Block Scheduling

UNION UNIVERSITY THE IMPACT OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT A REVIEW OF LITERATURE SUBITTED TO DR. BENNY TUCKER IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF EDU 675 CAPSTONE RESEARCH SEMINAR BY LELA BINGHAM MAY 9, 2012 Chapter 1 Introduction As administrators and educators have researched ways to use time more productively, major changes have been occurring in high school schedules. Within the context of education reform, one of the attributes of the traditional educational system that has been a focus for systemic change has been the use of time (Trenta & Newman, 2002).In Nichols’ (2005) research, it’s noted that one of the most important concerns expressed in A Nation at Risk report was related to how effectively classroom instruction time was being utilized in America’s schools. Evans, Tokarczyk, Rice & McCray (2002) indicated that this report offered many recommendations for school reform initiatives, includin g restructuring for more effective use of school time and increased concentration on core academic subjects.According to Lawrence and McPherson (2000), administrators and teachers in America have been criticized regarding the poor use of school time since the 1980’s (p. 178). Maltese, Dexter, Tai, and Sadler (2007) found that approximately 66. 7% of high school graduates from the class of 2004 enrolled in colleges or universities, the importance of high school as a means to prepare students for a successful college experience is essential (p. 1).According to Zepeda and Mayers (2006), â€Å"as the accountability bar rises, schools continue to explore avenues for increasing student achievement, and school leaders have examined new teaching methods, emerging technologies, and alternate scheduling patterns to improve the teaching and learning processes† (p. 137). Nichols (2005) states that in response to A Nation at Risk report, many concerned educators and community leade rs at all levels argued that schools should increase the length of the school day and the school year and simultaneously restructure the traditional daily schedule.Trenta & Newman (2002) wrote that while some efforts have focused on seeking ways to add time to the academic year and the academic day, other efforts have focused on maximizing the time already in the calendar (p. 54). As schools seek to determine the most effective teaching strategies to increase student achievement, Zepeda and Mayers (2001) says one especially attractive option has been block scheduling. This scheduling is in effect in approximately 30 percent of the nation’s secondary schools. What is block-scheduling? â€Å"Block-scheduling is a method of scheduling the six-hour school day into â€Å"blocks† of class time.Sometimes referred to as Extended-Period Schedules, block scheduling is supported by advocates because it keeps students in class for longer periods of time, reduces the amount st udents spend transitioning between classes, and gives students and teachers more opportunities to get to know each other (www. education. com). † Rettig (2005) indicated that the most common type of class schedule used in America’s secondary schools is the traditional schedule, whereby classes usually meet daily and students attend six, seven, or eight classes per day (Two Leading†¦, para. 1).According to Queen (2000), there are necessary steps and they remain imperative for schools examining the possibility of moving to a block scheduling (p. 221). Gruber and Onwuegbuzie (2001) reported that an increase in block scheduling in the past decade has been attributed to factors such as the input from the business community calling for â€Å"fundamental change† in education (p. 33). Although block-scheduling has been discussed for a few decades, it has become a subject of considerable debate. There is a plethora of factors to impact student’s achievement bu t this research will focus on classroom scheduling.The purpose of this study is to provide an assessment of the relationship with school scheduling and student’s achievement. For the purposes of this paper, I define student achievement as any positive result(s) occurring to the student because of the schooling process. Chapter 2 Literature Review According to Kienholz, Segal and Yellin (2003) changes in approaches to teaching and learning are common in schools as we strive to improve the education that we are providing our students, as well as help them to achieve higher levels of success.In the past decade or so, block scheduling has become one of the most popular scheduling alternatives to the traditional schedule previously held by many districts. Block scheduling is not new on the block. It can be traced back to the early 1960s when J. Lloyd Trump of the Oregon department of Education urged that the school schedule be reexamined to consider longer class periods as a way o f improving instruction (Kienholz et al. , 2003, p. 62). When following the block schedule, Rikard & Bannville (2005) stated that schools devote larger periods of time, often 90 minutes instead of 50 to 55 minutes, to each class period.Block scheduling has been configured in different formats, including the 4 x 4 and AB formats. Under the AB format, students attend classes for approximately 95 minutes on alternate days, while on the 4 x 4 format students attend the same four blocked classes each day for 90 consecutive days once per year (p. 26). As a result, students have fewer classes per day or term, and teachers and students should be able to focus more deeply on the material.While still relatively new in the world of education, block scheduling has been the cause for much debate over whether it increases student achievement or not. While the aim is to provide teachers and students with larger, uninterrupted periods of time with which to delve deeper into class content and pr actice. The block has the potential to increase student learning but only with effective usage of time. This will help answer the questions about the impact lock scheduling has on success (Rikard & Banville, 2005, p. 33). The main findings of the esearch for this paper present information on both sides of this argument, and discuss the block schedule with relation to students, parents and teachers perceptions, advantages and disadvantages and finally, student achievement (Rikard & Banville, 2005). Students, Parents and Teachers Perceptions As Rikard and Banville (2005) findings were â€Å"consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format.Sixty six percent of teacher perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusion (p. 26)†. Jones (2000) research from a high school in Southern Georgia had a one-week trial period in which students and teachers participated in block schedule. In the week subsequent to the trial period, a survey was issued to students by administration to determine the social validity of the program. Students were not required to participate in the survey.If a student chose to do so, however, they would remain anonymous. At the time the survey was administered, 1,205 students (586 males and 609 females) elected to participate in the survey. This accounted for 57% of students that were enrolled in the high school at the time of the study. Jones’ study included various questions on the survey, with the last addressing whether or not block scheduling was an acceptable alternative to traditional scheduling. The scale by which students answered ranged from 1-5 with 1 being most agreeable and 5 strongly disagreeing.The mean score was 2. 85, which leaned mo re toward students in agreement of the change. However, it was close enough to the median that it could not be considered a significant enough difference to determine the social validity of the trial period (Jones, 2000). Veal and Flinders (2001) executed a study that was conducted in a high school with three contiguous schedule types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices.The usage of Likert scale surveys, interviews, classrooms observations, and text data were used to compile a picture of how and why teachers adjusted to the change in schedule (p. 21). Chi-square and ANOVA analyses comparing block, hybrid, and traditional teachers found significant differences in four areas: 1) changes in teaching methods, 2) opportunities for reflection, 3) relationship with students, and 4) levels of anxiety. According to responses from all surveys, interviews, and observational data, ins tructional methods for most of the teachers with block classes changed (Veal & Flinders, p. 6). A study by Adams and Salvaterra (1998) included 67 teachers in four block scheduled high schools in Pennsylvania to see how the teachers perceived the block schedule, and whether or not they changed their instructional practices to accommodate that schedule. Some teachers felt unprepared for the schedule change, and were worried about being able to cover all of the content that they were accustomed to covering. For some, they still felt that â€Å"the textbook drives the curriculum; a sense of urgency to cover the book persists† (Method section, para. 2).The teachers that felt they had not received enough training for the block schedule showed some resistance to shifting from traditional schedule of content or continued to use activities that did not fit well under the new schedule (Results and Discussion section, para. 8). Adams and Salvaterra found that while some teachers fe lt that the block schedule was a great fit and looked for ways to use it to its fullest, one main finding was that â€Å"Teachers in all four schools identified a need for staff development, particularly in pedagogical techniques such as cooperative and integrated learning† (The Role of Staff Development, para. ). Zepeda and Mayers (2001) administered a study of 31 first-year teachers in the Midwest, all teaching on the 4 x 4 block schedule. Each of these teachers worked at a racially diverse school of 1,200 to 2,000 students and had graduated within three months of beginning to teach. Zepeda and Mayers conducted interviews with these teachers at the beginning, middle, and end of year to get their perceptions of the block schedule. Only the teachers were interviewed, so administrative and student feedback was not included.These new teachers found that they were â€Å"having difficulties in adjusting their instruction to the extended block periods, various instructions throug hout the period, and running out of materials and/or activities before the end of the period (Analysis of the Data section, para. 2). These teachers did not think that they possessed the repertoire of activities needed to successfully carry out a class on the block schedule, and they also expressed concern about student discipline and their inability to keep activities running smoothly (Adjusting Instruction section, para. 5). Later in this study, teachers also expressed feelings of being unprepared to assess students effectively on the block schedule (Zepeda & Mayers, 2001). Veldman (2002) looks at the information from Coopersville High School (CHS) as they transitioned from a traditional, 7-period a day schedule to a particular type of block schedule (A/B Block). On one day, students would attend 4 classes, while on the following day, 3 classes with study hall imbedded therein.After four years of being on the A/B Block schedule, the school system found that there were several scheduling concerns that needed to be addressed. In response to the concerns, the school system researched and surveyed and created a new form of scheduling that combined the best aspects of both traditional and block schedules per Veldman (2002). The new schedule, known as the A/B/C Schedule allowed for more instructional time during the duration of the school year. As opposed to A/B Block Scheduling, which gives 90 days of classroom instruction, the A/B/C Schedule allows for 30 additional instructional days.In preparation for the implementation of the new schedule, Coopersville High School (CHS) provided professional development to faculty that enriched instructional techniques and teaching strategies and focused on learning styles. CHS attributed much of the success of the program to an outpouring of communication among all stakeholders. Although test scores were not available at the time of the study, Veldman states that the new schedule was proving to be a success with teachers and students alike.According to Jenkins, Queen and Algozzine (2002), it can be argued that because of the additional instructional time received on a block schedule, teachers have more of an opportunity to utilize an assortment of instructional strategies and techniques in the classroom. In order to determine if this was true, a study was conducted to inquire of teachers the types of instructional strategies used in their classrooms. Teachers from both block and traditional schedules were surveyed and responses were compared (p. 196).Jenkins et al. findings also revealed that there were no real similarities in the opinions of teachers on both block and traditional schedules in regards to teaching strategies. According to the survey responses, teachers from both sides of the spectrum maintain the same types and varieties of teaching strategies, regardless of the schedule in which curriculum is being taught. Another study conducted by Payne (1996) involved a questionnaire for faculty and students whose school was on an â€Å"alternating day† block schedule.This schedule allowed for students to attend a scheduled set of classes, on a block