What Little Free Time College Has Left Me - 1154 Words

My personal learning style is a mixture between reading and writing (10), and aural (9), which the VARK test classifies as multimodal. This actually surprised me because I am more of a right brained person according to the test (~65%), and reading and writing are more left brained functions. Personally, I revel in reading and writing in the creative sense. In what little free time college has left me, I read books, blogs, and write short stories for my friends. This applied to my learning is slightly different, because I am given less creative freedom, but in any sense, I tend to be good with words. The aural part only partially surprised me because I focus best when engaged in an activity. Though I recognize it in having similarity to†¦show more content†¦That may seem a bit oxymoronic, but without doodling my brain goes off on its own tangents. Doodling sort of anchors me to pen, paper, and the lecture. I also enjoy and benefit from taking part in class discussions and spe aking in front of the class. I find that when I speak in front of the class, or ask questions, I retain that information better. There are times in class where I can fall behind, or get a bit confused, and at this time I refer to the book to help get me back on course with the rest of the class. Assignments can also get me a bit confused. I try to review assignments beforehand, to have questions prepared. Then again in class I review the assignments, take notes on them, and ask questions. Though it is early in the semester these techniques have proven effective for me in College Success. My second, and probably most challenging class, is General Psychology. The learning tips I can employ in General Psychology are asking for examples of theories and looking for them in my daily life, paying special attention to theories, key terms, and statements, reading the text in a quiet, distraction free, area, using the flashcards provided to me on the MyPsychLab website, and taking extensive and detailed notes. Psychology can be, and usually is, a rather convoluted subject. Getting examples of theories helps me to understand better, and look for these

Augustine on Death Essay - 1187 Words

Augustine on Death Death is a very natural occurrence in life, and everyone experiences death differently, but yet in the same way. When Augustine was a young boy his father died, and he makes a small account of this in the Confessions. Later on in life, he loses a dear friend, and his loving mother. With time, he mentally matures and death affects Augustine differently each time. The death of his father was merely mentioned in the Confessions, while the death of Monica, his mother, was an elaborate detailed account of the time of her death. The death of his close friend, when Augustine was a child made him realize that life is temporal. Growing up, Augustine was not very close to his father. He confided in his mother and†¦show more content†¦They both went to school together, and enjoyed each other’s company. â€Å"†¦I had come to have a friend who because of our shared interests was very close. He was my age, and we shared the flowering of youth. As a boy he had grown up with me, and had gone to school together and played with one another†¦Ã¢â‚¬  Augustine and this unnamed friend knew each other for a short time, yet Augustine felt that he was losing someone he had known all his life. â€Å"You [God] took the man from this life when our friendship had scarcely completed a year. It had been sweet to me beyond all sweetnesses of life that I had experienced.† The unnamed friend came down a bad fever, and he was baptized while he was unconscious. Augustine felt as if this baptismal sacrament would have no affect on him and he would carry all the sins of his childhood. The unnamed friend did awake from his unconscious state and Augustine and the friend had a minor conflict over a joke Augustine made over the friend’s baptism. The friend did not find it a laughing matter, but they did resolve the conflict. Augustine left for a few days and while he was gone, his friend passed away. Augustine explains that he was stricken with grief from the death of his friend, which made him want to leave his hometown. Everything made him think of his friend, and he was always looking for him. Augustine was constantly weeping and was a wreck. â€Å"My home became a torture to me; my father’s house a strangeShow MoreRelatedDeath And Enlightenment By Augustine1313 Words   |  6 Pages Death and Enlightenment It may seem reasonable that Augustine accepted, at the time of his friend’s death, that God is unchangeable and humans are a temporary creation and just a part of the whole. However, by paying close attention to the text Augustine is writing the Confessions retrospectively. He ends up recognizing the directionality of his love and the change in his grieving in the future, after the deaths of his friend and Monica. 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Developing An Inclusive Education System Education Essay Free Essays

