Critical reflection practice Essay

Introduction The area of critical reflection is generally understood to be a difficult and contested terrain, that appears to be attractive on paper but is complex to put into action. Educators say this is an important capability for students to develop as it contributes to greater depth of understanding and learning (Boud, Cohen, & Walker, 1993; Lay & McGuire, 2010; Moon, 2006; Wolf, 2010). The wide range of approaches to critical reflection suggests the focus of learning is placed on technique rather than the broader purpose and outcomes of critical reflection. Critical reflection should not be a prescriptive activity (Moon, 2006) but guidelines should enable the student to develop their own style. This paper begins a conversation on the challenging topic  of critical reflection in cooperative education. Defining Critical Reflection There appears to be lack of a clear understanding of critical reflection, as it is a contested term reflecting the ideology of the user. Depending on one’s perspective critical reflection can be understood to mean very different things (Boyd & Fales, 1983; Brookfield, 2009; Gardner, 2009; Harvey, Coulson, Mackaway, & WinchesterSeeto, 2010; Hatton & Smith, 1995; Smith, 2011; van Woerkom, 2010) and varies within individuals and contexts. Critical reflection is widely recognised as a key component in the learning processes of individuals and is advocated in many areas of professional practice (Brookfield, 2009; Jarvis, 2010; Leijen, Valtna, Leijen, & Pedaste, 2011), especially within programmes where there is rich learning possible through specific experiences (Harvey et al., 2010). The terms reflection, critical reflection, reflective practice, reflective thinking and reflexivity have similar meanings and application in educational literature, as well as, used interchangeably (Black & Plowright, 2010; Rogers, 2001). Authors consider that not all reflection is critical reflection and critical reflection maybe at higher, more complicated level that challenges the learner and the educator (Harvey et al., 2010; Hatton & Smith, 1994). Further unpacking is required to clearly identify the true nature of ‘critical’ reflection. Fook (2006) suggests work needs to be done from a â€Å"common basis of understanding† so the practice of critical reflection maybe refined and improved. Mezirow (1990) considers critical reflection as a precursor to transformative learning, which may lead to changes in personal understandings and potentially behaviour. Students can use critical reflection practices for engaging in metacognition (Eames & Coll, 2010). It is associated with a number of learning outcomes including improved thinking, learning and assessment of self and social systems (Smith, 2011). Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection. To use knowledge critically we do not accept the situation at ‘face value’. This  requires the ability to look beneath the surface to see what may influence the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger picture and view the situation more holistically develops critical breadth. These enable us to develop a fuller understanding of experiences so we are better equipped to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is developed over time (Crowe & O’Malley, 2006) through guidance and support. Critical reflection is advocated in many areas of professional development and practice, including the all areas of health care education, teaching, management, and research, as it encourages practitioners to gain insight into their own professionalism through their experiences. These programmes generally require some form of fieldwork to be closely integrated with academic study. Consequently there is wide variation in the techniques and approaches used in the practice of critical reflection. Approaches may range from informal discussions to highly structured formats. Guidelines in the literature on how to determine, facilitate and assess critical reflection in practice appear to be limited (Leijen et al., 2011; Smith, 2011). Models of critical reflection This vast area in the literature, which explores models of critical reflection, lacks clarity. There seems to be similarities within and across the various applications from many fields or disciplines of education that may have little or no areas of overlap (Fook & Gardner 2007). Many models of reflection based on a philosophical approach, may be considered to assist students develop an understanding of critical reflection. These have been briefly outlined in table 1.0 to help visualize the relationship between the models and frameworks. The framework chosen to guide students’ reflections may be determined by the expectations of the learning outcomes. Some models of reflection may not encourage critical reflection. Models may guide the process of reflection but should not impose a prescription of what reflection is. It is not essential to follow a model and some practitioners choose not to. There is some criticism of models that reduce reflection to levels but this approach maybe useful for teaching what the focus of  reflection entails. The student may choose whether or not to adopt a model to frame their reflection as a temporary measure until confidence in the reflective activity is gained and understood. Table 1.0: Three models of critical reflection identifying two frameworks that provides guidance for reflecting within each model. Model of critical reflection Framework General comments Dewey’s model of reflective Knowledge can be constructed learning through active reflection on past and present experiences. Pragmatic approach. Gibb’s model A cyclic generic framework. A general and nonspecific approach to reflection. Novices may find it too vague requiring further guidance. Stephenson’s framework A detailed set of cue questions. Focuses on consequences of actions and examines practice knowledge. Habermas’s model of critical Based on 3 areas of knowledge: reflection technical, practical and emancipatory. Critical theory approach. Taylor’s framework Describes activities associated with 3 types of reflection: technical, practical and emancipatory. Highly structured. Kim’s framework Called critical reflective enquiry. Three phases of reflection: descriptive, reflective, critical/emancipatory. Processes and products applied to each phase. Kolb’s model of reflexive Attempts to integrate thinking and learning practice. Experiential learning approach. Borton’s framework Simplified model using 3 questions: What? So what? Now what? Very easy to remember. Rolfe’s framework Expanded Borton’s framework. Added questions to each step. Turned the last step back to form reflexive cycle. Generic, easily adapted to suit most situations. * Adapted from Rolfe et al (2011). Critical reflection in cooperative education According to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an essential component of the pedagogy of cooperative education and other forms of work integrated learning. The process of critical reflection needs to be facilitated with structured strategies within the course that encourage