How to Make a Mask Essay Example for Free

The most effective method to Make a Mask Essay With regards to the universe of prop building, cover making, or prosthetics their are explicit strides to follow. In any case if one somehow managed to wreck they can wind up on the emergency clinic because of concoction blending. Presently it’s not as perilous as it sounds yet its never great to breathe in an exhaust, don’t need to wind up in the emergency clinic. The principal way to deal with fabricate a cover or any kind of make-up assemble is be careful and mindful. On the off chance that you are not wary and mindful, at that point as I said before you may wind up in the emergency clinic, with a genuine Illness. When taking a shot at a form consistently wear a veil, gloves, and a cover to secure your garments. second means to cover making is the structure realize what you’re going to make. Concoct various ideas of one thought, so that you’ll have something beyond one idea to work off of, just as knowing or feeling which idea is the best. After the procedure of ideas, thoughts and conceptualizing work of the idea or as it were play with mud. Youre going to need to shape your idea on mud. Presently it is feasible with modest earth, for example, Amacos: playn mud, air dry demonstrating dirt. It’s not the best earth to utilize but rather it takes care of business. In spite of the fact that what I have gotten notification from different stone carvers and hobbiest that marblex or sculptey is better for chiseling. So when you have picked what kind of earth to utilize you at that point shape out your idea, taking out or including subtlety. In the wake of chiseling out your idea you will require you penetrate to dry. Normally it takes around a few days however its in every case best to at any rate sit tight for seven days ensuring that it is totally dry. Continuously check for breaks also that is never useful for your at long last piece ensuring that on the off chance that you do see splits fill them in with earth. After the piece has totally dried you should shape it. This is the place a breathing cover unquestionably proves to be useful. With regards to embellishment their are numerous brands and approaches to shape your mud piece, from fluid latex to silicone elastic. Actually I use Body Double Silicone Rubber. It keep going long and is consistently reusable in the event that you need to make business as usual form or cast. The more customary method of embellishment is utilizing Alginate yet the thing about alginate is that it is just useful for a one time use from that point on it shrivels and decays. With everything taken into account it involves inclination. With utilizing body serve as your shape, it is a two section blend so participating An and part B combine the two until you have the correct consistency. Take a brush, dunk it in with the general mish-mash and touch/brush the body twofold silicone onto your mud piece, until it is totally secured. In the wake of revealing to it dry for some time, not totally, you should make your mom form. The mother shape is the form that hold the outside of your first form, it keeps up the structure of the shape and shape. So as to do this you will require Plaster of Paris, power and goss based. Beginning with the force based mortar. Put the mortar in a dispensable container or bowl. The amount you use will rely upon the size of your shape. When estimating how you need consistently include water first then the mortar, fill the bowl with mortar until you have an island in the water. Try to blend completely separating all clusters of mortar. Blend until you have a steadiness of treat mixture or flapjack hitter. When you are at the correct consistency gradually pour the mortar over the rubber treated shape. At that point with the mortar stips dunk them in warm water and spot it on your mortar form, have all things considered three to five layers of mortar stips ontop of the plast shape. When that is finished it will take as long as seven days (perhaps additionally relying upon the measure of mortar utilized) for it to dry. After it is totally dry the following stage is to take the form out so the cast can be made. Gradually expel the form from the earth piece, prying from each side extricating and pulling ceaselessly. When you have expelled you shape, you can cast it with fiberglass gum, plastic sap, epoxy, or silicone elastic and so on. At the end of the day you can filled it will whatever sort of material you need to utilize. Whichever material you use you develop the perfect add up to place into your form. Empty the fluid into the form at that point utilizing a sloshing method you shlosh the fluid around in the shape covering all sides and subtleties. You need to do this around three time relies upon the sort of material you are utilizing, it can differ contingent upon the material. When that is finished let it dry this procedure with take around a few days. At the point when it is totally dry expel the cover. First pry the body twofold elastic silicone off the mortar, at that point gradually strip the body twofold away until it is expelled from the cover. At that point it is finished you have your cover, where it to gatherings, halloween, or whatever the utilization perhaps.

How to Get Your CDL in Montana and Ohio

The most effective method to Get Your CDL in Montana and Ohio In the event that you live in Montana or Ohio, check this gather together of state rules and see what you’ll need to do to be affirmed to drive securely in the driver's seat of a business rig! If you need to find out about gaining a CDL at different states, we have assembled an extensive guide on the most proficient method to get a business driver’s permit in each condition of the nation. MontanaThe following drivers must get a CDL:Class A CDLAny blend of vehicles with a GCWR (the stacked load of a mix vehicle) of 26,001+ pounds, gave the GVWR(the stacked load of a solitary vehicle)â of the vehicle(s) being towed is 10,000+ pounds.Class B CDLAny single vehicle with a GVWR of 26,001+ poundsAny vehicle with a GVWR of 26,001+ pounds pulling a vehicle with a GVWR of 10,000 pounds or less.A single vehicle intended to ship 16+ travelers (counting the driver), if the GVWR is 26,001+ pounds or more.Class C CDLAny vehicle with a GVWR of under 26,001 pounds shipping perilous m aterials for which placarding is requiredAny vehicle moving 16+ travelers, including the driver, with a GVWR of under 26,001 poundsAll first-time candidates must:Pass the vision and information testsPresent a legitimate clinical examiner’s certificateFulfill every single other prerequisite for the class of vehicle you need to driveKnowledge TestThe information test highlights inquiries on Federal Motor Carrier Safety Regulations and state laws. In the event that you don't passâ a information or underwriting test, you should hold up until the following working day to attempt once more. An aggregate of three endeavors to pass any mix of information and drive tests are permitted on each arrangement of receipts inside one year from the buy date of the receipts.Driving TestThe driving test incorporates a pre-trip assessment test to ensure you can distinguish truck and transport working frameworks and review them for safety.The driving test additionally remembers tests for: (1) 90 -degree rear entryway docking; (2) straight line support; or (3) equal leaving. The test will take in any event an hour and will incorporate beginning, halting, slowing down, turning, watching traffic signs and signals, utilizing vehicle controls, watching other traffic, keeping up path positions, downsize, railroad crossing, overhaul, minimize halting, redesign halting, extension and underpass leeway, and general recognition of transit regulations and safe driving practices for trucks or buses.If you failâ the driving test, you should hold up at least seven days before endeavoring again.OhioYou must acquire a CDL on the off chance that you mean to drive:Any mix of vehicles with a GVWR of at any rate 26,001 pounds, as long as the towed vehicle(s) have a GVWR of in any event 10,000 poundsAny single vehicle with a GVWR of 26,001+ pounds, or any vehicle towing a vehicle with a GVWR of under 10,000 lbsAny single vehicle or mix of vehicles intended to ship at any rate 16 travelers inclu ding the driver, or is placarded for perilous materialsAny school transport with a GVWR of under 26,001 pounds intended to move 16+ travelers including the driver.Any vehicle moving dangerous materials for which placarding is required by government regulations.Any single vehicle or mix of vehicles that is worked on open streets and is viewed as a business engine vehicle (incorporates cranes, boring apparatuses, etc.).Obtaining a PermitYou mustâ be at any rate 18 years of age, and have a substantial Ohio driver’s license. You’ll need to breeze through both a dream assessment and in any event one composed information test before you might be given a grant bundle. A general composed test must be passed by all candidates. Extra tests will be given to those applying to drive: traveler vehicles, air powered brakes vehicles, blend vehicles, unsafe materials vehicles, big haulers, and twofold or triple trailers.A permit permits youâ to drive a business vehicle when joine d by a CDL holder sitting in the traveler seat.You are then qualified to take your aptitudes test, the last advance before acquiring a CDL.Skills/Road TestDrivers will be required to step through this exam in the class of vehicle they mean to drive. The test incorporates a pre-trip investigation, fundamental control aptitudes moving, and street abilities driving tests. The candidate will be required to give a vehicle to testing and should be joined by  a authorized driver for that vehicle.

File Reading, Part V - UGA Undergraduate Admissions

File Reading, Part V - UGA Undergraduate Admissions File Reading, Part V The fifth part of the review is already known to most everyone, but I will go ahead and share it with you. In this section, we are looking at an applicants academic progress over the 3-3.5 years of high school where we have grades, looking at both the overall picture and the grade trends. When we look at a students transcript, we are trying to understand how a student has progressed over their 3+ years in high school. Have they been consistently strong throughout the years, did they start slow and then jump up to all As, did they have a tough time in a specific subject, are all their Bs low or high Bs, etc. We then use this in combination with the other factors impacting their life, from family issues that occurred where we saw a dip in grades to how a student did once they got into a specific AP course. If a student made a D in Geometry in 10th grade, did they bounce back from it or keep on a downward trend. All of these factors help us understand the overall picture that the transcript gives us. Three quick warnings/notes on grades: First, we are only looking at core academic work, not PE, Health, Drivers Ed, etc. While your high school may put these classes into your overall GPA, we are not focusing on these course grades. Second, we focus on grades, not on the GPA or rank that is on your transcript. We are looking at how you have done each term in your academic classes, and so when I talk about this area, I try to talk about actual grades. Third, growth in one term, especially the first semester of your senior year, does not count as a trend. If you have Bs and Cs for three years, then suddenly wake up and start making As, we look at this, but it is not a grade trend, this is a grade spike. A trend is a relatively constant movement, while a spike is a sudden shift. If you have a grade spike (hopefully upwards), I am wondering why you did not make this jump earlier. That is the end of Part V, and I am amazed that I was able to keep it so brief! Go Dawgs!

