Explain the difference between capital and revenue items of expenditure and income for a business Essay Example

Explain the difference between capital and revenue items of expenditure and income for a business Essay Example Explain the difference between capital and revenue items of expenditure and income for a business Paper Explain the difference between capital and revenue items of expenditure and income for a business Paper In FF the capital income will come from the investors that own FF(Future Fashion). Investor’s money is used to buy things that will stay in the business for a medium to long period of time – FF’s premises, vehicles or equipment. These are called fixed assets. When FF sets up a business, Capital Income might also be used to buy opening stock, but as the business develops, stock should be paid for by sales income. The sources of capital income available to business owners are influenced by the type of Business.Sole trader: Sole traders are people who own a business by them self, they will have to find all the capital income for the business on their own by things such as personal loans. Sole Traders often invest their personal savings into a business or borrow from the bank using their personal assets, such as their house to secure a loan. Sole Traders take a big risk when they do this as they are ultimately responsible for the debts of the business. Being a sole t rader can also limit the size of the business but all the profit made from the business can be kept by the sole trader. This would not affect FF; as they are not a sole trader.Partnership: Partnerships are when two or more people join together to make a business as partners. Each partner would be expected to contribute towards the capital income, hence increasing the potential amount of money available. Partners will share all decisions made in the business as-well as the profits made. Loans that are taken to start the business are still secured by the partners’ assets, so this is still a high risked operation. This would not affect FF; as they are not a Partnership.Shares: A company is when a business is registered with companies’ house and issues shares to its shareholders. The shareholders and owners of the business will all have to contribute towards the capital income for the business. Shareholders will receive voting rights and the more shares they own, the great er their ability is to influence decision making. Shareholders are rewarded a share of the profits for their investments in the company/business. FF consists of different shareholders who contribute towards the capital income. These shareholders have voting rights and the more shares they own, the greater their ability is to influence decision making. These shareholders are rewarded a share of the profits for their investments in FF.Loans: A loan would be a sum of money that is borrowed to a business or business owners from a bank. The loan will be a lump sum which we then have to be paid back every month at a set amount. Most loans often last five years, although longer loans can be arranged, but these would be longer and charge more interest. When taking a loan the business would have to pay the fixed amount even if they haven’t made a profit. The banks are also not guaranteed to lend money to a business, so the business would have to justify how the money borrowed would be spent and, more importantly, how they can afford and repay it. The bank loan will have to be secured using an asset that belongs to the owners such as a car or house. This means if the business fails to meet payments, the bank can reclaim the asset. FF will not need to loan money from the bank as they have shareholders who generate the capital income for them.Sales: Sales is money that comes in from the sales of goods and services, for example, FF will make money when customers come in and buy products. Sales turnover is therefore determined by the prices charged and the number of customers. Sales can be either cash sales, or credit sales.Rent Received: A business that owns property and charges others for use of all or part of property will receive rent as their main source of income. FF does not rent their buildings so this won’t apply to them.Capital ExpenditureExpenditure is money spent by a business and can be split into two categories; capital expenditure and revenue ex penditure. This is used to buy capital items, which are assets that will stay in the business for a long period of time. Capital items are fixed assets and intangible assets, as explained below.Revenue IncomeRevenue Income is the money that comes into the business from performing its day-to-day function which would be selling goods or providing a service. The nature of the revenue income depends on the activities that the business does to bring in money, sources of that can be; sales, rent received, commission receivedTrademarks: A trademark is a symbol, logo, brand name, words or even colour that sets apart one business’s goods or services from those of its competitors. FF’s logo is a key influence because it is very well known and can build brand loyalty.Commission Received: A business may sell products and services as an agent of another business. This will mean that they sell other business products on their behalf and for each sale they make a small percentage of the sale. This percentage is called commission.Fixed AssetsFixed assets are items owned by a business that will remain in the business for a reasonable period of time. These are shown on a business’s balance sheet and include land and buildings, office equipment, machinery, furniture and fittings, and motor vehicles. These are sometimes referred to as ‘tangible assets’ because they can be touched.Most fixed assets will lose value over time and for this reason they are depreciated. This means that each year their value in the balance sheet is reduced in order to give fair value of the asset.IntangibleAn intangible asset is something owned by the business, that cannot be touched but adds value to the business. Intangibles that exist within businesses.Goodwill: When you buy an existing business, its name and reputation will already be known and it may already have an established customer base or set of clients. FF do not use good will as they will open up their own new stores.Patents: A patent is the legal protection of an invention, such as a unique feature of a product or a new process. This means that FF can patent their products which are unique from other people’s products; which will mean that people cannot copy the idea.Revenue ExpenditureRevenue Expenditure is when you spend money on a day-to-day basis. These are the expenses incurred by a business that are shown on the profit and loss account. These types of costs incurred vary from different businesses, some on the common types include:* Administrative costs – In FF, administrative charges are for things like postage, printing and stationary, which might include items such as business cards, headed paper and order books* Staff costs – Staff costs is the money FF will spend on their employees, FF must pay all their employees for the work that they do. FF must pay Salaries, Wages, Insurance, Pensions and for any Training required.* Selling and distribution costs â €“ If FF is to survive it must make enough sales to cover all its costs. It must be able to attract customers to come and use their products and services. There are two crucial functions that carry additional costs. Selling and distribution costs include: Sales Staff Salaries – Many businesses will employ workers with specific responsibility for sales. This might be a sales representative who travels around trying to generate sales, sales assistances who help the customer or accounts managers who look after regular customers. Sales staff receive a commission-based salary, meaning the more they sell, the more they can earn.Carriage of sales – This is the cost FF must pay of getting the sale to the customer and can range from something as simple as an envelope and a stamp or courier delivery to something much more complex with bulky or fragile products or even products being shipped to another country. Some business might make the customers pay this charge by quoting a sales price plus postage and packing costs. Marketing – This covers a whole range of costs for FF associated with attracting the customer and convincing them to make a purchase. Possible marketing costs might include advertisements, promotional literature, promotional events, point of sale materials and so on.* Finance costs FF do not operate on a cash-only basis – they are likely to accept payments by cheque, card or direct bank transfer. They are likely to make payments in the same way. This means FF must have a bank account. Banks are also businesses and they too want to make a profit so they charge for their services. Finance costs to a business can include Bank charges (business charge for every transaction made) and Loan and mortgage interest (Banks charge interest on loans and Mortgage)* Purchase of stock – FF will require stock as they are providing goods and services. When FF is first started up it is likely to buy stock with cash as it will not hav e built a reputation, but then when it gets more well known it may be able to buy stock in credit which FF can do now. Bigger and more established business may be able to drive the cost of stock when buying in larger quantities, there are other costs related to stock such as insurance and storage costs.

