The World Oil Market Assignment Example | Topics and Well Written Essays - 1000 words

The World Oil Market - Assignment Example A tight harmony among gracefully and request can prompt significant expenses that cause both higher uses for shoppers and higher earnings for makers. In financial aspects, expendable assets for the most part adhere to the standard that the pace of development must rise to the pace of enthusiasm for request to arrive at industry harmony. In any case, because of the capricious character of future oil flexibly and request conditions, oil costs don't by and large adhere to this standard. More often than not, it displays backwardation wherein future costs are lower than current ones. Future interest is difficult to anticipate on the grounds that it is hard to predict changes in vitality advances and it takes a very long time for customers to change to different assets should costs go off the rooftop. Then again, speculation is costly and unsafe and it takes some time before creation gracefully goes to high limit. Oil costs additionally carry on suddenly since the market is receptive to th eoretical weights, operational requirements, and political conditions. Storm Katrina, by lessening fuel supplies (which is predominantly gotten from unrefined petroleum), became one sensational factor that caused oil costs to soar in 2005. The tempest diminished oil creation, transportation, and refining limit - it incapacitated significant oil and gas pipelines that conveyed supplies down from the Gulf Mexico and brought down seaward oil stages. Force blackouts likewise messed up oil and petroleum gas appropriation in numerous territories. The huge drop in provisions caused oil costs to rise. Furthermore, purchaser desire added to the interest part. With the tropical storm impeding oil creation and limiting supplies, they anticipated that costs should rise. They quickly expanded the interest by purchasing gas, planning to top off their tanks before costs begin to rise. Scaled down flexibly and expanded interest caused oil costs to increment drastically, as appeared in the chart und erneath: 3. Dissect the structure of the world oil showcase and recognize what sort of market structure it has.â The world oil advertise structure is oligopolistic since the market is overwhelmed by a set number of providers. An industry is supposed to be oligopolistic if not many flexibly most of the yield and if those providers are related. In oil creation, around 50 percent of the yield and 70 percent of the stores are constrained by a cartel. Creation is dealt with by both the general population and private divisions. Notwithstanding, oil creation is only one part of the market-changing over and refining it to other customer items is another aspect of the complete world oil industry, one which has its own elements and guidelines. Overall flexibly and request decide oil costs, with incredible impact from OPEC. On the flexibly side, OPEC gives a large portion of the world's gracefully and typically goes about as a semi-cartel, affecting oil costs by keeping up abundance limit. I t additionally attempts to keep up oil costs at its objective level by setting standards or creation limits for its individuals. Then again, non-OPEC providers have commonly restricted stores and normally carry on as value takers. OPEC's strategy as of late is to control raw petroleum inventories and holds in devouring countries so as to adjust the market.

Evaluation of TV show or movie Essay Example | Topics and Well Written Essays - 1000 words

Assessment of TV show or film - Essay Example Be that as it may, as the new scenes are publicized, the characters which we have allocated to every character is by all accounts invalid when various accidents at the firm arisesand the characters are on a passionate exciting ride, uncovering their actual selves to the crowd. Despite the fact that on a superficial level, the sequential frameworks the show having relentless and apathetic characters yet contribution of one youthful and thoughtful partner lawyer make them question their ways, drawing out their vulnerability and emotions and inspiring their faithfulness which makes all the women in the crowd spout out â€Å"Oh my God, Harvey is such a darling!†. Henceforth, Suits delineates unwaveringness, trust and dependability as a medium to accomplish an accomplishment and not just skill. Played by a talented entertainer Gabriel Macht, Harvey Specter is a narcissistic and dispassionate man whose primary concern is winning for which he can do anything, yet as we approach season two we see that to keep his partner, Mike Ross - who doesn't free the qualification from the activity, in the firm he goes to incredible length by taking steps to find employment elsewhere if the child got terminated, which delineated the consideration he had for his partner. Besides, in the mid of the equivalent seasonin a basic circumstance where Harvey is to be disbarred on the allegation by his foe for covering confirmations, he collaborates with the firm’s previous overseeing chief Daniel Hardman (who again engages in the firm after his better half passed on), whom he see as an adversary, instead of deciding in favor of Jessica’s choice of attending a court date since that would risk everybody in the firm, indicating his devotion and pledge to the association. Also, in a simil ar way it is uncovered in the forthcoming season that being in organization of his partner; Harvey is beginning to esteem those things, which at first were irritation to him. Moving to the female driving character, Jessica Pearson is a hard lady who will go to any length to keep her family name on the mass of the firm

How Long Does It Take to Get a Ph.D. in Psychology

How Long Does It Take to Get a Ph.D. in Psychology Student Resources Print How Long Does It Take to Get a Ph.D. in Psychology? By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on September 27, 2019 Ariel Skelley/Getty Images   More in Student Resources APA Style and Writing Study Guides and Tips Careers Are you thinking of earning a Ph.D. or other doctoral degree in psychology? Before you begin your academic journey, it is a good idea to take a look at just how long it will take you to complete your degree. The amount of time it will take can depend upon a variety of factors including your chosen specialty area, the program you select, and the course load you are able to take each semester. A doctorate-level degree in psychology is required to work in many job areas, including as a licensed clinical psychologist or counseling psychologist. According to the American Psychological Association, a  doctorate degree is also often required in fields such as school psychology or health psychology. So how long does it take to get a Ph.D. in Psychology? First, it is important to realize that the degree requirements can vary depending upon the field that you decide to pursue. A Ph.D., or Doctor of Philosophy degree is not necessarily your only option. In some cases, you might want to also consider the Psy.D. (Doctor of Psychology) or the Ed.D. (Doctor of Education) degree options. Which Type of Degree Should You Get? How do these degree options differ? A Ph.D. in Psychology tends to focus on a research-based model of education. People with a Ph.D. in Psychology are qualified for a wide range of teaching, research and clinical positions in colleges, universities, hospitals, government offices, and private mental health practices. The Psy.D. degree option generally focuses on a practitioner-based model of education. Individuals with a Psy.D. degree can also teach or conduct psychology research, but they frequently work in applied settings to provide direct mental health services. Finally, there is also a third doctorate option that you might also want to consider depending on your career goals. If you are interested in working as a school psychologist or in a related educational field, the Ed.D., or Doctor of Education, is a possible option. How Long Will It Take to Get a Doctorate Degree? The length of time required to earn your degree depends on upon a variety of factors, including the type of degree you have selected, your educational background and the individual doctorate program in which you have enrolled. Generally, if you have a strong background in psychology and have completed all of the necessary prerequisites, you will be able to finish your doctorate sooner than students who have not taken the prerequisite courses. Be sure you have a clear idea of what you want to do with your psychology degree once youve completed it. Do you want to teach, or is research more appealing to you? Are you interested in seeing clients, or are you planning to combine your training in psychology with another field, such as law or medicine? An accredited university should be able to provide guidance on whatever your career goals in psychology are. Ph.D. in Psychology Most Ph.D. programs require at least 5 to 7 years to complete. In addition to regular coursework, you may also be expected to complete an internship or supervised residency. The program usually culminates in completing an original research project or dissertation. Psy.D. Degree Most Psy.D. programs require between 4 to 6 years to complete. According to the APA, programs conferring the Psy.D. degree focuses on  the application of psychological science, usually in the form of service.   EdD. Degree Most Ed.D. programs require between 3 to 5 years to complete. It is important to note that many applicants to Ed.D. programs already hold a masters degree in a related field, while applicants to Ph.D. and Psy.D. programs often begin their program of study with a bachelors degree. A Word From Verywell No matter which type of degree you decide to pursue, earning a doctorate degree in psychology requires a significant investment of time, money, and effort. Because of this, it is important to carefully consider your goals before deciding on a graduate program. You should also consider whether you need a doctorate or if masters might be more appropriate. Despite the years of work involved, earning your Ph.D., Psy.D., or Ed.D. can be well worth the effort. The U.S. Bureau of Labor Statistics suggests that workers with a doctoral or education specialist degree in clinical, counseling, and school psychology will find the strongest job opportunities.