Nike Hrm Issues and Solutions - 5308 Words

Sarawak Campus School of Business amp; Design HBH225N Human Resource Management Semester 02/2012 Individual Assignment Nike – Human Resource Management Issues and Solutions Due Date: Friday, 30. November 2012 By Katharina Pilgrim, ID: 4310187 Executive Summary In 1964 a company known back then as Blue Ribbon Sports was founded by Bill Bowerman and Phil Knight. 14 years later the US American multinational corporation officially became Nike, Inc., which is up to today engaged in the development, design and international marketing and selling of sport footwear, apparel, equipment, accessories and services. The company’s headquarters are located in Washington County, Oregon, near Beaverton in the United States of†¦show more content†¦22). It can help in order to reinforce the culture of an organisation and its key values. Compensation also facilitates the achievement of the organisation’s business objects and therefore a significant mismatch between the compensation and the organisational strategy can create major barriers (Kolbe, Burkart amp; Zundel 2010, p. 22). In a compensation program with the employee as the objective, there are four points to take in mind. First, all employees must receive equitable treatment; second, the employee’s performance needs to me measured accurately and rewarded appropriately. Also an appropriate compensation change needs to be provided as well as performance and compensation reviews on a regular basis (Kolbe, Burkart amp; Zundel 2010, p. 24). Nike does not see to apply this or any compensation program to their workers in South East Asia, especially in Indonesia and Vietnam. Nike also does not care to pay for performance. Merit pay exists in order to develop a productive, efficient and effective organisation that enhances their employee’s motivation and performance (Kolbe, Burkart amp; Zundel 2010, p. 25). Nike instead just pays and average minimum wage which neither reflects an employee’s performance nor is enoughShow MoreRelatedHuman Resource Management ( Hrm )2167 Words   |  9 PagesAccordingly, The roots of people management and, therefore, of HRM lie deep in the past. Just as the tasks that have to be done in modern organizations are allocated to different jobs and the people who perform those jobs, humans in ancient societies divided work between themselves. The division of labour has been practised since prehistoric times: family groups shared the work of hunting and gathering; tasks were allocated according to skills such as ability to find food plants, track animals orRead MoreThe Case Organisations Towards Sustainability2077 Words   |  9 PagesIntroduction This case study critically examines Nike, the case organisations journey towards sustainability over a period of 15 years after facing intense criticism in 1998 for unsafe working conditions, excessive overtime, restrictions on organising and environmental impact. The meaning of sustainability, its motivation and application to the case organisation has been explored further. The authenticity of these initiatives has been assessed through the lenses of stakeholder theory. The implicationsRead MoreHuman Resource Intercountry Differences when going International4958 Words   |  20 Pagesfollowing work will attempt to answer the question Can Inter-country differences affect HRM. What are some of the ways you expect going international will affect HR activities in your business, in order to answer this question this project will open with a review of the literature that has been written on the issues raised by the question above. It should be noted that a vast amount of writing has bee n done on these issues but only a few of them dimmed to provide the most benefit to the purposes and intentRead MoreImproving Social Compliance in Bangladeshs Ready-Made Garment Industry9150 Words   |  37 PagesIndustry Author FERDOUS AHAMED, Ph.D Faculty of Business, Economics and Law, La Trobe University, Australia Bachelor of Arts and Master of Arts in General History University of Dhaka, Bangladesh Master of Business Administration in Marketing and HRM Northern University, Bangladesh Master of Commercial Law (Studying), La Trobe University, Australia 42 Wilcox Street, Preston, Victoria 3086, Australia E-mail: ferdous72@gmail.com Tel: 0610433051172 Abstract More than 78% of Bangladesh’s exportRead MoreResearch Method Proposal6673 Words   |  27 Pagesin retail industry; a case study on Tesco, Plc Objectives. Objectives can be used to analyse and evaluate the literature research, on the usefulness and the effectiveness of HRM practices which manage the diverse work force in retail industry. Its main objectives can be given as follows. †¢ To analyse the current HRM approaches used by the organisation for managing the diverse work force. †¢ To analyse the importance of diverse work force in retail industry. †¢ To analyse the advantagesRead MoreFundamentals of Hrm263904 Words   |  1056 PagesResource Management—10th ed. 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This article identifies need of enterprise systems, success factors, software selection strategy, causes of failures that are critical for any enterpriseRead MoreInformation Technology - Its Impact on Global Management4334 Words   |  18 Pagesand Microsoft are popular not only in USA but also well known across the world. Manufacturing companies have got the opportunity of globalization and today, much of the world’s manufacturers and suppliers are located in the lower-cost countries (e.g. Nike has its manufactures in Thailand and Sony has in China). The Internet has further linked the overseas suppliers of services and goods and their bu yers. Internet traffic is increasing day by day and e-business is in hyper growth. At the same time, bordersRead MoreFeasibility Report For Product Research For Business2034 Words   |  9 Pageshealth and safety. As we found during our research, smart watch market is defined as new business market in the European countries (Bhawna, 2015). It might have respectable potential market value in the European countries. In general speaking Samsung, Nike and Garmin lead the whole smart watch market in year 2013(ibid), however; the specific watch for kid’s protection is still unseen from public. Based on this case, our group is focus on the high quality and high technology products to customers to ensureRead MoreFunctions of International Human Resource Management5313 Words   |  22 PagesAneta Cholevovà ¡ Content FUNCTIONS OF INTERNATIONAL HUMAN RESOURCE MANAGEMENT 1 THE INTERNATIONALIZATION OF BUSINESS 2 The Growth of International Business 2 HR and the International Business Challenge 3 How Intercountry Differences Affect HRM 4 IMPROVING INTERNATIONAL ASSIGNMENTS THROUGH SELECTION 5 Why International Assignments Fail 5 International Staffing: Sources of Managers 5 International Staffing Policy 6 Selecting International Managers 7 TRAINING AND MAINTAINING INTERNATIONAL

Mill individuality essay - 2173 Words

Mills account of personal liberty ensures the development of the individual and society Assess the validity in this claim. Within Mills On Liberty it is clear that he has a high regard for the issues surrounding freedom and its limits. Mill is an advocate of negative freedom, as a liberal he believes that there should be no restraints on an individuals freedom unless it is hindering the freedom or health of another person. One of the main reasons as to why Mill values liberty is because it contributes to personal development. Thus Mill argues that in order for individuals to develop they should be able to perform experiments in living, which allow individuals to go through a system of trial and error until they find their own†¦show more content†¦Society will lose it means to progressing further. Mill talks about this to am extent in his chapter on democracy. He argues that in order for society to develop we need two opposing parties, one that is defined by tradition and pragmatism and the other by social progress. However, it can be argued that by giving people the means to be eccentrics you ar e threatening social order and putting society at whole at a risk ( the opposite of what Mill says his theory does). However , like most problems that surround the idea of negative liberty, mill would argue that as long as the experiment in living is within the limits of the harm principle them it should be allowed. This personal liberty not only provides people with a means to experiment their own ways of living, but also allows society to flourish as eccentricity and geniuses (provided by liberty) can enlighten individuals and governments into new ways of living. Furthermore, to treat human beings with no individuality and not provide them with a means of experimenting in their living, is to assume that they are all the same. Mill argues that we are all different in our desires and in what will make us happy. Imposing a specific lifestyle on all members of society would be like treating an orchid, sunflower and cactus all in the same way. The conditions in which the orchids thrive could kill the sunflower. Much like plants, human beings differShow MoreRelatedJohn Stuart Mill s On Liberty1700 Words   |  7 PagesMill’s â€Å"On Liberty† essay, published in 1859, portrays Mill’s perception of liberty with an emphasis on individuality. He explicitly states at the start of the essay that the main point is to â€Å"govern absolutely the dealings of society with the individual in the way of compulsion and control† (5). His push to establish the basic guidelines for the relationship between authority and liberty is a re sult of his ethical theory of utilitarianism. Throughout the course of this essay, Mill provides the readerRead MoreWhat Type Of Power Can Be Placed Onto A Society And Its People1212 Words   |  5 Pages The purpose of J.S. Mill’s essay is to examine what type of power can lawfully be placed onto a society and its people. Mill sought to explore this topic because he recognized the continual development of society and how circumstances change as society rapidly becomes more civilized. The object of his essay, stated in his introduction, is to argue that self-protection is the only instance in which individual liberty can be interfered. In chapter four, Mills goes on to explore these limits on individualRead MoreThe Age Of Reason Or Known As The Enlightenment1189 Words   |  5 Pageswith this, the Romantic movement came with a wave of romantic writers, such as, John Stuart Mill. Mill in particular identified with self-consciousness or individualism. 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Philosophers like Marx and Mill had a greatRead MoreWithin On Liberty By John Stuart Mill1312 Words   |  6 PagesWithin On Liberty by John Stuart Mill, the notion of individuali ty and one s abilities to make choices for himself contradicts the notion of evolution within Edward O. Wilson’s Consilience. Mill’s beliefs derive from social interaction and experience in which the individual can decide for himself what is right versus what is wrong and can act upon what he believes to be the best option. Whereas, Wilson’s views coincide with the idea that individuals generate decisions based off of historically discoveredRead MoreJohn Stuart Mill Essay1369 Words   |  6 Pagesprocess leads to an unequal society in which the rights of the people are restricted. In the essays, On Liberty and On Representative Government, written by John Stuart Mill, there is a concern for the tyranny of the majority. He expresses his concern in, On Liberty, by supporting an increase in individual liberties. It is expressed again in, On Representative Government, by promoting a true democracy. Mill proposes remedies for combating this tyranny of the majority, and further discusses theRead MoreTyranny And The Social Wellbeing Of Citizens1750 Words   |  7 Pagessociety. Such writers spanned from Alexis de Tocqueville, to John Stuart Mill, to Karl Marx and Friedrich Engels. The interpretations and approaches taken to the subject of tyranny and how to protect against it, though, were as varied as the collection of authors who addressed it. From de Tocqueville’s stringent observations in Democracy in America, the concept of a purely political tyranny is delineated. In contrast, Mill’s essay On Liberty focuses on a particular strain of despotic oppression thatRead MoreOn Liberty1318 Words   |  6 PagesBentham’s Utilitarianism philosophy, Mill’s theory in On Liberty emphasized more around the value of individuality, equality and liberty (Donner, 1991; Skorupski, 1998). All three elements focused on by Mill, are closely connected in democratic society, Mill’s major fear was the emergence of dictatorship based on majoritarian and conformist behavior within a society (Skorupski, 2006). This essay will focus on examining Mill’s liberal ideas within On Liberty, his concept on the limitation of government’sRead MoreViews of Karl Marx and John Stuart Mill Essay examples1184 Words   |  5 Pagesothers of theirs, or impede their efforts to obtain it. John Stuart Mill, On Liberty While, after reading the above two quotations, it may appear that Karl Marx and John Stuart Mill take seemingly opposing views on the proper relationship between an individual and his or her community, a closer reading of the texts of Marx and Mill reveals that both Marx and Mill articulate a much more nuanced view on the ideal relationship between man and his society. By firstRead MoreIndividualism And Liberty By John Stuart Mill1196 Words   |  5 Pages In the essay, Liberty, written by John Stuart Mill, Mill states that individualism is the theory that â€Å"[o]ver himself, over his own body and mind, the individual is sovereign† (7). Before coming to this conclusion, Mill first explains that individualism and liberty were defined in ways far different from definitions now and that true individualism did not exist until later in history. It takes him several paragraphs and even chapters to finally suggest that a man, by himself, is free to do what