Historical Profile of the Visigoths

Historical Profile of the Visigoths The Visigoths were a Germanic group considered to have separated from other Goths around the fourth century, when they moved from Dacia (now in Romania) into the Roman Empire. Over time they moved further west, into and down Italy, then to Spain where many settled and back east again into Gaul (now France). The Spanish kingdom remained until the early eighth century when they were conquered by Muslim invaders. East-German Immigrant Origins The Visigoths origins were with the Theruingi, a group comprised of several peoples Slavs, Germans, Sarmatians, and others under the recently acquired leadership of Gothic Germans. They came to historical prominence when they moved, along with the Greuthungi, from Dacia, across the Danube, and into the Roman Empire, possibly because of pressure from Huns attacking westwards. There may have been approximately 200,000 of them. The Theruingi were â€Å"allowed† into the empire and settled in return for military service, but rebelled against Roman strictures, thanks to the greed and mistreatment of local Roman commanders, and began plundering the Balkans. In 378 CE they met and defeated the Roman Emperor Valens at the Battle of Adrianople, killing him in the process. In 382 the next Emperor, Theodosius, tried a different tactic, settling them in the Balkans as federates and tasking them with the defense of the frontier. Theodosius also used the Goths in his armies on campaign elsewhere. During this period they converted to Arian Christianity. The Visigoths Rise At the end of the fourth century a confederation of Theruingi and Greuthungi, plus their subject people, led by Alaric became known as the Visigoths (although they may only have considered themselves Goths) and began moving again, first to Greece and then into Italy, which they raided on numerous occasions. Alaric played off rival sides of the Empire, a tactic which included plundering, in order to secure a title for himself and regular supplies of food and cash for his people (who had no land of their own). In 410 they even sacked Rome. They decided to try for Africa, but Alaric died before they could move. Alaric’s successor, Ataulphus, then led them west, where they settled in Spain and part of Gaul. Shortly after they were asked back east by the future emperor Constantius III, who settled them as federates in Aquitania Secunda, now in France. During this period, Theodoric, who we now regard as their first proper king emerged, who ruled until he was killed at the Battle of the Catalaunian Plains in 451. The Kingdom of the Visigoths In 475, Theodoric’s son and successor, Euric, declared the Visigoths independent of Rome. Under him, the Visigoths codified their laws, in Latin, and saw their Gallic lands to their widest extent. However, the Visigoths came under pressure from the growing Frankish kingdom and in 507 Euric’s successor, Alaric II, was defeated and killed at the Battle of Poitiers by Clovis. Consequently, the Visigoths lost all of their Gallic lands bar a thin southern strip called Septimania. Their remaining kingdom was much of Spain, with a capital at Toledo. Holding together the Iberian Peninsula under one central government has been called a remarkable achievement given the diverse nature of the region. This was helped by the conversion in the sixth century of the royal family and leading bishops to Catholic Christianity. There were splits and rebel forces, including a Byzantine region of Spain, but they were overcome. Defeat and End of the Kingdom In the early eighth century, Spain came under pressure from Umayyad Muslim forces, which defeated the Visigoths at the Battle of Guadalete and within a decade had captured much of the Iberian peninsula. Some fled to the Frankish lands, some remained settled and others found the northern Spanish kingdom of Asturias, but the Visigoths as a nation ended. The end of the Visigothic kingdom was once blamed on them being decadent, easily collapsing once they were attacked, but this theory is now rejected and historians still search for the answer to this day.

IT technology becoming the basis of every employment Essay

IT technology becoming the basis of every employment - Essay Example Lifelong learning is seen as a solution to long-standing social and economic problems, despite criticism of adult education colonisation unleashing libratory forces, scholars pointing out bifurcation of labour market, and the ever-existing criticism of political shift towards neoliberalvalue. The article deals with the tussle between the viewpoints of UNESCO and OECD. Lifelong learning, initially thought to be an answer to societal and economic crises, was launched by OECD in 1948 to help Western Europe's economic revival under Marshall Plan and it was referred to as Vocational Training. unprecedented enrolment in 1960s due to economic growth caused stir and resulted in oversupply of graduates who could not be fully absorbed and said that recurrent education should be distributed along lifespan, with work, leisure and retirement. Later it adopted the concept as a long-term strategy and created two axes, vertical, to integrate educational opportunities against disrupted childhood lear ning and a horizontal, for further education according to requirements of labour, research and opportunities. Behind the belief of additional opportunities, economic stability, knowledge, satisfaction, there exist pragmatic issues like non-achievement of equality and opportunity. Due to 1968 student revolt, UNESCO realised that education export from First World to Third failed to meet latter's need. Faure commission was set up to meet the educational challenge and for growth of scientific mind by promoting lifelong modern learning. Although starting point approach was overlapping, there are fundamental differences in later approach. While OECD is unable to connect education with labour potential, UNESCO stops short at educational modernisation. If oecd's aim is to bring non-traditional students into the educated cluster, unesco's goal is to make education basis of democratic process. While first is focussed on industrialised nations, second has global outlook. While first approaches from technical updating point of view, second sees it as a tool of equality and wants a learning world society. It wants to provide the educational facility at any point with a worldwide dimension. There is a suggestion of classless society in the concept and seventies onwards, li felong learning has figured in the national policy of many nations. With globalisation, capitalism has erupted and oecd stressed on education as need of changing society and its reports links education with economy. Second generation of human capital theory questioned the relevance of initial approaches and firmly placed the lifelong educators in labour market/unemployment. Both EC and oecd concentrated more on learning, than on education and human resources became more important now. CRITICISM Article also says that by then unesco had lost its importance on educational issues. The new Commission reported the tension between global, national, regional and local vested interests, tension between individual and universal, tradition v. modernity, long-term v. short-term, spiritual v. material etc. Even from outside, they are regarded differently. Unesco has humanistic tradition and intellectual role while oecd is regarded as capitalistic. While presenting the two paradigms connected to two world views, the article has

