America history since 1865 Essay Example | Topics and Well Written Essays - 750 words

America history since 1865 - Essay Example After the Civil Rights Movement, all practices that discriminated the negro that include laws, norms (giving up a seat to a white), segregation was ended and paved the way for policies that elevated the Negro to have more place in American society such as the Affirmative Action Policy. Today, United States has now an Afro American President to the person of President Obama which would not have been possible without the Civil Rights Movement. II. Growth of government and state power   The New Deal was a government program of action by President Roosevelt to address the Great Depression when he assumed office as a President of the United States on March 4, 1933 I believe is the most important aspect of government’s growth and state power. The New Deal lifted the United States economy from the shambles of the Great Depression to become an economic superpower after the Second World War. President Roosevelt’s New Deal involved a series of economic programs focused on Relie f, Recovery and Reform of the economy not only to address the Great Depression but also to avoid the repetition of the same. Among the programs of his new deal was the obtained permission to reopen most banks and provided grants to citizens. He instituted government initiated work programs to generate employment through the Works Progress Administration (WPA) programs. President Roosevelt also pump primed the economy with the widespread public spending on infrastructure by constructing roads, buildings, dams and similar projects through his Public Works Administration (PWA) which provided not only jobs but income in the system. He also enlisted young men in the Civilian Conservation Corps (CCC) to work on conservation projects. President Roosevelt’s New Deal was to elevate both income and prices which dropped during the depression. When Second World War came in 1941, President Roosevelt shifted his attention to foreign policy to address the war. The war proved to be good for the US economy because the massive spending to build war machines double the country’s Gross National Product or GNP and reduced unemployment rate from 14% to less than 2%. III. United States Foreign Affairs   I would like to discuss the immigrants in the Chesapeake and New England as America’s early experience in Foreign Affairs because these migrations in 16th and 17th century helped shape the kind of country that she is today. In between 16th and 17th century, immigrants from England settled into the eastern coast of the colonized New World which was then known as America. These groups settled into two regions which were the Chesapeake and New England areas. Chesapeake included Virginia, Maryland, New Jerseys (East and West), Pennsylvania and Jamestown while New England composed of included Massachusetts Bay Colony, Plymouth, Rhode Island, Connecticut, and New Haven. While these immigrants came from the same country and spoke the same tongue, they proved to become different kind of people when they settled into these regions of America. Settlers in Chesapeake came into America mainly for economic reason while immigrants in the New England settled in America to escape the religious persecution back in England. Those who went to Chesapeake were into finding riches while those who settled in New England hoped to have religious freedom which they did not have back in England. Having different reason and motivation

Radiology Essay Example | Topics and Well Written Essays - 2750 words

Radiology - Essay Example Each of these is important in recognizing radiological feature, ascribing a level of importance to the various finding in a single radiograph, and interpreting them, in conjunction with other available information.Knowledge of the clinical reason for requiring the radiographic investigation will provide background information to link with the radiological finding, and will often pose specific questions that need to be answer. It is important to decide if the question is been adequately answered, and if not plan the next stage of the investigation.Radiology is not limited for some uses; it is used in approximately all the field of treatment of diseases. Radiology is been used in Cardiology, Endocrinology, Gastroenterology, Hematology, Neurology, Renal, Skeletal, and Respiratory Medicine. In these fields different types of radiograph is been used for different fields such as for the complete scanning of brain, CT-scan is used and for the complete bodies a different type. The type of radiology, which is been used in the field of dental surgery, is either plain radiology or a different type, as plain radiology, shows limited evidence of pathology and the signs are subtle. We have to discuss about the usage of radiography in the field of dental surgeries, this can solve the problems regarding the present use of radiography in the dental field. We have to consider the standard guidelines and methods given by the Government organizations for overcoming the problems with radiography used for dental surgeries. About the Dental profession: As we, all know that the dental profession is committed to delivering the highest quality of care to each of its individual patient and... In most of the countries, the health and safety at work statistic’s states that every person working in a hospital or general practice (referred to as HCW’s) has a legal duty to ensure that all necessary steps are taken to prevent cross-infection to protect themselves, their colleagues and the patients. In addition, the management of health and safety regulations 1992 requires that a risk assessment is carried out for all procedures to reduce the possibility of harm to staff and patients. Effective infection control measures are therefore required in dental radiography even though most investigations are regarded as non-invasive or non-exposure prone procedures because they do not involve breaches of the mucosa or skin. The main risk of cross-infection is from one patient to another from salivary contamination of work areas and equipment. HCW’s themselves are not a great risk during radiography but there are no grounds for complacency. This paper makes a conclusion that a dentist must know the patient’s health history and Vulnerability to oral disease, is in the best position to make this judgment in the interest of each patient. For this reason, the guidelines are intended to serve as a resource for the practitioner and are not intended to be a standard of care, requirement, or regulations. A Dentist must always understand the problem of the patient and as per the guidelines; a dentist must perform his operation so that the patient does not complain of any kind of problem in future.

Industrial Separation of a Mixture: Fractional Distillation

Industrial Separation of a Mixture: Fractional Distillation What sphere is the mixture found in? Crude oil also known as petroleum is an unrefined oil extracted manly to produce petrol, paraffin and diesel oil. The oil is comprised of hydrocarbons, a number of organic compounds and small pieces of metal. The formation of this liquid dates back to millions of years ago from ancient marine life. This substance is located in the lithosphere inside rocks well stuck into the ground. To combat this, mining companies use the normal extraction of drilling to crack open the rocks and withdrawal the oil. Petroleum has had a significant contribution towards the world as it powers all transport vehicles, chemicals, plastics, heat and electricity. Identify physical property used during separation One of the physical properties used when petroleum is being fractionally distilled remains heating to its boiling point. This method is used in order to extract oil from the rest of mixture and make into a pure substance. This is very important due to that fact that the substance must be pure in order to sell or work as petrol or diesel. If these requirements are not met the oil will not work properly and quality will suffer. Description of Process Since petroleum is a mixture there is a numerous ways to separate it such as physical or mechanically but the most common method used throughout the world is the process of fractional distillation. This method is mainly used in most companies because different substances in the mixture have different boiling points and allows it to condense, re-evaporate then condense that permits the separation of the oil from the mixture to become easier. Here is how the oil is separated using fractional distillation: The petroleum mixture is containing different boiling points is heated to a high temperature as it has more than two substances present in it.   Then heat is normally about 400-600 degrees Celsius. This makes the mixture boil and become a vapour Following this, the vapour travels down towards the bottom of the fractional distillation column that is filled with a number of trays or plates. Next, the vapour rises where the column contains various different height sections where its boiling point is similar to the sections that are heated up from hottest (350 degrees) to lowest (30 degrees) starting from the bottom in order to produce different products. Products include jet fuel, gasoline, diesel oil, residue, refinery gas and bottled gas. After that, the trays collect the numerous liquid fractions from each section. Finally, the trays pass through condensers which cool them down and then procced into storage tanks or a used in extended chemical processing. Products of the Separation and their uses The fractional distillation of petroleum has produced several products that have a significant impact towards the modern world.   These products include gasoline, diesel, jet fuel, heavy fuel oil, residue containing bitumen and many more. Gasoline is one of the most important   substances used in in   cars   as it contains flammable liquid hydrocarbons that react with   internal combustion engines to cause a spark that causes a mini explosion. Moreover, the fuel burns immediately and powers the vehicles crankshaft. Residue containing   Bitumen is also important substance as it plays a significant role in the construction of roads. The product is mainly used in roads as the glue or binder mixed with combined particles to create asphalt concrete. Furthermore, the oils main other uses include waterproofing products, including sealing flat roofs and the production of roof felts. The following table expands this more. Products of crude oil % of Crude oil   present Uses Refinery Gas   (350 degrees) 40-50 Roads construction Roofing Waste Management Issues: There are two issues present in cleaning up petroleum. Toxicity The toxicity of the substance is very dangerous to almost all living things. The cleaning up of crude oil tends to be great issue cause of the toxicity and so the cleaners must be very careful to not be exposed or contaminate other living things. They also have to be fast with the clean up because it can dig and leech onto underground water system that links to human residential areas and pose a serious threat onto local communities. Thickness The cleaning up of crude oil also tends to be a great issue because its thick and heavy and so it takes the cleaners many days to clean it insuring that its hasnt contaminated anything else. This is because of the temperature the oil was heated during the process in order to work properly. Therefore, to a high extent the issue of toxicity and the oils thickness is a major issue during its clean up. The Impact of the separation process on Chemistry The fractional distillation of crude oil has progressively changed over the past century. This is mainly due to the advancement of technology and knowledge through the oil refining industry. Most of the oil companies used vacuum distillation to refine crude oil whereby the pressure above the liquid mixture is distilled and reduced to less than its vapour pressure causing evaporation of the oil with the lowest boiling points. However, as the mixture contained different substances that all have different boiling points this made the oil much harder to refine. Moreover, this method was then replaced by fractional distillation as it made it much easier to refine due it being able to separate a mixture with different boiling points better. Fractional distillation has had a high impact towards other fields in chemistry where its used in petrochemical, chemical plants, natural gas processing and cryogenic air separation plants. This process has allowed scientists to produce products in mode rn society and help understand more about the natural world. Evaluate one of your sources One of my sources was published by the BBC but does not present an author in the article (http://www.bbc.co.uk/schools/gcsebitesize/science/aqapre2011/rocks/fuelsrev3.shtml). This company is British commercial company known its for news, documentaries and education articles. The company was formed back in 1922 by British and American electrician companies and is known to be one of the most famous companies in the world. Articles presented on their website nearly always right and used by some schools for education purposes. To make this article more academic BBC should have identified the author to inform the validity of the source. Bibliography Reference Bbc.co.uk. (2011). BBC GCSE Bitesize: Fractional distillation. [online] Available at: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/fuelsrev3.shtml [Accessed 27 Mar. 2017]. Freudenrich, C. (2001). How Oil Refining Works. [online] HowStuffWorks. Available at: http://science.howstuffworks.com/environmental/energy/oil-refining4.htm [Accessed 26 Mar. 2017]. OilPrice.com. (2009). What is Crude Oil? A Detailed Explanation on this Essential Fossil Fuel | OilPrice.com. [online] Available at: http://oilprice.com/Energy/Crude-Oil/What-Is-Crude-Oil-A-Detailed-Explanation-On-This-Essential-Fossil-Fuel.html [Accessed 26 Mar. 2017]. Pollutionissues.com.(Petroleum water, effects, environmental, disasters, pollutants, United States, history, causes, impact, EPA, soil, chemicals, industrial, liquid, wells, toxic, world, human, power. [online] Available at: http://www.pollutionissues.com/Na-Ph/Petroleum.html [Accessed 27 Mar. 2017].