The Domain Of Service Oriented Architecture - 1090 Words

SOAs vs WOAs Ashis Kumar Saha, Student ID: 18130935 Advanced Healthcare Software Systems – autumn 2016 Western Sydney University Abstract: This paper is all about exploring the domain of service oriented architecture (SOA) Web oriented architecture (WOA). In this essay I have tried to understand the concepts of architecture styles, their importance in healthcare organizations, comparative study between both architecture based systems and their impacts on the business and took the effort to critically analyse the suitability to deploy these architecture based systems in the healthcare industry. Key words: Service oriented architecture (SOA), Web oriented architecture (WOA), Healthcare systems, SOAP, REST, System Integration.†¦show more content†¦[1] Service oriented architecture (SOA) Web oriented architecture (WOA): Web-oriented architecture (WOA) is a style of programming engineering that expands service oriented architecture (SOA) to online applications, and is now and then thought to be a light-weight rendition of SOA. WOA is additionally gone for amplifying the program and server associations by utilization of innovations, for example, REST and POX. In software engineering, service oriented architecture (SOA) is an arrangement of standards and philosophies for planning and creating programming as interoperable administrations. These administrations are all around characterized business functionalities that are worked as programming parts that can be reused for various purposes. WOA is essentially a method for actualizing SOA by making benefits that are Peaceful assets, permitting any administration or information to be gotten to with a URI. (REST, coincidentally, remains for representational state exchange). WOA is an architectural style that is a sub style of SOA in light of the design of t he World Wide Web with the accompanying extra imperatives: all-inclusive connected, decentralized, and uniform middle person handling of utilization state by

Social Development of Late Adulthood free essay sample

The Social Development in Late Adulthood LaTricia R. Scott BHS 325 May 20, 2013 Jane Winslow, MA, LMFT Social Development in Late Adulthood Late Adulthood is a time in people’s lives when they come to terms with their lives and reevaluate what they have done or accomplished in the lieu of what they still would like to accomplish for the remainder of their lives. During this stage of life adults around the ages of 65 begin to experience a variety of changes in their physical appearance and a decline in their health. The process of aging in an individual occurs at different speeds and during this stage older adults are being treated as second-class citizens especially by younger adults. The skin begins to wrinkle at an accelerated rate, the senses lose their acuity, and the voice becomes less powerful. Other physical changes occur like the loss of teeth, bones become brittle, joints become stiff, and the graying of hair. We will write a custom essay sample on Social Development of Late Adulthood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Cognitive changes that occur in late adulthood are the loss of memory, mostly the working memory or short-term memory. In general, those in later adulthood are less able to integrate numerous forms of information at once. Though late adulthood has its challenges it can often be a time of rewarding experiences with family, friends, and reconnecting socially to the world. This paper will address the changes in late adulthood and help potential clients and their family’s better understand this stage of life and how to proactively deal with all the changes. Role and Social Position In late adulthood our society sees older adults as useless and non-existent, older adults have transitioned from operating as productive and viable workers in the workforce to facing the myths that older adults are less productive, out of touch, and incompetent. During this stage older adults begin to retire from their lifetime jobs and find the current workforce to be very intimidating and discriminatory. Living Accommodations Adjustment from Work to Retirement Female Menopause is when every woman stops menstruating and can no longer bear children. Menopause happens due to the decrease of estrogen in the female body which then leads to the Marriage, Family, and Peer Relationships Social Policies Conclusion In middle adulthood there are many changes that occur physically, psychologically, and socially as explained in the above passages. Yet, some say that this is the best time of their life, they experience enhanced self-confidence, great sex lives, career success, and enhanced brain functions. Middle age adults are better equipped to make better life choices and decisions and not worry so much about the negative parts of life. Their problem solving skills are greater which allows them to reason more creatively. They are able to enjoy sex freely without the worries of getting pregnant and they feel more confident with their partners. In general they are happier about life and look forward to enjoying the rest of their lives. References Dale, O. , Smith, R. , Norlin, J. M. , amp; Chess, W. A. (2009). Human behavior and the social indent second line of references please environment: Social systems theory (6th Ed. ). Boston, MA: Pearson Drury, K. (2009) 12 Steps of Middle Adulthood. Welcome to Middle Age. Retrieved from http://www. rurywriting. com/keith/development. middle. age. htm Zastrow C. H. amp; Kirst-Ashman, K. K. (2010). Understanding human behavior and the social environment (8th Ed. ). Belmont, CA: Brooks/Cole * References Duncan, R. (2010) Education. Com: Family Characteristics of Children Involved in Bullying. Retrieved from http://www. education. com/reference/article/Ref_Family/ MBNBD (2009) Bul lying Statistics Retrieved from http://www. bullyingstatistics. org/ Stepp, D. (2010) Bullying: The Family Connection Retrievedfromhttp://familymatters. vision. org/FamilyMatters/bid/34439/Bullying-the-Family-Connection

Life as Arnold Schwarzenegger Essays - Arnold Schwarzenegger

ARNOLD SCHWARZENEGGER Arnold Schwarzenegger was born on July 30,1947, in Thal, Austria. His parents were Aurelia and Gustav Schwarzenegger, and his older brother was Meinhard, who was liked better than Arnold by his father. Arnold's family believes he inherited his physique from Karl Schwarzenegger, Arnold's grandfather. Arnold's father was the head of the German military police during the war years in Belgium. Gustav was legendary for his strict discipline toward Arnold and Meinhard. For example, he would make Arnold eat every meal with books pressed tightly under his arms to teach him to keep his elbows to his side while he ate. His father would make Arnold and Meinhard compete to see who the best was in boxing matches, races, and studying. His father humiliated the loser with scornful remarks. Each Sunday Arnold and Meinhard were permitted to choose among hiking, visiting a farm, seeing a play, museum, or art show. After their Sunday excursion, their father required them to write a ten page essay describing their day, which he graded Monday morning, and mistakes were not tolerated. Arnold could never win his father's praise, and at the age of thirteen he began dreaming of becoming bigger and stronger than his father. Arnold would sneak into movie theaters to watch Hercules with Steve Reeves and Reg Park, who were bodybuilders. He would judge, and admire Reg Park, promising himself that one day he would surpass him. Arnold was determined that he wouldn't be like othe...

7th Grade SAT Prep How to Ace the Exam

7th Grade SAT Prep How to Ace the Exam SAT / ACT Prep Online Guides and Tips Why take the SAT in 7th grade, when there are plenty of other standardized tests like the PSAT and ACT Aspire that are aimed at middle schoolers? There are a couple of answers to that question. Certain summer programs for talented 7th graders require participants to take a college entry exam, which is why most students end up taking the SAT so early. The rare middle schooler may also choose to take the SAT as a 7th grader as part of her early college preparation. In an effort to do well on a college entrance exam like the SAT as a 7th grader, it may be tempting to do everything that's recommended for regular SAT prep and then turn it all the way up to . But just as good 7th grade SAT scores may be different from good college application SAT scores, so, too, does your test prep need to be different. Learn about the best strategies and practices for 7th grade SAT prep so you can be preared to ace the exam on test day. feature image credit: Ian Van Ness/Flickr. Why Take the 7th Grade SAT? The two big reasons students take the SAT in 7th grade are to participate in programs for early achievers or to start training early for college. There are several programs targeted at academically gifted younger students, including Duke TIP or CTY at Johns Hopkins, that require 7th graders to take the SAT. These organizations don't just identify your strengths and weaknesses and offer advanced summer courses for academic enrichment, but also provide guidance from middle school onwards for the best ways to prep for college. The only other real reason to take the SAT in 7th grade is to start laying the groundwork for the PSAT and SAT when you take them in high school. Since you won't have learned some of the content on the SAT (particularly certain math topics), you're definitely not going to want to use your 7th grade SAT score to apply to colleges. But if you want to start to get familiar with the format of the test and the ways in which the College Board will test your reading, writing, and mathematical knowledge, an early encounter with the test can be helpful. Depending on your reason for doing 7th grade SAT prep, you’ll have different amounts of time to study and will need to use different test-taking strategies. I'll start out by discussing how to ace the SAT in 7th grade for the purposes of qualifying for talent searches. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: 7th Grade SAT Prep: Summer Programs If you’re in 7th grade and taking the SAT to take part in a talent search or summer program, you have a relatively short deadline to work with in terms of SAT prep. Programs like the Duke TIP 7th Grade Talent Search start enrollment early, usually in August of each year. To take part in a 7th grade talent search, you have to take the SAT during 7th grade, which means the latest you can take the test is June at the end of your 7th grade school year. If you want to avoid being waitlisted for the highly competitive summer-after-7th-grade programs, though, it's usually recommended you take the SAT by December of 7th grade, if not before then. Because your prep time is so limited if you want to take the SAT as a 7th grader and still qualify for summer programs, you'll need to use strategies similar to high school students with little time before the exam. One of these strategies is to center the majority of your study around official SAT practice tests and questions to make sure you know what kinds of questions and topics will show up on the real test. You don't need to get a perfect score on the SAT in order to qualify for any of the summer programs, of course, but neither do you want to wake up early and go in on test day only to find out that you were studying entirely the wrong thing. Henry Burrows/Flickr This small child just discovered that trigonometry is now on the SAT. Don't let this be you on test day. Using official SAT materials is only the first step, however. You're also going to need to take at least a couple of realistic full-length SAT practice tests. Compared to high schoolers, 7th graders have less experience taking lengthy tests by dint of not having been in school for as many years, and so will need to build up their test-taking stamina. With breaks, the SAT is over three hours long (or over four hours long if you take the optional essay); being able to sit down and take the whole test without losing focus requires dedicated practice. Another important strategy that can be modified for use by 7th graders taking the SAT is settling on a target score ahead of time. Before you begin to study for the SAT, you need to figure out what score you're aiming for so that you can structure your studying accordingly. For high schoolers, this target score is determined by the average scores of the colleges they want to get into; for 7th graders, SAT target scores should be based on the summer programs you want to attend. Average the score cutoffs for all the different summer programs you're thinking of applying to and then aim to meet that average when you take the SAT. The key strategy to use on the SAT for 7th graders is not to agonize over answering every single question. If you’re aiming for a 600 on each section, it makes way more sense skip questions you don't understand so that you can maximize the time you spend on questions you actually can answer. For more details about exactly how many questions you can skip and still hit your SAT target, read our articles on how to improve low Evidence-Based Reading and Writing and Math scores on the SAT. 7th Grade SAT Prep: Early Training for College To be totally up front, there are definitely some drawbacks of studying early for the SAT as part of your preparation for college. Because you won't have covered a significant portion of the math tested in school yet and will be at a lower reading level (just by the fact of having been alive less time), you may struggle with the content of the SAT in an unproductive way. It's possible to learn some things on your own, but you may find that, for instance, you cannot effectively teach yourself trigonometric functions. Depending on when you take the SAT, it could be many years before you end up taking the test to apply for college, which means that any benefit you would have gotten from familiarity with the test will likely have vanished. It makes far more sense to start prepping for the SAT in 9th grade, a time when you'll have more of a chance to connect your studying with an endgame of taking the test early on in sophomore year and so can be more focused. On the other hand, if you do still want to study for the SAT in 7th grade as part of preparing to apply to college, you’ll have much more time to study than if you were rushing to take it for a talent search. Without program deadlines to limit your test dates, you can take the SAT any time during your seventh grade year, or even afterwards. And unless you write in to College Board and specifically request they keep your scores, they won't, so your 7th grade scores won't follow you around forever. All you need to do to escape the ghost of your 7th grade SAT scores is...nothing. Because you won't have learned some of the content on the SAT in school yet, you might be tempted to start with the hardest topics first and throw yourself at them until they give in. While this is an approach that might work in some areas, it won't work for studying for the SAT as a 7th grader. Instead, gear your studying toward subjects you have a better chance of improving without having learned them in school. SAT Reading is an area that offers rich rewards for non-classroom studying. It's very hard to teach reading in the same way you'd teach other standardized test skills, because SAT Reading proficiency is dependent on skills acquired through years of reading and critical thinking. As a 7th grader, the best way to study for SAT Reading is to practice reading and analyzing short stories and non-fiction writing. You may also find it useful to study vocabulary independently to boost your reading level. Out of all the subjects covered on the SAT, you'll end up using the skills you learn from SAT Reading practice most continuously as you progress through the rest of your schooling. Because any skills you pick up during early studying are unlikely to atrophy through lack of use, preparing for SAT Reading is an exception to the "starting to study sooner means forgetting what you've learned sooner" rule. You may lose familiarity with the SAT question format if you don't study for the test again until high school, but you won't forget how to read critically. By becoming familiar with more advanced writing, you'll also improve to some extent on the SAT Writing and Essay sections. For more focused studying, however, I recommend reviewing our complete list of grammar rules covered on the SAT and instructions on how to write an SAT essay step by step. Finally, you can start to take a look at some of the topics you might not have covered yet in school that are tested on SAT Math. Different topics are difficult for different students, and you may find that learn algebra and trig is a breeze, whereas SAT Reading is like pulling teeth. In general, though, mathematical topics are harder to teach yourself outside of a formal classroom or tutoring setting, even with good study materials. In general, although it's possible to take the SAT in 7th grade as a useful part of your preparation for college applications, it's more likely to be an unnecessary expense and stress than anything else. If you really want to start early, you can, but you shouldn't beat yourself up too much about not knowing content and doing as well as you hope to in high school. School is stressful enough already. Think hard about whether you really want to add more stress to your life by taking the SAT early. The Bottom Line: How to Study for the SAT in 7th Grade You’ll need to adapt your study plans depending on the reason you're studying for the SAT in 7th grade. If you're taking the SAT for a talent search or a summer program, you should focus on practicing with realistic tests and skipping the questions you don't understand or can't answer. If you're taking it to get ready for college applications, you should focus on learning content and getting familiar with the types of questions you'll be asked. Most importantly, don't let a low 7th grade SAT score (or percentile) discourage you. When you take the SAT as a 7th grader, you've got to keep in mind that the other students taking this test are high school juniors and seniors who need it for college. They're probably going to take it more seriously and spend more time prepping because it will have more of an effect on their future, and will probably know more of the content because of having covered it in school repeatedly. To get a better idea of how you stack up against others your age, take a look through our article on 7th grade SAT scores. Quinn Dombrowski/Flickr How does your 7th grade SAT score stack up? What’s Next? Looking for a more in-depth discussion of the pros and cons of taking the SAT so early? Then our article about whether or not to take the SAT in 7th grade is for you! Need to zero in on a target score, but don't know where to find that kind of information? Start with our articles on the SAT requirements for the Duke TIP and Johns Hopkins' CTY programs, which will give you a good idea of what SAT scores are needed for summer programs in general. Interested in finding out more about some of the summer programs for gifted youth mentioned in this article? Read our guides to the Duke TIP 7th grade Talent Search, CTY at Johns Hopkins, NUMATS, Stanford EPGY, and Summer Institute for the Gifted. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Comparative Approach in the Study of Politics Essay

