HS610 Week 3 Conf Essay Example | Topics and Well Written Essays - 750 words

HS610 Week 3 Conf - Essay Example owever in some cases the federal government might fail in its role of protecting the citizens and hence the state government is compelled to come in which is unconstitutional. For Instance, in the case of South Carolinas new immigration law. The federal government has filed several law suits challenging the new immigration law in Sourth Carolina. The South Carolina state has seen the need to protect its citizens because the federal government has shown a massive failure in its authority of protecting the citizens. The constitution of the US states that the states also have the mandate of protecting its citizens from the brutal acts of the federal government. The federal government is keenly involved in protecting the citizens from the damages of natural disasters such as tsunami according to Kamien (n.d). Similarly, the federal government ensures the principal of equal rights to all citizens. The state government is not responsible for then protection of the legal interests of the citizens; the federal governmen has the responsibility in ensuring that the legal rights of the citrizens are protected. This is why the governmkwent is chaqllenging the legal rights of the South Carolinas new immigration law aimed at protecting their citizens. The South carolinas new immigration law has given law officers the chance to check suspects immigration status. Howver, the federal gidvernment argues that this is unconstitutional. In terms of enforcing homeland security the New York City Police Department (NYPD) has been viewed by most of its counterparts as one among the highly pioneering and booming police departments in the history of the United States. However the NYPD has gained a more dangerous reputation in latest years for its unprecedented dispute to privacy and social liberties in maraca regarded by others as overreach internationally. Fusion centers have erupted as major information sharing centers for law implementation and counterterrorism groups over the last ten

American president wilson's fourteen ponits and the importance of such Term Paper

American president wilson's fourteen ponits and the importance of such a plan for the world - Term Paper Example The 14 points from Wilson’s speech were a general outline of any treaty the U.S. would sign. This outline included diplomacy must be open, free international waters, world trade encouraged through lowered economic barriers, low army upkeep, colonial claims adjusted, the new territorial boundaries that returned land to Russia, Belgium, France, and Italy, Turkey and Poland would become sovereign nations, Austria-Hungary should have free autonomous development, Rumania, Serbia, and Montenegro should be evacuated by Central Powers, and a league of Nations should be formed (Wilson 1917). All of these suggestions, along with reparations and other demands by England and France came about, except for the League of Nations. Wilson was a man before his time, because the U.N. would form after WWII. In 1917, the world was not ready for a global body of like the U.N., or the League of Nations. The 14 points was also used as propaganda to help bolster Wilson’s war and to give the Germans a message. The message given must have been the right one, since Germany surrendered without being totally overrun like in WWII. The United States wanted these points to be addressed in any treaty discussed. The Versailles Treaty’s harsh measures were due to England, France, and other negotiating countries. America did go along with these harsh terms, not realizing the oppressive terms would lead to