schedule, one day with a different set of classes on the following day. The results of the questionnaire showed that faculty felt that more instructional time allowed for more material to be presented in the classroom. They were not pressed to get a certain amount of material and/or standards presented in smaller increments in the day. Payne concluded that both faculty and students were satisfied with the schedule and felt that it was a success.In a study of students with different academic profiles, Marchant and Paulson (2001) focused on the student perceptions of their alternating, A/B block schedule. Marchant and Paulson gave questionnaires to 2191 high school students in an upper class Midwest suburban high school. They wanted to know what the students perceptions of the block were in relation to areas such as behav ior, student-teacher relationships, success, and their support for the block schedule. Students were broken up into clusters relating to whether they were high or low-achieving in school, and hether they were happy, displeased, or apathetic about their success. Marchant and Paulson finding suggest that those who were happy and already successful, responded more positively in all categories on the questionnaire, while nearly the opposite was true for the lower-achieving students, â€Å"In particular, students who were average or high achievers, were satisfied with their achievement, and believes school is important had the highest levels of school functioning and the highest support for block scheduling† (Discussion section, para. ), while, in contrast, â€Å"Students who were the lowest achievers had the lowest support for block scheduling, worst teacher relations, and worst perceptions of student behavior† (Discussion section, para. 1). According to Shortt and Thayer (1998/1999), a survey was conducted by the Virginia Department of Education, only 1 percent of the responding teachers and 5 percent of the responding administrators indicated that block scheduling had a negative impact on standardized test scores. Shortt and Thayer stated that the data they collected indicated that teachers, administrators, and students were positive toward block scheduling.Rikard and Banville (2005) interviewed fifteen physical education teachers at their school sites from eight high schools located in a southeastern school district in the United States (pg. 26). Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusi on per Rikard and Banville (pg. 6). In Persin’s (2002) research, he researched student attitudes toward web-assisted instruction or usage of computer animations and graphics versus text-based or mental models. The students responded to questions with answer options ranging from (1) strongly agree to (4) strongly disagree. â€Å"The participant’s overall attitude toward internet-assisted instruction was 1. 93, which is slightly higher than an â€Å"agree† response since â€Å"strongly agree† is rated at 1. 00. Also, attitudes based on gender were computed with female students having a slightly more positive attitude toward internet-assisted nstruction than males, although the difference in gender group attitudes was not considered significant at alpha = . 05 (Persin, 2002, p. 65)†. Jenkins, Queen and Algozzine’s (2002) research, â€Å"To block or not to block: That’s not the Question, was to compare teachers’ opinions about the ir preparation for using various instructional practices as well as their use of those practices and the appropriateness of employing them as part of block and traditional teaching schedules.Teachers working in block-scheduled high schools surveys were compared with those of their peers teaching in traditional schedule classes. Jenkins et al. study included 2,000 teachers (N = 2,167) North Carolina high school teachers participated in this research; 1,031 taught in block-schedule programs and the remainder taught on the traditional schedule for at least three years. Comparisons were made between their opinions on instructional practices, appropriateness of those methods, and their level of training in those methods (p. 98). Responses to the level of use of various instructional methods showed very similar answers, except that for peer coaching/peer tutoring, â€Å"teachers on the block schedule reported a higher use of this strategy than id their peers teaching with a traditional s chedule† (p. 198). When answering questions about the appropriateness of instructional methods, again, answers were very similar. However, â€Å"teachers on the block schedule reported a higher appropriateness of† (p. 98) using projects than teachers on the traditional schedule. In terms of training for using different instructional practices, there were no significant differences in the answers (Jenkins, et al. 2002) A study involving student perception of the block schedule was conducted by Slate and Jones (2000). This study used 1205 southern Georgia high school students and asked them what they thought of the block schedule after a one week trial period.Although this was a brief introduction to the schedule, this study provided data for those considering moving a school to the block schedule from students who had actually had a taste of the schedule, instead of simply having it explained to them. Participation was on a voluntary basis, and data could only be taken f rom those who chose to participate, making the sample less representative. One disadvantage noted by the students was that they had â€Å"difficulty paying attention through the longer class periods† (Overall Results section, para. 1).The study had a positive outcome, as many more students reported advantages than reported disadvantages (Overall Results section, para. 2). However, some interesting information was that while â€Å"Students reported that the block schedule had important advantages, especially increase time for study, and relatively few disadvantages, they reported that block scheduling was only a slightly acceptable alternative to traditional scheduling. Some expressed a slight preference for traditional scheduling (Slate & Jones, 2000, Discussion section, para. 1).Santos and Rettig addressed special education teachers’ perceptions of block scheduling which included the A/B block and the 4/4 semester plan. They interviewed 18 special education teach ers operating as department chairs in Virginia high schools. Nine of these teachers were serving in alternate-day (A/B) schools and nine in 4/4 schools. These schools had operated on this scheduling between 1 and 3 years. (What about Special education†¦section, para 2). The block scheduling was chosen over the traditional schedules in which the department chairs had worked.All nine 4/4 department heads expressed a preference and six of nine department chairs operating in the A/B plan preferred this variation of block scheduling over the single-period schedules (Santos & Rettig, 1999, Special Educators Speak Out section, para. 1) . Advantages and Disadvantages Despite its advantages, as Bryant & Bryant (2000) mentioned, block scheduling remains only another time-management tool unless classroom teaching/learning interactions also change. Block scheduling does provide more time with few students per classroom.It requires different instructional approaches and allows teach ers to use various strategies in a single period (p. 9) Weller & McLeskey (2000) writes that teachers agreed that within the context of a block schedule, team teaching aids greatly in including students with high incidence disabilities in general education classrooms, and assists in meeting the educational needs of all students (p. 213). Maltese, Dexter, Tai, and Sadler (2007) studied how traditional and block schedules prepared students for science in college classes.Referencing the numerical data in the form of student scores, and collecting qualitative data and opinions through student surveys, their study concluded that there were points to be made for both schedules, but that neither was proven to be noticeably more successful than the other in terms of the students’ level of preparation. Advantages and disadvantages are discussed in research conducted by Kenney (2003), as she looks at the decisions of some schools to abandon the block schedule in favor of returning to the traditional schedule. She quotes R. B.Cobb, a professor at Colorado State University, as saying that the block schedule is â€Å"a grassroots movement. It seems to build its momentum based on the logic of it and a judgment call by community and educational leaders hat it just looks like it ought to do better† (para. 7). This statement relates both to the reasons for schools keeping and leaving the block schedule in this article. Schools continuing with the block schedule made that judgment call and felt that the schedule fit their needs better, and they recognized advantages in the block schedule.A student can complete 32 credits over the course of a four-year high school career. This allows four more than is possible with the seven-period day† (para. 9). These schools also felt that students were less stressed on the block schedule â€Å"†what the block does is create a climate in which the kids feel a lot less stress†¦not worrying about seven differ ent classes, seven different sets of rules, and the possibility of several different tests a day† (para. 7). However, Kenney also discusses disadvantages to the block schedule, and reasons that schools and districts have moved away from this schedule.While extra time can be very beneficial in class, some administrators feel that â€Å"many teachers used the additional minutes as busy time† (Quick Abandonment section, para. 3). Additionally, there can be staffing issues in smaller schools, â€Å"when you go to the block, you have to hire more teachers, that’s what it boils down to† (A Money Decision section, para. 3), and then there is the fact that at this point, there is no conclusive proof that the block schedule is the more successful of the two schedules, â€Å"I’ve never really seen any clear, quantitative evidence that proved block scheduling was superior to the traditional schedule.There was a general feeling it was better but no one could p rove it† (Kenney, 2003, A Money Decision, para. 5). Santos and Rettig (1999) says â€Å"The rapid spread of this innovation brings with it both benefits and concerns with regard to programming for students with disabilities. Despite the amount of information available on block scheduling, little research exists on the benefits and drawbacks for special education (What about special education and block scheduling section, para. 1)†. One particular study focused on this exact issue: Is any one schedule better for students with disabilities?The study focused on a total of 620 students (160 students with disabilities and 460 students without disabilities) from schools on traditional schedules and schools on block schedules. The schools involved had to have been on a particular schedule for a minimum of 4 years. During the first year of the study, there were 8 traditional scheduled schools and 8 block scheduled schools (4 large schools, 2 medium-sized schools, and 2 small sc hools). At the end of the study, a total of 12 schools participated in the study. All schools involved were 9-12 grade high schools with similar attendance and graduation rates.All traditional scheduled schools had the same amount of time in a school day and the same student/teacher ratio. The same applies for the schools on block scheduling (Santos & Rettig, 1999). Santos and Rettig surveyed 281 teachers regarding the satisfaction of the schedule on which they taught. State mandated assessment test scores in reading, language, math, science, and social studies, GPA’s, ACT test scores were reviewed from all schools to assist in determining a difference in achievement of students on block and traditional schedules.After reviewing test scores and records, it was found that there was no difference between students with disabilities and students without disabilities between either block nor traditional schedules. According to the study, this may be due to the fact that teache rs on both schedule types were highly satisfied with the schedule on which their school was established. It was also discovered that teaching strategies were very similar and there was very little, if any, difference between teaching strategies.This information showed that what works for one student, may not work for another, and that it may be possible for the high achieving students to be successful in any environment. While this may not be a specific disadvantage for the block schedule, the fact that it does not always reach the low achieving student population is something to be considered when looking at the effectiveness of the schedule, or when there is the possibility of making the change to the block schedule (Santos & Rettig, 1999, Recommendations section, para. ) Student Achievement According to Queen (2000), the implementation of block scheduling was not initiated to affect student achievement directly. However, in many studies conducted nationally, the focus has bee n on how block scheduling influenced the academic achievement in students (p. 218). Shortt and Thayer (1998/1999) concluded that the test of any reform effort is a positive change in student achievement, in this age of accountability (p. 78).Effects on academics have been investigated primarily by studying the following: grade point average, honor roll achievement, numbers of failures and dropout rates and student’s