Jp Morgan&Co./ Chase Manhattan Bank Merger

JP Morgan&Co. / Chase Manhattan Bank Merger 1. Introduction The combining of two or more companies, generally by offering the stockholders of one company securities in the acquiring company in exchange for the surrender of their stock. (referenca 1) Mergers are a common practice in the business world because they enable increased efficiency and market share. 2. History 2. 1. JP Morgan&Co. J. P. Morgan & Co. , was founded in New York in 1871 as Drexel, Morgan & Co. by J. Pierpont Morgan and Philadelphia banker Anthony Drexel.The firm made its first big splash in 1879 when it sold financier William Vanderbilt’s New York Central Railroad stock without driving down the share price. (referenca 4) During the late 19th century and early 20th century J. P. Morgan & Co. financed a lot of engineering and innovative projects. Some examples funded by it are the Brooklyn Bridge and the Panama Canal construction. Besides these projects it was also present at the birth of aviation, providing banking services to the pioneering Wright brothers from the early years through their invention of the world’s first successful airplane. referenca 4)During the years of World War I r, J. P. Morgan & Co. aided the British and French, arranging a $500 million loan r, J. P. Morgan & Co. aided the British and French, arranging a $500 million loan. In 1959 Morgan merged with Guaranty Trust Co. (commercial and investment banking) to create Morgan Guaranty Trust Co. of New York, later forming a holding company that restored the famous J. P. Morgan & Co. name. (referenca 4) 2. 2. Chase Manhattan Bank Chase Manhattan Bank was formed in the year 1955 with the merger of Chase National Bank and the Bank of the Manhattan Company. referenca 2) In the 1970s, Chase added nearly 40 new branches, representative offices, affiliates, subsidiaries and joint ventures outside the United States. In 1973 Chase opened a representative office in Moscow, which was the first presence for a U. S. bank i n the Soviet Union since the 1920s. It also became the first U. S. correspondent to the Bank of China since Chinese Revolution . (referenca 4) During the 1970s and 1980s the Chase Manhattan Bank was led by David Rockefeller, and it emerged as one of the largest and most prestigious banking concerns.It had leadership positions in syndicated lending, treasury and securities services, credit cards, mortgages, and retail financial services. (referenca3) The Chase Money Card was the first Visa debit card offered by a bank in New York. In 1985 Spectrum was launched, which is an electronic home banking service that not only permitted banking transactions but also allowed customers to buy and sell stocks through a discount broker affiliated with Chase. (referenca 4) Chase Manhattan Bank is the product of two megadeals that came earlier, its mergers with Manufacturers Hanover and Chemical. In 1991, Manufacturers Hanover Corp. erged with Chemical Banking Corp. , under the name of Chemical Ban king Corp. , then the second-largest banking institution in the United States. (referenca5) Then in 1996 Thomas G. Labrecque merged the Chase Manhattan Bank with the Chemical Banking Corp. (referenca2) This merger created the largest bank holding company in the United States at that time, and it was prior to the merger with JP Morgan&Co. 3. JP&Morgan Chase & Co. On December 31 of year 2000 the two banks J. P. Morgan &Co. and Chase Manhattan Bank united to create the name of J. P. Morgan Chase & Co. keeping two of the most established names in U.S. banking. This merger created a financial services powerhouse and became a strong rival of firms such are Merrill Lynch, Goldman Sachs and Morgan Stanley Dean Witter. (refernca 6) Before the merger the CEO of the Chase Manhattan Bank was William Harrison, and of the J. P. Morgan & Co. was Douglas Warner. After the creation of the combined company, J. P. Morgan Chase & Co. the Chief Executive and president was assigned William Harrison while Douglas Warner was retained as a chairman. (referenca 7) The merger was approved by the Federal Reserve Board on December 11 and by the New York Banking Board on December 14, 2000. referenca 8)   Ã‚  In 1999, the two banks combined had net income of approximately $7. 5 billion and revenue of approximately $31 billion. With the settlement of the deal, valued $36 billion, it acquired $660 billion of assets. (referenca 6) Under the deal J. P. Morgan stockholders received 3. 7 shares of Chase. The newly created company is a financial holding company, a global financial services firm and a banking institution in the United States of America. It operates worldwide, in more than 60 countries to provide corporate banking solutions to clients. referenca 3) It is engaged in different kinds of activities such are in investment banking, financial services for consumers and small businesses, commercial banking, financial transaction processing, asset management and private equity. (referenca 9) After the merger of the year 2000 came more mergers and acquisitions of the Company with other institutions that would shape it to its final form. Below are listed some of the most important ones: * In 2004, Bank One Corp. merged with J. P. Morgan Chase & Co. , keeping the name JPMorgan Chase & Co. by uniting the investment and commercial banking skills of J. P.Morgan Chase with the consumer banking strengths of Bank One. (referenca 5) * In 2008, J. P. Morgan Chase & Co. acquired The Bear Stearns Companies Inc. , strengthening its capabilities across a broad range of businesses, including prime brokerage, cash clearing and energy trading globally. (referenca 4) * In 2008,   J. P. Morgan Chase & Co. paid $1. 9 billion to the F. D. I. C. to acquire all of WaMu’s assets, branches and deposits. With WaMu, J. P. Morgan had $905 billion in deposits and 5,400 branches nationwide, rivaling Bank of America in size and reach. (referenca 9) The major businesses of the J. P.Morgan a re: * Investment Banking- The firm serves 8,000 clients in more than 60 countries. Clients include  corporations,  financial institutions, governments and  institutional investors. (referenca 10) It offers a full range of investment banking products and services in all major capital markets. * Card Services- The company has 94 million cards in circulation and $135 billion in managed loans. (referenca 10) They are distributed and designed to satisfy the needs individual consumers, small businesses and partner companies. * Retail Financial Services-It is formed to help consumers and businesses with their financial needs.This sector includes  consumer banking, small business banking, auto, education, insurance and home finance. * Commercial Banking-Serves its clients with activities like lending, treasury services, investment banking and asset management. (referenca 5) * Treasury & Securities Services- Is one of the largest cash management providers in the world to support the CFOs, treasurers, issuers and  investors. (referenca 10) * Asset Management- A global leader in managing investments and wealth for its clients. References: 1. http://www. investopedia. com/terms/m/merger. asp#axzz2IEmsQoNR 2. http://www. ndb. com/company/684/000052528/ 3. http://en. wikipedia. org/wiki/JPMorgan_Chase#Controversies 4. http://www. jpmorganchase. com/corporate/About-JPMC/document/shorthistory. pdf 5. http://www. jpmorganchase. com/corporate/About-JPMC/jpmorgan-history. htm 6. http://www. forbes. com/2000/10/18/1016topdeals_2. html 7. http://cnnfn. cnn. com/2000/09/13/deals/chase_morgan/ 8. http://www. innercitypress. org/jpmcmb1. html 9. http://topics. nytimes. com/top/news/business/companies/morgan_j_p_chase_and_company/index. html? offset=10&s=newest 10. http://www. marketswiki. com/mwiki/JPMorgan_Chase_%26_Co.

