difficult to manipulate and change. The government have all control over the economy and Hilton must know what is happening regarding prices and interest rates. The organisation must be wary that the environment is now a large factor in deciding strategic movements that organisations such as Hilton make. Hilton must be careful not to make too much pollution and recycle as much as possible. The government policies will change every time a new party comes into power. It is important that multinational organisations such as Hilton understand that there are different governments in different countries and they must keep this in mind when making decisions. The Legal aspect of the external analysis model has indicated that there are many new laws brought in and some of them may have a direct or indirect affect on the organisation. Finally the ethical aspect is one that affects all companies in todays society. How socially responsible a company is will affect the amount of people that buy there. Therefore in general using an external analysis framework makes organisations such as Hilton more aware of the potential dangers in the market in which they operate and therefore is an invaluable tool to use (Farnham, 2010).

The Great Gatsby: Tragedy From Lies :: essays research papers

The Great Gatsby: Tragedy From Lies In the world people try to hide things from each other but one way or another they find out what they are hiding. In the Great Gatsby by F. Scott Fitzgerald, the secrecy and deceit practiced by Jay, Daisy, and Myrtle leads to inevitable tragedy when the truths are revealed. Jay failed to realize that if you tell a lie most of the time they tend to come to a boil and burst. For example, "My family have been prominent, well-to-do people in this Middle Western city for three generations."....pg.2 why did he have to lie when he knew that if they really got to know him they would find out the truth. Jay gave everyone the impression that he was this kind of rich-snobbish guy. Who knows why. It is not always good to lie. In Jay's case when it came down to them finding out the truth they didn't know whether he was telling the truth or lying. So it was hard for them to believe what he was saying. Daisy was another who would lie because she thought it would keep happiness. The way she lied was different from Jay. She lied to keep the person she thought was the love of her life, Tom happy. Daisy's relationship with TOm was quite unusual. Tom was having an affair with Myrtle and Daisy really wanted to be with Tom, but not really because she only did it because she thought she had to. Daisy was really in love with Jay but because she felt like she had to be in love with Tom she would make up lies to keep them together. Tom pretty much felt the same way or he thought Daisy really liked him so he didn't want to break her heart. But for them it didn't really work out well. If they would of told each other their feelings and wouldn't of held them back from each other they could of discussed their personnal situations and they might of had a nice seperation. But since they chose to keep things back from each other and lie to each other everything went terrible. For instance when the story about Jay and Daisy was coming out she still wanted to keep it a secret so she said "Please let's all go home. Why don't we all go home?"...pg.131 it was coming out but she was still trying to keep things back from Tom. What Daisy failed to understand was the lying was not helping at this point at all. The Great Gatsby: Tragedy From Lies :: essays research papers The Great Gatsby: Tragedy From Lies In the world people try to hide things from each other but one way or another they find out what they are hiding. In the Great Gatsby by F. Scott Fitzgerald, the secrecy and deceit practiced by Jay, Daisy, and Myrtle leads to inevitable tragedy when the truths are revealed. Jay failed to realize that if you tell a lie most of the time they tend to come to a boil and burst. For example, "My family have been prominent, well-to-do people in this Middle Western city for three generations."....pg.2 why did he have to lie when he knew that if they really got to know him they would find out the truth. Jay gave everyone the impression that he was this kind of rich-snobbish guy. Who knows why. It is not always good to lie. In Jay's case when it came down to them finding out the truth they didn't know whether he was telling the truth or lying. So it was hard for them to believe what he was saying. Daisy was another who would lie because she thought it would keep happiness. The way she lied was different from Jay. She lied to keep the person she thought was the love of her life, Tom happy. Daisy's relationship with TOm was quite unusual. Tom was having an affair with Myrtle and Daisy really wanted to be with Tom, but not really because she only did it because she thought she had to. Daisy was really in love with Jay but because she felt like she had to be in love with Tom she would make up lies to keep them together. Tom pretty much felt the same way or he thought Daisy really liked him so he didn't want to break her heart. But for them it didn't really work out well. If they would of told each other their feelings and wouldn't of held them back from each other they could of discussed their personnal situations and they might of had a nice seperation. But since they chose to keep things back from each other and lie to each other everything went terrible. For instance when the story about Jay and Daisy was coming out she still wanted to keep it a secret so she said "Please let's all go home. Why don't we all go home?"...pg.131 it was coming out but she was still trying to keep things back from Tom. What Daisy failed to understand was the lying was not helping at this point at all.