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

The Differences Between Reward and Recognition

The Differences Between Reward and Recognition Whilst these terms are often used interchangeably, reward and recognition systems should be conceived individually. Employee reward systems pertain to programs arrange by a organization to reward performance and motivate employees on separate and/or team levels. Theyre generally conceived individual from pay but possibly pecuniary in nature or differently have a monetary value to the organization. Although antecedently believed the area of big companies, small business sector have also commenced hiring them as a instrument to entice top employees in a competitive job market as well as to increase employee performance. As observed, while employee acknowledgment programs are frequently aggregated with reward programs they hold a different aim altogether. Recognition programs are normally not pecuniary in nature although they may have a cost to the organiozation. What is Merit Pay? In contrast to bonuses and incentives, merit pay requires giving employees a permanent pay rise established on his/her past performance. Often the companys performance appraisal system (PAS) is used to check performance levels and the employees are granted a salary increase, such as a 10% increment in pay. One likely problem with merit pay is that employees come to expect pay increments. In companies that give yearly merit raises without a different raise for increments in cost of living, merit pay finishes up serving as a cost-of-living allowance and creates a feel of entitlement on the part of employees, with even low performers anticipating them. Therefore, making merit pay more effectual depends upon making it genuinely dependent on performance and designing a comparatively objective appraisal system. What are Compensation Factors that Management Should Consider? When management is setting salaries for thier employees there are numerous factors to consider. Their compensation should be decided by more than just whether they can do work for you or not? Management need to be sure that theyre looking at what compensation factors will impact those that work for them. Theyve to remember that employees are going to go where it will be of more benefit to them. That means that management require to be able to make a good offer if they want employees to work for them. listed below are few thoughts for compensation factors that management should consider. For each business sector there will be different applications, so not all of them are right for your choice of business. What type of business sector you own. If you are a sales outlet then commission will work great, but if you are a production company then sales will not impact many of your workers. The different sections and divisions within the business enterprise will also make a difference. The waitresses will be able to accumulate tips but the cooks arent out with the customers to be tipped. The list of duties and responsibilities that are anticipated of the employee. At the lowest of the food chain there will be less obligation, if the person that just got employed is making as is as the supervisor over them, but the duties are different, you may find youve few disturbed supervisors. As their job requisites increase there should be more compensation given. The time and exertion that has put into the job. Youll find that some employees have a driving force to do everything they can to give it their best. Other people will be more prepared to take the minimal workload and be through with work the moment the clock assures them its alright. For those employees that volunteer to do more and that give a distinguished effort, there should be more compensation for them. If youre anticipating committee members to set up a presentation, give them additional pay for the time they put into it. On that same note, youll find that some people are collecting the abate from those that are just there to do the lowest they can. For those that are accepting additional and doing all they can to compensate for those that do not care, there should be a reward. They should be acknowledged for their efforts and compensated in addition to their normal salaries. When an employee is employed, look at their education. If theyve an accounting degree and youre seeking a financial consultant or an accountant, then you should be conformable pay a little more for their knowledge. Youll have applicants that come in below and over qualified, be sure that youve adequate compensation budgeted that you are able to hire the person with the right knowledge for your company. Consider their work history. If theyve years of experience, they should be compensated. Those years help you to have that much more of an advantage, adding their education to their experience you may have someone that can make a big difference in your company. Also, if you are employing even for the least job, then you need to know that theyre going to be with you for at least a good amount of time. Its expensive to train, so if you are able to reward them for being at their preceding jobs for an extensive amount of time then you may find a patriotic employee. Remember that happy employees are the only way to keep a business running in the right direction. How to Motivate Employees at Workplace? By Updating the Employee of the Month program: Besides placing their picture and alloting them a terrific parking zone, give them something they could actually enjoy, Something that will motivate your staff to be the best they can be. Commence by determining a goal for your staff: Getting them recognise what youd like do and allowing them help come up with a plan of action to accomplish that goal. And after that, inform them what their reward will be for finishing the task. Motivate employees with a free day: You