Analysis a quantitavtive reserach articale to see whether it is a good Assignment

Analysis a quantitavtive reserach articale to see whether it is a good reserach and any problem - Assignment Example The analysis while be conducted as per the headings into which it is organized. While it is not stated expressly, one can deduce the research problem. One of the primary goals of the development stages of late adolescence through early adulthood is for the individual to become independent in thought and actions and to develop self-control. All this must happen while the young adult remains connected to their parents. Achievements in information and communication technologies (ICTs) have made it possible for college students to stay in with their parents, the distance notwithstanding. According to Barbara, however, very little is known of the frequency of the communication between young college students and their parents, its content and its impact on the development of the student. Hofer’s statement of the research problem falls short on many grounds. First, Hofer does not explain why they think their research problem is important(May & Meerwald, 2013). In other words, it is not clear how the knowledge obtained from the research will be put to use. Secondly, Hofer does not justify the urgency of their problem that is, why they think the problem calls for immediate research and action. Thirdly, the researcher has failed to explain how their research will help address the problem they have identified. Fourth, Hofer does not explain what aspects of the problem they intend to examine and the expected outcomes of such examination. Literature review serves two purposes in scientific research. First, it sets the stage for the research by giving background information on the research subject and topic. Secondly, it the foundation on which the research is based(Hagger & Chatzisarantis, 2011). By this is meant that the literature review informs the research problem, research questions, research objectives and the methodology employed in the research. In a bid to give their

Global Forces of Change Essay Example for Free

Global Forces of Change Essay 1. From the case facts, describe how globalization and technology have influenced the business directions of GE Medical Systems. Technology Since new requirements in healthcare business had been emerged, in the market it is required to implement personalized medicine to support specific client – not mass population. Moreover, trend on find the way to prevent sickness is more concerned than to heal. This is massive challenge to medical equipment manufacturers whether which company can find the best technology to support these requirements. GE believed that the best technology would always win in the marketplace so they responded to these requirements by investing more on RD and also product design. As the result, corporate RD invented some new products which replace need of existing product, for example, digital detectors for X-ray machines that would replace the need for X-ray film. Globalization Globalization increases connectivity and interdependence of the world’s markets and businesses. Emerging middle-classes of Asia, Eastern Europe and Latin America is also an opportunity for healthcare company like GE to expand their markets, increase sales and profits. Beside of sales side, GE can also reduce their manufacturing cost by shifting manufacturing from high-cost countries to low-cost countries. This would increase their competitive advantage. 2. Identify possible projects by which a company dealing in Healthcare and Medical Diagnosis like GEMS can profitably ride the waves of globalization, liberalization and technology. * Shifting manufacturing base from high-cost countries to low-cost countries in order to reduce production cost. * To develop healthcare IT system, this is to manage necessary data systematically such as patient data, treatment record etc. This is also helpful for diagnosis. * To apply Free Trade Agreement with emerging countries in order to facilitate access of healthcare products. * Even general needs of customers in healthcare in each country is same but there are some specific requirements which are required individually so GEMS should not neglect RD in each local market. Hiring local staffs is an effective alternative since local people might understand needs in their society well. * RD is vital since technology changes every day. GEMS should keep investing on find out the way to increase effectivene ss of their equipment and also invent new products which can replace existing one. 3. Describe the world do you envision in 2050, especially with China and India likely to take center-stage? Touch on the economic, political, social and cultural adaptation that you think can take place. According to many reports show that over the next 50 years China and then India’s economies will overtake US. Large and growing market opportunities in China and India are widely seen and understood as evidenced by the large flows of foreign direct investment to China, both for the domestic market, but also to use China as a low cost platform for exports to the rest of the World. China is communist. Due to their political characteristics, control in a repressive way substantial part of the economy, especially the financial sector that brought about massive imbalance. A centralized decision-making process, although discretionary would presumably ease political action by by-passing all types of necessary approvals from a parliament or congress in a democratic system. So changing of Chinese government would possibly change the world. About social and culture, as foreign companies would base their manufacturing in China, learning local culture would be very important in order to have smooth operation and avoid any conflict. China language will become as vital as English. On the other hands, due to growing of China economic dominance, Chinese people will also spread over the world. Their culture will unavoidably absorb to everywhere. We have no choice but adapt with it.

