Comparison of two books Essay Example | Topics and Well Written Essays - 1000 words

Comparison of two books - Essay Example urther, many institutions such as the military organizations, the Catholic Church, and also in business conglomerates (the glass ceiling) practice gender discrimination through a variety of ways to subjugate and dominate women by overt and subtle means. The military excluded the women from combat roles and officership positions until only recently while the Catholic hierarchy does not ordain female priests, and many global corporations still practice gender discrimination despite the efforts of feminists to break the glass ceiling and join the boards of their companies (women workers in general receive lower pay and in lower positions). In her eye-opening book titled â€Å"Lydias Open Door: Inside Mexicos Most Modern Brothel† author Patty Kelly managed to document a hidden industry which that countrys political leaders proudly touted as an example of their nations march towards modernization and globalization through neo-liberalism by modernizing its prostitution industry through the so-called proper monitoring of the health of its prostitutes, professionalizing its practice by a series of regulations, and in many ways euphemistically â€Å"helping† these women from being further exploited by criminal gangs because now they work under government supervision. While female prostitutes sell their bodies for sex acts, they also perpetuate their own subjugation by a male-dominated society. This is why feminists have waged a vigorous and continuing campaign against prostitution (legal or not) but this practice will still persist if the women themselves do not do something against it. The government of Mexico, in particular a local or municipal government unit in the state of Chiapas in the barrio of Tuxtla Gutierrez, had conceived of a â€Å"brilliant† idea to formally legalize prostitution ostensibly to regulate this commercial sex street-level activity into a modern form of experiment in social hygiene. The proclaimed objective is to protect female prostitutes but end

Conclusion Assignment Example | Topics and Well Written Essays - 250 words - 2

Conclusion - Assignment Example Chatter helps employees in collaborating, and sharing ideas to make them productive. Lastly, topic 3 talked about the benefits of BPM such as accelerating time to market, helping organization achieve goals, delivering improvements, improving customers satisfaction among other benefits. Additionally, the course focused on three important points, namely, BPM and philosophy, BPM technology and demonstration, to determine in case BPM are for business or information technology. BPM and philosophy are management initiative aims at aligning the business with the goals. They include measuring, monitoring and managing processes. BPM technology is software that handles business process management. They include desktop-based software for electronic processing. The demonstration revealed that a good BPM solution requires that business and information system work together since BPM has no system boundary. Lastly, the paper talks about BPM risks and rewards. BPM enables or rewards the organization to respond to business functions by identifying the needs of the clients and developing better strategies to fulfill them. Hence, it helps in improving productivity, reducing cost and errors. Similarly, BPM has risk when employees fail to embrace the

Chromosome Analysis of Chicken and Quail

Chromosome Analysis of Chicken and Quail Chicken, quail and Chicken-Quail hybrids were used as objects of study, in order to investigate the crossing incompatibility between Chicken-Quail in the level of chromosome. Chromosome specimens are prepared by the peripheral blood lymphocyte cultivation, airing and embryonic, with karyotype, G and C band analysis. The results showed that the number of chromosomes of chicken and quail are 2n = 78, including 10 pairs macrochromosomesand 29 minute chromosome, but apparented differences are existed in the morphous of chromosomes, there are comparatively large difference between the number of fringe and the width of fringe of G band stripe of chicken and quail. It can be divided into 32 zones, with 155 straps and 71 positive bands for chickens. And it can be divided into 28 zones, with 138 straps and 61 positive bands for quails. Through the analysis of C zonation, it indicated that W chromosome of fission phase in all the female always show C-band and the whole band anachromasis, easil y identified, which further confirmed the C-band analysis is an effective way of birds sexing. Key words: Chicken, Quail, Hybrid Species, Karyotype According to the statistics, 56 percent of kinds of birds can be used to species hybridization and 44 percent of kinds birds can be used to intergeneric cross, epecially between family or subfamily[1]. These phenomenon of distance hybridization can make breeding materials richer and provide superordinary goods group, however, the problems accompanied by distant hybridization are cross incompatibility (hybridized combination can not obtain the offspring), and hybrid sterility. There are same matters between the crossing of chickens and quails, such as the early death of female individuals of hybrid species, only the maleness ones survivaled but there are no activity of genitical gland of hybrid species. Now the mechanism of distance cross-incompatibility of birds are imperfect, and there are no detailed cellule genetics research of generic cross. Chickens, quails and intergeneric hybrid species were used as object in this study, Chromosome specimens are prepared by the peripheral bloo d lymphocyte cultivation, airing and embryonic, with karyotype. With the comparison among the objects, G-band and C band, many valuable references for cross incompatibility and the hybrid sterility are provided between chicken and quail. Test materials Test animal Gallus gallus domestica tested 20 (10 à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡, 10 à ¢Ã¢â€ž ¢Ã¢â€š ¬), quail 20 (10 à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡, 10 à ¢Ã¢â€ž ¢Ã¢â€š ¬), the ripe Chicken-Quail hybrids 20 and Chicken-Quail hybrids embryos 90 adopted artificial insemination method by hybridization of chicken (à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡) and quail (à ¢Ã¢â€ž ¢Ã¢â€š ¬), were taken from experimental station Animal Science and Technology Institute of Shihezi University. Reagent RPMI1640 (GIBCO); Heparin (Hua Mei biological engineering company); colchicine (BIB subpackage); Giemsa powder (Sigma subpackage); calf serum (Hua Mei biological engineering company), inactivated , cryopreservation; PHA (Institute of Pharmaceutical Industry in Guangzhou). Preparation of conventional chromosome specimen Chromosome specimens slice of chicken, quail and ripe Chicken-Quail hybrids prepared[2] by the peripheral blood lymphocyte cultivation, airing. Chromosome specimens slice of Chicken-Quail hybrids prepared by embryonic. Referring the methods of preparing the chromosome sample of G-zonation of Chen guo-hong[3] and so on(2003), then preparing the chromosome sample of C-zonation for using the regulation of BSG[4]. Chromosome analysis method Chromosome sections with Giemsa stained can be counted under a microscope. The diploid chromosome number are counted under the microscope with selecting of good chromosome spread and fission phasing of limpid appearance (50 male and 50 female). The 3 metakinesis phasing and good chromosome spread and limpid appearance selected in each poultry were carried out microphotograph under the immersion objective choice. The long and short arms of first 10 pairs chromosomes were measured by Photoshop image-processing software, then according to the following formula, calculated the relative length of each chromosomes, arm ratio and Centromere index. According to the standards of Leven, regular karyogram were got for the size, the location of centromere of chromosomes. For using the mean value of karyotype parameter, we can draw a ideograph of karyotype. Relative length=-100 Arm ratio= Centromere index=-100 The good metaphase G-band ideograph for division of zone of chicken, quail and a hybrid were shooted. With the survey of microscope, the number of stripe, the relative location of stripe, the shade of colouration and the width of stripe were all sure. The number of stripe for the first 10 pairs chromosomes of each cellule were calculated, and counted the frequency of modal number of stripe. Partited[5] the zone for referencing the pattern of the G-zonation of Gallus gallus domestica, then drawed the mode of the G-zonation of intermediate stage for chicken, quails and hybrid species. The condition of metaphase phasing C zonation with alkali treatment was observed under the microscope, selecting complete limpid metakinesis phasing of good disposal, chromatosis and disintegration for micrograph, magnification, cutting out, paring, with the analysis of the C-band characteristics, location show, and other laws, focusing on observation of the W chromosome morphous and banding circumstances . Results and analysis Karyotype analysis of Chicken, Quail and Their Hybrids Diploid (2n) cell chromosome number Chromosome sections of Chicken, quail and a hybrid were carried out conventional Giemsa staining with the selection of 100 good desintegrate phasing respectively for micrograph and the statistics of diploid chromosomes, the results shown in Table 1. Table 1 The diploid chromosomes of Chicken, Quail and Their Hybrids From table 2, 10 pairs macrochromosome and 29 pairs minute chromosome are included in the chromosomes of chickens and quails, and minute chromosome are telocentric chromosome with sex determination style of ZZ (à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡) and ZW (à ¢Ã¢â€ž ¢Ã¢â€š ¬). No. 3, No. 5, No. 7, No. 9 chromosome in chicken autosome are t-type, No. 1, No. 2, No. 8 chromosome are m-type; No. 4, No. 6 chromosome are sm-type; except the quail autosome No. 1 chromosome for sm-type, No. 2 chromosome for the m-type, No. 4 chromosome for st-type; other chromosomes are t-type. The Z chromosome of chicken and quails are m-type and the fifth macrochromosome; for chicken, the W chromosome is m-type, with the length the same as No. 8 chromosome; for quail, the W chromosome is t-type, with the length between No. 7 chromosome and No. 8 chromosome. Chromosome karyotype of Chicken-Quail hybrids Table 3 The parameter of macrochromosomes of Chicken-Quail hybridsà ¯Ã‚ ¼Ã‹â€ Ã‚ ±SEà ¯Ã‚ ¼Ã¢â‚¬ ° The chromosome parameters of Chicken-Quail hybrids in Table 3, compared with chromosome karyotype parameters of chicken, quail in Table 2 found that each chromosome of every chromosome of the hybrid is basically same chromosome karyotype of chicken, quail with sex determination style for ZZ (à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡) and ZW (à ¢Ã¢â€ž ¢Ã¢â€š ¬). Based on the result of Table 2 and Table 3, the ideograph of first 10 pairs of chickens, quails and hybrid species were drawed(see figure 5 and 6) , and reviewed the appearance of each chromosomes. The karyogram of chickens, quails, adult hybrid and majority hybrid species and their embryo were showed from figure 2 to figure 5. The matched-pairs of chromosomes in figure 3 and figure 4, in which the left of paired chromosomes is from chicken and the right is from quails. Disposition of Chicken-Quail hybrids early embryo sex proportion According to the chromosome karyotype and heterosome differences combing with the C-band banding pattern figure, the early sexuality identification of crossing progeny is carried out for 5 selected time. 90 embryos at early age are choosen, of which 24 female and 66 male are included. With the comparison of the theoretical, female and male ratio take on a significant difference (P

what is rap :: essays research papers

Many schools of history begin the story of rap music as a mutation of southern soap-box blues. Using the basics of the blues style of music, rap is all about emotions and the personal interpretation of reality by the author of the song. Rap, then, should be considered as a definition essay of sort. What is rap? Rap music is an American minority artist creation. Unfortunately, rap music is not perceived by many Americans as an art form, but as a fad which they hope will soon fade away, one can trace the history of rap back to the West African professional singers/storytellers known as Griots. Rap is spoken word, rap is slang from the street corners of your brain. Rap is smoking herb, rappers recite truthful social bombs, preachers even rap it just comes out in a religious form. Rap is the heart and soul of citizens in the tall cold walls of property. Rap is the story of the time when people lost all control. Rap is regional, descriptive, and ethnic. Rap is regional, much like dialects. Different parts of the nation live in different manners. Every regional has its own story to tell, so in rap a song should tell the story of its region. Whenever a group of people is locked within the margins of American social discourse, that community may find it necessary to scream or chant or rap to be heard. It should come as no surprise, then, that alienation serves to be the medium for counter-cultural movements. Discontentment is only the beginning. Each region should have its on flare, its on personality. Genuine rap informs its listeners about the current social climate. For example, if the mayor of a city has recently been convicted for misusing public funds, it would surely be in a rap song. If a guy went into a courtroom and shot the judge, bailiff, and the court reporter it would most likely be in a rap song. Unlike most of the lyrics out on the market today, genuine rap contains meaning and it sends a message to the listeners. Although those messages might have bad words, and show images of things that are socially wrong, that’s actually what is going on where they are from. Their music represents their area and their people, and it is no different from a farmer singing about his cows and chickens out in farmland.

