A Project work of Business Studies On Various Level Of Management Essa

A Project work of Business Studies On Various Level Of Management Essa National College of Computer Studies Paknajol, Kathmandu A Project work of Business Studies On Different Level Of Management Presented by: Submitted to: Mr. Aashish Regmi Evaluation: XII L Lecturer Enrollment no. :NCCSHSS3672 Business Studies Proposal This is to confirm that the undertaking report Presented by Entitled Different Level of Management Has been set up as affirmed for by this division. This field task is sent for assessment. Mr. Aashish Regmi, Mrs. Anuradha Chaudhary, Teacher HOD Business contemplates Business considers Mr. Shiva Krishna Dangol Program Coordinator List of sources Asmita Books Publisher and Distributer(P)Ltd. Bing.com http://google.com ABBERVIATION HOD Head Of Department Fig. Figure No. Number S. No Serial Number W.W.W World Wide Web Affirmation I accept this open door to recognize my ardent appreciation to my director Mr. Aashish Regmi for his significant direction, steady support and motivation at each phase in my examination work .It is no distortion to state without his direction, recommendations and co-activity this investigation would not have the shape it has. My true thanks and appreciation to the Head of Department Mrs. Anuradha Chaudhari .I likewise express my exceptional gratitude to Mr. Shiva Krishna Dangol , the program co-ordinator. Over the entirety of my exceptional notice to our school National College of Computer Science. MANISH MAHARJAN Rundown of Figure Fig. NoTitlePage no 1.1Managerial Level2 2.1Hierarchy In Kathmandu Nursing College7 Chapter by chapter guide Content page no. COVERPAGE Suggestion Affirmation Condensing Rundown OF FIGURE 1. Presentation 1-6 1.1 Background of the investigation 1 1.2 Statement of the difficult 4 1.3 Objectives of the investigation 4 1.4 Significance of the examination 5 1.5 constraints of the examination 5 1.6 Research and Methodology 5 1.7 Organization of study 6 2. Information PRESENTATION AND ANALYSIS 7-11 2.1 Hierarchy In Kathmandu Nursing College 7 2.2 Function of different degree of the executives in Kathmandu Nursing College 8 2.3 Introduction to the human asset as indicated by pecking order 9 3. Synopsis, CONCLUSION AND RECOMMENDATION 12-13 3.1 Summary 12 3.2 Conclusion 12 3.3 Recommendation and end 13 Book index Reference section Reference section

Job Satisfaction Among The Faculty Members Education Essay Free Essays

It is troublesome truth that the nature of guidance in any state relies on the nature of the educators. A top notch learning staff is the premise of an effective instructive framework. Pulling in and holding great teachers is an essential need for guidance in any state. We will compose a custom article test on Employment Satisfaction Among The Faculty Members Education Essay or on the other hand any comparative point just for you Request Now One measure in building up a great module is to comprehend the elements related with learning quality and keeping. One of these elements is occupation fulfillment, which has been concentrated broadly by hierarchical research laborers and has been connected to authoritative committedness each piece great as to authoritative open introduction. Employment fulfillment is an unpredictable variable and is affected by situational components of the occupation each piece great as the dispositional highlights of the individual. It unmistakably shows that there are figure of elements which influence occupation fulfillment of module individuals. Despite the fact that tonss of surveies has been done regarding the matter occupation fulfillment yet at the same time some work request to be done, which is finished by this paper. The main reason for this paper is as to move up all the variables affecting occupation fulfillment under one umbrella. This paper causes explore bookmans to put some more factors which influence or may affect occupation fulfillment. Cardinal words: Job fulfillment, Recognition and Appreciation, Physical condition, Opportunities for exposure, Leadership way. Presentation Occupation Satisfaction contains two words â€Å" Job † and â€Å" Satisfaction † .A Before we characterize the expression, it is of import to comprehend the word â€Å" fulfillment † . Fulfillment is characterized as the satisfaction or fulfillment of a craving, request, or hunger. Delight is a territory of being satisfied or fulfilled. Subsequently, one can reason that â€Å" fulfillment † is an inner inclination and no total of outside pleasances or amenitiess can satisfy you except if you need â€Å" to encounter † satisfied.A The term ‘Job Satisfaction ‘ , by the by, inadequacies satisfactory definition ( Herzberg et al. 1957 ) each piece great as an acceptable hypothesis about its centrality. The distinction in a wide range of positions is by all accounts caused preeminent by the various idea of occupations that people perform ; besides the push to gestate occupation fulfillment in a grouping of ways by various subjects like Psychology, Sociology, Education and Management, and so on , and in the long run, the arrangement of techniques utilized by arranged research laborers to investigate occupation fulfillment. In straightforward footings, the acknowledgment of laborers ‘ physical and mental standpoints establishes occupation fulfillment. A single gets an association together with specific standpoints and when these viewpoints work out as expected the single gets satisfied with his/her association and his/her occupation, and this builds his/her productivity and open introduction ( Nelson A ; Quick, 1995 ) . Notwithstanding, when these standpoints do non run into with work conditions, occupation fulfillment does non occur, and as an outcome ; the laborer loses open introduction and proficiency and may even sabotage the occupation or cease it. It is of import to hinder laborers from encountering disillusioned and boost their proficiency and open introduction by putting and balancing the variables that influence occupation fulfillment ( Noe, et Al. 1997 ) . Employment fulfillment or disappointment is the outcome of grouped mentalities, the individual holds towards his occupation, towards the related variables and towards life when all is said in done. Employment fulfillment is reflected in the mentalities individuals hold towards their occupations, uplifting disposition towards the occupation suggest fulfillment with it and negative perspectives towards it hint disappointment with it. In this way occupation fulfillment is the terminal territory in feeling, connect toing the accomplishment by a desire of its point. Employment fulfillment is identified with human requests and their satisfaction through work. Indeed, occupation fulfillment is created by the individual ‘s perceptual experience of how great his occupation all in all is satisfying his varying requests. The interest for fulfillment and fulfillment is a continuous methodology. Employment fulfillment at a state of clasp relies on the laborers yearning degree and grade of disappointment he gets from his occupation. On the off chance that the work situation satisfies the wants of the representatives, it is not out of the ordinary that their disposition be given to be ideal. In twist rout resulting from such wants, will in general deliver ominous mentalities and perchance by a sort of link response, hostility, hapless occupation open introduction, going to employments, high turnover and other undesirable symptoms. Fitting to Kochan ( 1978 ) , Job Satisfaction is the entire framework of occupation factors that make an individual like his work situation and is willing to caput for it without animosity toward the start of his work twenty-four hours. This implies Job fulfillment incorporates two features: Life and lolling the occupation and Traveling to one ‘s occupation with caput erect and smilings. In this way Job fulfillment is a mix of mental, physiological and natural fortunes that cause an individual honestly to state, â€Å" I am happy with my occupation † . In this way occupation fulfillment is a favourableness with which representatives sees their work. Significance of Job Satisfaction Occupation fulfillment has been the focal point of the fixation for examine laborers more than three decennaries. The reason for such focus are manifolds: To the laborer 1. Employment fulfillment brings a pleasant passionate region that can as often as possible prompts a positive work mentality. 2. A fulfilled laborer is bound to be originative, adaptable, progressed, and steadfast. 3. A fulfilled laborer is increasingly dedicated towards his association. 4. It improves their personal satisfaction. 5. It improves their physical and mental wellbeing. For the association 1. It improves the nature of work. 2. It improves the proportion of creation. 3. It improves the cooperative attitude of the association. 4. It lessens the enrolling and readiness cost. 5. It makes tranquil workplace. 6. It pulls in great enrichment from outside. Along these lines, it is extremely of import for the association ‘s to do all the endeavors to do their representatives fulfilled in any case impacts can be downright awful. Following header clarify the impacts of low occupation fulfillment. Effectss of low Job Satisfaction High Absenteeism Truancy implies it is an acclimated type of nonappearance from obligation or obligation. At the point when the representatives are non fulfilled from their work or association so they regularly stay increasingly missing, which demonstrates non appropriate utilization of authoritative assets. It is non useful for the association in the future and achievement. High low low High Occupation satisfact particle Pace of turnover and unlucky deficiencies A Bacillus Fig.no. 1 Curve demoing connection between occupation fulfillment and pace of turnover and non-appearance. In the above graph line AB shows reverse connection between occupation fulfillment and pace of turnover and pace of non-attendance. As the occupation fulfillment is high the paces of both turnover and non-attendance is low and tight clamp a versa. 2. High Employee turnover In human asset, Turnover alludes to the rate at which a business augmentations and losingss the staff. At the point when the representatives are non fulfilled so they are additionally ready to cease the occupation and need to fall in another association. On the off chance that the business is supposed to be hold a high turnover pace of workers, with the goal that organization will hold shorter term of office than those of different organizations. 3. It builds enrolling and planning cost increments As workers leave association because of miss of occupation fulfillment so Human asset chief needs to enlist new representatives which expands the enrolling and planning outgo of the organization. 4. Low Productiveness In the event that the worker is non happy with his/her occupation so his/her productiveness lessenings and the other way around. 5. Low quality of work In the event that the worker is non happy with his/her occupation so his/her productiveness diminishes each piece great as he will non make deliver stocks of good quality. 6. It ruins the Goodwill of the association. Low fulfillment powers the representatives to suspend and fall in new occupation. It ruins associations cooperative attitude. 7. It ruins physical and mental health of individuals. Disappointment with one time occupation may hold especially unpredictable overflow impacts on numerous different things, for example, family life, recreation exercises and so on. Numerous unsolved character employments and maladjustments start out of individual failure to happen fulfillment in his work. Both logical overview and insouciant perception give abundant grounds that occupation fulfillment is of import for the mental settlement and upbeat existence of single. Variables affecting Job fulfillment As the clasp changes the new factors affecting occupation Satisfaction are other than expanding at a high walk. Following are the elements which influence the occupation fulfillment of module individuals at evolving grade. 1. Pay One of the majority of import plans to make an occupation is to pick up cash since it is cash only through which needs, requests can be satisfied. On the off chance that one gets a fine-looking compensation by which one can manage the cost of the life may do occupation fulfillment. In any case, if the compensation can non shoulder 1s consumption so one can non be happy with the pay. Findingss from a few surveies underline wage as one of the a large portion of import factors act uponing one ‘s level of occupation fulfillment. In an overview directed by Herzberg ( 1959 ) , workers who are d