string(123) " inclusion as the integrating of merely handicapped kids weakens the inclusive schooling advancement in the broader sense\." For the last few decennaries, there has been an addition in the figure of states which aimed at doing their instruction systems more inclusive. This purpose has been in the docket of both developed and developing states with fluctuations in their definitions of inclusion, policy devising schemes and school patterns. In add-on, experiences of these states in their attempt to develop inclusive instruction systems have faced peculiar challenges ( Ainscow, 2005 ) , with the instance being more terrible for developing states where it has been improbable to detect a important accomplishment in their test to develop inclusive instruction ( Eleweke and Rodda 2002 ; Mittler 2000 ) . We will write a custom essay sample on Developing An Inclusive Education System Education Essay or any similar topic only for you Order Now Turkey, as a underdeveloped state, has committed to developing inclusion in schools for about two decennaries ( Eleweke and Rodda 2002 ; UNESCO 1994 ) . Since so, nevertheless, transmutation of The Turkish Education System to an inclusive 1 has been sing serious challenges although there have been several positive stairss taken towards bettering inclusive policy and pattern. This reappraisal is concerned with the procedure of Turkey in developing inclusive instruction while taking to lend to the limited literature which critically reviews Turkey ‘s place in this procedure. After the behavior of hunt is discussed, the procedure towards inclusive instruction will be reviewed under three wide footings: Definition of inclusion as reflected on policy and pattern, the passage procedure from instruction in particular schools to inclusion, and the current barriers against inclusive instruction. Behavior of Search This literature reappraisal is loosely concerned with the field of inclusive instruction and specifically explores Turkey ‘s place in developing inclusive instruction. Therefore, the hunt for this reappraisal was started with the scholarship of taking people in the field of inclusive instruction and was limited to literature about Turkey. The standard for utilizing the literature was convenience with the intent of reappraisal. In be aftering this piece of literature reappraisal, several types of paperss were searched for through some cardinal footings and in some databases and web sites. Appendix 1 nowadayss a elaborate tabular array of the hunt footings used, web sites and databases searched, the figure of paperss reached in any twelvemonth and the figure of paperss used. Definition of Inclusion Recently, an inclusive instruction system has been a common end in the docket of many states. However, there have been fluctuations in the manner inclusion was defined by these states ( Ainscow et al. 2006a ) . In many of the definitions, a often changing facet has been the mark population identified as capable to inclusion which brought about the inquiry of ‘who is inclusion for? ‘ Based on this inquiry, it has been possible to follow policies and patterns which have focused on pupils from the most vulnerable groups to all possible scholars ( Ainscow et al. 2006a ) . In 1994, ninety two authoritiess from different parts of the universe endorsed that schools would move in a model which would to the full include every scholar, no affair what characteristics the pupil possessed ( UNESCO, 1994 ) . These features could be diverse physical, rational, societal, emotional and lingual belongingss. Despite this model, nevertheless, it has been hard to follow a common apprehension and incorporate patterns based on the statement ( Ferguson, 2008 ) . For illustration, while the tendency in developed states, such as the UK and the USA is towards an apprehension of inclusion for all scholars, many developing states have based their policies and patterns on inclusion of handicapped pupils ( Gaad 2010 ; Slee 2010 ; Ferguson 2008 ) . Turkey, like many other developing states, has identified handicapped pupils as the most vulnerable groups in instruction and adopted an apprehension of inclusion which places handicapped pupils in mainstream schools ( Gaad 2010 ; Rakap and Kaczmarek 2009 ; Turkish Prime Ministry 2008 ) . As the first typology of conceptualisation of inclusion by Ainscow et Al. ( 2006b ) illustrates, Turkey ‘s definition of inclusion is similar with authoritiess and schools which have based their policies and patterns on the inclusion of handicapped kids. In 1997, the Particular Education Regulation ( No. 573 ) which was considered as the first ordinance towards inclusive instruction was enacted. Since so, all ordinances and Torahs in Turkey have referred to inclusion of handicapped kids into mainstream schools. As for the disablement classs identified, the groups subject to inclusion were defined as ocular, hearing and wellness damages, physical, mental, address and linguistic communication, larning and emotional and behavioral disablements ( Turkish Prime Ministry, 2008 ) . In the Particular Education Regulation of 1997, every bit good as other ordinances such as The Particular Education Services Regulation in 2006, several definitions were made by the ministry which founded the footing for the inclusion of handicapped kids ( Melekoglu et al. 2009 ) . One of the most radical statements was the consideration of particular instruction as portion of the regular instruction. With this in head, regular instruction categories were defined as least restrictive environments where instruction of handicapped kids should be encouraged. As a consequence of this, referral of handicapped kids every bit good as assignment of particular instruction instructors to regular instruction schools accelerated in the last 10 old ages ( Turkish Ministry of National Education, 2012 ) . Another point emphasized by the ordinances was the duty assigned to mainstream schools to be after and supply educational and support services to handicapped kids ( Melekoglu et al. 2009 ) . Each school was required to fix and implement an individualised instruction program for each kid. However, this subdivision which emphasized singularity of pupils was followed by another portion in the ordinance, which defined particular instruction services to be provided for separate classs of handicapped pupils, instead than stressing pupils with single and alone demands. This nature of the ordinance, hence, has created instruction programs which overlooked single demands and included standard aims and services for peculiar disablement groups. As a decision, analysis of policies in Turkey reveals the world that inclusion merely refers to the arrangement of handicapped kids in mainstream schools ( Gaad 2010 ; Turkish Ministry of National Education 2010 ; Turkish Prime Ministry 2008 ) . Slee ( 2010 ) claims that sing inclusion as the integrating of merely handicapped kids weakens the inclusive schooling advancement in the broader sense. You read "Developing An Inclusive Education System Education Essay" in category "Essay examples" However, although it seems to be a restriction to overlook the demand to include other kids from vulnerable groups ( e.g. scholars non needfully diagnosed with a disablement ) , the procedure can still be perceived as a measure taken to do schools more inclusive by go forthing behind the thought of categorising and puting handicapped kids in particular schools where they were antecedently seen as ‘others ‘ ( Gaad, 2010 ) . In add-on, the developmental degree of the educational systems and the world of handicapped pupils as one of the most unintegrated groups in hapless and developing states might take states to concentrate more on inclusive patterns for handicapped pupils. In this context, there is a demand for more policies, resources and betterment of powerful support systems to travel beyond the point of including merely the handicapped requires. In add-on, this procedure might necessitate more clip in states where inclusive instruction is still immature ( Gaad, 2010 ) . Passage from Education in Particular Schools to Inclusion The field of instruction, in the 20th century, underwent a substantial test to legalize the principle for particular instruction ( Armstrong, 2010 ) until new statute laws and patterns started to take an issue with old particular educational theories and patterns ( Thomas and Loxley 2001 ) . For the last few decennaries, there has been a surcease in the enlargement of particular instruction schools non merely in wealthy but besides in hapless and developing states as many decision makers have started to turn to inclusion in authorities policies and school patterns ( Ainscow et al. 2006a ) . Turkey, as a underdeveloped state, has been in the procedure of the passage from instruction in particular schools to inclusion since its indorsement of the Salamanca Statement ( UNESCO, 1994 ) . Until a few old ages ago, the dominant tendency towards instruction of handicapped kids was based on segregating them in particular schools harmonizing to a categorization based on their disablements and supplying them with particular educational services. However, the Ministry of National Education has started to stress and back up the instruction of handicapped kids with their equals in regular schools. For a decennary, the accent and support for inclusion has invariably been told to schools and parents in order to include them into a system where the inclusive instruction and its cardinal rules are adopted and supported ( Melekoglu et al. 2009 ) . In Turkey, contemplations of the altering attitude towards inclusive instruction have been discernible on the policy of the Ministry of National Education. For illustration, the 37th article of The Particular Education Services Regulation ( 2006, p.3 ) states that â€Å" The Ministry of National Education is responsible for opening particular schools for handicapped pupils. However, the precedence should be given to the mainstream instruction of handicapped pupils together with their usually developing equals in regular schools. † This statement evidently underlines the altering attitude of the authorities favoring inclusion on policy paperss. There were two other marks of the altering position of the Ministry towards a more inclusive system. First, The Particular Education Services Regulation ( 2006 ) included a portion which explained the inclusion procedure to schools in item. The other mark was the book published by the Ministry and gave detailed information about inclusion to pull attending of the stakeholders ; viz. parents, instructors and decision makers ( Turkish Ministry of National Education, 2010 ) . Official statistics by the Ministry show that the figure of handicapped pupils in mainstream schools has significantly increased for the last 10 old ages ( Turkish Ministry of National Education, 2012 ) . This addition in measure is important compared to the figure a few old ages ago ( see Figure 1 ) . Despite this, about half of the handicapped kids are still placed in either particular instruction schools or particular instruction schoolrooms within mainstream schools ( Turkish Ministry of National Education, 2012 ) . Furthermore, the first option for arrangement of pupils with some type of disablements, such as ocular and hearing damages, is the particular instruction school, normally due to the deficiency of related staff in inclusive schools. Such a state of affairs creates an unconscious penchant for the inclusion of some type of disablements, such as mental deceleration, and ignorance of other disablement groups. Figure 1. Number of handicapped pupils in mainstream schoolrooms between the old ages 2000-2012 ( Beginning: Turkish Ministry of National Education, 2012 ) . Another point worth enquiry is the degree in which inclusion of handicapped pupils is taking topographic point. In Turkey, there are three degrees for inclusion among which there is a dramatic difference in footings of the figure of handicapped pupils ( see Table 1 ) . Harmonizing to recent statistics by the Ministry ( 2011 ) , addition at primary degree is assuring whereas inclusion of handicapped pupils at preschool and high school degrees is still non satisfactory with regard to measure. One of the grounds for this state of affairs was the mandatory educational period which was 8 old ages and did non include the preschool and high school periods. However, the most recent statute law by The Grand National Assembly of Turkey ( 2012 ) increased the mandatory instruction period in a manner that it will include the preschool ( 3 to 5.5 old ages of age ) and high school. This is expected to diminish the dropout rate of the handicapped pupils and increase the figure of handicapped pupils in pre and high schools. Educational Degree Number of Classrooms Number of Students Preschool ( 3 to six 6 old ages age ) 288 588 Primary ( Grades 1 to 8 ) 40810 84637 High School ( Grades 9 to 12 ) 4573 7775 Entire 45671 93000 Table 1. Number of handicapped pupils in mainstream schoolrooms harmonizing to educational degrees in 2011 ( Beginning: Turkish Ministry of National Education, 2011 ) . To reason, contemplations of the passage to inclusive instruction in Turkey have been slightly discernible on the policy degree. However, promising progresss at the policy degree have seldom been accompanied by satisfactory execution ( Rakap and Kaczmarek 2010 ) in schools. Research findings have been systematically demoing that there have been jobs experienced in countries such as service proviso, course of study, inclusive school community and staff measure and competence. These jobs are discussed in the undermentioned chapter. Barriers against Inclusion in Turkey The world of inclusive instruction has been ruling the universe, with many states taking to develop their systems to a more inclusive construction and implement more inclusive patterns in schools ( Lindsay, 2007 ) . However, this world is non without its challenges and duties both for developed and developing states ( Ainscow, 2005 ) with the jobs being more serious for the latter ( Mittler, 2000 ) . In Turkey, like many other developing states, challenges and duties have been invariably experienced during the test to further inclusion in schools. In this test, three barriers have been identified and discussed in this chapter. These are negative attitudes towards inclusive instruction, jobs experienced in planning and supplying support services and deficiency of human resources ( Kuyumcu 2011 ; Polat 2010 ; Rakap and Kaczmarek 2010 ) . Negative Attitudes For a few decennaries, research findings have shown that inclusive instruction produces positive consequences non merely for handicapped pupils who are placed in inclusive scenes but besides for their equals without disablements ( Lindsay 2007 ; Balderrama 1997 ; Staub and Peck 1994 ) . However, a considerable sum of this research besides underlines that it is improbable for educational systems to better their inclusiveness unless there are positive attitudes in professionals in schools ( Polat 2010 ; Antonak and Larrivee 1995 ) . Because professionals assume a important function in supplying educational services both for handicapped and non-disabled pupils. In a school, a welcoming inclusive clime in which professionals have positive attitudes towards diverseness and inclusion is necessary ( Booth and Ainscow 2002 ) . In Turkish schools, findings of research have shown that school professionals do non hold sufficiently positive attitudes towards inclusion of disables pupils. For illustration, Rakap and Kaczmarek ( 2010 ) investigated attitudes of general instruction instructors who work in public simple schools in Turkey and found important negative attitudes held by them. Similarly, school counselors in Turkey, harmonizing to Polat ( 2010 ) , have non still had stable positive attitudes towards the inclusion of handicapped pupils. Such research findings show that the current stance of Turkish schools in footings of positive inclusive attitudes has non created a satisfactory feeling. Insufficient Support Services and Non-Inclusive Curriculum The literature on inclusive instruction in Turkey displays the troubles experienced by pupils, instructors, parents and decision makers. Harmonizing to the Educational Reform Initiative in Turkey ( 2011 ) , a basic job underlying these troubles is the deficiency of inclusive course of study and support services for handicapped pupils. In an environment where the figure of handicapped pupils come ining inclusive scenes is invariably increasing, schools have seldom been able to suit this addition in footings of their existing course of study. It is expected from a school to set up a course of study in which single demands of handicapped pupils are represented and met. However, the purely centralized and standard nature of the course of study in Turkey has made it hard to stand for the demands of handicapped pupils within the content of the course of study ( Sucuoglu and Kargin 2008 ) . In the Turkish Education System, the policy expects that an single instruction program ( IEP ) must be planned and implemented for each handicapped kid who is placed in a mainstream school ( Turkish Ministry of National Education, 1997 ) . In add-on, support services ( e.g. guidance, address therapy etc. ) should direct pupil demands. However, surveies show a contrary state of affairs with these outlooks. For illustration, a recent survey has shown that the procedure of service planning was carried out in merely 37 % per centum of the inclusive primary schools and merely five per cent of the schools had an IEP squad ( Kuyumcu, 2011 ) . In another survey conducted by the Educational Reform Initiative ( 2011 ) , 23 per centum of the instructors reported that they did non fix an IEP for the handicapped pupils in their categories whereas merely 44 per centum of the parents stated that an IEP was implemented for their handicapped kids. As a consequence, it is likely to detect pupils and p arents who perceive instruction as disused and to happen handicapped pupils who dropout mainstream schools after a piece. Lack of Human Resources Among the success factors of inclusive pattern, sufficient human resource in footings of measure and quality is an of import component. Harmonizing to a recent survey ( Educational Reform Initiative, 2011 ) ; the advancement made by Turkish Educational System in footings of human resources in inclusive instruction is non satisfactory. To better advancement, it is inevitable to use more professionals, such as general instruction instructors, particular instruction instructors and school counselors, who can lend to the execution of inclusive pattern in schools ( Sucuoglu and Kargin 2008 ) . For illustration, it can be seen that the mean Numberss of pupils in primary and high schools served by a counselor are 1225 and 554, severally ( Turkish Ministry of National Education, 2012 ) . Equally far as such statistics are taken into history, deficiency of professional staff might be considered as an of import job. Teachers play a cardinal function in inclusion because they are the organizers of single demands and suppliers of educational and support services. Therefore, troubles experienced by instructors within schoolrooms exacerbate the success of inclusive patterns ( Sucuoglu, 2004 ) . For illustration, a job reported by instructors is the trouble in schoolroom direction. In Turkish mainstream schools, merely one general instruction instructor serves all pupils within one schoolroom and it might acquire more hard to pull off when handicapped pupils are placed in this category because it is reported that ( Educational Reform Initiative, 2011 ) pupil instructors at university do non have appropriate preparation to such conditions. In an inclusive instruction system in which all pupils are full members of a school, each pupil is assessed with regard to his or her single public presentation. However, instructors in Turkish schools have reported that they have troubles in measurement and measuring success of handicapped pupils in their schoolrooms ( Sucuoglu, 2004 ) . Equally far as unrealistic aim authorship and public presentation finding are taken into history, it might acquire more hard for instructors to measure public presentation against unrealistic standards. Decision Inclusive instruction is a procedure which includes several variables and stakeholders ( Idol, 2006 ) which invariably influence the inclusive instruction procedure because each of them carries out a critical function in determining the success of inclusion. Therefore, diminishing the spread between the inclusive policy and its execution, every bit good as heightening the advancement made by schools in their inclusive pattern, requires a holistic position towards inclusion and its elements ( Educational Reform Initiative, 2011 ) . Particularly in developing states which are at the beginning of their inclusion journey, puting inclusive systems is possible by concentrating on each component of the system and their interrelatednesss. As an of import component of an instruction system, attitudes of school staff towards inclusion are of important importance for making an inclusive environment at school. It is known that these attitudes towards inclusive instruction and inclusion of handicapped kids might positively alter when stakeholders receive preparation at any degree of their professional life ( Sucuoglu, 2004 ) because professionals who feel unqualified about their accomplishments in footings of working in an inclusive scene might be loath in working with handicapped pupils ( Aydin and Sahin 2002 ) . Finally, the demand for a fluctuation in the proviso of support services and an inclusive course of study in mainstream schools of Turkey is high because more pupils with diverse backgrounds are come ining mainstream schools with single demands and diverse backgrounds. Both in the schoolroom and exterior, pupils require support, specific to their single demands. In supplying this support, cooperation with households and audience with co-workers and other professionals is known to lend to the development of more inclusive schools ( Booth and Ainscow 2002 ) . As for the course of study, the advancement made on the policy degree might be extended to the development of more inclusive course of study by The Ministry which develops centralized course of study and has schools follow them. Contemplations Transporting out this literature reappraisal has made me face two worlds. The first 1 was the scope of necessary accomplishments which must be recruited during the procedure. Geting these accomplishments entails advanced academic preparation every bit good as battle in lasting reading and authorship which are disputing. The 2nd world was the influence of the reappraisal procedure on my premises and larning. As it requires lasting reading, some of the premises which I had before get downing, needed either alteration or complete alteration. As a consequence of this, I encountered new cognition, new writers, new books and new manners of composing. Combined with the tips I gained during the class preparation, the procedure contributed to my assurance in critically analysing a piece of authorship and developing an statement about it. Word count excepting the figure and tabular array: 3296 How to cite Developing An Inclusive Education System Education Essay, Essay examples