engagement in reflection. It is important to create a culture where reflection is valued as a learning tool and it is safe to be honest. Practice and feedback on reflection throughout the program are important to enable the student to progress through their learning experience. Van Gyn (1996) suggests that reflective practice to enhance student-learning outcomes requires an organised partnership between the student, academic and industry supervisors. There is a widespread  assumption that reflection has positive outcomes for student learning. Cooperative education is student driven learning, which increases the need for the student to be self-motivated, proactive, organised and reflective. Critical reflection encourages students to be willing and able to question, explore and critique ways of behaving and thinking as they engage in workplace experiences (Higgins, 2011) and into the future. Consequently the student is better able to understand and gain insights into his/her skills, competencies and knowledge. The use of critical reflection in cooperative education increases the chances of the learning being relevant and meaningful to the student. Therefore the student’s engagement in reflection can assist them in making sense of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, White & Gardner, 2006) of reflection should be considered, as personal reflection is part of the broader context of the organization culture and structure (Thompson & Pascal, 2012). The industry context is complex and may challenge other dimensions of reflection, such as emotional demands of the learning experience, power relationships and time constraints. The strategies that facilitate reflection should cater for the individual needs of the student, suit the learning environment and guide the development of students reflective skills (Martin & Fleming, 2010). Strategies may include learning contracts, reflective journals, progress reports, reports and oral presentations providing the student with many opportunities to practice critical reflection. Conclusion Critical reflection is used in education to encourage the integration of theory and practice while enhancing student learning and self-confidence. However, an extensive literature search on the role of reflection for learning through experience by Harvey et al (2010) concluded that the relationship between reflection and positive student learning outcomes was inconclusive. This suggests there is scope to explore the role of critical reflection in learning and the development of a theoretical basis in cooperative education. There is increasing interest in the concept of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009). References Black, P. E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11(2), 245-258. doi:10.1080/14623941003665810 Boud, D., Cohen, R., & Walker, D. (1993). Using experience for learning. Buckingham [England] ; Bristol, Pa.: Society for Research into Higher Education and Open University Press. Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191. Boyd, E. M., & Fales, A. W. (1983). Reflective learning. Journal of Humanistic Psychology, 23(2), 99-117. Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. Crowe, M., & O’Malley, J. (2006). Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive-reconstructive approach [Article]. Journal of Advanced Nursing, 56(1), 79-87. doi:10.1111/j.1365-2648.2006.03982.x Dewey, J. (1938). Experience and education. New York: Touchstone. Eames, C., & Coll, R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180-196) Fook, J. (2006). Beyond reflective practice: reworking the â€Å"critical† in critical reflection. presented at the meeting of the Professional Lifelong Learning: Beyond Reflective Practice, Leeds. Fook, J., & Gardner, F. (2007). Practising critical reflection : a resource handbook. Maidenhead: Open University Press. Fook, J., White, S., & Gardner, F. (2006). Critical reflection: a review of contemporary literature and understandings. Critical reflection in health and social care, 3-20. Gardner, F. (2009). Affirming values: using critical reflection to explore meaning and professional practice [Article]. Reflective Practice, 10(2), 179-190. doi:10.1080/14623940902786198 Harvey, M., Coulson, D., Mackaway, J., & Winchester-Seeto, T. (2010). Aligning reflection in the cooperative education curriculum| Macquarie University ResearchOnline. Asia-Pacific Journal of Cooperative Education, 11(3), 137-152. Hatton, N., & Smith, D. (1994, July 3-6, 1994)). Facilitating Reflection: Issues and Research. presented at the meeting of the Conference of the Australian Teacher Education Association (24th), Brisbane, Queensland, Australia. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. Higgins, D. (2011). Why reflect? Recognising the link between learning and reflection. Reflective Practice, 12(5), 583-584. doi:10.1080/14623943.2011.606693 Jarvis, P. (2010). Adult education and lifelong learning : theory and practice (4th ed.). New York: Routledge. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. doi:10.1080/713693162 Lay, K., & McGuire, L. (2010). Building a Lens for Critical Reflection and Reflexivity in Social Work Education [Article]. Social Work Education, 29(5), 539-550. doi:10.1080/02615470903159125 Leijen, A., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2011). How to determine the quality of students’s reflections? Studies in Higher Education, 1-15. doi:10.1080/03075079.2010.504814 Martin, A., & Fleming, J. (2010). Cooperative education in outdoor education. Australian Journal of Outdoor Education, 14(1), 41-48. Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1-20. Moon, J. A. (2006). Learning journals : a handbook for reflective practice and professional development (2nd ed.). London ; New York: Routledge. Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57. Rolfe, G., Freshwater, D., & Jasper, M. (2011). Critical reflection in practice (2nd ed.). Houndmills, Basingstoke, Hampshire ; New York, N.Y.: Palgrave. Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211-223. Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multidisciplinary Perspectives(iFirst Article), 1-15. doi:10.1080/14623943.2012.657795 Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke [England] ; New York: Palgrave Macmillan. Van Gyn, G. H. (1996). Reflective Practice: The Needs of Professions and the Promise of Cooperative Education. Journal of Cooperative Education, 31(2-3), 103-131. van Woerkom, M. (2010). Critical Reflection as a Rationalistic Ideal. Adult Education Quarterly, 60(4), 339356. Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602. Copyright  © 2012 Patricia Lucas The Author assign to the Australian Collaborative Education Network (ACEN Inc.) an educational non-profit institution, a nonexclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a nonexclusive licence to the Australian Collaborative Education Network to publish this document on the ACEN website and in other formats for the Proceedings ACEN National Conference Melbourne / Geelong 2012. Any other use is prohibited without the express permission of the author(s).