Economy 320 Money and Banking Essay

The Federal Open market Committee has twelve voting members. Seven of these members are the board of governors who are appointed by the president and serve for terms that are fourteen years long. The appointment has to be approved by the senate. The reason as to why the terms are long is so that the committee can be freed from presidential and political influence. The years also end on 31st of every even year eliminating the possibility of a president appointing a majority of the board in their four year terms. The board members are permanent voters and vote every time the exercise is carried out. One of the remaining five positions is filled by the president of the Federal Reserve Bank of New York who is a permanent voter while the rest of the positions are filled by the remaining eleven Federal Reserve Banks on a rotation basis. These include the Reserve Federal Banks of Cleveland, Boston, Chicago, Philadelphia, Dallas, St. Louis, Atlanta, Richmond, Kansas City, San Francisco and Minneapolis. Chicago and Cleveland vote alternatively (vote once in every two years) while the rest of nine Reserve Banks vote after every two years (vote once in three years). This committee is important as it functions to formulate and regulate monetary policy for the country’s Federal Reserve System . which describes the actions implemented by the central bank. The committee also determines the capability of the Federal Reserve joining the Treasury department in the intervention of foreign exchange. It is important to note that the Federal Reserve is in charge of the monetary policy tools which include discount rate and the reserve requirements which are controlled by the board of governors of the Federal Reserve System. The third tool which is market operations is the third tool controlled by the Open Market Committee. Where does the power lie within this committee? The power lies with the president of the Federal Reserve Bank of New York. The New York Fed also acts as the vice chairman to the committee and is a permanent voting member. In the event he is not present during a voting session, his place can not be taken by another Fed, rather, one of his vice presidents votes in his place. This is because the New York Fed plays an important role in the system such as carrying out intervention in the foreign exchange market in the event it is required and conducting all the open market operations for the Federal Reserve. 2. If the Fed lends five banks an additional total of $100 million but depositors withdraw $50 million and hold it as currency, what happens to reserves and the monetary base? From the above question, there will an increase in the Reserves by $50 million, while the MB (Money base) is increased by $100 million. Banks Balance Sheet Assets Liabilities Reserves +$50 M Discount loans +$100 M Deposits -$50 M -$50 M Balance Sheet of Fed Assets Liabilities Discount loans + $100M Reserves +$ 50M Currency +$50M 3. What are the advantages AND disadvantages of inflation targeting? Advantages Inflation targeting unlike exchange rate peg makes it possible for the monetary policy to focus and concentrate on domestic considerations that need to be addressed and respond appropriately shocks that are affecting the domestic economy. When compared to money targeting, inflation targeting is advantageous in that its success is not hampered to a great extend by the stability in the relationship between money and inflation (Mishkin, 2007). This is because instead of depending on such relationships, it utilizes all the information that is available in determining the best strategy and settings for the monetary policy tools. Inflation targeting is also easy to explain to the public as it can easily be understood enhancing transparency. This increases accountability on the central bank’s part (Mishkin, 2007). It also makes it possible to eliminate the possibility of the central bank falling into traps such as time-inconsistency because of the enhanced transparency. Eliminating time-inconsistency which is usually caused by central bank being politically pressured to undertake monetary policy that is overly expansionary makes it possible for inflation targeting to focus and concentrate on political debate that is directed towards what the steps the central bank can take to address issues such as unemployment, increase output growth and external competitiveness through formulations of the monetary policy (Mishkin, 2007). Disadvantages Inflation targeting is associated with some disadvantages as a monetary policy strategy. The method is argued to be too rigid such that it has no allowance for changes in the event they need to be done fast. The method is also said to have the potential of allowing discretion which is not good as it hinders transparency hence accountability of the central bank (Mishkin, 2007). The strategy also feared to be capable of lowering the rate of economic growth as it has the potential of increasing the output instability. Inflation targeting is also argued by critics to only be able to produce weak accountability on the part of the central bank because of the fact that inflation can not easily be controlled and also because of the long lags that exist from the monetary policy tools to the outcome of the inflation. This is a serious problem specifically for countries that have emerging markets. Inflation targeting is also said to be incapable of preventing fiscal dominance (Mishkin, 2007). The exchange rate flexibility that must exist for the inflation targeting to be function can result to financial instability which is very crucial for emerging market countries. 4. You often read in the newspaper that the Fed has just lowered the discount rate. Does this signal that the Fed is moving to a more expansionary monetary policy? Why? One of the instruments used by the Fed to formulate the monetary policies is discount rate. This is the interest charged on loans given to depository institution by the Federal Reserve Bank. This interest is the only one Fed usually charges. Banks usually loan each other money and would not go to the Fed under normal circumstances. However during economic and financial crisis such as the current recession, most banks raise the interest charged on the loans they lend to other banks, in an effort to help banks especially the small ones which are not in a position to afford the high rates demanded by big banks, the Fed usually offer loans to these banks to enable them maintain the reserve requirement they need hence run their operations as usual. The interest rates on these loans are usually low making it easier for banks to borrow from the Fed what they need to remain in business. Market analysts and experts argue that as much as the Fed has the responsibility of lending money to banks in times of need, its announcement of lowered discount rate usually is an indication of a more expansionary monetary policy to come. This is because of the impact lowering discount rates have on the government’s finance. The effects are positive when well managed and if the country recovers quickly from the financial crises. This is because low discount rate is usually the last resort that banks turn to in the event of crises. A decline in interest rates also affects government finance. It is done to lower inflation rates as it increases the number of available projects at a cheap price attracting investors to invest so that there is no money floating around. This is based on the fact that the more money there is the higher the rate of inflation. Lowering the discount rate is hence signals another monetary policy on the way. 5. What happens to nominal GDP if the money supply grows by 20% but velocity declines by 30%? M*V = P*Y a %&? 916; PY = %&? 916; M + %&? 916; V = 20% – 30% = -10% If the money supply grows by 20% and the velocity decreases by 30%, the nominal GDP will decrease by 10 percent. 6. If Mexicans go on a spending spree and buy twice as much French perfume, Japanese TVs, English sweaters, Swiss watches, and Italian wine, what will happen to the value of the Mexican peso? This would result to a negative value being reported during the trading period as the imports will have exceeded the exports resulting to a trade deficit. This would have a great impact on the Mexico’s foreign exchange market. A trade deficit as the one described above, Mexico will have to convert its peso to the currencies of the countries it is importing from. Since it is buying from many countries in large amounts, the supply and presence of the peso will increase on the forex markets causing the peso to lose value as they will no demand for it. The value of Mexican peso would therefore decrease against the French, Japanese English, Swiss and Italian currencies (Mishkin, 2007). 7. If the money supply is 250 and nominal income is 1,900, the velocity of money is v= (P ? Y)/M Where v is velocity, P = price level Y = 1,900 M = 250 Since the price level is not given, velocity of money can also be calculated by dividing the GDP value with that one of money in circulation. Hence v = GDP/ money supply, v=1900/250 v=7. 6 8. What are the key advantages of exchange-rate targeting as a monetary policy strategy? The advantages associated with exchange-rate targeting are several. They include the fact that its nominal anchor is able to fix the rate of inflation of goods that are traded internationally. This enables the strategy to keep country’s inflation rate under control. A credible exchange rate target has the potential of anchoring the inflation expectations to the rate of the anchor country that has its currency pegged (Mishkin, 2007). Exchange rate target has the potential of eliminating the occurrence of time-inconsistency of the central bank if commitment is present as it provides rules of conduct that should be complied with. Exchange rate target strategy is alas simple and clear making it easier for the public to understand hence increasing transparency and accountability of the central bank (Mishkin, 2007). 9. If a pill were invented that made workers twice as productive but their wages did not change, what would happen to the position of the short-run aggregate supply curve? Aggregate supply is used to determine the volume of products (goods or services) produced in an economy at a certain given price level (Mishkin, 2007). The relationship between the aggregate supply and the general price level is such that an increase in price levels implies that the business has to expand and increase its production so as to meet the demand for its products. Increased demand hence results to expansion in the economy’s aggregate supply. Aggregate supply can also be described as the total amount of goods and services present in an economy at all possible (low or high) price levels (Mishkin, 2007). In the short run, nominal wages of employees does not change while production output increases. This implies higher profits. In the event the event the price levels rise, the short-run aggregate supply curve would have an upward sloping because the nominal wages are fixed while the output (production) is rising. However in the event the prices of the products were not increasing, this curve would remain horizontal (Mishkin, 2007). 10. Explain the law of one price and the theory of purchasing power parity. Why doesn’t the purchasing power parity explain all exchange rate movements? What factors determine long-run exchange rates? The law of one price postulates that for a market to be efficient, all goods that are identical in functionality should be sold at one price (Mishkin, 2007). This law is very closely related to the out comes of globalization and the different free trade areas and markets. It seeks to explain that in future, all countries and market areas in the world will earn the same amount of money for equal amount of work/service, product and their quality (Mishkin, 2007). This implies that all sellers will look for markets that have prevailing high prices while the buyers will flock to sellers that are offering low prices for the goods and services. This will force the sellers to converge and agree on one price for the goods. Purchasing-power parity is a theory that explains how the exchange rate is determined and provides a way of comparing the cost of goods and services amongst countries. It postulates that when domestic purchasing power of a country is equivalent to that of another one at a particular exchange rate then the exchange rate between their currencies will be at equilibrium (Mishkin, 2007). This takes form of the law f one price eventuality in which at some point in life it is considered that similar goods will have the same price irrespective of the location or country. Purchasing power parity does not explain all exchange rate movements because the comparisons used in the method have the potential of being misleading (Mishkin, 2007). Most comparisons are usually based on the living standards of the citizens of the countries in context. It is done through assumption that the real value of the goods and services is the same in both the countries being compared. This can however be misleading as cultures vary such that what is considered to be a luxury may not be the same in the other country. Purchasing power parity has no allowance for this diversity hence the exchange rate based on this method differs depending on the goods chosen for use for the index. The major factors that determine long-run exchange rates are inflation and expectations. This is because a change in the levels of money supply causes price levels to change. Inflation also causes increase in the nominal interest rate to its long run rate during the phase of transition. Expectations of inflation usually result to increase in the expected returns on the foreign currency causing domestic currency to lose value (depreciate) before the transition phase (Mishkin, 2007). Since rate of inflation is always on the increase due to the increase in growth rate of money supplies, nominal interest rate also increases. Other factors include yield differentials (difference in interest rates) in the various countries, the flow money/funds used for buying stocks and bonds, the countries’ public debts band the trade balance merchandise (Mishkin, 2007). Word count: 2400. Reference