Goodwill Impairment Disclosures Australia -Myassignmenthelp.Com

Question: Discuss About The Goodwill Impairment Disclosures Australia? Answer: Introducation The Amortization of goodwill is the old concept though still valid where an organization needs to analyse the useful life of goodwill to amortize the value of goodwill on a straight-line basis over such useful life of the asset. Firstly, it is important to state that the amount of efforts needed and required to assess the useful life of goodwill of an entity is very difficult task if not feasibly impossible. Feasibly impossible because it is not possible to calculate the useful life of goodwill absolutely correctly. There after by using straight line method to amortize the value of the goodwill over the useful life of the asset does not provide any significant financial information in the financial statements to the users of the financial statements (Kabir et al. 2017). Thus, the whole process of valuation of goodwill and then to assess the useful life of the asset does not provide any important information to the users of the financial statements as the process after that is very mu ch redundant. The International Accounting Standards Board (IASB) has recommended that it is no longer required for the entities to do the impossible task of ascertaining the useful life of the goodwill to amortize the value of goodwill over the useful life of the assets. International Financial Reporting Standard IFRS 3 have clearly provided that the earlier requirement of amortization of goodwill over the useful life of the asset is no longer compulsory. The amortization of goodwill over the useful life of the asset will not yield any benefit to the users of the financial statements as periodical amortization of same amount on straight line basis is of no relevance as it is redundant process. On the other hand, the impairment testing which is generally conducted on the non-current assets of companies is scientifically sound method to ascertain the expected realizable value or value in use of non-current assets (Boennen and Glaum 2014). The reason is that the actual expected benefit from the use of non-current assets can be ascertained properly and the financial statements will be far more reflective of the actual financial performance and position of an entity. Similarly, the goodwill shall also be tested periodically, i.e. preferably, annually at the time of preparation and presentation of financial statements to state the actual value of the goodwill in the Balance sheet. Impairment testing will allow the organization to provide for impairment loss in respect of goodwill if the value of goodwill has reduced. Thus, the financial statements will better reflect the financial performance and position to the users of the financial statements as the expected benefit from the goodwill will be taken into consideration and included in the Balance sheet (Pawsey 2017). Thus, the process of impairment testing of goodwill to assess the financial position of an entity as on a particular date will provide relevant information to the users of the financial statements. This process is better than rendering the whole process redundant by providing amortization in the books of account of an organization for the value of the goodwill over the useful life of the asset. Therefore based on the above discussion it can be said that the process of conduction impairment testing of goodwill is more acceptable. Statement showing interest rate Particulars Annual Semi Annually Coupon Rate 6% 3% Market Interest Rate 4% 2% Number of times (year) 6 12 Issue price of debenture = Present value of Interest + Present value of Debenture Present value of Interest = 1000000*3 %*( 1-1.02^-12)/2%= $317260 Present value of principal= 1000000*1.02^-12 = $788493. Issue price of Debenture= $317260 + $788493= $1105753. Statement showing Journal entries Particulars Debit Credit i) 1 July 2015 Cash $1,105,753 Debentures $1,105,753 ii) 31 December 2015 Interest Expenses $22,115 Debenture $7,885 Cash $30,000 iii) 30 June 2016 Interest Expenses $21,957 Debenture $8,043 Cash $30,000 Statement showing calculation of the Gross profit Amounts are in million Particulars 2015 2016 2017 Contract Price 50 50 50 Less: Estimated costs Cost up to date 10 28 40 Cost estimated for completion 28 12 0 Estimated total costs 38 40 40 Estimated total Gross Profit 12 10 10 Percentage Completion 26.32% 70.00% 100.00% Statement showing calculation of Gross profit Particulars 2015 2016 2017 Total Gross Profit $3,157,895 $7,000,000 $10,000,000 GP recognized in previous year 0 $3,157,895 $7,000,000 Gross Profit recognized $3,157,895 $3,842,105 $3,000,000 Percentage completion method Journal Entry Particulars Debit Credit Construction in Progress $10,000,000.00 Material and other items $10,000,000.00 (Being the cost related to contract recorded) Accounts Receivable $12,000,000.00 Billing on Construction contracts $12,000,000.00 (Being amount billed) Cash $11,000,000.00 Accounts Receivable $11,000,000.00 (Being cash received from accounts receivable) Construction in Progess $3,157,895 Construction Expenses $10,000,000.00 Revenue from Contract $13,157,894.74 (Being percentage completion recorded) Journal Entry Particulars Debit Credit Construction in Progress $10,000,000.00 Material and other items $10,000,000.00 (Being the cost related to contract recorded) Accounts Receivable $12,000,000.00 Billing on Construction contracts $12,000,000.00 (Being amount billed) Cash $11,000,000.00 Accounts Receivable $11,000,000.00 (Being amount received against the bill received) The AASB 116 is applicable for the accounting of the property, plant and equipment except in cases where other standards permits or requires different treatment. The Para 31 of the standard provides that if the fair value of an assets can be measured reliably then the assets should be carried at revalued amount. This revalued amount shall be calculated after deducting any subsequent accumulated depreciation or impairment loss. The Para 39 of the standard provides that if as a result of revaluation the carrying amount of the assets is increased then the increase should be recorded in other comprehensive income and should be accumulated under equity as the revaluation reserve (Yao et al. 2015). That portion of the revaluation increase shall be recorded in the profit or loss that has been recognised earlier because of decrease in the carrying amount of the assets. The Para 40 provides that if there is a decrease in the carrying amount as a result of the revaluation of the asset then the decrease shall be immediately recorded in the profit or loss account. However, if there is a balance in the revaluation reserve then at first the decrease in the carrying amount is adjusted with that amount. Statement showing increase or decrease in Revaluation Investments in companies Carrying Value ($) Current fair value ($) Revaluation Increase/ (Decrease) Property, plant and equipment Factory (NSW) Land $100,000.00 $150,000.00 $50,000.00 Buildings Cost $70,000.00 $800,000.00 $730,000.00 Accumulated depreciation (20 000) Factory (Qld) Land $150,000.00 $120,000.00 -$30,000.00 Buildings Cost $125,000.00 $70,000.00 -$55,000.00 Accumulated depreciation (45 000) Journal Entry Particulars Debit Credit Factory (NSW) $50,000.00 Building (NSW) $730,000.00 Revaluation Reserve $780,000.00 (Being increase in carrying amount recorded) Profit or Loss Account/ Revaluation Reserve $85,000.00 Land $30,000.00 Building $55,000.00 (Being loss on revaluation adjusted) Reference Boennen, S. and Glaum, M., 2014. Goodwill accounting: A review of the literature. Kabir, H., Rahman, A.R. and Su, L., 2017. The Association between Goodwill Impairment Loss and Goodwill Impairment Test-Related Disclosures in Australia. Pawsey, N.L., 2017, June. IFRS adoption: A costly change that keeps on costing. InAccounting Forum(Vol. 41, No. 2, pp. 116-131). Elsevier. Yao, D.F.T., Percy, M. and Hu, F., 2015. Journal of Contemporary Accounting Economics.Journal of Contemporary Accounting Economics,11, pp.31-45.