100 Positivity-Boosting Compliments

100 Positivity-Boosting Compliments September 16, 2019 More in Self-Improvement Happiness Meditation Stress Management Spirituality Holistic Health Inspiration Brain Health Technology Relationships In This Article Table of Contents Expand Positivity Personal Traits Intelligence and Creativity Accomplishments Personal Relationships Appearance Whole Person It feels great to receive a compliment. Research shows getting a sincere compliment gives us the same positive boost as receiving cash. The health and happiness benefits of the compliment giver are also well-documented.?? Compliments really are one of the easiest two-way streets available in terms of spreading happiness around you and increasing your own. The more you compliment, the better you feel. Here are a hundred ready-made compliments to try out for yourself. Verywell / Nusha Ashjaee Complimenting Positivity These compliments focus on the joy, fun, and positive outlook the person brings. Your smile is contagious.I bet you make babies smile.You have the best laugh.You light up the room.You have a great sense of humor.If cartoon bluebirds were real, a couple of em would be sitting on your shoulders singing right now.Youre like sunshine on a rainy day.You bring out the best in other people.I bet you sweat glitter.Colors seem brighter when youre around.Youre more fun than a ball pit filled with candy.Jokes are funnier when you tell them.You always know how to find that silver lining.Youre a candle in the darkness.Being around you is like a happy little vacation.Youre more fun than bubble wrap.Youre like a breath of fresh air.Youre someones reason to smile.How do you keep being so funny and making everyone laugh? Complimenting Personal Traits These compliments acknowledge different qualities the person exhibits. You have impeccable manners.I like your style.Youre strong.Is that your picture next to charming in the dictionary?Your kindness is a balm to all who encounter it.You are brave.Your insides are even more beautiful than your outside.You have the courage of your convictions.Youre a great listener.You were cool way before hipsters were cool.That thing you dont like about yourself is what makes you really interesting.Youre inspiring.Youre so thoughtful.When you make up your mind, nothing stands in your way.You seem to really know who you are. Complimenting Intelligence, Creativity, and Resourcefulness These compliments show that you appreciate the persons abilities. Youre a smart cookie.Your perspective is refreshing.Your ability to recall random factoids at just the right times is impressive.When you say, I meant to do that, I totally believe you.You have the best ideas.Youre always learning new things and trying to better yourself. Thats awesome.If someone based an Internet meme on you, it would have impeccable grammar.You could survive a zombie apocalypse.When you make a mistake, you fix it.Youre great at figuring stuff out.Your creative potential seems limitless.I bet you do crossword puzzles in ink.You have a good head on your shoulders.Everyone gets knocked down sometimes; only people like you get back up again and keep going. Complimenting Accomplishments It is often good to compliment a specific action or achievement. You should be proud of yourself.You are making a difference.You deserve a hug right now.Youre a great example to others.Actions speak louder than words, and yours tell an incredible story. Complimenting Personal Relationships These compliments focus on how the person relates to others. Youre an awesome friend.Youre more helpful than you realize.Hanging out with you is always fun.That thing where you know when someone needs something? Thats amazing.Being around you makes everything better.You should be thanked more often. Thank you.Our community is better because youre in it.Someone is getting through something hard right now because youve got their back. Nice work.You always know just what to say.The people you love are lucky to have you in their lives.Any team would be lucky to have you on it.Defenseless animals are drawn to you.The way you treasure your loved ones is incredible.Youre a gift to those around you. Complimenting Appearance These compliments can be problematic as complimenting appearance can come across as flirting, and so they should be avoided in many business and social contexts. Youre gorgeousâ€"and thats the least interesting thing about you, too.You look great today.Your eyes are breathtaking.How is it that you always look so great, even if youre in ratty pajamas?That color is  perfect on  you.You smell really good.You may dance like no ones watching, but everyones watching because youre mesmerizing.You have cute elbows. For real.Your bellybutton is kind of adorable.Your hair looks stunning.Your voice is magnificent.Your name suits you to a T.Youre irresistible when you blush.Has anyone ever told you that you have great posture? Complimenting the Whole Person These compliments may be a little too general. As with complimenting appearance, consider whether they are appropriate or may be bordering on being flirtatious. I appreciate you.You are the most perfect you there is.You are enough.Youre all that and a super-size bag of chips.On a scale from 1 to 10, youre an 11.Youve got all the right moves.Everything would be better if more people were like you.When youre not afraid to be yourself, thats when youre incredible.Youre wonderful.Youre better than a triple-scoop ice cream cone. With sprinkles.Youre one of a kind.If you were a box of crayons, youd be the big industrial name-brand one with a built-in sharpener.Who raised you? They deserve a medal for a job well done.Somehow you make time stop and fly all at the same time.In high school, I bet you were voted most likely to continue being awesome.If you were a scented candle theyd have to call it Perfectly Imperfect (and it would smell like summer).Theres ordinary, and then theres you.Youre even better than a unicorn because youre real.Youre really something special. Start complimenting and find out for yourself how great it makes you feel. If you pick any of these, be sure to personalize it so it truly reflects what you appreciate about the person you are complimenting.

100 Positivity-Boosting Compliments

100 Positivity-Boosting Compliments September 16, 2019 More in Self-Improvement Happiness Meditation Stress Management Spirituality Holistic Health Inspiration Brain Health Technology Relationships In This Article Table of Contents Expand Positivity Personal Traits Intelligence and Creativity Accomplishments Personal Relationships Appearance Whole Person It feels great to receive a compliment. Research shows getting a sincere compliment gives us the same positive boost as receiving cash. The health and happiness benefits of the compliment giver are also well-documented.?? Compliments really are one of the easiest two-way streets available in terms of spreading happiness around you and increasing your own. The more you compliment, the better you feel. Here are a hundred ready-made compliments to try out for yourself. Verywell / Nusha Ashjaee Complimenting Positivity These compliments focus on the joy, fun, and positive outlook the person brings. Your smile is contagious.I bet you make babies smile.You have the best laugh.You light up the room.You have a great sense of humor.If cartoon bluebirds were real, a couple of em would be sitting on your shoulders singing right now.Youre like sunshine on a rainy day.You bring out the best in other people.I bet you sweat glitter.Colors seem brighter when youre around.Youre more fun than a ball pit filled with candy.Jokes are funnier when you tell them.You always know how to find that silver lining.Youre a candle in the darkness.Being around you is like a happy little vacation.Youre more fun than bubble wrap.Youre like a breath of fresh air.Youre someones reason to smile.How do you keep being so funny and making everyone laugh? Complimenting Personal Traits These compliments acknowledge different qualities the person exhibits. You have impeccable manners.I like your style.Youre strong.Is that your picture next to charming in the dictionary?Your kindness is a balm to all who encounter it.You are brave.Your insides are even more beautiful than your outside.You have the courage of your convictions.Youre a great listener.You were cool way before hipsters were cool.That thing you dont like about yourself is what makes you really interesting.Youre inspiring.Youre so thoughtful.When you make up your mind, nothing stands in your way.You seem to really know who you are. Complimenting Intelligence, Creativity, and Resourcefulness These compliments show that you appreciate the persons abilities. Youre a smart cookie.Your perspective is refreshing.Your ability to recall random factoids at just the right times is impressive.When you say, I meant to do that, I totally believe you.You have the best ideas.Youre always learning new things and trying to better yourself. Thats awesome.If someone based an Internet meme on you, it would have impeccable grammar.You could survive a zombie apocalypse.When you make a mistake, you fix it.Youre great at figuring stuff out.Your creative potential seems limitless.I bet you do crossword puzzles in ink.You have a good head on your shoulders.Everyone gets knocked down sometimes; only people like you get back up again and keep going. Complimenting Accomplishments It is often good to compliment a specific action or achievement. You should be proud of yourself.You are making a difference.You deserve a hug right now.Youre a great example to others.Actions speak louder than words, and yours tell an incredible story. Complimenting Personal Relationships These compliments focus on how the person relates to others. Youre an awesome friend.Youre more helpful than you realize.Hanging out with you is always fun.That thing where you know when someone needs something? Thats amazing.Being around you makes everything better.You should be thanked more often. Thank you.Our community is better because youre in it.Someone is getting through something hard right now because youve got their back. Nice work.You always know just what to say.The people you love are lucky to have you in their lives.Any team would be lucky to have you on it.Defenseless animals are drawn to you.The way you treasure your loved ones is incredible.Youre a gift to those around you. Complimenting Appearance These compliments can be problematic as complimenting appearance can come across as flirting, and so they should be avoided in many business and social contexts. Youre gorgeousâ€"and thats the least interesting thing about you, too.You look great today.Your eyes are breathtaking.How is it that you always look so great, even if youre in ratty pajamas?That color is  perfect on  you.You smell really good.You may dance like no ones watching, but everyones watching because youre mesmerizing.You have cute elbows. For real.Your bellybutton is kind of adorable.Your hair looks stunning.Your voice is magnificent.Your name suits you to a T.Youre irresistible when you blush.Has anyone ever told you that you have great posture? Complimenting the Whole Person These compliments may be a little too general. As with complimenting appearance, consider whether they are appropriate or may be bordering on being flirtatious. I appreciate you.You are the most perfect you there is.You are enough.Youre all that and a super-size bag of chips.On a scale from 1 to 10, youre an 11.Youve got all the right moves.Everything would be better if more people were like you.When youre not afraid to be yourself, thats when youre incredible.Youre wonderful.Youre better than a triple-scoop ice cream cone. With sprinkles.Youre one of a kind.If you were a box of crayons, youd be the big industrial name-brand one with a built-in sharpener.Who raised you? They deserve a medal for a job well done.Somehow you make time stop and fly all at the same time.In high school, I bet you were voted most likely to continue being awesome.If you were a scented candle theyd have to call it Perfectly Imperfect (and it would smell like summer).Theres ordinary, and then theres you.Youre even better than a unicorn because youre real.Youre really something special. Start complimenting and find out for yourself how great it makes you feel. If you pick any of these, be sure to personalize it so it truly reflects what you appreciate about the person you are complimenting.