Comparative Approach in the Study of Politics - Essay Example The linkage between constitutionalism and political culture is not always directed, fixed, or clear, however it depends upon which method of comparison is adopted. While studying comparative approach the unubiquitous issue present now a days is the political comparison of umpteen countries, which most closely approximates the experimental method of science. This comparison is particularly suited to quantitative analysis through measurement and analysis of aggregate data collected on many countries (Lijphart 1971). Although there are examples of qualitative comparisons of such countries, like Huntington's (1996) The Clash of Civilizations and Finer's (1997) History of Government, the majority of studies that compare many countries simultaneously use quantitative methods. This method of comparison requires a higher level of abstraction in its specification of concepts in order to include as many countries as possible. (Landman, 2003) Its main advantages include statistical control to r ule out rival explanations, extensive coverage of countries along with its political circumstances, the ability to make strong inferences, and the identification of 'deviant' countries or 'outliers'. Comparing many countries is referred to as 'variable-oriented', since its primary focus is on general dimensions of macro-social variation (Ragin, 1994) and the relationship between variables at a global level of analysis. The extensive coverage of countries allows for stronger inferences and theory building, since a given relationship can be demonstrated to exist with a greater degree of certainty. For example, Gurr (1968) demonstrates that levels of civil conflicts across 114 countries are positively related to the presence of economic, political, short-term, and long-term deprivation. His analysis also explains that this relationship holds for roughly 65 per cent of the countries. More recently, Helliwell (1994) has shown that for 125 countries from 1960-1985 there is a positive relationship between per capita levels of income and democracy. After controlling for the differences between OECD countries, Middle Eastern oil-producing countries, Africa, and Latin America, this relati onship is demonstrated to hold for about 60 per cent of the countries. A second advantage of comparing many countries lies in the ability to identify so-called 'deviant' countries. These are countries whose values on the dependent variable are different than expected, given the values on the independent variables (levels of deprivation or per capita income). In testing for the positive relationship between income inequality and political violence in sixty countries, Muller and Seligson (1987) use a simple scatter plot to identify which countries fit their theory and which do not. For example, Brazil, Panama, and Gabon were found to have a lower level of political violence than was expected for the relatively high level of income inequality. On the other hand, the UK was found to have a particularly high level of political violence given its relatively low level of income inequality. By identifying these 'outliers', scholars can look for other explanations that account for their deviance, and they can remove them from their analysis to make more accurat e predictions for the remaining countries. (Landman, 2003)

Management Control & Accounting Essay Example | Topics and Well Written Essays - 1000 words

Management Control & Accounting - Essay Example The costing can be improved by taking a different approach such as activity-based costing. In activity based costing, activities regarding the factory overhead costs will be classified, and the costs will be broken down according to the level of activities. In this way, the cause and effect between the overhead items in the factory overhead schedule and the activities will be more established, resulting in a more accurate costing. 2. Athena Ltd is an engineering business doing work for its customers to their particular requirements and specifications. It determines the full cost of each job taking a job costing approach, accounting for overheads on a departmental basis. It bases its prices to customers on this full cost figure. The business has two departments: a machining department, where each job starts, and a fitting department, which completes all of the jobs. Machining department overheads are charged to jobs on a machine hour’s basis and those of the fitting department on a direct labour hour basis. The budgeted information for next year is as follows: a) Prepare a statement showing the budgeted overheads for next year, analysed between the two departments. This should be in the form of three columns: one for the total figure for each type of overhead and one column each for the two departments, where each type of overhead is analysed between the two departments. Each column should also show the total overhead for the year. Please use the template below. c) Athena Ltd has been asked by a customer to specify the price that it will charge for a particular job that will, if the job goes ahead, be undertaken early next year. The job is expected to use direct material costing Athena Ltd  £ 1200, to need 50 hours of machining time, 10 hours of Machine Department direct labour and 40 hours of Fitting Department direct labour. Athena Ltd charges a profit loading of 20% to the full cost of jobs to determine the selling