performance on standardized tests (p. 80). Gruber and Onwuegbuzie (2001) conducted a study of student scores on the Georgia High School Graduation Test (GHSGT) at a school that made the transition from traditional to block scheduling. Scores were taken from before the schedule change in 1996-1997. The scores were then compared to after the schedule change of 1999-2000.While the comparison was hoped to be in favor of block schedule, the findings of the study was â€Å"no significant difference in GPA between the two groups†. Significantly higher scores were noted for students on the traditional schedule in all four core academic areas per Gruber and Onwuegbuzie. In 2005, Nichols conducted a study comparing the academic success of students in five high schools in a large urban area in English and Language arts. Over the course of this study, Nichols noted that the block schedule did not have a noticeable impact on the achievement of students in this content area.The schools went into the block schedule transition with noticeable GPA differences between them, and in â€Å"the 1998-1999 school year (several years after all schools converted to block formats), an overall mean difference in GPAs among the five schools remained† (p. 301). Similarly, GPA in the individual schools themselves did not differ greatly from year to year, and after the schedule transition. â€Å"Student GPAs for River High School and South High School were initially lower than for other high schools in the district and after block conversions, the students g enerally maintained the lower achievement† (p. 02). Unfortunately, the same was true for higher scoring students, â€Å"Oak High School and North High School were initially two of the higher achieving high schools in the district, and their conversion to block scheduling appeared to have little or no impact on student achievement in English or language arts courses† (p. 303). The one noticeable area of change that Nichols does notice is that the number of students taking English and language arts increased substantially after these schools changed to block schedule (p. 207).Lawrence and McPherson (2000) conducted a study comparing the traditional and block scheduling scores of students in two high schools in the same district on the North Carolina end of course tests in the core subjects. The two schools used were chosen because they were some of the first to adopt the block scheduling model. Data were taken on the traditional schedule from 1992 – 1994 and on the block schedule from 1994 – 1996. While evidence was expected to be found to support the success of the block schedule, this was not the case.For each of the four core subject test, â€Å"the mean score for the traditional schedule was consistently higher than the mean scores for the block schedule† (hypothesis 4, para. 2), however, there was significant support for the block schedule when â€Å"using the students’ final classroom grades for comparison (results, para. 4). The outcome could be based on many factors, such as tests being more closely tied to curriculum, or the standardized tests covering more material than students are used to on classroom tests (Lawrence & McPherson, 2000).While looking at standardized testing, the College Board Office of Research and Development did a study in 1998 that compared advanced placement test scores of students on both the block and the traditional schedule, and found that students on the traditional schedule score d better. Lawrence and McPherson noted that there were also differences in performance between students that study the coursework on the block schedule in the spring versus the fall semester, as they were more removed from the course at the time of the test, or had not yet completed the course when the test was administered.Zepeda and Mayers (2006) data favored those students on the traditional schedule. These studies indicate that research shows that pros exists for both types of schedules and more data needs to be gathered and analyzed in order to find a conclusive answer. The purpose of this project was to collect data from two different school districts operating on the block schedule at the high school level to obtain personal perceptions and opinions of the block schedule from both students and staff. These perceptions and opinions focused on whether or not the block schedule is seen as a positive class structure.Using a survey that was administered to both 10th grade students and staff at the participating schools, this data was collected and analyzed to make comparisons between student and staff perceptions, as well as noting any correlation between positive views and feelings of success on the block schedule. â€Å"The analysis of this study was completed in three phases: (1) an extensive search of the research concerning block scheduling, (2) construction of a matrix depicting the results of the search, and (3) analysis of the studies included in the matrix. p. 142)†. The goal of this study was to collect and analyze both quantitative and qualitative data in the form of responses obtained through survey questionnaires. It was expected that the data would lean in favor of the block schedule, and would show trends or specific areas in which teachers and/or students feel that the block schedule is helping them to be successful, as well as reasons, methods, or activities that the survey participants feel are particularly beneficial or effective wi th regard to the block schedule (Zepeda & Mayers, 2006).As Kenny (2003) mentioned in her article, Watauga High School located in North Carolina is using a schedule that combines the traditional and block schedule, and they have found similar advantages to the block classes. Watauga schedule includes both traditional and block length courses, and the number of classes that a student has each term depends upon how many blocks they choose to take. It is possible for them to take between four, all block, and eight, all traditional, classes at any given time.This schedule has been implemented because the school decided that their â€Å"philosophical position was that neither all block nor all traditional schedules best serve all students, teachers, and subjects†¦we review student performance, teacher opinion, and available research annually to determine how to best offer the particular course under review† (p. 49). Through this schedule, the school is showing that their i ntent is the best interest of their students and teachers, and the learning process.As they continue to work with the block schedule, they note that some of its advantages are â€Å"less homework each night because of a lighter course load† (p. 48), that it can help â€Å"at-risk students because they usually have two major academic blocks each semester, allowing them to focus more on academics because they have fewer courses† (p. 48), also that â€Å"block courses are taught in a more hands-on-way† (p. 48). In a detail evaluation of the Copernican plan, Carroll (1994) focused on the letter grades that students earned in their classes, and finds support for the block schedule looking at this end result for students in a course.The 2007 research done by Hynes-Hunter and Avery, focused on the effects of block scheduling on physical education although this topic has been neglected. Four high schools and one middle school located in the Northeast, and one high schoo l and one middle school located on the West Coast United States, were selected to participate in this study. When compared with exceptional physical education classes, students in this study spent more time in waiting and management, and less time receiving information and in daily activities (p. 174). Block scheduling creates enough time for students to develop physical skill and for teachers to measure and document skill development. Also, this scheduling allows students to spend adequate time on fitness development to actually experience improved physical fitness per researchers (p. 178). † Hynes-Hunter and Avery (2007) referenced the research from Claxton and Bryant (1996) clarified that it is a possibility that the ideal place for physical education in the new block will rely on the reputation of the existing physical education program.The authors felt that if physical education was regarded as a class which met no worthwhile objectives, the transition to block may be a c onvenient time to eliminate it. But if it was seen as a vital part of the school program, it has a good chance of assuming an equal role with other subjects (p. 175). Based on the research from Ron Persin (2002), â€Å"There was a dramatic increase in Physics Honors final exam scores when a high school physics teacher implemented a website for instruction in a block schedule.The site was used to deliver weekly lecture notes, plans, and assignments while also providing links to other sources of information in physics. More time in class was available for demonstrations, group lab activities, and multimedia presentations. The research involved comparing the final exam scores in honors physics during three consecutive four-year periods from 1991-2002. Class means showed that the exam scores decreased when the school switched from the seven period-day to the 4 by 4 block, and then increased when the block schedule was enhanced with Web-Assisted Instruction (p. 1)†. In yet another study, two types of block schedules (4Ãâ€"4 and A/B) and traditional schedules were compared and examined. Ninth grade mathematics and reading standardized test scores were evaluated under each schedule, along with the ACT, which was administered during the students’ junior year of high school. Scheduling types, gender, and ethnicity were observed to determine what, if any, influence they had on test scores. Participants involved came from 7 junior high and high schools in Colorado Spring, Colorado.After the data were reviewed, findings of this study suggests that the 4Ãâ€"4 block schedule maintained significant gains in the areas of mathematics and reading on the standardized test administered in the 9th grade. ACT scores also revealed that students on a 4Ãâ€"4 block schedule exceed those on the A/B block and traditional schedules. Gender and ethnicity had no influence on the outcome of test scores. Because of the findings, this study slightly backs the idea of block sch eduling (Lewis, 2005).When questions are asked or surveys are completed regarding the use of technology in the curriculum, the overwhelming majority of instructors would say that they are utilizing available technology. Based on the success of this author, it seems that Web-Assisted instruction can be used to enhance learning physics by students in the block schedule. The rudiments of using technology effectively to increase teaching methods must be masters and implemented by all (p. 68). â€Å"Problems with appropriate use of class time and its impact on student achievement have remained unresolved (Queen, 2000, p. 218). Ten of his fifteen recommendations for the future that he believes are important to maximize the positive impact of block scheduling are: â€Å"1. Teachers must develop and follow monthly, weekly, and daily pacing guides. 2. Teachers must master a minimum of five instructional strategies to engage students directly in the learning process and should aim to master seven or eight. 3. Teachers should pace each lesson by changing grouping patterns, varying presentations, and using different instructional activities every 10 to 15 minutes. In most cases a teacher should use a minimum of three instructional strategies during any class period. . Teachers should incorporate alternative and authentic assessment practices when evaluating students. 5. Teachers must use the entire class period for instruction. Every day. 6. Teachers should strive to be creative and flexible in assigning activities and should incorporate outside assignments in to regular classroom activities. 7. Teachers should monitor individual student’s participation in small and large groups. 8. Successful block teachers should mentor, formally or informally, beginning teachers and veteran teachers having difficulty with instruction in block scheduling. . Principals or staff development personnel must provide initial and continuing staff development for all teachers throughou t the year on the topics of curriculum and instructional alignment, instructional pacing and strategies, and time management. 10. Principals must develop a monitoring team to verify that all teachers are using pacing guides and various instructional strategies effectively (Queen, 2000, p. 221). † In essence, the success is very dependent on the professional that implement the scheduling.It is important that the principals, teachers, students, and parents give the same level of attentions and effort to block scheduling as other scheduling options (Queen 2000, p. 222). Veal and Flinders (2001) discloses that in the state of Massachusetts, it is mandatory for a student to pass (or score proficient) on language arts and mathematics portions of the MCAS during the spring semester of their sophomore year in order to graduate with a high school diploma. In 2001, one Massachusetts school, North Reading High School converted to block scheduling.A study was conducted to determine if ach ievement, as it pertains to the MCAS, increased after the implementation of the new scheduling system (Veal & Flinders, 2001). Participants of this study consisted of 762 students who took the MCAS during their sophomore year in high school. The years in which data were collected are as follows: 1998-1999 mathematics and language arts scores (one year prior to the conversion to block scheduling); 1999-2000 and 2000-2001 mathematics and language arts scores (two years after block scheduling was implemented). Results showed that in 2001 study, students on the traditional schedule, 73. 