The Effects Of Cell Phones On Our Lives - 2011 Words

Due to increasing technological innovations, many people are gradually trapping themselves in the web of cell phones. Even with primary laws in effect, drivers are tempted to text and drive on the road, and it has only brought grave consequences. According to the United States Department of Transportation, â€Å"It is estimated that drivers who text while on the road contribute to at least 100,000 collisions each year (qt. in Northwest drivers Admit). Besides causing careless accidents, intexicated drivers become a threat to society because other people’s safety is at risk. Since text messages are more important than the outside world, drivers shift all of their attention to unimportant conversations. However, what people do not realize is that this exciting conversation is a leading factor in many car wrecks (Moser). Because of an increase in deaths, current texting and driving laws have proven to be ineffective and need to be revised. As time has passed, cell phones have overshadowed the need for public safety, and this has taken the lives of many adults and adolescents alike. Despite the dangerous consequences, many drivers still have a tendency to text and drive. For those drivers wishing to ignore safety, in order to text and drive are five times more likely to be involved in a crash (Winters 28). â€Å"When you see a driver of a car with his or her head tilted forward, you can safely assume they are in the throes of a text conversation (qt. in The High Risk). Unlike otherShow MoreRelatedThe Effects Of Cell Phones On Our Lives1053 Words   |  5 Pagesyears that improve our everyday lives. The wide use of cell phones has caused a remarkable impact on physical, and social aspects of our life. Cell phones impacts have contributed positively to our lives, but still others have influenced negatively on our life. With technology, the way we communicate has changed over the past year with our smart phones we can surf the internet, check our social media accounts, use GPS, and text and call our families and friends. The cell phones have made a significantRead MoreCell Phones And Its Effects On Our Lives938 Words   |  4 Pagesout lives. We use our cell phones for everything from finding directions, to taking pictures of moments you do not want to forget. Everywhere you go, you cell phone goes with you, if you forget it at home, somehow we feel naked without it. Cell phones have become so powerful and useful for so many things other than just making phone calls; I do not even know why we still call them phones. With that, we have the right to feel secure and free from unwarranted searches though our cell phones andRead MoreCell Phones And Its Effects On Our Lives1366 Words   |  6 Pagestechnology and increasing use of cell phones, a lot of studies are taking place. Even though cell phon es today have been helpful with communicating with people far away, these cellular devices still are dangerous in many extravagant ways. Dangerous can mean many things when it comes to cell phones. Billions of people throughout the world are implementing cell phone use in their daily routines. Cell phones are becoming a prone addiction which causes us to not be so aware of our surroundings when using itRead MoreCell Phones Effect Our Lives977 Words   |  4 PagesHow Cell Phones Effect our Everyday Lives Once upon a time, cell phones did not exist. If you wanted to make a call you had to use a home phone or a pay phone, but cell phones are now common place in our everyday lives. Almost everyone has one, even children in elementary school have cell phones. So how does having such easy access to a cell phone effect our everyday lives? The positive effects of cell phones are easy to see, as cell phones can be convenient and used as a life line in an emergencyRead MoreCell Phones And Its Effect On Our Lives1612 Words   |  7 PagesFollowing the time when the mid 1980s, phones have been rapidly moving their route into our commonplace lives, particularly with the presentation of cam telephones in the early part of the new thousand years. As cells develop they have more of an effect on our commonplace lives and I need to exactly how much they are affecting. Similarly as with new engineering in whatever other structure, phones have changed enormously over their generally short life com passes. As these progressions happen, soRead MoreCell Phones And Its Effects On Our Lives862 Words   |  4 Pageshouse without theirs. The answer to this riddle? Cell phones. Children and adults alike are partaking in the growing addiction to their mobile devices. Can we blame them though? The sheer amount of uses, features, along with other various gizmos that come along with a cell phone are enough to make not having one a handicap on most people. Schools, websites, work places, all are integrating cell phone use into their everyday tasks. Downsides to cell phones do exist, but the benefits of having one farRead MoreCell Phones And Its Effects On Our Lives924 Words   |  4 PagesCellular Distractions Can Wait. Cell phones, otherwise known as smart phones by today’s standards, are an immense help to most Americans in many ways. We use our cell phones daily for communication with friends and family through texting and phone calls, scheduling appointment, or social media. However, the convenience of smart phones is being abused daily in several ways that can lead to severe impacts with the distractions they cause. The advancement of cell phone technology in the last decadeRead MoreCell Phones And Its Effects On Our Lives Essay1222 Words   |  5 PagesGone are the days when cell telephones were considered as extravagance thing to have with. The developing rivalry in portable makers has brought down the costs of cellular telephones to that degree that these days, purchasing a cell telephone is not a major ordeal. Simply spend a couple bucks and you are pleased proprietor of a cell telephone. In today s opportunity, it s elusive a man who does not possess a cellular telephone. The little contraption is an essential need of life. In any case, whyRead MoreCell Phones And Its Effect On Our Lives894 Words   |  4 Pages The first cell phone that was build in a car the reason why it was because it was too big to carry around in your pockets. Buying a phone in 1980 were very expensive, not everyone can afford a phone for themselves. Cell phones back in the day would cost just about over a couple thousand of dollars. The mobile devices that were made in that time was only for phone calls without any caller ID s to tell who s calling you. .Cell phones have been producing a lot better over these few years. BackRead MoreCell Phones And Its Effect On Our Lives934 Words   |  4 Pagesanother being exist, especially in our generation. This seems to be not a problem at moment, but with advancement of technology and new ways of meeting people digitally is seems people feel it’s appropriate to constantly be on their mobile devices without any consequences or surroundings. With Mobile device and other forms of wireless communication also effecting on distracting driving. The use of cell phones pose a risk for society in many ways involving cell phone conversations and texting or instant