Descriptive Statistics: Raw Data Essay -- Data Analysis, Standard Dev

Several things can be done to the raw data in order to see what they can say about the hypotheses (Neuman, 2003). An inspection of the raw data can be done by using the descriptive statistics to find obvious coding errors. The minimum and maximum values for each variable must fall within the admissible range. Pairwise correlations depict that all relationships must be in the expected direction. Meanwhile, listwise deletion of missing values indicates that the data can be used for analysis. An outlier is an observation that is unusually small or large. Outliers assist researchers in detecting coding errors. According to Bagozzi and Baumgartner (1994), outliers are not recommended to be routinely excluded from further analysis. Data collected were analyzed by using three approaches: 1. Cronbach’s alpha (a) was used to test the reliability. Cronbach’s alpha indicates how well the items in a set are positively correlated to one another. This is to make sure that the scales are free of random or unstable errors and produce consistent results over time (Cooper & Schindler, 1998); 2. Descriptive statistics where the researcher used mean, standard deviation and variance to get an idea on how the respondents reacted to the items in the questionnaire. The major concern of descriptive statistics is to present information in a convenient, usable and understandable form (Runyon & Audry, 1980). Descriptive summary, including frequency and descriptive, was used to screen the data set. Among basic statistics to use were mean, median, mode, sum, variance, range, minimum, maximum, skewness and kurtosis. 3. Inferential statistics concerned with generalizing from a sample to make estimates and inferences about a wider population (Neuman, 2003... ....e. more than 30 (Hair et al., 2006). Sekaran (2003) suggests the approximation to normality of the observed variables could be investigated by inspecting the data through histograms, stem-and leaf displays, probit plots and by computing univariate and multivariate measures of skewness and kurtosis. Histograms, stem-and-leaf and probit plots indicate the symmetric distribution of variables or sets of variables. Tabachnick and Fidell (1996) suggest the value of skewness and kurtosis is equal to zero if the distribution of a variable is normal. Chou and Bentler (1995) emphases the absolute values of univariate skewness indices greater than 3 can be described as extremely skewed. Meanwhile, a threshold value of kurtosis greater than 10 can be considered problematic and value greater than 20 can be considered as having serious problems (Hoyle, 1995; Kline, 1998).

Third Industrial Revolution

Third Industrial Revolution based on Offshoring and Education It’s no doubt that our economy is changing and so is the world we live in. The major changes in our society stared off with the First Industrial Revolution. Many jobs changed from farm to factory beginning in the late 18th century. This was the largest revolution because it shaped the way we live today. The second revolution was the shift from manufacturing jobs toward service jobs. It’s believed that we are still in this shift. Now we are on the brink of a third industrial revolution which is due to the increase of technology.Often called the Information Age, the third revolution will require change as the first and second have before. However, it seems as if little changes have been made to accommodate the changing world. We are now facing the struggle of keeping jobs in the country and along with that comes the need to enhance our educational system. The two may not seem to work together, but they do. Impr ovement in education may change the way we off shoring our jobs. There has been suggested a few ways that could help improve United States and keep us on top instead of having other countries take our jobs.Alan S. Blinder is the Vice Chairman of the Board of Governors of the Federal Reserve System. He is the one that presented the idea of changing the way we educate our youngster to have them better prepared for the future. Researching his ideas and theories on how to solve the problem with education, I did agree with him on most of his theories. In the past the fight for our jobs was with computers and technology. Many jobs were being taken by computers, which resulted in many people being laid-off. We can’t deny that we do need computers and the improvement of technology makes our lives easier.We can’t â€Å"dumb down† our economy to keep jobs. People eventually had to accept the increase of computers and the facts that many jobs we needed to do, can now be do ne for us. We now have another force that’s taking our jobs, offshoring. Offshoring is taking over many companies and there is nothing we can do about it. The good deal of having someone do the same job for a lot less is too good of a deal for a company to pass up. For the heads of companies they love the idea, but for the average worker we have to compete with workers in India and Asia for jobs in our own country.Offshoring is no longer only limited to service jobs. It was thought that call centers and manufacturing companies were the jobs affected for foreigners taking their jobs, but with the increase in technology that is no longer the case. With the increase of offshoring, the jobs more aimed at leaving the country are impersonal jobs. By not needing face to face contact with customers, it makes it easier to have the job completed overseas. Offshoring is an event that we can prepare for, by better preparing the workforce for a new economy of work.Training the future need s to be different than in the past because we are emerging into a whole new era. The increase of computers causes an increase of impersonal jobs, which makes it easy to complete many services by electronic means. Blinder’s suggested, â€Å"We need to think about, plan, and probably redesign our educational system with the crucial distinction between personal service jobs and impersonal service jobs in mind. † Because many impersonal are the first ones being offshoring, the more personal jobs are the one staying in the country.We do need to help the future understand the change that is progressing around us. It does make sense that we need to change our educational system from one that was implemented over 50 years ago. Getting every school and college to change their curriculum will take time and work, but with an effective plan the need for change will eventually happen. The essential need for education needs to change. Learning about a careers that will be available years down the line, will help us be more prepared. Jobs that can’t be offshored or done by a machine will be the product of a new growing economy.Suggestions of ways to improve the educational system would be to include the following. To keep jobs we need to focus on the advancement of skills that cannot be outperformed by a computer or taken away by someone overseas. The thing that makes us American and different than any other culture is what we need to put emphasis on. Creativity, ingenuity, spontaneity, culture, interpersonal relations, etc. are factors that make us an individual and if these are applied into the education system it’s possible that we will gain more jobs back.Memorization seems to be something that many schools try to help develop, but that skill is something that a computer can very well accomplish better than the average worker could. Also by bringing in more group and interactive activities we could improve our personal skills. Just a few newer approaches to increasing the way we learn and information that we learn can help put us on the right track to keeping jobs that we could do better than a foreign country and we could be better prepared for jobs that won’t be offshored.Blinder stated as his main objective, â€Å"We need to focus on preparing more college students for the high-end jobs that are unlikely to move offshore, and on developing a creative workforce that will keep America incubating and developing new processes, new products, and entirely new industries. Offshoring is, after all, mostly about following and copying. Americans need to lead and innovate instead, just as we have in the past. Summary The increase of technology has Americans sending off our jobs overseas. We can compete with foreign countries and computers to keep more jobs in the U.S. One important factor to help us is to improve the way we are educating our future. We need to change the system implementing new ways to educate. We also n eed to change focus of the lesson and focus on new concepts that in the end can make us competitor with computers and foreign countries. Many people don’t know that change is needed and are perfectly fine with the system we have set up now. The ideas that Blinder suggested for us are just ideas that could possibly have us heading in the right direction for the future.Conclusions and Recommendations By using and implementing the information that Blinder has given will help to successfully keep the economy on track and not have it handed over to another country. The educational system we have now hasn’t been changed for many years and as the world is changing we also need to change along with it. Because sometimes it can be hard to adjust to change, and many people don’t like change getting the information publicized and persuading policy holders will speed up the progress for change.