Analysis Of John Stuart Mill s The Republic Essay

The basic and most expedient definition of Morality is to know the distinction of right from wrong. The old clichà ©, â€Å"let your conscience be your guide† have enabled men to make the ethical decisions. The following story illustrates how manipulation, deceitfulness, and lies were used to for one’s personal advantage. One little girl underhandedly uses her sister’s innocence to elude punishment. The seven year old victim learns an important lesson in betrayal. One philosopher believes one possesses moral values if his decisions produces desirable results, not only for personal benefit but for attaining universal happiness as well. Another supposes that morality should be an â€Å"act of duty,† attesting it is our responsibility to abide by the moral laws and that the â€Å"will is good if the intentions are good† (Nance, Michael. These men have somehow set the tone that facilitated how man comport himself in civilization. Without Kant’s Categorical Imperative, John Stuart Mill’s Utilitarianisms, or even Plato’s The Republic, society may not have cultivated to the refined people we have become. The Great Betrayal I do not claim to be perfect or that I have never told a lie. To make such claims would prove immoral to say the least. Yet, I may have extended my lunch hour and attributed the inconvenience to a brazen captain at the front gate or claimed the girl at the register was new and in training, thereby, thwarting my chances of returning to my duties in time. Surely, such pettyShow MoreRelatedWhat Have Theorists Meant by Liberty? Essay example1589 Words   |  7 Pagesmore liberty when compared with many of the less developed Arab nations. Theorists have studied the concept of liberty for centuries and there have been a number of different definitions, from people like Machiavelli to more modern theorists like Mill. It is the fundamental value that allows people to make decisions for themselves in civilised society. Without liberty, people would live in a situation where every last detail of their lives is dictated to them by government or society. We wouldRead MoreSpeech On The Freed om Of Speech3338 Words   |  14 Pages  Freedom of speech is the right to communicate one s opinions and ideas. The term freedom of expression is sometimes used synonymously, but includes any act of seeking, receiving and imparting information or ideas, regardless of the medium used. Governments restrict speech with varying limitations. Common limitations on speech relate to libel, slander, obscenity, pornography, sedition, hate speech, incitement, fighting words, classified information, copyright violation, trade secrets, non-disclosureRead MoreThucydide vs Plato on The Good Life Essay1927 Words   |  8 Pagesprescribe justice over self-interest. 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Andrew Hanssen Received: 10 January 2008 / Accepted: 27 May 2008 / Published online: 20 March 2009  © Springer-Verlag 2009 Abstract Until modern times, most women possessed relatively few formal rights. The women of ancient Sparta were a striking exception. Although they could not vote, SpartanRead MoreThe Impact of Derivatives on Cash Market21543 Words   |  87 Pagesmovements) by buying and storing grain in periods when they forecast a shortage.2 John Stuart Mill (1871) elaborated on this idea, explicitly observing that speculators play an important role in stabilizing prices.3 Because they buy when prices are low and sell when prices are high, speculators improve the intertemporal allocation of resources and have a dampening eï ¬â‚¬ect on seasonal price ï ¬â€šuctuations. Similarly, Mill observed, local price ï ¬â€šuctuations are reduced as 2 3 Book IV, Chapter 5. Book

Literary Origins, Cultural Relevance, And Documentary...

Rebecca Holland Visual Anthropology Dracula and Friends - Literary Origins, Cultural Relevance, and Documentary Techniques in the Cinematic Space of the American Vampire Film Beginning with a debut in American cinema in 1927 (1), the vampire has enjoyed a long and illustrious cinematic sojourn that has tracked a number of changes in his or her appearance, demeanor, personality, style of undeath, and relationship to humankind. At first an intimate invader, then a source of terror to be loathed and feared, the vampire has morphed into a rather sympathetic creature, romanticized and even envisioned as the ultimate lover in modern day film and literature. The cinematic methods with which the vampire has been depicted, and the light in which he has been cast are heavily influenced by the political and cultural climate of the age in which he has been incarnated (2). Moreover, those methods, when viewed through the anthropological lens, correlate with methods used to create the documentary space in visual anthropology. In this paper, I will be providing a brief overview of the vampire s debut in British literature in 1819, and the Orientalist influence that ultimately led to an inextricable link between the primitive exotic and the lord of vampires himself, Dracula, in Bram Stoker s 1897 novel. I will then look at the vampire s presence in American cinema, and discuss a few culturally relevant reasons for the vampire s journey from admired companion, to fearedShow MoreRelatedMass Communication5882 Words   |  24 PagesThe academic mass communication discipline historically differs from media studies and communication studies programs with roots in departments of theatre, film or speech, and with more interest in qualitative, interpretive theory, critical or cultural approaches to communication study. 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Particularly revealing are Spodek’s discussions of the influence of prominent urban planners and architects— including Le Corbusier and the Chicago School—urban preservation and the city as the locus of global cultural development, and the ways in which slums and shanty towns have morphed into long-term homes and viable communities for perhaps a majority of urban dwellers worldwide in the last half of the twentieth century. Broadly conceived and remarkably comprehensive

Visualizing Iran Through Satrapis Persepolis Essay

Visualizing Iran It is debatable that most people of western societies especially here in the U.S share a common perspective about the country of Iran having a reputation for terrorism and Islamic fundamentalism. In the media today, Iran is accused of having nuclear weapons and various politicians have made references to its contribution to the constant violence in Iraq. The information that we absorb everyday from news reports adds to our biases and enhances our negative opinions of Iran as a country. Through the help of the media, people of our culture stereotype the Iranians based on an ethnocentric viewpoint without developing a clear sense of understanding or the reasons behind their beliefs. In the graphic novel Persepolis, the†¦show more content†¦In other occasions, Satrapi uses several interactions between her family members to illustrate an environment similar ours. In a series of dialogues involving Marji’s uncle Anoosh, he tells her bedtime stories and speaks of his divorc e. Bedtime story telling from my perception is more of a westernized cultural norm and so is divorce. Satrapi chooses these scenarios involving Anoosh to present a fitting glance at her family’s acceptance to western culture. Among her family, she creates an atmosphere in relation to any that can easily be found in our society today. Not only does Satrapi create environments similar to that in which we might have found ourselves in, she aides us in visualizing these scenes through the imagery of the actual events. She uses this strategy to accurately project her desired viewpoint of the Iranian society to her audiences. Marji recounts, â€Å"Thousands of kids, promised a better life, exploded on the minefields with their keys around their necks† (102). In the picture that follows, a clear picture is painted into the reader’s mind of the scenario as the children can be seen with their keys still around their necks as they are killed. Many of our society’s youth today are being sent overseas to do battle in war fronts in places such as Iraq and Afghanistan. Similar to the keys handed to the Iranian youths, our young soldiers are

Born To Run free essay sample

Are we as humans truly â€Å"born to run†? If this is true, why do we need orthotics, knee supports, fish oils/supplements, ice packs, and top of the line name brand running shoes? Christopher McDougall asks exactly that in his journey to find the answer to these questions. His journey begins with his own simple question: â€Å"Why does my foot hurt? † Now, I’m sure this is a question we all have when it comes to running. Whether it’s your feet, shins, or knees†¦ none of which should really be an issue according to McDougall. He discovers this fact after visiting a couple doctors in the beginning of his story. The first of these doctors instructs him to buy $150 custom orthotics, and even pricier running shoes just in order to run properly, but later tells him that his body isn’t â€Å"made† for running, and recommends that he should stop entirely. The next visit McDougall makes, runs along the same lines as the previous one, until he hears of another doctor that finally takes the time to sit down with him, and actually video tape a recording of his running performance. She then plays the video back for him, in slow motion, so that he can fully grasp what exactly it is that he is doing wrong when running. He watches â€Å"in disgust†, saying that his legs sloughed along and his back was hunched over and he described himself as â€Å"flopping around like a fish on a hook†. It wasn’t until this realization that McDougall really understood what it was that he was failing at when it came to his â€Å"relaxing† sport of running. It’s not that he wasn’t â€Å"born to run†, it’s that he didn’t understand how to. He needed to comprehend the mechanics of running, make his body flow more easily, and relax his form as opposed to the clenched, rigid, and thundering form he had originally possessed. Christopher McDougall is actually a writer for the Men’s Health magazine, and in his studies for athletic performance, he ran across data stating that, â€Å"eight out of ten runners are hurt every year, doesn’t matter if you’re a natural runner or not†¦ running is the fitness version of drunk driving [and] each foot strike causes force on your legs of twice your body weight†. This information alone would scare away anyone from the sport of running. According to this information, it seems that people are running for the sake of losing weight and because they feel that they have to run, not necessarily because it is a relaxing, stress relieving activity. McDougall noted that the sport of running â€Å"ignites† from time to time, it becomes more and more popular when devastating events occur to a population. Events such as these induce a fight or flight adrenaline rush where the population â€Å"runs for fear†. He cites many examples such as the Great Depression, the Great American footrace (which caught fire in the seventies), the Vietnam War, and it especially became common after the crippling events of September 11, 2001, where trail running and adventure racing, statistically became largely popular again. It is our nature as humans to possess survival instincts such as running. McDougall decided to take a trip after experiencing these newfound facts about his desire to run, and heard of an ancient Mexican tribe given the name, the Tarahumara. Spanish conquistadors invading Mexico bestowed this name upon them, but their original name was the Raramuri, which meant, â€Å"the running people†. McDougall met a man by the name of Caballo Blanco who talked with him about tales and secrets, and told him what he knew of the Tarahumara. The two ran into some trouble along the way, experiencing the Zetas, in the â€Å"death mobile† and barriers with communicating. However, McDougall quickly learned that not only did the Tarahumara have amazing athletic capabilities, but they could essentially run ultra marathons with ease, without hesitation and on the thinnest handmade sandals. There were stories and records of these people running hundreds of miles at a time and because of this, he labeled the tribe the â€Å"Shao Lin monks of running† because of the grace, serenity and ease they run with, but then refuted the statement by stating that they drank like every day was new year’s eve, and all they ate was ground corn and barbequed mouse. McDougall realized that it’s not necessarily that the Tarahumara drank, or only ate what they could find, but that their technique for running and their form of flowing from step to step in a natural barefoot way was ultimately the best and most efficient way for a human body to run. He begins training with them, finding his own balance of foot strikes and body movement, and in time decides to train up for a fifty-mile ultra race of his own. McDougall begins to contemplate why we as humans have developed and adapted to endurance type running. He comes up with many theories, of which are, that humans eventually moved out of forests and into the deserts, then had to learn and adapt to physical hunting down their prey, and that we run because we fear. With this data, he composes his â€Å"endurance running hypothesis†. McDougall composed this book incredibly well, and at times it was a bit long winded, but I learned from what he had to say and the experiences he shared with the reader. He is an extremely intelligent, accredited man, but his story makes it relatable to the reader, saying that he injures himself in running just like any other regular Joe. Ultimately, I did learn a lot of data and general information from reading Born to Run, I learned that in order to perfect my form in running, maybe all it takes is for someone to tell or show me what it is that I am doing wrong, so that I can fix the issues. On the other hand, I have run barefoot and in minimalist shoes before, when the trend really started up again, a couple of years ago. It felt wonderful and natural for a while, and I would run barefoot everywhere, but when I donned my minimalist shoes, it was painful and with the training we do in ROTC, I could not continue to wear them, so I have taken up shoes with a smaller drop, in hopes of helping to improve my running capabilities like the Tarahumara.