Vineyard

Calaveras Vineyards Calaveras Vineyard was originally established in 1883 to make wine for the Catholic Church. They occupied 220 acres in California out of which 175 acres was occupied by the vineyard. They had now expanded into production of table wines for retailers and restaurants. It had changed three ownerships in the last nine years. The most recent owner was Stout Plc. which was looking to sell Calaveras and the management of Calaveras was the interested party in this transaction.The main strategy from 1987 was broadening the company’s position on premium brand category and this is evident from the fact that they were now concentrating on wines in the premium and super-premium category. The five C? s analyses is an important approach to evaluate the creditworthiness of a potential client. The five metrics that will be analyzed are character, capacity, capital, conditions, and collateral. Character will translate the quality of the management team and major owners and h ow these major players behave related to business.Related to Lynna Martinez, she has a high level of education and is graduated from important universities in France and USA. She has done researchers in the field and has experiences as a professional in the industry, being Vice president of Calaveras Vineyard since 1987. The other partner – Peter Newsome, has a degree in Business Administration and has experience in the field in different areas of this industry, such as operating and purchasing. It is possible to say that this metric is maybe one the most important for the future of this business since both of them have strong experience in the field.Related to the capacity analysis, it is unclear, based on historical data, the ability of the company in handle a high debt level, since there no information about Calaveras Vineyards – Team No. 1 18-Feb-2013 debt from the balance sheet. However, the company has a significant position as current assets what provide quick l iquidity for the business as well as a strong free cash flow in both considered scenarios to repay the loan, even though the free cash flow in 1994 is negative. The apital metrics will measure whether the company has enough capital, in this point also matter the commitment of the owners with the business. In the management leveraged buyout, the new owners will have $ 1 million invested and thus they would have invested 25% of the total demanded fund. It seems that the new owners are putting an great effort on this business since they are buying a company that they have experience in and they believe it can do better than what the previous owners were doing.The economic conditions for the wine business seems to be in a good moment, even though the alcoholic market has been stagnated, the wine market has grown by 7. 4%, new researches about the benefits of wine has driven the demand up and thus the market is being benefited. Based on the Pro Forma Historical Financial Statements, it s eems that the management team is able to control the expenses and cost of goods sold as the sales increase and decrease. It is possible to see it using the decreasing trend of the COGS related to sales and the SG&A related to sales that has been the same (14. 9%) for the last 4 years. The company has as collateral, the Accounts Receivables and fixed assets. In 1993 the company had $316,782 as receivables, $2,332,241 as inventories and $4,487,193 as gross fixed assets. In case of liquidation, the Receivables may be sold at 85% of the face value, or $292,264; Inventory can be sold at 75% of its face value or $1,749,180. The fixed cost can be sold by 40% of the book value that is $1,794,877. This liquidation would provide a total of $3,836,321 which is more than Calaveras Vineyards – Team No. 1 8-Feb-2013 the total loan provided in 1994 ($3,122,000). It provides a good standard for the potential creditor of this company. Moody’s SGL framework can also be used to assess th e creditworthiness of Calaveras Vineyards. The rating system gives a score ranging from SGL-1 to SGL-4, where one represents companies with very good liquidity and four represents companies with weak liquidity. There are several characteristics that are evaluated in rating a company using this framework. The first point is the capacity for financing capital expenditures and net working capital internally.Calaveras has an expected negative free cash flow in 1994 based on Anne Clemen’s projection (Exhibit 3), so it will not be able to fund internally. However, the company still has the flexibility of drawing money from its revolving credit line since the borrowing base has sufficient amount. Exhibit 3 also shows that the negative cash flow is due to a significant addition to net working capital. The addition is larger than average because the company is increasing its sales to the same level of 1992. The company is projected to have positive free cash flows starting in 1995 and will be able to finance internally.The EBIT/(interest and principal) ratio is moderate in 1994 but projected to increase throughout the years (Exhibit 3) and has an average of two. The second characteristic that needs to be analyzed is the flexibility of the company in generating cash from selling its assets in times of distress. Anne Clemen expected that Calaveras’ accounts receivable would able to generate 80% of book value and inventory for 85% of book value, while land, plant and equipment would only generate 40%. However, these assets are crucial to the operations of Calaveras and cannot be sold.Thus, the company has no flexibility in generating additional cash flow. Additionally, the assets mentioned before are used as collateral for both the term loan and the revolving credit. This relates to the final characteristic that is the extent Calaveras Vineyards – Team No. 1 18-Feb-2013 in which the company’s assets are encumbered. Calaveras is expected to secu re its term loan through land, plant and equipment, and its revolver’s borrowing base is equal to 85% of receivables and 75% of inventories. In other words, most of Calaveras’ assets are encumbered and this limits the financial flexibility.After analyzing Calaveras’ through the SGL framework, we believed that the company should receive a score of SGL-3. The increase in the size of the wine market is an opportunity for Calaveras to increase their market share especially in the premium and super-premium category where the company has secure brand position and stable relationships with the distributors. It is heavily dependant on two dealers who account for 50% of their sales. It might bode well for them to increase their dealership base. Financial ratio analysis: To better understand Calaveras Vineyards’ financial ondition, we analyzed those financial ratios that Anne prepared. EBIT coverage ratio and current ratio in 1994 were already larger than 1 and was increasing from 1994 to 1998, indicating this company was profitable enough to pay off its interest expense and short-term obligation. Although current ratio was not so good compared with comparable companies, it was improving through years. The debt ratio was less than 1 and reduced quickly from 1994 to 1998, which was a good signal to investor and creditors that the risk of this company was decreasing.In addition, its decreasing assets/equity ratio indicated the quick increase of equity, which was the result of quick increase of net income. The return on sales and return on assets were much higher than the comparable companies and were increasing from 1994 to 1998, indicating this Calaveras Vineyards – Team No. 1 18-Feb-2013 company had good profitability in the industry. Its increasing sales/assets ratio showed an improvement of its ability to generate sales revenue from each dollar of asset, indicating this company operated more and more efficiently.Through analysis, we found these ratios looked good and some of them were even better than the industry level. The ratio analysis showed Calaveras Vineyards was a healthy company and had an optimistic future. New Scenario A new scenario was drawn in order to assess how the financial health of the company would be if the COGS and SG&A were higher than the predicted by the company initially. In this situation, it is possible to see that the company is still able to operate under the conveants imposed by Goldengate Capital.Additional consideration and recommendation: We based our analysis on the ratio analysis done by Anne Clemen. The ratio analysis shows us favourable trend about financials about this company. The leverage ratio goes on reducing and the times interest earned as well as Profit margin show favourable forecasts. Based on our current analysis, we think Calaveras had good profitability and has enough ability to service the debt, and we agreed that Anne Clemens should participate in the loan. H owever, there are still some factors that can influence our evaluation of Calaveras.For example, if the price of its wine decreased quickly because of intensive competition or there was a big drop in the production of grape due to some catastrophe, the sales revenue will decreased dramatically, which would result in a shrunken free cash flow and influence its ability to pay back the loan. In Calaveras Vineyards – Team No. 1 18-Feb-2013 addition, if the cost of goods sold increased quickly because of a sudden increase of material price or the SG&A soared up for expanding marketing and advertising to compete with competitors, the free cash flow would also decreased dramatically.So we suggested Anne to keep monitoring these unstable factors carefully to see whether Calaveras would have a credit risk. Additionally, to decrease the default risk, Anne could also make covenants with Calaveras to regulate its financial ratios and make part of its assets as collaterals. Calaveras Vine yards – Team No. 1 18-Feb-2013 Exhibit 2 Calaveras Vineyards – Team No. 1 18-Feb-2013 Calaveras Vineyards – Team No. 1 18-Feb-2013 Exhibit 7 – New Forecasted Income Statement 1994 1% Sales Revenue Cost of Goods Sold Estates Selected Chardonnay California Generic Special Accts.Winery TOTAL Gross Profit Selling, General and Admin. Amortization of Organizational Costs EBIT Interest Expense (avg. balance) Profit Before Taxes Tax Expense Net Income Dividends to Common Shareholders Retentions to Equity $ $ $ $ $ $ $ 448,180 272,027 