The Murder of Anchorwoman Ann Pressly

The Murder of Anchorwoman Ann Pressly On October 20, 2008, Anne Pressly, a popular morning anchorwoman at KATV television, was found badly beaten in the bedroom of her home in the Pulaski Heights section of Little Rock. She was found by her mother who went to check on her after she failed to answer a wake-up call. Every bone in her face was broken, her jaw was shattered and she broke her hand will trying to fight off her attacker. She died five days later as a result of her injuries without regaining consciousness. Recent Developments Man Convicted in Anchorwomans Murder Previous Developments Judge Refuses to Delay Anchorwoman Case Trial Anchorwoman Suspect Says Police Tricked HimOct. 8, 2009An Arkansas man accused of the murder of a popular Little Rock television anchorwoman testified that the police used threats and tricks to get him to confess to the crime and give different versions of what happened. Suspect in Anchorwoman Death Refuses ExaminationJune 16, 2009An Arkansas man accused of the murder of a popular Little Rock television anchorwoman has refused to undergo a court-ordered mental examination. Court papers said Curtis Lavelle Vance refused the exam, but he did so in a rational manner. Accused Anchorwoman Killer Faces EvaluationMay 5, 2009The man facing trial for killing a popular Little Rock television news anchor will face a mental evaluation at the request of his attorneys. Curtis Lavelle Vance is charged with the murder of Anne Pressly. Anchorwomans Accused Killer Charged in RapeApril 11, 2009The man accused of killing a popular Little Rock, Arkansas television anchorwoman has entered a not guilty plea to rape and burglary in a separate case. Curtis Lavelle Vance, 28, was linked to the rape in his hometown of Marianna by DNA evidence collected in the Ann Pressly case, police said. Parents Say Pressly Was Sexually AssaultedDec. 1, 2008The parents of a television anchorwoman who was beaten to death in her home say she was also sexually assaulted. Anne Pressly was beaten so badly her jaw was shattered and she broke her hand trying to defend herself, her parents told NBCs Today show. DNA Links Murder Suspect to Earlier RapeNov. 28, 2008The Arkansas man arrested for the murder of a popular television anchorwoman in Little Rock has been linked through DNA evidence in that case to the rape of a school teacher in April. Curtis Lavelle Vance, 28, is being held without bond for the murder of Anne Pressly. Man Charged in Anchorwomans Beating DeathNov. 26, 2008A 28-year-old Arkansas man has been arrested in the death of a popular Little Rock television anchorwoman who was found beaten in her home in October. Curtis Lavelle Vance of Marianna was charged with capital murder in the death of 26-year-old Anne Pressly. Reward Offered for Clues in Anchorwomans MurderOct. 25, 2008A $30,000 reward is being offered for information in the case of an Arkansas television anchorwoman who was found brutally beaten in her home last week. Anne Pressly, 26, died from the injuries that she received in the apparent home-invasion robbery a week ago.