Cost Sheet Paper Essay Example

Cost Sheet Paper Essay Cost Accounting Chapter Module-1 Introduction to Cost Accounting Definition Cost: Generally cost refers to all expenses incurred in producing a product or rendering service. But, from the cost accounting point of view â€Å"Cost is a normal sacrifice of resources in the creation of product or services†. Costing: Costing is defined as â€Å"the technique and process of ascertaining cost of a given thing†. According to CIMA it is defined as â€Å"the establishment of budgets, standard, costs and actual costs of operations, processes, activities or products and the analysis of variances, profitability or the social use of funds†. Cost Accounting: Cost accounting is defined as â€Å"the process of accounting for cost from the point at which expense is incurred or committed to the establishment of its ultimate relationship with cost centers and cost units. The institute of Cost and Works Accountant ICWA defines â€Å"Cost accounting is the technique and process of ascertainment of cost. Cost accounting is the process of accounting for cost, which, begins with recording of expenses or the basis on which they are calculated and end with preparation of statistical data. Cost Accountancy: Cost accountancy is used to describe the principles, conventions, techniques and systems which are employed in a business to plan and control the utilization of its resources. It is defined as â€Å"the application of costing and cost accounting principles, methods and techniques to the science, art and practice of cost control and the ascertainment of profitability. It includes the presentation of information derived there-from for the purpose of marginal decision making†. Cost Centre: Cost centre is defined as â€Å"a place or location or machine or person or thing for which cost can be ascertained†. It is the segment of ctivity or area of responsibility for which costs are accumulated†. Cost Unit: Cost unit is defined as â€Å"a unit of a product or service or combination of them in relation to which costs are ascertained or expressed†. Objectives of Cost Accounting: The main objectives or purposes of Cost accounting are as follows: 1. Ascertainment of Cost: It enables the Management to ascertain the cost of product, job, contract, services etc. The cost is calculated, by aggregating expenses subject to certain concepts and conventions. 2. Analysis of Cost: Total cost is broken down into several constituent parts according to some basis for eg. We will write a custom essay sample on Cost Sheet Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Cost Sheet Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Cost Sheet Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Material labour expenses. The detail information about these parts helps to know the significance of each in the total cost. 3. Cost control: The object is to minimize the cost of manufacturing, comparison of actual cost with standards, reveals the discrepancies, variances. If the variances are adverse the management enters into investigation so as to adopt corrective action immediately. 4. Reduction of cost: Reduction of cost refers to the permanent reduction in the cost of a product or service without impairing the quality and without affecting the purpose for which it is intended to be used. Due to an instance competition in the market, the management has little scope to vary the sales price. In such situation, it becomes necessary to look into the activities that reduce the cost component. 5. Fixation of selling price: Cost accounting provides cost information on the basis of which selling prices of products or services may be fixed. In periods of depression cost accounting guides in deciding the extent to which the selling prices will be reduced to meet the special situation. 6. Guide to business policy: Cost accounting aims at serving the needs of management in conducting the business with more efficiency. Cost data provides guidelines for various managerial decisions, like make or buy, selling below cost, utilization of idle plant capacity, introduction of a new product etc. Functions of Cost accounting In order to pursue the objectives cost accounting is expected to perform the following functions. 1. Cost book keeping: It is a process of recording the relevant transactions to facilitate ascertainment of cost various accounts are maintained according to the principles of cost accounting. 2. Cost Analysis: This is the function of establishing the relationship between the cost and the various determinants of cost. It involves the determination whether a cost is direct cost or indirect cost, normal cost or abnormal cost etc. It serves costing objective. 3. Cost control: This is the function of establishing relationship between what should happen and what has happened. Cost accounting facilitates preparation of standard cost and their comparison with actual cost and the analysis of variances to their causes and remedial measures. 4. Cost Comparison: This is the function of comparing cost of alternative prospects, proposals, plans and actions. This comparison helps to take the right decision at crucial point of time. . Quotations: Another important function of cost accounting is to measure or scientifically estimate the cost of a job or work order to quote the price. Getting the order depends on the appropriate quotations, lower price may fetch more order and higher price may fetch less order. 6. Cost Planning: This is the function of planning involved in accounting for cost every cost segmen t or element should be properly planned and incurred accordingly. The overall planning of the organization should flow down to the level of incidence of cost in order to achieve the goal. . Cost Budgeting: This is the function of facilitating to formulate the cost budgets; the budget sets the overall limit of expenses and the cost information guides to be within the set frame works. Advantages of Cost accounting: Following are the advantages of Cost Accounting: 1. Action against Unprofitable activities:- It reveals unprofitable activities, inefficiencies such as wastage of materials and wastage of resources, inadequate utilization etc. The management is able to concentrate on profitable jobs and consider change or closure of the unprofitable jobs. 2. Facilitates Decision Making: It provides necessary data along with information to the management to take decision on any matter relating to the business. 3. Assists in fixing prices: The various types of cost accounting are much helpful in fixing the cost and selling price of a product. 4. Improve Efficiency:- Through the standard cost and budgetary control remedial action can be chosen in order to improve the efficiency and implement new principles. 5. Facilitates Cost Control: It facilitates cost control possible by comparisons, product wise, department wise or firm wise. 6. Establishes Standard Cost: It enables the managers to find out the cost of each job and to know what it should have cost. It indicates where the losses and wastes occur before the work is finished. 7. Inventory Control: It enables the management to have an effective system and check on all materials and stores. 8. Prevents Fraud: An effective costing system prevents frauds and manipulation and supplies cost data to the management. 9. Tool of Management Control: It provides systematic and comparative reports to the management and in turn corrective measures can be applied immediately. 0. Measuring Rods: It records the performance of different groups of workers, plant, and machinery etc for measuring their comparative efficiency. 11. Future prospects: The cost accountant not only provides the present trend but future prospects also. 12. Budgeting: As cost accounting reveals actual cost, estimated cost and standard cost of products, preparation of budget is easy. Disadvantages or limitations Cost accounting 1. ) In cost accounting many judgments are biased and depend on the individual discretion. 2. It is based on various assumptions leading to wrong conclusions in some cases. 3. ) It is expensive and can be adopted only in big companies and not suitable for small concerns. 4. ) It lacks uniformity in application. 5. ) Post apportionment may be arbitrary. 6. ) Different types of costs are required for different purposes. 7. ) Determination of standards is subject to fluctuations leading to suspicion. |FEATURES |FINANCIAL ACCOUNTING |COST ACCOUNTING | |1. Distinction |Transactions are recorded for a definite period |Transactions are identified with cost units | |Period/Amount | | | |2. Coverage of transactions |It covers transactions of the whole firm pertaining to |It covers only a part of the transactions namely | | |business- complete |manufacturing, sales service etc partial | |3. Purpose |It prepares to show the final results during a particular |It aims to guide the management for proper planning, | | |period to owners, outsiders etc |control and decision making | |4. Efficiency |The overall results of the business can be revealed by p l|It analyzes the profitability and un-profitability of | | |account but results of each dept. cannot be known as such |each department so that corrective measures can be | | |corrective measures cannot be taken. taken. | |5. Material control |It does not tell us the inefficiencies of material handling |It provides a system of good inventory control through| | |as the figures are available in aggregate |a prescribed procedure for purchases, storage issues | | | |etc. | |6. Transaction |It deals with external transactions |It deals with internal transactions | |7. Dealings |It deals with actual facts and figures |It deals partly with actual facts figures partly | | | |with estimate | |8. Classification |It makes no distinction between controllable and |It makes clear distinction between controllable | | |uncontrollable or fixed and variable costs |uncontrollable or fixed variable cost. The cost can | | | |be reduced to the minimum. | |9. Stock |It is valued at cost price or market price whichever less |It is valued at cost | | |is. | | |10. Relative efficiency |It does not reveal the relative efficiencies of workers, |It provides information of all operations and can | | |plant, machineries etc. compare with standard cost deviations can be | | | |analyzed for corrective actions. | |11. Legal requirements |They are kept as required by Co’s Act, I. T. Act etc |These accounts are generally kept to meet the | | | |requirements of the Management | Financial Accounting versus Cost Accounting . Methods of Costing Following are the important methods of costing: 1. Job Costing: It is defined by ICMA London as â€Å"that form of specific order, costing, which applies where work is undertaken to customer’s special requirements. † It means and applied to an industry, which produces a definite article against individual orders from customers. This is a system of costing where the items of cost are traced for specific jobs or orders. This type of costing is suitable to printing press, repair shops, furniture manufacture etc. 2. Contract Costing: The method of contract costing is applied where the job is big and of longer duration. For each individual contract separate accounts are kept and costs are ascertained. It applies to the concerns like construction of roads, bridges, buildings etc. 3. Batch Costing: A batch may represent a number of small orders partly in batches through the factory. The unit of cost is a batch or a group of identical products. The total cost of a batch is ascertained and the same is divided, by the number of units in the batch, so as to know the cost per unit. 4. Multiple Costing: It means combination of two or more of the above methods. This system of costing is adopted in manufacturing concerns where a variety of parts are produced separately and later assembled into a final product. It is also known as composite costing. One system of costing cannot be applied due to the fact each component differs from the other in respect of material in manufacturing process. 5. Process Costing: It applies to industries where production is carried on through different stages (process) before becoming a finished product. The output of each process becomes the input of the next process. Finished products are obtained at the end of each process. The method of ascertaining the cost of each such processes and the cost per unit at each process is known as process costing. 6. Single Output or Unit Costing: Under the method production is continuous and units are identical. By preparing a cost sheet the cost per unit is arrived at by dividing the total cost by the total number of units produced. 