432,977 179,934 224,371 655,916 90,130 $ $ $ $ $ $ $ 594,307 325,923 535,400 121,580 233,639 683,012 93,853 $ $ $ $ $ $ $ 678,342 383,808 645,546 126,603 243,291 711,228 97,730 $ $ $ $ $ $ $ 706,365 399,663 733,324 131,833 253,341 740,608 101,767 $ $ $ $ $ $ $ $ 31,406 416,173 763,618 137,279 263,807 771,203 105,971 2,081,995 (966,861) (60) 1,115,074 (134,514) 980,559 362,807 617,752 617,752 $ 3,707,423 1995 1% $ 4,199,960 1996 1% $ 4,693,764 1997 1% $ 4,984,664 $ 1998 1% 5,371,451 $ (2,303,533) $ (2,587,715) $ (2,886,547) $ (3,066,901) $ (3,289,456) $ 1,403,889 $ 1,612,246 $ 1,807,216 $ 1,917,763 $ (667,336) $ (755,993) $ (844,877) $ (897,239) $ $ $ (60) $ 736,493 $ (60) $ 856,193 $ (60) $ 962,279 (60) $ $ $ 1,020,463 (109,625) $ (214,987) $ (198,101) $ (170,752) $ $ $ $ $ $ 626,869 231,941 394,927 394,927 $ $ $ $ $ 641,206 237,246 403,960 403,960 $ $ $ $ $ 764,178 282,746 481,432 481,432 $ $ $ $ $ 849,711 314,393 535,318 535,318 $ $ $ $ $ Calaveras Vineyards – Team No. 1 18-Feb-2013 Exhibit 8 – Forecasted Balance Sheets (At Closing) Cash Accounts Receivable Inventory Organization Costs-Current Total Current Assets Land Plant and Equipment Gross PP&E Accum. Depreciation Net PP&E Organization Costs-Noncurrent Total Assets Payables & Accruals Debt-Current Portion LTD Revolving Line of Credit Total Current Liabs.Debt, non-current Total Liabilities Common Stock Retained Earnings Total Equity Total Li abilities & Equity Memorandum: Borrowing base (85% AR, 75%Inv) Revolver $ $ $ $ 2,255,917 2,304,288 $ $ 2,521,907 2,218,955 $ $ 2,699,146 1,949,595 $ $ 2,890,789 1,643,991 $ $ 3,025,581 1,187,490 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 1,124 60 1,184 1,124 582 1,706 1,706 240 3,130 130 400 530 1,600 2,130 1,000 1,000 3,130 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 1994 50 370,742 2,587,715 60 2,958,567 1,124 832 1,956 116 1,840 180 2,960,587 258,771 400 2,304,288 2,563,459 1,200 2,564,659 1,000 394,927 395,927 2,960,587 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 1995 50 419,996 2,886,547 60 3,306,654 1,124 1,082 2,206 283 1,923 120 3,308,697 288,655 400 2,218,955 2,508,010 800 2,508,810 1,000 798,887 799,887 3,308,697 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 1996 50 469,376 3,066,901 60 3,536,387 1,124 1,332 2,456 499 1,957 60 3,538,404 306,690 400 1,949,595 2,256,685 400 2,257,085 1,000 1,280,319 1,281,319 3,538,404 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 1997 50 498, 466 3,289,456 60 3,788,033 1,124 1,582 2,706 766 1,940 3,789,973 328,946 400 1,643,991 1,973,337 1,973,337 1,000 1,815,637 1,816,637 3,789,973 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 1998 50 537,145 3,425,344 3,962,539 1,124 1,832 2,956 1,082 1,874 3,964,413 342,534 1,187,490 1,530,024 1,530,024 1,000 2,433,389 2,434,389 3,964,413 Calaveras Vineyards – Team No. 1 18-Feb-2013Exhibit 9 – Forecast Assumptions Key Assumptions: Case Sales $/Case Gross Margins Estates Select-other Chardonnay California Generic Special Accts Winery Dividend Payout: Now-1996 1997&After 0 0 0. 47 0. 35 0. 37 0. 35 0. 26 0. 35 0. 46 Exhibit 11 Exhibit 11 Cash Minimum (m) AR/Sales INV(T)/COGS(T+1) CL(T)/COGS(T+1) SGA/Sales Depreciation Capital Expenditures Interest Rate Tax Rate Inflation Rate Real Price Growth 50 0. 1 1 0. 1 0. 18 5-yr, S-L 250 0. 095 0. 37 0. 031 0. 01 Amortiz. Organization Costs: 5 years. Calaveras Vineyards – Team No. 1 18-Feb-2013 Exhibit 10 Solvency ratio EBIT/ ( Interest and Principal) Current ratio Debt ratio Assets/Equity Efficiency ratio Sales/Assets Profitability ratio Return on sales Return on assets Return on equity 1994 1. 32 1. 24 0. 67 3. 6 0. 75 11% 8% 28% Anne Clemen's Ratio Analysis 1995 1996 1997 1. 53 1. 8 2. 05 1. 24 1. 33 1. 48 0. 59 0. 5 0. 39 2. 82 2. 22 1. 8 0. 79 12% 9% 26% 0. 85 13% 11% 24% 0. 88 14% 12% 21% 1998 2. 48 2. 16 0. 25 1. 45 0. 94 15% 14% 20% Comparables ratio Upper Quartile Median Lower Quartile 5. 5 0. 97 2. 5 0. 99 1. 5 0. 995 1. 04 7. 30% 8. 10% 16. 60% 0. 73 2. 80% 2. 30% 7. 70% 0. 35 -0. 20% -0. 10% 1. 10% Calaveras Vineyards – Team No. 1 18-Feb-2013 Exhibit 11 Cash Flow Components Cumulative Surplus or Deficit Cash Flow Cash Flow Components Cumulative Surplus or Deficit Cash Flow Cash Flow Items Initial Inputs Net Results Initial Inputs Net ResultsOperating Inflows (Net Sales) Operating Outflows COGS – Depreciation SGA Exp Taxes Other Total Operating Outflows Total Net Operating Cash Flo w (NOF) Changes in Working Capital Receivables (AR) Inventory (INV) Other Current Assets (OCA) Accounts Payable (AP) Other Current Liabilities (OCL) Total Changes in Net Working Capital (NWC) Surplus or Deficit Cash Flow after Working Capital Investment Capital Investment Change in Net Fixed Assets Depreciation Net Investment Flow Free Cash Flow to Firm Surplus or Deficit (FCFF) Interest Income (II) Fixed Coverage Expenditures (Interest) (FCE) Surplus or Deficit Cash Flow Avaiable for Dividends Dividends (DIV) $ 2,836,062. 00 $ 1,899,853. 00 $ 528,456. 00 $ $ $ 2,428,309. 00 $ 407,753. 00 $ 43,356. 00 $ 654,835. 00 $ (7,012. 00) $ (121,880. 00) $ $ 569,299. 00 $ 977,052. 00 $ 4,193,000. 00 $ 2,294,000. 00 $ 587,000. 00 $ 287,000. 00 $ $ 3,168,000. 00 $ 1,025,000. 00 $ (49,000. 00) $ (281,000. 00) $ $ 28,000. 00 $ $ (302,000. 00) $ 723,000. 00 $ 268,332. 00 $ (394,512. 00) $ (126,180. 00) $ 850,872. 00 $ $ – $ (83,000. 00) $ (167,000. 00) $ (250,000. 00) $ 473,000. 00 $ â€⠀œ $ (308,000. 00) $ 165,000. 00 $ – $ 850,872. 00 $ – Calaveras Vineyards – Team No. 1 18-Feb-2013 Cash Flow Statements – Contd.Surplus or Deficit Cash Flow Avaiable for Dividends Dividends (DIV) Management's Discretionary Cash Flow Surplus Financial Cash Flow Change in Long-Term Debt Change in Short-Term Borrowing Change in Preffered Stock Change in Common Stock Change in Other Total Change in Net Finncial Cash Flow (NFF) Goodwill/Other Assets & Other Liabilities Change in Goodwill & Other Asset Change in Other Liabilities Change in Gwill&OAssets & Other Liabilities Surplus or Deficit Cash Flow (Sum of 13 Cash Flow Components) Change in Cash (Cash) Surplus or Deficit after all Cash Flows $ $ 45,006. 00 13,241. 00 $ 850,872. 00 $ $ 850,872. 00 $ $ $ $ (729,402. 00) $ $ (729,402. 00) $ (400,000. 00) $ 236,000. 00 $ $ $ $ (164,000. 00) $ 165,000. 00 $ $ 165,000. 00 $ (153,235. 00) $ $ (153,235. 00) $ (31,765. 00) $ $ $ $ $ $ 1,000. 00 1,000. 00 Calaveras V ineyards – CASH FLOW STATEMENT 1000 Dec-96 Cash Flow Items Initial Inputs Net Results Cash Flow Components Cumulative Surplus or Deficit Cash Flow Initial Inputs Dec-97 Net Results Cash Flow Components Cumulative Surplus or Deficit Cash FlowOperating Inflows (Net Sales) Operating Outflows COGS – Depreciation SGA Exp Taxes Other Total Operating Outflows Total Net Operating Cash Flow (NOF) Changes in Working Capital Receivables (AR) Inventory (INV) Other Current Assets (OCA) Accounts Payable (AP) Other Current Liabilities (OCL) Total Changes in Net Working Capital (NWC) Surplus or Deficit Cash Flow after Working Capital Investment Capital Investment Change in Net Fixed Assets Depreciation Net Investment Flow Free Cash Flow to Firm Surplus or Deficit (FCFF) Interest Income (II) Fixed Coverage Expenditures (Interest) (FCE) $ 4,681,000. 00 $ $ 2,526,000. 00 $ 655,000. 00 $ 349,000. 00 $ $ 3,530,000. 00 $ 1,151,000. 00 $ (49,000. 00) $ (169,000. 00) $ $ 17,000. 00 $ $ (201,0 00. 00) $ 950,000. 00 $ 4,967,000. 00 $ $ 2,644,000. 00 $ 695,000. 00 $ 394,000. 00 $ $ 3,733,000. 00 $ 1,234,000. 00 $ (29,000. 00) $ (208,000. 00) $ $ 21,000. 00 $ $ (216,000. 00) $ 1,018,000. 00 $ (34,000. 00) $ (216,000. 00) $ (250,000. 00) $ 700,000. 00 $ $ $ (280,000. 00) $ 17,000. 00 $ (267,000. 00) $ (250,000. 00) $ 768,000. 00 $ $ $ (235,000. 00) Calaveras Vineyards – Cash Flow Statements – Contd.Surplus or Deficit Cash Flow Avaiable for Dividends Dividends (DIV) Management's Discretionary Cash Flow Surplus Financial Cash Flow Change in Long-Term Debt Change in Short-Term Borrowing Change in Preffered Stock Change in Common Stock Change in Other Total Change in Net Finncial Cash Flow (NFF) Goodwill/Other Assets & Other Liabilities Change in Goodwill & Other Asset Change in Other Liabilities Change in Gwill & Other Liabilities Surplus or Deficit Cash Flow (Sum of 13 Cash Flow Components) Change in Cash (Cash) Surplus or Deficit after all Cash Flows $ $ $ 420,00 0. 00 $ $ 420,000. 00 $ (400,000. 00) $ (20,000. 00) $ $ $ $ (420,000. 00) $ (400,000. 00) $ (132,000. 00) $ $ $ $ (532,000. 00) $ 533,000. 00 $ $ 533,000. 00 $ $ $ $ – $ $ $ $ $ $ 1,000. 00 1,000. 00 Calaveras Vineyards – Team No. 1 18-Feb-2013 CASH FLOW STATEMENT Dec-98 Cash Flow Items Initial Inputs Net Results Cash Flow Components Cumulative Surplus or Deficit Cash FlowOperating Inflows (Net Sales) Operating Outflows COGS – Depreciation SGA Exp Taxes Other Total Operating Outflows Total Net Operating Cash Flow (NOF) Changes in Working Capital Receivables (AR) Inventory (INV) Other Current Assets (OCA) Accounts Payable (AP) Other Current Liabilities (OCL) Total Changes in Net Working Capital (NWC) Surplus or Deficit Cash Flow after Working Capital Investment Capital Investment Change in Net Fixed Assets Depreciation Net Investment Flow Free Cash Flow to Firm Surplus or Deficit (FCFF) Interest Income (II) $ 5,348,000. 00 $ 2,803,000. 00 $ 749,000. 00 $ 461,000 . 00 $ $ 4,013,000. 00 $ 1,335,000. 00 $ (38,000. 00) $ (126,000. 00) $ $ 12,000. 00 $ (400,000. 00) $ (552,000. 00) $ 783,000. 00 $ 66,000. 00 $ (316,000. 00) $ (250,000. 00) $ 533,000. 00 $ – Calaveras Vineyards – Team No. 1 18-Feb-2013Net Investment Flow Free Cash Flow to Firm Surplus or Deficit (FCFF) Interest Income (II) Fixed Coverage Expenditures (Interest) (FCE) Surplus or Deficit Cash Flow Avaiable for Dividends Dividends (DIV) Management's Discretionary Cash Flow Surplus Financial Cash Flow Change in Long-Term Debt Change in Short-Term Borrowing Change in Preffered Stock Change in Common Stock Change in Other Total Change in Net Finncial Cash Flow (NFF) Goodwill/Other Assets & Other Liabilities Change in Goodwill & Other Asset Change in Other Liabilities Change in Gwill&OAssets & Other Liabilities Surplus or Deficit Cash Flow (Sum of 13 Cash Flow Components) Change in Cash (Cash) Surplus or Deficit after all Cash Flows $ $ $ $ (250,000. 00) $ 533,000. 00 $ (1 73,000. 00) $ 360,000. 00 $ $ 360,000. 00 $ $ (360,000. 00) $ $ $ $ (360,000. 00) $ $ $ $ –