Futility :: essays research papers

While mining over abundant quotes, sonnets in a seemingly different language, and soliloquies with enough meter and meaning to write a doctorate, the main thing I’m left wondering is: What exactly was Shakespeare’s intent in writing Hamlet? He too, like the readers of today, was a mortal being. He too felt feelings of revenge and purposelessness, and questioned being and capability. As any other human has strived to comprehend at some point in their humble lives, I believe that this is one of Shakespeare’s attempts to justify the life given to man, or more fittingly, to comprehend man’s purpose in life. Hamlet is a pessimistic view of life that deems any man’s attempt at change, futile.   Ã‚  Ã‚  Ã‚  Ã‚  Several times within the play, Hamlet talks of man’s unused â€Å"capability and god-like reason† (259). He is distressed by â€Å"what a piece of work is a man! how noble in reason! how infinite in faculties!† (217). Man has a seemingly infinite range of action and it distresses the hero of this play that he, as well as mankind, does not utilize it. I imparts a guilt within him and he asks, â€Å"why yet I live to say ‘This thing’s to do,’/ Sith I have cause, and will, and strength, and means to do’t.† (260). I believe this worry rings true more now than ever. Today’s society is driven by time-management and efficiency. If you can do something, well we are taught we must do it. High school students are reared to be exceptional scholars, recruited athletes, multi-talented, upstanding citizens, and somehow volunteer, too. Free time is a waste of time is the message I’ve been getting, and Hamlet is battling this issue as well.   Ã‚  Ã‚  Ã‚  Ã‚  Besides being torn over the discrepancy between his capability and actions of avenging his father’s death, Hamlet is also concerned that thinking over the matter too much yield no action and therefore makes him â€Å"a coward† (225). He states that by turning something over and over in one’s mind and not coming to an immediate action â€Å"conscience does make cowards of us all† (228) and that â€Å"a thought which, quarter’d, hath but one part wisdom and ever three parts coward† (260). Does he mean to have action without thought? Is acting, or the act of being, the essence of man? By Hamlet’s saying â€Å"the readiness is all† (289) I feel that he is saying that by having fulfilled one’s potential to act, it can be done without thinking.