Meet the Oldest Member of the Human Family

Meet the Oldest Member of the Human Family Meet the Oldest Member of the Human FamilyIn July 2002, an international team led by French paleontologist Michel Brunet announced the discovery of a humanlike skull that may be up to seven million years old, twice as old as any others found. The previously unknown ape species, named Sahelanthropus tchadensis, was found in Chad, in central Africa. The remarkably complete skull was nicknamed "Toumai," which means, "hope of life" in the Goran language. The skull's human-like face and teeth are surprising since they come from a period when researchers believed human ancestors just began evolving. It is not known whether Toumai was bipedal or not. Brunet et al. say that it would be a not unreasonable inference that it was a habitual biped because it shares characteristics with other hominids known to be bipedal. The skull is said to be that of a male because of its surprising combination of primitive and advanced features.Location of discoveryAlong with the fact that it comes from around the time when the hominids are thought to have diverged from chimpanzees, suggests it is close to the common ancestor of humans and chimpanzees. According to the view of Bernard Wood of George Washington University, the chief significance of the Sahelanthropus find is not the issue of whether it's a human ancestor, but the clues it offers into the unsuspected diversity of ancient fossil hominids. That might be the most amazing thing about Toumai: that humans can peer into their own beginnings, and see themselves emerging from the long dark night of the forest.

Theodore Roosevelt's Military Experience Research Paper

Theodore Roosevelt's Military Experience - Research Paper Example One can never undermine the naval reconstruction undertaken by Theodore Roosevelt. As the Assistant Secretary of the Navy Roosevelt was deeply influenced by naval officer and historian Alfred Thayer Mahan and he rendered remarkable services in establishing a modern navy that could protect the interests of the nation around the globe. In fact, Roosevelt strongly believed in expansionism and he held that â€Å"the United States should build up its navy and start asserting its global power† (Shmoop 9). Even though he served the navy as assistant secretary for only one year Roosevelt took special efforts to develop â€Å"contacts with noted naval strategists, planned future strategies for a naval war with Spain, and appointed George Dewey to command the Asiatic Squadron† (Crucible of Empire-PBS Online). All these efforts culminated in the emergence of Roosevelt as one of the most efficient and tactful of American military officers. Theodore Roosevelt’s war in Cuba ha s elaborately been documented by many authors of history. As the Assistant Secretary of the Navy he prepared the navy ready for any wars and he succeeded in convincing the army that intervention in Cuba is necessary. He convinced his navy men that â€Å"it was the moral duty of the United States to end Spanish misrule in Cuba and to stop at once and forever the despotic tyranny of the Spanish Governor-General, Weyler† (Lewis 120). In his autobiography Roosevelt himself confesses that the war in Cuba was inevitable and that it was motivated by humane motives rather than for political interests. In his autobiography he observes that â€Å"Spain attempted to govern her colonies on archaic principles which rendered her control of them incompatible with the advance of humanity and intolerable to the conscience of mankind† (Roosevelt 159). Thus, Roosevelt sought to wipe out the misery, degradation, devastation and destruction that the Cubans had to endure at the hands of the Spanish imperialists. In 1898 the explosion occurred on the USS Maine in Havana Harbor offered a golden opportunity for Roosevelt to prompt the American government to wage war in Cuba. Roosevelt also motivated his men to assist the Cubans who were waging a very important war to gain independence from Spain since 1895. Roosevelt played a pivotal role in the Spanish-American War, the Battle of Manila Bay and his able leadership at the helm of the First Volunteer Cavalry, nicknamed as the "Rough Riders" won him recognition as well as popularity. The voluntary cavalry men under Roosevelt supplemented the depleted U.S. Army in the war and tuned the war in favor of the US army. Roosevelt and his Rough Riders landed in Cuba on 22 June 1898 and by August the Rough Riders turned the war in favor of the American force. At the battle of San Juan Heights Roosevelt led the army from the forefront and the image of Roosevelt charging up the San Juan Hill in 1898 turned out to be a historical icon in the US history and very soon he assumed the status of a national hero. The question whether Theodore Roosevelt should be awarded the medal of honour evoked a lot of debates in the United States. While his own companions offered testimony for his courage and absolute fearlessness in the battlefield it is doubtful why he was not honoured with the Medal of Honor during his life time itself. There are many historians who hold that

Immigration in the US Essay Example | Topics and Well Written Essays - 1000 words - 4

Immigration in the US - Essay Example People have generally developed a negative perception about assimilation over the years. Assimilation has been largely viewed as a process of wearing a fake identity. Nevertheless, assimilation has played a fundamental role in the integration of ethnic minorities in the advanced societies. In this way, social assimilation enables the ethnic minorities to achieve cultural solidarity without having to compromise upon their indigenous cultural values and norms. Pluralism, by definition is the inverse of assimilation. Ethnic pluralism is the term used for such circumstances that enable the ethnic minorities to keep their original values and sustain ethnic heterogeneity. Ethnic pluralism is misunderstood as a social process which isolates one ethnic group from the rest. A more rational way to define ethnic pluralism is definition of a particular group in a larger society. This is the reason why ethnic pluralism gives rise to a multiethnic society instead of distorting one large society into several small societies. Different ethnic groups are interlinked by the economic and political systems in the society. Although American society is by large an assimilationist society, yet pluralistic elements are quite evident at several levels in the structure of the society. Whether an individual is inclined towards assimilation or ethnic pluralism fundamentally depends upon his/her choice. People that prefer to hold ethnicity as the most prominent fac tor of identification are more of ethnic pluralists than assimilationists. Assimilation and ethnic pluralism resemble each other in that both entail numerous forms and dimensions. Several dimensions including the cultural and structural dimensions can be defined for both assimilation and ethnic pluralism. Differences among individual ethnic groups sustain in both social systems. Both assimilation and ethnic pluralism are variables for societies and groups and both occur at different