Top 10 Advanced French Mistakes

If you speak French at an advanced level, congratulations! You may not be fluent yet, but youre definitely on your way. Nonetheless, there are probably a few concepts you can use a bit of help with. Oftentimes these are small details that dont affect your listeners comprehension, but mistakes are mistakes and if you want to be fluent you need to avoid them. Here are the ten most common French mistakes and difficulties for advanced speakers, with links to lessons. Rhythm Pronunciation-wise, one of the last things most French students master is the rhythm of French. In many languages, words and sentences have stressed syllables, but French does not. It can be very difficult to get the hang of giving each syllable the same stress when ones own language is so different, especially when trying to stress the importance of a particular word. Understanding French rhythm is the first step to being able to mimic it. À vs. De The prepositions à   and de cause endless problems for French students because they are used in similar constructions to mean different things. De, du, de la, or des? Another pitfall for advanced French speakers has to do with the preposition de and the indefinite and partitive articles. French teachers commonly receive questions about whether a given phrase should be followed by de or by du, de la, or des. Verbs with Prepositions In English, many verbs require a certain preposition in order for the meaning of the verb to be complete, such as to look at and to listen to. The same is true in French, but the prepositions  required for French verbs are often not the same as the ones required by their English counterparts. In addition, some verbs that require a preposition in English dont take one in French, and vice versa. It all boils down to memorizing verbs with their prepositions. Cest vs. Il est The expressions cest and il est are often confused. Like à   and de, above, cest and il est have strict rules on usage—they may mean something similar, but their usage is quite distinct. Le  facultatif As an advanced French speaker, you should be very familiar with  le  as  a  definite article  and  direct object pronoun. What you may not know is that there are two optional uses of  le. The  neuter object pronoun  le  is  an optional, formal construction found most commonly in written French, and  l  is sometimes used in front of  on  to increase euphony in French. Indefinite French I find that one of the hardest things to translate into another language is indefiniteness, such as anyone, something, everywhere, all the time. This index includes links to lessons on every kind of indefiniteness, from  indefinite adjectives  to the  indefinite subject pronoun  on.​ Impersonal French Grammatically speaking,  impersonal  refers to words or structures which are invariable; that is, they do not specify a grammatical person. This is, like indefiniteness, a fairly difficult concept for many students of French. Reflexive vs.  Object Pronouns Reflexive pronouns  are used with  pronominal verbs, while object pronouns are used with  transitive verbs, and they have very different purposes. Yet they cause problems for many students due to the issue of  agreement  with pronouns that precede a compound verb. Before you worry about  agreement, though, you need to be sure you understand the difference between reflexive and direct object pronouns—how to use them, separately and together. Agreement I can almost guarantee that you have trouble with some aspect of  agreement,  because even native speakers have trouble with it sometimes! There are numerous types of agreement, but the most difficult tend to be agreement with direct objects that precede compound verbs and with pronominal verbs.

How to Choose Grade Six Essay Samples

How to Choose Grade Six Essay Samples Whispered Grade Six Essay Samples Secrets Sample persuasive essays can also give inspiration on topics to write on in addition to serve as examples about how to compose your essay. You might also see essay examples. Grade Six Essay Samples: No Longer a Mystery Such last-minute searching never becomes futile, which causes unfinished essay assignments and leads to a poor grade. Selecting a great topic for your essay is among the most essential and frequently tricky parts for many students. Scholarship providers would never tell you exactly what they are searching for in an essay. Summary Hiring a low-cost essay service may be a perfect alternative for students at one time crunch. The cost of an essay is dependent upon the quantity of effort the writer has to exert. You can readily find essay writing services which could write for you at cheap prices. Disadvantages of selecting an inexpensive essay service Quality If you're opting for cheaper service, remember that it might not be up to the mark. Pros of employing an inexpensive essay service Availability Everywhere online, you can get one or other essay support. New Questions About Grade Six Essay Samples High school essay examples incorporate a number of short essays like narrative, persuasive and analytical. You can also see college essay. You could also see literacy essay. You could also see scholarship essay. Things You Should Know About Grade Six Essay Samples Don't forget that any argumentative essay sample you'll discover on the internet will require a full rewriting in order to prevent plagiarism. Today, there are a number of on-line sites which provide sample papers. Try EditMinion and ProWritingAid to assist you. Public high schools have their very own fair share of issues and in the event the student isn't careful, they could wind up in a massive mess. To be a thriving high school student it's not difficult to find motivation. While attem pting to learn how to compose a persuasive essay step-by-step, students forget about another important activity. Fully being a happy high school student wouldn't be possible without my loved ones. Gossip, Lies and Grade Six Essay Samples The aim of a persuasive essay is to convince your readers your viewpoint is the suitable viewpoint. Although it's not recommended, paraphrasing the quote in your essay is a great means to back up your argument. At this time, you might very well be thinking that you're finished with your essay, but you're not. A persuasive essay needs to be able to grab the interest of the folks reading it easily. Your intro ought to start with an intriguing hook that will draw the reader in your paper. Bear in mind that the amount of your essay is dependent upon the assignment offered to you. If you're fearful of speaking in public, writing a persuasive essay for a specific audience is the best way to remove this fear. The debut of each written work ough t to have a very clear thesis statement or argument. As any guide on how best to compose a persuasive essay will inform you, your essay has to be organized in paragraphs with a logical progression from 1 paragraph to the next. Observe that the objective of a persuasive speech is just like the purpose for writing an argumentative or persuasive essay. An excellent instance of a question a parent could possibly be asked is the way the parent thinks their little one will add to the school. Grade Six Essay Samples - the Story Emphasize your position is the very best by summarizing the key points of your argument. The body of your essay needs to be supported by research evidence you could gather. Actually, you can make up any topic you want by yourself, as long because there is unlimited amount of those. There are lots of things to look at when planning a research. As soon as your writing is finished, make sure to have an editor review your essay for you. It isn't as demanding as other kinds of academic papers, but nevertheless, it can provide you an overall insight on writing providing you with the fundamental skills of information gathering, creating an outline, and editing. When deciding on a high school essay format, step one is to spot the sort of essay you will need to write. Write superior essays with an internet class. The Advantages of Grade Six Essay Samples Personal essays can at times include things like personal information which you would not like to share. On the opposing side, acquiring a list of good persuasive essay topics is inadequate. Look through the list of topics cautiously and commence making a mental collection of the evidence it's possible to use on topics you prefer. Qualities of a fantastic persuasive essay topic The topic needs to be specific. The Demise of Grade Six Essay Samples You're not trying to draw folks to your side with emotions. One of my favourite things about writing is that there isn't any correct or wron g answer. When you settle on this issue and pick the position on which you will base your essay, the remainder of the job can then begin. Point 3 with a couple examples to show what it is you're speaking about 7. You can also see synthesis essay. Which is precisely why we here offer you some persuasive essay samples that could aid you with your own. Citations and extracts from several sources have to be formatted properly. Employing reliable sources for research is critical. When you revise your essay, you've got to make sure its organization is totally appropriate to your intended audience, the paper context, and the goal. The simple fact you can make the perfect diagnosis and supply the acceptable treatment doesn't indicate that you leave it there. Employing a plagiarised content whilst paying less have zero meaning. The major element which creates a persuasive essay in English stand out from the remainder of assignments is the use of reasoning.

Unique Zaha Hadid Relationship Technology -Myassignmenthelp.Com

Question: Discuss About The Unique Zaha Hadid Relationship Technology? Answer: Introduction Architecture is a diverse profession and requires high connectivity with technology. Zaha Hadid is a well celebrated architect. For long, her designs were considered unconstructional.[1] The main reason is because she defied what technology was offering and came up with her architect to change the architecture perspective. Now she us celebrated in many cities with her design being found erected there. The perspective of her uniqueness was rear. This was the main reason her designs took long to be made a reality. The main perspective remain to what level does Hadid designs match with technological advancement[2]. This thesis will analyze the level at which Zaha Hadid architecture were able to correspond to technological advancement. Problem statement Architectural designs have to meet clients needs and technological advancement in the current era. No matter how unique the designs are, they have to meet the aspect of technology in them. The main reason is that the architectural field also relies on other fields to exist. In short, the designs need to be unique but also match with technological advancements to enhance their marketability. The main research questions which will be addressed by this thesis include; How unique were Zaha Hadid designs? How did Zaha architectural designs match with technology advancement? Objective To analyze Zaha Hadid designs and determine their uniqueness. To analyze how effective the designs were able to match with technological advancement in the industry. Preliminary literature review For more than 10 years in the industry, Hadid had not accomplished a single design anywhere. The main reason is that many felt that her designs could not be done in reality. The unique nature of her design made it impossible for their construction[3]. Nevertheless, she did not give up and pushed to bring a new trend in the world or architecture. She was clear on her designs and she did not let the practicability constraint to limit her views. She focused on the increase of the aesthetic factors which the architecture widely focuses on. On her designs, she gave the onlookers something not only to use but also to enjoy seeing. Technology advancement is matched with emergence of new ideas and bringing them into industry[4]. Therefore, from Hadid view, she was able to bring out a new technology in the world of architecture. At some level, she wondered how the field was limited in having upright structures. At this level she produced a design without use of a single straight line![5] New ideas are seen in her work which not only matched with technology but brought new era of technology in architecture world. Methodology The main research method for this thesis will be literature review. Research on different architecture designs by Zaha Hadid and the way they changed the views in architecture will be the main basis. Thereafter, analysis with technological requirement will be done to define how the designs matched with technology. This study will review the different designs and their uniqueness. Challenges of the designs will be analyzed to define the level of their technological advancement. Most importantly, comparison of these designs and technology requirements will be done. References Hadid, Zaha, and Aaron Betsky. Zaha Hadid: complete works. New York: Rizzoli International Publications. 2009. Hadid, Zaha, Francesca Serrazanetti, and Matteo Schubert. 2012. Zaha Hadid: inspiration and process in architecture.[Milan, Italy] : Moleskine Srl. Hadid, Zaha. 2004. Zaha Hadid complete works. [2], [2]. Zaha Hadid Complete Works. London: Thames Hudson. Hadid, Zaha. 2009. Zaha Hadid. Milano: Electa. Hadid, Zaha, and Patrik Schumacher. 2015. Fluid totality: Studio Zaha Hadid 2000-2015, University of Applied Arts Vienna. Basel : Birkha?user Verlag GmbH.