Cost Information and Decision Making

Q 1: 10 marks For what decisions would estimated cost information be useful if you were a hospital administrator? The Director of a Cinema hall? The Marketing vice president of a bank? Cost information is the information about the different costs that are incurred in the operation of the organization or a business process.Here the cost includes all cost like material cost, labor costs, and all other overhead costs that are incurred depending on the type of business they operates. The main objectives of cost information are: 1)To ascertain the cost per unit for different products. 2)To have correct analysis about the cost incurred. 3)To disclose source of wastage whether material, time or expenses. 4)To provide requisite data and serve as a guide to price fixing. 5)To reveal the source of economy. 6)To help in preparation of budget. 7)To organize internal audit system to ensure effective working.HOSPITAL ADMINISTRATOR: In hospital, different costs are involved such as on purchase of different kinds of medicines, equipments, antibiotics, etc and for employing different people where they are needed to pay salaries and wages etc. they should also incur transportation cost and other overhead costs for the operation of day to day operations. They should ascertain the cost incurred on the medicines, salaries and wages to the staff and employees, and to know total units consumed during certain period of time, how many people are employed and their effectiveness in their work.So by having cost information, it helps the hospital administrator in making decisions like: a)How much quantity of what medicine should be ordered within the specific time period? b)How many people to be employed and at what wages or salaries? c)What are needed and what not? d)Helps in ascertaining different amount of budget for different activities, materials†¦. Etc. e)It also helps in on what field the training and developments are needed. DIRECTOR OF CINEMA HALL:Being a director of a cine ma hall it is very important to have cost information about the total cost and per unit cost incurred while building the hall or the hiring cost, monthly or per unit electric charges, per unit cost of furniture, screen cost, projector and any other cost involved while installing the infrastructure in the hall. So the estimated cost is useful for the Director of cinema hall to: 1. To fixed the rent for the movie screener. 2. Helps in determining the most profitable pricing. 3. Helps to control the cost involved, since the cost information helps in figuring out the unnecessary cost incurred. . To decide the further investment is worthwhile or not. 5. If he screens movie, then it helps in deciding and ascertaining per ticket cost. MARKETING VICE PRESIDENT OF BANK: Here the marketing vice president of the banks deals with the process of giving loan and receiving the deposits from the public, while doing so they have to employ people, they needs stationeries like pen, paper, books, regis ter, desktop, ATM services, fund transfer etc. where it involves costs. So the cost information is very important for: 1. Fixing the interest rates for savings and loans. 2. Helps in budgeting for further development. 3.Helps in deciding whether a particular market should be tapped or not. 4. Whether to invest in new technology or not. 5. Whether to expand the business or not. Q2: 10 marks â€Å"Costs may be classified in a variety of ways according to their nature and the information needs of management. † Explain this statement giving examples of classification required for different purposes. Cost is the amount of resources, expressed in monetary terms, given up in exchange for some goods and resources.Cost classification is the process of grouping cost according to their common attributes. Careful classification of cost is of vital importance in order to identify the cost with cost center and cost units. With respect to their purpose the same cost is classified in differ ent ways as follows: 1. By Nature or Elements, or analytical classification: According to this classification the cost are divided into three categories such as materials, labor, and expenses. A)Materials cost: are those cost involved for the materials that are used for the production of the particular products.It can be further classified into direct material cost and indirect material cost. Direct material costs are those cost involved for those materials which can be identified in the product and can conveniently measure and directly charge to the product. Example: timber used in manufacturing furniture. Indirect material cost are those cost involved on those materials that do not physically becomes the part of finished product and are generally inexpensive items which may or may not become a part of the finished product. Example: threads used in stitching ghos.B)Labor costs: are those cost involved for the human efforts by which raw materials are converted into finished products . It can be further classified into direct labor cost and indirect labor costs. Direct labor costs are those cost that are paid to those workers who are directly engaged in converting raw materials into finished products. Example: wages paid to the machine operators. Indirect labor costs are those cost that are paid to those people that are not directly engaged in the production operations but only assist in the production process. Example: wages for store keepers.C)Expenses: are those cost other than the material costs and labor costs. It can be also classified further as direct expenses and indirect expenses. Direct expenses are those costs other than direct material cost and direct labor cost. Example: cost of patent right. Indirect expenses are those expenses other than indirect material cost and indirect labor cost. Example: rents and rates. 2. Functional classification: Here the costs are classified according to the different aspects of basic managerial activities involved in the operation of business under taking.A)Production or manufacturing cost: this is the total cost involved in manufacture, construction and fabrication of units of production. Example: wages, raw material cost etc. B)Administrative cost: this is the cost involved in administering the process of production. Example: salaries, office rent and lighting cost etc. C)Selling and distribution cost: this is the cost involved in the process of taking finished products for sale to the final consumers. Example: carriage outward, salesman’s salary etc. So any cost involved in administration and selling and distribution are also termed as commercial cost. 3.By degree of traceability to the product: In this case the costs are classified with their degree of traceability, such as direct and indirect cost. A)Direct cost: are those costs which are incurred for and may be conveniently identified with a particular cost center or cost unit. Example: materials used and labor employed in manufactu ring furniture. B)Indirect cost: are those cost which are incurred for the benefit of a number of cost centers or cost units and cannot be conveniently identified with particular cost center or cost unit. Example: rent for the building, machinery depreciation etc. 4. By changes in activity or volume:Here the costs are classified according to their behavior in relation to changes in the level of activity or volume of production. A)Fixed cost: are those cost which commonly remains fixed in total amount with increase or decrease in the volume of output or productive activity for a given period of time. With increase in production the per unit fixed cost decreases and vice versa. Fixed cost can be further classified as follows: i)Committed cost: are those cost that are the result of inevitable consequences of commitments previously made or are incurred to maintain certain facilities and cannot be quickly eliminated.Example: rent, insurance etc. ii)Policy cost: are those cost incurred fo r implementing some management policies as executive development, housing etc. and are often discretionary. iii)Managed cost: are those cost that are incurred to insure the operating existence of the company. Example: staff service etc. iv)Discretionary cost: are those cost which are not related to the operation but can be controlled by the management. These costs usually arises due to some policy decision and new researches etc. and can be eliminated or reduced to desirable level at the discretion of the manufacturer. )Step cost: are those cost which are constant for given level of output and then increases by a fixed amount at a higher level of output. B)Variable cost: are those cost which vary in total in direct proportion to the volume of output. These costs per unit remain relatively constant with changes in production. Example: direct labor cost, material cost etc. such cost are also known as product cost because they depends on the quantum of product rather than on time. C)Se mi-variable cost: are those cost which are partly fixed and partly variable. Example: telephone expenses, depreciation etc. 5.By controllability: cost are classified according to whether or not they are influenced by the action of given member of the under taking. A)Controllable costs: are those cost which can be influenced by the action of specified member of an undertaking. It is the costs which are within the control of the management. Examples: materials cost, labor cost etc. B)Uncontrollable cost: are those cost which cannot be influenced by the action of a specific member of an undertaking. It is the costs which are not within the control of the management. Example: rent of the building, managerial salaries etc. . By normality: Here the costs are classified according to whether these costs are normally incurred at a given level of output in the conditions in which that level of activity is normally attained. A)Normal cost: it is the cost which is normally incurred at a given l evel of output in the conditions in which that level of output is normally attained. It is the par of cost of production. B) Abnormal cost: it is the cost which is not normally incurred at a given level of output in the conditions in which that level of output is normally attained.It is not the part of cost of production and is charged to costing profit and loss account. 7. By relation with accounting period: It is the cost which is incurred in purchasing or maintaining an asset either to earn income or increasing the earning capacity. A)Capital cost: cost incurred in purchasing an assets or increasing the earning capacity of the business is called capital cost. Example: the cost of rolling machine in case of steel plant. B)Revenue cost: it is the cost involved in order to maintain the earning capacity of the concern such as cost of maintaining an assets or running a business.Example: cost of materials used in production, labor charges paid etc. 8. By time: As per the period or the time the cost is incurred the cost is classified in to historical cost and predetermined cost. A)Historical cost: are those cost which are ascertained after being incurrence. It is based on recorded facts, can be verified being supported by evidences and are objective. B)Predetermined cost: are estimated costs, since they are computed in advance of production taking consideration the previous records of cost. 9. According to planning to control: planning and control are two important functions of management.Cost accounting furnishes information to the management which is helpful in the due discharge of these two functions. A)Budgeted cost: it represent an estimate of expenditure for different phases of business operations such as manufacturing, administration, sales, research and development etc. coordinated in a well conceived framework for a period of time in future which subsequently becomes the written expression of managerial targets to be achieved. Example: raw material cost b udget, labor cost budget etc. B)Standard cost: it is the cost where the budgeted costs are translated into actual operation through the instrument of standard cost.It is defined as the predetermined cost based on a technical estimate of for materials, labor and overhead for a selected period of time and for a prescribed set of working conditions. So the standard cost is determination, in advance of production of what should be the cost. 10. By association with the product: A) Product cost: are those costs which are traceable to the product and are included in inventory evaluation. It comprises direct materials, direct labor and manufacturing overheads in case of manufacturing concerns.These are used for valuation of inventory and are shown in the balance sheet till they are sold. B)Period costs: are those cost incurred on the basis of time such as rent, salaries etc. These may relate to administration and selling costs essential to keep the business running. Though these are not ass ociated with production and are necessary to generate revenue but cannot be assigned to a product. These are charged to the period in which these are incurred and treated as expenses. 11. For managerial decision: are those cost that are classified according to their usage in the managerial decision making.A)Marginal cost: it is the total of the variable cost i. e. , prime cost plus variable overheads. It is the distinction between fixed and variable costs. Here the fixed costs are ignored and only variable costs are taken into consideration for determining the cost of products and value of work-in-progress and finished goods. B)Out of pocket cost or explicit cost: are those cost which involves payment to the outsiders and thereby gives rise to the cash expenditure as opposed to such costs as depreciation, which do not involve any cash expenditure.Such costs are relevant for price fixation during recession or when make or buy decision is to be made. C)Differential cost: are those cos t that the change in cost due to change in the level of activity or pattern or method of production is known as differential cost. If the change increases the cost then it is known as incremental cost. If there is decrease in cost resulting from decrease in output, the differences is known as decremental cost. D)Sunk cost: are those cost which are irrecoverable cost and is caused by complete abandonment of a plant.It is the written down value of the abandoned plant less its salvage value. E)Imputed and notional cost: are those cost which are notional and does not involve any cash outlay. It is the value of a benefit where no actual cost is incurred. Examples: notional rent charged on the premises owned by the proprietor, interest on capital for which no interest is paid etc. F)Opportunity cost: it is the maximum possible alternative earning that might have been earned if the productive capacity or services had been put to some alternative use.G)Replacement cost: it is the cost at wh ich there could be purchase of an asset or material identical to that which is being replaced or revalued. It is the replacement cost at the current market price. H)Avoidable and unavoidable cost: avoidable costs are those cost which can be eliminated if a particular product or department with which they are directly related, is discontinued. Unavoidable costs are those cost which will not be eliminated with the discontinuation of product or department. I)Explicit cost: are those cost which involves immediate payment of cash.They can be easily measured. Example: salaries, wages, etc. J)Implicit cost: are those costs that do not involve immediate payment of cash and are known as economic cost. Example: depreciation etc. QUESTION 3. COST SHEET FOR 2, 00,000 cases PARTICULARSUNITSCOST PER UNITTOTAL COST direct material cost2,00,00061,200,000 Direct labor cost2,00,00091,800,000 Direct expenses2,00,0004800,000 PRIME COST2,00,000193,800,000 FACTORY OVERHEAD Factory expenses2,00,0003600,00 0 WORK COST2,00,000224,400,000 OFFICE/ADMINISTRATIVE OVERHEAD Administrative cost2,00,00061,200,000COST OF PRODUCTION/COST OF GOODS SOLD2,00,000285,600,000 SELLING AND DISTRIBUTION OVERHEAD Marketing cost2,00,0001200,000 COST OF SALE2,00,000295,800,000 PROFIT2,00,0005. 81,160,000 SALES2,00,00034. 86,960,000 ? COST SHEET SHOWING COST INVOLVED FOR 5,000cases PARTICULARSUNITSCOST PER UNITTOTAL COST direct material cost5,000630,000 Direct labor cost5,000945,000 Direct expenses5,000420,000 PRIME COST5,0001995,000 FACTORY OVERHEAD Factory expenses5,000315,000 WORK COST5,000221,10,000 OFFICE/ADMINISTRATIVE OVERHEAD Administrative cost5,000630,000 COST OF PRODUCTION/COST OF GOODS SOLD5,000281,40,000SELLING AND DISTRIBUTION OVERHEAD Marketing cost5,00015,000 COST OF SALE5,000291,45,000 PROFIT5,0005. 829,000 SALES5,00034. 81,74,000 Here the cost involved in production of 1unit of screwdriver amounts to Nu. 29 and when we add the profit of cost plus 20percent, per unit cost sums up to Nu. 34. 8. But here the army representative ignored the price fixed by the company saying that the company bypassed the using selling channel and the army representative wants to pay only Nu. 22. 80 Per unit. So in this case I recommend that the price should be Nu. 33. (28*120%) per unit, since the company bypassed the contract of usual selling channel but they had incurred both administrative and factory overheads for the production of the screwdrivers and on the other hand both the administrative overhead and factory overhead are fixed cost that it doesn’t change with the volume of products produced. On the other hand the company had charged only the fixed factory and administrative overhead cost and they excluded all variable factory and administrative overhead cost, so the price per unit should be Nu. 33. 6 per unit. Cost Information and Decision Making Q 1: 10 marks For what decisions would estimated cost information be useful if you were a hospital administrator? The Director of a Cinema hall? The Marketing vice president of a bank? Cost information is the information about the different costs that are incurred in the operation of the organization or a business process.Here the cost includes all cost like material cost, labor costs, and all other overhead costs that are incurred depending on the type of business they operates. The main objectives of cost information are: 1)To ascertain the cost per unit for different products. 2)To have correct analysis about the cost incurred. 3)To disclose source of wastage whether material, time or expenses. 4)To provide requisite data and serve as a guide to price fixing. 5)To reveal the source of economy. 6)To help in preparation of budget. 7)To organize internal audit system to ensure effective working.HOSPITAL ADMINISTRATOR: In hospital, different costs are involved such as on purchase of different kinds of medicines, equipments, antibiotics, etc and for employing different people where they are needed to pay salaries and wages etc. they should also incur transportation cost and other overhead costs for the operation of day to day operations. They should ascertain the cost incurred on the medicines, salaries and wages to the staff and employees, and to know total units consumed during certain period of time, how many people are employed and their effectiveness in their work.So by having cost information, it helps the hospital administrator in making decisions like: a)How much quantity of what medicine should be ordered within the specific time period? b)How many people to be employed and at what wages or salaries? c)What are needed and what not? d)Helps in ascertaining different amount of budget for different activities, materials†¦. Etc. e)It also helps in on what field the training and developments are needed. DIRECTOR OF CINEMA HALL:Being a director of a cine ma hall it is very important to have cost information about the total cost and per unit cost incurred while building the hall or the hiring cost, monthly or per unit electric charges, per unit cost of furniture, screen cost, projector and any other cost involved while installing the infrastructure in the hall. So the estimated cost is useful for the Director of cinema hall to: 1. To fixed the rent for the movie screener. 2. Helps in determining the most profitable pricing. 3. Helps to control the cost involved, since the cost information helps in figuring out the unnecessary cost incurred. . To decide the further investment is worthwhile or not. 5. If he screens movie, then it helps in deciding and ascertaining per ticket cost. MARKETING VICE PRESIDENT OF BANK: Here the marketing vice president of the banks deals with the process of giving loan and receiving the deposits from the public, while doing so they have to employ people, they needs stationeries like pen, paper, books, regis ter, desktop, ATM services, fund transfer etc. where it involves costs. So the cost information is very important for: 1. Fixing the interest rates for savings and loans. 2. Helps in budgeting for further development. 3.Helps in deciding whether a particular market should be tapped or not. 4. Whether to invest in new technology or not. 5. Whether to expand the business or not. Q2: 10 marks â€Å"Costs may be classified in a variety of ways according to their nature and the information needs of management. † Explain this statement giving examples of classification required for different purposes. Cost is the amount of resources, expressed in monetary terms, given up in exchange for some goods and resources.Cost classification is the process of grouping cost according to their common attributes. Careful classification of cost is of vital importance in order to identify the cost with cost center and cost units. With respect to their purpose the same cost is classified in differ ent ways as follows: 1. By Nature or Elements, or analytical classification: According to this classification the cost are divided into three categories such as materials, labor, and expenses. A)Materials cost: are those cost involved for the materials that are used for the production of the particular products.It can be further classified into direct material cost and indirect material cost. Direct material costs are those cost involved for those materials which can be identified in the product and can conveniently measure and directly charge to the product. Example: timber used in manufacturing furniture. Indirect material cost are those cost involved on those materials that do not physically becomes the part of finished product and are generally inexpensive items which may or may not become a part of the finished product. Example: threads used in stitching ghos.B)Labor costs: are those cost involved for the human efforts by which raw materials are converted into finished products . It can be further classified into direct labor cost and indirect labor costs. Direct labor costs are those cost that are paid to those workers who are directly engaged in converting raw materials into finished products. Example: wages paid to the machine operators. Indirect labor costs are those cost that are paid to those people that are not directly engaged in the production operations but only assist in the production process. Example: wages for store keepers.C)Expenses: are those cost other than the material costs and labor costs. It can be also classified further as direct expenses and indirect expenses. Direct expenses are those costs other than direct material cost and direct labor cost. Example: cost of patent right. Indirect expenses are those expenses other than indirect material cost and indirect labor cost. Example: rents and rates. 2. Functional classification: Here the costs are classified according to the different aspects of basic managerial activities involved in the operation of business under taking.A)Production or manufacturing cost: this is the total cost involved in manufacture, construction and fabrication of units of production. Example: wages, raw material cost etc. B)Administrative cost: this is the cost involved in administering the process of production. Example: salaries, office rent and lighting cost etc. C)Selling and distribution cost: this is the cost involved in the process of taking finished products for sale to the final consumers. Example: carriage outward, salesman’s salary etc. So any cost involved in administration and selling and distribution are also termed as commercial cost. 3.By degree of traceability to the product: In this case the costs are classified with their degree of traceability, such as direct and indirect cost. A)Direct cost: are those costs which are incurred for and may be conveniently identified with a particular cost center or cost unit. Example: materials used and labor employed in manufactu ring furniture. B)Indirect cost: are those cost which are incurred for the benefit of a number of cost centers or cost units and cannot be conveniently identified with particular cost center or cost unit. Example: rent for the building, machinery depreciation etc. 4. By changes in activity or volume:Here the costs are classified according to their behavior in relation to changes in the level of activity or volume of production. A)Fixed cost: are those cost which commonly remains fixed in total amount with increase or decrease in the volume of output or productive activity for a given period of time. With increase in production the per unit fixed cost decreases and vice versa. Fixed cost can be further classified as follows: i)Committed cost: are those cost that are the result of inevitable consequences of commitments previously made or are incurred to maintain certain facilities and cannot be quickly eliminated.Example: rent, insurance etc. ii)Policy cost: are those cost incurred fo r implementing some management policies as executive development, housing etc. and are often discretionary. iii)Managed cost: are those cost that are incurred to insure the operating existence of the company. Example: staff service etc. iv)Discretionary cost: are those cost which are not related to the operation but can be controlled by the management. These costs usually arises due to some policy decision and new researches etc. and can be eliminated or reduced to desirable level at the discretion of the manufacturer. )Step cost: are those cost which are constant for given level of output and then increases by a fixed amount at a higher level of output. B)Variable cost: are those cost which vary in total in direct proportion to the volume of output. These costs per unit remain relatively constant with changes in production. Example: direct labor cost, material cost etc. such cost are also known as product cost because they depends on the quantum of product rather than on time. C)Se mi-variable cost: are those cost which are partly fixed and partly variable. Example: telephone expenses, depreciation etc. 5.By controllability: cost are classified according to whether or not they are influenced by the action of given member of the under taking. A)Controllable costs: are those cost which can be influenced by the action of specified member of an undertaking. It is the costs which are within the control of the management. Examples: materials cost, labor cost etc. B)Uncontrollable cost: are those cost which cannot be influenced by the action of a specific member of an undertaking. It is the costs which are not within the control of the management. Example: rent of the building, managerial salaries etc. . By normality: Here the costs are classified according to whether these costs are normally incurred at a given level of output in the conditions in which that level of activity is normally attained. A)Normal cost: it is the cost which is normally incurred at a given l evel of output in the conditions in which that level of output is normally attained. It is the par of cost of production. B) Abnormal cost: it is the cost which is not normally incurred at a given level of output in the conditions in which that level of output is normally attained.It is not the part of cost of production and is charged to costing profit and loss account. 7. By relation with accounting period: It is the cost which is incurred in purchasing or maintaining an asset either to earn income or increasing the earning capacity. A)Capital cost: cost incurred in purchasing an assets or increasing the earning capacity of the business is called capital cost. Example: the cost of rolling machine in case of steel plant. B)Revenue cost: it is the cost involved in order to maintain the earning capacity of the concern such as cost of maintaining an assets or running a business.Example: cost of materials used in production, labor charges paid etc. 8. By time: As per the period or the time the cost is incurred the cost is classified in to historical cost and predetermined cost. A)Historical cost: are those cost which are ascertained after being incurrence. It is based on recorded facts, can be verified being supported by evidences and are objective. B)Predetermined cost: are estimated costs, since they are computed in advance of production taking consideration the previous records of cost. 9. According to planning to control: planning and control are two important functions of management.Cost accounting furnishes information to the management which is helpful in the due discharge of these two functions. A)Budgeted cost: it represent an estimate of expenditure for different phases of business operations such as manufacturing, administration, sales, research and development etc. coordinated in a well conceived framework for a period of time in future which subsequently becomes the written expression of managerial targets to be achieved. Example: raw material cost b udget, labor cost budget etc. B)Standard cost: it is the cost where the budgeted costs are translated into actual operation through the instrument of standard cost.It is defined as the predetermined cost based on a technical estimate of for materials, labor and overhead for a selected period of time and for a prescribed set of working conditions. So the standard cost is determination, in advance of production of what should be the cost. 10. By association with the product: A) Product cost: are those costs which are traceable to the product and are included in inventory evaluation. It comprises direct materials, direct labor and manufacturing overheads in case of manufacturing concerns.These are used for valuation of inventory and are shown in the balance sheet till they are sold. B)Period costs: are those cost incurred on the basis of time such as rent, salaries etc. These may relate to administration and selling costs essential to keep the business running. Though these are not ass ociated with production and are necessary to generate revenue but cannot be assigned to a product. These are charged to the period in which these are incurred and treated as expenses. 11. For managerial decision: are those cost that are classified according to their usage in the managerial decision making.A)Marginal cost: it is the total of the variable cost i. e. , prime cost plus variable overheads. It is the distinction between fixed and variable costs. Here the fixed costs are ignored and only variable costs are taken into consideration for determining the cost of products and value of work-in-progress and finished goods. B)Out of pocket cost or explicit cost: are those cost which involves payment to the outsiders and thereby gives rise to the cash expenditure as opposed to such costs as depreciation, which do not involve any cash expenditure.Such costs are relevant for price fixation during recession or when make or buy decision is to be made. C)Differential cost: are those cos t that the change in cost due to change in the level of activity or pattern or method of production is known as differential cost. If the change increases the cost then it is known as incremental cost. If there is decrease in cost resulting from decrease in output, the differences is known as decremental cost. D)Sunk cost: are those cost which are irrecoverable cost and is caused by complete abandonment of a plant.It is the written down value of the abandoned plant less its salvage value. E)Imputed and notional cost: are those cost which are notional and does not involve any cash outlay. It is the value of a benefit where no actual cost is incurred. Examples: notional rent charged on the premises owned by the proprietor, interest on capital for which no interest is paid etc. F)Opportunity cost: it is the maximum possible alternative earning that might have been earned if the productive capacity or services had been put to some alternative use.G)Replacement cost: it is the cost at wh ich there could be purchase of an asset or material identical to that which is being replaced or revalued. It is the replacement cost at the current market price. H)Avoidable and unavoidable cost: avoidable costs are those cost which can be eliminated if a particular product or department with which they are directly related, is discontinued. Unavoidable costs are those cost which will not be eliminated with the discontinuation of product or department. I)Explicit cost: are those cost which involves immediate payment of cash.They can be easily measured. Example: salaries, wages, etc. J)Implicit cost: are those costs that do not involve immediate payment of cash and are known as economic cost. Example: depreciation etc. QUESTION 3. COST SHEET FOR 2, 00,000 cases PARTICULARSUNITSCOST PER UNITTOTAL COST direct material cost2,00,00061,200,000 Direct labor cost2,00,00091,800,000 Direct expenses2,00,0004800,000 PRIME COST2,00,000193,800,000 FACTORY OVERHEAD Factory expenses2,00,0003600,00 0 WORK COST2,00,000224,400,000 OFFICE/ADMINISTRATIVE OVERHEAD Administrative cost2,00,00061,200,000COST OF PRODUCTION/COST OF GOODS SOLD2,00,000285,600,000 SELLING AND DISTRIBUTION OVERHEAD Marketing cost2,00,0001200,000 COST OF SALE2,00,000295,800,000 PROFIT2,00,0005. 81,160,000 SALES2,00,00034. 86,960,000 ? COST SHEET SHOWING COST INVOLVED FOR 5,000cases PARTICULARSUNITSCOST PER UNITTOTAL COST direct material cost5,000630,000 Direct labor cost5,000945,000 Direct expenses5,000420,000 PRIME COST5,0001995,000 FACTORY OVERHEAD Factory expenses5,000315,000 WORK COST5,000221,10,000 OFFICE/ADMINISTRATIVE OVERHEAD Administrative cost5,000630,000 COST OF PRODUCTION/COST OF GOODS SOLD5,000281,40,000SELLING AND DISTRIBUTION OVERHEAD Marketing cost5,00015,000 COST OF SALE5,000291,45,000 PROFIT5,0005. 829,000 SALES5,00034. 81,74,000 Here the cost involved in production of 1unit of screwdriver amounts to Nu. 29 and when we add the profit of cost plus 20percent, per unit cost sums up to Nu. 34. 8. But here the army representative ignored the price fixed by the company saying that the company bypassed the using selling channel and the army representative wants to pay only Nu. 22. 80 Per unit. So in this case I recommend that the price should be Nu. 33. (28*120%) per unit, since the company bypassed the contract of usual selling channel but they had incurred both administrative and factory overheads for the production of the screwdrivers and on the other hand both the administrative overhead and factory overhead are fixed cost that it doesn’t change with the volume of products produced. On the other hand the company had charged only the fixed factory and administrative overhead cost and they excluded all variable factory and administrative overhead cost, so the price per unit should be Nu. 33. 6 per unit.

