Effective leadership styles in problem solving

Effective leadership styles in problem solving This assignment shall critically analyze the extent to which effective management and leadership styles can be used to address and solve problems in social care and health environments. Introduction The service field of social and health care environments has made great progress in recognizing its values for the future periods and things which require changing to achieve considerable and noticeable improvements across a variety of services. Management and Leadership styles need to be used effectively to bring out noticeable changes and for achieving specific actions to make significant improvements a reality in the social and healthcare environment. Effective and efficient implementation of change and improvement is a dynamic and comprehensive process which takes its due time to come into action and specific management and leadership programmes are usually unique to every organization. Every organization depends upon change and programmes for improvement for different reasons. Leadership plays a very vital role in the success of organisational improvement in social and healthcare service sectors. Effective leaders can enable improvements to take place and they have the capability to foretell the direction in which an organisation must be headed in terms of service delivery such as greater service user involvements and also guide their organisation in this direction. It is very important to have a predetermined purpose or ideology involving employees to bring about improvements in the system. The management must set the scope of these improvements and it is leaderships responsibility to aide in bringing and implementing changes for betterment of the services. Overview of Health and Social Care Sector Healthcare sector refers mainly to all those services which are offered by hospitals, clinics, general practitioners to prevent, diagnose and treating illness. This is a main and primary activity United Kingdom and consumes important parts of Gross Domestic Product and accounts of employing over ten million people across the country. This is a very complex sector comprising of not just healthcare service providers but also private and public funders and patients (consumers). Furthermore, significant economic sectors are associated actively with this sector, particularly pharmaceuticals and suppliers of medical equipments. In this assignment we shall concentrate on service provision of healthcare and how management and leadership styles can bring about improvement and address the problems of this sector. Social services is a multifaceted concept having different meanings and could include, provision of welfare payments and pensions. This assignment the term social services will be confined to work which is rendered by a person or organisation for furtherance of welfare of citizens. It includes, but is not restricted to, services for: Children and their families Disabled individuals of all age groups Elderly individual particularly those suffering from mental health problems Individuals misusing drugs and alcohol Services related to HIV/AIDS The typical providers of social services are public authorities and voluntary organisations however; private sector also plays an important role, to illustrate, provision of long-term care facilities. Healthcare and Social services were treated differently traditionally, due to their origins but also because of the fact that interest groups maintained their boundaries. This entire situation is undergoing changes throughout the western world due to different factors which include increase in elderly population, increase in awareness of preventing diseases instead of cure and an increased demand from customers (citizens) integrated services to meet needs specific in nature. This resulted in increasing stress on care including healthcare in the community, with higher collaboration between both sectors healthcare and social service providers. United Kingdom offers a National Health Service (NHS) free of cost at the point of delivery; this expenditure is funded primarily through general t axation. Several issues that affect healthcare also affect social services, especially ageing society. However, the functioning of hospitals and community-based care has transformed differently. UK is now exploring ways of coordinating both sets of services more efficiently, for e.g. shifting towards a home-based and community care grouped with correct use of expensive hospital services. This can be achieved and development in informatics and associated disciplines are anticipated to offer it. (OST, 2001, p. 8) Current Trends and Driving Forces of Social and Healthcare Sector Healthcare and Social care service sector is currently undergoing different changes and thus it is essential to evaluate what are the current trends and forces responsible for these changes. This assignment shall look at the most significant trends and drivers affecting health and social services sector, they are: Changes in Demography and society: The citizens of UK are currently living in ageing societies. However, the major concern is workforce and elder ageing, i.e. increase in number of persons above 80. This phenomenon is known as triple ageing. The resultant effects of triple ageing on health and social services are well known. Increasing consumerism and expectations. The term consumer patient is reflective on the assumption that more and more number of people are expecting to receive health care services they need at affordable prices. Latest medical technologies The need to reduce health costs, extend life expectancy and improve quality of life is often cited as drivers for technological developments in health and social sector. Many people believe that these latest technologies can totally transform and revolutionise the healthcare sector, despite concerns of increasing costs. Leadership in Healthcare and Social Services Leadership and management are two important factors which will help bring about the needed changes in the Healthcare and Social Services sector. Clarity and effective