Measuring Short Run and Long Run Relationship Between Gdp Per Capita and Consumption Per Capita of India free essay sample

By Rizwan Mushtaq Under supervision of Mumtaz Ahmed ABSTRACT This study is based on examining the relationship between income and consumption series of India covering the period of 1980-2009. Data about certain indicators were obtained from the official web site of World Bank. In first step of data analysis appropriate ARMA model was determined using correlogram and information criteria as well, and applied to the consumption data only. These models (ARMA and ARIMA models) are built up from the white noise process. We use the estimated autocorrelation and partial autocorrelation functions of the series to help us select the particular model that we will estimate to help us forecast the series. Second step of data analysis was comprised of co-integration and Error Correction model. It was found that per capita Gross Domestic Product and final household consumption per capita of India are not cointegrated. It was observed that both the series are integrated at order two I (2). We will write a custom essay sample on Measuring Short Run and Long Run Relationship Between Gdp Per Capita and Consumption Per Capita of India or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But second condition of co-integration was not satisfied, the residuals were not found stationary. Hence it might be possible to conclude that there is no long run relationship between consumption and GDP series of India. As we know that the series are not co-integrated so we cannot apply Error correction model, but for the sake of understanding more specifically we also applied Error Correction Model. The adjustment co-efficient was not up to the standard it was around zero, it suggest that there is no need to make adjustments. Keywords: Gross Domestic Product, Consumption, ARMA, Co-Integration, Error Correction Model 1 AUTOREGRESSIVE MOVING AVERAGE PROCESS 1. Moving Average Process ARMA assumes that the time series is stationary-fluctuates more or less uniformly around a time-invariant mean. Non-stationary series need to be differenced one or more times to achieve stationarity. ARMA models are considered inappropriate for impact analysis or for data that incorporates random shocks†. More specifically an ARMA (pq) process is a combination of AR (p) and MA (q) models. Such a model states the current values of some series y depends linearity on its own previous values plus a combination of current and previous values of a white noise error term. The model could be written as: Keeping the effect of (Yt-1, Yt-2, Yt-3, Yt-4) fixed. ACF and PACF patterns for possible ARMA (p,q) models are as follows: AR(Process) MA(Process) ACF PACF ACF PACF Geometrically Number of non-zero It is significant at and It declines declines points = order of AR up to order of MA geometrically process, it takes non- process zero value up to order of AR ARMA (p,q) Process ACF Declines geometrically PACF Declines geometrically This methodology used sometimes and have certain flaws and issues. If both ACF and PACF declines geometrically we got ARMA procedures, just see the graphs and decide. BOX-JENKINS APPROACH They provide a methodology to fit an ARMA model to any given data series. It tells how to fit your ARMA model, there approach involves three steps: i. ii. iii. Identification Estimation Diagnostic Step 1: Identification Determining the order of ARMA model. This is done by plotting both ACF and PACF overtime. It tells us what order should we keep. Step 2: Estimation In this ste p we estimate the parameters of the model specified in Step I, using OLS and Maximum Likelihood method, depending on the model. Step 3: Diagnostic In this step model checking takes place. Box and Jenkins suggested two types of diagnostics 1) Over fitting (deliberately fitting a larger model than that is required) 2) Residuals diagnostic (Checking residuals for independence using Ljung-box test). Drawbacks in Box and Jenkins Approach Most of the time plot of ACF and PACF do not provide a clear picture. They do not match with deciding criteria; neither has MA nor AR process. So where we have messy real data we are unable to know which model is to use, and interpretation is very hard in this case. 7 Solution to This Problem Solution to this problem is to use the information criteria. Several criteria are available in literature but the most important criteria are discussed here. 1) Akaike’s Information Criteria AIC 2) Schwarz’s Bayesian Criteria SBIC 3) Hannan-Quinn Criteria AIC = ln(? ^2) + 2k/T SBIC = ln(? ^2) + k/T * lnT HQIC = ln(? ^2) + 2k/T * ln(lnT)) Where ? ^2 = RSS/T-K T= No. of observations, K=No. of regressors HQIC When plots are difficult to interpret and decide. We use information criteria; SBIC is considered the best one. The minimum value of SBIC is acceptable. CO-INTEGRATION 1. Integration To understand co-integration, it is essential to discuss integration first. A series is said to be cointegrated of order (1), if it becomes stationary after taking the first difference. The original series will called integrated at I (1) if it attains staionarity at second difference the series will called integrated at order two which can be written as I (2). And if the series become stationary at order (p) time the original series will be I (p). 8 2. Co-Integration After brief explanation of integration, now it is palpable to interpret co-integration. If two variables that are I (1) are linearity combined, then the combination will also be I (1). Two and more series (Xt, Yt) are said to be co-integrated if, i. i. They have same order of integration The residuals obtained from regressing Y on X are stationary. These two conditions must be fulfilled otherwise series will not considered as co-integrated. Engle and Granger, Procedure of Co-Integration Engle and Granger, proposed a Procedure for Co-Integration in (1987). X ? I (1): X is integrated of order (1) Y ? I (1): Y is integrated of order (1) Series X and Y are said to be co-integrated at order One I (1). They are actually non-stationary at level and become stationary at first difference. The combination of series X and Y will also be integrated at order one, it can be expressed as: Z = ? X + ? 2Y Z ? I (0) This process involves four steps: 9 Step I: Test the variables (x, y) for their order of integration using ADF. a) If both (x, y) are integrated of order (0) i. e. both are stationary at level than there is no need to test X, Y ? I (0). b) If both variables (X Y) are integrated of different order, than their will be no cointegration. c) If both variables (X Y) are integrated of same order, than proceeds to step II. Step II: Estimate long run (possible co-integration) equation if, X Y ? I (1). Here one thing should be noted that 95% of the economic series become stationary at order (1). If X Y ? I (0). Than estimate the following equation and get residuals Yt = ? 1+ ? 2 Xt + ? t Step III: Check the order of integration of residuals i. e. residuals are tested for stationary using ADF. It is important here to note that stationarity of residuals is tested by estimating the model without intercept and without time trend. So, estimate the following model. ? ? 10 Note: estimate this model and test the null hypothesis, also note that we have to use different critical values which are more negative than the usual Dickey-Fuller critical values, use critical values proposed by Engle and Granger. Step IV: In step 4 we estimate Error Correction Model (ECM). It gives us both short run and long-run impacts of X on Y, and also provides the adjustment co-efficient. Which is the co-efficient of lagged values of error term i. e. et-1. ERROR CORRECTION MODEL Error Correction Model (ECM) simply corrects the error. Here one thing is important to discuss that if variables X Y are co-integrated than the residuals (et) obtained from regression of Y on X will be stationary. It might be expressed in this way: et ? I(0) So, we can express the relationship between X and Y in the form of an Error Correction Model as: ?Yt = b1 + ? Xt + ? t-1+ Vt†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) Where, b1 = is short run impact of x on y. Vt = is the error term. And ? is the co-efficient of et. It is also called adjustment co-efficient, feedbacks and adjustment effect. If ? = 1 than 100% of adjustment taking place. If ? = 0. 5 than 50% of adju stment taking 11 place, and If ? ? 0 than there is no need to make adjustments. Basically Error Correction Model provides us both short run and long run impacts of X on Y. EMPIRICAL ANALYSIS ARMA 1-Identification Figure: 1 Correlogram Consumption Step I: As we know that the first step of ARMA is identification, it is done through correlogram. Figure: 1 Correlogram consumption denotes the typical processes from the ARMA family with their so called characteristics autocorrelation and partial autocorrelation. These described function of autocorrelation are not derive from relevant formula, rather are estimated using underlying simulated observations with disturbance drawn from a normal distribution. Figure: 1 articulates that the autocorrelation and partial autocorrelation functions are significant at lag 1, while the autocorrelation function declines geometrically, and is significant until lag 3. Plot of the 12 onsumption series (see appendix figure 1) also shows increasing trend which represents that the series is integrated, and we need to proceed with taking logarithms and first differences of the series. Step II: We now in step two because of above behavior of consumption series which we observe through correlogram. Here we take the log of consumption series and then first difference of said series. Below are the comman ds that are used to do so: genr lcons=log(cons)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (i) genr dlcons=lcons-lcons(-1)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (ii) We get correlogram of newly created dlcons (log-differenced) series, which is portrayed here: Figure: 2

How to Create the Ideal Study Space

How to Create the Ideal Study Space Your study space is critical to your ability to study effectively. This doesnt necessarily imply that you have to find a place thats completely silent and set it up as your study area, but it does mean you should find a place to study that fits your specific personality and learning style. Identifying Your Ideal Study Space Everyone has different study preferences. Some of us need a completely quiet room free from any audible distractions. Others actually study better listening to quiet music in the background or taking several breaks. You will study most effectively if you make your study time special, like a ceremony. Assign yourself a specific place and regular time. Some students even give a name to their study space.It might sound crazy, but it works. By naming your study space, you generate more respect for your own space. It might just keep your little brother away from your things too! Creating Your Study Space Evaluate your personality and preferences. Discover whether or not you are vulnerable to noise and other distractions. Also determine if you work better by sitting quietly for a long period of time or if you need to take short breaks once in awhile and then return to your work.Identify the space and claim it. Your bedroom may be the best place to study, or it may not be. Some students associate their bedrooms with rest and simply cant concentrate there.A bedroom can also be problematic  if you share a room with a sibling. If you need a quiet place without distraction, it might be better for you to set up a place in the attic, basement, or garage, completely away from others.Make sure your study area is comfortable. It is very important to set up your computer and chair in a way that wont harm your hands, wrists and neck. Make sure you chair and monitor are the right height and lend themselves to a proper ergonomic position for hours of comfortable studying. Take care to avoid repet itive stress injury as this can lead to lifelong difficulties. Next, stock your study space with all the tools and supplies you’ll need, and make sure the space is comfortable in temperature. Establish study rules. Avoid unnecessary arguments and misunderstandings with your parents by establishing when and how you study.If you know that you are able to study effectively by taking breaks, just say so. You may want to create a homework contract. Communicate with your parents and explain the ways in which you study best and why its important for your to take breaks, listen to music, grab a snack, or make use of whatever method best enables effective studying.