Educational psychology Essay

One of the world’s issues of today is on context of education. Many education conventions have been organized to discuss on matters relevant on the development of educational goals and programs. Education should be considered as one factor in the development of man as the most significant since it brings all breakthroughs in all walks of life. From the time of primitive education to the medieval period, education has been playing a great role in the lives of every citizen and the state in general. The very first task of educational contenders was and is to set educational development goals. The challenge of all educational institutions today is to produce a curriculum that will earn high productivity as in lifelong education. The institution should be more focused on creating opportunities where learners can exercise their abilities and potentials. There must be that sense of self-education in order for them to perform better jobs in the real world because their education is gained not only by mere transfer of learning but through applying their skills into the real life setting. Today, people are conscious of searching for breakthroughs be it scientific, cultural, or educational, in order to improve the quality of life. This is one goal in education that must be taken in to account from time to time because it is through this that improvements and developments take place. Along with these breakthroughs, rapid changes in the society’s way of life bring a lot of conflicts in the human life. By conflict, man faces several challenges that will test his true capacity and knowledge in resolving his own issues. That is, by inculcating in the learners the culture of being sensitive to the needs of the people and the nation brings a lot of pressure in our educational today. People are not trained to satisfy themselves but to see to it that the whole nation can benefit what one person is enjoying out of something. However, in the advent of various educational programs and projects, long term education program is still best to be implemented. This is in response to different curriculum reforms to attain quality delivery of instruction. The national government through the education department, has been looking for ways and means in order to help sustain these long term programs in order to provide a standard and suitable curriculum for every Filipino and attain progress in the academe. Moreover, the Department of Education has laid the three millennium development goals to help attain the Education for All by the year 2015. These goals include accessibility, quality, and sustainability. These goals will help improve the number of Filipino children to be in school and complete their education as prescribed by them of their age and as mandated by the constitution of which education is a right. These millennium development goals of the Education for All (EFA) enable schoolchildren to harness their faculties in improving their way of life and participate in the development process in educational reform and societal progress. According to the UNESCO Institute for Information Technologies in Education, Russian Federation, education will become a social institute providing people with various educational opportunities. With this end in view school and university curricula should be diversified to enable everyone to make up their own educational trajectory in compliance with their aptitudes, thus creating the basis to implement the principle Education for all. Thus, in the Philippines various projects have been undertaken in order to qualify the implementation the Education for All. These projects include MADRASAH (for Moslem schoolchildren), Education for Indigenous Peoples, inclusion of values education in the curriculum, strengthening the higher order thinking skills type of questions in every learning area, the implementation of National Achievement Test (a standardized test), the participatory school improvement planning, the integration of information and communications technology in education (ICT4E), the decentralization of management including the downloading of maintenance and other operating expenses (MOOE) to specific schools, and the conduct of various trainings and national competency examinations. These are some of the approaches in order to carry out the implementation of Education for All. Nevertheless, Article XIV of the 1987 Philippine Constitution cited that the Department of Education as the only agency in the Philippine government, responsible for education and manpower development. It further stated that the state shall protect and promote the right of every citizen to quality education at all levels and shall take appropriate steps to make education accessible to all. This is still in line with the context that education is a right and is for all. Whether a schoolchild is in the formal or non-formal education, what matters most is his assumption of his respective role in the society, the virtues he shall live with, and the use of his capabilities in attaining the long term goal in education that contributes to the total progress and development of the nation. At the end of the day we do realize that the search for an adequately structured educational system, is to secure our lives from the many challenges of the outside world at all sorts. Hence, education in the new society shall be within the context of national development and value formation in order to help build a nation other than ourselves. —oo0oo—

Weight Problems Regerian Essays

Weight Problems Regerian Essays Weight Problems Regerian Essay Weight Problems Regerian Essay 2013. Web. 15 May 2013. Bjelkengren, Catarina. The Impact of Mass Decompounding on Assessing the Value of Vehicle Lightweighting. MIT. Massachusetts Institute of Technology, June 2008. Web. 16 May 2013. Compare Summary Autos. MSN Autos. Microsoft, 2013. Web. 15 May 2013. Conlon, Christopher T. A Dynamic Model of Prices and Margins in the LCD TV Industry. Columbia University. Columbia University WAC, 02 Nov. 2012. Web. 15 May 2013. Day, Natalie. Fat Children. Indiana Review Issue: 31. 1 (2009): 115. Literary Reference Center. Web. 15 May 2013 Energy Efficient Technologies. FuelEconomy. gov. U. S. Department of Energy, n. d. Web. 15 May 2013. Environmental Impacts from Automobiles. US EPA. US Environmental Protection Agency, n. d. Web. 15 May 2013. Gas Mileage Tips Driving More Efficiently. FuelEconomy. gov. US Department of Energy, n. d. Web. 15 May 2013. Inflation Calculator. U. S. Department of Labor. U. S. Bureau of Labor Statistics, n. d. Web. 09 May 2013. Paula, Matthe w De. Design Disasters: Three Ways Cars Are Getting Worse. Forbes. Forbes Magazine, 27 Apr. 2011. Web. 15 May 2013. Protect the Environment On the Road. EPA. Effects of Upsized Wheels and Tires Tested. Car and Driver. Hearst Communications, Inc. , Apr. 2010. Web. 15 May 2013.