Qualitative research Essay

Abstract This paper is the first of a series of three articles relating to a case study conducted at Fairfield University to assess aspects of the rapid introduction of Information Technology at the institution. This article deals with the nature of the problem faced by Fairfield University, the characteristics of the case methodology, and lays the foundation for the selection of this research technique for the current study. The paper begins with an Introduction section to familiarize the reader with the case organization. The following section on Case Methodology explores the history, and some of the applications of the technique. The section ends with specific research protocols for researchers. Introduction Fairfield University is a private liberal arts institution of about 3,000 full time undergraduate students and about 1,000 graduate school students. The undergraduate students are distributed through the College of Arts and Sciences, the School of Business, and the School of Nursing. The graduate students are in the Graduate School of Education, the School of Business, and the School of Nursing. There are also part time students in the School of Continuing Education and the BEI School of Engineering. As with many other private institutions of higher education, Fairfield University faces many challenges. These challenges come from the declining population of college age students and the growing cost of running the institution. The literature will support the preceding statement (Crossland, 1980), but provide little comfort to the institution. One of the areas of greatest concern to college managers is the continuing cost of information technology. With the constant need to increase staff salaries, it is like salaries, inadvisable to reduce the outlay on information technology. Interviews that were conducted by this researcher with the deans and managers indicated that some of the peer institutions of Fairfield University are in fact doing as much if not more in this area. Hence any interruption in the effort to maintain technological currency would result in a competitive disadvantage for the institution. Therein lies the administrative financial challenge. The expense on information technology must be maintained at a time of declining revenues (Nicklin, 1992). The field of information technology at a university is very broad and could encompass many technologies hitherto not considered within its purview. However, there has been a relentless and indeed accelerating pace of convergence of the technologies in telecommunications, library services, and video services. The current study is concerned only with the aspects of information technology as it relates to academic computing and will focus on instructional and research computing. The goals of this study include an examination of the (a) managerial and (b) economic aspects of the rapid acquisition of information technology. The objectives deriving from those goals are: An assessment of the categories of computer use in higher education. An evaluation of the managerial issues of computing, including the centralization/decentralization of computing, client/server computing and the aspects of the Internet and the World Wide Web (WWW) Establish a basis for understanding the current and future economic aspects of information technology acquisition. The research questions arising from the above objectives were as follows: Objective 1 above is addressed by the question: â€Å"What patterns of acquisition emerge from the current computing environment and the perceived needs for computing? † Objective 2 is addressed by the question: â€Å"What characteristics of the categories of computing use contribute to the patterns of acquisition? † The five categories developed by King and Kraemer (1985) and adapted for use by Levy (1988) in his study at the University of Arizona, are used in this study, to examine the computing use at Fairfield University. Objective 3 is addressed by the question: â€Å"What managerial issues arise from the rapid acquisition of information technology and how important have those technologies become to the organization? † Objective 4 is addressed by the question: â€Å"How will the institution balance the need for technological changes with the need to continue the accomplishment of routine tasks?. † Samuel Levy (1988) conducted a study of instructional and research computing at the University of Arizona. This study replicates and extends the Levy (1988) study, and was conducted at Fairfield University. The current study extends the Levy (1988) study in its examination of aspects of the Internet, the World Wide Web, and Client/Server computing. Levy (1988) established the use of the case study as appropriate for the research project, and this researcher also used the literature to confirm the use of case methodology in the study at Fairfield University. The history and development of case methodology is reviewed, in support of the current case study at Fairfield University. There have been periods of intense use followed by periods of disuse of this technique, as documented by Hamel, Dufour, and Fortin (1993) as well as others. The relevance of that history to this study is important in that it establishes the known advantages and disadvantages of the methodology. The particular technique of a single-case study is reviewed, since that is the specific implementation of a case study at Fairfield University and was also used by Levy (1988). Case Study Methodology The history of case study research is marked by periods of intense use and periods of disuse. The earliest use of this form of research can be traced to Europe, predominantly to France. The methodology in the United States was most closely associated with The University of Chicago Department of Sociology. From the early 1900’s until 1935, The Chicago School was preeminent in the field and the source of a great deal of the literature. There was a wealth of material in Chicago, since it was a period of immigration to the United States and various aspects of immigration of different national groups to the city were studied and reported on (Hamel et al. , 1993). Issues of poverty, unemployment, and other conditions deriving from immigration were ideally suited to the case study methodology. Zonabend (1992) stated that case study is done by giving special attention to completeness in observation, reconstruction, and analysis of the cases under study. Case study is done in a way that incorporates the views of the â€Å"actors† in the case under study. The field of sociology is associated most strongly with case study research, and during the period leading up to 1935, several problems were raised by researchers in other fields. This coincided with a movement within sociology, to make it more scientific. This meant providing some quantitative measurements to the research design and analysis. Since The Chicago School was most identified with this methodology, there were serious attacks on their primacy. This resulted in the denigration of case study as a methodology. In 1935, there was a public dispute between Columbia University professors, who were championing the scientific method, and The Chicago School and its supporters. The outcome was a victory for Columbia University and the consequent decline in the use of case study as a research methodology. Hamel (Hamel et al. , 1993) was careful to reject the criticisms of case study as poorly founded, made in the midst of methodological conflict. He asserted that the drawbacks of case study were not being attacked, rather the immaturity of sociology as a discipline was being displayed. As the use of quantitative methods advanced, the decline of the case study hastened. However, in the 1960s, researchers were becoming concerned about the limitations of quantitative methods. Hence there was a renewed interest in case study. Strauss and Glaser (1967) developed the concept of â€Å"grounded theory. † This along with some well regarded studies accelerated the renewed use of the methodology. A frequent criticism of case study methodology is that its dependence on a single case renders it incapable of providing a generalizing conclusion. Yin (1993) presented Giddens’ view that considered case methodology â€Å"microscopic† because it â€Å"lacked a sufficient number† of cases. Hamel (Hamel et al. , 1993) and Yin (1984, 1989a, 1989b, 1993, 1994) forcefully argued that the relative size of the sample whether 2, 10, or 100 cases are used, does not transform a multiple case into a macroscopic study. The goal of the study should establish the parameters, and then should be applied to all research. In this way, even a single case could be considered acceptable, provided it met the established objective. The literature provides some insight into the acceptance of an experimental prototype to perceive the singularity of the object of study. This ensures the transformation from the local to the global for explanation. Hamel (Hamel et al. , 1993) characterized such singularity as a concentration of the global in the local. Yin (1989a) stated that general applicability results from the set of methodological qualities of the case, and the rigor with which the case is constructed. He detailed the procedures that would satisfy the required methodological rigor. Case study can be seen to satisfy the three tenets of the qualitative method: describing, understanding, and explaining. The literature contains numerous examples of applications of the case study methodology. The earliest and most natural examples are to be found in the fields of Law and Medicine, where â€Å"cases† make up the large body of the student work. However, there are some areas that have used case study techniques extensively, particularly in government and in evaluative situations. The government studies were carried out to determine whether particular programs were efficient or if the goals of a particular program were being met. The evaluative applications were carried out to assess the effectiveness of educational initiatives. In both types of investigations, merely quantitative techniques tended to obscure some of the important information that the researchers needed to uncover. The body of literature in case study research is â€Å"primitive and limited† (Yin, 1994), in comparison to that of experimental or quasi-experimental research. The requirements and inflexibility of the latter forms of research make case studies the only viable alternative in some instances. It is a fact that case studies do not need to have a minimum number of cases, or to randomly â€Å"select† cases. The researcher is called upon to work with the situation that presents itself in each case. Case studies can be single or multiple-case designs, where a multiple design must follow a replication rather than sampling logic. When no other cases are available for replication, the researcher is limited to single-case designs. Yin (1994) pointed out that generalization of results, from either single or multiple designs, is made to theory and not to populations. Multiple cases strengthen the results by replicating the pattern-matching, thus increasing confidence in the robustness of the theory. Applications of case study methodology have been carried out in High-Risk Youth Programs (Yin, 1993) by several researchers. The effects of community-based prevention programs have been widely investigated using case methodology. Where the high risk youth studies assumed a single case evaluation, these studies have typically used a collection of cases as a multiple-case study. This has been true in the various substance abuse prevention programs that are community-based (Holder, 1987; Sabol, 1990; Yin, 1993). Numerous such studies sponsored by the U. S. General Accounting Office are distributed in the literature between Evans (1976) and Gopelrud (1990). These studies have gone beyond the quantitative statistical results and explained the conditions through the perspective of the â€Å"actors. † Thus case study evaluations can cover both process and outcomes, because they can include both quantitative and qualitative data. There are several examples of the use of case methodology in the literature. Yin (1993) listed several examples along with the appropriate research design in each case. There were suggestions for a general approach to designing case studies, and also recommendations for exploratory, explanatory, and descriptive case studies. Each of those three approaches can be either single or multiple-case studies, where multiple-case studies are replicatory, not sampled cases. There were also specific examples in education, and management information systems. Education has embraced the case method for instructional use. Some of the applications are reviewed in this paper. In exploratory case studies, fieldwork, and data collection may be undertaken prior to definition of the research questions and hypotheses. This type of study has been considered as a prelude to some social research. However, the framework of the study must be created ahead of time. Pilot projects are very useful in determining the final protocols that will be used. Survey questions may be dropped or added based on the outcome of the pilot study. Selecting cases is a difficult process, but the literature provides guidance in this area (Yin, 1989a). Stake (1995) recommended that the selection offers the opportunity to maximize what can be learned, knowing that time is limited. Hence the cases that are selected should be easy and willing subjects. A good instrumental case does not have to defend its typicality. Explanatory cases are suitable for doing causal studies. In very complex and multivariate cases, the analysis can make use of pattern-matching techniques. Yin and Moore (1988) conducted a study to examine the reason why some research findings get into practical use. They used a funded research project as the unit of analysis, where the topic was constant but the project varied. The utilization outcomes were explained by three rival theories: a knowledge-driven theory, a problem-solving theory, and a social-interaction theory. Knowledge-driven theory means that ideas and discoveries from basic research eventually become commercial products. Problem-solving theory follows the same path, but originates not with a researcher, but with an external source identifying a problem. The social-interaction theory claims that researchers and users belong to overlapping professional networks and are in frequent communication. Descriptive cases require that the investigator begin with a descriptive theory, or face the possibility that problems will occur during the project. Pyecha (1988) used this methodology to study special education, using a pattern-matching procedure. Several states were studied and the data about each state’s activities were compared to another, with idealized theoretic patterns. Thus what is implied in this type of study is the formation of hypotheses of cause-effect relationships. Hence the descriptive theory must cover the depth and scope of the case under study. The selection of cases and the unit of analysis is developed in the same manner as the other types of case studies. Case studies have been increasingly used in education. While law and medical schools have been using the technique for an extended period, the technique is being applied in a variety of instructional situations. Schools of business have been most aggressive in the implementation of case based learning, or â€Å"active learning† (Boisjoly & DeMichiell, 1994). Harvard University has been a leader in this area, and cases developed by the faculty have been published for use by other institutions. The School of Business at Fairfield University has revised the curriculum so that in place of the individual longitudinal courses in the areas of Management, Marketing, Operations, Finance, and Information Systems, students take one course. That course is designed around cases that encompass those disciplines, but are presented in an integrated manner. The students are therefore made aware of the interrelatedness of the various disciplines and begin to think in terms of wider