Distributive Justice ( healthcare ethics) Case Study

Distributive Justice ( healthcare ethics) - Case Study Example So, finally, the Krampitz family is absolved, their doctor is absolved. Who, then, is guilty for the lapse There is also the uneasy question doing its round in the mind - what were all the healthcare organizations doing while the Krampitz were busy sending out ads with their request On going through the guiding principles declared by some healthcare organizations one is led to except better vigilance from them. To quote a few, these are the quotes expressed by some of them: "I envision The Center as a guardian for the voiceless and as an educator. I fervently believe that although we may never evolve into a 'cash rich' organization, we must always remain rich in voice." (http://www.healthcare-ethics.org)1 "Hospitals such as UCLA Medical Center that develop and provide cutting edge medicine need a mechanism to balance complicated medical and ethical issues" said Dr. Neil Wenger, the center's director and a UCLA professor of medicine and health services research. "Academic medical centers often confront complex life and death questions. We must help patients and their families through the process of negotiating difficult ethical decisions. This center builds on our ethics consultation service by promulgating innovative research, providing opportunities for creative policy development and enhancing the knowledge and activities of doctors, nurses, social workers, chaplains and medical students in addressing ethical issues at the patients' bedside." (http://www.healthcare.ucla.edu)2 Now, keeping in mind the Todd Krampitz incidence, and the well-meaning claims put up by different healthcare organizations, it is very difficult to be judgmental either way because it involves ethics on the one hand, and the precious life of a patient, on the other. At the outset, it must be clarified that the issue requires dispassionate deliberations. Todd Krampitz's life is precious to him and his family. Then there is one other patient among 17000, who is equally or more desperate for a liver transplant. Then there are ethics showing Todd Krampitz had circumvented the system for his own selfish purpose. Lack of Communication Ultimately, the whole issue boils down to one disappointing possibility. Lack of communication. Todd Krampitz did not realize the seriousness of the situation, being desperate to solve his own problem. His doctor was mostly likely unaware of the need to check up on the issues of ethics. After all, how many doctors will busy themselves on questions of ethics in so serious a situation as a failed liver. Will a lawyer go checking up with every accused to see how innocent he is before taking up the most deserving case Who should be blamed If anyone is to blame, then it is the system. The system has not been created which

Bogota and Copenhagen Essay Example | Topics and Well Written Essays - 500 words

Bogota and Copenhagen - Essay Example The specific projects in each city that worked towards addressing transportation and mobility issues in dense urban centers where the popularization of the use of bicycles and the dedicated bus that works like a train. Copenhagen is already popular for the use of the bicycle as bicycle lanes were part of the urban design and integrated into the city. Bogota is still in the process of promoting bicycle use among its population. There is, however, one project in Bogota that differs from Copenhagen and that is the use of dedicated buses. This concept is borrowed from Brazil where there are buses that works like a train where it has its own lane and stations.These projects are definitely democratic. In Copenhagen, the use of cheap bicycles is already embedded in the society’s fabric. Efforts have been done in Bogota to raise the social status of using bicycle so that nobody would be embarrassed in using a bicycle. But more than the use of bicycle, the city government of Bogota mak es sure that the use of public transportation would allow its passenger to arrive at its destination in the same time as the use of private cars. This would remove the distinction between the two modes of transportation thereby democratizing mobility. These efforts are both effective because it has achieved its objective of removing the time difference in arriving at their respective destinations. All it takes is a political will. It is not difficult to put dedicated bicycle lanes and to put dedicated lanes and stations to buses.