3% of the 290 students tested passed the mathematics and language arts portions of the MCAS. In the years following the conversion to block scheduling, 472 students participated in the exam, with 89. 19% of students obtaining a passing score. The outcome provides evidence that there was a significant increase in passing grades for the MCAS at North Reading High School. Veal and Flinders believed that the investment of professional development for teachers prior to the instatement of block schedule may have contributed to the improvement of test scores.Implementation of the block scheduling system can be a costly change for any school, this school found it to be an effective change (Veal & Flinders, 2001). The purpose of Trenta and Newman’s (2002) study was to determine the impact block schedules had on students’ grade point averages (GPA’s) in required English/language arts courses. Data were collected from five high schools several years prior to the block schedule conversion. Each school’s population varied in student socio-economic status and ethnicity.The hypothesis established was that GPAs in required English/language arts classes would not be impacted or affected by transition to block scheduling. The researcher used student GPAs and an ANOVA analysis of variance as methods of analysis for obtained data. Resulting from the study, it was fo und that the majority of schools’ scores increased the first year after the conversion to block schedule, but eventually reverted back to the pre-block average in subsequent years. Only one school maintained a steady increase in GPAs after the change to block scheduling.Upon the request of a mid-western school board, an evaluation was conducted on the district’s high school block scheduling program. The evaluators, Trent and Newman, were asked to conduct the evaluation based on â€Å"hard data†, not opinions. Therefore, Trenta and Newman evaluation of the school consisted of finding the relationship between block scheduling and: * Student grades (based on math, English, science, & social studies GPAs) * Ohio Proficiency Test (OPT) Scores * ACT Scores * Attendance RateTrenta and Newman states that subjects of the study consisted of a total of 500 students from the graduating classes of 1997, 2000, 2001, and 2002 (125 from each class) who attended the school f rom their freshman year through graduation. Data were collected from each student’s transcript for this study. Results of the study showed that there was a positive relationship between students’ grades and block scheduling. The same held true for the OPT scores. Although these outcomes cannot be directly attributed to block scheduling, Trenta and Newman (2002) believe that the scheduling change influenced the data concerning grades and OPT scores.ACT scores; however, showed no significant relationship to block scheduling. In the case of attendance, the data fluctuated so much so that the relationship to block scheduling, or lack thereof, was indefinite. It was concluded that the evidence for this particular high school shows that block scheduling had â€Å"an influence† on students’ academic success (Trent & Newman, 2002). Nichols (2005) believes that there is limited support that suggests that block-scheduled schools may have a direct positive effec t on improving student achievement.Several schools reported that percentages of earned â€Å"A† grades increased tremendously after block implementation (p. 300). In 1994, a high school located in the Western portion of the United States, converted from a traditional 7-period/day schedule to a 4Ãâ€"4 block schedule. The intent of this conversion was to offer more course options for the students and to create a less-stressed and slower paced atmosphere for both students and teachers. Five years after implementation of block scheduling, the director of schools sought for a method by which the program could be evaluated.In 1998, Adam and Salvaterra, assessed, among other things, whether or not block scheduling was cost-effective for this particular district. Since the concept of education and knowledge cannot be fiscally measured, the researchers had to establish several methods of evaluation in determining the value of block scheduling: collection of qualitative and quantitati ve data; collection of information on the perception of block scheduling by teachers and parents (in the form of surveys); and visits to the school in which observations were made and interviews conducted (parents, teachers, administrators, focus groups).Survey instruments were analyzed by the use of descriptive and chi statistics. After reviewing data, it was determined that after the implementation of block scheduling: * Attendance remained steady (90% attendance rate) * A Honor Roll increased * B Honor Roll remained the same * D & F scores slightly decreased * College entrance exams did not have any significant changes * Overall academic achievement remained stable Although academic achievement varied little, results showed that in reference to the A and B honor roll, students performed better under block scheduling.Other areas evaluated included the professional development/training for block scheduling for faculty. Surveys showed that although there was little training was provided to teachers, in-services compensated and aided teachers in preparing to each under the block schedule. In block scheduling, teachers are allotted a planning time which is almost double that of a traditional schedule. This time was not being monitored by administration. Results from surveys and interviews showed that faculty and administration could more effectively utilize this time.However, results also showed that teachers use this time to work more closely with students in providing additional assistance and also in preparing for the lesson/unit that is being taught. Would there be much change, if any, in the results of student achievement? Would it be worth the financial and educational costs of implementing a new type of schedule? Teachers should also be trained on how to instruct under a new scheduling type. By doing so, teachers will be equipped with the necessary tools by which they can adequately educate students under a particular type of schedule (Jenkins, 2002). Chapter 3 Summary As I looked into the research, reports and articles, it is clear that there are disadvantages and certainly advantages for the use of the block schedule. When one study reports lower test scores on the block schedule in an area, it is possible to find another study with contradictory findings. The majority of the studies reviewed showed that there was no significant difference in student achievement based upon the type of scheduling. Studies where students showed improvement in block scheduling, however, had several external factors that may have impacted student achievement (i. e. xtensive research among students, teachers, and parents prior to implementing a new type of schedule, teacher in-service training as pertains to block scheduling, etc). One underlying theme throughout the literature was that the majority of, if not all of the stakeholders, need to be on-board and coached prior to the implementation of a new or different schedule. I concur with Wronkovich , â€Å"the decision whether or not to adopt block scheduling should be based on the examination of current research. Schools should establish measurable goals and set a timetable for evaluating the outcomes of block scheduling (para. )†. â€Å"Block schedules can potentially ease the transition from the homelike atmosphere of the elementary school to the departmentalized environment of the high school by reducing the need for constant class changes and the number of classes students have on any given day, while providing increased content emphases and time on task. The blocked time schedule also gives even disorganized students a fighting chance to keep abreast of assignments and projects (Mowen & Mowen, 2004, p. 50). † I have found that the research is still inconclusive as to which schedule better serves the educational needs of students.Like with any topic, there are studies and research that favor arguments on both sides, indicating that more information is de finitely needed. As Veldman (2002) emphasizes, when considering a change in scheduling, a school must take into account the opinions and concerns of all stakeholders and research its options. References www. education. com Adams, D. C. & Salvaterra, M. E. (1998). Structural and Teacher Changes: necessities for successful block scheduling. High School Journal, 81, p. 98-106. Bryant, C. & Bryant R. (2000). Social studies in the block schedule: A model for effective lesson design.The Social Studies, 9-16. Canady, R. L. & Rettig, M. D. (2001). Block scheduling: The key to quality learning time. Principal, 80(3), 30-34. Carroll, J. M. (1994). The Copernican plan evaluated: The evolution of a revolution. Phi Delta Kappan, 76(2), 104-113. Childers, G. L. & Ireland R. W. (2005). Mixing block and traditional scheduling. The Education Digest, 6, 43-49. Dexter, K. M. , Tai, R. H. & Sadler, P. M. (2006). Traditional and block scheduling for college science preparation: A com parison of college science success of students who report different high school scheduling plans.The High School Journal, 89(4), 22-34. Evans, W. , Tokarczyk, J. , Rice, S. , & McCray, A. (2002). Block scheduling: An evaluation of outcomes and impact. The Clearing House, 75(6), 319-323. Gruber, C. D. & Onwuegbuzie, A. J. (2001). Effects of block scheduling on academic achievement among high school students. The High School Journal, 84(4), 32-42. Hackmann, D. G. (2004). Constructivism and block scheduling: Making the connection. Phi Delta Kappan, 85(9), 697-702. Hynes-Hunter, J. M. & Avery, S. (2007). Block scheduling in secondary physical education: East compared to West Coast Unite States of America.The Physical Educator, 64(4), 170-179. Jenkins, E. , Queen, A. , & Algozzine, B. (2002). To block or not to block: That’s not the question. The Journal of Educational Research, 95(4), 196-202. Kenney, L. C. (2003). Back from the block—or not? School Adminis trator, 60(9). Kienholz, K. , Segall, N. & Yellin, D. (2003). The block: Implications for secondary teachers. Kappa Delta Pi, 39(2), 62-65. Lawrence, W. W. & McPherson, D. D. (2000). A comparative study of block scheduling and traditional scheduling on academic achievement.Journal of Instructional Psychology, 27(3), 178-182. Lewis, C. W. , Dugan, J. J. , Winokur, M. A. , & Cobb, R. B. (2005). The effects of block scheduling on high school academic achievement. NASSP Bulletin, 89(645), 72-87. Maltese, V. A. , Dexter, K. M. , Tai, R. H. , & Sadler, P. M. (2007). Breaking from tradition: Unfulfilled promises of block scheduling in science. Science Educator, 16(1), 1-7. Marchant, G. J. & Paulson, S. B. (2001). Differential school functioning in a block schedule: A comparison of academic profiles. High School Journal, 84(4), 12-20.Mowen, G. G. & Mowen, C. (2004). To block-schedule or not? Education Digest, 69(8), 50-53. Nichols, J. D. (2005). Block-scheduled high schools: Impact on achievement in English and language arts. The Journal of Education Research, 98(5), 299-309. Payne, D. A. & Jordan M. M. (1996). The evaluation of a high school block schedule. Convergence of teacher and student data. American Secondary Education, 25(2), 16-19. Persin, R. (2002). Web-assisted instruction in physics: An enhancement to block scheduling. American Secondary Education 30(3), 61-69.Queen, J. A. (2000). Block scheduling revisited. Phi Delta Kappan, 82(3), 214-222. Rettig, M. D. (1999). The effects of block scheduling. American Association of School Administrator. Rikard, G. L. & Banville, D. (2005). High school physical education teacher perceptions of block scheduling. The High School Journal, 26-34. Santos, K. E. & Rettig, M. D. (1999). Going on the block meeting the needs of students with disabilities in high schools with block scheduling. Teaching Exceptional Children, 31(3), 54-59. Shortt, T. L. & Thayer, Y. V. (1999).Block schedulin g can enhance school climate. Educational Leadership, 56(4), 76-81. Slate, J. R. & Jones, C. H. (2000). Students' perspectives on block scheduling: Reactions following a brief trial period. The High School Journal, 83(3), 55-65. Trenta, L. ;amp; Newman, I. (2002). Effects of a high school block scheduling program on students: A four-year longitudinal study of the effects of block scheduling on student outcome variables. American Secondary Education,31(1), 54-64. Veal, W. R. ;amp; Flinders, D. J. (2001). How block scheduling reform effects classroom practice.High School Journal, 84(4), 21-31. Veldman, R. (2002). The best of both schedules. Principal Leadership (High School Ed. ), 3(3), 36-38. Weller, D. R. ;amp; McLeskey, J. (2000). Block scheduling and inclusion in a high school. Remedial and Special Education, 21(4), 209-218. Zepeda, S. J. ;amp; Mayers, and R. S. (2001). New kids on the block schedule: Beginning teachers face challenges. The High School Journal, 84(4), 1-11. Ze peda, S. J. ;amp; Mayers, R. S. (2006). An analysis of research on block scheduling. Review of Educational Research, 76(1), 137-170.