problems and solutions. Later courses add the international dimension to the overall picture. Case studies have been used to develop critical thinking (Alvarez, et al. , 1990). There are also interactive language courses (Carney, 1995), courses designed to broaden the students’ horizons (Brearley, 1990), and even for technical courses (Greenwald, 1991), and philosophical ones (Garvin, 1991). This investigation is a case study of the aspects of Information Technology that are related to client/server computing, the Internet, and the World Wide Web, at Fairfield University. Thus this paper examines issues that will expand the reader’s knowledge of case study methodology as it relates to the design and execution of such a study. Yin (1994) recommended the use of case-study protocol as part of a carefully designed research project that would include the following sections: Overview of the project (project objectives and case study issues) Field procedures (credentials and access to sites) Questions (specific questions that the investigator must keep in mind during data collection) Guide for the report (outline, format for the narrative) (Yin, 1994, p.64) The quintessential characteristic of case studies is that they strive towards a holistic understanding of cultural systems of action (Feagin, Orum, & Sjoberg, 1990). Cultural systems of action refer to sets of interrelated activities engaged in by the actors in a social situation. The case studies must always have boundaries (Stake, 1995). Case study research is not sampling research, which is a fact asserted by all the major researchers in the field, including Yin, Stake, Feagin and others. However, selecting cases must be done so as to maximize what can be learned, in the period of time available for the study. The unit of analysis is a critical factor in the case study. It is typically a system of action rather than an individual or group of individuals. Case studies tend to be selective, focusing on one or two issues that are fundamental to understanding the system being examined. Case studies are multi-perspectival analyses. This means that the researcher considers not just the voice and perspective of the actors, but also of the relevant groups of actors and the interaction between them. This one aspect is a salient point in the characteristic that case studies possess. They give a voice to the powerless and voiceless. When sociological studies present many studies of the homeless and powerless, they do so from the viewpoint of the â€Å"elite† (Feagin, Orum, & Sjoberg, 1991). Case study is known as a triangulated research strategy. Snow and Anderson (cited in Feagin, Orum, & Sjoberg, 1991) asserted that triangulation can occur with data, investigators, theories, and even methodologies. Stake (1995) stated that the protocols that are used to ensure accuracy and alternative explanations are called triangulation. The need for triangulation arises from the ethical need to confirm the validity of the processes. In case studies, this could be done by using multiple sources of data (Yin, 1984). The problem in case studies is to establish meaning rather than location. Designing Case Studies Yin (1994) identified five components of research design that are important for case studies: A study’s questions Its propositions, if any Its unit(s) of analysis The logic linking the data to the propositions The criteria for interpreting the findings (Yin, 1994, p. 20). The study’s questions are most likely to be â€Å"how† and â€Å"why† questions, and their definition is the first task of the researcher. The study’s propositions sometimes derive from the â€Å"how† and â€Å"why† questions, and are helpful in focusing the study’s goals. Not all studies need to have propositions. An exploratory study, rather than having propositions, would have a stated purpose or criteria on which the success will be judged. The unit of analysis defines what the case is. This could be groups, organizations or countries, but it is the primary unit of analysis. Linking the data to propositions and the criteria for interpreting the findings are the least developed aspects in case studies (Yin, 1994). Campbell (1975) described â€Å"pattern-matching† as a useful technique for linking data to the propositions. Campbell (1975) asserted that pattern-matching is a situation where several pieces of information from the same case may be related to some theoretical proposition. His study showed, through pattern-matching, that the observed drop in the level of traffic fatalities in Connecticut was not related to the lowering of the speed limit. His study also illustrated some of the difficulties in establishing the criteria for interpreting the findings. Construct validity is especially problematic in case study research. It has been a source of criticism because of potential investigator subjectivity. Yin (1994) proposed three remedies to counteract this: using multiple sources of evidence, establishing a chain of evidence, and having a draft case study report reviewed by key informants. Internal validity is a concern only in causal (explanatory) cases. This is usually a problem of â€Å"inferences† in case studies, and can be dealt with using pattern-matching, which has been described above. External validity deals with knowing whether the results are generalizable beyond the immediate case. Some of the criticism against case studies in this area relate to single-case studies. However, that criticism is directed at the statistical and not the analytical generalization that is the basis of case studies. Reliability is achieved in many ways in a case study. One of the most important methods is the development of the case study protocol. Case studies can be either single or multiple-case designs. Single cases are used to confirm or challenge a theory, or to represent a unique or extreme case (Yin, 1994). Single-case studies are also ideal for revelatory cases where an observer may have access to a phenomenon that was previously inaccessible. Single-case designs require careful investigation to avoid misrepresentation and to maximize the investigator’s access to the evidence. These studies can be holistic or embedded, the latter occurring when the same case study involves more than one unit of analysis. Multiple-case studies follow a replication logic. This is not to be confused with sampling logic where a selection is made out of a population, for inclusion in the study. This type of sample selection is improper in a case study. Each individual case study consists of a â€Å"whole† study, in which facts are gathered from various sources and conclusions drawn on those facts. Yin (1994) asserted that a case study investigator must be able to operate as a senior investigator during the course of data collection. There should be a period of training which begins with the examination of the definition of the problem and the development of the case study design. If there is only a single investigator, this might not be necessary. The training would cover aspects that the investigator needs to know, such as: the reason for the study, the type of evidence being sought, and what variations might be expected. This could take the form of discussion rather than formal lectures. A case study protocol contains more than the survey instrument, it should also contain procedures and general rules that should be followed in using the instrument. It is to be created prior to the data collection phase. It is essential in a multiple-case study, and desirable in a single-case study. Yin (1994) presented the protocol as a major component in asserting the reliability of the case study research. A typical protocol should have the following sections: An overview of the case study project (objectives, issues, topics being investigated) Field procedures (credentials and access to sites, sources of information) Case study questions (specific questions that the investigator must keep in mind during data collection) A guide for case study report (outline, format for the narrative) (Yin, 1994, p. 64). The overview should communicate to the reader the general topic of inquiry and the purpose of the case study. The field procedures mostly involve data collection issues and must be properly designed. The investigator does not control the data collection environment (Yin, 1994) as in other research strategies; hence the procedures become all the more important. During interviews, which by nature are open ended, the subject’s schedule must dictate the activity (Stake, 1995). Gaining access to the subject organization, having sufficient resources while in the field, clearly scheduling data collection activities, and providing for unanticipated events, must all be planned for. Case study questions are posed to the investigator, and must serve to remind that person of the data to be collected and its possible sources. The guide for the case study report is often neglected, but case studies do not have the uniform outline, as do other research reports. It is essential to plan this report as the case develops, to avoid problems at the end. Stake (1995), and Yin (1994) identified at least six sources of evidence in case studies. The following is not an ordered list, but reflects the research of both Yin (1994) and Stake (1995): Documents Archival records Interviews Direct observation Participant-observation Physical artifacts Documents could be letters, memoranda, agendas, administrative documents, newspaper articles, or any document that is germane to the investigation. In the interest of triangulation of evidence, the documents serve to corroborate the evidence from other sources. Documents are also useful for making inferences about events. Documents can lead to false leads, in the hands of inexperienced researchers, which has been a criticism of case study research. Documents are communications between parties in the study, the researcher being a vicarious observer; keeping this in mind will help the investigator avoid being misled by such documents. Archival documents can be service records, organizational records, lists of names, survey data, and other such records. The investigator has to be careful in evaluating the accuracy of the records before using them. Even if the records are quantitative, they might still not be accurate. Interviews are one of the most important sources of case study information. There are several forms of interviews that are possible: Open-ended, Focused, and Structured or survey. In an open-ended interview, key respondents are asked to comment about certain events. They may propose solutions or provide insight into events. They may also corroborate evidence obtained from other sources. The researcher must avoid becoming dependent on a single informant, and seek the same data from other sources to verify its authenticity. The focused interview is used in a situation where the respondent is interviewed for a short period of time, usually answering set questions. This technique is often used to confirm data collected from another source. The structured interview is similar to a survey, and is used to gather data in cases such as neighborhood studies. The questions are detailed and developed in advance, much as they are in a survey. Direct observation occurs when a field visit is conducted during the case study. It could be as simple as casual data collection activities, or formal protocols to measure and record behaviors. This technique is useful for providing additional information about the topic being studied. The reliability is enhanced when more than one observer is involved in the task. Glesne and Peshkin (1992) recommended that researchers should be as unobtrusive as the wallpaper. Participant-observation makes the researcher into an active participant in the events being studied. This often occurs in studies of neighborhoods or groups. The technique provides some unusual opportunities for collecting data, but could face some major problems as well. The researcher could well alter the course of events as part of the group, which may not be helpful to the study. Physical artifacts can be tools, instruments, or some other physical evidence that may be collected during the study as part of a field visit. The perspective of the researcher can be broadened as a result of the discovery. It is important to keep in mind that not all sources are relevant for all case studies (Yin, 1994). The investigator should be capable of dealing with all of them, should it be necessary, but each case will present different opportunities for data collection. There are some conditions that arise when a case researcher must start data collection before the study questions have been defined and finalized (Yin, 1994). This is likely to be successful only with an experienced investigator. Another important point to review is the benefit of using rival hypotheses and theories as a means of adding quality control to the case study. This improves the perception of the fairness and serious thinking of the researcher. Analyzing Case Study Evidence This aspect of the case study methodology is the least developed and hence the most difficult. As a result, some researchers have suggested that if the study were made conducive to statistical analysis, the process would be easier and more acceptable. This quantitative approach would be appealing to some of the critics of the case study methodology. However not all case studies lend themselves to this type of analysis. Miles and Huberman (1984) suggested analytic techniques such as rearranging the arrays, placing the evidence in a matrix of categories, creating flowcharts or data displays, tabulating the frequency of different events, using means, variances and cross tabulations to examine the relationships between variables, and other such techniques to facilitate analysis. There must first be an analytic strategy, that will lead to conclusions. Yin (1994) presented two strategies for general use: One is to rely on theoretical propositions of the study, and then to analyze the evidence based on those propositions. The other technique is to develop a case description, which would be a framework for organizing the case study. Lynd conducted a widely cited â€Å"Middletown† study in 1929, and used a formal chapter construct to guide the development of the analysis. In other situations, the original objective of the case study may help to identify some causal links that could be analyzed. Pattern-matching is another major mode of analysis. This type of logic compares an empirical pattern with a predicted one. Internal validity is enhanced when the patterns coincide. If the case study is an explanatory one, the patterns may be related to the dependent or independent variables. If it is a descriptive study, the predicted pattern must be defined prior to data collection. Yin (1994) recommended using rival explanations as pattern-matching when there are independent variables involved. This requires the development of rival theoretical propositions, but the overall concern remains the degree to which a pattern matches the predicted one. Yin (1994) encouraged researchers to make every effort to produce an analysis of the highest quality. In order to accomplish this, he presented four principles that should attract the researcher’s attention: Show that the analysis relied on all the relevant evidence Include all major rival interpretations in the analysis Address the most significant aspect of the case study Use the researcher’s prior, expert knowledge to further the analysis Stake (1995) recommended categorical aggregation as another means of analysis and also suggested developing protocols for this phase of the case study to enhance the quality of the research. He also presented ideas on pattern-matching along the lines that Yin (1994) presented. Runkel (1990) used aggregated measures to obtain relative frequencies in a multiple-case study. Stake (1995) favored coding the data and identifying the issues more clearly at the analysis stage. Eisner and Peshkin (1990) placed a high priority on direct interpretation of events, and lower on interpretation of measurement data, which is another viable alternative to be considered.