Northern Rock PLC Essay Example | Topics and Well Written Essays - 1000 words

Northern Rock PLC - Essay Example In this way the government, representing the taxpayers, may recoup its investment and the bank may be returned to the private sector. A bank that shows consistent profit is attractive to potential buyers. To do this its financial strategy must continue its plans of further restructuring its business model. It must reduce its capital costs base by better cost management. And while pursuing and adjusting to medium term growth, Northern Rock must focus on innovation and new markets, and continue to build on transparent and open communication with its stake-holders. Discussion Today, under Government ownership, Northern Rock Plc has kept together some 70 branches over which it must wield a steady hand toward corporate profit in the interest of its stakeholders, the taxpayers, and its depositors. Since its black day of 17 September 2007, when depositors were shown on worldwide TV queuing in long lines outside the bank to make their withdrawals, the bank has went through several stages of restructuring. The initial one was the takeover by the government. Throughout these restructuring processes, the bank has sought to rebuild a substantial market for its mortgage loans, a market that is different from the business plan that the bank had pursued before 2008. Previous to 2008 and after Northern Rock became public in 1997, the bank soon embarked on a risky business plan that was coupled to a flawed bank regulatory system. Since 1997 Northern Rock was regulated by the newly created Financial Services Authority (FSA). The FSA did not share any information it had with the Treasury or with the Bank of England who was responsible for monetary policy. Both the FSA and the Bank of England were slow to step in and stop Northern Rock’s demise. The FSA had, in June 2007, instead allowed Northern Rock to decrease its amount of required on-hand capital. This action exemplified the regulatory system that allowed the bank to overextend itself in the speculative mortgage deriva tive market. But even today the bank as a retail and savings bank must rebuild its image and processes in the same waters of financial risk. During the period of the default, Northern Rock’s business plan was based on securitizing mortgages in the short-term wholesale market to support its long-term longs. It was packaging multiple mortgage loans and selling them as bonds to investors. This business model had depended on stability in the mortgage securities market and the confidence of those who traded in the debt packages. When the housing prices begin to show full scale plummeting from speculated highs, lenders stopped extending rollover loans to Northern Rock and they eventually took their money from the bank. In August 2007 credit froze up in the bank liquidity market and Northern Rock could no longer sell bonds over the face of a broad liquidity freeze. It could not make any new loans. On August 13, 2007, the bank requested emergency funding from the Bank of England. It was only after the Chancellor of the Exchequer guaranteed all deposits at the bank in later September did the resulting bank run stop. The present Northern Rock Plc was created from The Northern Rock Transfer Order which on 1 January 2010 restructured the bank into two banks, Northern Rock Plc, the savings bank with new mortgages, and the Northern Rock Asset Management Plc (NRAM) (NRP, 2011). The latter took over the "toxic" mortgage assets and is concentrating in mortgage loans. North Rock Plc began its