The Perks of Being a Wallflower Compare and Contrast Essay Example

The Perks of Being a Wallflower Compare and Contrast Essay The book and the movie for The Perks of Being a Wallflower are extremely different, and I believe that the movie is much better than the book. The book is written much differently than the movie. There are lots of scenes that are in the book but not in the movie and that are in the movie not the book. The movie focuses less on the bigger, depressing topics than the book does. The characters in the movie are also much different than they are in the book. Their personalities are very different in the movie than the author described them as in the book.The movie, The Perks of Being a Wallflower, is directed very differently than how the book is written. The book is written in letters that Charlie writes to a friend. In the book, it’s harder to â€Å"get to know† the characters. Charlie describes them very well but it is harder to actually feel like you â€Å"know† the characters. Charlie sometimes narrates the movie, but it is also in 3rd person. Because the movie i s also in 3rd person, you can â€Å"get to know† the characters better. In the movie Charlie also has flashbacks. When he has them he describes himself as â€Å"getting bad again†.Because the book was written in 2nd person, Charlie never had flashbacks. In addition to the book being written differently than the movie, there are many things that were left out of the movie that were in the book. One thing that was in the book but not the movie was when Charlie caught his sister Candace and her boyfriend, Ponytail Derek sleeping together. In the movie they also leave the part out when Charlie drives Candace to get an abortion. Charlie, Sam and Patrick also smoke cigarettes in the book, but they don’t in the movie. One big thing that Charlie did a lot of in the book, but almost none of in the movie was cry.In the book, Charlie cries after he and Sean get in a fight, when Sam kisses him, when he breaks up the fight between Patrick and Brad, and after the dare where P atrick told Charlie to kiss the prettiest girl in the room, while he is dating Mary Elizabeth, and he kisses Sam. In the movie, the only time you see Charlie crying is at the end, when he blacks out and attempts to commit suicide. There are many scenes and details that were in the book, but were left out of the movie, one thing that differentiates the movie from the book, is the change in character’s personalities and the relationships between the characters.In the book, Candace and Charlie seem like they don’t get along extremely well. Like any brother and sister, they fight quite a lot and they get in many arguments. But Candace seems like she is much meaner to him in the book than she is to him in the movie. In the movie Candace is much nicer to Charlie, and just nicer in general. Patrick is quite similar in the movie to how he was in the book, except for his personality. In the book, Patrick seems less carefree and funny. It seems like he is a jokester, but he can also be very serious at times. While in the movie he can’t be taken seriously and he always is trying to lighten the mood.Even when he and Brad were going through a rough spot in their relationship, he was still messing around and cracking jokes. Charlie was the character that is the most different in the book and in the movie. In the book, Charlie is portrayed as weak, nerdy and extremely awkward. But in the movie he is a tougher character and he seems a lot less quiet and shy. One way the movie shows that Charlie is not very weak is how he only cries once at the end. While in the book he cries all the time. The Perks of Being A Wallflower is a good book but a very good movie.If the movie had all of the scenes that the book had in it, the movie would be extremely depressing. The movie was written differently than the book, it was written in 3rd and 2nd person while the book was only written in 2nd. There are very many things that the book had, but the movie did not. Includin g some of the very heavy events and flashbacks that Charlie had. Some of the characters in the book were shown very differently than they were in the movie. After watching the movie and reading the book for The Perks of Being A Wallflower, I believe that the movie is better than the book. The Perks of Being a Wallflower Compare and Contrast Essay Example The Perks of Being a Wallflower Compare and Contrast Paper The book and the movie for The Perks of Being a Wallflower are extremely different, and I believe that the movie is much better than the book. The book is written much differently than the movie. There are lots of scenes that are in the book but not in the movie and that are in the movie not the book. The movie focuses less on the bigger, depressing topics than the book does. The characters in the movie are also much different than they are in the book. Their personalities are very different in the movie than the author described them as in the book.The movie, The Perks of Being a Wallflower, is directed very differently than how the book is written. The book is written in letters that Charlie writes to a friend. In the book, it’s harder to â€Å"get to know† the characters. Charlie describes them very well but it is harder to actually feel like you â€Å"know† the characters. Charlie sometimes narrates the movie, but it is also in 3rd person. Because the movie i s also in 3rd person, you can â€Å"get to know† the characters better. In the movie Charlie also has flashbacks. When he has them he describes himself as â€Å"getting bad again†.Because the book was written in 2nd person, Charlie never had flashbacks. In addition to the book being written differently than the movie, there are many things that were left out of the movie that were in the book. One thing that was in the book but not the movie was when Charlie caught his sister Candace and her boyfriend, Ponytail Derek sleeping together. In the movie they also leave the part out when Charlie drives Candace to get an abortion. Charlie, Sam and Patrick also smoke cigarettes in the book, but they don’t in the movie. One big thing that Charlie did a lot of in the book, but almost none of in the movie was cry.In the book, Charlie cries after he and Sean get in a fight, when Sam kisses him, when he breaks up the fight between Patrick and Brad, and after the dare where P atrick told Charlie to kiss the prettiest girl in the room, while he is dating Mary Elizabeth, and he kisses Sam. In the movie, the only time you see Charlie crying is at the end, when he blacks out and attempts to commit suicide. There are many scenes and details that were in the book, but were left out of the movie, one thing that differentiates the movie from the book, is the change in character’s personalities and the relationships between the characters.In the book, Candace and Charlie seem like they don’t get along extremely well. Like any brother and sister, they fight quite a lot and they get in many arguments. But Candace seems like she is much meaner to him in the book than she is to him in the movie. In the movie Candace is much nicer to Charlie, and just nicer in general. Patrick is quite similar in the movie to how he was in the book, except for his personality. In the book, Patrick seems less carefree and funny. It seems like he is a jokester, but he can also be very serious at times. While in the movie he can’t be taken seriously and he always is trying to lighten the mood.Even when he and Brad were going through a rough spot in their relationship, he was still messing around and cracking jokes. Charlie was the character that is the most different in the book and in the movie. In the book, Charlie is portrayed as weak, nerdy and extremely awkward. But in the movie he is a tougher character and he seems a lot less quiet and shy. One way the movie shows that Charlie is not very weak is how he only cries once at the end. While in the book he cries all the time. The Perks of Being A Wallflower is a good book but a very good movie.If the movie had all of the scenes that the book had in it, the movie would be extremely depressing. The movie was written differently than the book, it was written in 3rd and 2nd person while the book was only written in 2nd. There are very many things that the book had, but the movie did not. Includin g some of the very heavy events and flashbacks that Charlie had. Some of the characters in the book were shown very differently than they were in the movie. After watching the movie and reading the book for The Perks of Being A Wallflower, I believe that the movie is better than the book.