7. Operating Costing: This method is used by those industries, which render services instead of producing goods. This system is adopted where expenses are incurred for provision of services. For eg. Transport companies, Electricity co’s, Railways etc. 8. Departmental Costing: It is a method of cost finding adopted to ascertain the cost of operating a department or a cost center separately. Techniques of costing 1. Historical Costing: It refers to the ascertainment of cost after they have been incurred. For example the expenditure on building, which is still in use? 2. Standard Costing: Standard cost is predetermined cost. The costs are determined in advance of production. Standard performance is said in terms of cost and actual costs are compared with the standards. 3. Uniform Costing: It is a system of costing which are adopted by the undertaking for all its products. This system enables inter-firm comparisons. 4. Marginal Costing: This system of costing differentiates between fixed cost and variable cost, Under this system the cost is ascertained for producing excess of a unit of a commodity. The cost that is saved by decreasing the production by one unit is called marginal cost. Cost Classification There are various ways of classifying cost, each classification serves a different purpose. Important classifications are given below. 1. ) Functional Classification: On this basis costs are classified into the following groups. a. ) Manufacturing Cost: Also named production cost or factory cost. This is the cost of the sequence of operation, which begins with supplying material, labour and services and ends with the completion of production. Examples of Manufacturing Cost are materials, wages, power, lighting etc. . ) Administration Cost: This is the general administration cost and includes all expenditure incurred in formulating the policy, directing the organization and controlling the operations of an undertaking which is not directly related to production and selling and distribution functions. Examples: Office rent, postage, legal expenses, audit fees, directors remunera tion. c. ) Selling and Distribution Cost: Selling cost is the cost of seeking to create and stimulating demand and of securing orders. Examples:- Advertising, Salaries Commission of Sales men, Showroom expenses etc. Distribution cost is the cost of sequence of operation, which begins with making the packed products available for dispatch, and ends with and ends with making the reconditioned returned empty package for reuse. Examples; Carriage outwards, Packing cost, Operating cost of delivery vans, Wearhousing etc. 2. ) Classification according to variability or cost behaviour:- a. ) Fixed Cost: These costs remain fixed in total and do not increase or decrease when the volume of production increases or decreases. Ex; Rent, Managerial salaries etc. b. ) Variable cost: These costs fluctuate in proportion to the volume of production. In other words when volume of output increases total variable cost also increase and vice versa. But the variable cost per unit remains fixed. Ex. Direct material cost, Direct wages, Power etc. c. ) Semi- Variable Cost or Semi Fixed Cost: There are certain items of cost which are partly fixed and partly variable, these are termed as semi fixed or semi variable cost. Ex. In case of telephone expenses, there is a minimum rent and after a specified number of calls, charges are according o the number of additional calls made. Thus telephone costs are semi fixed. Other examples :- Depreciation, Indirect labour, repairs and maintenance etc. . ) Classification of Cost into Direct and Indirect Direct Cost:- Direct costs are those which are incurred for and may be conveniently identified with a particular product, process or department. Cost of raw materials used and labour employed in the manufacture of a product are common examples of direct cost. Indirect Cost: Indirect costs are general c ost and are incurred for the general benefit of a number of cost units, processes or departments. These costs cannot be conveniently identified with a particular cost unit or cost center. Depreciation of machinery, lighting, insurance, materials used in repairs etc. re common examples of indirect cost. 4. ) Classification according to Controllability. a. ) Controllable Costs: These are the costs, which may be directly regulated at a given level of management authority. Variable costs are generally controllable by departmental heads. Examples; Cost of raw materials may be controlled by purchasing in large quantities. b. ) Uncontrollable Costs: These are those costs which cannot be influenced by the action of a specified member of an enterprise Fixed costs are generally uncontrollable. Examples; It is very difficult to control cost like factory, rent, managerial salary etc. Other classification 1. ) Conversion Cost: The cost, which, is incurred to convert the raw material into finished product is called conversion cost. 2. ) Opportunity Cost: This is the benefit foregone for having selected one alternative use against another for eg; the benefit lost for not having selected a project, which gives an income of Rs. 10, 000/- as against a product selected which gives an income of Rs. 12, 000/-. 3. ) Imputed Cost: [Hypothetical Cost]: This type of cost is neither spent nor recorded in the books of account For ex. Interest on capital, Rent on freehold Premises etc; are notional costs. These types of costs are not actually incurred but are to be considered in making decision but in costing they are charged while ascertaining the cost of a product. 4. ) Replacement Cost: It is a cost of replacing a material or product in current market. 5. ) Sunk Cost: A cost which was incurred or sunk in the past and is not relevant to the particular decision, making, is a sunk cost. For ex. :- the expenditure on building which is abundant. 6. ) Out of Pocket Cost : The cost which involves the cash outflow due to a particular management decision is called out of pocket cost for ex. Depreciation 7. ) Shut down Cost: It refers to the cost which continue to occur even after the shutting down of the plant or temporary stoppage of production activities such as salary of workmen, Rent, Depreciation etc. Cost Sheet: A cost sheet is a statement showing the detail of various elements of cost in the manufacture of a product. It is defined as a document, which provide for the assembly of the detailed cost of a cost center or cost unit. A cost sheet provides the split up of cost as prime cost, works cost, cost of production, cost of goods sold and sales. A cost sheet will reveal the cost per unit and well as total cost Elements of Cost: The following chart shows the various elements of cost. Material LabourExpenses Direct IndirectDirect Indirect Direct Indirect Prime Cost Overhead Factory OH AdminveOH SellingDistribn. OH Direct Material + D. Labour + D. Expenses = Prime cost Prime Cost + Factory OH = Factory Cost Factory Cost + Administrative OH = Cost of production Cost of prodn + Selling Distrn. Exp. = Cost of sales Cost of Sales + Profit = Sales In the books of †¦.. Cost sheet for the period of †¦.. Particulars |Amount |Amount | |Opening stock of Raw-material |Xxxxx | | |Add: Purchase of Raw-material |Xxxxx | | |Less: Closing stock of Raw-material |Xxxxx | | |Raw-materials consumed | |Xxxxxx | |Add: Direct Wages | |Xxxxxx | |Add: Direct Expenses | |Xxxxxx | |Prime Cost | |Xxxxxx | |Add: Factory Overhead | |Xxxxxx | | | |Xxxxxx | |Add: Opening stock of Work-in-progress | |Xxxxxx | |Less: Closing stock of Work-in-progress | |Xxxxxx | |Works Cost/Factory cost | |Xxxxxx | |Add: Office and Administration overhead | |Xxxxxx | |Cost of Production | |Xxxxxx | |Add: Opening Stock of Finished goods | |Xxxxxx | |Less: Closing stock of finished goods | |Xxxxxx | |Cost of goods sold | |Xxxxxx | |Add: Selling and distribution overhead | |Xxxxxx | |Cost of Sales | |Xxxxxx | |Profit/Loss | |Xxxxxx | |Sales | |Xxxxxx | The cost is composed of three elements- Materials, labour and expenses. Each of these elements can be direct and indirect that is direct material and indirect material, direct labour and indirect labour, direct expenses and indirect expenses. Direct Material: Direct Materials are those materials, which can be conveniently identified with and allocated to cost units. Direct materials generally become a part of the finished product. Ex. Leather in shoe making, cloth in garments, timber in furniture. Direct Labour: Direct labour cost consists of wages paid to workers directly engaged in converting raw materials into finished products. These wages can be conveniently identified with a particular product, job or process. Wages paid to a machine operator is a case of direct wages. Direct Expenses: These expenses are also known as chargeable expenses, include all direct cost other than direct material and direct labour that are specially incurred for a particular product or process. Ex. Cost of special moulds patterns, Royalties, higher charges of plant for a particular job etc are direct expenses. Prime Cost: The aggregate of direct material cost direct labour cost and direct expenses is termed as prime cost. Overheads: Overhead is the total of all indirect expenses. It is defined as â€Å" the aggregate of indirect material, indirect labour, and indirect expenses. Overhead is also known as on cost, supplementary cost, burden etc. OH thus consists of three elements namely:- Indirect material, Indirect labour, and Indirect expenses. Indirect Material: They are those materials which cannot be identified with individual cost unit. These are generally minor in importance. Ex. Coal, Lubricating oil, Sand paper, soap etc. Indirect Labour: It is of general character and cannot be conveniently identified with a particular cost unit. Indirect labour is not directly engaged in production but only indirectly assists in production operations. Ex. Peon, Watchman Supervisor etc. Indirect Expenses: All indirect costs other than indirect materials and indirect labour cost are termed as indirect expenses. These cannot be directly identified with a particular job, process, or work order and are common to cost units and cost centers. Ex. Rent rates, Insurance, depreciation, Power, Cartage, Advertising etc. Overheads are classified into production overhead, administration OH, Selling and Distribution OH. Production OH:- It includes all indirect costs which are connected with the manufacture of a product. It is also known as Manufacturing OH or Work OH. Ex. Factory rent, Coal, Depreciation of plant, power, grease, oil, lubricants etc. Office or Administrative OH: These are the OH’s incurred in the General management and administration of the enterprise. Ex. Office rent, Office lighting, Audit fees, Ofice printing stationery. Selling and Distribution OH: Selling Oh’s are incurred in promoting sales and securing orders. Ex. Advertisement expenses, Salaries of salesmen, Showroom expenses. Distribution Overhead include all expenditure incurred from the time the product is complete and put in storage for despatch until it reaches customers. Ex. Upkeep and running cost of delivery vans, packing cost, wearhousing cost, carriage outwards etc. Installation of a Costing System Cost accounting is an independent system, many advantages are derived to the organization from the system. In the wake of computer invention the scope of the system is enlarged. Certain expenses are incurred to install this system. The advantages of this system would outweigh the expenses to be incurred, in the long run. Not only the big firms even the small firms can develop this system in a simple and small way. Proper care should be taken to see that the system is installed properly. Otherwise it may become a burden to the company. The extent of the requirement complexity of the system depends on the objectives of the management. It must not only meet the internal needs but also the external needs such as legal requirements, Government and the industry. The installation of the costing system requires the following steps to be taken: 1. Preliminary investigations should be made relating to the technical aspects of business. 2. The organizational structure of the business should be studied to ascertain the scope of authority of each executive. 3. The methods of purchase, storage, and issue of materials should be examined and modified as per the requirements. 4. The existing methods of remunerating labour should be examined. 5. Forms and accounting records should be so designed so as to involve minimum clerical labour and expenditure. 6. The size and layout of the factory should be studied. 7. The system should be effective in cost control and cost reduction. 8. Costing system should be simple and easy to operate. 9. The installation and operation of the system should be economical. 10. The system should be improved gradually. Total Cost Overhead