A Guide to Classical Management Theory Essay

The classical management theory is a school of management thought in which theorists delved into how to find the best possible way for workers to perform their tasks. The classical management theory is divided into two branches, the classical scientific and the classical administrative. The classical scientific branch comes from the scientific mindset of attempting to increase productivity. During the height of the classical scientific theory, theorists would use almost mechanical methods towards labor and organization to achieve goals of productivity and efficiency. Some of the basic techniques of the classical scientific theory include creating standardized methods for a task and dividing work between employees equally. On the other hand, the classical administrative theory focuses on how management can be organized to achieve productivity. Henri Fayol, a leading figure in management theory, devised several management theories geared towards efficiency, such as creating a unified direction among managers, centralization, and discipline. Other management theories focused on building team confidence, such as establishing teamwork, using initiative, and equity. Strengths of Classical Management Theory Current management organization and structure can find much of its roots from the classical management theory. One of the main advantages of the classical management theory was to devise a methodology for how management should operate. Management principles devised during this period can be seen as a foundation for current management behavior today, such as serving as a force of authority and responsibility. In addition, another benefit of the classical management theory is the focus on division of labor. By dividing labor, tasks could be completed more quickly and efficiently, thus allowing productivity to increase. Division of labor can be seen in many applications today, ranging from fast food restaurants to large production facilities. In addition, the classical management theory also gave rise to an autocratic leadership style, allowing employees to take direction and command from their managers. Flaws of Classical Management Theory The main weakness of the classical management theory arose from its tough, rigid structure. One of the main principles of the classical management theory is to increase productivity and efficiency; however, achieving these goals often came at the expense of creativity and human relations. Oftentimes, employers and theorists would focus on scientific, almost mechanical ways of increasing productivity. For example, managers would use assembly line methods and project management theories that focused on efficient division of tasks. However, employers ignored the relational aspect in employees, in the process of trying to predict and control human behavior. In fact, the human relations movement arose in response to the classical management theory, as a way to understand the role of human motivation in productivity. Additional flaws of the classical management theory include a heavy reliance on prior experience. The theorists of this time only tested their assumptions with certain industries, such as manufacturing and other high production companies. However, in today’s environment, the rigid structure of classical management theory would not translate well in most companies. Many businesses realize the importance of improving employee motivation and behavior, and implement departments devoted solely to improving human relations. Advantages and Benefits of the Classical Management Theory by Julianne Russ, Demand Media Classical management theory was introduced in the late 19th century. It became widespread in the first half of the 20th century, as organizations tried to address issues of industrial management, including specialization, efficiency, higher quality, cost reduction and management-worker relationships. While other management theories have evolved since then, classical management approaches are still used today by many small-business owners to build their companies and to succeed. Ads by Google Study in Australia Diploma Courses in TCWA, Perth. Business & Management. Apply Now tcwa.net.au Hierarchical Structure One of the advantages of the classical management structure is a clear organizational hierarchy with three distinct management levels. Each management group has its own objectives and responsibilities. The top management is usually the board of directors or the chief executives who are responsible for the long-term goals of the organization. Middle management oversees the supervisors, setting department goals according to the approved budget. At the lowest level are the supervisors who oversee day-to-day activities, address employee issues and provide employee training. The levels of leadership and responsibilities are clear and well defined. While the three-level structure may not be suitable for all small businesses, it can benefit those that are expanding. Division of Labor One of the advantages of classical management approach is the division of labor. Projects are broken down into smaller tasks that are easy to complete. Employees’ responsibilities and expectations are clearly defined. This approach allows workers to narrow their field of expertise and to specialize in one area. The division of labor approach leads to increased productivity and higher efficiency, as workers are not expected to multitask. Small-businesses owners can benefit from taking this approach if they are looking to increase production with minimal expense. Monetary Incentive According to classical management theory, employees