Analyzing Pro forma Statements Essay Example for Free

Analyzing Pro forma Statements Essay This financial analysis will define an initiative of what to implement, that would increase sales over the next five years. It can either be, another market, product, or a corporate expansion. A pro forma will be created and used for the XYZ Manufacturing Company of a five year projections. Assumptions will be made to support each line item, to increase or decrease the forecasted statements. There will also be interpretation of the financials, in relation to the initiative. Recommendations are to made on the potential discretionary financing needs. This word analysis is the company’s short term and long term financing needs, and strategies to help the company manage their working capital (University of Phoenix, 2014). Pro forma statements are created by, forecasting and combining the income and balance into a financial statement format. This will determine how the account balances are forecasted by acquiring forces that will influence and project how the accounts will be influenced. These forces are recognizable as restrictive debt agreements, sales, and company policies The following illustrations below is the Pro forma’s process for a five-year projection. This information is based on historical data collected from the sample provide (UOPX, 2014)..There is acquired information of a increase in sales new product as the result of a new product introduction also an increase in the production capacity. The increase in sales will acquire fixed assets with the excess cash (Parrino, Kidwell, & Bates, 2012) Pro forma Balance Sheet for XYZ Company, INC. Total Liabilities and Stockholders’ Equity-$559,608 $649,251 $848,766 $1,,037,172 $1,183,541 In the above balance sheet the current assets and current liabilities has increased in the ratio of sales (Parrino,Kidwell, & Bates, 2012, p90,91. 92) There is also an additional increase in the fixed assets. The company to take out an additional loan to meet the capital expansion, and the working capital needs (Parrino, Kidwell, & Bates, 2012) I would recommend that the company The first step in this pro forma financial statements is the forecasting of sales. Sales always influence the current asset and current liability account balances. For example: the account receivable balances would need to become larger increased if the firm needs to carry more inventory. Through the profit margin, and the dividend payout ratio. There is much difficult in forecasting sales, but it is an essential, it only depend on the season of the year, economy and the industry There could also be many other factors as well. Reference Parrino, R., Kidwell, D. S., & Bates, T. W. (2012). Fundamentals of corporate finance (2nd ed.). Hoboken, N. J.: John Wiley & Sons. University of Phoenix material, (2013) â€Å"Analyzing Pro Forma Statements†

Relationship between Academia and Practice Essay

Relationship between Academia and Practice - Essay Example In a clear scenario, it is supposed that a person needs academic training in Medicine to be a doctor; whereas another person needs training in Education to be a teacher. However though, the issue of whether or not people explicitly apply the knowledge they acquire in school to their occupation is a debate that will continue for good. The same phenomenon exists with the conduct of research. A lot of people argue that a person does not need personal experience or academic knowhow to conduct research in a particular area of operation. To others though, without personal experience and academic qualification, it is not possible to undertake a research in a said area of practice. This essay seeks to examine these two points of view. Do you have to have personal experience of a specific area of practice in order to be able to conduct research into it? According to the Cambridge Dictionaries Online (2003), a research is â€Å"a detailed study of a subject, especially in order to discover (n ew) information or reach a (new) understanding.† From this definition, it can be established that research is conducted purposely to come out with or identify new area of knowledge. To this effect, it can be said that there would not be the need for a research if the researcher embarking the research is sure of what the result of the research would be. This therefore makes it logically right to argue that research is in itself an act of learning as learning also concerns itself with the acquisition of new ideas (Boateng, 2001). For this reason, it is possible to conduct research in a specific area of practice even in the absence of personal experience. This is because we all start learning specific concepts without any person experiences in the said concept. However though, the need to have some level of personal experience in the area of research only gives the researcher additional benefits though it does not serve as prerequisite condition to enable one undertake a research in a particular area. With personal experience and having learnt about a specific area of practice, the researcher is put in a position to easily understand occurrences in the field of research. Personal experience in the conduct of research also makes the handling, analysis and use of data collected very easy, meaningful and useful. Do you have to fully understand the theory of research in order to conduct research in a business environment? It has been said earlier that research is in itself an act of learning and so as we all start learning without any foreknowledge of the concepts to be taught but we most of the time end up excelling in the courses we started learning about. However, there can be a school of thought that would argue that one also needs to know how to learn because successful learning can take place. Going by the latter argument, it can be said that if one does not have total understanding of the theory of research, conducting research in the business environmen t would be a fiasco especially as the business environment has been identified to be very volatile. It must be noted that business research involves a lot of technical calculations and manipulation of figures, which require only people with background. As noted by Jenlink (2009), â€Å"There is a blurring of boundaries in the knowledge-practice and inquiry-practice relationships that define both the learning to lead and the practice of leading in the educational setting.† Therefore, the absence of a full understanding of the theory of research (as an academia) would make research in the business environment (as practice) extremely challenging. Does research that is designed by practitioners, with little or no influence of academic theory incorporated, of any value in assisting practitioners