The Complete Guide to AP Human Geography FRQs

The Complete Guide to AP Human Geography FRQs SAT / ACT Prep Online Guides and Tips The free-response section is the hardest part of any AP test. Although AP Human Geography is much more straightforward than some other humanities AP exams, if you don't have your stuff down, the free-response section can still hit you where it hurts. In this article, I'll take you through the structure of the free-response section, some tips for answering AP Human Geography FRQsstrategically, examples of what actual questions look like, and a few places where you can find the best practice materials. AP Human Geography Free-Response Section Format There are three questions on the free-response section, each worth the same percentage of your score.You’ll have an hour and 15 minutes to answer all three questions.Free-response prompts will ask you to: Demonstrate an understanding of geographic models Analyze and evaluate geographic concepts Cite and explain examples of various geographic processes Synthesize different topics covered in the curriculum Most free-response questions have multiple parts, and you can earn anywhere from 6-10 raw points on each of them.It’s usually fairly obvious where the points are earned on these questions, as you’ll see in the examples in the upcoming sections. How to Answer AP Human Geography FRQs Before we get into examples with answer explanations, I’ll give you some essential steps for answering these types of questions.AP Human Geography free-response questions are typically pretty straightforward so you can attack them in a methodical fashion. Here's a sample question from the 2015 exam that I'll use as a reference so you can see how the different steps apply: Step 1: Read the Introductory Statement Before you start in on the first part of the question, make sure you read the short introductory blurb.It sets up the topic you’ll be analyzing and gives you firmer ground to stand on when addressing the rest of the question. In the sample question above, the introductory statement makes it clear that the question will deal with refugees and the political and social origins of mass emigration. Reading all the introductory statements for the three free-response questions in the section before you start answering any of them can help you decide where to begin.If you see a topic that is especially familiar, you might go for that question first because you’ll be able to answer it the fastest. Step 2: Identify the Key Command In each part of the question, underline what it’s asking you to do.Common examples of key commands include â€Å"compare,† â€Å"describe,† â€Å"identify,† and â€Å"explain.†It’s helpful to underline these words to keep yourself on track when responding to the question.This is also useful because it will get you in the habit of paying closer attention to the differences between each of these tasks. For example, a question that asks you to â€Å"identify† something will merit a much more succinct answer than one that asks you to â€Å"describe† it.In part A of the sample question, the key command is "define," meaning you could just give a one sentence answer that clearly outlines what a refugee is. For part B, the key command is "discuss," which denotes a longer answer that elaborates on each reason for refugees leaving their countries of origin. In part C, the key commands are "identify and explain," which would mean a very succinct answer followed by greater detail. The final part of the question asks you to "explain" two economic impacts, which means a couple of sentences of further clarification for each example you give.You’ll save time and earn points if you’re careful to make these distinctions! Step 3: Hit the Points Now it’s time to answer the question.Make an estimate of how many points are possible in this part of the question.For example, if a question tells you to give two examples of how a concept applies to a certain country’s economic landscape, there are likely two points that you can potentially earn for that part of the question.In the sample question, you can see relatively clearly that part A is worth one point, part B is worth three points, part C is worth two points, and part D is worth two points. Part C is the only tricky part - notice that you're only asked for one reason, but you must identify AND explain it. There is typically one point available for completing each key command.After making this determination, write a clear answer that addresses all of the points thoroughly and will make it easy for the grader to find your responses. Step 4: Reread and Double Check When you’ve finished writing your answer, reread the question and your response to make sure you’ve done everything it asked you to do.If you’re satisfied, move onto the next part of the question, and repeat the process of identifying key commands and hitting all the possible points.After you finish the last part, check over all of your answers for that question one last time to ensure that everything is the way you want it to be. Then you can move onto the next free-response question. Review your answers with a second, more critical eye. I think this picture is photoshopped, but I don't know for sure because I don't feel like Googling "can you have two pupil/iris combos within one eyeball?" Just kidding, I did Googleit, and it's probably not a thing, but not even the internet knows for sure.OoOoOoOo. AP Human Geography FRQ Examples In this section, I'll go through the answers to two different free-response questions that were asked on real AP Human Geography tests within the last couple of years. Here's the first question: For this question, a knowledge of the most prevalent geographic models and theories is very important.You need to be able to relate one of these models to the economic development of a specific country.This question requires almost all the skills listed in the first section of this guide. As you may have guessed, there were three points possible for the answer to the first part.Here are some examples of differences between the two models that you could identify and compare: Rostow’s five-stage model says that national economies are developing forward over time (never moving backward) while Wallerstein’s core-periphery model says that countries are static or can move backward in development. Rostow’s model says that international trade may help countries to grow economically while Wallerstein’s model says that international trade strengthens development in core countries and constrains development in peripheral countries. Rostow’s model provides a national-level analysis while Wallerstein’s model provides an international-level analysis. For part B, you need to show that you can apply these models in the context of Mexico and Brazil, countries that are in the midst of fully developing and modernizing their economies.One point would be earned for identifying a stage or part of one of the models, and a second point would be earned for explaining that stage or part.For example, you could talk about Stage 4, or the Drive to Maturity, in Rostow’s model.This stage is exemplified by increased manufacturing specialization and integration into the global economy. For part C, you would have to identify two examples of the core-periphery concept below the national level.One example might be a core city and its peripheral suburbs.Another example might be a core productive area surrounded by a less developed or impoverished periphery. Now, let’s take a look at a second example with an image component: Forpart A, we have to consult the map and determine one characteristic that the shaded countries have in common.Examples of characteristics you could mention include: They’re all developing countries. They’re former colonies. They all use plantation or small-scale agriculture. They’re all equatorial countries. Part A was worth one point.Notice that this only requires a very broad understanding of the nature of these countries or a basic knowledge of climate in different parts of the world. For part B, you could earn two points for identifying each impact of coffee farming.Possibilities include: Economic development:Coffee farming leads to increased employment, growth in GNP, development of infrastructure, improved foreign exchange, increased global trade and better international relations. Environmental impacts:Coffee farming causes harmful effects from agricultural chemicals, water use issues, deforestation, biodiversity loss, and soil erosion. You could also talk about how coffee farming might lead to too much economic dependence on a single commodity and cause the land to be used for commercial agriculture rather than food. Part C was also worth two points, one for identifying a way that increased consumption affects coffee-producing countries and one for explaining the effect in more detail.For example, you might say that increased consumption leads to increased production.This, in turn, means more resources dedicated to coffee production, the adoption of new technologies related to the industry, increased profit, and the introduction of new producers into the coffee industry. Finally, for part D, you have to explain a specifically urban change in the developed world related to coffee production.You might say that more coffee shops will start to spring up in urban areas.That gets you one point.Then, you could earn a second point if you got into a more specific discussion about how the placement of coffee shops is related to geographic theories.You might explain it in the context of consumer proximity, central place theory, and diffusion. How to Practice AP Human Geography FRQs You can find plenty of sample AP Human Geography free-response questions (and their corresponding answer guidelines) online.The College Board site has real test questions that were administered between 2004 and 2015 with sample responses and scoring guidelines.This is the best resource for free response questions because you can be sure that they’re accurate representations of what you’ll see on your exam in terms of content and difficulty level.There’s nothing wrong with using free-response questions crafted by test prep companies for preliminary practice, but you should always incorporate real questions into your studying at frequent intervals. Barron’s has a free practice test that you can take in timed or practice mode depending on how serious you’re feeling.It might be good to make use of the timed mode when you’re close to the real test so you can get an accurate feel for the conditions.It has three free-response questions just like the actual AP test, and you can consult scoring guidelines to check your answers (the multiple-choice portion of the test is scored automatically, but you have to do a little more work for free response).If you’re not averse to spending a bit of money ($25), you might also register with Learnerator to get access to a bunch of additional AP Human Geography practice free-response questions. It's time to fly free! Go, respond. It is your destiny. What's Next? If you want an overview of the whole exam with examples of multiple-choice and free-response questions, take a look at my survey of the AP Human Geography test including study tips and sample questions. Looking for more resources to use in preparing for this test? Check out my ultimate study guide for AP Human Geography! If you want more free response practice, you might consider getting a review book to supplement the online resources listed in this article. Here's a list of the best review books for AP Human Geography.

Nucleation Definition (Chemistry and Physics)

Nucleation Definition (Chemistry and Physics) NucleationDefinition Nucleation is the process where droplets of liquid can condense from a vapor, or bubbles of gas can form in a boiling liquid. Nucleation can also occur in crystal solution to grow new crystals. It is seen in gases when tiny bubbles coalesce into larger ones. In general, nucleation is a self-organizing process that leads to a new thermodynamic phase or a self-assembled structure. Nucleation is affected by the level of impurities in a system, which can provide surfaces to support assembly. In heterogeneous nucleation, organization begins at nucleation points on surfaces. In homogeneous nucleation, organization occurs away from a surface. For example, sugar crystals growing on a string is an example of heterogeneous nucleation. Another example is the crystallization of a snowflake around a dust particle. An example of homogeneous nucleation is growth of crystals in a solution rather than a container wall. Examples of Nucleation Dust and pollutants provide nucleation sites for water vapor in the atmosphere to form clouds.Seed crystals provide nucleation sites for crystal growing.In the Diet Coke and Mentos eruption, the Mentos candies offer nucleation sites for the formation of carbon dioxide bubbles.If you place your finger in a glass of soda, carbon dioxide bubbles will nucleate around it. Carbon dioxide bubbles nucleating on a finger. Arie Melamed-Katz Sources Pruppacher, H. R.; Klett J. D. (1997). Microphysics of Clouds and Precipitation.Sear, R.P. (2007). Nucleation: theory and applications to protein solutions and colloidal suspensions (PDF). Journal of Physics: Condensed Matter. 19 (3): 033101. doi:10.1088/0953-8984/19/3/033101

Environmental Economic, What is the theory of Coase and has it any Essay

Environmental Economic, What is the theory of Coase and has it any bearing on policies for the control of environmental pollution - Essay Example Now when the steel manufacturer makes his balance sheet he won't include these external costs into profit and loss statement for he pays nothing for that. The solution in this case may be that the government tells the company how much it can pollute air or it may impose the taxes depending upon the amount of the pollution it causes, called Pigovian taxes. This was the general theory followed before Coase came up with his theory (The Swedes Get it Right, 1). Coase approach: Coase begins by giving the example of straying cattle, which destroys the crops in the neighborhood land. In this case we get more cattle i.e. the meat at the expense of the crops. Thus we can get either the crops or the meat. The answer lies simply in deciding the value of what we obtain at the expense of value of what is sacrificed. Thus Coase gives prime importance to the value of the product (1). In this example Coase considers various options. Suppose if the value of the meat is more than the value of the crops in that case the cattle raiser may give some compensation to the farmer by mutual understanding. If the value of the crops on the other hand is more than the value of the meat in that case the farmer may build the fencing to protect its crops from the cattle and demand some compensation for doing so. In other case, if the farmer is not using some part of land he may allow the cattle bearer to use that land at some fixed costs agreed upon by both. There is also the possibility that if the cattle bearer finds that by increasing the number of the cattle he can get much more profits and he could easily pay the farmer all the cost of the crop in that case he may just compensate the farmer for completely stopping the growth of the crops. There is one more angle to these discussions. If the farmer had the initial rights to use the land for the crops, then the cattle bearer bargains with the farmer to allow the cattle rising in his vicinity. While if the cattle raiser has the initial rights to raise the cattle in his vicinity then farmer has to bargain with the cattle bearer so that his cattle create least damage to his crops (Coase, 2). In either way, what is important to come up with the solution is the value of the product that is be obtained and of the product that is sacrificed. The greatest thing is that the problem is solved by the mutual discussions and the contract is raised among the concerned parties, which benefits all. Here there is no involvement of the government, no regulations and no political or the beurauracratic proceedings. However, one of the most important things to understand is the fixing of the property rights which plays the dominant role in the success of the Coase method (Swedes Get it Right, 1). In the example considered by Coase the property rights belong to only the two persons, the cattle raiser and the farmer. Here it is quite easy for the two parties to get involved in the discussions and come out with some contract. In case of the example of steel plant if the plant owners have the initial rights to production and create pollution then the residents will bargain with the manufacturer to create the least possible pollution. In this case the residents may make some payments to them to either use some methods to stop the pollution