Analysis of “The Author to Her Book”

What is the most useful thing you have learned about the teaching process? What would be your ‘top tips' to others? [Responses from 70 school librarians surveyed by Netskills in 2007] To introduce an element of fun into training. Happy people are more likely to learn plan your activities be flexible – if it doesn't work ditch it try not to do too much in one session review your session and adapt it some classes respond differently to others learners need to be involved and engaged with the learning process 1. Make the skill you are trying to teach relevant to the students at their point of need. . Don't underestimate the power of â€Å"†modelling†Ã¢â‚¬  a process. keep trying – don't give up be strong be assertive stay calm be helpful and work as part of a team It's not as difficult as some teachers make it look! Manageable bites – do not attempt to serve the whole in one ‘IT'. Fairness & honesty – sounds woolly but children spot a phony immediately. Also – we are here to educate not be their next best friend. Consistency – links with the above. Sense of humour! Teaching starts with the learner – they need to be engaged and understand what they are being offered is relevant and useful.Sessions need to be clearly structured in small steps so the learner can succeed and build confidence. Don't try to pack too much into one session – it's much better to cover the information carefully and allow time to recap at the end. Be well prepared Know your subject matter inside out Be able to ad lib if necessary Look at the broader aspects of the Curriculum including assessment. Education is our market so get involved with academic staff and what they do. With young people activities always take much longer to deliver than you expect.You need to be able to make learning available in different ways – some people will respond to a hands on approach – others want everything in hando uts to be able to refer back to – and others want demonstrations. Being flexible and not making people feel unsuccessful if they take a long time to learn something new or need to repeat activities is very important in helping people to learn. – not to try to do / teach too much at any time – that children have different ways of leaning so to make any input as varied as possible.Willingness to learn, make mistakes, review and revise, collaborate well with school staff and sustain motivation and a professional image seem to be very important. That people learn in different ways, and that you need to think about this when presenting materials – sometimes you can present the most important details more than once, using approaches to suit different learning styles (eg in a presentation, in a quiz, and in a handout) Try to forget how you might be teaching and to concentrate on what they are learning. Focus on 1 thing at a time, just because you don't get them for long, don't try to cram in everything possible.Have your 2/3 learning objectives spelled out at beginning (tell them what they are going to learn, teach it and then check understanding) Make sure that the information is accurate and appropriate to the level of the learner Try to make it as multi-sensory as possible to stop them getting bored – keep it short and useful Give handouts to assist further development Always check your timing is realistic and plan the lesson well Be aware of different styles of learning. Use the same structure for planning lessons as the teaching staff. Have a plan B in case of IT failure, over/underrunning time.Make it as relevant as you can, spend as much time as possible with the students so you know exactly what they are trying to research and what their strengths and weaknesses are. Try to meet as many learning styles as you can. Observe and learn from teachers in the classroom and follow same strategies and techniques e. g Starter activiti es Main body Clear aims and objectives Plenary Take account of different learning styles Mindmapping Differentiated work Listen. Don't expect everyone to understand first time. Pace yourself Change the way you present information eg practical, etcThe different ways in which children learn and the necessity to pitch lessons across a range of abilities. To listen and respond positively, encouraging rather than demoralising. Different people learn in different ways. Include a variety of strategies in each lesson. Make the content relevant to the context. Plan what you're going to do but be flexible enough to go with the flow. You need to understand your audience. Keep it SMARTER make it fun! Develop your own style of presentation and learn behaviour management â€Å"Remember that the members of any class will have a mixture of preferred learning styles-make sure there is variety.Do not be too dominated by your own preferred style Be well prepared, lack of organisation will show Have m ore material than you need: make sure there are extension activities available Make sure your audience think you are prepared to listen to them as well as teach them I used to be very concerned not to appear to patronise HE students and at first, tended to expect too much from them-then I discovered that actually they respond well to simple presentations with graphics etc, So, my advice would be: ‘Pitch your lesson to be simple and accessible, then differentiate the assessment challenge to the level(s) of ability/student expectation'.This works in school just as it did in HE Skills that have proved most useful have been to vary pace and delivery style. I would offer these ideas as top tips: Use the three part lesson – a clear opening giving objectives, body of what you want to convey and then a plenary to ensure the main points have been absorbed. Vary your delivery method and types of support material to address the different learning styles. Encourage student question ing at higher levels to improve their learning processes. Allow peer teaching to take place between the students – great way to cascade new knowledge.Use student evaluation to improve the lessons. Ask teachers for advice on planning activities, try and get to meetings on secondary strategy, etc Be flexible – what works with one class may not work with another. It is a waste of time telling students what they don't need to know at that time. You need to