Relation Between the Oil Prices and the Sales of Automobiles

Relation Between the Oil Prices and the Sales of Automobiles Abstract The objective of this research is to study and understand the relation between the oil prices and the sales of automobiles. The escalation in the petroleum prices plays a major role in the automobile industry worldwide. When the price of oil increases, it evidently alarms the automobile industry because the auto companies are in the competition with one another to fulfill the new demands for more fuel efficient consumer mindful at condensed price. Furthermore, rise in the petroleum prices also impacts the kind of means of transportation demanded by the buyer and the way those vehicle motors are designed. However after studying the oil price impact on Pakistans automobile industry sales we have concluded that the relationship of oil prices and auto sales does not exists in Pakistan. Contents Acknowledgements II Abstract III Contents IV 1.0 INTRODUCTION 1 The Impact of Rising Oil Prices on Automobile Sales: 1 Background of Pakistans Automobile industry 4 2.0 LITERATURE REVIEW 5 4.0 RESEARCH METHOD 14 5.0 HYPOTHESIS TESTING 15 5.1 INDEPENDENT AND DEPENDENT VARIABLE 15 5.1.1 Independent Variable à ¢Ã¢â€š ¬Ã¢â‚¬Å" domestic oil prices 15 5.1.2 Dependent Variable à ¢Ã¢â€š ¬Ã¢â‚¬Å" Pakistans Auto mobile Sales 16 6.0 DATA ANALYSIS: 17 7.0 CONCLUSION IMPLICATIONS 19 8.0 REFERENCES 20 List of Tables: Table 6.1 ANOVA and level of Significance 18 Table 6.2: Regression Statistics of the tested variables 18 1.0 INTRODUCTION The Impact of Rising Oil Prices on Automobile Sales: Impact of oil in daily life is quite evident. Oil is considered as a strategic energy for economic time line. The price of oil has an effect on cost of production in diversified ways such as with the increase in oil prices, there is an increase in the costs of transportation of export, import and goods for local expenditure. Apart from this there is also an upward slope in rates of air, road, rail and sea transportation with the rise in the price petroleum. Oil endows with 97% of the transportation fuels that facilitates in running the trucks cars and other automobiles in the countrys highway. Thus, when the price of the oil increases, it evidently alarms the automobile industry because the auto-companies are in competition with one another to fulfill the new demands for more fuel proficient consumer mindful at condensed price. There are no reservations that profit margin of the companies are affected by this. Furthermore, rise in oil price also affects the kind of means of transportation demanded by the buyer and the way those vehicle motors are designed. The escalation in the petroleum prices plays a major part in the automotive industry. The world consumes over 82 million barrels of oil per day (BPD), with the united states taking roughly 20 million BPD1. Petroleum is one of the most essential contributions in a nations economy and its price has extensive economic and social impacts. Various researches illustrate that the price of petroleum in Pakistan is considerably high either with or without involving per capita income and it needs to be leveled downwards in order to guarantee competitiveness of Pakistans exports and lessen the burden on the buying competence of the nation. Nevertheless, this cannot be a simple task as Pakistan heavily depends upon imported oil in order to fulfill its petroleum necessity and the development surcharges and the import revenues compose a major sector of the Government income. However, a feasible and reasonable solution to trim down oil price is needed keeping in sight the revenue making facet and the prevailing global prices of crude oil. The major reason of escalated oil prices is linked with the demand of oil and the complication in oil refineries. Petroleum is used usually for two reasons: Firstly, in the gasoline production and secondly in the production of tires. In the US, during the last few years the prices of gasoline have risen up considerably reaching on an average over $ 3.00/gallon (EIA-Energy Information Administration).Oil is considered as the main element in the tires production. With the increase in the oil prices, the cost and expenditure in making the tires escalates, the cost to heat up or cool the manufacturing plant where tires are produced increases, and eventually escalates the expenditure of shipping the tires to further destinations. Because of the rise in the price of petroleum, the tire makers are also increasing the price of tires. The automobile sector is affected by both, tire production and gasoline prices as the profit margins are affected by the rise in oil prices and tire production prices. The automobile industry catastrophe, currently worldwide phenomena, started during 2008-H2. The automotive sector is going through a crisis condition in US and Canada because of the Automobile products Trade Agreement. Nevertheless, all auto makers worldwide, especially in Japan and Europe are also facing the same crisis. The first fragile connection in the auto sector was the record high petroleum prices during 2008 which caused global oil crisis and made fuel costs and expenditures unreasonable, causing buyers to opt for smaller cars rather than larger SUVs (sports utility vehicles) and the pick up trucks. Background of Pakistans Automobile industry The global oil crisis has affected Pakistan economy severely. Automobile sector has been greatly impacted by the oil price shocks. There had been consistency in the Gross Profit Margin of Pakistans Automobile industry. It raised from FY01 (6.83) to FY03 (13.73).Then had a downward slope for two consecutive years to 12.17 (FY05), then remained stable for two more consecutive years (FY05 FY07).Since FY07 there has been a constant downward slope, reaching 6.14 (FY09) the diminishing Profit margin was because of the ever escalated cost of goods sold. The risen up cost is primarily due to the global oil price shocks and the high depreciation value of Rupee. The escalated costs were also linked to the high inflation rate during FY09. 2.0 LITERATURE REVIEW Escalated oil prices have been accountable for periods of extreme inflation, recessions, and lower productivity and reduced economic growth. For the Automobile manufacturers the fuel price debate is nothing new. Due to predefined end of petroleum resources, the automakers have come up with various strategies to avert any sudden need for action. However till now, no one has clearly defined the oil supply definitive end. Kiseol Lee and Shawn Ni analyzed the effects of oil price shocks on demand and supply in automobile industry depicting the effect of oil price shocks mainly reducing demand. They suggested that oil price shocks influence economic activities. The first OPEC oil embargo in early 1970s has led to the start of debate over the oil shocks and its Macroeconomic effects. The most comprehensively surveyed theories on the direct consequence of oil price shocks incorporates that an input-cost effect, that higher energy cost lowers usage of oil which in turn lowers productivity of capital and labor; and an income effect, that higher cost of imported oil reduces disposable income of U.S. households. (K.Lee, 2002) According to an editorial in 1973-1974 oil crises: Automobile sales, especially for standard and medium-sized cars, began diminishing almost with the first realization that the energy crisis is reality. The trade-in value of big gas-guzzlers toppled unmercifully and some dealers were threatening not to take them in trade at all. Gasoline mileage, not size and comfort suddenly became the paramount concern for the consumer. (Wards Auto World) K.Lee contrasted to the situation in the petroleum refinery and industrial chemical industries which were bothered by the escalated cost of fuel, research in trade papers proposed considerable indications that the automotive industry distraught by the two fuel price shocks mainly due to the demand for larger vehicles stabbed. The effects of oil price hikes for nearly all other industries are less severe and intricate. The writings in trade journals of rubber, metals and other machinery industries often cited that the major factor of soggy economical activity is the dejected and depressed automotive market, however the highlighted that various sectors of these industries have also gained benefit from augmented economic activity in energy exploration and protection.(K Lee ,2002) The steel sector was adversely affected by the hunch in automotive sales. According to the Wards Auto World, Chemical week and Industry Week magazines, the oil prices crunches lowered the demand for the metals by their effect on automobiles, housing and consumer durables. Globally, the auto mobile assemblers are facing financial crisis at their worst which is eventually leading to recession. In the same way , as Pakistan s Auto Market is an export driven industry which attracts both foreign and locals investments, therefore is facing decreasing sales and production level and depicting a depressing future. Because of the present critical situation prevailing in the automobile sector, many companies are on the threshold of economic failure and bankruptcy. K Lee discussed that after an oil price shock, demand for vehicles is destabilized in view of the fact that a prospective new car holder may go for other ways of transportation to save the operating expenditure of vehicles, or delay buying a new car because ambiguity about future energy prices makes it difficult to come to a decision which type of automobile to purchase. Increase in Oil price also alters the composition of the automobile demand. As compared to the small-size cars, the demand for full-size cars is much more destabilized. The U.S. auto makers suffered more ruthlessly from rising and falling oil price because they manufacture inconsistently more full-size cars than their overseas competitors. Hamilton in 1988 mentioned in his writings that the oil crisis stimulate recessions primarily because a sharp increase in oil price escalates ambiguity and elevates operating costs and expenditures of several durable goods, which diminishes demand for durables, venture and investments. (Hamilton 1988, 1999). Brad M. Barber, Reid W. Click, Masako N. Darrough analyzed and empirically estimated the degree to which exchange rate and oil price alterations have contributed to this market swing. Increase in oil prices diminishes the amount of vehicles sold by the US auto makers, but conversely to the common idea, had minor effect on the Japanese auto mobile makers .That oil price effect reported 6.5 percent of the variance of alteration in monthly sales volume for US automobile manufacturers. They also discussed that productions costs are affected by oil prices hikes. For their research they used VAR to highlight the environmental issues that influence the cost of manufacturing and demand in the automobile industry. They clearly account for the effect of oil prices and exchange rates on manufacturing costs and the impact of oil prices and income on the demand for vehicles. Their outcomes suggested that the all the considered macroeconomic variables affected sales volumes as forecasted by the model they used. With reference to oil prices, escalated oil prices have certainly led to turn down in sales by the U.S automobile manufactures. Hamilton proposed that financial slumps tend to emerge after oil price trends. In particular, the worldwide inflationary strains of 2008 became rigorous with the spikes up in fuel prices shocks in the global financial system including Pakistan. Fuel prices with respect to domestic currency emphasized the fact that the delivering channels of global shocks via exchange rates variations put down major effects on the domestic inflation within the economy. According to Hamilton, the variations in oil prices in local currency are inflated and unpredictable in contrast to the variations in prices of oil in dollar terms particularly in 1999 and onwards. This underlines the details that the impacts of external oil price shocks have considerable effect upon local inflation via exchange rate variations in the economy (Hamilton, 2005). Bresnahan and Ramey discussed that the OPEC oil price shock in US during 1973 had major impact on the U.S auto mobile industry. It amplified the demand for smaller, fuel efficient cars and at the same time condensed the demand for larger cars. As the funds, financial stock and labor force were basically bound for the manufacturing and production of larger cars, therefore the U.S automotive companies were inadequate to respond to this oil price shock. As a result, capacity consumption, utilization and the output cut down during the period of Oil price shock. Only few plants were equipped to produce the small cars, manufacturing and operating at their peak capacity. (Bresnahan and Ramey ,1993). Steven J. Davis, John Haltiwanger studied the impact of oil price shocks on the creation and devastation of American automobile manufacturing employment from 1972 to 1988. The oil price shock unfavorably had an effect on the proximity between the preferred and actual characteristics of factor contributed in the automobile industry along different dimensions. Firstly, a large amount of the physical resources in the auto industry was devoted to the manufacture of larger cars instead of the smaller ones. Secondly, the American automobile labor had built up proficiency that was skilled and specialized in the manufacture and production of particular car models, and these were likely to be larger vehicle models. In Pakistan also the increase in oil prices had impact on many enterprises. Many different small to medium Automobile companies in the manufacturing sector are facing a severe threat of downsizing, closures, layoffs and limited production cuts due to an abrupt rise in their cost and expenditures of doing manufacturing and a significant reduction in their car sales. According to the owners of different small automakers, the sales of different auto parts have plunged downwards to 30%-in proportion to the reduction in the car sales. The overall margins have also dropped down. With reference to the statistics of Pakistan Automotive Manufactures Association, car sales during the period of 2008-09 positioned at 82,844 units, which were declined by 48% from 164,650 units in the 2007-08. According to Birol and Keppler (2007) the association between mobility, calculated as time spent in movement, and economic output is more stable than the relationship between output and fuel utilization, partly due to increased possibilities of substitution between the latter. This examination bears a significant policy lesson: relative price changes to decrease energy consumption per unit of output are most effective where possibilities for substitution are highest. (Birol, Keppler, 2007) Storchmann (2005) employed a pooled model to calculate approximate average fuel utilization using various explanatory variables such as, population, private income, urbanization rates, density, oil prices and automobile expenditures. The sales of automobile sector is affected by all these variables. Thomas Klier and Joshua Linn estimated the impact of the price of gasoline on the demand for fuel efficient vehicles. They institute the idea that gasoline prices considerably influence the new auto market and the price escalations explained almost half of the down turn in market share of U.S auto firms. The outcomes suggested that consumer demand reacts when the price of gasoline increases or rise up during 1970s and near the beginning of 1980s. During stable prices in the middle period, the sales had a negligible effect by the prices of gasoline; their results were steady with casual observation of the new auto market. Hamilton (1988) used a model called sectoral shifts that elucidated how an oil price slog might lower real GDP. The primary propagation method in this model is that an oil price escalation will lower consumer buying power of energy-using commodities such as automobiles. Goldberg (1998) determined the rebound effect by means of the Consumer Expenditure Survey for the years between 1984-1990, as an ingredient of a bigger equation system that also forecast the effect of oil on automobile sales and prices. Lutz Kilian in 2007 used Regression analysis to discuss that Automobile purchases were by far the most responsive expenditure item when the oil prices fluctuates. Purchase of other durables goods for instance appliances or furniture; by contrast, are far less responsive to energy price swings. Spending on public transportation and on food at home are few of the expenditure items that privileged from unexpected elevated energy prices. There will be a demand side impact of oil price increases. When oil prices rise, consumers are likely to delay or postpone their purchasing durables such as automobiles. This demand side impact leads to relative increase in inventories to sales and then decline industrial production. 4.0 RESEARCH METHOD The objective of this study is to determine the impact of local oil prices on Pakistans Automobile sales. The research is exploratory in nature and relied on secondary research and data collection, reviewing available literature and data. The sample data consists of five years monthly oil prices; taken from OGRA (Oil and Gas regulatory authority), and five years monthly auto sales; taken from PAMA (Pakistan Automotive Manufacturers Association.) An extensive secondary data analysis was done where the impact of oil prices were observed and the related research were also examined to find out the linkages of the oil prices with the auto sales, data analysis was done through Ms-excel. The statistical tool used is regression and correlation. The tables were also generated through Ms-Excel 2007 version. 5.0 HYPOTHESIS TESTING The purpose of this research is to find the relationship between Local oil prices and the Pakistans auto industry sales. Globally, researchers have observed that oil plays a major role in impacting the Automobile industry sales. In our research we are also testing the following hypothesis. H1: The local oil prices have a direct impact on Automobile sales in Pakistan. 5.1 INDEPENDENT AND DEPENDENT VARIABLE 5.1.1 Independent Variable à ¢Ã¢â€š ¬Ã¢â‚¬Å" domestic oil prices In Pakistan, the oil prices passed through to domestic consumers is determined by Oil and Gas regulatory authority (OGRA) and although the oil price in international oil market fluctuates on a daily basis, in Pakistan the pass through is carried out after every 15 days. The international oil prices impact almost every sector of the country from transportation to the Agriculture. Hence oil is the backbone of every sector of the economy and plays an important role in the development of any economy. 5.1.2 Dependent Variable à ¢Ã¢â€š ¬Ã¢â‚¬Å" Pakistans Auto mobile Sales Pakistans automobile sales were taken from PAMA which is a registered Pakistan Automobiles Association company. The global oil crisis has affected Pakistan economy severely. Automobile sector has been greatly impacted by the oil price shocks. 6.0 DATA ANALYSIS: The data analysis was done through Ms-Excel 2007, Correlation and Regression analysis was done to find out the relationship between the two variables. The monthly local oil prices were compared with the monthly automobile sales. The regression Analysis was done to determine if escalation in oil prices affects the sales of automobile industry or not, to find out this the following equation has been used Y = a + bx Here Y= auto sales And X= oil prices Sales = f (oil price) S=16,150.92-32.03(oil price) Negative sign of X intercept shows that the result is inline with the literature review i.e. with the increase in oil prices, automobile sales is declining. However the relationship is insignificant because P value is 0.51 (greater that 0.05).Therefore, the research hypothesis has been rejected and there is no relationship between oil prices and sales of auto industry. Table 6.1 ANOVA and level of Significance ANOVA df SS MS F Significance F Regression 1.00 7,521,403.95 7,521,403.95 0.44 0.51 Residual 55.00 939,576,283.03 17,083,205.15 Total 56.00 947,097,686.98 Table 6.2: Regression Statistics of the tested variables Multiple R 0.09 R Square 0.01 Adjusted R Square (0.01) Multiple R is 0.09 which means the correlation between the two variables is negligible. R square is also 1% which also indicates negligible effect of oil on the auto sales .Y intercept signifies that if oil price is 0, still the auto sales will be 16,150.92 units. Whereas, the slope indicates that with the increase in oil prices, the auto sales will decrease with 32.03 units. Log of both the variables was tested in order to find out the linearity, but no such relationship exists between the two variables. 7.0 CONCLUSION IMPLICATIONS The purpose of this study is to find out the effect of local oil prices on automobile sales in Pakistan. After conducting this research the results indicates that there is no significant impact on the Auto sales when the oil price changes. The escalation in the petroleum prices plays a major role in the automobile industry worldwide. When the price of oil increases, it evidently alarms the automobile industry because the auto companies are in the competition with one another to fulfill the new demands for more fuel efficient consumer mindful at condensed price. Furthermore, rise in the petroleum prices also impacts the kind of means of transportation demanded by the buyer and the way those vehicle motors are designed. However after studying the oil price impact on Pakistans automobile industry sales the research concluded that the relationship of oil prices and auto sales does not exists in Pakistan. The result shows that the correlation between the two variables is very minor and the significance value F indicated that there is no linear relationship between the two variables.