should be motivated by monetary rewards. In other words, they will work harder and become more productive if they have an incentive to look forward to. This gives management easier control over the workforce. Employees feel appreciated when being rewarded for hard work. A small-business owner can take this approach to motivate the employees to achieve production goals. Autocratic Leadership The autocratic leadership approach is the central part of classical management theory. It states that an organization should have a single leader to make decisions, to organize and direct the employees. All decisions are made at the top level and communicated down. The autocratic leadership approach is beneficial in instances when small-business decisions need to be made quickly by a leader, without having to consult with a large group of people, such a board of directors. Small businesses, especially sole proprietorships, can have an advantage in taking this approach, as they need a strong leader to grow. Sponsored Links Classical Management Theory Early Management Theories Early Theories of Organizations emerged mainly for military and Catholic Church. The metaphor of the machine was dominant, where organizations are viewed as machines. Therefore, the organizational application was, since workers behave predictably (as machines do rarely deviate from the norm), management knows what to expect, and workers operating outside expectations are replaced. Classical Management Theories There are three well-established theories of classical management: Taylor?s Theory of Scientific Management, Fayol?s Administrative Theory, Weber?s Theory of Bureaucracy. Although these schools, or theories, developed historical sequence, later ideas have not replaced earlier ones. Instead, each new school has tended to complement or coexist with previous ones. Taylor?s Theory of Scientific Management, U.S.Aï â‚¬ Frederick Taylor (1856-1915) ?The Father of Scientific Management?. Scientific Management theory arose from the need to increase productivity in the U.S.A. especially, where skilled labor was in short supply at the beginning of the twentieth century. The only way to expand productivity was to raise the efficiency of workers. Taylor devised four principles for scientific management theory, which were: 1. The development of a true science of management, 2. The scientific selection and training of workers, 3. Proper remuneration for fast and high-quality work 1. Small Business > 2. Managing Employees > 3. Managers Advantages and Benefits of the Classical Management Theory by Julianne Russ, Demand Media Classical management theory was introduced in the late 19th century. It became widespread in the first half of the 20th century, as organizations tried to address issues of industrial management, including specialization, efficiency, higher quality, cost reduction and management-worker relationships. While other management theories have evolved since then, classical management approaches are still used today by many small-business owners to build their companies and to succeed. Ads by Google Racing Boats Suppliers Find Quality Products from Verified Suppliers. Get a Live Quote Now! www.Alibaba.com Hierarchical Structure One of the advantages of the classical management structure is a clear organizational hierarchy with three distinct management levels. Each management group has its own objectives and responsibilities. The top management is usually the board of directors or the chief executives who are responsible for the long-term goals of the organization. Middle management oversees the supervisors, setting department goals according to the approved budget. At the lowest level are the supervisors who oversee day-to-day activities, address employee issues and provide employee training. The levels of leadership and responsibilities are clear and well defined. While the three-level structure may not be suitable for all small businesses, it can benefit those that are expanding. Division of Labor One of the advantages of classical management approach is the division of labor. Projects are broken down into smaller tasks that are easy to complete. Employees’ responsibilities and expectations are clearly defined. This approach allows workers to narrow their field of expertise and to specialize in one area. The division of labor approach leads to increased productivity and higher efficiency, as workers are not expected to multitask. Small-businesses owners can benefit from taking this approach if they are looking to increase production with minimal expense. Monetary Incentive According to classical management theory, employees should be motivated by monetary rewards. In other words, they will work harder and become more productive if they have an incentive to look forward to. This gives management easier control over the workforce. Employees feel appreciated when being rewarded for hard work. A small-business owner can take this approach to motivate the employees to achieve production goals. Autocratic Leadership The autocratic leadership approach is the central part of classical management theory. It states that an organization should have a single leader to make decisions, to organize and direct the employees. All decisions are made at the top level and communicated down. The autocratic leadership approach is beneficial in instances when small-business decisions need to be made quickly by a leader, without having to consult with a large group of people, such a board of directors. Small businesses, especially sole proprietorships, can have an advantage in taking this approach, as they need a strong leader to grow. Sponsored Links