Linear Technology Essay

Linear Technology is a technology company that focuses on the different elements of semiconductors. The company mostly focuses on analog products within the semiconductor portion of the electronic industry. Linear Technology was unique in their payout policy in the sense that they started with announcing dividends and then continued onto repurchasing. Linear started dividends to gain the respect of investors as well as show that buying shares in the company of Linear was less risky than all the other technology companies. Additionally, they repurchase stocks to offset the employee stock options that the company had as a large component of the employee compensation, which helped Linear in the years of low or slow sales. As stated in the case description, Linear has a strong cash flow as a company. In the basis of the financial needs for Linear Company, as a whole they need to make sure they are able to cover the executive stock option costs, as well as their capital investment in the fabrications facilities. In the case it is stated that Linear spent $200 million for new analog fabrication facilities, so therefore that expense would be a large and important financial need. Additionally, they need to keep some money set aside for expansion in the future. Since they don’t appear to be focusing on acquisitions at this point in time, they do not need to consider that in the financial needs, however if acquisitions do appear in the future they will be needed to take under consideration. Companies are supposed to drive value by growing the value of the company and the stock or by returning cash to shareholders. In the case of returning case to shareholders, it would be recommended as long as it is in line with the future strategic growth plan. As far as this particular case, there is nothing that indicates a specific growth plan in the near future but it can be presumed to have some expansion in the future. Overall, it would be a good recommendation to return cash to shareholders as long as the executive stock options, fabrication investments, and strategic growth plans for the future have all be met. A benefit to paying out cash to shareholders is th at it shows strength in the company as a whole. By showing strength in the company, share prices in turn with will increase because investors seek higher dividends. Companies with higher dividends are seen are more valuable. A disadvantage to returning  cash to shareholders is if Linear is unable to meet their dividend rate, they will be greatly punished and penalized causing their stock price to rapidly decrease. Additionally higher dividend means less cash in the business for future growth, which limits possible expansions in the future. In the terms of tax consequences, they should be relatively minimal since most of their investments are short-term investments. Typically, in the business world, short-term investments usually only have a tax of 1-3% which is nominal compared to others. Linear would only be paying taxes on the cash on the interest earned, which again will be relatively small. If Linear Technology were to pay out its entire cash balance as a special dividend, they would increase their risk of financial distress costs by greatly tightening their financial flexibility; which may also create extra transaction costs for the company. The firm’s value would greatly decrease because by paying out the entire cash balance the company would be significantly diminishing their asset value. As shown in Exhibit A, the overall value of this action would decrease the firm’s value by the total cash times the rate of interest: $1,565,200,000 * (1+3%) = $1,612,156,000. With the special dividend, Linear’s share price will increase by the amount of the dividend paid out. Therefore, with the number of shares outstanding at 312.4 million, there will be an increase of $5.01/share as shown in Exhibit A. The current share price is $30.87, so with the special dividend, share price will increase by $5.10 to $35.97/share. Although share price and the value incurs changes with the payout of the entire cash balance, earnings and earnings per share remain the same. Earnings and earnings per share are not affected by the dividend payout. Another option Linear Technology has to exercise its excess cash balance, they can repurchase shares to increase the value of the firm. This repurchase option is beneficial to the company and shareholders because in an open market share repurchase has no effect on the stock price. In addition, by repurchasing shares the firm’s earnings and earnings per share will increase. As shown in Exhibit B, by calculating the total numbers of shares repurchased (total cash balance/price per share) and subtracting it from the number of shares outstanding will give us the number of shares left outstanding after the repurchase to be 261,703,052. Exhibit B shows how this decrease in the number of shares drove up the earnings per share value by $0.10 from $0.55 to $0.65. When the company repurchases shares instead of paying out in special dividends, the firm’s value will increase and it also allows the firm to retain its cash reserves within the company. In general, companies pay dividends for a number of reasons. Dividends provide certainty about the company’s financial well being. Many investors prefer the steady and secure income that comes with dividends and see dividends as strength in the company and a sign of future positive earnings. Dividend initiators tend to be large and stable firms with low growth rates but emit high profitability ratings. Typically a company is at the mature stage of their business cycles and in turn causes the company to generate a large amount of money in cash. Paul Coghlan should recommend to not raise the dividends but to initiate buybacks. Linear already as higher dividends rates than all of its competitors. As a whole, the company 5 cents while Intel was only at 2 cents per share after the dividends were diluted. Also, if the company were to raise dividends, it would have to be at a level in which they could maintain for a long period of time and Linear does not have the extended amount of cash that Intel, Microsoft, and Cisco have and none of those companies have dividends at the level of Linear. Overall, Linear should do another stock buyback because earnings per share would increase since there will be fewer shares which will bump up the value of the stock.

Personal Statement for Marketing and International Business essays

Personal Statement for Marketing and International Business essays My intended major at the University of California Riverside is business, with a specialization on marketing and international business, specifically. My interest to pursue my studies and establish a future career in International Business, specifically Marketing, was influenced by my exposure to two cultures-Chinese and American cultures. Immigrating in the country 6 years ago, as a high school teenager, I was suddenly exposed to another world, completely different from the country where I came from-China. From the moment I arrived in this country, I realized two things. First, I yearned to learn more about America, and be able to be a part of this dynamic culture. And second, I suddenly realized how much I appreciate my own heritage, Chinese culture, for its equally dynamic and colorful nature. As an immigrant, I am given the opportunity to enjoy two worlds, worlds that have greatly influenced the economy, politics, and even cultures of other nations all over the world. As a business major specializing on Marketing, it would be interesting and it would be a challenge for me to apply my understanding of American culture, viewed through my Chinese value and belief systems. I know that having grown up in China, I held strongly to values and beliefs that, though they may be modified, cannot be replaced altogether by American culture. And this unique characteristic of mine will allow me to approach Marketing in an entirely unique way, and this is by fusing both American and Chinese cultures in creating and developing plans and strategies for businesses to use and apply. I have engaged in activities that will hone my skills in verbally and non-verbally communicating messages to people. I know that this is a crucial part in marketing, and I consider my learning of the English language for six years as the most challenging yet fulfilling period of my life. To make myself competent and to prepare myself for the challen ...

Free Essays on Love Canal

The Love Canal In the 1890s, William T. Love began digging a canal near Niagara Falls, New York. The canal was never finished, leaving a seemingly useless hole in the ground. But when industries starting flocking to the area in later years, this trench, Love Canal, was bound to find a use. In the 1930s, various companies began dumping chemical waste into the canal. Hooker Chemical and Plastics Corporation purchased the land in 1942,and through 1953, they disposed an enormous amount of hazardous wastes into the canal. Instead of finding a proper place for the wastes, the company merely covered the canal over. The Niagara Falls Board of Education acquired the land and constructed a playground and elementary school there, selling the rest of the land to real estate developers. Through the next two decades, chemicals that had been dumped in Love Canal began to leach through the soil and leak into peoples' basements, contaminate underground pipes and pollute the air. It was not until the 1970s, however, that the damaging capabilities of the chemical waste recognized. The first tests on the area were undertaken by the New York Department of Environmental Conservation in 1976. In 1977, results were disclosed; according to NYDEC, groundwater was contaminated, as was air and soil. Local citizens pointed out these results to their U.S. Representatives, who called on the U.S. Environmental Protection Agency (USEPA). In March 1978, New York's Health Commissioner saw the USEPA report, and he decided human testing would be necessary. Blood samples were drawn from Love Canal residents. A panel of physicians was assembled to evaluate the results of the tests, and they recommended drastic measures. As a result, the governor of New York declared a state health emergency. The elementary school on the Love Canal site was immediately closed and some families were relocated. The main ethical issue running through this event is the willingness of the... Free Essays on Love Canal Free Essays on Love Canal The Love Canal In the 1890s, William T. Love began digging a canal near Niagara Falls, New York. The canal was never finished, leaving a seemingly useless hole in the ground. But when industries starting flocking to the area in later years, this trench, Love Canal, was bound to find a use. In the 1930s, various companies began dumping chemical waste into the canal. Hooker Chemical and Plastics Corporation purchased the land in 1942,and through 1953, they disposed an enormous amount of hazardous wastes into the canal. Instead of finding a proper place for the wastes, the company merely covered the canal over. The Niagara Falls Board of Education acquired the land and constructed a playground and elementary school there, selling the rest of the land to real estate developers. Through the next two decades, chemicals that had been dumped in Love Canal began to leach through the soil and leak into peoples' basements, contaminate underground pipes and pollute the air. It was not until the 1970s, however, that the damaging capabilities of the chemical waste recognized. The first tests on the area were undertaken by the New York Department of Environmental Conservation in 1976. In 1977, results were disclosed; according to NYDEC, groundwater was contaminated, as was air and soil. Local citizens pointed out these results to their U.S. Representatives, who called on the U.S. Environmental Protection Agency (USEPA). In March 1978, New York's Health Commissioner saw the USEPA report, and he decided human testing would be necessary. Blood samples were drawn from Love Canal residents. A panel of physicians was assembled to evaluate the results of the tests, and they recommended drastic measures. As a result, the governor of New York declared a state health emergency. The elementary school on the Love Canal site was immediately closed and some families were relocated. The main ethical issue running through this event is the willingness of the...