Comparing Schools Essay Example for Free

Comparing Schools Essay This report provides advice on the collection and reporting of information about the performances of Australian schools. The focus is on the collection of nationally comparable data. Two purposes are envisaged: use by education authorities and governments to monitor school performances and, in particular, to identify schools that are performing unusually well or unusually poorly given their circumstances; and use by parents/caregivers and the public to make informed judgements about, and meaningful comparisons of, schools and their offerings. Our advice is based on a review of recent Australian and international research and experience in reporting on the performances of schools. This is an area of educational practice in which there have been many recent developments, much debate and a growing body of relevant research. Our work is framed by recent agreements of the Council of Australian Governments (COAG), in particular, at its meeting on 29 November 2008: C OAG agreed that the new Australian Curriculum, Assessment and Reporting Authority will be supplied with the information necessary to enable it to publish relevant, nationally-comparable information on all schools to support accountability, school evaluation, collaborative policy development and resource allocation. The Authority will provide the public with information on each school in Australia that includes data on each school’s performance, including national testing results and school attainment rates, the indicators relevant to the needs of the student population and the school’s capacity including the numbers and qualifications of its teaching staff and its resources. The publication of this information will allow comparison of like schools (that is, schools with similar student populations across the nation) and comparison of a school with other schools in their local community. (COAG Meeting Outcomes) Our work also has been framed by the recently endorsed MCEETYA Principles for Reporting Information on Schooling (see Section 1. 4). Before summarising our specific recommendations, there are some general conclusions that we have reached from our review of international research and experience. The specific recommendations that follow are best understood in the context of these general conclusions: †¢ Vigilance is required to ensure that nationally comparable data on individual schools does not have the unintended consequence of focusing attention on some aspects of the purposes of schooling at the expense of other outcomes that are as important but not as easily measurable. Parents/caregivers and the public are interested in a broad range of information about schools, and nationally comparable data should be reported in the context of this broader information. †¢ Although it has become popular in education systems in some other parts of the world to use statistical models to develop ‘measures’ of school performance and to report these measures publicly in league tables, we believe that there are very v Reporting and Comparing School Performances  sound technical and educational reasons why school measures of this kind should not be used for public reporting and school comparisons. †¢ Related to this point, we are not convinced of the value of reporting ‘adjusted’ measures of student outcomes publicly. Measures of student outcomes should be reported without adjustment. †¢ To enable the comparison of unadjusted student outcomes across schools, we believe that a ‘like-schools’ methodology should be used. This methodology would allow parents/caregivers, the public, and education systems to compare outcomes for schools in similar circumstances. †¢ While point-in-time measures of student outcomes often are useful, it is difficult to establish the contributions that teachers and schools make to point-in-time outcomes. In general, measures of student gain/growth across the years of school provide a more useful basis for making judgements about the value that schools are adding. †¢ Measures of gain/growth are most appropriately based on measurement scales that can be used to monitor student progress across the years of school. The NAPLAN measurement scales are an example and provide educational data superior to that available in most other countries. Consideration should be given to developing national measurement scales for early literacy learning and in some subjects of the national curriculum. †¢ Initially reporting should build on the understandings that parents and the public have already developed. For example a school’s NAPLAN results should be reported in forms that are consistent with current NAPLAN reports for students. Although much work needs to be done in defining the most appropriate measures, the principle should be to build on the representations of data that are already familiar to people. Recommendations Our report makes the following specific recommendations: student outcome measures †¢ Nationally comparable data should be collected on the literacy and numeracy skills of students in each school, using NAPLAN (Years 3, 5, 7 and 9). †¢ Nationally comparable data should be collected on the tertiary entrance results of students in each senior secondary school. These data could be reported as the percentage of students achieving tertiary entrance ranks of 60 or above, 70 or above, 80 or above, and 90 or above (calculated as a percentage of the students achieving tertiary entrance ranks). †¢ Nationally comparable data should be collected on the percentage of students in each senior secondary school completing Year 12 or equivalent; the percentage of students applying to all forms of post-school education; and the percentage of students completing VET studies. vi Reporting and Comparing School Performances †¢ Nationally comparable data should be collected on the achievements of students in core national curriculum subjects (English, mathematics, science and history), beginning in 2010. National assessments could be developed initially at Year 10. †¢ Nationally comparable data should be collected on the early literacy learning of children in each primary school. These assessments will need to be developed and should be administered upon entry to school and used as a baseline for monitoring progress across the first few years of school. physical and human resources †¢ Nationally comparable data should be collected about sources and amounts of funding received by each school, including all income to the school from State and Commonwealth governments, as well as details of fees payable by parents, including those that are mandatory and any voluntary levies that parents are expected to pay. †¢ Nationally comparable data should be collected on the numbers and qualifications of teaching staff in each school. Basic data would include academic qualifications, details of pre-service teacher education, and details of any advanced certification (eg, Advanced Skills Teacher; Level 3 Teacher). student intake characteristics †¢ Nationally comparable data should be collected on the socio-economic backgrounds of students in each school. Data should be based on information collected at the individual student level, using at least parental occupation and, possibly, parental education levels, under the agreed MCEETYA definitions. †¢ Nationally comparable data should be collected on the percentage of students in each school of Aboriginal and/or Torres Strait Islander background under the agreed MCEETYA definition. †¢ Nationally comparable data should be collected on the percentage of students in each school identified as having a language background other than English (LBOTE) under the agreed MCEETYA definition. †¢ Nationally comparable data should be collected on the geo-location of each school using a 3-category scale: metropolitan, provincial, and remote. †¢ Nationally comparable data should be collected on the percentage of students in each school with special educational needs. A nationally agreed definition of this category will need to be developed. like-school comparisons †¢ In reporting student outcome data for a school, data for like-schools should be provided as a point of comparison. Like-schools will be schools in similar circumstances and facing similar challenges. †¢ In determining ‘like-schools’, account should be taken of the percentage of students with Indigenous backgrounds, the socio-economic backgrounds of the students in the school, and the percentage of students from language backgrounds other than English. vii Reporting and Comparing School Performances †¢ For each school separately, like-schools should be identified as the schools most similar to that school on the above characteristics (rather than pre-defining a limited number of like-school categories). †¢ Work should commence as soon as possible on the development of an appropriate like-schools methodology. public reporting †¢ For the purpose of providing public information about schools, a common national website should be used to provide parents/caregivers and the public with access to rich information about individual schools. †¢ The national website should provide information about each school’s programs, philosophies, values and purposes, provided by the school itself, as well as nationally comparable data, provided centrally. †¢ Nationally comparable student outcome data should, wherever possible, provide information about current levels of attainment (ie, status), gain/growth across the years of school, and improvement in a school over time. †¢ The complete database for each state/territory should be made available to the relevant state/territory departments of education and other employing authorities, enabling them to interrogate data for their schools and to make judgments about school performances using aggregated data and national summary statistics. We believe that almost all nationally comparable data collected centrally could be reported publicly. The exceptions would arise when the public reporting of data may have negative and unintended consequences for schools. For example, we can envisage negative consequences arising from the reporting of the socio-economic backgrounds of students in a school, or of the financial circumstances of struggling, small schools (both government and non-government). We also believe that data reported publicly should be factual data about a school, and not the results of secondary analyses and interpretations that are open to debate (eg, value-added measures). viii Reporting and Comparing School Performances 1. INTRODUCTION In education, good decision making is facilitated by access to relevant, reliable and timely information. Dependable information is required at all levels of educational decision making to identify areas of deficiency and special need, to monitor progress towards goals, to evaluate the effectiveness of special interventions and initiatives, and to make decisions in the best interests of individual learners. The focus of this  paper is on the provision and use of information about individual schools. The starting point is the observation that relevant and reliable information about schools is required by a range of decision makers – including parents and caregivers, school principals and school leadership teams, system managers and governments, and the general public – all of whom require dependable information that they can use to maximise opportunities and outcomes for students. 