The eNotes Blog Scholarship Spotlightâ€February 2016

Scholarship Spotlight- February 2016 Every month, we select some of the best scholarships around and post them here on our blog. When you are ready to apply, check out our tips on  How to Write a Scholarship Essay. Visit   Essay Lab  if you’re looking for a writing expert  to review and provide feedback on your scholarship or college application essays! Buick Achievers Scholarship Program Amount: Up to $25,000 per year, renewable for up to four years (50 recipients) Eligibility:  Applicant must be a high school senior, high school graduate, or a current postsecondary undergraduate student enrolled full-time in undergraduate study at an accredited four-year college or university. Applicant must be majoring in (or planning to major in) a course of study that focuses on Engineering, Technology, or select Design or Business related programs of study. Requirements: Electronic application.  You may wish to gather the following information that will be necessary for the application: A list of your work experience and involvement in school and community activities Your transcript of grades (online transcripts must display student name, school name, grade and credit hours earned for each course, and term in which each course was taken) Your parents/guardians financial information from their most recently filed tax return or your own financial information if an independent student. Due Date: February 29, 2016 at 5:00pm EST. Learn more and apply The Levin Firm Scholarship Amount: $1,000 Eligibility:  Applicant must be attending college or planning on attending college or graduate school in the near future. Requirements:  In order to apply, applicants must submit a 500+ word essay on the following topic: Teen drivers account for a disproportionate number of motor vehicle crashes. While the reasons for this are varied, some observers believe that raising the minimum driving age would help address this issue, while others believe it would simply make the riskiest drivers on the road a little bit older. With whom do you agree and why? Due Date: February 15, 2016 Learn more and apply Create-A-Greeting-Card Scholarship Amount: $10,000 Eligibility: Scholarship contest is open to all high school, college and university students enrolled at any time during the latter half of 2015. Applicant must be a legal residents of the 50 United States, the District of Columbia, and U.S. territories. Requirements: Applicant must submit a photo, artwork or computer graphic for the front of a greeting card.  Designs should be appropriate for business and  consumer use. Due Date: February 25, 2016 Learn more and apply AFA Teens for Alzheimers Awareness College Scholarship Amount: $5,000 Eligibility: Applicant must be a high school student who will be entering an accredited four-year college or university within 12 months of the deadline. Requirements:  Applicant must submit an essay on a topic related to Alzheimer’s disease. Due Date: February 15, 2016 Learn more and apply

Application of Nursing Theory Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Application of Nursing Theory - Research Paper Example The aim of this paper is to provide a core reflection of what nursing entails and do the comparison of their values and images of nursing and the one written down by theorists. The nursing theory has many issues that the report will show in steps that are having finer details on the main topic. From the literature available, it is clear that the role of the nurse is not easily illustrated by the theorists from within the profession failing to agree on the exact nature of nursing. In cases, that the nursing models are using the base for the practice and development of nursing knowledge is increasingly bringing the issue of critics and questions by nurse scholars for not providing realistic descriptions of nursing. Studies show that the way forward is to develop the region of nursing knowledge, as this will make nurses to clear their operations. A general theory of nursing or a general model in nursing that combines the whole profession is to ignore. This statement brings a point on the basis that the variety in nursing prevents the emergence of an overall theory of nursing. The nursing theory provides an idea from which to define what of the nursing, to describe whom, specifically clients of nursing and the time that the nursing activities are done. There is also the identification of the boundaries and the goals of nursing therapeutic operations. In this case, theory is a very important principle to effective nursing practice and research. The idea of professionalism in nursing has been in the rise steadily through the development and using of nursing theory (Algase, 2008). The idea of nursing theory develops in order to describe the process and occurrence of the nursing concept. The nursing theory clearly separates nursing from other areas of disciplines and operations that elaborate the purposes of prediction, explanation and controlling favorable results of nursing care operations. The core purpose of the theory in the scientific arena

Sociology (Love, Friendship and the Intimate Sphere) Essay

Sociology (Love, Friendship and the Intimate Sphere) - Essay Example This means that love can grow between straight men and women as well as the homosexual and heterosexual individuals. This, in the world of present times, is quite a common occurrence. However the aspect of intimacy can take a U-turn when relationships start getting sour and there are heartbreaks left, right and center which mark the breaking up of these relationships. First we need to understand what the intimate sphere is all about before delving any further into the regime of love, affection and relationships. The intimate sphere speaks volumes of the manner in which intimacy is documented through the physical demonstrations of love, making out and kissing in public and even when the two love birds are alone. [Gordon, 1993] It also means that the two individuals feel strongly about each other so much so that they cannot spend their time without each other’s company. The social and cultural values seem to encircle the intimate sphere in entirety and this cannot be denied its due right in the related scheme of things. An unfortunate thing that has stepped into this intimate sphere is in the form of violence and violent activities being carried out between the members who are in a relationship which suggests that since they feel strongly about the whole linkage, there is an element which tells them from within to go against the norm and sho w hatred, for the time being or forever in one way or the other. What we need to understand is the fact that love means providing comfort and solace to each other rather what we witness these days is more of a violent activity where more and more love means more violent activities happening at different levels and in different relationships as well. It is rightly stated that violence is indeed the companion of the intimate relationships and the same do exist in close proximity of each other, much to the dismay of pure and ever lasting regimes based on love and