can motivate employees by giving them a day off from work and a free pass to watch some movie or enjoy hi-tea etc. A day off with salary is something every employee wish to savor! It will surely motivate employees to work for those day offs with free passes. Family Day: How about planning a family day for the employees where they are invited along with their immediate familes to enjoy a fun-filled day. There could be various activities invloved for children and others to enjoy. Donuts Treat: Sometimes actions like as simple as buying donuts and coffee for your employees once a week and discussing something other than work for an hour or so will motivate employees also. You need to show your care to employees. Annual and Individual Bonuses: Annual Bonuses are basically one-time rewards that might be in result of some specific achievements of employees. For instance, an employee who accomplishes the quarterly goals set for his/her may be rewarded with a lump sum bonus. Employee motivation consequent from a bonus is normally related to the degree of advanced knowledge considering bonus particulars. Team Bonuses: There are certain situations in which employees should collaborate with one another and setting apart employee performance is harder, companies are progressively recurring to binding employee pay to team performance. E.g., in 2007, Wal-Mart gave incentives to around 80% of their associates based on overall store performance. If employees have a reasonable power to enhance their overall teams performance level, these programs can be handy. Organizational Examples: Following rewards and compensation benefits are seen in different renowned organizations around the globe. Wal-Mart Stores: Out of many factors that have resulted in the success of Wal-Mart is its happy employees. Wal-Mart has successfully managed to rtain happy bunch of employees through effective motivation. Motivation at Wal-Mart can be seen at all levels of positions and departments at Wal-Mart. Wal-Mart have various motivational techniques in order to prove that they not only care about profit they attain through their workforce, but employees personal b eing as well. Here are some other ways of motivation in palce at Wal-Mart Stores: Calling employess as associates onstead of employee Calling eachother by their first name from top management to hourly associates. Giving respect to each associate irrespective of their .position in the company. Health insurance for each associate and their immediate family members. By hiring a psycologist to give counseling to associates facing some problems. Mobilink GSM Pakistan Mobilink runs its business enterprise on the basis of its slogan that Our people are our greatest assets. We take great pride in admitting the contribution each one of us makes. Mobilink use the following motivational techniques to motivate their employees: Management by objectives Employee acknowledgment programs Employee engagement programs Variable salary programs Skill-based salary plans Compromising benefits. Nestle Pakistan Ltd. Specified contribution program: The Company engages a accredited provident fund for all its regular employees. Equal monthly shares are constituted to the fund both by the Company and the employees at the rate of 12% of the basic pay and cost of living allowance in addition to it. Nestle has clear plans for betterment of its employees, thus leaving employees with clear knowledge of how the organization is caring about its employees by providing sustainable resources in terms of health, insurance and incentives etc. Suggestions and ideas towards the betterment of any organizational processes are encourged. Other main facilities which Nestle grants to its employees to keep them motivated at workpalce are: Incremented salary Job Security and Integrity Annual Gratuity Annual Bonuses Old age benefits Residence facilities and Allownces Transportation Health and safety Telenor Pakistan Ltd. Below are different ways in which employees are motivated at Telenor Pakistan are: Solving everyday residence issues of employees including remodeling, repairs, house-sitting, etc. Supporting in any legal issues. Supporting in financial issues. Education plans for childrens. Health care. Tesco UK Staff training and devlopment programs Discount for staff purchases Club points system Flexibility Bonuses Free uniform Holidays/holiday vouchers Free Passes Open opportunities Unilever India Motivational techniques in place at Unilever India, includes Provident fund, off days. Pick and drop facility, training camps, health care, meternity care and pesion schemes. Flex Industries Limited   At Flex Industries Ltd, they have a generous incentive scheme, which has assisted them in increasing productiveness by 30-40% as well as minimizing wastage by 2-3 %. Bonuses are extended to all levels of employees. Ford Workplace safety Diversitification Professional Growth and devlopment Achievement rewards Trainings Remuneration and benefits Volvo A Learning and competitive Environment A Fair Wage Policy Regular Medical Examination of all employees Openness and Respect amongst co-workers Measuring Progress with effective performance appraisal system Rewards Diversity Volkswagen Attractive employment plans Job security Good working climate through leadership and cooperation payment in line with performance Personal development opportunities Coca Cola By furnishing competitive compensation and benefits, coca cola endeavor to motivate its employees though bounding employee turnover. Besides compensation and benefits, coca cola also extend several other programs for its employees that broaden beyond the workplace. For example, as part of its loyalty to youth development, Coca cola offer college scholarship opportunities to the children of its employees. coca cola also provide opportunities for employees to improve their educational standing.