Diabetes, Cardiovascular Disease...What do you know about them Essay

Diabetes, Cardiovascular Disease...What do you know about them - Essay Example Discussing gestational diabetes is relevant to me as the disease runs in the family. In addition, it has relevance to the goals that I want to take in the future: becoming an obstetric nurse and an endocrinologist. Health practitioners believe that prevention is better than cure and that pregnant women must be taught on how to improve their health and their baby through early prenatal care and regular prenatal visitation. However, I believe that educating them about risk factors and preventive interventions will not immediately create awareness towards action to prevent gestational diabetes. Instead of focusing on risk factors and preventive strategies, why not inform pregnant women of the complications of gestational diabetes to them and their baby? This may create fears or worries but surely, pregnant women will take immediate action to avoid complications and inquiry about risk factors and necessary interventions follow. Gestational diabetes poses some life-threatening and chronic conditions both on the pregnant women and newborns. Women with gestational diabetes and who are obese may develop type 2 diabetes later in life. They have also increased susceptibility and mortality to other illnesses such as pneumonia and influenza. Women with gestational diabetes have marked biochemical imbalances which may lead to life-threatening conditions diabetic ketoacidosis (DKA), hyperosmolar (nonketotic) coma, and high blood pressures. In addition, women with gestational diabetes tend to deliver babies via cesarean section and acquire birth injury (trauma) due to large infant size. Meanwhile, babies are also harmed if the mother has gestational diabetes. According to the CDCs 2011 National Diabetes Fact Sheet, 5% to 10% of babies suffered from major birth defects while 15% to 20% of fetuses are spontaneously aborted if women developed diabetes early in pregnancies (9). There is also a slight

Summary on Russia Country Report Essay Example | Topics and Well Written Essays - 1000 words

Summary on Russia Country Report - Essay Example The government remains especially intolerant of political protest, as illustrated by its response to a recent small-scale incident in Tibet, which is reported to have prompted many arrests. International Relations. China's co-operation with its neighbors to the North and West is strengthening. The most recent illustration of this came in August, when the Shanghai Co-operation Organisation (SCO), a group consisting of China, Russia, Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan, held joint military exercises for the first time. Over the outlook period, co-operation among SCO members will continue to develop. Joint military exercises held under the auspices of the Shanghai Co-operation Organization (SCO) in August prompted some observers to comment that the group could come to rival the North Atlantic Treaty Organization (NATO) as a military alliance. Tibet Outfalls. The claim to sovereignty over Tibet has implications for China's complicated relations with neighboring India. China maintains a claim to the entire Indian state of Arunachal Pradesh, an area of 90,000 sq km running between Bhutan and Myanmar. The state includes a large area around the Tawang monastery that was previously under Tibetan control, but China's claims have broadened out to encompass the entire state, possibly as a method of forcing territorial compromises from India in the disputed Aksai Chin area of the western border near Kashmir. Although India has been careful not to overreact to Chinas more assertive pushing of its claim to Arunachal Pradesh, border issues between the two countries remain far from resolution. Economic Policy Outlook. In August, the government unveiled a scheme that would allow individual investors to invest in equity securities in Hong Kong. This move marks a further step towards liberalization of the capital account. Fiscal revenue growth outpaced expenditure growth in the first half of 2007. Monetary policy continues to be tightened, with increases in interest rates and bank reserve requirement ratios and a reduction in the tax on deposit interest earnings. Real year-on-year GDP growth reached 11.5% in the first half of 2007, up from 11.1% in 2006 as a whole. Soaring agricultural prices, notably for pork, forced consumer price inflation to a ten-year high in July. China's foreign-exchange reserves grew to US$1.3trn by end-June, an increase of 41.4% on the same month in 2006. The government has begun investing China's massive foreign exchange reserves in companies abroad. The stock market continues to rise despite a rise in stamp duty on share transactions. Reforms to the export tax rebate regime in the first half of 2007 boosted export growth, contributing to a massive surplus of US$155.6bn in January-July. Economic forecast. The underlying objective of economic policy remains the need to achieve strong rates of growth in order to create jobs and reduce the unrest associated with the massive changes that society is undergoing. The government will also seek to upgrade the quality of economic growth, promoting more research and

Regional Transportation Commission of Southern Nevada Research Paper - 2

Regional Transportation Commission of Southern Nevada - Research Paper Example It deals with the issues concerning its organizational culture that encourages excellence by shielding itself from a nefarious effect of political influence which can negatively affect its organizational objectives of providing an efficient transport system for the region's population not only today but fifty years from now. It had adopted transparency in all its transactions with the publication of all relevant data and information on its Web site regarding its activities, agenda and future plans so that all the agency's community investments are maximized. The paper also gives a brief background on the dynamic region of southern Nevada and how the RTCSN plays an important part in its vital transformation. The agency is well managed as an empowered organization through its internal advocacy (like re-organization) and external advocacy (in cases like plans for transport systems such as building new roads) to minimize traffic congestion and future transport challenges. Introduction Th e region of southern Nevada includes the five counties of Clark, Esmeralda, Nye, Mineral, and Lincoln; this is incidentally also the region where the majority of the state's population live due to the rest of the state being an inhabitable desert. This region encompasses the Las Vegas Valley and the region is a major educational center of the area. Moreover, most of its economy is based on the tourism-related industries of gaming (gambling), leisure, vacation (senior retirees), hotel, hospitality, and travel. This means there is a lot of movement within this region, which is a reason for existence of the Regional Transportation Commission of Southern Nevada (RTCSN) to regulate and plan all the transport-related concerns of this region with regards to this sudden population expansion due to the influx of tourists (both local and foreign), migrants (temporary workers seeking jobs, mostly in construction) and those potential retirees attracted by the warm climate, no state taxes and na ture attractions at Lake Tahoe. It is estimated Nevada entices some five million visitors annually with revenues of about US$ 6 billion (Leong, 2008, p. 2). Regional Transportation Commission of Southern Nevada is the agency mandated by state and federal governments for maintaining a continuing, cooperative and comprehensive (3C) transportation planning process. The RTCSN has been re-named (in 1981) as the Metropolitan Planning Organization (MPO) for southern Nevada in view of its expanded responsibilities. This new agency has to operate using the same modern management tools used in all big corporations and is the subject or topic of this paper. Among other things, it has to operate within budgets, use organizational skills to attract the best-qualified people to its ranks and obtain the cooperation of the riding public to achieve its goals of efficiency and sustainability (RTCSN, 2012, p. 1). Discussion The RTCSN has to be operated like any private enterprise in order to maximize all the resources given to it and achieve its mission of sustainability such as maintaining the air quality through encouragement of Club Ride Commuter Services that promotes walking, biking, pooling of cars and vans, and in the use of the mass transit system, which it operates and carries about 64 million passengers per year.  

Polyproplene and KRATON Essay Example | Topics and Well Written Essays - 2000 words

Polyproplene and KRATON - Essay Example The thermoplastic stands up quite well to steam-sterilization and autoclaving, managing to resist physical damage and environmental stress-cracking when exposed to high corrosion chemicals in tests. This result is something one can easily expect due to the ability of the material to be fatigue resistant, have high tensile strength, and unbelievable elongation abilities. Such high material characteristics ensures an almost infinite flex life for polypropylene oriented moldings in integrated hinges, making it quite responsive to injection speed and pressure. The plastic also sets in a shorter time when placed in the mold, which ensures a higher production rate for molders. Polyprolene has proven to be excellent when considering is chemical resistant abilities, abrasion strength, dimensional stability, and high surface gloss. Such unique qualities makes the polymer versatile and suitable for superior strength, grease resistance, and moisture barring in film and fibers. While pre-drying is not necessarily required when molding Injection Molding Polypropylene is molded in standard screw making equipment as these can be done without alteration in normal conditions, filled resins may sometimes require pre-drying. The manufacturing process however, isnt as simple as it sounds. The molder needs to take note of additional considerations such as the cylinder temperature and injection pressure. These two of the most closely related variables that take the forefront of the molding parameters will be discussed in the succeeding paragraphs. The most advisable temperature range for cylinders are between 400- 570Â °F. Normally the temperature should be 25-50Â °F above the normal temperature when molding polypropylene. However it should not be molded above 570Â °F so the normal range for molding would be kept anywhere between 400-525Â °F. The cylinder temperature is best kept with the hopper or feed section lower than the nozzle at 30-50Â °F.