Brachytherapy in Treating Cervical Cancer-Free-Samples for Students

Brachytherapy is a form of cancer treatment where radioactive pounds sealed in a wire, pellet or capsule is introduced into the body with the help of a catheter in order to damage the DNA of the cancer cells. It has a wide spread of application in the treatment of prostate cancer and cervical cancer. The benefits of brachytherapy are that it allows an augmented dose of radiation in a limited area unlike the other types of the radiation treatments. It actually helps to lessen the damage to the surrounding tissues due to radiation. The last two papers are about improving the image guided brachytherapy techniques in the treatment of cervical cancers. Two of my chosen papers are related to the same, as IGBT helps in a more accurate treatment and lesions that are too large for applying the other treatment techniques.   Significant improvements have occurred in the last three decades due to the use of the 3-D image guided procedures. Incorporation of the transrectal US in the image guide d brachytherapy have been found to be effective in centers that have do not access to MRI. The monly used method in the treatment of the cervical cancer is the Manchester Point A system. But the 2-D X ray image shows no contract of the soft tissues. Image guided brachytherapy helps to target the desired tissue.   There had been increasing evidence of the benefits of the image guided brachytherapy in cervical cancer, which is the main rationale behind the chosen papers. The objective of this paper is to give an overview of the gynecologic brachytherapy, with a focus on the recent advancements and their implications on the cervical cancer in women. The paper describes about the evaluation and the staging of the patient, According to this paper the initial stages of evaluation includes the cervical biopsy of the hystopathological diagnosis. According to the FIGO r mendations, patients with who would be receiving the radiation treatment should have a planning of the CT stimulation before the initiation of the EBRT. The paper also brings about a parison between the high dose rate brachytherapy and low dose rate brachytherapy. Previously LDR was used exclusively for treating the cancer by using a cesium -137 isotope. Since 2000s, the utilization of the HDR has increased considerably. The HDR employs a remote after loading technology allowing a small iridium source connected to the end of a cable that is robotically driven via the multiple channels ceasing at the dwell positions for different span of time.   The article also refers to a third type of treatment that is monly not used in the US known as the pulse dose rate (PDR) brachtherapy. The paper also gives an account of the choices, by which cervical brachytherapy can be performed, namely the intracavitary, interstitial, or a binatory approach. A cohort study was done in order to measure the clinical ou es of the image guided brachytherapy. The study pared the 2D versus the 3D IGBT . In the patients treated with both the EBRT plus chemother apy followed by a brachytherapy could show a local relapse free survival 74 % of the selected patients. Similar improvement was found in another study containing patients from Vienna. It can be understood from the paper that brachytherapy can improve the local control, reduce the toxicity and improve the overall survival rate of cervical cancer in women. The study of the paper also enables one to understand that the disadvantage of brachytherapy is that, it is invasive. The randomized control study involving 2D planning and 3D planning in selected patients showed better results in patients being treated with image guided brachtherapy. The paper also gave an account of the appropriate treatment target volume, the appropriate dose and the fractionation scheme. Although the progression from the 2D- 3D based imaging and the treatment planning for the cervical cancer has increased the overall survival of the women. Further data from the 3-D based treatment is required associated with the decrease in the toxicity of the technique. The previous paper focused on the effectiveness of overall brachytherapy in cervical cancer, but this article will aim to focus on the advantages of using imaging brachytherapy over conventional methods of brachytherapy.   The paper involves a retrospective analysis of the ou es in patient suffering from stage IB-IVA cervical cancer treated with primary radiation therapy. The ou e measures were the relapse free survival of the patient, distant metastasis, pelvic control and other adverse events related to the treatment. 126 patients have been analyzed out of which 43 patients have been treated with CBT between the years 2000-2007, and 83 patients have been treated with IGBT between the years 2007- 2012. The conventional bracgytherapy involved the application of the low dose brachytherapy and high dose rate brachytherapy was used after 2005. The standard brachytherapy applicators used were intracavatary ovoids and tandem.   From 2011, interstitial needles can be introduced in to t he ovoids for optimizing the dose distribution around the neoplasia. All the records of the adverse events were recorded if prompted by the signs and the symptoms.   The results concluded that cervical cancer survival rates have increased with the introduction of IGBT. The application of the MRI based adaptive IGBT technique was found to be useful for the patients with stage IB-IVA cervical cancer. The overall survival rate was found to improve from 51% to 83% with the shift from conventional brachytherapy to imaging brachytherapy. The study confirmed that there had been a significant decrease in the distant metastasis in the group treated with IGBT. The pelvic control rates were also found to be improved in the IGBT group. Data obtained from the patient’s record found that the IGBT patients were more likely to plete the chemotherapy faster than the patients’ receiving the conventional brachytherapy. The use of IGBT in the primary chemo radiation of the cervical cancer is superior to the CBT and should be considered as the new standard of care. It can be known from the paper that there is a requirement of improvement of the nodal and the PAN tumor control, using the PET-CT and the lessening of the adverse events in both the standard and the adaptive IMRT. A 3D MRI based image guided brachytherapy have been found to reduce the toxicity as discussed in the previous paper. The objectives of the paper were realistic. One of the limitations of the paper is that the sample population of the cohort was not large. Although there are several studies that have actually provided the evidences of imaging brachytherapy. Brachytherapy is an essential ponent for the treatment of the cervical cancers that have progressed locally. It allows the dose of the tumor to be amplified sparing the nearby tissues. Image guided brachytherapy have found to lessen the local recurrence. The article focuses on how the 3D conformal brachytherapy can be used in a hospital setting and how the brachytherapy services can be improved. The radiological studies operative parameters and patient workflow and intensive therapy planning can pose challenge to the clinical resources. The paper also discuses about the translational research opportunities in the field of brachytherapy. One of the concerns is that some proportion of the tumor will display biological resistance to the radiations and even to brachytherapy. The objective of the paper was to find new advancement in the field of imaging-brachytherapy. Hence the paper had been appropriate in stating the recent advancements in the radiotherapy techniques like the intensity modulated radiotherapy (IMRT) and the stereotactic body radiotherapy (SBRT). This research paper also enables one to understand the demerits of the therapy, such as IMRT had been unsuccessful in achieving the target volume doses unlike that of the image guided brachytherapy. The paper informs that IGBT is more time consuming and requires individual planning and contouring. Additional resources such as MRI/CT scans and the patible applicators are required. The cost of setting up an IGBT is about 10-15 % more than that of the conventional procedures of brachytherapy. In a clinical setting with IGBT facilities there should be provisions for an intrauterine brachytherapy applicator as most of the patients will be having an intact uterus, which will require the placement of an intrauterine tube. It can be understood from all the three papers that image guided brachytherapy makes 3D models by using the cross sectional image. It should be mentioned that the points of similarities between the three papers were much more than the differences as all the three papers focused on the advancements in the field of brachytherapy in treating cervical cancers and the advantage of using image dependant brachytherapy over the conventional treatment of the brachytherapy. The difference between the three papers is that the last two papers focused more on the improvements in the image guided brachytherapy. The last papers exclusively mentioned the advancements rather than just paring with the conventional standards. Various retrospective studies and the cohort studies described in the three papers have showed better survival rates in patients with cervical cancer. Among the three papers my choice of paper was the first one as it had elaborately stated the difference between the new techniques and the old ones such as the difference between the HDR brachytherapy and the LDR brachytherapy, the selection of the applicator. It further gives information about the intracavity brachytherapy, interstitial brachytherapy. An appropriate treatment planning was mentioned. This assignment has not only aided us to know about the different image guided brachytherapy techniques but have also informed us with the procedures undertaken in brachytherapy Banerjee, R., & Kamrava, M. (2014). Brachytherapy in the treatment of cervical cancer: a review. International journal of women's health, 6, 555.   Otter, S., Franklin, A., Ajaz, M., & Stewart, A. (2016). Improving the efficiency of image guided brachytherapy in cervical cancer. Journal of Contemporary Brachytherapy, 8(6), 557–565. https://doi.org/10.5114/jcb.2016.64452 Rijkmans, E. C., Nout, R. A., Rutten, I. H. H. M., Ketelaars, M., Neelis, K. J., Laman, M. S., ... & Creutzberg, C. L. (2014). Improved survival of patients with cervical cancer treated with image-guided brachytherapy pared with conventional brachytherapy. Gynecologic oncology, 135(2), 231-238

Compare contemporary advances in the biological sciences to victor Research Paper - 1

Compare contemporary advances in the biological sciences to victor Frankestein's creation and discuss the moral and ethical questions that both share - Research Paper Example Regenerating life using electricity becomes Victor’s obsession.(Storment 2). It is this discovery by Frankensteins of creating life that introduces the duality of science. Storment says, â€Å"Just as science can end up creating dual reactions, electricity holds this same power. Electricity holds the power of magnetism -- the negative and positive forces pulling away from each other.† This is a good example of many aspects of Frankenstein, with good versus evil also demonstrated. (Storment 2).Perceptions of science and the hazardous power it potentially holds are demonstrated in Mary Shelley’s novel. â€Å"Modern day science deals with the exact issues of which Shelley was apparently keenly aware.†(Storment 2) .Ethics is introduced to the knowledge of science, and science is even given a conscious. It seems Shelley acknowledged that â€Å"the future of science, if uncontrolled, could be disastrous.†(Storment 2).It is as if Mary Shelley lives in our current world, recognizing that the modern scientific discoveries of nuclear weapons and genetic engineering could in the end be our demise.(Storment 2) â€Å"What genetic engineering is to our day with such uncharted revolutionary avenues as cloning and the possibility for altering or eliminating defective genes, electrochemistry was to Mary Shelleys† says Stuart Curran. Genetics represents the cutting edge of the material sciences, promising and frightening in equal measure. The developing new science is challenging deep-rooted distinctions in our society. Between , â€Å"life and non-life, the natural and the artificial, the evolved and the designed, and even the material and the informational.†( Henk 2).Whenever such boundaries are breached, scientists are accused of playing a higher power, and perhaps treading in Frankeinstin’s footsteps.( Henk 3) Synthetic biology, which represents modern day science, puts heavy weight on many of the culturally well-established distinctions

Strategic Management Essay Example | Topics and Well Written Essays - 1500 words

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Performance Evaluations - Research Paper Example Center of discussion in this paper is performance evaluation as one of the crucial factors in enhancing the performance of an employee and in stimulating growth in the organization. However, the organizations that do not have a proper performance appraisal system may face difficulties in retaining and sustaining their workforce. It harms the organization as well as the well-being of the employees. Performance evaluation can be described as the process of providing feedback to the employees regarding the job efficiency as well as career guidance. It can be considered as a fair and balanced examination of the performance of an employee. Performance evaluation tends to structure the relationship with the employees of the organization thus providing legal protection to the companies. The morale and also the performance of the employees tend to improve with the help of the performance evaluation. It is because of good evaluation system the poor performers in the organizations can be ident ified and therefore various suggestions can be provided in order to improve the performance. One of the significant problems faced by the employees in the organizations is related to the performance evaluation. The workplace faces with myriad workplace problems with the employees in relation to time, money and loss of productivity. This tends to increase the overall cost to the organization. Therefore, it is significant for the organizations to prevent such problems from occurring from the very beginning. It is the performance evaluation of the staffs that assists in dealing with the complex problems related to the employees. By instilling good employee evaluation system in the organization and if used constantly with all the employees most of the problems can be prevented from cropping up in the near future. Despite the best efforts of the organizations, difficulties with the employees are bound to occur. It is during such circumstances, performance evaluation has a role to play to identify and thus deal with the complex problems. It also brings discipline at the workplace to a great extent (Delpo & Guerin, 2009). One of the challenges that the supervisors at the organizations face is the performance related problems. The supervisors who are into the profession for a longer period of time have mentioned that the performance evaluation is one of the toughest and most complex issues. However, it is worthy of mentioning that identification of the performances of the employees at the organizations is one of the main responsibilities of the supervisors. Failure to identify the poor performances at the organizations may have a negative impact upon the overall organization thus leading to lower productivity and morale of the staffs. The supervisors at the organizations need to be tactful at handling the poor performances of the employees in the organization by means of performance evaluation system. A few of the preventive measures can be taken in order to prevent s uch issues from happening. It is significant for the supervisors to communicate the set performance standards and what is expected from the employees clearly. If the employees are unaware of the expectations of the employers from them, they might not be motivated to work as per the expectations. It is not required to produce as written document

THE RISE OF ISLAM Term Paper Example | Topics and Well Written Essays - 3250 words

THE RISE OF ISLAM - Term Paper Example 14 Introduction Islam and Christianity are two of the largest and independent religions in the world. They both use technology and modern means of communication in order to preach and propagate. Members of these religious groups are surrounded with all the temptations of material things: technology, gadgets, the internet, fast-paced communication, transportation faster than the speed of sound, and above all money. These things are not evil per se but they should be able to detect temptation because they can be tools of the devil to entice man to sin. Where were these things some centuries ago? Islam was born and grew out of the polytheism practices at the time the prophet Muhammad was beginning to ponder upon his existence. It was also during those times when the prophet was bored of the technology and materialism of the time. Will there emerge another religion in the midst of all these? There are signs of evil hold over the things we take for granted. Is it true that Islam is a sham of Christianity? Let us take a brief history of Islam before we hear the apologist’s responses. This essay is about Islam and Christianity. First of all, Christianity came ahead of Islam and in fact many of the beliefs and principles preached by the prophet Muhammad were taken from the Bible and Christian teachings. ... The explanations that the apologists offered were that Islam was a Christian heretical doctrine, God Judge Islam because of the inadequacy of the church, and Islam was not real but was a wicked sham of Christianity. Background The beginning and growth of Islam is one of the most remarkable religious phenomena in the history of man’s quest to believe in a Supreme Being and to know the meaning of life and religion. It is still considered a young religion with about 1.2 billion followers. Islam is the religion of countries that stretch from North Africa to Southeast Asia and to smaller Muslim communities across the globe.1 At the time before the birth of Islam, Arabia was cut off from neighbouring civilizations. The peninsula was characterized by diverse landscapes and mountain ranges which created different ecosystems. During the birth of Muhammad, much of Arabia was subjected to foreign influences such as political, economic and cultural. Christianity was one of these influence s.2 Muhammad whose official name in the Muslim world is Prophet Muhammad ibn Abd Allah was born in 570AD in Mecca or what is called Saudi Arabia today. He was orphaned at an early age but at a young age he was already searching for the truth of his own existence. He married a rich widow at the age of 25 and it was also at this age that he started to search for God and the meaning of life. He got some answers through dreams. He found solitude as an escape from the demands of city life. He did not like the practice of polytheism at that time, so he would often find refuge in caves. It was believed that the angel Gabriel appeared to him in a dream while he was seeking refuge at Mt. Hira. The angel Gabriel asked him to