Microsoft: An Overview

There are many factors that must be considered when â€Å"scoping† out a company for a potential merger or acquisition. I being the CEO of a major competitive software manufacturing company look for many things. Things such as strategic planning, financial performance, technological advances and marketing opportunities are just some of the factors that must be looked at when considering another company for acquisition. In this case, Microsoft Corporation is our target. I will be examining the above-mentioned factors before making my decision on whether or not an acquisition will be feasible. Microsoft Corporation was founded in 1975 by William H. Gates III. The company, which was inspired by Gates, had a vision of computers powered by software developed by the company being a way of life. The goal was to integrate computers into people†s everyday lives. The company started out in Gates† garage with primitive technology and unlimited aspiration. Today the company has grown to be the world†s number one software developer and manufacturer. The company offers a very diverse line of products ranging from home user applications to high tech business software. Microsoft develops and manufactures a full line of games, web publishing, and most importantly, it†s number one piece of software, Windows 2000 and ever-popular Office 2000. The world basically runs on Microsoft software. The software is shipped with 70% of the world†s computers giving Microsoft a total of over 19 billion dollars in revenues for 1999. Microsoft has recently emerged in the world of Internet Service Providers (ISP†s) to become a competitor of the well-known America Online. The Microsoft Network (MSN) as it is known offers users the same advantages of the leading ISP†s while incorporating its own technology to make the online experience more user friendly and technologically advanced than the others. MSN allows users to interface their online work with their regular operating software to allow for easier web publishing, more advanced multimedia presentations, and quicker processing time. There have been many issues concerning Microsoft†s strategies. Many say that the company is only in the market to take over and monopolize. As a matter of fact, the United States Government is currently in a civil anti-trust case against the company. Evidence and criticism has been brought against them in order to try to stop them from monopolizing. In the past five years, Microsoft has made over forty acquisitions of companies of all sizes. It seems now that they are doing more investing in companies rather than taking over. Microsoft holds large investment positions in NBC, Nextel Communications, AT&T, NTL Inc. , Qwest Communications and United Pan-Europe Communications. Of course those are only the largest investment positions of 200 million dollars and over. There are many other small investment positions as well. This is just one of the strategies of the company, as a result of all of their investment positions, it allows them to increase their market share through exposure in different markets. Another strategy that Microsoft adheres to is to be the most technologically advanced software developer in the market. Microsoft has always been the leader in technology when it comes to all types of software, whether it is for home user or business. It is said that within the next few years, many people will begin to live in â€Å"smart homes. Microsoft is currently developing technology that will enable a computer to run an entire household, without the user being home! It is this type of technology that keeps Microsoft ahead of the rest of the competition. This goes hand in hand with the expected $3. 8 billion expected investment in R&D in fiscal 2000. It is no wonder why the government is trying to break up this enormous super power of a company! A critical strategy that Microsoft is part of is immense globalization. Microsoft has marketing locations in over 73 countries worldwide. This is a big part of Microsoft†s strategy because it allows them to gain exposure all over the world, which will influence businesses and homes all over the world to become part of the Microsoft network of software. Financially Microsoft has always been a top performer. Since the company went public in March of 1986, the company has grown to 325% of its original size. In fiscal year 1985, the company had a net income of $24 million, as of fourth quarter 1999; the company had a net income of $7. 7 billion. Total stockholders equity in fiscal 99 was over $28 billion. Numbers like these are not very common in the software developing and manufacturing business. Most of Microsoft†s revenues come from Licensing Agreements. Licensing Agreements are software agreements that companies enter into with Microsoft for the permission to install and use Microsoft software in their business. When new software is available, the company has a choice to renew their lease agreement of use other software, the latter not being too wise. This brings me to the topics of competition and threats. True there is competition in the world of software, lots of it. The biggest competitor with Microsoft is a company called Red Hat. Red Hat manufactures a platform known as Linux. Linux is strictly business application software that is used by large corporations for implementing inventory systems, databases, and the like. Another source of competition comes from a company known as Novell. Novell is known for Novell Netware. This is business application software that is used mainly in financial institutions like banks and brokerage firms. This software is used for logging transactions at banks and brokerage firms, while maintaining an internal network within the company. Red Hat and Novell only occupy about forty to fifty percent of the market share combined. One should keep in mind that behind these two software platforms is Microsoft†s NT Server Client software powering the servers that allow the companies to use this software! Basically, even thought there is competition, Microsoft still is able to gain a piece of the market share by being one step ahead of its competition. A big issue for Microsoft that is becoming a growing threat to the company is Software Piracy. Software Piracy is committed by making illegal copies of the software and perhaps even selling it. This is a very common act today with the ease of using a CD burner. In fact, many businesses operate on illegal software, which in turn hurts the revenues of Microsoft. Microsoft is currently working on programs that cannot be copied to blank disks in order to protect themselves from this threat. Currently, anyone who knows where to get the software from illegal web sites can download them absolutely free. Once this software is downloaded to a hard drive, it can be written to a CD and then re-written, an infinite number of times from that one CD that was originally used. It is clear to see that this can become quite harmful if not taken care of promptly. This is especially done with businesses. However, they do buy one copy of the software from Microsoft and then copy it onto all of the computers in the office, thereby saving themselves large amounts of money. It is a proven statistic that in some companies, there exists over five hundred copies of illegal software that are being used in normal business operation. It is easy to see how this can create a loss for Microsoft, no doubt that this problem will be resolved in the future. Another threat to Microsoft as I mentioned before is the ongoing Anti-trust case that is currently pending. In this case, the government is trying to break up Microsoft into perhaps a number of smaller companies, which would allow for more competition to enter the market. Bill gates sees this as a better opportunity to further diversify the line of product that Microsoft delivers. This will actually give Microsoft a better chance to scope out different markets and perhaps develop new products for PC†s and businesses that will better enable other countries to prosper. As the CEO of my firm, I have a very involved decision to make. I feel that the wisest decision would be to not acquire Microsoft. Microsoft is a company that is a pioneer of software and is fully established and in order to be able to take them over, my company needs to be able to continue what Microsoft started. My company does not have the type of funds to be able to take over Microsoft, nor do we have the market cap to cover a stock for stock purchase. However, there is one consideration that I may make, that is, to form a joint venture with Microsoft. I feel that this will benefit us both in many ways. First, our technology can be combined in order to make the worlds top software developer and manufacturer that will occupy every sector of the software industry. Our manufacturing plants can be consolidated and re-structured to cut costs, wile adapting to manufacture the new software line that my company would introduce. Our management team can be re-structured as well so that strategic planning and decision-making will better implement our new ideas and technological advances. Finally, our market share will be greatly increased because of the ability to be exposed to countries that we are not currently involved in. I feel that a combination of our companies would be probably the most beneficial event that could occur in my company. Microsoft has proven itself to be the number one software company in the world; together we would be unstoppable. One problem with this joint venture would be the matter with the pending Anti-Trust case, which would probably be further fueled by this joint venture. Whatever the outcome of the case, which by the way seems to be nearing a settlement, I feel that the newly formed company will be the best thing that has happened in software since 1975.

Obesity Is Not a Personal Problem

Obesity is Not a Personal Problem As the obesity wave crashes over the United States, more Americans are paying out of pocket to flourish the $33 billion commercial diet industry (Spake 283). As American’s waistbands continue to expand, they immerse themselves in one of the largest, most scandalous consumer markets: the weight loss industry. Amanda Spake, author of â€Å"Rethinking Weight†, addresses the question as to who should cover the overall cost of weight loss programs. Spake challenges that insurance companies should pay for the expenses that obese people encounter. This, she states, is due to the fact that obesity is a biological â€Å"disease† and it should be treated and paid for like any other critical illness (283). In this article, Spake does not present the importance of physical activity, only discussing unsuccessful dieting experiences and bad genetic makeup. Although Spake briefly suggests that exercising is an advantage to those who are obese, she puts the solitary blame for obesity on the genetic aspect. From 1986 to 2000, the number of people who are severely obese–which is identified by having a body mass index of 40 or more–has quadrupled, from about 1 in 200 adults to 1 in every 50. This startling statistic has caused more people to be aware of this rising occurrence that has swept over the United States. Obesity has medical professionals worrying; not only are the numbers of overweight people continuing to rise but weight-related medical costs are soaring. Healthcare costs for illnesses due to obesity have now exceeded those related to both smoking and alcoholism. The obesity epidemic is a big contributor to skyrocketing health care costs in the United States, partly due to the weight-related diseases that come hand-in-hand with obesity. Ailments such as type II diabetes, heart disease, hypertension, and high cholesterol are closely connected to obesity and an alarming 80 percent of obese adults suffer from one of these life-threatening diseases (Spake 283). Many research foundations are now connecting obesity to a person’s genetic makeup, calling it a biological development that an individual cannot control. Spake suggests that insurance companies should cover the costs of obesity as it is a genetically and biologically determined disease thus the individual does not have the ability to lose weight on their own. As a result, researchers suggest that including the treatment of obesity in health care plans might bring science and sanity to the anarchy of weight loss (Spake 286). Many researchers do not identify obesity as a disease in fear that unhealthy weight-loss programs will someday be considered acceptable treatment and ultimately mandated to be covered by insurance. Although Spake validates her assertions by backing up her words with credible opinions and statistics, she weakens her argument by not addressing the importance of physical activity. Maria Pfisterer is an obese mother who Spake claims has tried every weight-loss strategy imaginable. However, nowhere does it say that in addition to the drugs and â€Å"quick-weight-loss fads† Pfisterer had attempted to include an exercise regime. She claimed that all of the programs she tried resulted in a few pounds lost and quite a few more gained; always returning to the same 197 to 202 pound range. Being overweight is the result of one thing: eating more food than one burns (Spake 285). Nowhere in the article does Spake suggest that physical activity is a effective, healthy and inexpensive way to lose weight, choosing to put forth the idea that weight loss comes only from high-priced dieting programs. In her article, Spake claims that genetics are the sole factor for obesity in America. There are many other factors mentioned in the article that play into someone’s weight including the food they eat, their level of physical activity, and societal factors such as advertising. Also, Spake quotes Arthur Frank, director of George Washington University’s Weight Management Program, â€Å"So saying to an obese person who wants to lose weight, ‘All you have to do is eat less,’ is like saying to a person suffering from asthma, ‘All you have to do is breathe better’† (284). Obesity and asthma are two very different things therefore should not be compared. An individual who is overweight can take control of their weight-gain by taking more personal responsibility and making healthier choices. However, asthma is an inflammatory disorder that can strike at any time which causes an individual to wheeze or gasp for air where an individual cannot control its effects. Not everyone agrees that obesity should be considered a disease, some stating that the obesity epidemic can be overturned by individuals taking more personal accountability for their wellbeing and opting to make healthier lifestyle choices (Spake 283). In an alarmed attempt to make readers believe that obesity should be considered a disease and insurance companies should cover the cost of the individual’s expenses, Spake fails to provide enough evidence to support her claim. She maintains that overweight people have a genetic flaw that causes them to be susceptible to weight gain. Physical exercise, which is seldom mentioned in Spake’s article, is an important weight loss tool that helps to burn the extra calories an individual’s body does not burn on its own. Spake portrays a defective argument that invalidates her main purpose. People with health insurance should look to see what is covered and seek healthier, less-expensive alternatives to fix the things that are not included. Regardless of what â€Å"Rethinking Weight† suggests, overweight individuals have an equal opportunity to replace their existing lifestyle with healthier habits. Works Cited Spake, Amanda. â€Å"Rethinking Wight. † Writing and Reading for ACP Composition. Eds. Thomas E. Leahey and Christine R. Farris. Upper Saddle River: Prentice Hall, 2009. 282-88. Print.