Critically discuss the advantages and disadvantages of the outdoor Essay

Critically discuss the advantages and disadvantages of the outdoor learning environment in the UK's Early Years - Essay Example According to Watson (2000) the significance of childhood education cannot be underestimated since it may shape most character traits and behavior a child adopts (34). In childhood education two factors are usually considered. One is the gender difference between children and the different adaptation skills of both genders (CCEA, 2003; 56). Second is the involvement of outdoor activities in the early childhood education curriculum. It is a common thought that boys adapt faster to outdoor activities than girls. At an early age boys tend to have an adventurous trait which is absent in most girls (Tymms, Merrell & Henderson, 2000; 102). In words by Costello (2000) boys have a dire need for acquiring education than girls (87). The author further argues that boys tend to react well to the introduction to the education system well than girls. However, this depends on the activities involved in the curriculum implemented. In an argument by Leavers (2000) girls acquire more skills in indoor a ctivities than boys (67). Girls at this early age tend to avoid physical activities due to their sexuality. Sylva, Siraj-Blatchford & Taggart (2003) argue that the modern day girl child is more connected to their sexuality at an early and this hinders their participation in physical outdoor (97). As much there is so much opposition on the outdoor activities being involved in the curriculum, there are numerous advantages of the system. In words by Sproule et.al (2003) outdoor learning stretches the imaginative range of a child (112). This is because outdoor activities and learning involve a lot of imaginative and creative thinking activities. A child is exposed to a world where they can relate to the natural environment. This according to Sproule et.al (2002) makes their spirit become more jovial and free (107). Additionally, the physical activities aid in the development of a child’s cognitive abilities. Their psychology is given a boost in terms of strength and length of the ir thinking capacity. Another advantage of the outdoor education system is that it gives a child the best opportunity to realize their talent at an early age (Sheehy et.al, 2000; 123). This is because outdoor activities allow a child to explore more and apply their abilities at different angles (Leavers, 2000; 34). Disadvantages of outdoor education system revolve around denying a child the opportunity to grow their formal education knowledge faster and at an early age. In words by Moyles, Adams & Musgrove (2002) it is important for a child to have an early and effective formal education system since the system will be used all through their lives (90). The author further argues that this makes it important for them to adapt to the system earlier before they develop their complete mental and psychological abilities. In a nation like Sweden, the early childhood curriculum is based on the involvement of the outdoor environment. The curriculum bases its formal education on tangible and enjoyable factors in the outdoor environment (Claxton & Carr, 2004; 111). This move has been highly praised by educationalist and theorist by arguing that this is the best way that a child could acquire enough intelligence and knowledge at their age. Another hailed inclusion of this education system is the involvement of the forest schools. In words by Leavitt, Tonniges & Rogers (2003) the exposure of children to the natural en

Personal responsibility Essay Example for Free

Personal responsibility Essay If one cannot rely on himself, then others cannot rely on him. At some time in one’s life there will be someone who depends on them for something. If this person doesn’t have their self-figured out then how will they figure out how to take care of that person’s needs? You are the only one that can take control of your life and to rely on someone else to do it for you is hurting yourself and those around you. Personal responsibility is a necessity in life and also helps the community as a whole become more efficient. I was honorably discharged from the Marine Corps in 2012 and transitioning from the Military to the civilian life style with a pregnant wife was one of the most challenging periods of my life. Instead of taking a break from working and living at home with my mom and collecting unemployment benefits, I had personal responsibility to get up and find a job after getting out to do what it takes to take care of my family. After working full time for a year we were barely making it, living pay check to paycheck. During this time I was consistently looking for new job opportunities. I didn’t blame anyone for my poor situation but myself and realized if I didn’t do anything I would be stuck here for the rest of my life. I just recently moved to San Diego County, receiving better pay and benefits to support my family’s needs. While my current job is paying the bills and we are living comfortably, I start to look into the future. My son will grow up, and he will have more complex and expensive needs like School field trips, sports uniforms, and college Tuition. So I decided to go to school to advance my career in the IT industry. By the time I graduate with my bachelor’s degree, I will have 10 years of IT experience with certifications in specific fields. This goal will allow me to reach my financial goal before reaching the age of 30 and way before my son is ready for college. Getting a degree isn’t just a matter of going to school and graduating, there is work that is required to get the grades to pass and keeping a High GPA. That will take dedication to project groups, taking the time to do the reading, and write the essay. If you take the initiative to do more than just pass your class, it will reflect on your professional career. In conclusion, there are many things that come into play when it comes to personal responsibility. For me it was the fear of failure, the positive stress I instilled in myself to be motivated to excel my professional career for the sake of my family. In order to take care of others, first you must take care of yourself.