Descriptive Essay - College Dorm Room -- Descriptive Essay, Descriptive

Filthy College Dorm Room As I lifted my head, I was greeted by at least fifty naked models, all in various X-rated positions, each eyeing me with an expression that suggested nothing but lust and desire. I stepped into the room, only to be overwhelmed with at least twenty-five more girls stripped of any trace of clothing. Although my legs were begging to walk my sickened body out the door, I brought myself together and looked at the reason I was forcing myself to stay there. I had to pee so badly, and a small, filthy toilet was only a few short steps across the chilled tile floor. My bare feet felt every speck of dirt underneath them, and I laughed at the thought that I respectfully took off my shoes before coming in. The heavy stench of mildew continued to coat my lungs so thickly I was tempted to hold my breath. I focused only on my destination and tried to figure out how anyone, even if they are college freshmen full of testosterone, could turn the walls of their dorm bathroom into a Playboy magazine. After going about my business, I reached for the brass door-handle that would let me out of the tiny room, which consisted of the toilet, a small shower, a moldy rug, and a trash can that was overflowing with tissues and toilet paper. A few pieces of blue gum were carelessly stuck on top of the heap. I hesitated, however, to let my hand touch the door-handle in fear of what might be living on it. I took the chance and grabbed the smooth metal anyway, turned it as quickly as I could, and stepped out of the bathroom to the sink to wash my potentially diseased hands. Chad, who came with me to Joe's dorm, stood nervously in the living area, his hands hanging onto the rims of his pockets. The porcelain sink, which I am assuming... ...e building, and took a deep breath of fresh air. Not only did the environment of the dorm appall me, but I was thoroughly shocked that I could be so blind when it came to Joe. My mind flashed to other people in my life, and I thought about how their outside images may easily conceal their true ways. Joe's dorm made me realize that the depictions I have of a person are often misleading or simply untrue. Chad was now just behind me, and Joe was following him. Joe stopped in the doorway. As we proceeded to walk down the hallway, we passed four gray doors, each identical to Joe's. As we neared the glass doors of the exit, Chad turned around and said to Joe, sarcastically, "Yeah I hope we didn't interrupt you. You weren't tidying up or anything, were you?" He then replied, as he gradually closed the door, "What are you talking about, man. This place is clean."