Mid term number one Essay Example | Topics and Well Written Essays - 1500 words

Mid term number one - Essay Example He is the greatest combatant and fighter among the Achaeans. He is invincible because his mother, who is a goddess, dipped him in the River Styx when he was a baby. His only weak spot is his heel, which is vulnerable to any weapon (Pope). Achilles possesses a powerful awareness of communal responsibility, which initially is obvious in his apprehension for the chaos and disarray in the Achaean camp. A lethal disease is killing the soldiers, and Achilles is determined to find out why this is happening. The king, Agamemnon is doing nothing for the soldiers, so Achilles is determined to do something to help the soldiers. He orders the entire army to convene, which is against the order of the set of rules because the king is the only person authorized to assemble the army. Achilles determination to bring order in the Achaean camp is only successful to a degree, because he discovers the reason for the plague is the king himself who is responsible for the death of hundreds of soldiers. Apol lo eventually ends the plague, and Achilles pulls out his troops from the Achaean army, even after which, order does not return to the Achaeans (Pope). Although, both Achilles and Agamemnon share a common responsibility for the plague, Achilles shows ill-temper and is quarrelsome which diminishes the little bit of goodwill that does exist. Achilles is very angry that Agamemnon takes all the best war prices, although he does not fight on the battlefield to earn these prizes. In his anger, he tries to kill the king, but is prevented from doing so by the Goddess Athena (Pope). Achilles is justified in leaving the Achaean army because the king demanded and took the maiden Briseis, who is Achilles’ war prize. Achilles feels that this is an insult to him personally and can be compared to the kidnapping of Helen. He feels himself to be in the same situation as Menelos, and he thinks he is within his right as was the war against the Trojans. Although, Agamemnon tries to placate Achil les by returning Briseis along with other gifts, Achilles is still angry which shows that one of his major character flaws is his extreme and unnecessary pride. Achilles believes that the gifts offered by the king do not compensate for the offense that he has suffered, added to the fact that the kind had previously taken back given gifts, and he could do so again. Therefore, Achilles believes that the king is not sincere about his promise of more gifts. The relationship with the gods is unusual in the context because his mother was a goddess and his father a mere mortal. It is also unusual river god attempts to drown Achilles for his hatred of all Trojans and the desecration of their corpses’ by denying them burial rites as he did to Hector. It is important to note that that the River god is the only god that wants to punish him, but later the other gods also regards Achilles in the same manner as the river god because of his excesses against the Trojans. The River god wants to deny Achilles the rites of Greek burial and tries to smoother him in a deluge of mud. The Greek warriors regard Achilles as the most important combatant against the Trojans, and his sulking affects them as they depend upon him to lead them to achieve victory. When Achilles is sulking or in a bad mood,

ISMG 3000 Essay Example | Topics and Well Written Essays - 750 words

ISMG 3000 - Essay Example This paper will therefore analyze the impacts of information technology in the governance of firm in relation to the case study â€Å"is there a smarter approach to IT governance?† The Accenture IT model is an essential model since enables researchers and businesses to identify or establish their business environment in relation to IT governance. According to the case study the Accenture model measures the effectiveness of existing and new IT policies within an organization. The model therefore enables businesses to measure their level of decision making in relation to their access to information technology. In addition, the model relies on a business’ competitive advantage and the value of IT. The model uses different parameters to classify different companies in to four categories. According to the given quadrants, Aclan can be considered as a responsive solution providing company. This is because the company can only realize competitive advantage over its competitors through efficiency in its production. Aclan produces metal-based products and therefore it is faced with the challenge of high cost of inputs and raw materials (A-G Magazine, Web). Effec tive IT governance models for the company will therefore, work by enhancing efficiency in production and operation. After identifying the category within which a firm or business fall within the governance model, the next step is to establish the decision category of IT governance. The Weill and Ross model of IT governance is based on accountability and desirable behavior for IT users. Organizing model and investment are the main governance style at Aclan. These governance styles have a close connection with Weill and Ross model of IT governance. Aclan Company uses a decentralized system of governance that has a high degree of rigidity. The main reason for having such a governance structure is to facilitate the production and marketing of the company’s products while maintaining as high degree

Manifesto report and Stakeholders Essay Example | Topics and Well Written Essays - 500 words - 1

Manifesto report and Stakeholders - Essay Example Energy which is the economic drive is another resource which we have to reduce its uses and try to come up with renewable sources of energy. My government will fund innovations geared towards production of renewable sources of energy. Funding these innovations will be one way of creating employment to the unemployed citizens as well as increasing our nation’s income. This will ensure that we will be having continuous supply of energy to run our nation’s activities be it industrial or official as well more employment opportunities for the unemployed citizens. We are looking forward to subsidize the prices of fertilizers by 10% to make them more affordable to the farmers so that they can produce healthy produce and increase their annual yield. However, it is my wish that we adopt to using manure instead of the inorganic fertilizers which is eco-friendly and very cheap since the manure is readily available in our farms (Fukuoka, 1985). If we will be spending less than we earn, it means that our national income will increase, in which new opportunities will be created leading to employment to thousands to our jobless citizens (Chester , G. A., 2013). This will also mean that the cost of production for the locally manufactured goods will be low hence low inflation. A nation with low inflation rate of less than 5% attracts more investors to come and invest and also enhances its international trade, which is my government’s mission. My government will work hand in hand with the European dimensions as they help us in several ways like teaching us on how the global markets are doing, which product is selling well in the market, reducing levies on European countries hence help in promoting trade amongst its member states. We are ready to work together with European dimension as this means that even labor can be moved from our country to the others at cheap charges which in return will

PMM Coursework Example | Topics and Well Written Essays - 2500 words

PMM - Coursework Example (d) If John would have produced dressings in house, the net loss would have been less as compared to outsourcing. He would have incurred a net loss of ?25,600 rather than ?30,000 leading to an eventual profit of ?74,000 (the working for this is shown in table 2 below). In house production would have not damaged the costs like it did with outsourcing and the prime reason for this could be the quality control. Above this whether the product was being made in house or was outsourced, it is a product, either way, that is lowering the adversely affecting the profits of the company. Question 2 "Discuss the decision situation regarding the American enquiry. Your discussion should be supported by financial information which Mary would be likely to produce, and also briefly consider strategic issues." The company is currently incurring a loss from dressings and above this, the quality of the mirrors has been deteriorating over the 6 months since the outsourcing. The company has been saving ?2 0,000 after outsourcing of mirrors. However, the in house production, although the cost is higher than the outsourcing, leads to a net loss of ?25,600 while the outsourcing leads to a loss of ?30,000. In this situation the American enquiry demands 50 chests at a 70% price of the normal price. It would be easier to analysis if the discussion is on micro level. The normal price per piece is $1500 and the demanded price is at 1050 a difference of $450. This difference could not be covered by the way company is operating right now. Not to forget the delivery charges to the docks is $18 on each chest, which adds to the existing loss. The final price of the chest stands at $1148 which is $98 more than the demanded price. As stated in the case there is a over load of work in the company already, so handling this project would be very tough for everyone. Then comes in the travel issue, the distance between the countries will give rise to the probability of the project being damaged. The onl y way the company can achieve breakeven on this enquiry is to change the place they buy the raw material from or their labor costs, or any of their expenses.    Chest per piece American enquiry/piece      (?000) (?000) (?000) Sales revenue $300 1.5 1.05 Direct materials 90 0.45 0.45 Direct labor 53 0.265 0.265 Variable workshop over head 15 0.075 0.075 Apportioned fixed workshop overheads 68 0.34 0.34 total manufacturing cost 226 1.13 1.13 Gross profit (loss) 74 0.37 -0.08 Selling & distribution costs 7 0.035 0.018 Net profits 67 0.335 -0.098 Question 3 Mary has suggested to John that the company would benefit from a management information system to aid him in planning and controlling the activities of the business and to assist in organisational decision making. Join is not sure what Mary means. (a) Illustrate the types of planning and controlling activities that are likely to take place at High Street Reproduction Furniture Ltd. High Street Reproduction Furniture Ltd needs p lan its activities along with the production and expected sales of the company. With the over burdening of the employees, important data is being ignored like in the case of dressings. The company should also check its product at each and every production stage. This product quality check will allow John to anticipate issues in quality before its effects are felt in the net profit. Above this,

Stromatic migmatites Term Paper Example | Topics and Well Written Essays - 2500 words