Race Relations Act Essay Example | Topics and Well Written Essays - 1500 words

Race Relations Act - Essay Example To satisfy the huge public outcry the McPherson Inquiry was initiated and in this report several recommendations in order to counter racism were made. Some of these recommendations were to incorporate cultural diversity into the National Curriculum, to check the correlation between school admissions and academic achievement and to assess the success of teachers' activities in these areas. Despite seeming to be related to the statutory education system these recommendations have a very important bearing on the education of adults in respect of racism. The National Neighbourhood Renewal Strategy (2001) has specified that inadequate availability of education, health; employment and housing greatly affect a significant number of people from the minority communities. In 2001, it was estimated that the black and minority communities comprised 8% of the total population of England. In England, fourteen percent of students belong to the black and minority group. Therefore, in education the opportunities made available to the black and minority communities have to be increased significantly. ... viders to make certain that members of the black or minority community are provided with better access to education, employment and training (Increasing participation and raising achievement of black minority group adults in post-16 education, n.d.). The objective of the Race Relations Amendment Act 2000 is to address this problem. It requires the public authorities to reassess their policies and procedures and thereby take such measures as will promote racial equality and get rid of discrimination. It comprises an amendment to the Race Relations Act 1976, which prohibits discrimination on the basis of race, colour, nationality, ethnic or national origin. This Act applies to "Ministers, Central government departments, Local Authorities, regional agencies and enterprise networks, Police authorities, Health authorities, health boards, NHS Trusts and primary care trusts, Education authorities, grant aided and self governing schools, colleges and universities, Communities Scotland, Professional bodies, Libraries, museums and galleries". It empowers individuals or groups to oppose unlawful discrimination by resorting to judicial review. The Commission for Racial Equality is empowered to initiate inquiries, resort to judicial review and issue compliance orders if a public body infringes the Act (The Race Relations Amendment Act 2000, 2002). In the Act these are known as the general duty of public authorities, the specific duties of authorities and the publishing of a race equality scheme, which has to specify as to how it will ensure equal opportunities and good race relations, and as to how it will refrain from racial discrimination (The Race Relations (Amendment) Act 2000, 2005). Many people have been barred either directly or indirectly from further education due to

Municipal Solar Infrastructure Essay Example | Topics and Well Written Essays - 1000 words