A short literature review of the level of awareness amongst general Research Paper

A short literature review of the level of awareness amongst general dental practitioners regarding implant maintenance - Research Paper Example They carried out a survey among 100 (64 males & 34 females) general dental practitioners through a questionnaire, which was aimed to get the feedback and opinions from both general practitioners (GPs) and dental specialists with regard to periodontal care. Multivariate Logistic Regression was used to find out the key variable impacting the survey responses. They quoted that â€Å"In a study of a similar pattern, Zemanovich et al, have evaluated the demographic variables affecting patient referrals from general dental clinic to a periodontist. They concluded that various factors such as gender of the dentist and the proximity to a periodontist affected the number of referrals by a general dentist.† The results showed that 98% of the GPs conducted the initial surgical therapy by self without having any recommendation to do so and performed scaling whilst advising certain mouth washes and brushing techniques. However, the results revealed that over 67% of the dentists never performed splinting. The survey further revealed that the role of a periodontist was found limited to a surgical therapy and most of the dentists did not carry out a Root planning. Another key finding indicated that the dentists have a greater level of awareness with regard to methods demonstrating maintenance of oral hygiene. Despite having a sign of periodontal disease, we found that only 33% of the dentists referred patients to a periodontist. Further, many GPs do not believe that implant is a core of curing periodontal disease thus there is a difference in opinion among general dentists with regard to reliability of periodontal treatment. â€Å"Such studies should be performed in future to get an overall perception of the general dentists toward periodontal treatment in India. Such studies performed at different intervals of time in the same cities can also provide an idea about the changing trends

Bullet Velocity Research Paper Example | Topics and Well Written Essays - 750 words

Bullet Velocity - Research Paper Example A bullet is a metallic projectile loaded in cartridges and fired from firearms, the cartridge consists of a cartridge case, propellant charge, primer, and bullet. Pulling the trigger strikes the primer which in turn ignites the gunpowder, high pressure is built which propels the bullet forward and ejects the casing. The flight path of a bullet includes travel down the barrel, path through the air, and path through a target or wounding (Fackler, 1996). The burning gunpowder produces pressure given by Force divided by Area and the larger the barrel the greater the acceleration of the bullet. It is difficult to measure forces within the barrel but the velocity at which the bullet exits the barrel (muzzle velocity), can easily be calculated (Bruner et al, 2011), and is given in feet per second. Bullet velocities are classified as below 1000 fps, 1000-2000 fps and above 2000 fps as low, medium and high velocity respectively. (Wilson, 1997) (Wilson, 1997) Bullet Velocity Initial/Internal B allistics Pressure exerted on the bullet by the burning powder is given by Pressure=Force/Area Whereby: Area = base of bullet= diameter of barrel = constant Energy transmitted to the bullet thus depends on: 1. Mass (ponds) 2. Time of travel (seconds) 3. Time interval over which force is applied (seconds) 4. Barrel length (metres) The pressure and time is related as shown in the graph below Pressure Time over which force is applied As the bullet travels through the barrel, it phases minor deformations called setbacks resulting from imperfections in the barrel, however, the effect of this deformations are negligible (Jandial et al, 2008) External Ballistics/In Air to the Target This can be determined from Kinetic energy formulae as follows: Let: m=mass of bullet a=acceleration of the bullet x=distance travelled From Newton’s second law F=ma †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(1) Then; Work done is given by work done=ma(x) From the expression v2=u2+2ax (Zitzewitz et al, 1995) Wh ere: v=final velocity u= initial velocity =0 since the bullet starts from rest Thus; a=v2/2x †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) Substituting eqn(2) into equation of work Work done = mv2x / 2x †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) Since work done=Kinetic energy Kinetic energy of bullet, KE=mv2 2 Rearranging for velocity V2 = 2KE M Velocity, V= (2KE M) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(4) OR Let W = Weight in grains. Then M = W/ (7000grains per pound 32 ft/s) where: 32 ft/s – gravitational acceleration Kinetic Energy = WV2/450435 ft/lb Hence velocity, V= (KE450435 W) This is the bullets velocity as it leaves the muzzle. This velocity is affected by Drug as it heads towards the target. Let f (v/a) - ratio of velocity of bullet to velocity of sound in the medium of travel k- Constant for shape of the bullet &- constant for yaw p- Density of medium d- Diameter of bullet Drug, D = f (v/a) k&pd2v2 The degree to which a bullet is slowed by drug is calle d retardation given by Retardation, r = D/M Velocity is thus given by misery Velocity, V = (KE450435 W) – D/M A bullet fired straight upwards will slow down, stop and fall back to earth obeying the lows of free fall. It accelerates until it reaches a point where its weight equal to resistance of the air, this velocity is called terminal velocity (Cecil 2012). The formulae for free fall is expressed as V= ? gt where: g—gravitational acceleration t—time of fall References Bruner D, Gustafson CG, Visintainer C. Ballistic injuries in the emergency department. Emerg Med Pract. 2011;13(12):1-30. Cecil Adam, Retrieved from http://wiki.answers.com/Q/Formula_for_velocity_of_a_bullet Fackler ML: Civilian gunshot wounds and ballistics: dispelling the myths. Emerg Med Clin North Am. 1998;16:17-28. Jandial R, Reichwage B, Levy M, Duenas V, Sturdivan L. Ballistics for the neurosurgeon. Neurosurgery. 2008;62:472-480. Wilson JM: Wound ballistics. West J Med. 1977;127:49-54. Zit zewitz, Paul W. & Robert F Neff.  Physics: Principles and Problems. New York: Glance, 1995:

Bullying Essay Example | Topics and Well Written Essays - 1000 words - 1

Bullying - Essay Example Others group behaviors into several patterns, branding a number of those behaviors as bullying, illustrating that there are several ways to adequately deal with specified patterns of behavior. Like childhood bullying, workplace bullying entails the tendency of groups or individuals to employ persistent unreasonable or aggressive behavior against a subordinate or co-worker. Workplace bullying may include tactics such as humiliation and, verbal, physical, psychological and nonverbal abuse. This form of aggression is specifically challenging because, unlike the usual types of school bullying, bullies in the workplace frequently function within the developed policies and rules of the society and organization. In addition, bullying in the workplace is in most instances reported as having been carried out by management and takes a broad range of forms. Bullying may be overt or covert, may be known by the majority or may be missed by supervisors in the organization. Negative consequences of bullying are not restrained to the individuals who are targeted, and may cause decrease in an organization’s culture and worker morale (Randall, 2001). ... In addition, it is imperative to comprehend that bullying is typically perceived to be a pattern of behavior where a single or more actions will assist highlight that bullying is present. Bullying may include, and not limited to the following: Interfering with an individual’s work equipment or personal items; spreading malicious gossip or rumors; blocking applications for leave, training, or promotion; isolating or excluding an individual socially; criticizing an individual constantly or persistently; intimidating an individual; undeserved or unwarranted punishment; intentionally impeding or undermining an individual’s work; threatening abuse or physically abusing; belittling an individual’s views; eliminating areas of work without explanation; using profanity or yelling; persistently modifying work guidelines; developing a feeling of worthlessness; creating unattainable deadlines that will make the worker to fail; intentionally providing incorrect information or concealing significant details; assigning unbearable workload or duties so as to create needless pressure; making offensive statements or jokes; and invading an individual’s privacy by stalking, spying, or pestering (Rayner, Hoel & Cooper, 2001). Nonetheless, sometimes it is difficult to determine if bullying is taking place at the workplace. A number of researches assert that there exists a thin boundary between bullying and stout management. For instance, comments that are purposefully and are meant to offer positive feedback are frequently not perceived as bullying, but instead, are meant to help workers with their duties. Bullying has a number of negative consequences to the employees. Numerous workers value their jobs and do

Evaluate how learning strategies have changed and may continue to Essay

Evaluate how learning strategies have changed and may continue to change in relation to the application of information technology in schools - Essay Example I have worked as a film editor and written film criticism, and I listen to the radio and now and then watch TV (my older son has cable). Along with many other colleagues in the Waldorf movement, I have no objection to adults immersing themselves in the world of technological wonders.   Ã‚  Ã‚   I remember well that in the early 1950s when I entered grade school, the "visual aids" approach which utilized a film strip projector was going to revolutionize our educational experience. Sometime after that, "Sunrise Semester" debuted on television, as a first step in the "video revolution" that was going to transform education in America. Several years later, I was part of one of the first Advanced Placement Physics classes in the nation, and our education was going to be revolutionized through the utilization of videotaped lectures by great physicists broadcast over closed circuit television. I have already lived through several of these "electronic revolutions" and Ive yet to see anything happening in mainstream American education except for a steady decline in quality and morale among students and teachers.   Ã‚  Ã‚   I have no idea where all of the old slide projectors went when they were replaced by closed circuit televisions, or where the televisions went when they were replaced by computers, or where the old 386 PCs will go when they are replaced by multimedia Pentium models, etc. - but a lot of corporate marketing departments are undoubtedly very happy about the brisk sales that every new "revolution" brings about. I dont think that Im alone in these concerns. In a recent article in the Atlantic Monthly, Todd Oppenheimer recounts   Ã‚  Ã‚   In 1922 Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and ... in a few years it will supplant largely, if not entirely, the use of textbooks." Twenty-three years later, in 1945, William Levenson, the director of the Cleveland public schools

Personal Operative Theory Classroom Management Assignment

Personal Operative Theory Classroom Management - Assignment Example These beliefs are important to me because based on my personal experiences as a child and in teaching some children, children have tendencies of understanding things better through positive reinforcement. To make studying and learning an enjoyable experience it must be taught through empowering ways, and that disciplining must be carried in a caring, respectful, and fair manner (Spitzer, 2009). Â  2. On an educator’s standpoint, while it is still important for me that children learn the lessons effectively, I deem their learning of positive attitudes, having pro-social behavior, and accepting responsibility to be essential in their learning processes. I feel that imparting these behaviors in children are important because while they may forget the exact academic lessons that they learn, their behaviors will stay longer with them, and thus by helping them gain positive and productive behaviors as early as possible, this will help them grow up into well-adjusted and responsible adults in the future (Durlak, et al., 2011). As their guide, I deem myself to have primary responsibility within the classroom to reinforce positive behavior and detect and discipline negative or anti-social behaviors (with dignity and respect) at the earliest possible time, and as students I expect them to treat their classmates with respect through open-mindedness, to treat others as equals a nd not think that they are above others, and to be responsible with their studies (e.g. submit assignments on time). Â  3. I believe that respect is something that is learned through application and has a strong impact on an individual.