Reflective Practice in Teaching

Reflective Practice in the context of teaching ESOL Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). Reflective practice is considered as an evolving concept which views learning as â€Å"an active process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. (Reid, B 1993 cited in Garfat, T. 2005). In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to â€Å"reflect on his or her practice† in order to â€Å"bring about change and improvement†, especially in the ESOL context that is represented by variety of learner groups, curricula, available resources, and amount and type of teacher prepar ation (Schellekens, 2007, p. 199). To me, nowadays, teaching students to meet their requirements does not only involve the effective and professional use of methodology, training and concept alone. I think that it is all about the ability of integrating both theory and practice with highly exploratory process of reflective practice. I consider reflective practice as a reflective professional development tool, which I treat merely as a personal low-tech way of incorporating reflective practice in day-to-day classroom teaching in order to make my class more effective. Developing own reflective or critical thinking skills should engage various aspects of teaching, such as preparation process, receiving feedback form the learners, self-evaluation process, feedback or criticism from the colleagues, statistical data, teacher’s diary, training/development and own teaching experience. According to The Institute for Learning’s policy statement on professional formation, reflective practice is a professional requirement to show reflection on the impact of professional development (Lifelong Learning UK, 2007). The Institute’s online personalised learning space, REfLECT, requires teachers to submit variety of individual reflective practice evidence that includes: * self evaluation – an individual analysis of the applicant’s learning needs and goals for the next 12 months, * professional development planning – n individualised learning plan detailing the actions the applicant will take to address the needs and goals identified through self assessment, * reflective practice – reflection on the impact of professional development on the applicant’s teaching practice, the benefit to learners and wider communities of practice: could include, or be a mix of, a personal reflection on the impact of CPD, peer review, learner obse rvations, observation of teaching and learning, collaborative working, etc. (IfL, 2008) The models of reflection, which I have chosen to mention in this paper, promote looking at what has been learned and planning how those lessons can be applied if similar experiences re-occur. The two models of reflective practice in the context of teaching are: Brokfield’s model of four reflective â€Å"lenses† and The Reflective Cycle by Gibbs (1988). 1. Brookfield’s model of four critically reflective lenses In his â€Å"model of four critically reflective lenses†, Brookfield (1995) suggests that we should make use of the four â€Å"critical lenses† through which to view and reflect upon our teaching practice, and he suggests the following: 1. ur own view (which he refers to as autobiography); 2. that of our students; 3. that of our fellow professionals; 4. and the various theoretical perspectives propounded in educational literature. Brookfield treats teacher’s personal experience as the most important insight into teaching to which teache rs have access, and this personal experience should combine both: considerations of classroom and lesson management as well as whether or not the learning experience was a profitable one for the students. By talking to colleagues about what happened in the classroom, not only may we find solutions to problems but also share and broaden our teaching experience. (Brookfield, 1995; p. 31-36). 2. The Reflective Cycle by Gibbs (1988) Gibbs Reflective Cycle (1988) encourages a clear description of the situation, analysis of feelings, evaluation of the experience, and analysis to make sense of the experience to examine what you would do if the situation arose again. This straightforward and therefore useful cycle appeals to me in several aspects. An incident is identified and thought about to provide a description of what happened. The abstract aspects of the situation – the emotional dimension – are taken into account and reflected upon. This has to be done because if I can stand back from what happened and identify how I felt then those feelings can be evaluated. In the light of reflection I could see how perhaps extremes of emotion affected my outlook and thus actions. Was there anything positive that could be carried forward into the future or negative that needs to be addressed? Is it possible to find the cause of these positive and negative aspects that I might examine later? This analysis allows me to break down the incident into smaller parts that made up the situation. The question I ask myself is: What were the issues, key factors and influences and how did they combine to bring about the incident? Once I have this deeper understanding drawn from all the information I have about the situation I can try to work out what else could have been done at the time. Having concluded what, upon reflection, would have been the way to address the situation I can produce an action plan for the next time the same situation arises. By applying this reflective practice cycle to similar situations the outcome should be steady, gradual improvement, associated with stimulating personal and professional growth, and closing the gap between theory and practice. DESCRIPTION My reflection below describes a critical incident involving my 17 year old, Entry 1 ESOL student from Somalia with undifferentiated Attention Deficit Disorder (ADD). In undifferentiated ADD, the primary and most significant characteristic is inattentiveness but hyperactivity is not present. The student manifests problems with organization and distractibility, even though he may seem quite and passive. The symptoms I noticed in the classroom environment included: * a short attention span, * occasionally impulsive behaviour, * difficulty sitting still, * a tendency to express the wrong answer, * inconsistent levels of task-attentiveness, * a tendency to appear forgetful as the consequence of inadequate access to actually well-stored information, * inconsistent levels of task-completeness, often losing things necessary for tasks * an appearance of being forgetful, when in fact the information was never really received or processed, * compromised summarization/paraphrasing competencies. FEELINGS I have found myself wondering whether this student might have a learning disability about three months ago as I noticed that his learning issue, ADD, is impeding his progress in English. At times I was also slightly frustrated with the students’ classroom behaviour and lack of his academic progress. I was advised to take a â€Å"wait and see† approach to this case. I decided that there must be a better way of handling these exceptional students. In order to help me understand the complexity of the issue I decided to do extensive research on students with ADD and ADHD and how to tackle the issues in class, as well as how to help my student achieve in ESOL. EVALUATION After careful evaluation why my student may advance through his ESOL studies at a slower rate than their peers and having done a detailed â€Å"tick-off† evaluation sheet of all of the symptoms I noticed during lessons, I decided to explore future solutions to this problem. Extensive research about students with ADD and ADHD helped me understand the complexity of the issue and how to tackle the issues in class. It really motivated me to find out how to help my student achieve in ESOL. ANALYSIS During my reflections after each lesson and reflective analysis of the student’s action during lessons, I thought it was essential to uncover his special needs before he could get into disciplinary trouble, lose all self-esteem, or drop out of school. I realised that a â€Å"wait and see† approach is this case was not a way to go. Instead, I should act fast and refer this student to be professionally assessed by the Educational Psychologist and organise a Study Support Assistant. In conclusion, I became conscious of the fact that having a special education aide in the ESOL classroom, cross-training of special education and ESOL teachers, and making resources on this topic (literature and trained staff) more available, would be of great help in recognising such learning difficulties and dealing with them on regular day-to-day basis of ESOL teaching. CONCLUSION On the positive side, this reflective practice raised my awareness of the numerous reasons some ESOL students may reveal through inappropriate behaviour and/or limited language learning progress. I have learnt and I will continue to observe such students, incorporating teaching strategies for teaching students with learning disabilities in the classroom, analyse teaching and learning process to help them, make adjustments in delivery of the language when dealing with students with ADD/ADHD, and promptly refer students that present truly special education needs. On a slightly negative side, the previous teacher did not identify the student’s problems early enough or did not have enough evidence to justify my student’s ADD/ADHD as a potential threat to his achievement in ESOL class. I started teaching this student about three months ago but it was only a month and a half ago when I started applying various strategies to meet his individual learning needs to help him success in ESOL despite his ADHD, such as: student monitoring, self management, discipline, and encouragement. In more detail, I provided supervision and discipline through enforcing classroom rules consistently, encouraging him to positive self-talk, trying to be very patient with him, avoiding all distracting stimuli and transitions, physical relocation, changes in schedule, and disruptions, developing an extensive individual learning program, simplifying instructions, giving extra time for certain tasks. I strongly believe that his learning difficulties should ave been identified much earlier and appropriate strategies put in place at the beginning of the course. ACTION PLAN Next year, I am planning to apply the background information obtained by this reflective practice in the new group of ESOL young learners and to relay it to my colleagues. I will also connect with a special education professional who will be happy to observe my ESOL students next year and to provide assistance with strategies to use in my classroom, if the students with learning difficulties are going to be identified. I will also research some literature resources to educate myself more about placement procedures for students with special education needs, practical reading strategies for ESOL students with learning disabilities, and teaching teens with ADD and ADHD. As the most immediate action plan, I shall incorporate special reading and writing strategies for the student with ADD/ADHD. These may include the following strategies. However, the student will be required to give me feedbacks which of them works best for him, and these include: * Using â€Å"previewing† strategies by being aware of the following reading problems: 1. Reversals when reading (i. e. , â€Å"was† for â€Å"saw†, â€Å"on† for â€Å"no†, etc. ) 2. Reversals when writing (b for d, p for q, etc. ) 3. Transposition of letters and numbers (12 for 21, etc. ) 4. Loss of place when reading, line to line and word to word * Shortening or lengthening the amount of required reading * For all assignments, clearly identifying expectations in writing * Making required book lists available prior to the first day of class to allow students to begin their reading early or to have texts put on tape * Encouraging the use of books-on-tape to support students reading assignments * Providing students with chapter outlines, or handouts, that highlight key points in their readings * Having students make a chart similar to the one below of their strengths and challenges so that they, as well as I, can learn from their perceptions of how well they read, write, remember, listen, speak, attend and get ideas out. Skills| Strengths| Challenges| Comments| Reading| | | | Writing| | | | Memory| | | | Listening| | | | Speaking| | | | Attention| | | | Getting Ideas Out| | | | To sum up, reflective practice is perhaps best understood as an approach which promotes autonom ous learning that aims to develop students’ understanding and critical thinking skills. It also helps students to understand that learning is individual. It is an act of being able to reflect on our strengths, weaknesses and areas for development. It is also an emotional response that complements our knowledge and what we understand about a subject, and which enables us to act in a situation. Personally, I strongly agree that the importance of reflecting on what we are doing, as part of the learning process, is one of the defining characteristics of teaching professional practice. References * Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass * The Excellence Gateway http://excellencegateway. org. k/tlp/cpd/assets skills_life_basic_key. rtf (accessed 13/05/2011) * Gibbs, G. (1988) Learning by Doing: A guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic. * The Institute for Learning http://www. IfL. ac. uk/__data/assets/pdf_file/0014/4640/ProfessionalFormationStatement. pdf (Accessed 13/5/11) * Lifelong Learning UK, 2007, New Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector. http://www. lluk. org/documents/professional_standards_for_itts_020107. pdf (Accessed 05/5/2011) * Reflection Models http://www. brainboxx. co. uk/a3_aspects/pages/ReflectionModels. tm (Accessed 16/05/2011) * Root, C. – A Guide to Learning Disabilities for the ESL Classroom Practitioner http://www. cc. kyoto-su. ac. jp/information/tesl-ej/ej01/a. 4. html (Accessed 16/05/2011) * Schellekens, P. 2007. The Oxford ESOL Handbook. Oxford: Oxford University Press. * Strategies For Teaching Students with Attention Deficit Disorder (AD/HD) http://www. as. wvu. edu/~scidis/add. html#sect0 (Accessed 16/05/2011) Professional Values and Ethics Values are enduring beliefs, both hard-wired (meaning acquired genetically) and shaped by cultural context, about preferred â€Å"end states† (Urbany, Reynolds, & Phillips, 2008, p. 75). According to Merriam-Webster Online Dictionary (2009), ethics is discipline dealing with good and evil and with moral duty or moral principles and practice. Professional ethics and values guide the decision-making process of all companies and organizations. Most businesses and organizations state their values and ethics in their mission statement and in their code of ethics. The professional ethics and values of a business or organization will set the tone of how they conduct their operations, how they interact with customers and how employees interact with each other. Sources of Professional Values and Ethics The three groups include the Council on Ethical and Judicial Affairs (CEJA), Ethics Resource Center and the Institute for Ethics. The CEJA develops ethics policy for the American Medical Association by preparing reports that analyze and addresses ethical issues (AMA, 2009). The Ethics Resource Center develops practical solutions for physicians who are confronted with ethical challenges and provides continuing education and outreach programs for medical students, practicing physicians, and residents. The Institute for Ethics is an academic research and training center on ethics in health care. The Institute covers issues such as, professionalism, health information policy and health preparedness (AMA, 2009). Association of American Educators (AAE) The ethical conduct toward students outlines how teachers should interact and communicate with their students. This principle states that teachers hould take responsibility to ensure that students learn qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. The second principle, ethical conduct toward pra ctice and performance instructs teachers on assuming responsibility and accountability for their performance and maintaining the dignity of their profession. Ethical conduct toward practice and performance also covers official policies and laws. The third principle, ethical conduct toward professional colleagues discusses issues such as confidentiality among colleagues, and making false accusations about colleagues or the school system. The final principle, ethical conduct toward parents and community includes issues such as, effectively communicating with parents, respecting the values and traditions of the diverse cultures, and manifesting a positive and active role in school/communities. Public Relations Society of America (PRSA) How Ethics and Values Affect Success Professional ethics and values can have both positive and negative affects on a business’ or organizations’ success, â€Å"Values, whether neutral, virtuous or not so virtuous, drive our decision making† (Urbany, Reynolds, & Phillips, 2008, p. 76). Many companies have made millions using unethical strategies, while others have been destroyed by them. For example, several banks were lending money to individuals who they knew could never pay back the entire amount owed as a result most of the banks went bankrupt. However, Fannie Mae and Freddie Mac, the biggest offender in this situation was bailed out by the government with a slap on the wrist. On the other hand, there are several companies that pride themselves in choosing to make the tough ethical decisions. For example, companies that recall millions of dollars worth of products to ensure their customers safety, or companies that choose to operate in the United States although they could operate at a lower cost outside of the United States. Conclusion {text:bookmark-start} {text:bookmark-end} References American Medical Association (AMA). (2009). American Medical Association. Retrieved from www. ama-assn. org Association of American Educators (AAE). (2009). Association of American Educators. Retrieved from