Behaviour Management for Motivation

Behaviour Management for Motivation In this assignment, I will be examining the ways that teachers manage the behaviour of their classes in a manner that encourages motivation. I will look at how difficulties in class are dealt with by observing lessons in low attaining sets. By observing lessons in low attaining sets I hope to see a range of different difficulties being dealt with such as the levels of confidence, resilience of the students and what techniques teachers use to engage their pupils which I may not find as easy to observe in the higher attaining sets. As well as this, by limiting myself to observing similarly attaining sets I hope to be able to compare the lesson observations more easily. I will be reviewing existing literature around this topic before observing several lessons to find out whether my findings are congruent with the existing literature or not and attempt to draw conclusions from what I find that might benefit my own practice. In my literature review I will look at the areas of motivation and behaviour management separately before drawing the ideas together with the use of pertinent sources to apply to low attaining sets and the ways in which a teacher might best motivate and encourage their class to learn. Then, using an existing observation form focusing on classroom management I will make notes on both teacher and student actions, dispositions and other classroom events. Behaviour management   Ã‚   Teacher Strategies Methods of managing classroom behaviour has been moving away from punitive in recent years and more towards positive behavioural strategies (Mitchell Bradshaw, 2013). Mitchell and Bradshaw (2013) found that the positive reinforcement from the teacher fostered a constructive and supportive classroom environment for the students which Oxley (2015) adds to when she talks about building relationships between students and staff which she posits is highly important to have in regards to behaviour management with more challenging students. Whilst Department for Education. (2016) advises that it is within the rights of a teacher to impose sanctions on students for misbehaving in school, Oxley (2015) suggests that the most effective strategies are those that include the student in decisions made about behaviour management as opposed to a decision imposed purely by the teacher on the student. Oxley (2015) believes that subsequent punishments may in fact cause more problems than they solve leading to a never-ending cycle of misbehaving and punishment. Oxley (2015) argues that sanctions are a form of extrinsic motivation to change student behaviour yet it is intrinsic motivation which is far more likely to lead to long term benefit which is a point that Murayama, Pekrun Lichtenfield (2013) also agree with, going on to saying that while extrinsic motivation, which could be sanctions or rewards for the students, may have an initial impact but it is intrinsic motivation that leads to long term benefit. Along a similar vein, R eeve et al. (2004) found that extrinsic incentives may essentially circumvent students inner motives, potentially acting detrimentally to existing intrinsic motivation, when coupled with pressuring language. Setting Hallum and Ireson (2007) found in their study of teachers opinions that there was strong agreement with the idea that setting groups made behaviour management easier. Furthermore, when compared with another strong agreement with the opinion that a different approach is necessary when teaching the less able pupils compared to the more able. Some potential reasons for this could be that the level that these lessons are being pitched at is suitable to more students in turn keeping them engaged. According to Reeve et al. (2004) engagement is a predictor of achievement which also matches with the results of a study run on 15-year-old students using eye tracking software (Sajka Rosiek, 2015). An argument that they put forward was that part of the reason that the lower attaining students scored lower was due to them not being engaged with the work, based on their eye positions and movements throughout. All together this implies that there could be difficulty with engaging the whole class of students in a mixed ability group which, as stated by Hallum and Ireson (2007), heavily relies on teacher skill in order to be a successful lesson. It is also worth being aware that in the study run by Hallum and Ireson (2007) it was teacher responses that were tallied and as such is entirely self-reported opinion based which means that it may not be the most reliable source or appropriate to use beyond inferring teacher opinions. Lower attaining groups Some teachers report that behaviour for engagement can be more of an issue in low attaining groups (Hallam Ireson, 2005). By looking at the findings of Reeve et al. (2004) which states that student engagement is directly relatable to consequent achievement. Seifert (2004) discusses the self-worth theory of achievement which states that some students may be attempting to protect their own self-worth and suggests that some students may be failure avoidant which can inhibit the willingness to attempt work and can result in negative statements about themselves as well as less sophisticated strategy usage (Dweck, 1986). The statistical analysis performed by Sund (2009) on a group of more than 80000 Swedish high school students found that lower attaining students performed better when placed with higher achieving students whereas the higher achieving students were observed to have had no significant difference. Motivation in the classroom Murayama et al. (2013) defines motivation as a process which instigates and sustains a goal directed activity. Murayama et al. (2013) goes on to conclude that motivation is key when looking at pupils academic growth. Intrinsic and extrinsic motivation Reeve et al. (2004) performed a study where teachers were encouraged to try to support student independence in learning as a method to building motivation. Extrinsic motivation was to be minimised and instead the students were encouraged to seek out the answer more independently relying on more intrinsic motivation which led to more engagement by the students. Seifert (2004) believes that students who are efficacious such as they were being encouraged to be in the study by Reeve et al. (2004) are more likely to have positive attributes such as being strategic, self-regulating as well as being more metacognitive which he argues may increase confidence in their own work. Additionally, Seifert (2004) when referencing Dweck (1986) mentions that some students who are not displaying self-efficacy may display failure avoidance which can act to sap motivation to try and is indicative of low levels of resilience. The effect of confidence on motivation Dweck (1986) found that the level of student expectation of good future results and attainment were not always correlated. This means that just because a student is confident it does not mean that they will necessarily achieve higher results in fact when directly comparing high and low confidence students Dweck found that the lower confidence students performed better than the high confidence ones. In opposition to this, Sheldrake, Mujtaba and Reiss (2015) posit that overconfidence may still be a positive trait as this may indicate a greater level of resilience in students. Sheldrake et al. (2015) go on to explain that in their findings the level of student confidence was significantly associated with student GCSE maths grades as well as how likely they were to take Mathematics at A level. In a test on motivation using eye tracking equipment, Sajka and Rosiek (2015) found that those who underperformed versus those classed as gifted (Sajka Rosiek, 2015) spent significantly less time looking at the questions which they took as meaning that the underperforming students were less motivated which could mean that some may have been less confident and were acting in a failure avoidance fashion. Observed motivation across subsections Several obvious factors exist that can affect levels of motivation from one group to another. Oyserman (2013) informs us that in their studies they found that for some students from lower income backgrounds education can be affected by identity based motivation. Oyserman (2013) goes on to explain this as students from low income backgrounds can stereotype their own academic ability based on the achievements of others in their peer groups which may lead to a situation where succeeding at school is not congruent with the self-identities that they are forming as they go through adolescence, looking at their future adult selves (Oyserman, 2013). Elmore and Oyserman (2012) discusses when activities feel identity congruent. They argue that when an activity feels identity congruent to a student then any difficulties engaging in the task lead to said task appearing more important making any effort invested valuable, the task is not pointless or impossible. This was demonstrated in studies ru n by Destin and Oyserman (2010) on secondary students, of whom all participants were aged between 11 and 13, when they found that students with aspirations for future careers that were education dependent as opposed to education independent put more effort into their schoolwork which overall resulted in better results for them. In a different study that aimed to affect the identity based motivation of a group of 12-13-year-old girls and boys Elmore and Oyserman (2012) showed boys and girls graphs showing graduation success for either their own gender or no gender identified at all. This study resulted in the students expressing more academic goals which Elmore and Oyserman (2012) postulate is down to a more school focused self-identity which, if correct and representative, shows the malleability of pupils self-identity at this age. This showed the students displaying some identity congruence (Elmore Oyserman, 2012). Despite this the study conducted by Sheldrake et al. (2015) showed that in general girls had less confidence than their male counterparts which was not displayed in results at GCSE or A Level. Conclusions I believe that the main point to take from this literature review is that the link between behaviour management and motivation is all about engagement. That through positive reinforcement for decent behaviour, developing positive relationships with the students in the class and encouraging student autonomy in lessons to encourage intrinsic motivation as methods of behaviour management the teacher is well on their way to establishing engagement and motivation from their class. Moreover, having a motivated and engaged class leads to better results in the long run. As well as this, low levels of motivation and engagement can lead to behaviour issues. Identity based motivation can be very detrimental to students in lower attaining sets and perhaps is the reason why, when placed with higher attaining students, the lower attaining performs better. The presence of higher attaining students in that set and thus presence in that peer group may alter the lower attaining students self-view. Alternatively, it could also be very beneficial when looking to progress students and help them to become more aspirational. When students do not see a good reason to do the work then it can seem pointless which can demotivate them which is why it is so important to frame work in a way that lets them see that time spent attempting the work is time is productive and beneficial to them and will be so for them again later in life. While extrinsic motivation does have a place in the classroom it is most effective when used positively, for instance in praise and to boost student confidence. When it comes to confidence it seems that higher confidence is a positive trait as it can imply greater resilience in students but at the same time does not always indicate that a student is attaining higher. Introduction The observations that I will be assessing and comparing to the literature review took place in a Hampshire 11-16 mixed comprehensive school. It has a lower than National average number of pupil premium students but a higher than average number of students from service families, owing to the adjacency of an RAF airbase. The number of maths grades A*-C was 86% (The Robert Mays School, 2015) which is significantly higher than the National average of 63% (The Guardian, 2015). All mathematics classes in this school are setted from the time they arrive. In this section I will attempt to synthesise and assess these observations along with the findings of the literature review with the aim of improving my practice. Observation One was taken by Teacher A for Class A; Observation Two was taken by Teacher B for Class B and Observation 3 was taken by Teacher C for Class C. Assessment The presence of a behaviour policy such that is recommended by the government (Department for Education, 2016) was evident across these observations in details such as classroom organisation in the availability of equipment should students be unprepared as well as the use of both praise and sanctions in all lessons observed. Since all of the classes that I observed were setted the benefit found by Sund (2009) of having a mix of higher attaining students in the class along with lower attaining students to increase performance of the lower attaining was not possible to observe. However, the teachers may have profited from finding these classes easier to teach as opposed to mixed ability groups (Hallum Ireson, 2005) potentially allowing them to put more time during lessons into teaching and engaging more students on an individual basis. Hallum and Ireson (2005) also found that in mixed classes a lot of time had to be spent in advance in preparing more differentiated resources meaning that time was potentially being saved both in and out of the classroom. Alternatively, as Hallum and Ireson (2005) took in teacher opinions this may be subject to some level of inaccuracy. Additionally, while identity based motivation (Destin Oyserman, 2010) could be