The Great Gatsby Essays - The Great Gatsby, Daisy Buchanan

The Great Gatsby Essays - The Great Gatsby, Daisy Buchanan The Great Gatsby Life, like The great Gatsby Imagine that you live in the nineteen twenties, and that you are a very wealthy man that lives by himself in a manchine, on a lake and who throws parties every weekend. This is just the beginning of how to explain the way Jay Gatsby lived his life. This novel, by F. Scott, Fitzgerald is one that is very deep in thought. Fitzgerald releases little clues along the way of the novel that will be crusual to understand the ending. For instance, he makes the blue coupe a very important clue, as well as the Dr. T. J. Eckleburg eyes on the billboard that Mr. Wilson (the gas station attendant ) refers to as the eyes of god. There are also other little things that relate to the reason of gatsbys death. The main characters of this novel each have their part to do with the ending, Nick Caraway is probably the main character of this novel, as he comes down from New Jersey to new York to visit his cousin Daisy, who is married to Tom Buchannan. These are some of the incidents that are included in the novel as you will read further I will relate some issues of the novel, as well as other critics have included their views on The Great Gatsby. F. Scott, Fitsgerald was an American short story writer and novelist famous for his depictions of the Jazz Age(the 1920s), his most brilliant novel work being The Great Gatsby(1925). He was born in St. Paul, Minnesota on sept. 24, 1896 and died in Hollywood, California on December 21, 1940. His private life, with his wife, Zelda, in both America and France, became almost as celebrated as his novels. Fitsgerald was the only son of an aristocrat father, who was the author of the star spangle banner. Fitzgerald spent most of time with his wife, latter in their relationship they moved to france where he began to write his most brilliant novel, The Great Gatsby. All of his divided nature is in this novel, the native midwestener afir with the possibilities of every Americans dream in OLSON 2 its hero, Jay Gatsby, and the compassionate princeton gentlemen in its narrator, Nick Carraway. The Great Gatsby is the most profoundly American novel of its time (Houghton). Fitzgerald had an intensely romantic imagination, what he once called a heightened sensitivity to the promises of life, and he rushed into experience determined to realize those promises. Latter on in Fitzgeralds life, he started to drink very heavily and became very unhappy. In 1930 his wife had a mental breakdown and in 1932 another, from which she never recovered. With its failure and his despair over Zelda, Fitzgerald was close to becoming an incurable alcoholic. He surpassed becoming an alcoholic though, and moved out west to become a Hollywood screenwriter were he met his new wife Sheilah Graham, but he never forgot about Zelda and his daughter Scotti. (Johnson, 384). The Great Gatsby is an excellent review on how fitzgerald preceived his life to be, in the same sense that he also was very wealthy. Gatsby, in this novel is the mistiries wealthy man that lives in the big house across the lake from Tom and Daisy Buchanann. There would always be some type of party going on at his house, but for some reason he never attended to them, he would always watch from his window. Nick Caraway is Daisys cousin who comes to visit, Nick needs a place to stay, so he finds an ad for a guest cottage that Mr. Jay Gatsby owns. After Nick has moved in Jay and Nick become pretty close friends. Jordan has always wondered who The Great Gatsby was, so she uses Nick to find out more about him. As the story goes on, there are some odd things that Fitsgerald relates to the story as important things. These important things make you really think about what it means to the story. The Automobile in The Great Gatsby is a very big topic for the conclution of the story. What we have in The Great Gatsby is a creative manipulation of the automobile as symbol and image to accomplish a variety of ends (OMeara, 74). OMeara goes on to say that when Fitzgerald accentuates mechanism and minimizes aesthetics, he depersonalizes vehicles and underscores the OLSON 3 behavior of their drivers. The existing criticism on automobiles in The Great Gatsby usually centers on one or

Grace hopper Essay Example | Topics and Well Written Essays - 750 words

Grace hopper - Essay Example Because of her personality and a moving effect towards the work that she has done, she was referred to as â€Å"Amazing Grace†. In light of her works, the US Navy destroyer USS Hopper has been named after her. Also the Cray XE6 â€Å"Hopper† supercomputer present at NERSC was named in her memory. Grace Hopper received a PhD in mathematics from the Yale University. She began teaching mathematics at Vassar in the year 1931 and the got promoted to the role of an associate professor 10 years later, in 1941. It was in 1949 that Grace Hopper became an employee of Eckert Mauchly Computer Corporation in the role of a senior mathematician where she came in close collaboration with a team that had the task to develop the UNIVAC I. During the early periods of 1950s, this company was bought out by the Remington Rand Corporation (Richard 1981). This was the time when she was still employed with Eckert Mauchly Computer Corporation that she came up with her original compiler work whic h was a novelty in those times. This compiler was later on named as the A compiler and its initial version was called as A-0. A conference by the name of CODASYL was held in 1959 which brought together computer experts and geniuses from the related industries and the government. Grace Hopper was appointed as the technical consultant of this committee which essentially laid the basis of COBOL. The new language took some of its ideas from the IBM equivalent by the name of COMTRAN. COBOL aimed to write programmes in a language which was more close to the English dictum than the machine oriented basis. This was the reason why COBOL was seen as the single most ubiquitous business language and is still considered so to this day. As a captain in the Navy, Grace Hopper developed a number of validation software for the new programming language (COBOL) as well as its compiler which was a part of the standardization program that went ahead and helped the entire Navy. During her time at the Har vard University in the year 1947, Grace Hopper along with her associates discovered a moth stuck within a relay. After they had done a small operation, Grace Hopper was able to remark this moth as â€Å"debugging† the system. She brought the term of a computer bug to popularity even though she cannot be credited with coining the same. Also, Grace Hopper is famous for her nanoseconds visual aid (Dickason 1992). Since generals and admirals used to quite frequently enquire her about the long extent of time it took for the satellite communications to revert back, she began handing out certain pieces of wire which used to be nearly 1 foot long. This was due to the measurement done on light that it traveled within one nanosecond. She exclaimed that this length of time in nanoseconds was essentially the maximum speed of signals that might travel within vacuum. She also suggested that signals would travel slowly within the wires that were set up on her part as a visual aid. Grace Hop per’s legacy turned out to be quite a popular one for the women. Since Grace Hopper introduced mathematics as a ‘cool’ and trendy subject, it started to come out just like she envisioned within women in different parts of the world. This is the reason why her name is considered as an inspiring factor within the formation of the Grace Hopper Celebration of Women in Computing. This conference is held on an annual basis which brings designers to the fore

Financial Management Discussion Week 7 Essay Example | Topics and Well Written Essays - 500 words

Financial Management Discussion Week 7 - Essay Example Prototyping being the first stage requires entrepreneurs to keenly listen to prospective customers. Cheap and simple prototypes, however, should be built for the purpose of acquiring customer feedback. This level advocates for invested labor and credit card borrowing to finance the venture. At this stage trying to produce any venture capital would be fruitless except when the business can prove that it may make profits at early stages (Brooks, 2012). A vivid business model should follow the proof to offer a powerful bargaining upper hand with a venture capitalist. Customer base is useful especially after finding a customer who is willing and capable of paying for the final prototype. Also if one might want to ask capital from angel investors or family members who might want to buy a lesser stake in the particular company. At this level, the business or entrepreneur can raise money from many people who cannot scheme to oust the founder. Some Companies start g capital at this level even though it is advisable to wait and proceed with the activity at the third stage (Lawrence, 2010). Expansion is another process implemented after acquiring a trivial share of the market segment and surprisingly when also the growth of the company becomes stunted. Acquiring a new market becomes a vital activity while developing and updating products. At this level the startup CEO is in a position to discuss with capital providers because the venture is lucrative. The exit is the final process where the entrepreneur sells the business to a customer or gives a public offering (Baron, 2011). Sadly after the initial public offer is done most entrepreneurs leave their business because of the boredom brought about by the administration of a sluggishly growing publicly traded business. A company can raise capital using various ways for different uses depending on the financial necessities or on the size and nature