consider the different ways in which people learn and structure your teaching accordingly in order to ensure that as many people as possible benefit from your session. Students need to ‘have a go' themselves to make learning more relevant. Teaching is a two way process. planning is key ind out what students know beforehand/build on prior knowledge connect the learning cater for variety of learning styles focus on process as much if not more than content develop learner attributes allow time for practice/reflection on learning teach skills in relevant context offer extension activities for G and differentiate carefully for individual learning needs look confident even if you're not! You never stop learning. More teachers should know this, but they don't. Be aware of the level of work involved in teaching, especially creating classwork and assessment. Aim low – whoever you are teaching. Keep calmBe well prepared Keep it simple Try out any worksheets yourself to make sure they can be completed in the time available. Have extension activities ready for the more able who will finish early. Keep instructions/worksheets simple – too much text is a turn-off. Be aware of different learning styles – you'll naturally write things to suit your own style but not everyone learns the way you do! † Listen. Be well prepared. Continually assess if the pupils are understanding as you deliver the lesson. Preparation of materials [sometimes differentiated] is key and the willingness to be flexible and adapt materials as necessary.Be aware of your timing Match the activity/material(s) to the ability/age of the students† Keep it informal and use their individual interests to garner enthusiasm Different presentation styles for different audiences Don't talk too much Active participation of audience Know your audience's ability – don't use jargon they can't understand, don't patronise Think about different styles of presenting information – don't overuse PowerPoint. Be prepared to repeat yourself and back up the information you give in many different formats and on many occasions.Be passionate about what you are doing – students soon pick up if you are bored with the subject yourself. Be prepared to adapt to change within your organisation. Keep an open mind and be prepared to adapt the ways you can teach library inductions, information literacy and support whole school literacy in line with your school's priorities. Creativity is key! Be we ll prepared. It'll always take longer than you think. Never show fear! I have found observing, associating and learning from teachers (and sometimes their mistakes! ) has been the key element in the growth of my own understanding of teaching.It's an ongoing learning process! Ask for help/ advice/ support from sympathetic teaching colleagues &/ or Staff Development Coordinator. Starting in a new school – ask to shadow a form for a day & ask to follow up with occasional lesson observations of teachers with different teaching styles (& different year groups). Planning and preparation are key. Ensure you know what equipment you need before the lesson starts and that it works; arrange furniture in a way that you want it. Ensure that you know what outcomes you want from your lesson and how you are going to achieve them.Make sure that all pupils are involved. Don't just talk but make sure that each lesson has variety within it – questions and answers, worksheets etc. Ensure t hat you sum-up what you have covered at the end of the lesson. Make everything that you talk about relevant to the pupils. Teaching comes in a variety of formats and styles differ enormously among teachers. It is more difficult than we think and easier than teachers make us believe. Teaching is changing constantly. Listen to and learn from the children you teach. Teachers are learners themselves and good teachers know this.With their unique set of skills, most librarians would be very able to complete an equivalent to a PGCE. Be confident, assertive and fair. Be well prepared – plan effectively. Relax – pupils smell fear. Include variety in the lesson, don't talk for too long – pupil attention spans are limited. Liaise with teaching staff. be ahead of all requests – if possible. Be concise, but pertinent. patience! I was totally thrown in at the deep end in my first job as I was expected to teach with no training what-so-ever AND my teaching was OFSTED in spected that year (although I did point out to the inspector that I wasn't a teacher. Over the last 9 years I have taught myself by reading and watching other staff. I have written my own lesson plans and schemes of work. In my current role I am teaching a lot of IT and would like to train to be an IT teacher but can't afford to have the time off work to do the teaching practice. It would be nice to have some teaching qualification for school librarians taking this into consideration. Find an ally on the teaching staff and ask for help. Be prepared to ask for and accept guidance. Have a number of areas in the curriculum where you think teaching of research skills can be integrated and explain with a lesson plan.Have to be flexible. Teachers think on their feet! Need to have various ways of explaining- not all pupils learn in the same way. Use the same methods as teachers in your school: class line up outside, take register, require silence before speaking, students seated boy-girl. Adapt to how your school does these things. Vary methods – do not expect students to be able to sit still for a long time. Use music, get students to move around, use competition between groups of students, engage children with controlled use of ICT and encourage multi-media. Act like a member of teaching staff using school behaviour policy.Have high expectations of students in terms of their learning and behaviour. Get feedback from students and teachers and use this to improve your sessions for the next time. Learn from other librarians and share things that work. To teach something pupils actually want to learn, or show them how useful it will be to know more about the topic. With regards to library skills it should be within a course that teaches information skills, as that is essential. Adapting material to individual needs. Also using a variety of methods, particularly ‘hands-on' or kinaesthetic activities.