Compare and Contrast: ‘A desirable society’ Essays -- Literary Analysi

Both Andre Brink’s ‘A Dry White Season’ and James Joyce’s ‘The Dead’ display two very different societies undergoing artistic, cultural and political transitions. In 1914, Ireland saw the Nationalist party at its peak, where Irish society was desperately searching for a sense of cultural identity and political stability. Joyce takes an apolitical approach in order to objectively show Dublin to his fellow Dubliners in his ‘nicely polished looking glass.’ Andre Brink, in comparison, documents a temporal shift into 1976, during the Soweto uprising, in which the non-white population of South Africa protested against the Nationalist Party’s apartheid regime. Brink, like Joyce, draws upon this inspiration to offer a truthful commentary upon South African society. Although both novels are placed within entirely contrasting contexts, both display similar themes of political unrest and social division, which reveals two very flaw ed and undesirable societies. In this essay I will compare and contrast the ways in which Joyce and Brink portray the societies that they are a part of. I will compare the treatment of colonisation, segregation and both cultural and nationalistic identity in each novel, and argue the integrity of each author’s commentary and critiques upon two transforming nations. Colonisation plays an important role in both Brink’s A Dry White Season and Joyce’s The Dead. Brink bases the events of his novel around the Soweto uprising, in which South Africa’s non-whites fought against the Nationalist Party’s apartheid regime. The main conflict was over the Nationalist Party proposing schooling in non-white schools to be carried out in both English and Afrikaans languages. The non-white student population much preferr... ...ue of national identity, with the influence of colonisation and conflicting ideas. One detail that is consistent in both Joyce’s The Dead and Brink’s A Dry White Season is the completely apolitical and factual approach the authors take. Without forcing any ideas upon the reader, Joyce and Brink allow us to construct our own opinions upon the way in which their societies operate. Works Cited Deane, Seamus. 1982. Joyce and Nationalism. Sussex: The Harvester Press Diala, Isidore. 2002. History and the inscriptions of torture as a purgatorial fire in Andre Brink’s fiction. Texas: University of North Texas Levenson, Michael. 1994. Living History in â€Å"The Dead.† New York: St Martin’s Press Pecora, Vincent P. 1986. â€Å"The Dead† and the Generosity of the Word. PMLA 101.2 Schwarz, Daniel R. 1994. â€Å"The Dead† A Critical History. New York: St Martin’s Press

Latin is Not Dead Yet! :: College Admissions Essays

My hands were brittle and numb from the biting cold. I'd been raking leaves for just under three hours in the dwindling group of Latin Club members who braved the weather for charity donations. As a freshman, I felt somewhat alone in my new club, especially since my friends had backed out on my invitation to join me that Saturday. Nevertheless, I vowed to stick with it, and someday spark more interest in the activities...even in the cold. However, with my yet-unestablished high school reputation and lone voice out of 150 members, I continued to contribute merely my attendance at the meetings and activities. Sophomore year, I found myself embracing Latin Club as a way to have fun with my friends and contribute community service. But despite my enthusiasm, the club did carry a somewhat nerdy and uninteresting image probably stemming form the name. "Latin Club? Come on. Whatta you guys do in there...speak Latin...or play dead!?" a classmate remarked. I chuckled, then informed him that the Romans were known for drunken revelry, large feasts, and ceremonial orgies. After translating that into "music, food, and dancing," I reminded him that there was a Latin Club party coming up next weekend. Needless to say, I had little trouble improving the club's popularity. Junior year arrived, and I decided it was time to make my move on the Latin Club. The name consul, the equivalent of president, jumped out from the nomination form like a lone image in a 3-D comic book. However, the presidency required a partnership-an ancient Roman safeguard carried on symbolically in our club. No problem! My friend Sankeerth and I couldn't have shared more interest. Thus, the campaign for "Court & Sankeerth" was born, but by no means an heir to the throne. Our opponents were none other than two of the biggest academic powerhouses in the senior class: Annie, who aced the SAT; and Christy, president of two other major clubs. Together they proved our valiant efforts basically futile in their shadow. "Next year," spoke the voice of optimism. Senior year brought to our campaign the confidence of a veteran TV sitcom versus a "pilot." Could anyone else possibly have wanted to be Latin Club president as much as we did? We could take no chances. The only way to win was to buy big markers.