Law and Religion Essay Example | Topics and Well Written Essays - 3000 words

Law and Religion - Essay Example Religions are one of the Institutions of socialisation, having the influence on people and decide how the people think and live. It does not matter what religion you are belong to, the basic elements are same for all religion. The religion organizes its action around certain beliefs, practice and symbols. The religion is formed by the group of people who bearing similar belief and ideology. There are normally laws within the religion that guides the way the members of the religion should behave. Any member of the religion broken the law, it will be treated as sinful, and which leads to punishments some times. According to Ron Kurtus, Religion can be see as a theological, philosophical, anthropological, sociological and psychological phenomenon of human kind. Religion includes survival in harsh, environmental, moral and social rules, overcoming diseases and mysteries of life including life after death. Religion is a large and complex phenomenon. The root of the word religion is from t he Latin word â€Å"religare†, which means being bound. Religion also may embrace a conception of faith. Law is the social mechanism, which is used to maintain the social order. In other words, law may help to maintain the public order, so that the social and legal interactions can occur within the society. The law is a instrument for the resolution of disputes, social problems, security threat and issue in relation ship between individuals. Three basic components are consisting in the human nature; they are to live, to propagate and to dominate. Law is the parameter, which govern the behaviour of natural state of existence by the humanity. Relation between Law and Religion The law is important factor for the religion. The theoretical structure of the law is designed to support the religion and the religion has the impact of the law. The law accommodates, restrict or influence the religion. The law has the major role in maintaining public and social order. The law has also the specific role in relation to the moral order of the society. The law is the instrument for resolution of disputed between individuals without endangering public order. The law helps to the policy makers to respond to social problem. The lawmakers can use their power to exercise their law making power to change the rules to engage with social problems. The law may also been seen as set of rule regulating individual relationship. The law is the important mechanism for controlling state power in particular in securing the rights and freedom of the individual. This is a particular theme in relation to religious rights. The religious beliefs, identity and practices of individual have t he potential impact on the function of the legal system. And also the legal values have a strong influence on religious values. Law is using to keep order, resolve disputes, respond to social problem, regulate social relationship, control state power or empower individuals. Law is important factor in the religion, since it impinges on individual, community and organization. There are so many religion works in our society. The law makes enforce the law to protect the freedom of speech and racism etc. In the world we can see different countries fighting each other due to different religion and belief of the people in those countries. The interaction between law and religion is important for the society. The religion interest of an individual is not more than an explanation for their activities or spiritual needs rather than a distinctive interest of that individual. The lawmakers need to give weight to the right to individual autonomy, which may arise because an individual wishes to reject medical treatment that would be contrary to their religious beliefs. (Peter W. Edge, 17). Law important for Religion Law may be seen as one of many social instruments, which maintain the social order in the society. The law enforce the transition from an endless war of all against all, to a position

Cold War and its Impact on International Racism and Segregation Research Paper - 1

Cold War and its Impact on International Racism and Segregation - Research Paper Example The aspects of two social problems, international racism and segregation are examined in this paper. Emphasis is given to international racism and the segregationist image of the United States. It is concluded that the Cold War has significantly affected the international image of the United States regarding racism and segregation. The level of interaction of the above products are not standardized; within different social, political and economic conditions, the events of the Cold War could have led to different perceptions of the country’s international image regarding racism and segregation. The Cold War has strongly affected the perceptions on human rights. The starting point of the War can be identified at the end of the Second World War, i.e. in 1945. However, certain of its ideas have been already appeared before the end of the Second World War, even in 1939. Different views have been developed regarding the role of the Cold War on concepts, such as racism and segregatio n. According to Professor Adam Fairclough1, the Cold War has influenced the views of people on racial differences, leading to the promotion of values such as equality and fairness among people of different racial background and characteristics. More specifically, Professor Fairclough suggested that ‘the war had helped to discredit theories of racial superiority’.2 The above view is based on the fact that after the end of Nazism in Europe, people in countries that suffered significant damages – and human losses – could not tolerate any form of discrimination, which has been the key rule of Nazism.3 The specific fact is highlighted in the study of Professor Fairclough where reference is made to the non-acceptance of the concept of racial superiority, as the above framework was developed during the Second World War. It is explained that since the end of the Second World War the public does not accept any form of racism, either expressed, as Anti-Semitism or o ther form of racial discrimination. In addition, the Cold War has helped to increase awareness of both governments and the public on racial discrimination, making the specific problem ‘an international issue’.4 According to Professor Fairclough, racial discrimination has been an argument offering to the enemies, or else the political opponents, the chance to ask for the termination of existing governmental plans; for example, reference is made to the claim of Russia, during the Cold War, that USA does not respect human rights, especially the rights of black people.5 At this point, reference should be made to the following fact: the United States has traditionally faced a series of significant challenges regarding the entrance in the country of foreigners. Politicians do not equally support the continuous increase of foreigners across the country. In fact, certain of them are clearly opposed to such perspective. The issue is made clear in the speech of Joseph McCarthy on Communists in 1950. The key point of the specific speech has been the following one: foreigners are considered as not being directly related to the American Economy.6 Rather, it is believed that the problems of the country are related not to foreigners but to the traitors activating across the country.7 It is explained that these traitors are likely to enjoy all social and political benefits across the country, such as the right to education and the right to housing, at

Law and Religion Essay Example | Topics and Well Written Essays - 3000 words

Law and Religion - Essay Example Religions are one of the Institutions of socialisation, having the influence on people and decide how the people think and live. It does not matter what religion you are belong to, the basic elements are same for all religion. The religion organizes its action around certain beliefs, practice and symbols. The religion is formed by the group of people who bearing similar belief and ideology. There are normally laws within the religion that guides the way the members of the religion should behave. Any member of the religion broken the law, it will be treated as sinful, and which leads to punishments some times. According to Ron Kurtus, Religion can be see as a theological, philosophical, anthropological, sociological and psychological phenomenon of human kind. Religion includes survival in harsh, environmental, moral and social rules, overcoming diseases and mysteries of life including life after death. Religion is a large and complex phenomenon. The root of the word religion is from t he Latin word â€Å"religare†, which means being bound. Religion also may embrace a conception of faith. Law is the social mechanism, which is used to maintain the social order. In other words, law may help to maintain the public order, so that the social and legal interactions can occur within the society. The law is a instrument for the resolution of disputes, social problems, security threat and issue in relation ship between individuals. Three basic components are consisting in the human nature; they are to live, to propagate and to dominate. Law is the parameter, which govern the behaviour of natural state of existence by the humanity. Relation between Law and Religion The law is important factor for the religion. The theoretical structure of the law is designed to support the religion and the religion has the impact of the law. The law accommodates, restrict or influence the religion. The law has the major role in maintaining public and social order. The law has also the specific role in relation to the moral order of the society. The law is the instrument for resolution of disputed between individuals without endangering public order. The law helps to the policy makers to respond to social problem. The lawmakers can use their power to exercise their law making power to change the rules to engage with social problems. The law may also been seen as set of rule regulating individual relationship. The law is the important mechanism for controlling state power in particular in securing the rights and freedom of the individual. This is a particular theme in relation to religious rights. The religious beliefs, identity and practices of individual have t he potential impact on the function of the legal system. And also the legal values have a strong influence on religious values. Law is using to keep order, resolve disputes, respond to social problem, regulate social relationship, control state power or empower individuals. Law is important factor in the religion, since it impinges on individual, community and organization. There are so many religion works in our society. The law makes enforce the law to protect the freedom of speech and racism etc. In the world we can see different countries fighting each other due to different religion and belief of the people in those countries. The interaction between law and religion is important for the society. The religion interest of an individual is not more than an explanation for their activities or spiritual needs rather than a distinctive interest of that individual. The lawmakers need to give weight to the right to individual autonomy, which may arise because an individual wishes to reject medical treatment that would be contrary to their religious beliefs. (Peter W. Edge, 17). Law important for Religion Law may be seen as one of many social instruments, which maintain the social order in the society. The law enforce the transition from an endless war of all against all, to a position