The Complete Guide to Conic Sections on ACT Math

The Complete Guide to Conic Sections on ACT Math SAT / ACT Prep Online Guides and Tips You will usually see one conic section question (though no more than one) on any given ACT, but just what is a conic section and how do you solve it? Luckily for us, though conic section questions are rare, they are generally straightforward and can get you an easy point if you take a few minutes to study them. This will be your complete guide to conic sections- what they are, how you'll see them on the test, and the best way to approach these types of ACT math questions. What Are Conic Sections? A conic section is any intersection of a cone (a three dimensional figure) and a plane (a flat, infinite surface). Depending on how the plane slices the cone, the intersection will create: A circle A parabola An ellipse A hyperbola Picture: Magister Mathematicae/Wikimedia For the ACT, you will only need to know about circles and parabolas. And the only parabola knowledge you'll need are covered by your quadratic functions. The ACT will never test you on ellipses or hyperbolas. What You'll Need to Know About Conic Sections The only piece of information you really need to understand to master conic sections on the ACT is the equation of a circle. Every ACT conic section question will ask you information about this equation and you must either find the proper equation from given information or identify the individual pieces that make up this equation. Equation of a Circle $$(x - h)^2 + (y - k)^2 = r^2$$ This is the equation of a circle. $h$ and $k$ are the coordinates for the center of the circle. $h$ stands in place of the $x$-coordinate and $k$stands in place of the $y$-coordinate. The center will, therefore, be at $(h, k)$. $r$ is the radius of the circle. â™ ª Love (and the equation of a circle) is all you need. â™ ª Picture: byronv2/Flickr Typical ACT Conic Section Questions Though you will only have to know the equation of a circle to solve your conic section questions, you may see conic section questions in a few different ways- as a word problem, as a diagram problem, and/or as a scenario problem. But no matter their form, it should be pretty straightforward to solve the problem if you remember your formula. Let's look at a typical ACT conic section problem. We can see, based on the graph, that our center coordinates for our circle are $(4, 0)$. This means that we can count from the circumference to the center to find that our radius is also 4. So if we replace these values with our $(h, k)$ and our $r$ in the equation for a circle, we would get: $(x - h)^2 + (y - k)^2 = r^2$ $(x - 4)^2 + (y - 0)^2 = 4^2$ $(x - 4)^2 + y^2 = 16$ This means that our final answer is G. ACT Math Strategies for Conic Section Questions Though conic sections are generally fairly simple, you will be able to solve them more easily if you use strategy (especially if you forget your key information on test day). #1: Prioritize Your Time and Energy Conic sections are one of the least common ACT math topics. This type of question may or may not show up on your ACT, and even if it does, there will only be one question on circle equations per test. Though it is not a guarantee that you will see it, it is a useful formula for you to know if you're trying for every last math point. #2: Memorize the Circle Formula If you're going for every last point, then be sure to memorize your circle formula. On every ACT conic section question, you will be given a string of answer choices that all look incredibly similar. This is to muddy the waters for anyone who only has a passing recollection (or no recollection) of the formula. Your best bet for a near guaranteed point on all conic section questions is to simply memorize the formula and quiz yourself on it before test day to make sure you have it down. #3: Alternatively, Remember Just a Piece of the Formula and Guess Strategically If you're worried for any reason that you'll forget your formula or if you would just rather spend your time memorizing more common ACT math formulas like slopes and angles, then even remembering a piece of the circle formula is better than not memorizing any part of it at all. For instance, if you don't remember the $(x - h)^2 + (y - k)^2$ side of the formula, but you do remember that the other side is the radius squared (and not just the radius), you will often be able to eliminate two or three answer choices. Now you have between a 33% and a 50% of guessing the right answer, which is certainly better than a 20% blind guess. So pick just a piece of the circle formula and commit it to heart, even if you can't or won't for any reason memorize the whole thing. Ready to show 'em what you got? Test Your Knowledge So let's put your knowledge to the test on real ACT math problems about conic sections. 1. 2. 3. If a circle has a circumference that is tangent to the origin and a midpoint at $(0, -7)$, which of the following is the equation of that circle? A. $x^2 + (y - 7)^2 = 49$B. $x ^2 + (y + 7)^2 = 49$C. $(x - 7)^2 - y^2 = 49$D. $(x - 7)^2 + y^2 = 7$E. $x^2 - y^2 = 7$ Answers: E, F, B Answer Explanations: 1. For this problem, we know that our circle's midpoint is at the origin, which gives it the coordinates $(0,0)$. We can also see that the radius of the circle is 52. That means that our circle formula will be: $(x - h)^2 + (y - k)^2 = r^2$ $(x - 0)^2 + (y - 0)^2 = 52^2$ $x^2 + y^2 = 52^2$ Our final answer is E, $x^2 + y^2 = 52^2$ 2. For this question, we are actually working backwards, but the principle of the circle formula hold true. We must simply use the values we are given and reverse engineer them to find what we need. We know that our circle formula is: $(x - h)^2 + (y - k)^2 = r^2$ If our equation is then: $(x - 5)^2 + y ^2 = 38$, then we know that the radius must be the square root of 38 and the midpoint must be $(5, 0)$. Our final answer is F. 3. As usual when working without a diagram, let's draw a quick sketch of the scene. We know that the midpoint is at $(0, -7)$ and the circle is tangent to the origin, so this is the circle we're dealing with. We know that the radius is, therefore, 7 and we can plug the midpoint values into our equation. $(x - h)^2 + (y - k)^2 = r^2$ $(x - 0)^2 + (y - -7)^2 = 7^2$ $x^2 + (y + 7)^2 = 49$ Our final answer is B, $x^2 + (y + 7)^2 = 49$ The Take-Aways Though conic section questions are relatively rare, if you're going for every last point, it's a good idea to memorize your circle formula (or even just a piece of it) for a quick point. You will never be asked to do more than identify it when you see it or to identify its pieces, so go ahead and grab it if you can. What's Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. You should also be sure to take a look at our articles on how to complete the square and the four different graph quadrants. Worried what the Ivy Leagues think of the ACT? Learn how some of the top schools in the United States feel about the ACT vs. the SAT. Running out of time on the ACT math section? We'll teach you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Desert Description - Land Biome Overview