1. 1 Audiences and Purposes  Parents and caregivers require valid and reliable information to evaluate the quality of the education their children are receiving, to make informed decisions in the best interests of individual students, and to become active partners in their children’s learning. They require dependable information about the progress individuals have made (the knowledge, skills and understandings developed through instruction), about teachers’ plans for future learning, and about what they can do to assist. There is also considerable evidence that parents and caregivers want information about how their children are performing in comparison with other children of the same age. And, if they are to make judgements about the quality of the education their children are receiving, they require information that enables meaningful comparisons across schools. School leaders require reliable information on student and school performances for effective school management. Research into factors underpinning school  effectiveness highlights the importance of the school leader’s role in establishing an environment in which student learning is accorded a central focus, and goals for improved performance are developed collaboratively by staff with a commitment to achieving them. School managers require dependable pictures of how well students in a school are performing, both with respect to school goals for improvement and with respect to past achievements and achievements in other, comparable schools. Governments and system managers require dependable information on the performance and progress of individual schools if they are to exercise their responsibilities for the delivery of quality education to all students. Effective management depends on an ability to monitor system-wide and school performances over time, to gauge the effectiveness of special programs and targeted resource allocations, to monitor the impact of policies, and to evaluate the success of initiatives aimed at traditionally disadvantaged and underachieving sections of the student population. Accurate, reliable information allows system managers to measure progress against past performances, to identify schools and issues requiring special attention, to target resources appropriately, and to set goals for future improvement. 1 Reporting and Comparing School Performances 1. 2 Forms of Information Because there are multiple audiences and purposes for information about schools, the forms of information required for effective decision making are different for different stakeholders. Parents and caregivers require a wide range of information, including information relating to their immediate needs (eg, Is the school easily accessible by public transport? Does it have an after-school program? What fees and/or levies does it charge? ); the ethos of the school (eg, What evidence is there of bullying/harassment? What are the espoused values of the school? Do students wear uniforms? What level of discipline is imposed? Who is the principal? ); their child’s likely educational experience (eg, Who will be my child’s teacher next year? Will they be in a composite class? How large will the class be? Does the school have a literacy intervention program? What extra-curricular activities are provided? ); and the school’s educational results (eg, Does the school achieve outstanding Year 12 results? ). School leaders require other forms of information, including information relating to staffing and resources (eg, What resources are available for music next year? How many beginning children have special learning needs? ); the effectiveness of initiatives (eg, Is there any evidence that the extra class time allocated to literacy this year made a difference?); and academic results (eg, How many Year 5 students did not meet the minimum performance standard in Reading? Have our results improved since last year? Are we still below the state average? How did last year’s Year 12 results compare with those of the neighbouring school? ). System managers and governments require still other forms of information, including information to monitor system-wide trends over time, to evaluate the effectiveness of attempts to raise standards and close gaps, and to identify schools that are performing unusually well or unusually poorly given their circumstances. In general, the schoollevel information required by system managers and governments is less fine-grained than the information required by parents, teachers and school leaders. Figure 1 displays schematically various forms of information that could be made available about a school, either publicly or to specific audiences (eg, system managers). The forms of evidence represented in Figure 1 are: A: student outcome measures that a school could choose to report Most schools report a wide range of information about the achievements of their students to their school communities. This information is reported in school newsletters, local and community newspapers, school websites, and at school events. The information includes details of Year 12 results, analyses of postschool destinations, results in national mathematics and science competitions, language certificates, awards, prizes, extra-curricular achievements, community recognition, and so on. Most schools take every opportunity to celebrate the achievements of their students and to announce these achievements publicly. 2 Reporting and Comparing School Performances Figure 1. Forms of information that could be made available about a school B:a sub-set of student outcome measures on which it is agreed to collect nationally comparable data Within the set of student outcome information that might be reported for a school, there could be a sub-set of outcomes on which it was agreed to collect nationally comparable data. A reason for identifying such a sub-set would be to ensure some common measures to facilitate school comparisons – within a local geographical area, across an entire education system, nationally, or within a group of ‘like’ schools. Inevitably, nationally comparable data would be collected for only some of the outcomes that schools, parents and communities value. Performances on common literacy and numeracy tests in Years 3, 5, 7 and 9 are an example of nationally comparable data currently in this category. C. physical and human resources measures that a school could choose to report Schools provide information in various forms and to various audiences about their physical and human resources. Information of this kind includes details of staff qualifications and teaching experience, staff turnover rates, school global budgets, computers and other technology, newly constructed facilities, bequests, results of fundraising drives, and so on. Some of this information may be reported to the school community; some may be kept confidential to the school, education system or government departments. D: a sub-set of physical and human resources measures on which it is agreed to collect nationally comparable data Within the set of physical and human resources measures reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. For example, there have been recent calls for greater consistency and transparency in the reporting of school funding arrangements (Dowling, 2007; 2008) and for more consistent national approaches to assessing and recognising teacher quality (Dinham, et al, 2008). 3 Reporting and Comparing School Performances E. student intake measures that a school could choose to report Most schools have considerable information about their students. For example, they may have information about students’ language backgrounds, Indigenous status, socio-economic backgrounds, learning difficulties and disabilities. This information usually is reported only within education systems or to governments and is not reported publicly, although schools sometimes provide information to their communities about the range of languages spoken by students in the school, the countries from which they come, the percentage of Indigenous students in the school and the school’s special Indigenous programs, or the number of severely disabled students and the facilities and support provided for these students. F: a sub-set of student intake measures on which it is agreed to collect nationally comparable data. Within the set of student intake characteristics reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. Some progress has been made toward nationally consistent definitions and nationally consistent data collections on student background characteristics. G. all other information that a school could choose to make available Beyond information about student outcomes, student backgrounds and their physical and human resources, schools provide a range of other information to the communities they serve. 1. 3 Nationally Comparable Data Acknowledging the many purposes and audiences for information about schools, and the various forms that this information can take, the specific focus of this paper is on the collection and reporting of nationally comparable data for the purposes of evaluating and comparing school performances. In other words, the focus is on categories B, D and F in Figure 1. We envisage three broad uses of such data: †¢ use by parents and caregivers in judging the quality of educational provision and in making informed decisions in the best interests of individual students; †¢ use by school leaders in monitoring a school’s improvement and benchmarking the school’s performance against other, comparable schools; and †¢ use by education systems and governments in identifying schools that are performing unusually well or unusually poorly given their circumstances. As noted above, these three stakeholder groups are likely to have different needs. The ways in which nationally comparable data are analysed, combined and reported may be different for different purposes. We see the process of reaching agreement on the core data that should be available about a school as a national collaborative process, and see little value in arriving at different conclusions about these data for different parts of the country. 