Business Analysis and Valuation Exam Notes

Topic 7: NOA1=NOA0+OIt – (C1-I1) NFO1=NFO0+NFE1 – (C1-I1)+d1 NFA1=NFA0+NFI1 – (C1-I1)-d1 CSE1=CSE0+OI1 – NFE1 – d1 NI1=OI1 – NFE1 (C1-I1) = d1+F1 d1=div+ share buyback – share issues F=net purchases of FAs – interest on FAs – net issue of debt + Interest on debt d=C-I+NFI-NFA d=C-I-NFE+NFO FCF=OI-NOA (Method 1) FCF=NFA-NFI+d (Method 2) FCF=NFO+NFE+d CSE=NOA+NFA/(-NFO) CSE1=CSE0+Earnt-dt Net Operating Accruals = OI1 – C1 or NOA – I1 If C-I-i > d: lend or buy down debt. If C-I-i < d: borrow or reduce lending. The rate of return from investing in a firms’ stock is its holding period return. [(div+P1)/P0]. Topic 8:Reformulated CSE Statement CSE0 +Net transactions with s/holders +Share issues – Share buy backs – Dividends +Comprehensive Income +NI reported +/- securities avail. For sale +/- currency translations +/- hedging +/- prior earnings restatements CSE1 Table 8. 1 of Dirty Surplus Item s: OI Items Changes in accting for contingencies Additional minimum pension liability Tax benefits of loss carry-forwards acquires Tax benefits of dividends paid to ESOPs Unrealized gains and losses on equity securities avail. For sale Some adjustments of deferred tax valuation allowances funding status of pension plans Financing inc (or exp) itemsPreferred dividends Unrealized gains on losses on debt securities avail. For sale Operating or Financing inc items F. C. translation gains (losses) Gains(losses) on derivative instruments for hedging purposes Restatement of prior years’ income due to accting principles. Bal/sheet items to be reclassified Credits to s/holders’ equity for stock compensation exp. Dividends payable. Topic 9: Effective tax rate for operations Tax on OIOI before tax ReOI1=OI1 – ( – 1) NOA0 Operating PM from sales OI from Sales (after tax)Sales Net CI Margin = CI/Sales RNOA = OI/Ave. NOA NBC = NFE/Ave. NFO RNFA = NFI/Ave. NFA ROCE = Ea rn (CI)/Ave.CSE OLLEV = OL/NOA Capitalization Ratio = NOA/CSE FLEV = NFO/CSE SPREAD = RNOA – NBC Reformulated Bal/sheet FAs: Cash equivalents S/T investments S/T notes receivable* L/T debt investments FLs: S/T borrowings Current maturities on L/T debt S/T note payable* L/T borrowings Lease obligations Preferred stock OAs & OLs: All else Minority Interest CSE *notes are FA/Ls if they bear the mkt rate of interest. L/T equity investments are usually OAs if they are a >20% holding, recorded at mkt value if avail. for sale or, at cost if held to maturity. S/T equity/marketable investments are OAs if part of a trading portfolio.If used mop up excess cash = FA. Minority interest is a separate line item. And NOA – NFO = CSE + Minority Int. Reformulated Income Statement Net sales -Expenses to generate sales =OI from sales (before tax) -Tax on OI from sales +Tax as reported +Tax benefit from NFE – Tax allocated to other OI =OI from sales (after tax) Other OI (exp) requir ing tax alloc. Restructuring charges and asset impair. Merger exps Gains/Losses on asset sales Gains/Losses on security transactions -Tax on other OI After-tax operating items Equity share in subsidiary income Operating items in extraordinary inc Dirty surplus op. items in Table 8. Hidden dirty surplus op. items OI (after tax) -NFE (after tax) +Interest exp -Interest inc. Realized gains/losses on FAs =NFE before tax -Tax benefit from NFE =NFE after tax Gains/loss on debt retirement +unrealized holding loss D-S items in Table 8. 