Teaching, planning and learning Essay Example for Free

Teaching, planning and learning Essay The school first opened its doors in 1958 with only 10 teachers who looked after a total of 222 pupils at that time. The new school was created from  several all-age schools from around the area of the small agricultural village. In 1976, the school was extended and now has over 800 mixed gender pupils age 11-16, mostly from working class backgrounds. Please refer to Appendix 1 on page 14, for a table that shows the attainment of pupils between 2011 and 2012. The Head Teacher states that the school will continually seek opportunities to develop personal, social, moral codes and independent thinking and learning skills that the pupils can apply to any given situation. The Ofsted Inspection Report (October 2012), regards this as a good school and that the recently appointed Head Teacher has given a vision for the future and has implemented considerable change in a short time. This has resulted in rapid, all round improvement within the school. The teaching group in which I will be discussing and evaluating in this paper is Year 8 Set 3 at KS3 level, in this class there are 30 pupils and two teaching assistants as well as the teacher. There is a strong gender balance and behaviour is okay overall. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. In this class, there is one SEN pupil with hearing difficulties and two vulnerable pupils who require extra support from the special support staff. Rationale Over a sequence of four lessons teaching fractions, percentages and decimals, a wide range of methods were used in relation to the particular group of pupils and the learning objectives. The structure of the lessons was taught generally in three parts, which consisted of a through the door starter, a main teaching and learning section and a plenary. At the beginning of each lesson, I settle the pupils down by telling them a mathematical joke related to the topic I am about to teach or by doing a  maths magic trick, which might include mental maths or using a calculator. Please refer to Appendix 2, for an example of a joke/magic trick and why this can be useful. I would then explain how to complete the starter if they had not already started to do so or if it was not self-explanatory. After the starter, I implement a literacy element into the lesson by selecting a few pupils to read the learning objectives out loud then they also have to write it into their books underlined with the date and level. I also display to them how I expect them to progress throughout the lesson using good, better and excellent as targets but I do not get them to copy this into their books as that has proven be time consuming. Bellamy (1999) supports the idea of learning objectives to be appropriately differentiated. Teacher praise is one tool that can be a powerful motivator for pupils. Surprisingly, research suggests that praise is underused in both general and special-education classrooms (Brophy, 1981; Hawkins Heflin, 2011; Kern, 2007), therefore I try to use praise as often as I can to reinforce good behaviour and build strong relationships with the pupils. I use an interesting method for questioning pupils whereby I have a jar of different coloured lollypop sticks with the pupils’ names on, so when I wish to ask a question it appears to be fair, random and it keeps the pupils engaged because I sometimes place the lollypop sticks back in the jar so the same person may get asked a question more than once. Sometimes, I might ask an open-ended question and aim it at the whole of the class, then ask the pupils to think about it independently or discuss it with the person sitting next to them, these questions usually involve problem solving. As well as questioning, there are several other methods, which can be incorporated into the planning of progress throughout a lesson for example, the use of mini white boards and traffic light cards, also getting the pupils to write a response in their books about how they feel about a certain topic. During this sequence of four lessons, there would usually be around 10-15  minutes of me teaching and the pupils listening, whereby the pupils may take notes and copy examples then the pupils would work quietly and independently to illustrate understanding. For those pupils who require a little more explaining, this would be a chance for them to receive some individual teaching from a member of staff in the class. I communicate to the teaching assistants when I would like them to walk around the class or hand out worksheets. Tracking pupils’ progress over time to inform the planning of teaching and planning teaching that is matched to pupils needs is key. Please refer to Appendix 3, for further guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Whilst the pupils are working independently, I would walk around the class systematically checking for progress making sure the pupils are setting their work out correctly and achieving the correct answers and also checking what speed they are working at, as some pupils work a lot quicker than others in this class. Therefore, I always have an extension worksheet or an additional task available of a slightly more challenging level. Rooney (2008) supports the need to provide extension work for the more able that will engage and challenge them, whereas Kompany (2005) believes pupils should be accelerated to the appropriate level earlier. I have used self-assessment and peer-assessment in these lessons whereby the pupils mark their own work or they swap books with the person sat next to them. I believe paired work for tasks and games is beneficial as the pupils can learn from each other. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. BECTA (2004) suggests that, using interactive whiteboards to enrich the teaching of mathematics and assist in managing the learning environment can be achieved by; the display and review of learning objectives and key vocabulary, save screens and move between them, remind pupils of materials covered in previous lessons, set up group work and discussion tasks, use the ‘hide and reveal’ features of the IWB software to work through the steps of a solution, provide a ‘count down’ for timed activities. I make use of ICT regularly in my lessons, whether it is a basic PowerPoint; one slide with the learning objectives on to save time; and interactive games on the white board. I always try to include a real life example into every topic I teach and this particular topic definitely has a functionality element to it as fractions, percentages and decimals are used in every day life even at the age of 12, the topic also links to other subjects such as science, food technology and business studies. As a plenary, I have used several methods, which I have found to be successful with this class for example exit cards or a GCSE exam question from previous papers. I believe that they get a real sense of achievement when they manage to complete a GCSE exam question because they are only in Year 8 and they are able to answer an exam question that they might get asked to complete in Year 11. I follow the schools marking policy using; WWW – what went well, EBI – even better if and MRI – my response is. This gives the pupils an opportunity to respond to feedback. Please refer to Appendix 4, to view an example of my marking and feedback. Pupils’ are expected to respond in the MRI section demonstrating communication between the teacher and the pupil. Evaluation Lessons in this school have sixty-minute duration; therefore I believe the three-part lesson structure to be substantial. Because of the age of the pupils, I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils also creating a little bit of fun and something to look forward to within the lesson, which in turn lead to better behavior and attitudes towards mathematics as a subject. It is also useful for practicing mental maths for improving skills like using a calculator. This approach may not be as  successful with a Year 11 class. In my experience, I have found it to be more effective to have the starter readily available for the pupils, either on their desks or on the board so that they are engaged as soon as they walk through the door and they are not waiting for pupils that are late. Please refer to Appendix 5, for an example of a st arter that is related to the topic in question and I usually display on the smart-board. Of course, starters do not have to be related to the topic all the time but in this case I used my starters to recap what we had covered in the previous lesson. Getting the pupils to read, listen and write the learning objectives is important for improving literacy which is important across the whole curriculum (old and new) and I do this at the beginning of every lesson for consistency, the pupils know what to expect and they enjoy being aware of what level or sublevel they are working at. I have developed my praising strategy by rationalising how and when I use praise because using praise excessively can lead to negative reactions from pupils not receiving praise even when they had ‘done their best’. Effective teacher praise consists of two elements: a description of noteworthy student academic performance or general behaviour and a signal of teacher approval (Brophy, 1981; Burnett, 2001). I have found the different coloured lollipop sticks method of questioning to be very successful as the pupils think it is a fair system but it isn’t entirely random, as I have actually coded the different sublevels of the pupils to th e different colours. For example, if I wanted to ask a hard question I would select a red stick which indicates the pupil is strong and confident but if I wanted to give a weaker pupil a confidence boost then I would select a green stick and ask a relatively easy question. This demonstrates an element of differentiation. The National Council of Teachers of Mathematics (NCTM) believes effective questions are an integral part of a successful mathematics classroom. Some research suggests that as much as 50 percent of classroom time is spent asking questions and eliciting responses. Instruction that includes questions during lessons is more effective in producing achievement gains than instruction carried out without putting questions to students. Please refer to Appendix 6 on page 18, for some reasons as to why we ask questions particularly in mathematics. I have made use of mini white boards, traffic lights cards and pupil feedback within these lessons. I prefer the use of mini white boards  compared with the traffic light cards because the cards can be very vague and some pupils tend to follow the trend rather than being entirely truthful, whereas the mini white boards are excellent for AFL because the answers are independent and more detailed so its easier to identify errors and areas for improvement. The Guardian (2014) describes how teaching assistants are a vital source of support for teachers and knowing how to manage them can be tricky. I have found that giving the teaching assistants ownership within the classroom has made it easier to get them onboard with my ideas. It is important to communicate with them; show class interaction; share decision-making; building on the TAs strengths and share feedback with each other. I have found support staff to be very useful in lessons, as they can provide individual teaching for pupils’ that may be struggling, they support SEN and vulnerable pupils, they are also more than willing to assist in handing out worksheets or collecting homework. The Department for Education states that, all children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. They should also be supported to make a successful transition into adulthood, whether into employment, further or higher education or training. Please refer to Appendix 7, for further information of how I have deployed support staff within lessons. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Please refer to Appendix 8, for a summary of how Ofsted outline formative and summative assessment. I have adopted a number of effective methods outlined by Black and William (1998), that have developed approaches to self and peer-assessment with the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; develop confidence and skills in judging their own performance and reflect on their work and that of others to learn how to improve it. I particularly like some of the additional uses of ICT that BECTA (2004) highlighted above and although I haven’t adopted some of the methods yet, I believe they would be very useful and I will be using them in future. But first, I will have to learn how to use these additional features of an interactive whiteboard and I will develop this during my next placement. Providing real life examples and relating functional skills to mathematics is important for supporting  the transfer of meaningful information at key transitional points and facilitating the setting of meaningful curricular targets that can be shared with pupils. The DfE state that functional skills aim to help people read, write, speak English and use mathematics at the level they need to function and progress both at school and elsewhere. Mathematics in everyday life refers to the way humans use math to complete certain tasks throughout the day, an example I used for this topic was: a person may use math when the y are out shopping and trying to calculate the total cost of the items they are buying after a 15% decrease in the January sale. I have found the use of exit cards or a GCSE exam question, as a plenary to be highly successful with this group due to their age. It appears to me that they actually enjoy writing on the little, colourful exit cards then handing them to me at the door as they leave. They are given a choice as to what they can write on the card, for example, they might write what they have learnt in the lesson or how they feel about the topic or they might write a question down for something they wish for me to address. This process allows me to assess for learning and plan how to progress in future lessons. As well as following the schools’ marking policy, I also provide additional oral feedback rather than relying almost exclusively on marking or written feedback in pupils’ books, and I help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback so that they can progress further. Overall, I have found most of my teaching methods to be effective and successful. The pupils’ have met their targets and achieved the learning objectives. I have adapted all the methods mentioned above and tried different approaches to establish this. In the future, I aim to satisfy the targets that I have set myself throughout the analysis to improve my teaching methods further. Review of Assessment Theory Ofsted (2013) outline, how effective assessment practice in mathematics is associated with systematic arrangements for actively promoting, monitoring  and recording pupils’ progress; also that it is used as a teaching tool for judging attainment. Teachers should review pupils’ progress closely as part of daily classroom practice, involving pupils in the assessment of their own strengths and weaknesses and provide feedback. According to Black and William (1998), effective formative assessment is a key factor in motivating learning and raising pupil standards of achievement. Formative assessment, is most effective when it: is embedded in the teaching and learning process; sharing learning objectives with pupils; it helps pupils to know and recognise the standards to aim for; it provides feedback for pupils to identify what they should do to improve; it involves teachers and pupils reviewing their performance and progress and it can involve pupils in self-assessment. For example, pupils’ marking and reviewing their own work. The provision of effective marking and feedback on work can raise pupil achievement; this use of assessment information is beginning to promote effective practice in mathematics. It is suggested that some teachers feel that they are spending a large amount of time marking but it seemed to have little impact on pupils’ subsequent work and that they would prefer to provide more oral feedback rather than relying on written feedback in pupils’ books. Teachers can overcome this challenge by helping pupils’ to develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback. (Ofsted reports, 2013) For pupils to learn effectively, they need to identify any gaps between their actual and optimal performance. Many approaches to self and peer-assessment have the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; to develop confidence and skills in judging their own performance; and reflect on their work and that of others to learn how they can improve. (Hawkins Heflin, 2011) Kern, L. Clemens, N. H. (2007), highlight that due to recent changes to strategies, many good mathematics teachers make effective use of assessment data to set targets for individual pupils. This process is particularly effective when two targets are set with the higher one being more ambitious  than the prediction based on the data. The aim is for pupils to have an idea as to where they are in the process and where they are heading and what is possible if they are ambitious. In mathematics, Bellamy (1999) states that the most effective targets set for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors); discussed with pupils and expressed in a form that they can understand; relatively short-term and subject to regular revision and retained where they are accessible to pupils. To summarise, formative assessment is that undertaking the assessment constitutes a learning experience in its own right, for example; writing an essay or undertaking a class presentation, can be valuable formative activities as a means of enhancing knowledge as well as for developing research into mathematics, communication, intellectual and organisational skills. Formative assessment is not often included in the formal grading of work, and indeed many believe that it should not be. In contrast, summative assessment is not traditionally regarded as having any intrinsic learning value. It is usually undertaken at the end of a period of learning in order to generate a grade that reflects the student’s performance. The traditional unseen end of module examination is often presented as a typical form of summative assessment. But Black and William (1998) recommend: Frequent short tests are better than infrequent long ones. We have highlighted two important points from this differe ntiation. Firstly, there is no reason why only summative assessment should be included in any formal grading of pupil progress and performance, it is perfectly appropriate to have elements of formative assessment