Goodwin Development Trust Essay Example | Topics and Well Written Essays - 3500 words

Goodwin Development Trust - Essay Example This demonstrates how Goodwin networks the community in Hull to improve the quality of life for everyone. To sum up, the Goodwin statement â€Å"Our overall goal is to improve the quality of life of people living in deprived neighborhoods. We aim to do this by helping communities and community-based organizations to develop innovative new services through practical learning, knowledge management, and networking†, says it all. (The Goodwin Trust Link) 2 Introduction Nearly any community anywhere comprises of the Haves and the Have Nots. It is a universal phenomenon and has existed from time immemorial. However, in each era, there have been conscious individuals or institutions that have taken care of the needy, poor and deserving. Usually, this was out of pity, religious teachings and occasionally out of love for the fellow brethren. This act of charity was limited to a few of the higher strata and was not universally practiced. In the modern era, however, due to higher levels of education that are now widespread, and also due to more liberal outlooks the community at large has started feeling uncomfortable at the existence of pockets that lag behind in education and resources. There has also been a feeling of resentment from the have not which was duly acknowledged by others. The feeling of obligation to give a helping hand has become more pronounced than ever before. Out of this has born the need to institutionalize the noble act of charity and people from all over the community participate in it.

Rewards System in HRM

Rewards System in HRM Chapter 1 The basic idea of HRM is first appear from 1980s; and defined in very simple term as managing people in organization and now in modern society, technological changes and production of product and services demand more than just managing people in an organization (Newell and Scarbrough, 2002). The term Human Resource Management and Human Resource emerged after replacing the term Personnel Management with almost same definition of managing people in an organization; it is a deliberate and consistent approach of managing organizational imperative asset (i.e. people) in order to operate business smoothly and achieve objectives which functions through human resource system including HR strategies, HR policies, HR process, HR practices and HR programs (Armstrong, 2006). HRM systems can be drive through organizational competencies to permit firms and industry to discover and utilize existing and upcoming opportunities (Ulrich and Lake, 1990). Organizational effectiveness, Human Capital manag ement, Knowledge Management, Reward Management, employee relations, Meeting Diverse needs, bringing the gap between rhetoric and reality are the specific aim of human resource management (Armstrong, 2006:8). Consider all human abilities to be either innate or acquired. Every person is born with a particular set of genes, which determines his [sic] innate ability. Attributes of acquired population quality, which are valuable and can be augmented by appropriate investment, will be treated as human capital (Schultz, 1981, p.21 quoted in fitz-enz, 2000, p. xii). Motivation 1.2 Purpose of Study The primary purpose of this research is to analyse the reward system and its impact on employees behaviour in McDonalds. Furthermore, this research will try to evaluate whether reward proper reward system would be the better tools for improving employees performance. This research analysis would be conducted through accessing opinion and interest of employees by distributing well designed questionnaire set. On the basis of this analysis, the research will try to advice the strategies and concepts for achieving employees satisfaction through proper and well designed reward policies in McDonalds. 1.3 Objectives of study The reward management system is an integral part of modern business infrastructure; each and every business is operating through optimum utilization of human resource; therefore, employee satisfaction and reward system are vital factors in order to achieve organizational goal (Armstrong, 2009). The fundamental objective of this research is to examine the relationship between employees performance behavior and reward system with in the organization. Furthermore, the specific objectives of this investigation are as below: To analyze how reward system helps to achieve organizational goal and reduce labor turnover. To investigate why rewards are essential to boost employees performance. To find out what type of reward system are mostly implemented by McDonalds in order to motivate employees. Reward system within an organization have major role in generating total reward based upon organizational values and objectives; It helps to provide memorandum about the importance in term of behavior and outcomes; Well designed reward system support to increase performance culture and positive job relationship as well as psychological contract (Armstrong and Helen, 2004). Furthermore, this study offers information and data to help in other relevant research and study to achieve knowledge and better understanding of downsides. This study targets not only issues on reward system but also add and find out the various alternatives like: non-financial rewards can replace the financial rewards if applied after detailed study of employees interest and needs. This study will try to find out whether or not; quality of service in McDonalds depends upon reward system within organization. This research findings and outcomes might helps to make better understanding between employees satisfaction performance and reward system. It ultimately helps to the new HR managers to design better reward system based upon employees interest and needs. Various kind of rewards, employees expectation, employees satisfaction, employees needs and organizational goals are the key factors of this research. 1.4 Research Questions How reward system helps to achieve organizational goal and reduce labor turnover? Why rewards within an organization are essential to boost employees performance? What types of reward system are mostly implemented by organization in order to motivate employees? 1.5 Assumptions Assumption A A/0: It is assumed that there is relationship between reward system and employee behavior. A/1: It is assumed there is no relationship between reward system and employee behavior. Assumption B B/0: It is assumed that there is relationship between employee satisfaction and employee reward system. B/1: It is assumed that there is no relationship between employee satisfaction and employee reward system. Assumption C C/0: It is assumed that there is relationship between employee satisfaction and quality services. C/1: It is assumed that there is no relationship between employee satisfaction and quality services. 1.6 Research Structure In order to analyse reward system and its impact on employees behaviour, this study will review the existing and current literature under the circumstance of reward and reward theory implemented by various industry in chapter two. This research will also inspect the employee satisfaction in relation with reward provided at McDonalds with the help of primary data collected from employees. For this reason, in the literature review chapter, different theories relating to rewards, issues on rewards and its types will be thoroughly reviewed. The third chapter, Research methodology will address philosophy, approach and methods of research undertaken for this research. It will also explain the sampling, case study, research strategy, data collection tools, source of data and the method for data analysis. The fourth chapter, Data analysis and Presentation will present the results of the study in relation with demographic analysis of the respondents and their satisfaction level in McDonalds r eward system. Various figures and charts will be mentioned in this chapter in order to make simple and detailed report on research. In the fifth chapter, conclusions and recommendations will be made based upon data analysis and Presentation. This researcher will offer recommendation to the company (i.e. McDonalds) with due deliberation to the results of the primary data and the review of the literature. After wards, References and appendices will be included in research paper for better understanding and authenticity of study. Chapter 2 Literature Review Theoretical Framework This chapter highlights on the literature that is available in the topic especially the basic concern and aims of the research is to primarily focus on the relationship between organization goal and its reward system of selected fast-food restaurant. It includes literature regarding theories on the topic and review of the observed evidence of previous studies. As for concern several books, articles, journals, research studies have been reviewed in this subject. The main objectives of the literature review is to find out what research studies have been conducted in ones selected of developing research design. Thus the previous studies cannot be unobserved because they provide the foundation of the present study. 2.2 Conceptual Framework Before getting into the core subject matter of Reward system in profit making organization, it is imperative to be acquainted with the general concept of reward, benefit and other related topics and general profile of organization. To understand it better, the following sections and sub-sections will be examining the conceptual matter of the reward system and give brief introduction of the organization under research. 2.3 The context of Reward management In 1960s and 1970s the main cause behind introduction of incentive schemes was to build path of giving workers wages and salaries at a time of government controls (Bowley et al 1982). Due to lack of proper strategy and policies, some of employers gain reduced cost and even below 50% of increased outcomes; in 1980s and 1990s the concept of paying people was changed where worker were paid for their performance rather than attendance; similarly taxation policy was slightly changed as lower rate in income tax (Marchington and Wilkinson, 2005). Payment system has been drastically changed in Britain over the last twenty years and lots of concepts are emerged in relation to compensation and remuneration which are directly in control of management; similarly, in USA, a new concept of payment has emerged under the rubric of the New Pay. This new pattern has great influence on Britains management practice and government as well (White and Druker, 2000). The new pattern of thinking about New Pay in Britain is reward management (term used by Armstrong and Murlis 1988) has same management concern. Then, these concepts fall upon two grounds: 1) rewarding employees for work done and 2) remuneration system to be conditional upon business policy. Furthermore, the interest in reward system concept had been boosted by IPD professional syllabus which includes lots of unit and title on employee reward and a specific text book (Armstrong, 1999). The new syllabus by IPD provides higher emphasis on rewarding employees and employees satisfaction towards job. However, this holistic approach of payment has not, to date, reflected in academic literature, where controversy arises between micro-economics literature of labor economists and human resource literature. The former concern was about effect of pay on whole economy and impact on inflation, productivity and employment. Afterward, in contrast, draws both upon the industrial with regulation with employment relationship and organizational behavior (White and Druker, 2000). Now, the existing textbook focused largely realistic than imaginary, which ignore collective bargaining and employee voice, continue to play in lots UKs organization (Armstrong, 1999).The parallel employee relation also include title to describe pay bargaining systems (Gennard and Judge, 1997). Most importantly, the impact of control relation with in the work area and its impact on reward management plans and policies are polished over IPD texts. Core personnel and Development text (Marchington and Wilkinson, 1966) being an honorable exemption to this approach. Reward management has fascinated increased attention in recent years. Pay structure and system of payment are collectively determined and influenced by context of society in which they implemented (Steven, 1996). 2.4.1 Reward For most of the work is, in the main, a source of disutility, and they therefore require payment to compensate them for the time they devote to it. (Elliott, 1991:) Reward management is not only about money. It is also concerned with those non-financial rewards which provide intrinsic or extrinsic motivation (Armstrong and Murlis, 1988:) Reward is about how staffs are rewarded and valued in return of their performance towards organization which may includes both financial and non financial rewards and embrace the plan, policies , strategies, and reward layout prepared by an organization to maintain smooth reward system (Armstrong, 2009).It signifies one of the vital factors supporting the employment relationship (Kessler, 2005). It can be defined as fundamental expression of job relationship. It is concerned with the formulation, and implementation of plans and policies to reward employees fairly, equitably and consistently on the basis of their performance. The development, maintenance, designs and implementation of reward system is done to fulfill needs of both organization and employees (Armstrong, 2009). Both organizational and employees values are significant for align reward practices (Brown, 2001). It can influence a number of human resource policies, processes and practices which have great impact on organiza tional performance (Lawler, 2000a). It becomes an essential tool to coordinate, communicate and reinforce the organizational goal because it incentivizes staffs to achieve objectives and apply required capabilities and skills supporting them (Brett, 2006). As a result employee feels that they are considered as valuable asset of an organization (Jaques, 1961). All the organization has their own reward system without that employee would not join, come to work and perform less than they are supposed to perform with the mission statement of organization (Wilson, 2002). Business Strategy Reward system is a system which contains various interrelated process and activities done effectively in order to fulfill organizational goal and maintain employees value (Armstrong, 2009). It consists of monetary reward (Fixed and variable) and non monetary (employee benefits) which together mixed and form total remuneration. The main sections of reward system are process, practice, structure, scheme and procedure. Process includes job evaluation, market rate analysis and performance management, Practice includes financial benefits and non financial benefits provided to employees, Structure describe level of rewarding people on the basis of structure and their performance, Schemes explain financial rewards and incentives provided to employees, Procedure for maintaining system and ensuring that worker work according to standard and value of money. Reward system provides systematic way to deliver positive consequence (Wilson, 2002). Cost is the vital factor in reward and for service oriented organization, labor cost have important proportion on overall cost; however, lower labor cost doesnt always minimize cost , some time high labor cost leads towards increased turnover because of excellent performance due to motivation (Pfeffer, 1998). The proper implementation of strategic reward management helps to change employees behavior and attitude towards organization due to effective reward strategy; there are number of factors which mix along these type of straight-forward cause effect relationship; therefore, there is high possibility that reward strategy might helps in organizational change (Marchington and Wilkinson, 2005). 2.4.2 International Reward Management To achieve knowledge about importance of international organization and transnational organizational activity for employees reward system, 2007 World Investment Report (UNCTD, 2007) is suitable; where 78000 transnational companies with 780000 international affiliation and employing approximately 73 million people around the world (Perkins and White, 2008). This circumstance involves lots of areas and scopes for regulation, policies and practice work, human resource specialists critical responsibility for structuring the better reward policies become much more complex and difficult (Briscoe and Schuler, 2004:305). 