4 Reporting and Comparing School Performances 1. 4 Principles for Reporting The Principles for Reporting Information on Schooling (see pages 6-7) adopted by the Ministerial Council for Education, Employment, Training and Youth Affairs (MCCETYA) provide an important point of reference for any proposed collection and use of nationally comparable data on schools. These principles recognise the multiple audiences and purposes for information about schools, the need to collect broad evidence about student and school performances, and the desirability of monitoring intended and unintended consequences of reporting information on schools. Australian governments have undertaken to ensure that data provided for the purposes of comparing schools are reliable and fair and take into account the contexts in which schools work. Governments also have undertaken not to develop simplistic league tables of school performances. 1. 5 Structure of Paper This paper first considers the kinds of nationally comparable data that might be collected about schools for the purposes outlined above. We draw on national and international research and experience, attempt to anticipate the likely requirements of different audiences, and take into account what measures currently exist and what additional measures might be desirable in the future. Each of the three data categories in Figure 1 is considered in turn: †¢ †¢ †¢ student outcome measures physical and human resources measures student intake measures (sections 2-3) (section 4) (section 5) We then consider alternative ways of evaluating and comparing school performances. Two broad methodologies are discussed: †¢ †¢ the direct comparison of student outcomes the construction of measures of school performance (section 6) (section 7) Finally, we consider issues in reporting publicly on the performances of schools: †¢ †¢ audiences and purposes for reporting options for public reporting on schools (section 8) (section 9) 5 Reporting and Comparing School Performances MCEETYA PRINCIPLES FOR REPORTING INFORMATION ON SCHOOLING There is a vast amount of information on Australian schooling and individual schools. This includes information about the educational approach of schools, their enrolment profile, staffing, facilities and programs, and the education environment they offer, as well as information on the performance of students, schools and systems. Different groups, including schools and their students, parents and families, the community and governments, have different information needs. The following principles provide guidance on requirements for information on schooling, including the types of information that should be made readily available to each of the groups noted above. These principles will be supported by an agreed set of national protocols on the access to and use of information on schooling. Good quality information on schooling is important: FOR SCHOOLS AND THEIR STUDENTS. Principle 1: Schools need reliable, rich data on the performance of their students because they have the primary accountability for improving student outcomes. Good quality data supports each school to improve outcomes for all of their students. It supports effective diagnosis of student progress and the design of quality learning programs. It also informs schools’ approaches to provision of programs, school policies, pursuit and allocation of resources, relationships with parents and partnerships with community and business. Schools should have access to: †¢ Comprehensive data on the performance of their own students that uses a broad set of indicators †¢ Data that enables each school to compare its own performance against all schools and with schools of similar characteristics †¢ Data demonstrating improvements of the school over time †¢ Data enabling the school to benchmark its own performance against that of the bestperforming schools in their jurisdiction and nationally FOR PARENTS AND FAMILIES. Principle 2: Information about schooling, including data on the performance of individuals, schools and systems, helps parents and families to make informed choices and to engage with their children’s education and the school community. Parents and families should have access to: †¢ Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables parents and families to compare the education environment offered by schools †¢ Information about a school’s enrolment profile, taking care not to use data on student 1  characteristics in a way that may stigmatise schools or undermine social inclusion. †¢ Data on student outcomes that enables them to monitor the individual performance of their child, including what their child knows and is able to do and how this relates to what is expected for their age group, and how they can contribute to their child’s progress †¢ Information that allows them to assess a school’s performance overall and in improving student outcomes, including in relation to other schools with similar characteristics in their jurisdiction and nationally. 1 Any use or publication of information relating to a school’s enrolment profile should ensure that the privacy of individual students is protected. For example, where the small size of a school population or of a specific student cohort may enable identification of individual students, publication of this information should be avoided. 6 Reporting and Comparing School Performances FOR THE COMMUNITY. Principle 3: The community should have access to information that enables an understanding of the decisions taken by governments and the status and performance of schooling in Australia, to ensure schools are accountable for the results they achieve with the public funding they receive, and governments are accountable for the decisions they take. Students are an important part of our society and take up a variety of roles within it after leaving school. The community is therefore a direct and indirect consumer of the product of our schools, as well as providing the means of public funding. Information about schools in the public domain fulfils the requirement that schools be accountable for the results they achieve with the public funding they receive, including relative to other ‘like’ schools; it should also give the community a broad picture of school performance and a sense of confidence in our school systems. The community should have access to: †¢ Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables the community to compare the education environment offered by schools. †¢ Information about individual schools’ enrolment profile, taking care not to use data on student characteristics in a way that may stigmatise schools or undermine social inclusion †¢ National reporting on the performance of all schools with data that allows them to view a school’s performance overall and in improving student outcomes, including in relation to other schools with similar characteristics RESPONSIBLE PROVISION OF SCHOOLING INFORMATION Australian Governments will ensure that school-based information is published responsibly so that: †¢ any public comparisons of schools will be fair, contain accurate and verified data, contextual information and a range of indicators to provide a more reliable and complete view of performance (for example, information on income, student body characteristics, the spread of student outcomes and information on the value added by schools) †¢ governments will not devise simplistic league tables or rankings and will put in place strategies to manage the risk that third parties may seek to produce such tables or rankings, and will ensure that privacy will be protected. †¢ reports providing information on schooling for parents and families and the community will be developed based on research on what these groups want to know and the most effective ways the information can be presented and communicated. FOR GOVERNMENTS Principle 4: Governments need sound information on school performance to support ongoing improvement for students, schools and systems. Government also need to monitor and evaluate the impacts (intended and unintended) of the use and release of this information to improve its application over time. Good quality information on schooling enables governments to: †¢ analyse how well schools are performing †¢ identify schools with particular needs †¢ determine where resources are most needed to lift attainment †¢ identify best practice and innovation in high-performing schools that can be mainstreamed and used to support improvements in schools with poorer performance †¢ conduct national and international comparisons of approaches and performance †¢ develop a substantive evidence base on what works. This will enable future improvements in school performance that support the achievement of the agreed education outcomes of both the Ministerial Council for Education, Employment, Training and Youth Affairs and the Council of Australian Governments. 7 Reporting and Comparing School Performances 2. STUDENT OUTCOMES Information about the outcomes of a school’s efforts is key information for parents and caregivers if they are to judge the quality of educational provision; for school leaders to monitor a school’s performance and improvement; and for education systems and governments to identify schools in need of additional support. However, schools work to promote many different kinds of outcomes for their students. For some schools, an important objective is to improve school attendance rates. For others, assisting students to make successful transitions into the workforce is a high priority. Some schools are more focused than others on supporting the social, spiritual and emotional development of students. Still others measure their success in terms of entry rates into highly sought-after university courses. Decisions about the outcomes to be reported publicly for schools are important because they influence judgements about how well individual schools are performing. This is particularly true when education systems and governments attempt to construct ‘measures’ of school performance: Perverse incentives can arise when the [school] performance measure has both a large impact upon actors and focuses on an aspect of schooling that does not reflect the true or overall purpose and objectives of schools. Unfortunately, this can be common in school performance measures if the performance measure is too narrowly defined. (OECD, 2008, 26).