as part of the final grade as well. The second point is that the distinction between formative and summative assessment may be a false one. Whilst some elements of assessment may generate a greater formative learning experience than others, it can be argued that all forms of assessment have some formative element. For example, students undertaking a degree course where assessment consists of written assignments and end of module examinations will over the period of the course improve their examination technique, this is a formative learning experience. Perhaps  instead of becoming overly concerned with whether an assessment is formative or summative in nature it may be better to see various types of assessment as a continuum of the formative learning experience. In conclusion, research indicates that improving learning through assessment depends on five simple factors: the provision of effective feedback to students; the active involvement of students in their own learning; adjusting teaching to take into account res ults of assessment; a recognition of the profound influence assessment has on the motivation and self esteem of students; and lastly the need for students to be able to self assess themselves and understand how to improve. But at the same time, there are several other inhibiting factors, these include: the tendency for teachers to assess quantity of work and presentation rather than quality of learning; giving greater attention to marking and grading (much of it tending to lower the self esteem of students rather than provide advice for improvement); some teachers feedback to students often serves social and managerial purposes rather than to help them learn more effectively; and teachers not knowing enough about their students’ learning needs. The characteristics of assessment that promote learning, are highlighted by Ofsted as follows: it is imbedded in a view of teaching and learning of which it is an essential part; it involves sharing learning goals with students; it helps students know and recognise the standards they are aiming for; it involves students in self-assessment; it provides feedback which helps students recognise their next steps and how to take them; it is underpinned by confidence that every student can improve; and it involves both the teachers and students reviewing and reflecting on assessment data. If a teacher can adopt all or most of these characteristics into their assessment techniques then they are sure to be outstanding. The ways in which a teacher can achieve this in the classroom, when assessment is being used to help learning is through observation – this includes listening to how students describe their work and their reasoning. Questioning – using open-ended questions, phrased to invite students to  explore their ideas and their reasoning. Setting tasks in a way that requires students to use certain skills and apply ideas. Asking students to communicate their learning through drawings, actions, role-play, brainstorming key concepts, as well as writing. Discussing words and how they are used. Please refer to Appendix 3, for guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Analysis of Summative Assessment Task According to Glickman et al (2009), summative assessment refers to the assessment of the learning and summarises the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarise learning up to that point. The test may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment. Black and William (1998) agree that, frequent short tests are better than infrequent long ones. This is the approach I have adopted for this summative assessment task. The summative assessment task that I have designed is aimed to check for knowledge, understanding and learning of the topic mentioned in the rationale. The medium term plan I set myself for this topic was to teach fractions, percentages and decimals, over a sequence of four lessons. Year 8 – Set 3 have mathematics on their timetable twice per week, therefore I was able to cover the content in two weeks. I informed them at the end of the fourth lesson that was on a Thursday, that they would be getting tested on Tuesday so they were aware that they were having a test to cover the content from the last four lessons. Hence, giving them a chance to revise over the weekend rather than overwhelming them on Tuesday. The areas covered in the four lessons and also included in the test are: simple percentages that can be calculated mentally, using a calculator to  work out percentages (including percentage increase and decrease), and to be able to convert between fractions and decimals. Please refer to Appendix 9, for a copy of the Summative Assessment and Answers. The instructions given on the day of the task were: use a calculator where appropriate for example, to calculate fractions/percentages of quantities/measurements, calculate percentages and find the outcome of a given percentage increase or decrease and please work silently and independently. There are 30 pupils in this class including one SEN pupil with hearing difficulties and two pupils’ that have recently been moved up from Set 4. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. At the end of the task, I was able to mark the test and give them a grade at the end. Please refer to Appendix 10, for a copy of my anonymous class list with the grades awarded included. In these anonymous pupil records, we can see that the SEN pupil is highlighted in yellow because they were absent on the day of the test and the target level is below average; the gifted and talented pupils’ are highlighted in green and by analysing the target grades we can establish that they may not necessarily be gifted and talented in mathematics, but rather in other subjects like Art, Dance and Physical Education. Althoug h, a few of them have met their targets grades which are above average. The majority of the class met their target grades and a lot of them improved upon their target grade as I expected. All the questions in the test relate to real life and the only question that they all made errors on was finding 17.5% and then adding it back on because it was VAT, even though I’d given them a little clue by typing cost in capital letters. As well as marking and awarding a grade, I also make use of target stickers at the end of any assessment so that pupils’ know and recognise the standards they are aiming for and it provides feedback which helps students recognise their next steps and how to take them. Please refer to Appendix 11, for an example of a target sticker that I might use at KS3 level. I tend to provide oral feedback as well rather than relying exclusively on marking  and written feedback. I found it difficult to decide on the assessment criteria for the marking and feedback on this given piece of work (for example, whether or not presentation is to be judged). So I decided to use the target grades as a guide to developing a mark scheme, which related to the test and the results as a percentage e.g. if they achieved 70% in the test then they would be awarded a grade 6A. It was difficult to determine these boundaries because the test was quite short and partly biased because it was only testing one topic in mathematics and they had all weekend to revise. There was potential for them to score over 90% and this wouldn’t be the case in an end of term test where many topics are combined into a longer test. This is one point that could be amended to improve the quality of this assessment in the future. Ofsted outline the characteristics of assessment that promote learning, to be imbedded in a view of teaching and learning of which it is an essential part and involves sharing learning objectives and goals with pupils. I have found the task to be successful in helping me determine the level of the pupils’ attainment and progress in mathematics. I believe that frequent short tests will over a period of time improve their examination technique, which is a formative learning experience. Black and William (1998) agree that, constantly assessing demonstrates confidence that every pupil can improve; and it involves both the teachers and pupils’ reviewing and reflecting on the assessment data. Assessing Pupils Progress at Key Stage 3 is vital to tracking pupils progress over time to inform the planning of teaching matched to pupils needs and gathering diagnostic information about the strengths and areas of development of individual pupils’ and groups of pupils. Appendices APPENDIX 1 The school are determined to close the achievement gap by ensuring that any pupils at risk of underachieving are identified early and support and intervention is provided for these pupils. In particular those pupils that are on FSM or classified as LAC. The following table shows the attainment of all pupils in Year 11 including those who were ‘looked after’ or on free school meals. The brackets show the number or percentage of students on free school meals and or who are looked after. (FSM and or LAC)/ All Pupils 2011 2012 No. of pupils in Year 11 (GCSE) (7)/126 (4)/140 % gaining 5+ A*-C in both English and Maths (57)/67 (25)/68.5 % gaining 5+ A*-C English (57)/69 (50)/75 % gaining 5+ A*-C Maths (100)/83 (50)/76 APPENDIX 2 Mathematical jokes relating to the topic: Who invented fractions? Henry the 1/8th! I believe five out of four people have trouble with fractions. There are three kinds of mathematicians those who can count and those who cant. Math Magic / Number fun / Maths Tricks: Trick 1: 2s trick Step1: Think of a number. Step2: Multiply it by 3. Step3: Add 6 with the getting result. Step4: divide it by 3. Step5: Subtract it from the first number used. Answer: 2 Trick 2: Any Number Step1: Think of any number. Step2: Double the number. Step3: Add 9 with result. Step4: sub 3 with the result. Step5: Divide the result by 2. Step6: Subtract the number with the number with first number started with. Answer: 3 Trick 3: Any three digit Number Step1: Add 7 to it. Step2: Multiply the number with 2. Step3: Subtract 4 with the result. Step4: Divide the result by 2. Step5: Subtract it from the number started with. Answer: 5 I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils, it created a little bit of fun and something to look forward to within the lesson, which in turn lead to better behaviour and attitudes towards maths as a subject. It is also useful for practising mental maths or for improving skills like using a calculator. APPENDIX 3 Assessing Pupils Progress (APP) in Mathematics Assessing Pupils Progress is a structured approach to pupil assessment in Key Stage 3 to support teachers with: making judgements about their pupils attainment, keyed into national standards developing and refining their understanding of progression in science gathering diagnostic information about the strengths and areas of development of individual pupils and groups of pupils tracking pupils progress over time to inform the planning of teaching planning teaching that is matched to pupils needs supporting the transfer of meaningful information at key transitional points facilitating the setting of meaningful curricular targets that can be shared with pupils and parents APPENDIX 4 Marking example WWW:You understand and can write a percentage/fraction/decimal in either form in order to compare values. You can also calculate a percentage of a quantity and use this to increase or decrease a value. EBI:When calculating a percentage increase/decrease of a quantity you use the multiplier method. Your work is excellent/good/satisfactory. MRI: (response to feedback from the pupil) APPENDIX 5 Starter related to percentages Find 10% of the following: a)  £300b) $200 c) 50gd) 30p e) 45pf)  £64 g) $32h) 12g APPENDIX 6 Why Ask Questions? The following is a partial list of the questions that teacher Peggy Lynn asked during her two lessons on direct and inverse variation. As you read each question below, think about Peggys purpose in asking it. Ask yourself, Why did she ask that question? How did you come up with your estimation? When you say pattern, what kind of pattern are you referring to? And what does that + 1 on the end mean? Any questions so far? Why did you do 100 ï ¿ ½ 100? You seem pretty certain of that. Why do you think its not [a direct proportion]? So how many gallons would there be in 920,000 barrels? Could a direct variation have a negative slope? If you have zero drops, how much area should you have? What just happened there, when you doubled your volume? What about if you made the area of the base get smaller and smaller, your diameter got smaller and smaller. Whats going to happen to the height of your water? Questions in the math classroom serve a variety of purposes, from increasing student comprehension and clarifying student thinking, to aiding in social development. The following list gives many of the reasons teachers ask questions. To involve students in the lesson by letting them share ideas that provide clarification and a deeper analysis of problems Example: You seem pretty certain of that. Why do you think its not [a direct proportion]? To provide assessment of what students know to help guide  instruction Example: Why did you do 100   100? To enhance retention of important information and to provide increased understanding of the major mathematical skills and concepts. †¨Example: If you have zero drops, how much area should you have? To aid in classroom management by redirecting discussions, making sure that students comprehend directions, and checking for understanding. (Many questions in this category are not prepared in advance teachers ask them as the need arises .) †¨Example: Any questions so far? APPENDIX 7 Deploying support staff Communication Be clear and specific: dont assume that your TA knows what you want them to do. Think about how you would feel walking into a lesson and trying to decipher what to support the pupils with while listening to the teaching segment. Its hard to manage all of this at once, especially because you were on break duty and missed the first seven minutes. Not all teachers have dedicated time to share and discuss lessons with their TA. But its essential to discuss your lessons plans, expectations, focus children and so on; this will help you build a relationship with your TA and enable them to anticipate what you and the pupils will need throughout the year. Class interaction Empowering your TA to be active in lessons not only enables them to raise their profile in the classroom, but also allows you to develop an engaging environment. Involve them in lessons and build a rapport where you can bounce off each other during sessions. The teachers and teaching assistants roles are different but both are important and your TA might have more experience in the school or with children. Be sure to acknowledge this, always speak in a professional way and when there is conflict, clear the air  and address the issue. Decision-making Allowing your TA to make independent decisions that are in line with your classroom rules and behavioural strategies is very empowering. Facilitating this will help keep the class running smoothly and promotes a team approach to teaching. As well as the benefit of building a good working environment, in the event that you are out of class for NQT time, off sick or on a course, you know that your classroom systems are being sustained, giving your pupils consistency, which is particularly vital in a primary classroom. Build on your TAs strengths Ask your TA about their hobbies, experiences and what they would like to do in the classroom. This will give you a great insight into their strengths, skills and interests. Over time you will find that building on your TAs skills and strengths will enable you to get the best out of them, to the benefit of you and your pupils. Also be aware that an increasing number of TAs are graduates and have very valuable transferable skills. Feedback Everyone benefits from feedback and your TA is no different. Give them details about what works well, remain positive and give clear requests. Make sure the feedback is constructive and help your TA to see the bigger picture of what you are trying to achieve in your setting. If you would like to find out more, Maximising the impact of teaching assistants by Anthony Russell, Rob Webster and Peter Blatchford is well worth a read. Fundamentally, be conscious of planning for your support staff, it will empower them and allow you to have a greater impact on your pupils. APPENDIX 8 According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Formative assessment, or ‘assessment for learning’ is most effective when it: is embedded in the teaching and learning process   shares learning goals with pupils helps pupils to know and to recognise the standards to aim for provides feedback for pupils to identify what they should do to improve has a commitment that every pupil can improve  involves teachers and pupils reviewing pupils’ performance and progress involves pupils in self-assessment. Five key changes to marking and feedback:  decrease the use of extrinsic rewards (house credits) as a number of pupils reported negative reactions to not receiving rewards even when they had ‘done their best’ provide more oral feedback rather than relying almost exclusively on marking and/or written feedback in pupils’ books help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback decide on the assessment criteria for the marking and feedback on a given piece of work (for example, whether or not presentation is to be judged) be clear about whether to get pupils to correct their own work based on what purpose it will serve for a given piece of work. The most effective targets set by or for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors) discussed with p upils and expressed in a form that they can understand relatively short-term and subject to regular revision Bibliography Akin-Little, K. A., Eckert, T. L., Lovett, B. J., Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362. Sources: Black, P., Wiliam, D. Inside the black box: Raising standards through classroom assessment, www.kcl.zc.uk/depsta/education/publications/blackbox.html Black, P., William, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–74. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32. Burnett, P. C. (2001). Elementary students preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581. Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2009).Supervisi on and instructional leadership: a developmental approach Allyn and Bacon, Boston, MA. Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co. Hawkins, S. M., Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108. Kern, L. Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. http://www.learner.org/workshops/algebra/workshop7/teaching.html#4