Municipal Solar Infrastructure - Essay Example The community organisations in villages, the prime beneficiaries of the project , the implementing agency - BP Solar Australia and the donor agency - Australian government are the major stakeholders. In addition, the government bodies in Philippines like The department of Interior and local government (DLIG) , Local Governance Units (LGU), Barengay Technical Team, community organisations for social mobilisation are also the other stakeholders in this project. The project operations have ensured the capacity building of the community groups in terms of the project governance and also established a team for the technical support needed for the services and repairs of the devices installed. The ability to mobilise people for their effective participation and also to undertake the administrative activities like accounts/ finance management, collection of charges from the beneficiaries are the key inputs that strengthened the governance component of the project. Creation of separate technical team called Barangay Technical Team for simple maintenance need was one such initiative. The sound technical back up also ensured the reliability of installations and enhanced the public confidence. The project success achieved with only two full time staff from BP solar shows the extend of empowerment of the stakeholders. Recommendations for Project manager : The majority of components were sourced from Australia due to the conditions in the project. And after the project period the supply of the above items from the Australian agencies may not be viable. Hence, project manager could have identified suppliers in the neighborhood regions for ensuring the sustainability of operations. This could also help to spread the project to other areas not covered under the project. Comments : The project is an excellent example of effective integration of stakeholder management principles into the project governance operation. The transformation achieved across highly scattered regions of Philippines with the period of 3.5 years clearly shows the efficiency of project operations. Further, the project also helped to improve the general living conditions of the people in the villages. Conclusion : The committed effort from BP Solar company to ensure an efficient project governance system led to the project success. The project interest was much beyond sales initiative and hence created a successful system for operations. Stakeholder map SA B Stakeholder Management Sheet Name of the stakeholder Name of contact Stakeholder type Influence level BP Solar Australia Project manager Major High Government of Australia Project manager Major Low Barangay Technical Team Team leader for each village Minor Medium Department of Interior and Local Government, Philippines Department representative Minor Minor Local Government Units Government Representative Major Medium Community Organisation Representative of

The influence of sensory marketing on customer's behaviour Essay

The influence of sensory marketing on customer's behaviour - Essay Example Inside the shops, promotional videos and videos related to the products and environment of the firm is a concrete example in the recent evolution of visual marketing. The videos can explain how the products work and their utilities. The use of music in stores is not recent. The sound enforces the identity of a brand and aimed to be in harmony with the customers. A recent study ( Les ractions des acheteurs aux modalits de la musique d'ambiance : cas de la notorit et du style - Revue franaise du marketing, septembre 2003 ) shows that classical music has more effects than variety music and a well known song has more impact on amount of money spent and unscheduled purchase than an unknown song. It is a new step in sensory marketing which defines that a human can distinguish 4 000 different perfumes according to an article published in Marketing Magazine. It is the sense that drives the most emotional value. A young child is capable of perceiving smells before perceiving sounds, colors and textures. Several experiences have proved the decisive influence of smells on the customer's behavior. Some studies have proved that a good smell could have biased time perception of consumers and could have modified the visual or gustative perception. It directly relates to the intrinsic attributes of the products : organoleptic properties for the foodstuffs. The taste is an effective tool for differentiation. The laboratories of the companies devote important means to better including/understanding the mechanism of the taste. The stake of this research is that of information as regards quality required to the consumer. A French meat brand like Charal has imposed its meats thanks to a founded marketing step on the fact to be tender and the taste. The company thus created for itself an image of quality such as criteria of traceability and standards. Tactile marketing: The touch creates familiarity with the store or the product. A company can use for example a soft red carpet which takes part in the well-being of consumers. A comfortable ground encourages more with the dawdling. In the restaurant, the weight of the handled forks and spoons, the thickness of touched glasses, the texture of the towels, the comfort of a chair can take part largely in the pleasures of the meal. The car manufacturers make important research on the touch of the gear shift wheel and lever so that those get feelings of well being and solidity. It can be trying for a distributor to use the techniques of sensory marketing with an aim of handling the consumer. Thus the presentation of the bread in an environment of traditional bakery inside a great surface whereas this one is manufactured in an industrial way, or the diffusion of a leather odor to promote settees in leather imitation