Key Challenges And Risks Of Erp Systems Information Technology Essay

Key Challenges And Risks Of Erp Systems Information Technology Essay Historically ERP systems evolved form system integration. It is a system which is designed to mange production, inventory, and finance and order facility.ERP system integrate inventory data with finance, sells and hr data to give it a seamless integration (Stephen Harwood,2003). It allows the organization to price their products, manage the resources, people, material and money(Jatinder N. D. Gupta, Sushil K. Sharma, Mohammad Abdur Rashid Computers 2008 ). Implementation of ERP system is quite straightforward when it is implemented in a small size company which not diverse geographically and physically, but the real challenge of ERP systems come when it is being implemented in global basis where the company is spread in different part of the globe with different time business process, regulations and different business interests ( M. lyne Markus,Cornelis Tanis,Paul C .van Fenma april,2000).According to oKane (2004) attention of ERP researchers should shift from hard elements to sof t elements. Soft elements mean addressing the organizational and the cultural problem. More over an appropriate ERP implementation requires good management intervention as part of the implementation process. Key challenges and risks: With success full implementation of ERP an organization can reap many benefits. But first we are going to analyse what are the potential challenges involved in a global implementation of ERP. As many IS research explanation tells that the Go live or roll out of the project does not mean that the project is successfully implemented. We have to think beyond this part and also take into account the part of Post implementation risks. A risk can be defined as the occurrence of an event that has consequences for, or impacts on a particular project (Kleim and Ludin, 2000, p. 3). risk: Owing to the size and complexity of an ERP system, identification of risk in ERP post-adoption is a very time-consuming and complicated task. There are four kind or post implementation risk as defined by (Guo Chao Peng and Miguel Baptista Nunes,2009). (1) Operational risk (OR). Operational staffs are daily users of ERP systems. OR refer to risks that may occur from operational staffs. (2) Analytical risk (AR). Front-line managers use ERP systems to generate plans and forecasts (e.g. production plan, sales forecast, etc.) to predict and better manage the uncertain future. ARs refer to risks that may occur as managers use ERPs to carry out analytical tasks. (3) Organisation-wide risk (OWR). When using and maintaining ERPs in the post-implementation stage, companies may encounter a set of risk events in relation to various internal (e.g. system users and in-house IT experts) and external factors (e.g. system vendor and system consultants). Such risks may have impacts on the entire company and therefore are referred to as OWRs. (4) Technical risk (TR). A set of system and technical factors may result in risk events that can hinder the ERP system from meeting its intended functions and performance requirements. These risk events are identified as TRs. To elaborate it further if operational staffs are reluctant to use the new ERP system then that causes a major risks towards the success factor of the implementation.ERP system are mainly used to automate the transactional process. As a result the operational staffs are the most frequent user of the system as a result their involvement and adoption of the project are important in terms of the success of the project (Scapens and Jazayeri, 2003). This risks can be multiplied by many other actors like psychological anxiety of the staffs (e.g. unwilling to change and fear of loss of job), initial failures in system implementation (e.g. insufficient training), system pitfalls (e.g. poor user interface and system design) and lack of confidence in the system.ERP system is involved with the transaction of high volume of data and most of the time the data that is been put into the database of the system should be very accurate. All preliminary data of ERP is inputted by operational staff. It is observed that the integrated data flowed so quickly through the system that there was little opportunity to track down mistakes before they showed up on everybodys screens (Scapens and Jazayeri, 2003). To elaborate further if one input is been given wrong by any operational staffs they impact on the system can so huge that it may disturb the correct functioning of the whole organization. This happens due to insufficient training given to the staffs, lack of experience, demotivation or tiredness. Analytical Risks:Apart for the operational staffs front line managers are also key users of the ERP systems (Shang and Seddon, 2002) therefore are crucial factor for ERP success. This can happen due to insufficient training, reluctance to change .As a result managers cannot take appropriate decisions regarding foresting and taking analytical decision thus under utilizing the full potential of ERP system. Managers needs different kind of data to suit their needs .When the laid system is a part of a global implementation it becomes even more difficult for the managers to get the actual data that they want ,as it is sometimes very hard to customize the system according to the need of the manager. (Sage, 2005). Organization wide risk: Top managers are neither IT experts nor they use IT system very much. Therefore they lack the operational expertise and technical knowledge to take important decision regarding IT implementation. Hence, decision being made by top managers without the involvement of users and IT managers is a risk that may occur in IT projects (Lientz and Larssen, 2006, p. 116).This risks occurs for global implementation as top management are not very enthusiastic about the post implementation maintenance and up gradation. Top management support is therefore frequently regarded as a crucial factor affecting the success of ERP implementation (Gargeya and Brady, 2005; Loh and Koh, 2004). High skilled labours are very important for the system maintenance and enhancement. (Ifinedo and Nahar, 2009). It is very important for the company to hold their key resources. As ERP professionals are in high demand it is very important for the organization to hold their key knowledge workers. However, as widely acknowledged, due to high market demand for this type of professional, Companies sometimes may find it difficult to retain their highly qualified ERP experts (Sumner, 2000). Confidential data of company must be stored in secure place carefully, if important and confidential data is accessed by unauthorised users that my cause potential lead to information leakage and business crisis. (Yosha, 1995). Technical risk:-Different modules of ERP systems are to be seamlessly integrated. It becomes particularly a very challenging thing when the implementation is very huge and there are different legacy systems required for different country or different sister concerns. Therefore, it is not uncommon for modern companies to procure suitable software modules from different system vendors to form their own unique ERP system (Currie, 2003). System is not properly modified to meet the business system needs. The business environment and business needs change according to situation and as a result the ERP site should be constantly modified .The implemented system should be constantly reviewed in post implementation state After looking into the potential challenges of ERP implementation we are going analyse the challenges with a theoretical lenses and view the issues with a proper example and contextual background. Critical success factor framework: We are going to analyse the issues with the theoretical framework and address the risk factors. As potential risks and challenges are already explained we are going to see a risk mitigation frame work and analyse how to set the frame work to maximise the performance of the company. According to Scott and Walker performance in general can be determined by three factors ability, motivation and working environment. Further it can be derived with the equation Performance=ability ÃÆ'- motivation ÃÆ'- environment Uden, 2005 demonstrated that there are nine identifying factors which influence any organization in achieving high performance. They are leadership, people, policy and strategy, partnership and resource, Process, People Result, and Customer result, Society Result, Key performance result. It is the people who are main factors ,so it is necessary that the working environment are congenial and the people who are being managed give their best in the environment (Mintzberg,2004),thus improving the morale and commitment while encouraging them to manage the organization s process I a way will increase the level of performance and achievement. According to (Castka, 2001) the precondition of high performance depends on the creativity, decision making, interpersonal skills, participation, decision making. Arnett et al (2002) says that emotion and pride goes for high performance it goes beyond the barrier and makes the employee work for the organization to achieve high performance. To address the soft factors there are numerous cited in the literature. These soft factors are often referred as critical successes factors (CSF) are as Rockhart (1979) explained are areas of activity that should receive constant and careful attention from the management .These is classified in to three management grouping. Soft Factor (strategy) Top management Commitment, ERP strategy, Clear goal focus and scope, Legacy systems management. Soft Factors (People) Training and education, Employee attitude, Empowerment, Project Team, User involvement and satisfaction. Soft Factors (Organizational ) Organizational Culture, Effective Communication ,Computer Culture, Effective Project Management, Change Management strategy, Process management. Example and implementation of framework: Now we are going to look into a famous The FoxMeyer Drugs Bankruptcy case of ERP Implementation.( Judy E. Scott, 2009). FoxMeyer Drugs was a $5 billion company and the nations fourth largest distributor of pharmaceuticals before the fiasco. FoxMeyer conducted market research and product evaluation and purchased an ERP package in December of that year. FoxMeyer also purchased warehouse-automation from a vendor, and chose a Consulting company to integrate and implement the two systems Implementation of the project took place during 1994 and 1995. The project at FoxMeyer Drugs was at risk for several reasons. Using a framework developed for identifying software project risks (Keil, Cule, Lyytinen and Schmidt 1998),(1) customer mandate, (2) scope and requirements, (3) execution and (4) environment. Customer mandate relies on the commitment of the manager and the end user. At FoxMeyer though the management was committed towards the project the end users were not very confident about the project. In fact due to warehouse automation there was a definite moral problem among the workers as due to the automation there were a fear of job security. This we can relate to the Operational risk (OR risk) as explained above. As for OR as the end users were the most extensive user of the ERP application this was a crucial factor towards the success and failure of the project. According to Scott Walker performance equation as the moral were down the performance of the organization also was not up to the mark. Secondly the scope of the project was risky as the FoxMeyer signed with new deals with the University Health System Consortium (UHC) after the announced the project as a result the data transaction that was pre estimated changed rapidly. Thirdly the execution of the project was in trouble as there were not enough knowledge workers. The individual expertise of the organization was very and they were dependent on the expertise of the consulting organization as a result there were greater dependency. Although FoxMeyer must have realized the project was in trouble, its perceived dependence on consultants and vendors prevented it from seeing how it could gain control. We are going to analyze how we are going to analyse the soft organizational factor played its part in the implementation. The change management and process management were not in place as .The consulting company that were hired by the FoxMeyer were not putting enough expertise in project. The vendor company were also treating the entire process as a experimental background. There were no mutual trust among the entire stakeholders involved in the project as a result the project management team were not confident .As there were no trust in the process the indi vidual stake holders were working like silo as a result there not proper communication .As explained earlier critical successes factors (CSF) (Rockhart, 1979) in terms of soft organizational factors were in trouble .As a result the project ran into trouble. FoxMeyer CIO Robert Brown felt a high degree of personal responsibility saying, We are betting our company on this. (Cafasso 1994) Moreover, he expressed his emotional attachment to the project when he boasted about how an integrated multi million computer systems built on ERP would radically improve the companys critical operations. However FoxMeyer were over budget for the project. In spite of running over budget FoxMeyer CIO was too much confident about the consultancy company and he was over whelmed about the success story of the particular system. As a result the project ran in to problem. To conclude about the fact that there are high risks involved when adopting new technologies, especially in a unique situation where the vendor cannot identify the exact organizational culture. FoxMeyer should have realized the risk in adopting new ERP system in its early years and negotiated with the consultants to share the project risks by tying their compensation to project results. They should have gone for more knowledge workers and expertise. The top management thought that just by applying sophisticated software system into the organization will solve their problem, which was not right. As ERP projects are not for business process reengineering, it is neither only to enhance the business process nor to change it. The company should have gone for business process change before applying the software into the organization. As explained by Rockhardt the failure was due to the soft factor starting from strategy, people to organization. ERP in present situation and future:-ERP in future is going to change with the new technology like virtualization, cloud computing, SOA service oriented architecture, SA AS software as a service. Some expects web services to to play a prominent role in future ERP (OBrien,2002,ACW TEAM 2004 ,Abbound and vera ,2007).The capability of web services in integrating data ,application and processes across the internet (OBrien 2002) may result in ERP systems heavily on Service oriented architecture (SOA) .However as the open source community gains more strength the popularity of open source ERP system like sugar CRM will increase more and more. This may not happen in one or two years or in a decade but as and when the service ine managers will understand the need of new technology and enhancement the ERP as it is today will change .Cloud concept and software as a service will evolve to take the place of ERP system. Conclusions: The study has led to several important conclusions. Specifically, the results confirmed that successful implementation of the system is not an on step solution . In truth, a wide range of risks may occur in diverse business and system-related areas during ERP post-adoption. More importantly, the findings also show that an ERP risk may often be the cause or consequence of other risks. Because these identified risk events seem to be interwoven and related with each other, they may be very difficult to manage, mitigate and contain. As a consequence, in order to ensure long-term ERP success, IS managers must become aware of these risks and take proper risk mitigation actions as early as possible. If ERP implementation is not done with soft factors and organization keeping in to mind then it may cause drift. Particularly in organization which is diverse and located in various part of the globe, successful ERP implementation has many risk and success factors to take into account. Acknowledgement:- There are several references in the study which is left unexplored fully. Future research will see the full exploration and will also explore the practitioners view on this.