The Three Theoretical Approaches to Strategic Management - Free Essay Example

Sample details Pages: 8 Words: 2501 Downloads: 10 Date added: 2017/06/26 Category Management Essay Did you like this example? Introduction Strategic management involves the construction and implementation of major aims and objectives taken by an organisations managers to represent the views of the owners. It is usually based on the consideration of resources, and on an assessment of the internal and external factors affecting the organisation (Nag, et al., 2007). It is an incredibly important factor for company owners to take into consideration as it is directly related to the success of an organisation. Don’t waste time! Our writers will create an original "The Three Theoretical Approaches to Strategic Management" essay for you Create order This report will explore the three theoretical approach to strategic management; resource based view, market based view and I/O view. Furthermore, it will also investigate three type of strategy, which are corporate strategy, business strategy and operational strategy. Resource Based View The resource based view to strategic management provides an explanation of competitive heterogeneity based on the premise that close competitors differ in their resources and capabilities in important and durable ways (Helfat Peteraf, 2003, p. 997). Furthermore, the resourced based view has become one of the most prominent and influential theories in management. This is because it aspires to explain the internal resources that an organisation can utilise to gain a competitive advantage (Kraaijenbrink, et al., 2009). The central theme of a resource based view to strategic management is that for a firm to achieve sustained competitive advantage it must acquire and control a wide range of resources and capabilities (Barney, 2002). Although the resource based view appears to be an incredibly appealing technique to use, it has been extensively criticised. The various criticisms of the resource based view can broadly fall under six main categories. These are (Kraaijenbrink, et al., 2 009); No managerial implications: The resource based view tells managers that certain resources, valuable, rare, inimitable and non-sustainable (VRIN), should be obtained. However, it doesnt give feedback on how managers should go about obtaining these resources (Conner, 2002). Implies infinite regress: Many theorists critique the resource based view because it will lead firms into an infinite loop of endlessly searching for the best resources. Collis (1994, p. 148) states a firm that has the superior capability to develop structures that better innovate products will, in due course, surpass the firm that has the best product innovation capability todayà ¢Ã¢â€š ¬Ã‚ ¦. Applicability is too limited: Conner (2002) believes that the resource based view can only be adopted by large firms who have a lot of market power. This alienates many, smaller firms, from being able to benefit from the success that a resources based view can hold. Sustained competitive advantage is not achievable: The resource based view is focused on sustaining competitive advantage. However, competitive advantage cannot really be sustained because Both the skills/resources, and the way organizations use them, must constantly change, leading to the creation of continuously changing temporary advantages (Fiol, 2002, p. 692). Not a theory of the firm: Most academics agree that the resource based view is not a theory of the firm, but with some turning it into a critique. As the resource based view does not take into account operational boundaries, values, internal structure or asset ownerships, it cannot be a theory of the firm (Dosi, et al., 2008). Definition of resource is unworkable: Many definitions of resources are extremely broad, and if all were taken account than anything of substance to a company would be considered a resource. As the resource based view does not take into account the different definitions and types of resource, it is hard to apply to specific situations (Kraaijenbrink, et al., 2009). Market Based View This perspective focuses on factors outside the firm on the markets in which it competes. Furthermore, the market based view states that the sources of value for the firm are embedded in the competitive situation characterizing its external product markets (Makhija, 2003, p. 437). This basically means that a firms sources of market power is a contributing factor to the organisations performance. Most academics highlight three main sources of market power, these are (Grant, 1991); Monopoly: If a firm has market power in the form of a monopoly then they should expect exceptional business performance. This is because they will be the only company operating within a market, and can dictate the pricing of their products at free will. However, they will also be susceptible to new companies penetrating the market. Barriers to entry: For a company operating as a monopoly they will want to impose strict barriers of entry to try and maintain control of the market for as long as possible Furthermore, this approach should be taken by most companies in a dominant market position, as they do not want other companies to penetrate the market and steal market share. Bargaining Power: The more bargaining power a company has, in regards to both consumers and suppliers, the higher the expected performance would be. This is because if the firm has a low of power over their suppliers and consumers, then the chances are that there are not many substitutes for the suppliers or consumers to choose between. Once again, this allows the company to have dominant impact on the pricing within the market. Furthermore, because many academics suggest that business markets evolve very slowly (Geroski Masson, 1987; Mueller, 1986), it means that market power does not erode rapidly, and a company can maintain it for a reasonably long time. However, even if the market were to dramatically change, a company can utilise their current market power to cushion the effects of any detrimental actions that may occur. Industrial/Organisation View The organisation view on strategic management focuses on how an organisation chooses which industries to operate. It suggests that if an industry is performing exceptionally well, then a business can enter that market and reap substantial financial benefits (Chin, et al., 2003). It is centred on Porters Five Forces (1980), as it analyses the different modes and restrictions of entry into a market. Makhija (2003) takes the view that the I/O view is about manipulating power asymmetries and trying to develop market power. It does this by attempting to minimise the impact of Porters Five Forces, such as industry rivals and threat of new entrants. Furthermore, an I/O view would view market power as a substantial defence against new entrants, and that the industry can have significant impacts on competitive advantage, not so much the market or the organisation. It is a relatively outdated view of competitive advantage, with the resource based view and market based view being preferred by most academics and corporations. Corporate Strategy Michael E Porter (1987, p. 1) defines corporate strategy as the concern as business as on how to create competitive advantage in each of the businesses in which a company competes. In essence, corporate strategy concerns every facet of the business, to add up to more than the sum of its business unit parts. Furthermore, Porter (1987) outlines four generic strategies that exist at a corporate level. These are; Portfolio Management: This is a corporate strategy that is in use by most organisations. It is primarily based on a diversification strategy through acquisition. Although acquisitions can be in a completely new market, corporate managers will often limit the differences to focus their own personal expertise. Furthermore, the acquired firms should run autonomous, with teams focusing on their own work and being reward based on unit results. Restructuring: This is quite dissimilar to portfolio management, as it involves the complete restructuring of businesses. A corporate manager will usually acquire a company with unrealised potential and then seek to actively review and restructure the business operations. This strategy benefits from underperforming companies that are at threat of going into liquidation. When well implemented, the restructuring strategy offers many benefits, it is a cheap mode of acquisition and still leaves a lot of freedom for development. Transferring Skills: The previous two strategies both rely on the acquisition or restructuring of companies and leaving them to operate autonomously. However, a transferring skills strategy seeks to build interconnected relationships between each business unit of the corporation. However, sometimes business units will not synergise well together and no matter how hard a corporation tries, the skills cannot be transferred. This can prove costly and timely for an organisation. Sharing Activities: The final strategy developed by Porter (1987) is via a sharing activities strategy. This strategy is a blend of the three previous strategies, as it leaves business units to act autonomously, but will seek to share a portion of activities between them. This could be in the form of production, supply chain or distribution. Furthermore, this strategy is becoming more and more prominent as sharing often enhances competitive advantage for a business by lowering costs. As all four strategies have a variety of benefits, a corporation must decide on what strategy is most beneficial to follow. In general, the sharing activities strategy will be very suitable, as it is a cheap strategic choice, potentially lowering costs, and maintains the autonomy between business units. However, if a company is looking for rapid strategic growth then they may just build up a large portfolio of acquisitions. Unfortunately, this does come with a substantial amount of risk and resource usage. Business Strategy A business strategy is fundamentally the way in which an organisation will set out to achieve any designated aims or objectives. Furthermore, a business strategy will typically cover a period of around 3-5 years and encompasses three generic strategies. These are; growth, globalisation and retrenchment. Growth and globalisation both look at how an organisation can expand their operations, either domestically or internationally. On the other hand, retrenchment is a defensive strategy, and looks into ways in which an organisation can reduce their operations to focus on what they do best (BCS, 2015). As with the other strategies, business strategy is still meant to give an organisation competitive advantage. There are a variety of ways in which a business strategy can achieve this, including lowering prices or product differentiation. Business strategy is significantly different to corporate strategy in this regard, as it relates to the finer details of operation and gives individu al employees a say on decision making. Functional/Operational Strategy Strategy in an operational context is essentially about how the organization seeks to survive and prosper within its environment over the long-term (Barnes, 2007, p. 24). Furthermore, Slack, et al., (2004) outline five key attributes that an operational strategy will try and achieve. These are; Cost: The ability for an organisation to produce at a low cost. Quality: The ability for an organisation to produce within specification and with minimal errors. Speed: The ability for an organisation to produce quickly and meet consumer needs and demands, such as offering a short lead time between when a customer orders a product and when it gets delivered. Dependability: The ability for an organisation to deliver their products in accordance with any promises made to the consumer. Flexibility: The ability for an organisation to be able to change their operations at any given time. This can include changing volume of production or the time taken to produce. If a company can perform exceptionally well in one or more of these factors, then it allows them to pursue a strategy that uses the factor as a competitive advantage. Barnes (2007) provides a table highlighting the different competitive strategies that a company can pursue dependent on where they are exercising efficient operations. Excellent Operations Performance in Gives the Ability to Compete on Cost Low Price Quality High Quality Speed Fast Delivery Dependability Reliable Delivery Flexibility Frequent new products/services Wide range of products/services Changing the volume of product/service deliveries Changing the timing of product/service deliveries Furthermore, it is highly unlikely that an organisation will be able to act proficiently at every one of the five factors mentioned above, so choosing one to excel it is a preferred method. If a company were to try and focus on all five factors they will likely cause confusion and actually lose their competitive edge. This concept was proposed by Skinner (1969) and is referred to as the trade-off strategy. It basically means that a company can trade-off performance in one facet of their operations to perform exceptionally well in another. Operations can play a fundamental role in strategic decision making, and a company must be clear on where they are performing well in order to market this as a competitive advantage. Conclusion There is not really an optimum strategy to pursue for an organisation, as it is dependent on a variety of external factors that could be specific to the organisation. Careful planning and preparation must be conducted before any organisation commits to following a certain strategy, otherwise they may risk losing substantial resources. Furthermore, the resourced based view and market based view both have their merits, with a combination of the two probably being the most optimum method. An organisation should order their resources to establish a strong market power within an industry. Once this market power has been attained, corporate level members can begin filtering down aims and objectives that can be accomplished by business and operational strategies. Strategic choice involves heavy integration throughout all levels of the business, as strategies can be implement by a number of different departments, all of which offer their own benefits to the overall aims and objectives o f the organisation. Bibliography Barnes, D., 2007. Operations Management. London: Cengage Learning. Barney, J. B., 2002. Gaining and Sustaining Competitive Advantage. s.l.:Prentice Hall. BCS, 2015. Business strategy. [Online] Available at: https://businesscasestudies.co.uk/business-theory/strategy/business-strategy.html#axzz3bWvHhfHY Chin, J. W., Widing, R. E. Paladino, A., 2003. Comparing the industrial organization view and market orientation, s.l.: Market Orientation and Relationship Marketing. Collis, D. J., 1994. How Valuable Are Organizational Capabilities?. Strategic Manamement Journal, 15(1), pp. 143-152. Conner, T., 2002. The Resource-Based View of Strategy and Its Value to Practising Managers. Strategic Change, 11(6), pp. 307-316. Dosi, G., Faillo, M. Marengo, L., 2008. Organizational Capabilities,Patterns of Knowledge Accumulation and Governance Structures in Business Firms: An Introduction. Organization Studies, 29(8), pp. 1165-1185. Fiol, C. M., 2002. Revisiting an Identity-Base d View of Sustainable Competitive Advantage. Journal of Management, 27(6), pp. 691-699. Geroski, P. A. Masson, R. T., 1987. Dynamic market models in industrial organization. International Journal of industrial organization, 5(1), pp. 1-13. Grant, R. M., 1991. A resource-based perspective of competitive advantage. California Management Review, Volume 33, pp. 114-135. Helfat, C. E. Peteraf, M. A., 2003. The dynamic resource based view: Capability lifecycles. Strategic Management Journal, 24(10), pp. 997-1010. Kraaijenbrink, J., Spender, J. C. Groen, A., 2009. The resource-based view: A review and assessment of its critiques, Munich: Munich Personal RePEc Archive. Makhija, M., 2003. Comparing resource based and market based views of the firm: Empirical evidence from Czech Privitisation. Strategic Management Journal, 24(5), pp. 433-451. Mueller, D. C., 1986. Profits in the Long Run. Cambridge: Cambridge University Press. Nag, R., Hambrick, D. C. Chen, M.-J., 200 7. What is strategic management, really? Inductive derivation of a consensus definition of the field. Strategic Management Journal, 28(9), pp. 935-955. Porter, M. E., 1987. From Competitive Advantage to Corporate Strategy, s.l.: Harvard Business Review. Skinner, W., 1969. Manufacturing: The missing link in corporate strategy. Harvard Business Review, 68(3), pp. 136-145. Slack, N., Chambers, S. Johnston, R., 2004. Operations Management. 4th ed. Harlow: Pearson Education.