Smokers in Engineering Classes vs. Liberal Arts Classes Statistics Project

Smokers in Engineering Classes vs. Liberal Arts Classes - Statistics Project Example This is the best platform used to ask them their class and if they have a smoking habit. A lot of information gathered was taken from the gym and the field where most students seem to freely interact with their classes. If more students with or without a smoking habit go to the gym then we may have a conclusion that the class has more students who smoke than the other one. We decided to test the claims that less than 80% of college students smoke in engineering classes and less than 60% of students smoke in liberal arts classes and that students in liberal arts classes smoke more than engineering students did. This pertains to the economy because finding extra coins to smoke is hard and the costs of attaining college classes are rising because of the cost of living (Lejuez, 180). The survey undertook a population of 56 males and 45 females from each class to find out whether or not they have a smoking habit. While collecting the data there were some shortcomings in that not most students attend the gym and so the data collected might not be 100% accurate. The other shortcomings some students were already at school while others were working. Even though the data and the result collected may not be accurate, interview as a method of collecting data has appeared as the most appropriate method of collection of data. This is because it gives you a direct systematic conversation between the interviewer and the respondent, therefore, giving you the ability to judge if the information is relevant or not. The research design will adopt descriptive statistics that is it will summarize the quantities gathered by use of tables and pie charts to arrive at the findings and inferential statistics that is the estimation of the parameters and testing of statistical hypothesis. According to the data collected, it can be seen that 58.93% of the males in Engineering classes  smoke while they are still in college and that 41.07% of students in liberal Arts classes smoke while still in school.

Budgeting Procedures Essay Example | Topics and Well Written Essays - 2250 words

Budgeting Procedures - Essay Example The FY 07-08 Budget also reflects the culmination of a substantial effort by City staff to include performance measures for all City programs (Adopted Annual Budget, 2007-08). While this effort is still in its developmental stage, the performance measures will provide a better connection between budget resources and desired outcomes. Usually, annual budgets are adopted on a basis consistent with U.S. generally accepted accounting principles and the City uses a cash basis for budgeting governmental funds (Adopted Annual Budget, 2007-08).Yearly appropriated budgets are accepted for the General, Special Revenue, Debt Service and Enterprise Funds. All operating and capital expenditures and revenues are recognized in the budgeting process because of the want for appropriation authority. This paper will therefore focus on analyzing and evaluating the budget. According to the Adopted Annual Budget (2007-08), the process for preparing and adopting the city's annual budget and levying a property tax rate is conducted in accordance with the provisions of Chapter 200 of the Florida statutes and the city's code of ordinance. Chapter 200, Florida statues outlines the budget process beginning with the certification of taxable value on or before July 1 by the country property appraiser. The setting of the millage rate and budget involves a formal process also known as Truth in Millage Act. TRIM serves to formalize the tax levying and budget adoption process by requiring a specific method of calculating the tax rate and any increase, the form of notice to property owners, and public hearing and advertisement requirements prior to the adoption of the annual budget and tax rate. Development of the Annual Budget is comprised of three major initiatives: strategic planning and financial trends outlook, 5 year capital improvements programs development and operating budget preparation. The budget is entirely prepared to accept the accounting system at the start of the fiscal year. A number of GAAP (generally accepted accounting principles) adjustments are made to reflect balance sheet requirements and their effect on the budget. These include changes in designations and recognition of accrued liabilities. Amounts needed for such long term liabilities as future payoff of accumulated employee vacation and sick leave (i.e. compensated absences) are generally not budgeted but are adjusted or reported for the actual amounts incurred as a result of an employee resignation or retirement. Usually, a four step process is followed to come up with the budget. This involves preliminary planning and preparation, review, adoption and monitoring. During the preliminary planning stage, the city council meets in January/ February to review the city's strategic priorities. Later on (March/April), the council is provided with a financial trends outlook for the city's three operating funds. In a workshop setting, the city council reviews and discusses major budget trends and then provides policy direction for preparation of the upcoming fiscal year budget. The budget preparation stage follows up in January whereby a 5 year CIP process is initiated with various departments. The CIP for the upcoming fiscal year is the only year in which actual funding is appropriated. The five year CIP serves as the basis for

Financial Modeling With Decision Making Essay Example | Topics and Well Written Essays - 1500 words