Evaluate how learning strategies have changed and may continue to Essay

Evaluate how learning strategies have changed and may continue to change in relation to the application of information technology in schools - Essay Example I have worked as a film editor and written film criticism, and I listen to the radio and now and then watch TV (my older son has cable). Along with many other colleagues in the Waldorf movement, I have no objection to adults immersing themselves in the world of technological wonders.   Ã‚  Ã‚   I remember well that in the early 1950s when I entered grade school, the "visual aids" approach which utilized a film strip projector was going to revolutionize our educational experience. Sometime after that, "Sunrise Semester" debuted on television, as a first step in the "video revolution" that was going to transform education in America. Several years later, I was part of one of the first Advanced Placement Physics classes in the nation, and our education was going to be revolutionized through the utilization of videotaped lectures by great physicists broadcast over closed circuit television. I have already lived through several of these "electronic revolutions" and Ive yet to see anything happening in mainstream American education except for a steady decline in quality and morale among students and teachers.   Ã‚  Ã‚   I have no idea where all of the old slide projectors went when they were replaced by closed circuit televisions, or where the televisions went when they were replaced by computers, or where the old 386 PCs will go when they are replaced by multimedia Pentium models, etc. - but a lot of corporate marketing departments are undoubtedly very happy about the brisk sales that every new "revolution" brings about. I dont think that Im alone in these concerns. In a recent article in the Atlantic Monthly, Todd Oppenheimer recounts   Ã‚  Ã‚   In 1922 Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and ... in a few years it will supplant largely, if not entirely, the use of textbooks." Twenty-three years later, in 1945, William Levenson, the director of the Cleveland public schools

Opportunities and Challenges of Having Access to a Broader Workforce Essay Example for Free