beneficial in assessing these classes and would certainly have an impact on motivation in these lessons, without having taken this information before the lessons I observed and using it to inform my observation, it has limited value. It could be argued that a broad overview of the class demographics could be made based on the pupil premium information for the school (The Robert Mays School, 2015) but this may not have been representative of the individual classes that I observed. In Observation 3 there was a student who volunteered an answer in front of the class. Whereupon he got the answer wrong he began behaving in a negative manner eventually receiving sanctions for his now disruptive behaviour. I think that it is possible that in getting the answer wrong the students confidence dropped, demotivating the student leading him to become disengaged with the lesson. When compared with what Sheldrake et al. (2015) says about how a high level of confidence can be indicative of greater resilience, I posit that in this case the opposite was in effect here and it was this students low level of resilience that led to his disengagement and ultimately his behaviour. A point might be made here that the students intrinsic motivation to find the answer had diminished leading to disengagement. The student became continuously more and more disruptive to the lesson whereupon the teacher began to apply extrinsic motivation in the form of sanctions. This concurs with what was posited by Oxley (2015) in that students can end up in negative cycles of punishments and further behaviour issues as well as what Murayama et al. (2013) says about how extrinsic motivation can be short lived which again was what was observed in the lesson. The use of sanctions in this case did not result in the student re-engaging for any length of time before becoming disruptive again. Although, it could have been that the student was being influenced by other stimuli that I was not aware of. What Reeve et al. (2004) states about how engagement leads to more positive behaviour can be seen by comparing Observations 1 and 2 to Observation 3 where the two former lessons had greater engagement throughout resulting in the better behaviour of these classes. One way in which they were different to the third observed lesson was in the questioning. Both teachers A and B would engage with students through questioning more, expecting longer answers and staying with the students when they were incorrect whereas Teacher C would move on to another student when an incorrect answer was given which I have previously postulated was linked to the disengagement of that student. In viewing each class only once, judging the level of intrinsic motivation in the students was difficult to quantify. But, from the questioning displayed by teachers A and B in their lessons it seems that the phrasing they used was encouraging students to think about the problems and the solutions as opposed to being told how to find it. The engagement of classes A and B was certainly higher than in Class C which I believe is partly down to the transitions. Class C had a more continuous task through the whole lesson allowing a more leisurely pace whereas in Class B the teacher had very quick transitions keeping momentum and maintaining engagement. This higher pace of work could have been keeping students engaged by giving them a feeling of progression through the lesson which Sheldrake et al. (2015) says can be the case but adds that it requires teachers to know the current attainment of their classes well. That being said Sheldrake et al. (2015) also sees benefit in a slower pace of lesson like the lesson taken by Teacher C stating that it is more of a mastery approach. Oxley (2015) relates that choice and autonomy are key in building motivation which I believe I observed in Observation 3 when the teacher made the class aware that there was another sheet available. This availability of new work sparked the class into either going up to get more work or going back to the sheet they were already working on. I suggest that a potential explanation for this is that the students were given autonomy over whether to continue on what they were doing or collect the new sheet resulting in them feeling more motivated to continue with the task. The research suggests that knowing the reason why they are learning something, understanding how it might be a useful skill to have in their future lives is of benefit to many students (Elmore Oyserman, 2012). This is seen in interactions between Teacher C when a disengaged student who was challenged on not working asked the teacher when they would ever use this in the future to which the teacher responded with a real-world example. This appeared to resonate with the student re-engaging them. I believe that after this was said the topic gained value in the students eyes and as such would be intrinsic motivation guiding this student rather than extrinsic. Yet, it is possible that the student simply saw that the teacher was not backing down to the challenging and so simply opted to continue working to remove himself from the conversation. If this were the case then it would have been extrinsic motivation which Murayama et al. (2013) describes as being the more fickle of the two. I observed very little self-efficacy being displayed by the students in these observed lessons which may or may not be indicative of the types of lessons that lower attaining sets generally receive. However, further study would be required to find out whether this was representative in any way. While intrinsic motivation did seem to be more influential over student motivation it was, at times, difficult to differentiate between whether it was intrinsic or extrinsic motivation that was motivating a students actions. A different form of study would likely be necessary in order to observe this. From this assignment, there are several implications that I will take into my own practice. When planning lessons in the future I will strive to allow students more freedom in lessons encouraging their autonomy. By doing this, I hope to increase their engagement in lessons and the learning process as I am now far more aware of the effect low engagement can have on the outcome of a lesson. As well as this I now have a greater appreciation for how my students need to understand why they are learning something and not see the learning process as pointless. I had previously been unaware of how influential identity based motivation could be on students and can see previous lessons I have taken where some students had stopped seeing learning in that lesson as congruent with what they will need to know. When it comes to behaviour management I have come to reconsider some of my views. I can see that when a student misbehaves they need to be corrected on that behaviour to progress from it. That it is very easy for the student to enter into a cycle of punishment and reaction that simply will not benefit them and instead need help to correct the behaviour. References   Department for Education. (2016). Behaviour and discipline in schools: Advice for headteachers and school staff. Retrieved 25 November, 2016, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf Destin, M., Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an[JH1] investment, not a chore. Journal of Experimental Social Psychology, 46(5), 846-849. Dweck, C S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048. Elmore, K C., Oyserman, D. (2012). If we can succeed, I can too: Identity-based motivation and gender in the classroom. Contemporary Educational Psychology, 37(3), 176-185. Hallam, S., Ireson, J. (2005). Secondary school teachers pedagogic practices when teaching mixed and structured ability classes. Research Papers in Education, 20(1), 3-24. Mitchell, M., Bradshaw, C. (2009). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610. Murayama, K., Pekrun, R., Lichtenfield, S. (2013). Predicting long-term growth in students mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490. Niemi, R., Kumpulainen, K., Lipponen, L., Hilppà ¶, J. (2015). Pupils perspectives on the lived pedagogy of the classroom. Education 313, 43(6), 681-697. Oxley, L. (2015). Do schools need lessons in motivation?. The Psychologist, 28(19), 722-723. Oyserman, D. (2013). Not just any path: Implications of identity-based motivation for disparities in school outcomes. Economics of Education Review, 33(4), 179-190. Reeve, J., Jang, H., Carrell, D., Jeon, S., Barch, J. (2004). Enhancing students engagement by increasing teachers autonomy support. Motivation and Emotion, 28(2), 147-170. Sajka, M., Rosiek, R. (2015, March). Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Solving a problem by different students with different mathematical abilities: A comparative study using eye-tracking, Prague, Czech Republic. Retrieved from https://hal.archives-ouvertes.fr/hal-01288030/document Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137-149. Sheldrake, R., Mujtaba, T., Reiss, M. (2015). Students intentions to study non-compulsory mathematics: the importance of how good you think you are. British Educational Research Journal, 41(3), 462-488. Sund, K. (2009). Estimating peer effects in Swedish high school using school, teacher, and student fixed effects. Economics of Education Review, 28(3), 329-336. The Guardian. (2015). The Guardian. Retrieved 12 December, 2016, from https://www.theguardian.com/education/2015/aug/20/gcses-results-2015-english-pass-rate-rises-jump-a-c-grades The Robert Mays School. (2015). Pupil premium report September 2015. Retrieved December 12, 2016, from The Robert Mays School, http://www.rmays.org/wp- content/uploads/2015/10/PupilPremiumReport2015.pdf Observation 1 Y8Set 4Period 6/616/11/16Class ATeacher A What happens when Your comment(s) Pupils enter the classroom? What are the established procedures? Teacher greeting by the door. Students sit and take their book out and attempt starter on the board. A lesson begins? How does the teacher establish attention? Calling to attention not raising voice. Several keep talking but are individually called to attention by teacher still not raising voice. The teacher leads a discussion from the front? How does he/she ensure attention and participation? Leading discussion from the front. Asking students to explain why on their answers. Some struggling to put thoughts into full sentences. The teacher gives out instructions? Asks I need you to.. when giving instructions. Pupils carry out a task how does the teacher ensure that they remain on task? By asking questions to students every few minutes ensuring they stay on task. The teacher provides an important explanation how do they ensure that pupils have listened and understood? A lot of AfL with whiteboards. The teacher manage the transitions between different parts of the lessons? Quickly throwing a new question to the class before asking someone to answer it. Pupils are asked to work in small groups/pairs? How does the teacher ensure they talk about the work? Working in silence as were disruptive earlier. When a pupil doesnt stay on task? Asks student please first time. Speaks to student and explains what they should be doing in work and behaviour. Pupils are asked to write things down when some do not have a pen/book/paper? Get equipment from neighbour. A pupil behaves inappropriately? Class warning. Individual students names on board. There is an interruption from someone at the door? Student being moved into this class (x2). Teacher waits for quiet after some laughter. A pupil doesnt understand? Scaffolding, leading questions. A pupil makes a mistake/answers a question incorrectly? Talks through it with student until they get it and asked why to ensure understanding. The lesson ends? How does the teacher ensure an orderly dismissal? Tidying away before the bell with students collecting MWB and pens.Not leaving until silence (adapted from Richard Johnstone: Communicative Interaction : A Guide for Teachers, CILT, 1989) Note down examples of: Teacher using verbal praise and encouragement (note down the actual words) Good Teacher using positive body language (smiling, leaning forward etc) Smiling at correct answers when shown on MWB during AfL. Teacher using tone/volume of voice Level tone throughout. Quiet voice when talking one on one. Teacher moving round the classroom or standing still. When do they do this, what are they doing whilst doing this, is there any purpose to the movement? Students started arguing loudly across centre table when teacher left room to deal with student from another class. When they came back in they walked into the middle of the argument and went from one to the other calmly asking each to be quiet which was successful. One claimed not to have done anything, teacher said I havent accused you of anything, Im asking you to be quiet now. Teacher giving out tangible rewards e.g. merit points or equivalent Names in board (positive as well as negative). Far more positive. Teacher writing positive and encouraging comments in pupils exercise books Observation 2 Y10Set 3Period 5/617/11/16 Class BTeacher B What happens when à ¢Ã¢â€š ¬Ã‚ ¦ Your comment(s) Pupils enter the classroom? What are the established procedures? Greet at door. Individually told to copy down the starter. A lesson begins? How does the teacher establish attention? Stood and waited. Class was expecting it so a class routine. The teacher leads a discussion from the front? How does he/she ensure attention and participation? Asking questions expecting an answer and engagement in the lesson. Sometimes students wrong, given choice to move on or try again. The teacher gives out instructions? Starter and examples. All tasks on board as well as said out loud. Pupils carry out a task how does the teacher ensure that they remain on task? Circulating. The teacher provides an important explanation how do they ensure that pupil shave listened and understood? Asks if students need the help then goes through on whiteboard. Leaves worked answer there. The teacher manage the transitions between different parts of the lessons?