2.5 Reward Issues Boardroom pay has been brought back under the attention after it emerged that CEO of FTSE100 companies receive around  £3.2 m in 2006 where analysis also emphasize that there is narrow gap between American and British pay (The Times, 29 October 2007).Employees of the largest UK companies are ultimately starting to contribute the decent amount of defined contribution and pension; Employers are tends to put much less defined into the defined payment pensions that has largely replace salary scheme for new employees- only 6-7% of salary, Paul Macro, senior consultant with the firm saidà ¢Ã¢â€š ¬Ã‚ ¦approximately 15% of the salary that generally accepted as being the level of contribution needed to provide a decent income in retirement (Financial Times, 14th November 2007). Employee compensation, remunerations and reward (terms that may be used interchangeably in the literature, although compensation tends to predominant US commentary) may be defined as all forms of financial returns and tangible services and benefits employees receive (Milkovich and Newman, 2004:3). In United States of America (USA), both old and new style organization are taking on board total reward strategy; however, same writer observe that too often, when companies talk about Total Reward they simply mean providing generous benefits and positive workplace. Guaranteeing jobs, supporting an attractive work-life balance, adding benefits and pay- scale, cheering development and opportunities and making work place interesting all makes lower class business logic without considering the needs of high performance; they feel most existing solutions which ignore performance and encourage power (Zingheim and Schuster, 2000). 2.6 Reward Objectives The success of any reward system fully depends upon clear and concise objectives; the first step in consulting a strategic corridor through the reward jungle is to set achievable objectives, basically, to make employees satisfied and get work done from them is a primary objective of reward system (Brown, 2001). Organizations are starting to understand that pay should not de considered in term of particular job and financial results; the compensation should be inextricably being attached to employees, their performance and organizational vision and goals as well as most valuable and important tools for communicate, coordinate and reinforce the attitude and behaviors for results (Flannery et al, 1996). Reward management aims to support the achievement of organizations strategic and operational objectives, helps to communicate, drive and support expected attitude and behavior, promote continuous development, compete in employment market, enhance teamwork, and promote flexibility, gain f airness and equity (Armstrong and Murlis, 1998). Similarly, support culture management and change through matching pay and organizational culture as a whole, where as it cannot drive change or lead change process, cannot define change, cannot establish values and cannot establish effective leadership (Flannery et al, 1996). Furthermore, the European study under total rewards underpinned the following as a objectives and themes of rewards: introducing more flexible and changeability reward rather than control oriented and highly structured, market driven rewards, more flexible employee based, focused on variable pay, promoting boarder concept of reward in relation to contribution in their organization, implementing variety of reward tools, involving managers and staffs in those rewards cases and so on (Perrin, 1999). 2.7 Total Reward Reward that include not only traditional, financial component (salary, wage, pay, benefit etc) but also non-financial component (job responsibility and accountability, career opportunities, training and development etc) provided by an organization in order to motivate its employees (Thumpson, 2002). Reward that covers not only tangible pay like pay and benefits, but also intangible factors, such as opportunity to work flexibly, career development, trainings and environment where employees feels respect and valued (Brett, 2006). It includes direct as well as indirect and intrinsic as well as extrinsic (Manus and Graham, 2003), which embrace everything that employee values in employment relationship (Oneal, 1998). The combination of both monetary and non-monetary reward which helps to address every staff whether they want financial or non financial; the tools that are used to attract, retain, motivate and satisfy employee in order to increase efficiency and effectiveness that drive desired attitude in workplace (World Bank, 2000). Total reward is vertically integrated organizational strategy and horizontally integrated with HR strategies to gain internal consistency (Armstrong, 2009). The success of totals reward strategy is almost all depends upon monetary and non-monetary rewards provided to employees by employers (Davis, 2007). an approach to providing a package of reward to employees in the way that optimize employee satisfaction with reward from their work, and which does this in such a fashion that the employees contribution to employer is optimized at an acceptable cost -Vicky Wright, CIPD vice president (CIPD National Conference, 2001) It is fairly simple to understand but very complex in operation owing to the wide -ranging implications forà ¢Ã¢â€š ¬Ã‚ ¦..reward management (Richards and Hogg, 2007:4) All the employers available tools that may be used to attract, retain, motivate and satisfy employees, this encompasses every single investment that an organization makes in its people, and everything its employees value in the employment relationship. (World Bank, 2000) The termà ¢Ã¢â€š ¬Ã‚ ¦adopted to describe a reward strategy that brings additional component such as learning and development, together with aspects of the working environment into the benefit package. It goes beyond standard remuneration by embracing the company culture, and is aimed at giving all employees a voice in the organization, with the employers in return receiving and engaged employee performance. (Richards and Hogg, 2007:1) Whistling the initial definition on offer, the relationship might be distinguish between total reward and various thoughts and ideas like employee well-being and psychological contract (Guest and Conway, 2004); similarly, emotionally intelligent leadership (Brown et al, 2006; Goleman, 2002; Palmer et al, 2001); mutual gain'(Bacon and Blyton, 2006); as well as employee involvement program (Cox et al, 2006) and high involvement work practice'(Huselid, 1995) and so on. Therefore, adopting the wide concept of reward, everything that employees get in return of their efforts is total reward (Davis, 2007). Therefore, the total reward component of World at Work can be summaries as follows: compensation, benefits, work-life, performance and recognition and development and career opportunities (Perkins and White, 2008). In the above given figure, upper two boxes (i.e. Pay and Benefit) indicate transactional reward which are financial in nature. In other hand, lower two boxes (i.e. Learning development and work environment) indicate rational reward which are non-financial in nature. The effective reward is the one which consist of both transactional and rational rewards (Thompson, 2002). The success of organization depends upon its staffs. If staffs are satisfied and loyal towards organization than overall goals can be achieved. However, some business organization fails to motivate their employees in aspect of reward. So, considering the fact, organization should apply both financial and non-financial reward (i.e. Total reward). 2.7.1 Financial/Extrinsic Reward Rewards like pay, benefit, salary, incentive are financial or extrinsic reward; various kinds of benefits and perks provided to employees in non-cash as a benefits and helps to motivate employees to perform better, similarly it also shows employers interest in employees well being (Perkins, and White, 2008). 2.7.2 Non-Financial/Intrinsic Reward Intrinsic reward can be divided into two parts; environmental reward and development oriented reward (Kessler, 2001). Environmental rewards are like employees value shown by senior supervisor, managers in work place, sensitivity of supervision and leadership excellence; similarly, development oriented reward are individually targeted to enhance career development and opportunity as well as helps to built sense of accomplishment in employees (Milkovich and Newman, 2004). 2.8 Reward Theory 2.8.1 Wage Gap Theory Another neo-institutionalist approach was Wage Gap Theory which indicate the same dominant power exercise by employers on their product market to distribute higher part than the normal profit with the employees and employees commitment towards organization for enduring of production (Heery, 2000). Wage rate across six OECD nation remained almost equal and controlling labor quality and effectiveness. (i.e. USA, Canada, Sweden, Australia, Norway and Germany); the wage paid to employees in return of their effort seems less considerable comparing with rate of trade union and collective bargaining (Zweimuller and Barth, 1992). Criticism of neo institutionalist arguments The practical role of employees reward construction and level of typical social science whether at national level or organizational level; management has required employment relationship on more flexible pattern in order to transfer risk from employer to employee and to facilitate organizational product market or to enhance return on shareholder investment (Rubery, 1997). During 1980-1990, the institutional approach of designing fair wage and arrangement with reward enjoy by employees were reduced, supported by government policies that pay should be based upon organizational ability to pay which reduce the power of trade union and popularity of the collective bargaining (Beaumont and Hunter, 2000). The existing reward determination theory was found ineffective in its overruling importance on stability and mutuality building where as majority of interest is on employment relationship thats why labor market policies should be reconsider; more attention should be given for disputes that profit values are redistributed between organizational stakeholders to privilege economic capital over human capital; the expectation between groups, balance of policies have courageously transfer in the side of management (Rubery, 1997). 2.8.2 Efficiency Wage Theory According to Efficiency Wage Theory, the managerial policy to gain more efficient employment agreement in medium term; worker will employ their capita; to secure optional work boost pay rate but it cause loss to the employer so, paying higher reward levels is a logical employers reaction in order to hold skilled employees (Perkins and White, 2008). This theory also describes a possible corrective aspect, concentrating on what economists do to labeled soldiering on the part of worker; more optimistically, this theory theoretically introducing a sorting effect'(Perkins and White, 2008). Those organization who needs more and skilled human capital to operate their business use above-market wage levels in order to attract expected employees; where close supervision will be reduced; this relates to Responsible autonomy policy (Friedman, 1984). Paying above-market reward for skilled workforce might be suitable option than to employ additional supervision; this concept will be attractive in case of knowledge workers (Rubery, 1997). 2.8.3 Labor Market Theory The term Labor Market implies that, the struggle on labor in capitalist society where product and services are traded in market; employee tries to spend their labor in maximum best prices and similarly employer bargain to purchase labor in minimum best price (Perkins and White, 2008). Classical labor Market Theory The concepts of constant choice by the groups to effort-reward relationship emphasize classical labor market theory; the demand of labor meets supply of labor exactly where pay will be determine in labor market is known as Market Clearing (Black, 2002). The only effective policy is to pay what other do (Garhart and Rynes, 2003:15). S Value of Marginal productivity of Labor D Quantity of labor Figure: 2 (Wage determination in a competitive labor market, balancing Demand (D) and Supply (S) of labor.) Source: (Perkins and White, 2008:34-35) According to above figure, the supply of labor is equal to demand of labor where worker will accept the job at the price that offer by employer: it is a value of marginal productivity of labor. This theory explain that there is tough competition among employer in term of paying their employees but finally every employer has to pay same as everyone pays. This theory indicates that paying strategy always leans toward symmetry where demand and supply of labor meets. This model of the employment system address the famous classical economist Adam Smith and its neo classical restatement by other neoclassical economists like: Jevons, Menger and Walrus; every one is free to choose their best price either employees or employers, employee compete with other employee for wages and similarly employer compete with other rivals for labor (Watson, 2005). Logically looking for Maximum utility, worker will accept work after comparing overall benefit of different works; thus work that are less satisfying, include more threat and hard to achieve mastery will require higher amount of wages compare to other work whose feature are opposite (Perkins and White, 2008). However, the concept of labor market was changed form middle of twentieth century, number of research indicate that the real situation of labor market doesnt run according to previous assumption given by classical economists; the paying system might effect in market force whereas some economists argues that it needs to remove market distortion (Garhart, and Rynes, 2003). Whether or not, labor supply by employees to employers is not the single economic issues; it is the effort employed by employees when employed (Rees, 1973) Stand as alternative economic theory of classical labor market theory, Institutional Labor Economic Theory describes the different wage level and dependent on organizational issue; employees and employers anticipation will be rest on maximizing in their financial concern (Perkins and White, 2008). In term of strategic initiative, higher level executive plan the contract in such a way that it minimizes the economic cost by putting labor satisfaction in effective and efficient ways; in other word, both employees and employers make a decision about work relationship comparing all the economic issues and interest; rationality between both party and their interest and wants remain significant Transaction Cost Theory Assumption (Williamson, 1975). Similarly, Resource Based Theory of Firm explains that economic effectiveness and efficiency will be increase through subsidiary scheme to take benefits of organizational resources; employee reward are parallel to HRMs other features and is arran ged to maintain organizational culture (Kessler, 2001; Purcell, 1999). Whereas, new institutional approach strategy theory describes the number of political and social issues tackling employees in an organization; organizational system (both internal and external) helps to design better employees reward system (Perkins and White, 2008). 2.8.4 Human Capital Theory Human Capital Theory makes an assumption that individuals gather human capital by investing both time and money in training and development, education, and other various opportunities based program in order to increase their efficiency and productivity and as a result employees value to employers (Abercrombie, et al, 2000). Human Capital Theory (developed by Schultz and Becker in the 1960s) differentiates between expenditure made on human capital and employees consumption; market are for the service of capital, not the reserve capital itself. In order to achieve HRM objectives of motivating employees and get work done through them, manager must balance between cost and skills (Hendry, 2003). Exchange Theory explains t