Financial Modeling With Decision Making - Essay Example The details of shares with above details are given in separate units for each company. In the spread sheet used in this case the shares purchased are regarding the companies Glaxosmithkline, B.SKY.B, Busuiness Post Group, Abbey PLC, Barclays PLC, Galantas Gold Corp, Halfords Group PLC, and Rolls-Royce Group PLC. The trading has been started on February 1st and the dealings up to march 15th are given. In case of Glaxosmithkline, the trader earned a profit of 900 GBP. The returns from B.Sky.B group shares resulted in negative growth. The selling price of shares is 700 GBP lesser than the buying price. This resulted in 700 GBP of loss in trading the shares of that company. This dented the returns from previous investment also and decreased the net profit to 200 GBP. Apart from this the trader bought and sold the shares of business post on February 1st and February 15th. This resulted in a profit of 800 GBP. With this transaction, the net profit reached the mark of 1000 GBP by February 15th. After that the trader bought the shares of Abbey Plc on February 15th and sold on March 1st. This resulted in a profit of 40 GBP and this increased the gross profit by March 1 to 1040 GBP. After that in a gap of one month between 15th February and 15th march, the Barclay's shares are purchased for Rs. 39805.50 and sold for 34348.50. GBP. This resulted in a loss of 5457 GBP. With this transaction there is loss of 4457 GBP on the whole investment. After this transaction on march 1st the trader invested 7950 on Galantas gold corp. and sold them for 8520 GBP. This resulted in a profit of 300 GBP. This decreased the loss from the transactions to 4157 GBP. The Halfords group shares are purchased on 1st March for 31454.5 GBP and were sold on 15th march for 31433 GBP. This resulted in a loss of 21 GBP and increased the loss to 4178 GBP. The Rolls Royce group shares are bought for 24562.5 GBP on 1st March were sold for 23387 GBP on 15th march. This resulted in a loss of 1175.5 GBP of loss and the total loss increased to 5353 GBP. Apart from the investment in high interes t account the loss on trades mentioned in spread sheet incurred a loss of 5353 GBP. 2. Analysis of Trading decisions The first transaction used by the trader was with the shares of Glaxosmithkline numbering 10,000 and valued at 1,38,700 GBP. This resulted in a profit of 900 GBP. The decision of buying in February and selling in march is a good decision making when the single transaction is considered. This share can be retained and the sale of the shares in March is a short sighted decision as the share value has climbed up in the following months. As the company reported 6 percent increase of profit and closed the books with patent protection, there is every chance to earn more profits and increase the dividend distributed. This can result in increase of share price and the sale of the shares in March can be termed as a deal that has been done early than it should be done. The trader might have sold the shares of the company taking into consideration local market. As the company trades internationally and does business in US and other important countries of world, the share price of the company sh ould be estimated accordingly. The drugs sold in US resulted in more profits for the company

Home Design Assignment Example | Topics and Well Written Essays - 1250 words

Home Design - Assignment Example Surface-mounted fans provide good ventilation for smaller areas. Large houses may need more than one. Remote-mounted fans can pick up stale air from a single point. Or, they can be attached to a branched duct system with picks ups in two or three locations. This makes them a good choice for large houses. If properly rated, the fan could be attached to a range hood. Large houses and several multifamily units can be ventilated by a single multiport fan. Some units can accept a duct from the range hood. Most operate at two or more speeds. Several manufacturers sell complete kits with all the ducts and accessories. These may cost a bit more, but the kits simplify installation. This type of heat-recovery ventilator provides balanced air flow and recovers up to 85 percent of the heat from outgoing air. By warming the incoming air, AAHXs provide greater comfort in cold climates than other types of ventilation systems. Units can be sized for any home and small commercial buildings. By employing a heat pump unit about the size of a window air conditioner, an exhaust air heat pump (EAHP) offers exceptional heat recovery efficiency. It can also provide most of the hot water needed by an average family. While the exhaust fan is controlled by timers, heat recovery engages only when hot water is needed. Solar attic fans are a new group of products that use solar energy to move hot attic air. Attic exhaust fans remove hot air from attic spaces, while whole house fans remove hot air from both living spaces and the attic at the same time. * Whole House Fan in Cathedral Ceiling Whole house fans provide enormous air movement through out your home. Install one in a home with a cathedral ceiling. It can be done. * Crawl Space Vents Crawl spaces collect and condense water vapor. Crawl space ventilation is necessary to prevent mildew or rot. Vapor barriers may provide better protection than crawlspace vents. * Roof Ventilation with Turbine Vents Turbine vents can replace the hot air