Stromatic migmatites - Term Paper Example evidence suggests that the stromatic coarse-grained rocks are formed by most of the fluid-present accompanied by equilibrium melting of the dioritic gneiss and by a crystallization dominated feldspar. Partial melting in the middle to lower crust may take place in response to dehydration of hydrous minerals such as muscovite, biotite, and amphibole or influx of externally derived hydrous fluids. (Mehnert, 1998) Geochemical evidence suggests that the melts may undergo a process leading to formation of various indigenous rocks, either  in situ  or while migrating from the site of melting  hence migmatites will form in regions of high structural forces, thickened crust and a number of field and experimental studies have indicated a significant potential for melt migration during deformation.   Despite several recent studies regarding the structure and formation of stromatic migmatites, a number of questions regarding the origin of these rocks remain unanswered. These unresolved issues include the role of fluid during partial melting i.e. whether the abundant coarse-grained rocks represent  in situ  or externally derived melts, the extent to which coarse-grained rocks compositions were modified by fractionation, and the possible relationships between melting, melt migration and the forces due to their origin. (Raymond, 2002) The purpose of this paper is to present an analysis of data from both the origin and chemical composition in an attempt to explain the geological structure of stromatic migmatites and thereby contribute to a better understanding of the causes and consequences of partial melting and other large collisional forces resulting in the formation of these structures. The two types of migmatites i.e. stromatic and patch migmatite are distinguished based on the morphology of the constituent grains and type of host rock. Stromatic migmatites are typically light grey, quartz monzodioritic to greenish gray- pinkish gray coarse-grained rocks while patch

Materials Essay Example | Topics and Well Written Essays - 250 words - 1

Materials - Essay Example The main differences occur in the mixtures that were made and used in the construction of the structures. For structure A, a water concrete ratio of o.4 has been applied while for structure B, water concrete ratio of 0.45 is applied. Structure B applied a higher ratio of water to cement than structure A. This indicates that structure B will be stronger that structure A. In structure B 8% of silica fume is applied. Silica fume enhances strength and durability to the concrete (Yudelson, Jerry). The concrete used for structure B is, therefore highly durable. For structure A, 30% fly ash was mixed with the cement. This may not add as much durability as compared to the addition of silica fume. For structure A epoxy coated rebar is used at 5% volume for reinforcement while structure B applies black steel rebar at 4%. For reinforcement, we can therefore say that structure A is better than structure B. structure A has used 15.5 liters of inhibitor free while structure B has used 10 liters. T his indicates that structure A is more protected from corrosion effects than structure B. According to the results provided, the cost of both structures will be increasing as time goes on but the rate of increase for structure A will be a bit higher than that of structure B. the results indicate that the location of structure A is more stable than that of structure

Higher education Essay Example | Topics and Well Written Essays - 3500 words

Higher education - Essay Example Unfortunately, within the confines of a probationary period at colleges or universities, the institutions can choose not to renew faculty contracts and terminate faculty without any reason or cause because they are classed as at will employees. Throughout the probationary period, senior professors and administrators evaluate the work of new faculty-teaching, research and service before deciding whether or not to recommend tenure. This would be managed by having the students fill out a questionnaire at the end of the year to let the administrators and senior professors know how a particular instructor taught that year what are the strengths and weaknesses in a particular area. The administrators do not only focus on what the students say about the instructor they base how to become tenure not only on the questionnaire that the students fill out but how the instructor does as a whole. The instructors have a portfolio that they assemble in mid year probably around April and they turn it in to the Department Head of that particular department. The most recent survey of American faculty shows that, in a typical year, about one in five probationary faculty members was denied tenure and lost his or her job. According to the NEA and a paper titled The Truth About Tenure in Higher Education the faculty members of any institution are accountable even after the achievement of tenure. Evaluations of tenured faculty occur periodically for promotion, salary increases and even for merit increases. There is routine review of articles for publication and for grant applications based on merit by faculty peers. "If basic academic tenets and due process rights are observed, this kind of accountability is wholly appropriate. A finding of incompetence or unprofessional conduct can still result in firing". (1.http://www2.nea.org/he/truth.html) Universities manage to force diversity into a much broader societal discovery process. The meaning derived from this would be that faculty tenure would be based on the principles of intellectual autonomy and free inquiry. Together, these very principles would also manage describing a much less favorable track considered as accountability lacking. A tenured faculty member simply is not very accountable to deans and department chairs.Lack of accountability comes under heavy criticism, and yet tenure itself remains part of the virtue of the university.It is the mission of a university to work utilizing novel and independent principles whereby generating and evaluating ideas accordingly relative to the remainder of society. There would be direct commercial considerations which would drive most idea sources including research and development in corporate circles, commercial culture, celebrity culture and advertising. The university functions as both an alternative and complementary mechan ism for the production and evaluation of social ideas.Direct commercial pressures insulate professors in the university environment; at least this is true in theory.For the most part, academic rewards would be determined by a peer evaluation. In a process that depends on intellectual or creative superstars, tenure and non-accountability work especially well within

Raising the school awarenessof the dangers of social networking to the Research Proposal

Raising the school awarenessof the dangers of social networking to the teenagers - Research Proposal Example Not only that, rampant cases of cyber bullying and other related issues that strike within the emotional and psychological well-being of users. In this paper, I will go into detail of the threats that adolescent users are faced. And it is in the light of purging this threats that I am writing your kind office. I believe that the school is the most basic instrumental and effective institution to counter these imminent dangers to the youth. Of course the education of the teenagers is of prime concern but, moreover, your good office can be the front bearer of furthering this cause by stimulating participation and activism of the parents and of the whole local society to make cyber world a safer place for the future of the youth. Thank you very much for considering and looking over my proposal. I hope this will be a sufficient spark to enable us to act on this matter zealously. Yours Truly, XXXXXXXXX RAISING THE SCHOOLS’ AWARENESS OF THE DANGERS AND THREATS OF SOCIAL NETWORKING TO THE TEENAGERS Prepared For: Prepared By: TABLE OF CONTENTS EXECUTIVE SUMMARY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦2 THE SOCIAL NETWORKING PHENOMENON†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 What is Social Networking?..............................................................................................3 Origin and Evolution of Social Networking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Why is Social Networking so Appealing? †¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Encouraging Participation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 DANGERS AND RISKS FOR ADOLESCENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Cyber Bullying†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Invasion of Privacy and Security†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Too much Information and Identity Theft†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 Promoting Anti-Social behavior in the Real World†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....9 Online Predators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 WHAT THE SCHOOL CAN DO†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Inculcate SNS Awareness in Curriculum†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Get Involved with the Teenagers in SNS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

The Evolution of Public Relations Essay Example for Free

The Evolution of Public Relations Essay Introduction In order for us to understand how public relations have evolved through history, we must first understand what public relations are. Public relations as defined by (Wilcox and Cameron 2004) that Professors Long and Hazelton believe it to be, â€Å" a communication function of management through which organizations adapt to alter, or to maintain their environment for the purpose of achieving organizational goals†(p.5). With that said we could now go back through history and discover how it has or has not changed through time. First, we will look at how effective public relations were almost from the beginning of time and how it was relayed to the masses. Second, we will discuss how public relations changed in the 17th to the 20th century and why it changed. Lastly, we will see how the past has defined what public relations is today and see how much it has evolved through time. Public Relation Beginnings As long as there has been humans on this earth communication was the key to organization how people lived their everyday lives. There has always been one or more persons leaders of these tribes or groups. Within this groups it would be decided where they would live, when it was time to farm the lands or hunt for food, settle disputes amongst themselves and how to protect themselves from outsiders. These decisions were in turn related to the masses. This practice can be loosely described as public relations in its raw stage a one-way communication form. People had no say in how daily life was lived because decisions were made to keep life for them as organized as possible. Public Relations in the 17th to early 20th Century As time passed, the population grew and people moved about more freely, people began to change, as did technology. By the 1700s printer presses were invented and information became more readily available to the public. Before than information was slow in coming and the public was ill informed. With the invention 0f, the printer press larger volumes of publications, books and newspapers were available. Traditionally, society elite had access to information on trade and politics, and used it amongst themselves to speak and make decisions for the masses. Public relations was still a one-way communication. Over time, the public was able to gain access to publications and now were able to form their own views and opinions. They became more vocal about government and politics because they were now better informed. This was what Paul Starr (2004) called a â€Å"public sphere†, a term used by Jà ¼rgen Habermas, there was communication and accessibility to information (p.24). The better-informed people became the more open they were with their views. Public relations change from a one-way communication to a two-way communication because people now realized the power they have in their voices. This changed the way in which public relations campaigns were run. Public Relation firms now had to please the masses whereas years before they made most of the decisions and were not concerned with their opinions. Public Relations Today Today, public relations is used in every conceivable form. We use it to sell products, make people aware of social issues, promote others, and raise money and to influence or help people decide on particular issues. With the invention of the World Wide Web, information is available to the public almost instantaneously. This has become a very powerful tool to public relations firms. Firms will use it to create or repair damage to a company or an individual’s image. Kathleen Neil (2001) says it best that public relations is to inform the people about what they have available for them, to establish and maintain a good relationship with the public (ix). Conclusion The foundation of public relations has not changed over time it still used to influence, maintain and organize the environment in which we live, but has evolved to include a broader range of topics. Public relation started out as a means to organize and maintain stability in a community, to informing the people about what is going on in the community and giving them a voice. The latter is the most significant change public relations made during its evolution. It went from a one-way communication to a two-way communication with the people in public relations valuing the opinions of the masses whereas in the past their opinions did not count. Alternatively, do the really value our opinions? Have we become too dependent on them or they too powerful that the can spin any type of web they choose? Is it all about dollars and cents? This led me to a quote by Scott M, Cutlip (1995) â€Å"Let Truth and Falsehood Grapple â€Å"(xii). References Cutlip, S. (1995). Public relations history: From the 17th to the 20th century. New Jersey: Lawrence Erlbaum Associates. Neal, K. (2001). A primer on non-profit PR: If charity begins at home Florida: Pineapple Press. Starr, P. (2004). The creation of the media: Political origins of modern communication. New York: Basic Books. Wilcox, D. Cameron, G. (8th ed.). (2006). Public relations: Strategies and tactics: Boston. Allyn and Bacon.