Against Mandatory School Uniforms in Public School Essay -- Education

Imagine that you pick your seven-year-old child up from school. He is crying and wearing a different outfit than the one he wore to school. This is naturally upsetting but not as upsetting as your next discovery. His shirt, one you have never seen before, has a large "L" written on the sleeve in permanent marker; his shorts, also not his, are too large, stained and faded. Upon questioning your child, you discover that, despite your best efforts at compliance, your child’s clothing has violated the school’s uniform policy. Neither you nor your husband was called to bring your child a "compliant" change of clothing; rather a loaner uniform was forced upon your child. He was made to change into these alien clothes (McBride "Student" 1-2). The debate over mandatory uniforms in the public school system is raging across the country and in our own backyards. Proponents claim uniforms improve many areas in the educational arena while opponents vigorously challenge these claims. Opponents also cite potential civil rights violations while uniform supporters counter that the potential benefits greatly outweigh any loss of freedoms. The issue of mandatory uniforms in the public schools gained the spotlight of national attention following President Clinton’s 1996 State of the Union address. During that speech the President stated, "If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms" (Clinton 4). The President later visited Long Beach, California, where the first, district wide, mandatory school uniform policy in the country was enjoying seemingly remarkable success. He told those attending his speech that he had signed an order instructing the Secretary of Education to send to all school districts across the nation the newly generated Manual on School Uniforms ("Clinton" 1). The manual outlines specific steps for school districts wishing to implement uniform policies. It also gives examples of a few model policies from across the nation (United 1-7). The President went on to thank and praise Long Beach for their glowingly successful uniform policy ("Clinton" 3). Thus, the Long Beach Unified School District’s uniform policy became the national standard for school districts across the country. Despite the apparent success of some uniform policies, these ... ...il Liberties Union Freedom Network. 1 Mar. 1996. American Civil Liberties Union. 5 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons of Total Scores for All Students: California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu. 15 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons for All Students: Long Beach, California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu.Apr.2000 . "Student Prevails in North Carolina School Uniform Dispute." American Civil Liberties Union Freedom Network. 11 Jan. 2000. American Civil Liberties Union. 15 Apr. 2000 . Tillman, Tim. â€Å"Polk County School Uniform Compliance Data March 1999.† Polk County School Uniform Page. The Parental Action Committee of Polk County, FL. 19 Apr. 2000 . "Uniform Incidents." Polk County School Uniform Page. Aug. 1999. The Parental Action Committee of Polk County, Florida. 5 Apr. 2000 . United States. Department of Education. Manual on School Uniforms. 29 Feb. 1996. 6 Apr. 2000 . Van Der Laan, Dick. Telephone interview. Apr. 1996. Walters, Sabrina. "Dade Study: School Uniforms Haven’t Led to Better Conduct." Miami Herald 17 Sept. 1998: 1A. News Library. 8 Mar. 2000 . Against Mandatory School Uniforms in Public School Essay -- Education Imagine that you pick your seven-year-old child up from school. He is crying and wearing a different outfit than the one he wore to school. This is naturally upsetting but not as upsetting as your next discovery. His shirt, one you have never seen before, has a large "L" written on the sleeve in permanent marker; his shorts, also not his, are too large, stained and faded. Upon questioning your child, you discover that, despite your best efforts at compliance, your child’s clothing has violated the school’s uniform policy. Neither you nor your husband was called to bring your child a "compliant" change of clothing; rather a loaner uniform was forced upon your child. He was made to change into these alien clothes (McBride "Student" 1-2). The debate over mandatory uniforms in the public school system is raging across the country and in our own backyards. Proponents claim uniforms improve many areas in the educational arena while opponents vigorously challenge these claims. Opponents also cite potential civil rights violations while uniform supporters counter that the potential benefits greatly outweigh any loss of freedoms. The issue of mandatory uniforms in the public schools gained the spotlight of national attention following President Clinton’s 1996 State of the Union address. During that speech the President stated, "If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms" (Clinton 4). The President later visited Long Beach, California, where the first, district wide, mandatory school uniform policy in the country was enjoying seemingly remarkable success. He told those attending his speech that he had signed an order instructing the Secretary of Education to send to all school districts across the nation the newly generated Manual on School Uniforms ("Clinton" 1). The manual outlines specific steps for school districts wishing to implement uniform policies. It also gives examples of a few model policies from across the nation (United 1-7). The President went on to thank and praise Long Beach for their glowingly successful uniform policy ("Clinton" 3). Thus, the Long Beach Unified School District’s uniform policy became the national standard for school districts across the country. Despite the apparent success of some uniform policies, these ... ...il Liberties Union Freedom Network. 1 Mar. 1996. American Civil Liberties Union. 5 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons of Total Scores for All Students: California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu. 15 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons for All Students: Long Beach, California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu.Apr.2000 . "Student Prevails in North Carolina School Uniform Dispute." American Civil Liberties Union Freedom Network. 11 Jan. 2000. American Civil Liberties Union. 15 Apr. 2000 . Tillman, Tim. â€Å"Polk County School Uniform Compliance Data March 1999.† Polk County School Uniform Page. The Parental Action Committee of Polk County, FL. 19 Apr. 2000 . "Uniform Incidents." Polk County School Uniform Page. Aug. 1999. The Parental Action Committee of Polk County, Florida. 5 Apr. 2000 . United States. Department of Education. Manual on School Uniforms. 29 Feb. 1996. 6 Apr. 2000 . Van Der Laan, Dick. Telephone interview. Apr. 1996. Walters, Sabrina. "Dade Study: School Uniforms Haven’t Led to Better Conduct." Miami Herald 17 Sept. 1998: 1A. News Library. 8 Mar. 2000 .

Comparing Clothing in Knights Tale and the Millers Tale Essay

One of the striking differences between the Knyghts Tale and the Millers Tale (which is supposed to "quit(e)" the Knyghts Tale) is that of clothing (the former tale) and lack of clothing (in the latter). Upon an inspection of the General Prologue's description of the Knyght, I found that clothing is a very signifcant part of the Knyght's Tale. Chaucer's decription of him may forshadow (or, since Chaucer wrote the tales after they were told, color his perceptions of the Knyght) the importance of clothing in the Knyght's Tale. Special attention is paid to the Knyght's coat of mail. "He was a verray, parfit gentil knyght. But for to tellen you of his array, His hors were goode, but he was nat gay. Of fustian he wered a gypon Al bismotered with his habergeon, For he was late ycome from his viage, And he wente for to doon his pilgrimage." (lines I [A] 72-78). The rust-stained mail is indicative that his armor was worn out, perhaps really useless, and only serves to weigh him down. The idea of an artifice such as armor or clothing that was designed to protect but later becomes a worn-out, useless, binding, and ultimately harmful object is echoed throughout the tale. Chaucer may have been satirizing the Romantic tale rather than glorifying it by copying it. Of Romances (more specifically, the Knyghts Tale), Finlayson wrote "A principal characteristic of romance is its formalism of language, gesture, and story--what might be considered its deliberate exclusion of naturalism." (pg 130). Formal language is a form of dress, an ornamentation. The naturalism that lacks in the Knyghts Tale is certainly found in the Miller's fabliaux with it's frequent descriptions of nakedness. The nakedness in the Miller's tale is almost a we... ...her hand in marriage. Finally, Palamon takes her hand. And finally, flesh touches flesh. The ending is fitting, for only by stripping away the artifices that bind, does anyone become happy. Perhaps the Knyght wishes to shed his armor, for it is a hindrance to him also with its rust that colors his clothes. The Miller, in the next tale, goes to the extreme of shedding clothing, which, as we later read, has its danger also. Works Cited Chaucer, Geoffrey. The Canterbury Tales. Norton Anthology of World Masterpieces. Ed Mack, Maynard et al. W. W. Norton and Co. New York, NY. 1992. Finlayson, John. "The Knyghts Tale: The Dialogue of Romance, Epic, and Philosophy". The Chaucer Review: A Journal of Medieval Studies and Literary Criticism. ed. Frank, Robert W., Pennsylvania State Press, University Park, PA. Vol. 27 no. 2. 1992. 126-149. Riverside Chaucer

Sony Corporation Executive Summary :: Sony Business Marketing Essays

Sony Corporation Executive Summary Sony's current financial difficulties are tied into its corporate culture which were stated over 30 years ago. With such a large multinational corporation, greater planning and more use of strategies should be pursued. Sony could start with the implementation of a new mission statement, with profit and benefits of the company tied more closely to everyday operations. Internally, the four forces, the management, the designers, the production and the marketing should achieve better communication and cooperation. Alliance and cooperation between competitors should also be actively sort after in order to create standards in new fields. Sony should aim at being the leader instead of being the maverick. As for cost cutting, Sony should seriously consider setting up operations in other Asian countries in order to take advantage of the cheap labour and the budding markets. Finally, diversification, instead of pursuing the fast changing and easily imitated consumer goods market, Sony should use its technological know-how for high-end business and office equipment. With SWOT analysis and Porter's competitive forces model, we can view that the market is much more competitive with less profit margins and lead-time for product innovation. The conclusion is that change is needed in Sony. However,even with strategirial and structure change, the Sony spirit of innovation should remain intact because that is what made Sony grow and would make it stay strong. Introduction The first thing that comes to peoples minds of the company and products of Sony is its high-technology-filled-with-gadgets electronic goods and innovation. It was also this innovation that make Sony the greatest company that started in post-war Japan. Sony has used its innovation in building markets out of thin air, created a multibillion, multinational electronic empire with products such as the transistor radio, the Trinitron, the Walk-in and the VTR. that changed everyday household lives forever. However, this consumer targeted quest for excellence and constant innovation instead of targeting mainly at profit also has a lot to do with current crisis Sony is facing - sales and profits are down or are slowing down, capital investment cost and R&D are climbing, competitors are moving in with copycats, the battle between VHS and Beta and the search for a smash hit product such as the Trinitron or the Walk-in. This volatility and emphasis (or gambling) on new products instead of concentrating on profit and loss statements have always been a part of Sony since its beginning days. For each successful product (i.e. transistor radio and Trinitron), R&D cost often ran so high that the they pushed the firm to the verge of bankruptcy. This can also be seen through the eyes of the investor in which although sales have increased tremendously

Current ideas about assessment in mathematics teaching

There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.