1 (incl. Pref. dividends) Hidden d-s financing items -Minority Interest =Comp. Income to common Topic 10: Reformulated CF Statement CF from operations +Reported cash from op. Net cash interest payments after tax – CF from investing +Reported cash from inv. +Liquidation of assets +Sale of assets +Maturities of assets – Purchases of Assets Working Cash =FCF from op. ctivities Net Dividends +Dividends +Share buy back – Share issue +Net Debt Financing Cash and Cash Equivalents + net payments to d/holders and issuers =Cash paid for financing activities Topic 11: ROCE = RNOA+[FLEV(RNOA-NBC)] Implicit int. on OL= S/T borrowing rate (after tax) OL ROOA=OI+Implicit Int. (aft. tax)OA RNOA=ROOA+(OLLEVOLSPREAD)OLSPREAD = ROOA – S/T borrowing rate (after tax) ROA=NI+Int Exp (aft. tax)Ave Total Assets Minority interest is added to numerator if any. 2 Drivers of RNOA: RNOA = PM ATO PM = OI (aft. Tax)/Sales ATO = Sales/NOA (usually expressed as 1/ATO) PM Drivers: PM = Sales PM + other items PMSales PM=Gross margin ratio – Exp ratios =GMsales-Admin. expsales-Sell. expsales-R&Dsales-Operating taxessales Other Op. items PM=subsidiary incsales+other equity incsales+Special itemssales+other gains and lossessales Drivers of ATO (1/ATO) can be broken down into ratios for the individual assets and liabilities. Drivers of NBC is calculated from the weighted average of the costs for different sources of net financing. NBC=FONFO ? aft. tax int. on FOFO-FANFO? aft. tax on FAFA-FANFO? Unrealized gains on FAFA+Pref. stockNFO? Pref. DivPref. stock+†¦ Topic 12: OI = Core OI from sales + Core Other OI + Unusual ItemsRNOA=Core OI from SalesNOA+Core other OINOA+UINOA Core OI from salesNOA=Core sales PM? ATO=Core OI from salesSales? SalesATO NBC=Core NFENFO+UFENFO RNOA1=(core sales PM1ATO0) +(ATO1Core Sales PM1) +(core other OI/NOA)+ (UI/NOA) Changes in core sales PM are driven by variable and fixed costs. Sales PM = (Sales – VC – FC)/Sales Contribution Margin Ratio = 1 – (VC/Sales) OLEV=CM ratio/PM %Core OI=OLEV%Core sales CSE1=(sales11/ATO0) +[(1/ATO1)Sales1] – NFO1 Reformulated OI Core OI Core Sales Rev. Core CoS = Core GM Core Op. Exp. = Core OI from sales bef. Tax Tax on core OI from sales +Tax as reported +Tax benefit from NFETax alloc To core other OI Tax alloc to UI = Core OI from sales + Core other OI + Equity income in subsidiaries + Earnings on pension assets + Other conti nuing inc not from sales Tax on core other OI = Core OI Unusual Items Special charges Special liability accruals Nonrecurring items Asset write-downs estimates Start-up costs expensed P/L from asset sales Restructuring charges P/L from discon operations Extraordinary op items Accounting charges Unrealized g/l on equity investments Gains from share issues Currency gains and losses Derivative g/l (operations) Tax allocated to unusual items = Comprehensive OI Topic 13: Earnings component: i) Operating income (ii) Net financial expense (iii) Earnings Book value component: (i) NOA (ii) NFO (iii) CSE Residual Earnings measure: (i) ReOI1 = OI1 – (F – 1) NOA0 (ii) ReNFE1 = NFE1 – (D – 1) NFO0 (iii) RE1 = Earn1 – (E – 1) CSE0 Value of NFO: V0NFO=NFO+ReNFET? D+CVT? DT Value of NOA: V0NOA=NOA0+ReOIT? F+CVT? FT Value of Equity: V0E=CSE0+ReOIT? F+CVT? FT NFO is usually measured at market value. Therefore forecasted ReNFE are zero. Usually: VoE=V0NOA-V0NF O But with ReNFE = 0, VE = VNOA Drivers of RE: RE1 = [ROCE1 – (E – 1)] CSE0 (1) amount of s/holders’ investment (2) rate of return on investment relative to E.Drivers of ReOI: ReOI1 = [RNOA1 – (F – 1)] NOA0 (1) amount of NOA put in place (2) profitability of assets relative to F. Drivers of ReNFE: ReNFE1 = [NBC1 – (D – 1)] NFO0 (1) amount of net financial debt (2) NBC relative to D. AEG Measure (i) AOIG=[OI1 + (F – 1)FCF0] – FOI0 (ii) ANFEG=[NFE1+(D – 1)F0] – DNFE0 (iii) AEG=[Earn1+(E-1)d0] – EEarn0 V0NOA=1? F-1OI1+AOIGT? F Cost of capital: ?E=? F+VoDV0E? F-? D P/B Ratio: V0ECSE0=V0NOANOA0+NFO0CSE0V0NOANOA0-1 Forward P/E ratio: V0EEarn1=V0NOAOI1+ELEV1V0NOAOI1-1NBC1 ELEV = NFE/Earnings Trailing P/E ratio: V0E+d0Earn0=V0NOA+FCF0OI0 +ELEV0V0NOA+FCF0OI0-1NBC0-1