communication is very important for leaders depending on improvement initiatives. In the same line, frontline employees require to be provided with opportunities to embrace the latest ideology and purpose and customize it so that they can alter services accordingly. Leadership in healthcare and social services will be successful when the management decides the purpose of the organization and underlies requirements for improvement, analyzes what changes required to be made to achieve these objectives and examine how the necessary improvements can be achieved. To make a success of the implementing changes in service, leaders must make sure there is effective communication amongst the staff which is two-way and useful. Management in social and healthcare sector Management of the organization should entrust employees to carry forward improvements and enhancements in their daily service delivery. It is always possible for employees to be involved in what of the change, however there is a wide scope for involving how. Management must try to involve employees in the stages of planning, this will encourage staff to acknowledge and support the improvement process while feeling sense of ownership over the improvements. The main management style here is democratic in nature which means employees are heard to and their opinions and ideas are considered, including those employees who might not easily welcome changes. Employees must be given the tasks of carrying forward improvements in their daily routine work. Encourage them to participate in making decisions independently. Workers must be allowed to participate in discussions, questions and design activities of improvement. Another important aspect of democratic management style is feedback from em ployees which is a result of consulting on exercises and decisions taken based on inputs. Encouraging teamwork, both inter and intra-departmental, comprising of diverse members. Employees must be exposed to development of activities which they had been a part of while designing. Provide the staff with ample time for involvement, developmental activities and participation. If staff is finding it difficult to balance present commitments with time for improving services, then work along with the management and find answers. Management and Leadership Styles Management is a universal concept and is very popularly used terminology in the business world. Every type of organization be it business, political, cultural or social involves management since it is management which assists and directs the different efforts of people towards a predetermined goal or objective. According to Harold Koontz, Management is an art of getting things done through and with the people in formally organized groups. It is an art of creating an environment in which people can perform and individuals and can co-operate towards attainment of group goals On the other hand, Leadership is a process through which an executive could direct, guide and influence behaviour and work of other individuals in the direction of achieving particular goals in an existing situation. Leadership refers to the potential of influencing the behaviour of others in the organization. It can in specific terms be referred to as the capacity to influence a group towards goals realization. It is the capability of a manager to motivate his subordinates to work together with confidence and enthusiasm. There are three main categories of management and leadership styles which are as given below: Autocratic managers are decision makers and closely control and supervise employees. Managers generally have less levels of trust and just give orders which are expected to be obeyed. Paternalistic managers tend to give more attention to the social needs and views of their employees. Managers are keen on making the employees feel happy and generally act as a father figure. They tend to consult employees about different issues and listen to their feedbacks and opinions. However, managers are actual decision makers but do take interests of workers into consideration since they believe staff actually needs direction. Democratic Managers are those who entrust their employees and encourage them to make important decisions. They would delegate work to them along with authority to do and also listen to their advice. There is a clear bi-directional communication which often includes democratic groups, offering useful tips and ideas. Managers should be willing to encourage skills of leadership among subordinates. Conclusion and Recommendations Health and Social Care services are in the midst of transformation at national, local and international level. The core of these changes lies in the desire to offer customers with increased levels of involvement in their caring, promotion greater choices and interdependence amongst users and more efficiently support from the entire community, everything while staying within the parameters of standards of quality and budgets. Some programmes are usually unique to particular organisations, beyond general regions targeted for improvements. Sometimes, organisations might undergo changes due to increasing pressures from their funding institutions or government, while others may be responding to changes due to poor standards and lastly organisations that are aligning their management to cope up with the new changes in the sector. Main recommendations for adopting management and leadership styles in health and social care services are: Effective leadership in the organisation which motivates employees in the organisation to willing participate in changes and also respond to it. Involving employees and their participation in decision making to cope up with the changes in the sector. Identify skills and help in development of those skills of employees. Employees must be constantly given chances to improve their existing skills and develop new skills according to the changing environment. Management of organisations in social and healthcare sectors must have a more democratic approach which will encourage employees to participate and also motivate them to work to their full potential.