Opportunities and Challenges of Having Access to a Broader Workforce Essay Question: a) Discuss the opportunities and challenges of having access to a broader workforce. Answer: The Workforce is the total number of a countrys population employed in the armed forces and civilian jobs, plus those unemployed people who are actually seeking paying work. In other words, workforce also refers to Total number of employee (usually excluding the management) on an employers payroll. It may also mean all those that are available for work. Workers may be unionized, whereby the union conducts negotiations regarding pay and conditions of employment. In the event of industrial unrest, unions provide a coordinating role in organizing ballots of the workforce, and strike action. As the world becomes globalize, the workforce in industries/companies become diversifies. The broader workforce make up from employees that come from different age groups, race, beliefs, gender etc. Opportunities Provide training on core competencies Devise training is needed to address the needs of different levels of workers, including training directed at entry-level and less skilled staff, workers with degrees not directly relevant to afterschool, and workers pursuing credentials. We cannot afford to ignore the workers who stay only a short time or work part-time, because they make up too large a portion of our workforce. They need some minimum level of knowledge in the core competencies required to work in afterschool programs. Moreover, providing training and supporting pursuit of a credential is an excellent way to foster an attachment to the field. Expand Quality training and professional development opportunities Quality training and professional development opportunities are needed to be expanded for all workers, including encouraging programs to give workers paid time off to attend training. Another need is for approaches such as distance learning to increase access to training in rural areas. We also should establish a core group of high quality, recognized, and approved trainers and promote ways to share the knowledge of experienced afterschool staff, for example, through mentoring younger staff. Provide afterschool/youth work content in higher education curricula We need to work with institutions of higher education to provide more course work relevant to youth work and afterschool that could be accessed by workers and students pursuing credentials or a degree. We also need to work with these institutions to address the needs of the adult learners in our workforce who would be candidates for these courses. Advocate for funding for training and professional development Policymakers at all levels need to provide more funding specifically for training and professional development for afterschool staff through supports such as scholarships and loan forgiveness. In advocating for such funding, the afterschool field needs to highlight the connection between positive outcomes for children and youth in afterschool—a goal endorsed by policymakers—and the qualifications of the staff that provide afterschool services. Provide human resources staff with the training and resources they need to recruit and hire Although the focus of this project and resulting report is on the current afterschool workforce, it’s difficult not to consider the need for effective recruiting and hiring techniques in afterschool programs. A program’s workforce begins with, and its success reflects, the recruiting and hiring of employees who are adequately matched to a program’s core competencies and needs. Challenges Developing specific strategies for reaching the target populations There are people 18- 59 years old in the population who are all needed in the workplace and who need the education/training to take advantage of the opportunity it provides. The challenge is to develop marketing campaigns and services that focus on each of these groups, their specific education/training needs, and their need for user friendly access, delivery, and support systems. Further, there are significant shifts in the gender, ethnicity, and work experience within these populations. Studying these shifts identifies targeted opportunities for increased participation and support. The lack of clear, systemic, and complete information continues to be one of the major barriers to these populations. Several recent studies suggest the lack of useful labor market information contribute to the lack of participation. Developing a series of strategic alliances with business/industrial associations, professional associations, and assessment organizations Education curriculum and competency standards are no longer within the sole domain of the academy. Such areas as education content, achievement, and application are all reflections of constant evolutions in the world external to higher education. It is no longer possible for free standing independent education and training organizations to unilaterally maintain currency with the rapidly changing demands of the new economy. Curriculum is no longer fixed, singular, or limited in scope. Competency standards are evolving at increasing rates as are the related assessments. Further, the expansion of multiple employer related delivery options as well as the growth in industry recognized credentials suggest the need for formal alliances with external partners. Employer Associations Three fundamental shifts have shaken the employer world: 1) the rapid changes in technology and productivity and the resulting impact on workforce skills, 2)the dramatic shift in demographics with the loss of skilled workers and the lack of skilled entrants, and 3) the difficulty identifying effective educational ‘pipelines’ for skilled applicants. Both employers and educators are looking to industrial associations as partners in developing the definition of new skills and competencies, the related curriculum, the required assessments and, the resulting credentials. The move towards alignment (tuning) is increasingly dependent on association partnerships. Effective associations will have systems of continuous improvement that will ensure alignment between their education and training partners as well as their employer membership. This communication system opens up the pipeline for skilled workers and provides a communication system for internships, work based learning, and ultimate support for placement of graduates within the industry. The primary purpose of these alliances is to ensure both the continuous alignment and portability of academic content and outcomes with the constantly changing expectations of both the employer and academic world. Industry Recognized Certifications (IRC) Opportunities for more formal alliances occur with associations that sponsor formal industry certifications. These offer industry recognition of credentials and their accompanying competencies. They offer the individual portability of their recognized credentials and the institution a means of aligning curriculum, competencies, and assessments. An exceptional opportunity exists in providing academic credit to students enrolled in programs resulting in industry recognized certifications. Students engaged in technical training would be more inclined to stay in a program if they receive industry recognized credentials as well as specific credits toward academic or technical Associate degrees. This creates a unique prospect to engage students in seamless system of lifelong continuous learning. The prospects for long term strategic alliances with industry associations are enormous and offer great marketing benefits. Alliances with Professional and International Organizations Forming strategic alliances with professional organizations and accreditors ensures both alignment of curricula and outcome standards as well as ensuring the portability of the credits and credentials. These alliances are becoming increasingly recognized as significant pipelines for qualified professional applicants and they offer exceptional marketing opportunities to both student applicants and industry. Development of a ‘One Stop’ access to the new economy A ‘one stop centers’ is needed for individuals to: 1) get labor market information about high wage/high growth industries, 2) obtain available skill standards and/or IRC’s, 3) accredit their past training, education, and experience, 4) gain advice and counseling on entering post secondary education, 5) receive assistance with entrance to recognized academic and training programs, and, 6) get assistance with placement within the industry. The major problem with the labor market adjustment system in the United States is a completely bifurcated and user unfriendly information, counseling, advising, crediting, accessing, financing, and education/training system. Both the unemployed, re-entering adults and first time students are highly mobile learners who are looking for the access portal to the new economy. Stagnate outdated agencies, policies and systems are simply incapable of delivering such services. It is time to develop a new on-line system that would ensure all citizens ongoing and easy access to understandable and timely job matches, labor market information, and credentials needed for the new economy. All post secondary institutions have a unique opportunity to participate in the building of this broader set of services into a publically transparent system. Ability to offer, give a perception of and have the reputation of providing a ‘Guarantee’ This is the outgrowth of the need to close the loop between employers, students, and educators. The primary question is: does the institutions system of identified learning outcomes meet the academic and technical standards of the new economy and, then, does it ‘ensure’ that every graduate meets those standards? This means establishing standards, curriculum, and assessments that achieve these levels and ensuring that every graduate meets them. When substandard performance is recognized there is a system of remediation and ultimately the failure to graduate if the student simply cannot meet the institutional standards. Some would add that for any student hired which the employer believes does not meet the standard, the school would take them back and remediate them at no cost. While this would come with a cost, it is far more important to develop a reputation with employers for producing graduates that meet the industry standards for tomorrow’s economy. While this important for employers, it is imperative for students who want to be certain that the education/training they are engaged in will in fact prepare them for the new economy. Action on this challenge represents a fundamental shift away from the old system of ‘education opportunity’. For the future, it is about highly mobile students accessing a system that ‘ensures’ their achievement of the competencies required for the new economy. America’s exceptionally diverse post secondary education system has the capacity and commitment to implement this new relationship. (b) What extend Malaysia has benefited and also able to develop own Knowledge worker. The Malaysian labor force is generally educated. This is because youths who enter the labor market would have undergone at least 11 years of schooling. Furthermore, the proportion of labor force with secondary and tertiary education has risen over the years, making them easier to be trained and to learn new skills. Nonetheless, it has been argued that there is a shortage of skilled labor in Malaysia. This shortfall in skilled labor was believed to be one of the causes for the tightness in the Malaysian labor market during the 1980s and 1990s, alongside a mismatch between demand for and supply of labor. Malaysia’s response to this matter is one of the reasons for the nation’s focus on human capital development in recent years. Since the mid-1990s, Malaysia has entered into a phase where new emphasis and demand for high technology and knowledge-based industries were in place. A change in the Malaysian economic policies was, therefore, needed in order to maintain the nation’s competitiveness. Knowledge-based economy is defined as one that is â€Å"directly based on the production, distribution and use of knowledge and information†¦ towards growth in high technology investments, high-technology industries, more highly skilled labor and associated productivity gains†. Malaysia adopted this definition into its Knowledge-based Economy Master Plan, which defines a knowledge-based economy as â€Å"an economy where knowledge, creativity and innovation play an ever-increasing and important role in generating and sustaining growth†. The Master Plan was developed to provide a strategic framework outlining the required changes to the fundamentals of the Malaysian economy. Since the concept of a knowledge-based economy revolves around knowledge and information as the key contributors to economic growth and development, the move towards a knowledge-based economy is expected to provide Malaysia with the necessary competitiveness in order to achieve a developed nation status and meet the objectives of Vision 2020. Several reasons were given as to why Malaysia should move into the knowledge-based economy. First, the nation has lost its global competitiveness in attracting FDI when it fell from the 18th place in 1994 to the 29th spot in 2001, as reported the World Competitiveness Yearbook (IMD, various years). Related to this is the increasing competition for the country’s products from other developing countries, such as China, India, Vietnam and Indonesia that enjoy cheaper labor and more abundant resources. This is especially true in the case of China, where it has been reported that cheaper and equal quality goods from this new economic power, mainly in labor intensive textiles, would bring about stiff competition to Malaysia’s export goods in its domestic and international markets. Third, Malaysia’s economic policies have been affected by globalization and liberalization as barriers and protective walls that help sustain local industries are slowly removed and brought down. As a result, Malaysia, like all other developing economies will have to search for new products and services that are feasible in the emerging global market where the distinction between local and world markets is gradually disappearing. Such goods and services like aircraft, pharmaceuticals, ecommerce, tourism and educational services and ICT industries are common in the knowledge-based industries. Fourth, as Malaysia strives to become a developed nation by the year 2020, this would result in its current edge in producing goods and services for the global market, which hinges on low wages, to be eroded. This is because its cost levels would approach those of developed countries. To face this anticipated escalating labor cost, Malaysia needs to ensure higher value is added to its products in order for its industries to remain viable. Thus, for Malaysia to be competitive, it must produce goods and services to compete at comparable levels as those in developed countries. Again, such high value-added is generally provided by knowledge-based industries. Fifth, Malaysia needs to move into more profitable and wealth-generating stages of production. In other words, it has to make its manufacturing sector more profitable. To do so, Malaysian firms have little choice but to move into the pre- production stage (which includes product conceptualization, research and design, prototyping etc) and/or post-production stage (packaging, branding, marketing, retailing etc) of manufacturing, because there is less profit to be made from the core production process. These pre- and post-production stages also happen to be more knowledge-intensive compared to the existing core production process stage. Sixth, Malaysia needs to find new sources of growth in its economy as the old sources of growth have become less productive. A knowledge-based economy will provide some of these new sources of growth to enable Malaysia to sustain growth and dynamism. Finally, Malaysia needs to improve the contribution of the â€Å"total factor productivity† (TFP) in terms of improving the quality of workers, methods of doing things and other delivery activities (EPU, 2002: 5). To what extend do Malaysia able to develop own knowledge worker? Education: At the primary and secondary levels, some of the indicators for quality that tend to raise concerns have to do with the teaching profession, the curriculum, and the grading of schools. The most serious concern is that of teacher recruitment, salary, career path, work load and training. These concerns have discouraged many potentially good teachers from joining the profession. As regards the school curriculum, there are two sets of issues. The first has to do with content. The second set of issues deals with implementation of the curriculum, classroom size, expertise of teachers and courseware development. Overcrowding in urban schools can impede teaching and learning, including the effective delivery of the curriculum. At the tertiary level, concerns centre mainly on the issues of research, resources, faculty qualifications, and the quality of output. Some public institutions are not keen on being assessed and ranked by an external body. Consequently these institutions become less aw are of their weaknesses. This lack of awareness about their performance does not contribute to accountability. The public requires detailed information on the performance of various institutions in order to have confidence in them. In terms of the use of ICT, the largest provider for programmes in schools is the government, mainly the Ministry of Education (MOE). MIMOS, MDC and the private sector, including parent-teacher associations, are also involved. Some observations are made on the current trends and development of the ICT programmes in schools: ââ€" ª At this stage, ICT programmes at the school level are still heavily centered on infrastructure or procurement of hardware. Software (content development for courseware) and people ware (training) in the ICT programmes are more urgent. The hardware focus alone is inadequate to create the environment for e-education which can enhance teaching and learning and accommodate life-long learning. The software and people ware aspects that are necessary for e-education have to be considered and expanded. ââ€" ª There is a lack of co-ordination among the various agencies, namely MOE, MIMOS and MDC, in their supporting activities for the ICT programmes. Redundancy and wastage of resources can be avoided if there is better co-ordination. ââ€" ª In many schools, computers are often locked up in a special room or a lab, impeding their use for teaching and learning. The class time-table often does not include time for working or playing with computers. The costly equipment forces teachers in charge of the room to be cautious in allowing access, and this adds to the difficulty in utilizing the computers. ââ€" ª Most teachers have not had sufficient training to maximize the use of computers to enhance teaching and learning, and often merely impose traditional methods of drilling and rote learning using computers. This is mainly due to the emphasis on ICT literacy in teacher training programmes. ââ€" ª Due to the lack of a standard approach in the utilization of computers, student contact hours with computers cannot be established. ââ€" ª Teachers take charge of ICT centers in schools on a voluntary basis. Most of them do not have any formal training in ICT. There is often no technician who can assist the teachers with maintenance. Public higher education institutions, especially the universities, have been expanding their ICT programmes, especially over the past five years. Computer labs at the faculty level and computer centers for the university have been initiated and are in progress. ICT’s capacity to contribute to greater efficiency of work and resource management has not been fully exploited. E-mail facilities are not being maximized, and downloading lecture notes from the web or interacting with lecturers via e-mail or the web is still uncommon. The Internet is not being adequately accessed for lecture content. Another issue requiring attention is the need to develop quality private education. Private education in Malaysia is a relatively developed sector, particularly at the higher education level. As regards technical education, the system at the upper secondary level needs to address a number of issues: ââ€" ª Greater efforts should be made to improve hands-on skills among technical school students. The Technical Education Department has already introduced the contextual learning delivery system, which essentially recognizes that learning is a complex and multi-faceted process. Such learning goes far beyond theory, drill-oriented, stimulus and response teaching methodologies. It was introduced in Secondary Technical Schools in 1998 to help all students master higher-level academic and work skills. Instruction based on this strategy is being structured to help students apply their knowledge more effectively. ââ€" ª Greater efforts are required to improve the links between schools and industry. Currently the School Advisory Committees, established in all schools, comprise representatives from industries, higher education, Parent-Teacher Associations and Head Teachers who advise schools on curriculum and equipment. The Career Guidance, Industrial Liaison and Placement Unit in every school also provide career guidance and placement of students in industries. These should be further improved. B. Skills Training and Retraining Malaysia currently has several drawbacks with regards to the education and skills profile required for a K-based economy. It lacks an adequate pool of knowledge workers, sufficiently high enrolment in the sciences at tertiary levels, and a broad base of workers with minimum literacy, learning ability and skills. Educational reform takes time while the recruitment of foreign talent is merely a temporary measure. An effective response would be to train managers and workers to cope with the new demands of the K-based economy. Private and public sector managers need to be trained to reengineer their organizations into ‘learning organizations’ which can attract, retain and develop K-workers to make their organizations more competitive, service-oriented and efficient. To increase the quality and relevance of skills, greater autonomy and flexibility should be given to public sector training institutions to make them more responsive to the rapidly changing labor market requirements of a K-based economy. To minimize job dislocation resulting from the transition to the K-based economy, ‘bridging’ courses need to be organized for displaced workers, especially those who are old, uneducated, and un-trainable. The power of the Internet should also be harnessed to establish ‘net communities’ for citizens with special needs and interests to interact among them and with the government. For the economy as a whole, there is also a need for an efficient and speedy labor market information system to help ensure effective planning to meet the manpower demands of the K-based economy. This may require the establishment of a specialist study group, improved career counseling, and a directory of training institutions. In addition to providing basic education for all, in a K-based economy it is essential to stress Lifelong Learning and Education to help citizens cope with expanding knowledge and rapid change. The challenges of Lifelong Learning and Education in the context of the K-based economy include the following: 1. Producing a highly skilled, knowledge-rich workforce. 2. Reducing unemployment and re-skilling the workforce. 3. Addressing and adjusting to the needs of an aging society. C. Global Talent A world shortage of high level manpower is likely to increase the brain drain from Malaysia. While the high growth East Asian economies compete for Malaysian talent, particularly in ICT the more serious long-term competitors are the advanced K-based economies of the US and Europe which suffer serious shortages of ICT personnel. It is estimated that Europe and the US alone need two million more ICT workers by 2002. Recent changes to immigration laws enacted to attract foreign talent to the US have serious implications for Asia and for Malaysia’s efforts to retain domestic talent and attract foreign, particularly ICT talent. A Bill passed by US Congress in late 2000 allows US firms to recruit 600,000 foreigners, a third of them from India. The three-year programme takes effect from 2001. The US recruitment drive occurs in the context of a world-wide shortage of ICT talent, with Asian countries too unable to meet their domestic demand. Despite this the best and brightest Asians ( including Malaysians), are likely to be lured by better wages, work conditions, occupational mobility and the quality of life in the US and Europe. This ‘brain drain’ has already begun, with European and US recruiters scouring Asian universities for talent. This situation signals several dangers for Malaysia. Firstly, like the Asian countries, Malaysia too is likely to lose young graduates from local and foreign universities to firms in the US and Europe. Secondly, experienced Malaysians may also be recruited, with the Malaysian labor market serving as a ‘training ground’ for developed K-based economies. Thirdly, since the Asian shortage and US demand will deplete the international talent pool, Malaysia’s option of utilizing foreign talent will be limited. Foreigners who are recruited to work in Malaysia are also likely to treat Malaysia as a ‘training ground’ for eventual entry and settlement in the US and Europe. There are several ways Malaysia can cope with this situation: ââ€" ª One current advantage Malaysia has is that except for Singapore, other countries in the region including Hong Kong, Indonesia, Thailand, and China, all of which also have ambitious ICT plans, have not moved fast enough to recruit foreign talent. Moving quickly to simplify immigration rules and ease recruitment of foreign talent will give Malaysia a competitive edge in recruitment. ââ€" ª Secondly, of all countries in the region, Malaysia probably has the most balanced set of attractions in terms of wages, low costs, quality of life, stability and safety. This advantage should be exploited to the fullest. ââ€" ª Thirdly, Malaysia’s rich and tolerant multi-ethnic heritage makes it attractive to a wide spectrum of expatriates, whether Caucasians, Middle-Easterners, East Asians or South Asians. Unlike its competitors in the region, Malaysia can therefore alleviate the problem of the world-wide shortage by recr uiting from a wide variety of countries and labor markets. The government itself has made several clear efforts to recruit foreign talent. In 1995-98 the Returning Scientists Programme managed by the Ministry of Science attracted 93 overseas-based foreign and Malaysian scientists on short-term contracts to local institutions. But their high wages posed a financial strain and contributed to wage inequities vis-a-vis local scientists. Recognizing the need for talent, the Returning Scientists Programme was revived in early 2001, and the recent national Budget provided incentives to encourage Malaysian experts abroad ‘who have the required expertise’ to return and serve the nation. Income remitted within two years from the date of arrival will be exempted from income tax. Two cars registered in the country of origin for at least six months will also be exempted from import duty and sales tax, while the husbands/wives and children of Malaysian citizens will now be given PR status within six months of the date of arrival. Previously, husbands who were non-citizens were not entitled to PR status, while non-citizen wives could only apply for PR after five years residence in Malaysia. The programme took effect from 1 January 2001. Under this programme, six fields of expertise and skills have been identified, i.e. IT, Science and Technology, Industry, Finance and Accounting, Arts, and Medicine and Health.