Non-Profit Organization Finances and Pricing

Non-Profit Organization Finances and Pricing The Global Alliance for TB Drug Development (TB Alliance) is a non-profit organization which uses its revenues to develop new, simpler, faster-acting TB drug regimens[1] rather than distributing those profits to its shareholders and board of directors.[2] It is also a PDP (product development partnership) that operates like a biotechnology firm creating collaborations between the private, public, academic, and philanthropic sectors to drive the development of new TB drugs for developing countries using various licensing and partnership agreements. In this way risk and incentives are shared between the partners. TB Alliance manages the various projects although the laboratory experiments and clinical studies are performed by external partners. Donors include private foundations, governments, multilateral donors including the Bill Melinda Gates Foundation, the European Commission, the Global Health Innovative Technology Fund, Irish Fund, National Institute of Allergy and Infectious Di sease, UK AID, UNIT AID, United States Agency for International Development, and the US Food and Drug Administration.[3] As a corporation, TB Alliance has to maintain legal status and reporting functions by filing reports with federal, state and local authorities. However, they have to demonstrate â€Å"no profit† and show how the money was utilized by submitting a Form 990 to the Internal Revenue Service (IRS) to keep their tax-exempt status.[4] The financial position for non-profit research based organization is important because it is funded by various donors. The board of directors and management of TB Alliance are accountable for how the money is spent for research, administrative activities, and production of new, faster-acting and affordable TB drugs. Ratios to Measure the Financial Position of an Organization: An efficient measure which could analyse the trends and financial position of the organization over a period of time is the ratio analysis. Ratio analysis is a gauge which indicates the organizational financial performance.[5] Management of a non-profit organization uses ratio analysis in order to highlight the flaws and strengths of various strategies on the basis of which plans could be shaped. Funders or private donors of the organization can use the ratio analysis to measure the efficiency and effectiveness of the projects and make decision about management’s performance.[6] The assessment of financial condition of non-profit organization starts with the evaluation of financial reports.[7] Various ratios are there to analyse the financial position of organization but a ratio is more useful if it is consistent in nature over time and measure the precise financial information.[8] We normally look at the published annual reports http://www.tballiance.org/annualreport/ and review their financial position and look for any red flags. We make sure their cash position is good relative to the annual operating income, and their equity / net assets are reasonably positive. We also make sure that any grant or investment we give is not a huge percentage of their annual budget.[9] There are eleven ratios identified by Non Profit Assistance Fund which could be used by a non-profit research based organization which is funded by private donors.[10] There are 5 Balance sheet ratios which could be used by a non-profit organization: Debt ratio: It is used to examine how much organization is relying on other people debts and how much cushion there is for the company. It is calculated by dividing total debt to total net assets.[11] Current ratio: Current ratio is current assets to current liabilities and it identifies the ability of the organization to pay its debts on time. It is a measure which tells about the cash flow in near future.[12] Days cash on hand: It is cash and current investments to daily cash requirement and helps to identify the amount of operating cast required by organization. It is helpful as it tells about the unrestricted cash available to the organization.[13] Accounts receivable aging: Account receivable aging ratio is important because it helps to identify all those bills which have become older and are aberrant. This ratio identifies the cash flow problems of the non profit organization. It consists of all the accounts payable overdue for more than 90 days to total accounts receivable.[14] Accounts payable aging: It is all the accounts payable over due for more than 90 days to total accounts payable. It specifies the cash flows problems related to payments and serve as a tool for several financial problems.[15] There are 3 expense ratios which are important for a non-profit organization as donors will need to examine the expense incurred and these are: Personnel costs ratio: It indicates the expense incurred on the human resource of the organization and tells how much budget is allocated for staff. It is the total wages to total expense.[16] Administration cost ratio: It is the total general and administrative expense to total expense. It is very helpful for the donors who regularly examine the expenses of company over time.[17] Fundraising efficiency: It is the income contributed to fundraising expense. As the organization raise funds from private donors it’s important to know each dollar which is being raised from the contribution by incurring expense on fundraising.[18] There is 1 ratio related to income statement: Reliance ratio. This ratio helps to identify the major source of income which is utilized by the organization for income. It highlights major activities which help to increase organizations income and it is the largest income source to total income.[19] Contracts and Its Affect on Provider Behaviour: Private donors can use Donor Advice Funds which is a written agreement between the donor and the non profit organization.[20] It is the fastest growing technique for non profit organization funded mainly by private donors. In this contract a special fund is created by the private donor to donate as charity or for well being of society. In this type of contract there is an agreement between the organization and the donor which states that the non profit organization will respect the donor’s wishes while using funds. But the agreement is non-binding and the ultimate decision and control is in the hands of non profit organization. The nature of provider in the contract is advisory and can only give suggestions to the board of non profit research company and the ultimate decision lies with management.[21] Contracts can be: (1) Fixed price contract when there is no uncertainty in the scope of work. The contractor is bound to complete the task within the agreed amount of money and time and is required to finish the task within a fixed amount. In this type of contract, the contractor bears the risk and the scope needs to be as detailed as possible[22]; (2) Cost reimbursable contract where the contractor is reimbursed for completed work and paid a certain amount representing the profit. In this type of contract, the buyer bears the risk since the buyer pays for all (allowable and reasonable) costs incurred by the contractor[23]; (3) Time and Materials contract when a contractor is paid on the basis of cost of labor specified hourly, actual cost of materials and equipment used, and an agreed upon amount to cover the contractor’s overhead with instructions not to exceed a certain limit. Here the risk is distributed between both buyer and seller[24]. Pricing Policy and Costing Methods: Price is the value charged for a product and pricing policy is the strategy by which the wholesale or retail price of the product is decided.[25] In developed countries the price of product is high due to high cost of RD as compared to underdeveloped countries.[26] Various costing methods which could be used by organization are cost based, competition based and value based pricing. Cost based pricing is the price of product decided according to the cost plus a profit margin. Cost based pricing consider both the fixed plus variable cost of the product and adds a margin over it.[27] Competition based pricing is a pricing technique that considers the industry in which the firm is operating and the competition.[28] Finally, Value based pricing is the customer based pricing technique which is based on customers’ needs, habits and attitudes.[29] The pricing structure for a non-profit pharmaceutical company providing inexpensive drugs is cost based pricing method which includes the fixed and variable cost plus an addition of suitable profit margin to cover the expenses for instance Howard Hugh medical institute uses cost based pricing. [30] The company can also use three tiered pricing policy in which it could make the pricing strategies by dividing countries into groups. The drugs could be sold at marginal cost in those countries where there is hard strike of disease and can be sold at a higher price with profit margin to middle income countries for instance Abbott uses three tiered pricing policy.[31] GlaxoSmithKline was one of the first vaccine companies to adopt this approach – higher prices for high income countries; low prices in GAVI eligible countries; and intermediate prices in middle income countries. [32] References Allen, S. ‘Pricing Methods’. 2015. http://entrepreneurs.about.com/od/salesmarketing/a/pricingstrategy_2.htm (Accessed 2015-3-9) B. Barkin, TB Finance Manager, Bill Melinda Gates Foundation (personal communication, March 13, 2015) Basu,C.‘Four Basic Types of Financial Ratios Used to Measure a Companys Performance’. 2015. http://smallbusiness.chron.com/four-basic-types-financial-ratios-used-measure-companys-performance-25299.html (Accessed 2015-3-9) Bate, R. Boateng, K. ‘Drug Pricing and Its Discontents’. 2007. http://www.aei.org/publication/drug-pricing-and-its-discontents/ (Accessed 2015-3-10) Business Dictionary. Cost reimbursable contract. http://www.businessdictionary.com/definition/cost-reimbursement-contract.html (Accessed 2015-3-10) Business Dictionary. Time and materials contract. http://www.businessdictionary.com/definition/time-and-materials-T-M-contract.html (Accessed 2015-3-10) Chabotar, k., J., Financial ratio analysis comes to nonprofits.The Journal of Higher Education, 1989.pp. 188-208. Chuang, J., and Marvin, S. Pricing multicast communication: A cost-based approach.Telecommunication Systems, 2001, vol.17, no.3, pp. 281-297. DCU. ‘Charitable Planning: Donor Advised Funds vs. Private Foundations’. 2015. http://dcufinancial.org/new/dcufinancial/content.asp?contentid=2017940795 (Accessed 2015-3-10) FRA. ‘Financial Ratio Analysis’ 2013. http://www.demonstratingvalue.org/resources/financial-ratio-analysis (Accessed 2015-3-9) Global Alliance for TB Drug Development. (2015) http://www.tballiance.org/about/operating-model.php (Accessed 2015-3-9). GSK Tiered pricing and vaccines. (2014) http://www.gsk.com/media/280905/tiered-pricing-for-vaccines-policy.pdf (Accessed 2015-3-13) Herman, R. D., Renz, D. O. ‘Theses on nonprofit organizational effectiveness’.Nonprofit and voluntary sector quarterly, 1999,vol. 28, no. 2, pp. 107-126. Investorwords. Fixed Price Contract. http://www.investorwords.com/19291/fixed_price_contract.html (Accessed 2015-3-10) Joskow, P. Alvin, K. A framework for analyzing predatory pricing policy.Yale Law Journal,1979, pp. 213-270. Kanter, R. M., Summers, D. V. ‘Doing well while doing good: Dilemmas of performance measurement in nonprofit organizations and the need for a multiple-constituency approach’.Sage publication, 1994, pp. 220-236. Kaplan, R. Strategic performance measurement and management in nonprofit organizations.Nonprofit management and Leadership, 2001,vol.11, no. 3, pp.353-370. Mckeever,M. ‘Family Foundations: Donor Advised Funds and Supporting Organizations as Alternatives to Private Foundations’ .1999. http://www.pgdc.com/pgdc/family-foundations-donor-advised-funds-and-supporting-organizations-alternatives-private-foundations (Accessed 2015-3-10). NAF. â€Å"Analyzing Financial Information Using Ratios†. 2014. https://nonprofitsassistancefund.org/sites/default/files/publications/nonprofit_financial_ratios_2013.pdf (Accessed 2015-3-10). Nagle, T., T., and Reed K., H.,Strategy and tactics of pricing. Pearson Education Limited, 2013. Salamon, L., M., The rise of the nonprofit sector.Foreign Affairs, 1994, pp. 109-122. Tuckman, H., P., and Cyril F. C., A methodology for measuring the financial vulnerability of charitable nonprofit organizations.Nonprofit and Voluntary Sector Quarterly, 1991,vol.20, no.4, pp.445-460. Zall, M., ‘The Pricing Puzzle’. 2006. http://pubs.acs.org/subscribe/archive/mdd/v04/i03/html/03zall.html (Accessed 2015-3-10). Z, J., ‘Nonprofit financial objectives and financial responses to a tough economy’.Journal of Corporate Treasury Management,2010,vol.3, no.3, pp. 238-248. [1] Global Alliance for TB Drug Development. (2015) http://www.tballiance.org/about/operating-model.php (Accessed 2015-3-9). [2] R. M. Kanter, D. V. Summers. ‘Doing well while doing good: Dilemmas of performance measurement in nonprofit organizations and the need for a multiple-constituency approach’. Sage publication, 1994, pp. 220-236. [3] Global Alliance for TB Drug Development. (2015) http://www.tballiance.org/about/operating-model.php (Accessed 2015-3-9). [4] B. Barkin, TB Finance Manager, Bill Melinda Gates Foundation (personal communication, March 13, 2015) [5] R. D. Herman, D. O. Renz. (1999). ‘Theses on nonprofit organizational effectiveness’. Nonprofit and voluntary sector quarterly, 1999,vol. 28, no. 2, pp. 107-126. [6] FRA. ‘Financial Ratio Analysis’. 2013. http://www.demonstratingvalue.org/resources/financial-ratio-analysis (Accessed 2015-3-9). [7] R, Kaplan. ‘Strategic performance measurement and management in nonprofit organizations’. Nonprofit management and Leadership, 2001,vol.11, no. 3, pp.353-370. [8]FRA. ‘Financial Ratio Analysis’. 2013. http://www.demonstratingvalue.org/resources/financial-ratio-analysis (Accessed 2015-3-9) [9] B. Barkin, TB Finance Manager, Bill Melinda Gates Foundation (personal communication, March 13, 2015) [10] C, Basu. ‘Four Basic Types of Financial Ratios Used to Measure a Companys Performance’. 2015. http://smallbusiness.chron.com/four-basic-types-financial-ratios-used-measure-companys-performance-25299.html (Accessed 2015-3-9) [11] J. K., Chabotar, ‘Financial ratio analysis comes to nonprofits’. The Journal of Higher Education, 1989.pp. 188-208 [12]H, Tuckman, and C, Cyril. ‘A methodology for measuring the financial vulnerability of charitable nonprofit organizations’. Nonprofit and Voluntary Sector Quarterly20.4 (1991): 445-460 [13] J. Zietlow, ‘Nonprofit financial objectives and financial responses to a tough economy’.Journal of Corporate Treasury Management,2010,vol.3, no.3, pp. 238-248. [14]R, Kaplan. ‘Strategic performance measurement and management in nonprofit organizations’. Nonprofit management and Leadership, 2001,vol.11, no. 3, pp.353-370. [15] NAF. ‘Analyzing Financial Information Using Ratios’. 2014. https://nonprofitsassistancefund.org/sites/default/files/publications/nonprofit_financial_ratios_2013.pdf (Accessed 2015-3-10) [16] H, Tuckman, and C, Cyril. ‘A methodology for measuring the financial vulnerability of charitable nonprofit organizations’. Nonprofit and Voluntary Sector Quarterly20.4 (1991): 445-460 [17] J,,K.,.Chabotar, ‘Financial ratio analysis comes to nonprofits’. The Journal of Higher Education, 1989.pp. 188-208 [18] NAF. ‘Analyzing Financial Information Using Ratios’. 2014. https://nonprofitsassistancefund.org/sites/default/files/publications/nonprofit_financial_ratios_2013.pdf (Accessed 2015-3-10) [19] L., M. Salamon. ‘The rise of the nonprofit sector’.Foreign Affairs, 1994, pp. 109-122. [20] M. Mckeever. ‘Family Foundations: Donor Advised Funds and Supporting Organizations as Alternatives to Private Foundations’ .1999. http://www.pgdc.com/pgdc/family-foundations-donor-advised-funds-and-supporting-organizations-alternatives-private-foundations (Accessed 2015-3-10). [21] DCU. ‘Charitable Planning: Donor Advised Funds vs. Private Foundations’. 2015. http://dcufinancial.org/new/dcufinancial/content.asp?contentid=2017940795 (Accessed 2015-3-10) [22] Investorwords. Fixed Price Contract. http://www.investorwords.com/19291/fixed_price_contract.html (Accessed 2015-3-10) [23] Business Dictionary. Cost reimbursable contract. http://www.businessdictionary.com/definition/cost-reimbursement-contract.html (Accessed 2015-3-10) [24] Business Dictionary. Time and materials contract. http://www.businessdictionary.com/definition/time-and-materials-T-M-contract.html (Accessed 2015-3-10) [25] P, Joskow K, Alvin. ‘A framework for analyzing predatory pricing policy’.Yale Law Journal,1979, pp. 213-270. [26] R. Bate, K. Boateng.‘Drug Pricing and Its Discontents’. 2007. http://www.aei.org/publication/drug-pricing-and-its-discontents/ (Accessed 2015-3-10) [27] John,Chuang Sirbu, Marvin. ‘Pricing multicast communication: A cost-based approach’. Telecommunication Systems, 2001, vol.17, no.3, pp. 281-297. [28] T, T. Nagle, H.,,K., Reed.‘Strategy and tactics of pricing’. Pearson Education Limited, 2013. [29] S. Allen, ‘Pricing Methods’. 2015. http://entrepreneurs.about.com/od/salesmarketing/a/pricingstrategy_2.htm (Accessed 2015-3-9) [30]M., Zall.. ‘The Pricing Puzzle’. 2006. http://pubs.acs.org/subscribe/archive/mdd/v04/i03/html/03zall.html (Accessed 2015-3-10). [31] R. Bate, K. Boateng.‘Drug Pricing and Its Discontents’. 2007. http://www.aei.org/publication/drug-pricing-and-its-discontents/ (Accessed 2015-3-10) [32] GSK Tiered pricing and vaccines. (2014) http://www.gsk.com/media/280905/tiered-pricing-for-vaccines-policy.pdf (Accessed 2015-3-13)