Desert Description - Land Biome Overview Biomes are the worlds major habitats. These habitats are identified by the vegetation and animals that populate them. The location of each biome is determined by the regional climate. Deserts are dry areas that experience extremely small amounts of rainfall. Many people assume falsely that all deserts are hot. This is not the case as deserts can be either hot or cold. The determining factor for considering a biome to be a desert is the lack of precipitation, which can be in various forms (rain, snow, etc.). A desert is classified according to its location, temperature, and amount of precipitation. The extreme dry conditions of the desert biome makes it difficult for plant and animal life to thrive. Organisms that make their home in the desert have specific adaptations to deal with the harsh environmental conditions. Climate Deserts are determined by low amounts of precipitation, not temperature. They typically receive less than 12 inches or 30 cm of rain per year. The driest deserts often receive less than a half an inch or 2 cm of rain per year. Temperatures in the desert are extreme. Because of the lack of moisture in the air, heat quickly dissipates as the sun sets. In hot deserts, the temperatures can range from above 100 °F (37 °C) in the day to below 32 °F (0 °C) at night. Cold deserts generally receive more rainfall than hot deserts. In cold deserts, temperatures in winter range between 32 °F - 39 °F (0 °C - 4 °C) with occasional snowfall. Location Deserts are estimated to cover about one-third of the Earths land surface. Some locations of deserts include: HotNorth AmericaWest Coast of South AmericaCentral AustraliaNorth AfricaMiddle EastColdAntarcticaCentral AsiaGreenland The largest desert in the world is the continent of Antarctica. It spans 5.5 million square miles and also happens to be the driest and coldest continent on the planet. The largest hot desert in the world is the Sahara Desert. It covers 3.5 million square miles of land in North Africa. Some of the highest temperatures ever recorded were measured in the Mojave Desert in California and the Lut Desert in Iran. In 2005, temperatures in the Lut Desert reached a sweltering 159.3 °F (70.7 °C). Vegetation Due to very dry conditions and poor soil quality in the desert, only a limited number of plants can survive. Desert plants have many adaptations for life in the desert. In very hot and dry deserts,   plants such as cacti and other succulents have shallow root systems to absorb large quantities of water in a short time. They also have leaf adaptations, such as a waxy covering or thin needles of desert plants include: cacti, yuccas, buckwheat bushes, black bushes, prickly pears and false mesquites. Wildlife Deserts are home to many burrowing animals. These animals include badgers, jack rabbits, toads, lizards, snakes, and kangaroo rats. Other animals include coyotes, foxes, owls, eagles, skunks, spiders and various kinds of insects. Many desert animals are nocturnal. They burrow underground to escape the extremely high temperatures in the day and come out at night to feed. This allows them to conserve water and energy. Other adaptations to desert life include light color fur that can reflect sunlight. Special appendages, such as long ears, help to dissipate heat. Some insects and amphibians adapt to their conditions by burrowing underground and remaining dormant until water is more plentiful. More Land Biomes Deserts are one of many biomes. Other land biomes of the world include: Chaparrals: Characterized by dense shrubs and grasses, this biome experiences dry summers and damp winters.Savannas: This large grassland biome is home to some of the fastest animals on the planet.Taigas: Also called coniferous forests, this biome is populated by dense evergreen trees.Temperate Forests: These forests experience distinctive seasons and are populated by deciduous trees (lose leaves in winter).Temperate Grasslands: These open grasslands are located in colder climate regions than savannas. They are found on every continent except for Antarctica.Tropical Rain Forests: This biome receives abundant rainfall and is characterized by tall, dense vegetation. Located near the equator, this biome experiences hot temperatures year round.Tundra: As the coldest biome in the world, tundras are characterized by extremely cold temperatures, permafrost, tree-less landscapes, and slight precipitation. Sources: Burton, James. â€Å"The Largest Deserts in the World.† WorldAtlas, 20 Jan. 2016, www.worldatlas.com/articles/10-largest-deserts-in-the-world.html.Staff, Live Science. â€Å"Wheres the Hottest Place on Earth?† LiveScience, Purch, 16 Apr. 2012, www.livescience.com/19700-hottest-place-earth.html.

Magnolia Therapeutic Solutions Case Study Example | Topics and Well Written Essays - 1000 words

Magnolia Therapeutic Solutions - Case Study Example Question 1 How could your decision be compared to the board’s decision? Why did you make this decision? What effect did organizational infrastructure and culture have on your decision? Definitely, I would not approve the budget. In the first place, I would find considerable support of my decision prior to my approval of it. There must be reliable references or supporting evidences needed in the first place in order to justify my decision. A budget needs to have substantial references or supporting facts in order not to have a shortfall or over calculation in the future. Thus, it should guide and even predict future actions or moves (Hutton & Phillips, 2009). In the case of Mary Stewart’s decision, she failed to consider the point that her assumption would be subjected to environmental factors. Being confident that the government would renew its grant given to Magnolia in 2001, Mary assumed that the budget in 2002 would be substantially higher as compared to that of the previous year. Furthermore, she also failed to consider the ailing economy and so was able to address the steeper demands with regard to the development department. This would incur additional cost which eventually led to having one third of her staff laid off; it had negative impact on the remaining staff and organization that could cause stagnation of the organization in years to come. With the kind of decision that I have taken, I could have probably saved one third of my staff. The point is I would not have focused on giving substantial budget for the development department. This has to be considered in the first place because overspending would not be the right approach, especially in a poor economic condition. My decision would remarkably maintain the potential teamwork at Magnolia because everyone would be encouraged to potentially use and maximize only what was available. Question 2 What do you think were the main causes behind the problems that Magnolia ultimately suffered? What would you have done differently to avoid those problems? In the first place, considering that Magnolia was not a profit organization, there was a clear evidence of poor financial management within the organization. This becomes clear when one looks at the way the budget was emancipated in 2002. Lack of financial knowledge was one of the main reasons. This eventually led to poor organizational structure, which also resulted in lacking the ability to handle financial resources in the best way possible. Furthermore, Mary was made assumptions without any reliable basis. In other words, Mary herself lacked managerial skills in handling the organization, particularly within the context of planning strategy. As reflected on how the planned budget in 2002 turned out, Mary simply was missing the point on how to efficiently handle the financial resources. If I were Mary, I should have hired a financial consultant who could give me professional advice on what to include in my budget plan for 2002. Furthermore, knowing this would help me to come up with good plans in the future. The point in here is that Mary’s organization was still moving forward closer to financial stability. In other words, this has to remain her critical area of consideration prior to displaying any ambitions as to other future plans. As for me, since the organization was already doing great in its service and became popular in its field, financial