Premier Hand Car Wash Analysis

Premier Hand Car Wash Analysis By researching and studying all these factors it can be shown to specific groups or individuals that acquire of facts that relate to the organisation or are willing to gain knowledge from for future success or studies. Background Premier Hand Car Wash is located on Level 1 entrance of Bathurst Street Liverpool Westfields shopping centre. The company employees for six (6) workers and the owner himself and has currently been running the business for over five (5) years. Premier Hand Car Wash has no true competitors that are trying to offer the same quality and service, most are try to compete on pricing alone. Premier Hand Car Wash main responsibility is to provide a high quality service, also besides washing provide immense customer service. Mission The mission of Premier Hand Car Wash is to provide top quality washing and detailing service for all vehicle owners in the western suburbs around Liverpool. The business will strive on keeping works satisfied in order to maintain a high level quality of cleaning at all times and leave customers blissful Develop marketing strategies SWOT analysis on Premier Hand Car Wash Strengths Location. Variety of Services. Customer demand. Weakness Pricing. Capacity (limited to certain amount of cars due to it being a car park and not enough room.) Rain. Winter. Opportunities Learn from other service and adjust and accept change to the organisation. Place a suggestion box for further ideas from customers on what they would like from services. Look for sponsors to assist the company with sprays and other clean utensils. Threats Local Competitors. Self clean carwashes. Automatic carwash. Market Segments The strategy used by Premier Hand Car Wash is to attract as many repeated customers as possible because it is easy to retain them but hard to build new ones, especially during the winter seasons. The location that the car wash is set is perfect for all types of customers that are going shopping for several hours and want to leave their car with our company to be cleaned and also be waiting for your arrival. Premier Hand Car Wash doesnt just target one specific age group; they target customers by the type of vehicle that they own. Premier Hand Car Wash believes that the type of car you have tells you a great deal about the service youre willing to purchase and to what standard/detail it requires. The following will explain customer profiles: New car owner: These customers are most likely to use a basic wash service; these customers bring their vehicle for a wash or detailing on a regular basis. The goal/aim with this customer is to keep their car looking as good as it did when it was purchased from the car lot. Sport car owner: These are usually the younger or middle aged group of men that try and retain the new look of their cars. This group will require at least once to two times a week of a basic wash, also occasional will request a deluxe wash or wax and polish. Older car owner: These people have owned a car for several years or are unable to clean it themselves. Either way they require their cars to look in the best possible shape they can. Dealerships : There are a few dealerships located within 10km from Premier Hand Car Wash therefore every so often they use a basic car wash service to detail their products before they are sold or put on sale. Trends in the Market Trends affecting business and Competitors/ Potential Competitors: Premier Hand Car Wash in the past one to two years has had an increase of 40% in competitors ranging from: Automatic carwashes Hand washes However these two areas of cleaning have taken a large sum of the consumers due to better pricing or certain discounts/additives on washes. The closest competitor is located at Orange Grove, were it has facilities to many take-away stores also availability to Harvey Norman; the other two are located further out on Hoxton park road and offer free coffee on every visit that you purchase a wash. Competitors Prices: Competitors Name Pricing Automatic Car Wash/ Do it yourself Automatic Which offers a Basic Wash (exterior only) priced at $33 Do it yourself Price at $1 dollar every 1minute for every machine Organ Grove Hand Car Wash Basic Wash $20, Deluxe Wash $33, Waxing Polishing $100 Hoxton park Road Car Wash #1 Basic Wash $23, Deluxe Wash $31, Waxing Polishing $115 Hoxton park Road Car Wash #2 Basic Wash $25, Deluxe Wash $32, Waxing Polishing $98 Even tho these competitors have taken a quit large sum of the customers, Premier Carwash still holds its name for the most quality wash in the local area of small business. The car wash is thinking of reducing prices up to 15% so that their prices, saving the consumers $5-$15 per wash*(includes only for: deluxe wash/waxing and polish) this is so it pushes more customers into purchasing the more expensive product increase funds and at the same time recovering lost customer and eliminating potential threats due to low pricing. Advantages/Disadvantages of choosing Premier Hand Car Wash over competitors: Advantage of Premier Hand Car Wash Disadvantage of Premier Hand Car Wash Greater Knowledge due to longer experience Higher quality rate Reputation Location that has a number of facilities to visit while waiting Insured encase of damage to vehicle Excellent customer service skills Safe sprays and cleaning products Highly priced No discounted rates No free coffee or tokens to offer Insufficient room More company promotion needed to advise individuals due to being underground in a parking lot. Ethical and Cultural marketing objectives Some appropriate marketing objectives are as follows: Gain 500 new customers with the first year of setting standards Clean at-least 30 cars minimum a day Expand in the number of car parking spots reserved to the car wash by 10% within 2years time Leave 95% of customers satisfied every day Marketing strategies to achieve Objectives The main strategy to achieve marketing objectives is the need for a professional detailer and has at-least a certificate 4 in car detailing and if one hasnt been found training for an individual must be paid for to do so. Reason for this is high end sports cars or luxury cars come in and ask for a detailed wash no one on site apart from the owner can work on the car. Marketing Mix Financial effects Sales 2006Â   2007 2008 Full Wash $26,080 $22,320 $44,616 Exterior Wash $15,654 $23,650 $41,574 Interior Clean $13,160 $9,009 $11,712 End User Detail $18,060 $20,985 $43,425 Business Fleet Washes $9,150 $7,225 $13,838 Car Dealership Details $35,580 $33,150 $77,040 Total Sales $117,684 $116,339 $232,204 The above diagram demonstrates the sales that Premier Hand Car Wash had over the years and indicates that the business had a good start with $117,684 which then down sided and earned $1,000 less than the year before it. Many things happen during this year which impacted the companies decline stage which was mentioned in the previous statements, the matters that affect it was low advertising, competitors grew by almost 40% threw automatic carwashes and other competitive hand carwashes. Once the company put strategies in place and decreased prices and maintain quality and increased advertising it had shown in 2008 their money doubled in that year. Volume Chart Volume Chart for One Month of Supplies The above graph shows that most of the companys profits come from interior and exterior services. Most of the extras and other service that have been purchased dont get much profit but there for dont have to be purchased for the next five to six months so in the long run sufficient amount of funding is produced from them. Product life cycle The above diagram demonstrates is the product life cycle. During the Launch of the product there were certain needs that organisation like car washes desired from the high end high pressured vacuum cleaners. Once the product had entered the introduction and growth phase it started to progress highly and reaching its highest points during maturity and saturation phase. Once there was an updated version of this the product it had become clear it was unfavourable and this is where possibly certain percentage of customers might have left to competition due to upgraded technology. Alternative Distribution Channels There is no need for alternative distribution channels because it is a direct service. But if there was a need for selling of car sprays and cleaning utensils the advantages of using an alternative distribution channel would be, it can provide intensive market sales and bigger profit margins than the original one, frat rates are cheaper, quicker delivery process. Levels of Customer Service By having certain customer promotional activities such as VIP card for regular customers, this is encourage them to stay with the company for longer periods, the card is only offered to regular customers which certain gifts are added (some gifts could involve: free coffee, movie tickets, free car wash every 3rd visit) or discounted prices from each visit, while normal pricing is offered to day to day customers. Customer Service Standards By setting the following into an everyday work activity it proven to improve quality let alone customer satisfaction, the following is an example of some standards that can be put in place: A checklist can be created detailing and recording the cars appearance before and after Premier Hand Car Wash as completed their service KPI measures for the minimum requirement of acceptable work. EG: Floor and seat cleaned spotless but stains that cant be taken off are left as they are Also a suggestion box is a good idea to be left for customer to evaluate team performance Once these activities have been completed to a successful rate alongside many more. Customers will start paying more for the service you put forward allowing the organisation to increase sales and gain more profit while the customer is left satisfied with a quality finish which benefits them. Promotional activities Internet forums Sunday Telegraph Due to the car wash not having one specific age group to target it makes it tough to plan what the customer is willing to see as an advertisement and also because they are a small business its roughly impossible to fund large amounts of money for television advertisements. This is why other forms of advertising must be arranged and they are as follows: Flyers Mail box drop offs Discount tokens Every 10th wash get one free Prizes -Chance to win your own home cleaning set Implement Strategies Recruiting Process Advertising Process to find employees: Premier Hand Car Wash The recruiting stage will be done by the owner this is due to the organisation being a small business and not having excess funding towards human resources to do advertising and inducting which might be a long process. The job advertising will be done within the centre; signage will be posted up on a window of the carwash building also on the entrance towards the staircase. If no worker has been found in between 2-3 days, then it will be posted on seek.com or carrerone.com website. The process Premier Hand Car Wash use saves a large amount of time due to so many people going past this signage and reading it and also saves the company plenty of money for not calling HR and paying them to recruit an individual. Experience and Educational needs for job: No previous education or experience is needed, all you have to bring to the job is a dedicated attitude and is highly self motivated and have good English speaking skills and have good customer communication skills. Recommended Training: When a new team member arrives to the carwash the owner introduces him to all the employees and asks the staff to teach him/her the skills that are needed. The training takes two days of learning the basics in each area of cleaning vehicles. Also while in training your pay is deducted in half because you cant perform as well. Working hours: The owner of this business will be calling the employees two to three hours before their shift starts this is because he offers only casual jobs and wants to know also who is serious about the job and who isnt by doing this tactic. The employees will be called only on the days that they are available, the longer the employee stays within the organisation the more stable his/her job becomes and a timetable of working hours is created instead of calling when they are needed. Action Plan Name of Duty Action Who is Responsible Time of Shift , Break and end shift Date Interior Cleaning Vacuuming Wipe down interior plastics Clean bad odour Fred Jacob Start Shift at 8am 20/11/10 30min Break at 12pm Finish work 5pm Wash Bay Rinses car Soaping it Using poisons to kill off stains and other markings Anthony John Start Shift at 8:30 am 20/11/10 20min Break at 1pm Finish work 5pm Wiping down Using cloth to wipe down car Tyre shine Double checking everything is clean Window cleaning Alex Milos Start Shift at 8am 20/11/10 30min Break at 11:30pm Finish work 5pm Driving cars and meeting dead lines Maintain schedule Drive cars in and out parking lot Communicate with customers Money handle Johnny Start Shift at 7am 20/11/10 30min Break at 12:30pm Finish work 6pm Promotional Activities over 1 year Advertisement Costing Flyers $800 Website $14069 Prizes $550 Sunday Telegraph $2100 Monitor and Improve Monitor Marketing Performance The monitoring of marketing performance will be done through these key performance indicators: The use of data bases to measure promotional methods Number of visits to internet forum/website Increased parking space becoming full Number of calls about products done through advertisement by flyers, mail box drop offs and posters Contingency plans The way the car wash will work on its contingency plan is by asking the consumer at the end of the cleaning producer how they took notice of the company. From this Premier Hand Car Wash has been given valuable information that they can record. This is because if they are posting adds on the internet and paying for the site to stay up and progress is not coming from that section they can spend less time and money on that section and more on flyers/mail box drop offs if that is where all their customers are finding out about their organisation.