Mr. Blake’s views on Upon Westminster Bridge :: Westminster Bridge Poetry Essays

Mr. Blake’s views on Upon Westminster Bridge I read Mr Wordsworth’s poem. I was dismayed by his views on London. I was horrified when I read the first line. â€Å"Earth has not anything to show more fair,† I believed he would have experienced beautiful views since he was brought up in the Lake District. He obviously has not seen London in 1794. I have lived in London for many years of my life. I have seen people in poverty from the poorest parts of London to people in mansions the richest places. One day I was walking through the streets of London and it sprung upon me to write a poem. This is my view on the real London. I opened the poem with the line â€Å"I wonder through each chartered street† I used this word wandered to make it seem as if I was freely roaming the streets not knowing where I was or where I was going. As if I was lost down the back streets of London. Chartered street carry’s the mark of changed and revolutionised London. All the streets seemed dull and grim and had something mysterious about them. My second line was on the same theme as the first line first from it id talking about the Thames! â€Å"Near where the chartered Thames does flow,† in the first draft of this poem I wrote dirty Thames instead of â€Å"chartered Thames.† I changed because I felt that it would have more effect. Everywhere is dirty in London, but I am trying to say that everywhere is dull and grim; also as you are walking through the streets it is like deja vu. One of the most distinct things about London is how the people look and feel. My next two lines are, â€Å"And mark in every face I meet marks of weakness marks of woe† As l walked though the streets I could see no one was smiling. I actually felt sorry for some people. Nearly every person I met looked ill or suffered from malnutrition due to over working, low income, no food and poor living space. I used this stanza to emphasize my views and to make it sound more obvious, to paint a picture in the readers mind â€Å"In every cry of everyman â€Å" this next stanza is very strong and meaningful. A crying man is not often heard. Unless he is under real distress. Suffering is a very big theme in the street of London everywhere you walk you can see it in the stanza, I started the first three lines with â€Å"in every† to emphasize my point.

Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), jointly published the Non-Statutory National Framework for R.E., which only applies to R.E. provision in England. The document was produced on the understanding that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and agreed syllabus Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing national guidelines for the teaching of R.E. It was meant to be used by local agreed syllabus conferences for the development of agreed syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the Framework was intended to help schools to make appropriate links between R.E. and other subjects, such as for instance on key concepts like diversity. In this sense the government appeared to be building on their previous efforts to set up a common Framewo rk of curricular aims owing to the fact that the 2000 National Curriculum also contained many aims for education; White (2004). It was hoped that the Framework document would help agreed syllabus conferences and schools to plan more effectively in the provision of R.E. and towards agreed national standards. In the foreword of the Non-Statutory National Framework by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Framework was made explicit. In the first paragraph of the national Framework Charles Clarke declared ‘This non-statutory national Framework has been produced to support those with responsibility for the provision and quality of religious education in maintained schools. It lies at the heart of our policies to raise standards in the learning and teaching of religious education. It sets attainment targets for learning. The Framework therefore gives local education authorities, Standing Advisory Councils on Religious Education, relevant authorities with responsibility for schools with a religious character, teachers, pupils, parents, employers and their wider communities a clear and shared understanding of the knowledge and skills that young people will gain at school. It allows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also provides a Framework within which all partners in education can support young people on the road to further learning’. This statement reflects the commitment of the architects of the Framework to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning experience of R.E. and the ability of R.E. teachers to become more adept in their profession. The Framework it is maintained will give clear guidance to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the Framework will have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to put together schemes of work that reflect the social characteristics of their locality. The opening declaration of the Non– Statutory National Framework for R.E. does widely define the boundaries and limitations of the publication. At face value one would expect that the national Framework will work as a rough guide for educational authorities rather than as a strict code of practice to be abided by under all circumstances. The agenda of the Framework is clear but how it will actually succeed in compelling educational providers to improve standards in R.E. is vague. Bearing these factors in mind the  expectation is that at Key Stage three the Framework will provide a blueprint for teaching R.E., but whether this blueprint will cover the full scope of R.E. is an issue that needs to be closely scrutinised in this investigation. A critical analysis of the Non- Statutory National Framework is given by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the curriculum as a whole – as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a slightly useful part of a child’s education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would n eed to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum. Without an argument that defends a separate place for R.E in a child’s education then educational commentators may ask the question why R.E. is not either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is imperative that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non –Statutory National Framework does not provide an adequate blueprint for teaching R.E. An obvious weakness of the Framework is the fact that as its title describes it is a ‘non –statutory Framework’. Inevitably then the legal obligations  for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E; namely SACREs, ASCs, the board of governors within faith schools, current policies on funding and R.E. inspections then it is inevitable that the Framework will not reach it’s aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who don’t agree with its terms and the Framework will be an absolute failure. In order to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers. Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston stated ‘Many of our SACREs and their Agreed Syllabus Conferences will need support and training if they are to make full use of the Framework when developing their new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005) In this statement Weston highlights the fear that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be  in line with or influenced by the new Framework. A related concern is once the SACRE and the ASCs have actually put together their new syllabuses there will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was designed without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum. Further academic criticism of the Framework document was given by Felderhof (2004) in the Journal of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of ‘other people’s religious traditions’. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision. In focussing on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of being very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much thought and planning has been dedicated into the production of the Fram ework. From this  perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3. Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers. The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to explore secular ideas such as Humanism and Atheism. Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson  plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adopted by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom. On this evidence it is feasible to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3. In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non –Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for Public Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated ‘My fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And  I doubt that a National Framework, however good, could justify RE’s peculiar and anomalous place in the school curriculum: Why should it be compulsory right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education – could do better’? This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This unfounded outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti –R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subj ect can be lowered in the curriculum. On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the  knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where poss ible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the improvement of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s –all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduction that the Framework is an adequate resource for teaching R.E. Bibliography Agreed syllabus for Havering (2007) Pathways London Borough of Havering Agreed Syllabus for Religious Education. Draycott P (et al ed) (2005) Think R.E. London: Harcourt Education. Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge Mason, Marilyn, 2004. Religious Education –could do better? Available at: (accessed 6th December 2007). QCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007). Watson B and Thompson P (2007) The effective teaching of Religious Education London: Longman Weston, Deborah, 2004. News from R.E. Today Magazine: PCfRE comment on the launch of the Non-Statutory Framework for RE. Available at: (accessed 7th December 2007). White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge. ———————– PASS / FAIL