St. John’s Wort :: Depression Medicine Medical Plant Papers

St. John’s Wort What is St. John’s Wort? St. John’s Wort (Hypericum Perforatum) is a small plant with bright yellow flowers. Wort is an old English term that means plant. The red spots on the leaves of the plant are symbolic of the blood of St. John after his beheading. The plant is grown worldwide but it grows especially well in parts of Northern California and Southern Oregon (http://www.doctormurray.com/articles/worteditorial.htm). St. John’s Wort has not been well known in the United States until recently. Studies on the medicine have been going on for decades in Europe. German doctors have been prescribing it and the insurance companies have been paying for it. It is available in many health shops in the United States and all across Europe but recently it has been selling out because of its increased popularity. In the United States, manufacturers can’t advertise it as a treatment for depression and doctors can’t prescribe it because the FDA (Federal Drug Administration) won’t allow it. It has to be advertised as a contribution to emotional balance and positive outlook or promoting a sense of balance for people with mild depression, not severe or major depression. St. John’s Wort comes in one of three forms: liquid, capsule, and dried form. (http://www.vanderbilt.edu/AnS/psychology/health_psychologyStJohn.htm) What is the purpose of St. John’s Wort? St. John’s Wort use for depression, insomnia, and anxiety inspired a group of German doctors in the 1980’s to do research on the herb. The findings of their studies brought the group fame in the late 1990’s. A number of studies indicate that St. John’s is an effective treatment for treating mild-to-moderate depression (http://www.mothernature.com/cg/stjohns.asp). St. John’s is quickly becoming the most popular herbal drug in the United States. German physicians prescribed a total of 66 million daily doses in 1994. These German physicians now prescribe St. John’s wort an average of 8 times more than Prozac. These doctors claim that St. John’s wort produces better results in relieving depression, but the medicine does not have near the amount of side effects as Prozac (http://www.doctormurray.com/articles/worteditorial.htm). How does St. John’s Wort work? Originally, scientists thought that the reason St. John’s worked as an antidepressant was due to a substance called hypericin.

How new words are created in English

Knowing the relationships of sound and meaning of each word, we will be able to understand how new words are created in English. Basically, there are several ways that new words can be created: by inventing a new sound sequence and referring it to a meaning, by altering the meaning of an existing word without altering the pronunciation, or by modify or expanding the sound sequence of an existing word. The first way refers to acronyms, which are words formed from the initial letters of a phrase. For instance, IPA is the abbreviation of International Phonetic Alphabet, whereas others, such as NASA from National Aeronautics and Space Administration, are pronounced like words instead of a succession of letter names. Some acronyms are written lowercase, causing people to forget their origins and becoming entire new independent words. For instance, ‘radar' derives from radio detecting and ranging. Also, parts of words are clipped to become shorter; for example, examination was shortened as ‘exam', ‘phone' from telephone, and ‘flu' from influenza. Last, there are blends which are words made by combining syllables from different words. Examples are ‘motel' from the first syllable of motor plus the second syllable of hotel, ‘infotainment' from the first two syllables of information plus the last two syllables of entertainment. Second, the meaning of a word may be generalized, for example, ‘Kleenex' is originally a brand name for facial tissue. But now it refers to facial tissue in general. ‘Silhouette', now means dark outline being seen against light, was taken from the name of Etienne de Silhouette. Also, we can change the category of words, such as ‘people', which is a noun mostly meaning the plural of person, can also be a verb meaning populate a place. Finally, there is the metaphorical extension of existing words, like to ‘chew' on an idea meaning to ponder on it. Another way is to compound individual words. Two nouns, say, honey and moon, are joined together to form the compound noun, ‘honeymoon'. The adjective mobile is joined with the noun phone to form the compound noun ‘mobile phone'. The preposition under is joined with wear to form the compound noun ‘underwear'. The verb play is joined with the noun ground to form the compound noun ‘playground'. As for all these compounds, the last word of each compound gives the collective meaning. New words are also formed by borrowing form other languages, and the words have been assimilated into English. For example, there are words from French, like brochure, from Japanese, like sushi, from German, like beer, and so on. Moreover, some words are created by onomatopoeia. Humans mimic the sounds of nature and use these sounds as referents for the sources of sound, such as buzz, whiz.

Essay on McNeal Book Review Final - 1977 Words

Liberty Baptist Theological Seminary 4-MAT Book Review: McNeal Practicing Greatness: 7 Disciplines of Extraordinary Spiritual Leaders A Paper Submitted To Dr. Hyun â€Å"David† Chung In Partial Fulfillment of The Requirements for The Course LEAD 510 Submitted By Terry Michele Noonan Fitzgerald February 19, 2015 Table of Contents Abstract 2 Response 5 Reflection 6 Action 7 Bibliography 9 Abstract This paper will constitute a review of Practicing Greatness: 7 Disciplines of Extraordinary Spiritual Leaders,1 with attention given to the disciplines themselves, as well as the rationale and method that McNeal believes will lead to leadership success. The work begins with a quotation from Elton†¦show more content†¦Questions to be asked in this regard below, will aid the future/current leader in providing answers to questions he/she might have regarding their present ministry or avocation: a. What people or cause do you feel drawn to? b. 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