Investigating Resistances of Wires :: Papers

Investigating Resistance's of Wires Aim: To investigate different resistances of wires to see which has the most resistance and which shows the least resistance. I will be looking at resistances affected by the length of wire. Variables I could change: I had the choice of several variables to change such as length, cross sectional area, material and temperature the experiment is conducted at. Prediction: I believe that by increasing the wire's length it would increase the resistance. Therefor by decreasing the length it would also decrease the resistance. I also believe that the rate of the increasing resistance will be directly proportional to the length so if the length were doubled the resistance would also double. I think the graph will look like this: Reason: The property that transforms electrical energy into heat energy, in opposing electrical current, is resistance. A property of the atoms of all conductors is that they have free electrons in the outer shell of their structure. As a result of the structure of all conductive atoms, the outer electrons are able to move about freely even in a solid. When there is a potential difference across a conductive material all of the free electrons arrange themselves in lines moving in the same direction. This forms an electrical current. Resistance is encountered when the charged particles that make up the current collide with other fixed particles in the material. As the resistance of a material increases so to must the force required to drive the same amount of current. (Information found on a GCSE Physics website) Ohm's law: In1826 Georg Ohm discovered that the current flowing through the wire is proportional to the potential difference across it (providing the temperature stays the same.) 'Proportional' means if you double the potential difference the current is doubled (this information was found in GCSE Physics for you text book) Current through the wire [IMAGE] Amps Volts