Concern in educational attainment between social groups

Nelson Mandela grew up in a state divided by apartheid. A black adult male in a state where a white minority ruled, he had a vision for South Africa ; to be one state regardless of race. In 1994 he became the first black president of South Africa – testament, so, that barriers, of any sort, should non be ground for or an apology for deficiency of attainment or accomplishment of any sort and, that barriers can be overcome. It is widely agreed that there are legion barriers to educational accomplishment and societal inclusion, among them Special Educational Needs ( SEN )[ 1 ]and disablement, Ethnicity and English as an Additional Language, and gender to call but a few. The purpose of this essay nevertheless, is to look at merely one of the barriers faced in this state, poorness, and to look at how students within this societal group are affected and how poverty affects their educational accomplishment, farther, the essay will look briefly at the development of inclusive instruction and what is presently being addressed by this and subsequent authoritiess in order that pupils, irrespective of circumstance can hold equality in instruction. In order to associate poorness with educational accomplishment and attainment spreads, a background to poorness and societal inclusion within instruction will be outlined followed by the first portion of the analysis which will look at the historical overview of inclusive instruction, current policy and counsel and its impact on minority groups ; the 2nd portion of the analysis will analyze the effects of poorness and how, in peculiar, students entitled to FSM ‘s[ 2 ]impact on the spread in educational attainment compared against kids non entitled to FSM ‘s. The concluding degree of the analysis will look at the importance of contracting the spread and the debut of the twenty-first Century School.What is poorness?At this point it is necessary to observe that, through research, it became evident that there is an ill-defined and infinite definition about what ‘poverty ‘ is and how it should be measured. However, most of the research leads to an understanding tha t poorness is to be related to in footings of ‘typical ‘ life criterions within the UK and the undermentioned definition is widely accepted: ‘Individuals, households and groups in the population can be said to be in poorness when they lack the resources to obtain the types of diet, take part in the activities, and have the life conditions and comfortss which are customary, or are at least widely encouraged and approved, in the societies in which they belong. ‘ P Townsend, Poverty in the United Kingdom: a study of family resources and criterions of life, Penguin, 1979, p31 The most important point made above and which is the chief cause of poorness is ‘resources ‘ ; to underscore more clearly, the chief cause of poorness is deficient income/unemployment which, for grownups with kids straight impacts on them and their well-being. Although the UK has a system of benefits which should protect households with kids from poorness, these excessively are deemed as excessively low. In relation to this, it accepted that whilst grownups do non take for themselves the route of poorness, for kids of parents populating in poorness there is no alternate and they are hence non merely kids but could be described as victims of circumstance. Poverty is non merely about traveling without it is about being deprived of equality in countries such as wellness, lodging and regard and, in the instance of kids, instruction. In concurrence with the definition ( above ) the DCSF ( 2009 ) goes on to depict child poorness entirely as ‘Child poorness agencies turning up in a family with low income. Research has shown that these kids will confront a greater hazard of holding hapless wellness, being exposed to offense and neglecting to make their full potency. It means they miss out on school trips, do non hold equal winter vesture and are n't able to bask leisure activities with their equals. As a consequence, their instruction suffers – doing it hard to acquire the makings they need to travel on to sustainable, well-paid occupations. This limits their possible to gain the money needed to back up their ain households in ulterior life, and so a rhythm of poorness is created. ‘ www.dcsf.gov.uk/everychildmatters/strategy/parents/childpoverty/childpoverty/What is Social inclusion?As with poorness, in order to associate societal inclusion with educational accomplishment and attainment spreads, a background and apprehension of the issues refering to societal inclusion demand to be outlined. The term ‘social exclusion ‘ is a term by and large used to depict what can go on to people who are capable to the most terrible jobs, and are hence no longer ‘socially included. ‘ As noted above, kids have no pick of background ; they are born into it and hence find themselves in poorness as a consequence of their birth circumstance. For a kid non to be socially included brings effects above and beyond economic poorness entirely. It is by and large considered that to be ‘socially excluded ‘ as a immature and waxy kid can hold far making effects damaging to both instruction and wellness hence, to surmise, to be socially excluded is to confront exclusion non merely economically but socially and academically excessively. hypertext transfer protocol: //www.cabinetoffice.gov.uk/social_exclusion_task_force/context.aspxHistorical development of inclusive policy & A ; counselBearing in head the old points, it is necessary now focus on how this and old authoritiess have attempted to get the better of some of these issues through inclusive instruction. It should besides be noted that whilst this essay is concentrating, in the chief, on the impact of poorness on educational accomplishment, the roots of inclusive instruction lay preponderantly with another minority group, kids with larning difficulties/special educational demands ( SEN ) . However, as acknowledged above ; through circumstance, students from households who are deemed as in poorness have now been identified as a group who are under accomplishing academically and, hence, as with students with SEN are a recognized minority group for which an inclusive instruction should profit. Inclusion is non a new thought and in fact has its roots at the bend of the last century where educationists, in peculiar kid public assistance innovator Elizabeth Burgwin, saw neither the purpose nor virtuousness in, what was so segregated instruction and that versions could be made to ordinary schools in order to educate all kids, whatever their ability or circumstance, together, nevertheless, there was another sentiment that kids could be ‘categorised ‘ harmonizing to their ability and taught in ‘special ‘ schools. These were kids who, in the words of the School Board for London ( 1904 ) were kids who could non be taught in ‘ordinary ‘ schools. ( Thomas, Walker and Webb, 1998 ) It became accepted that ‘segregated ‘ education/'special schools was the safe and reasonable manner frontward to run into the demands of kids with SEN ; farther, this format of schooling safeguarded the instruction of mainstream students in ‘ordinary ‘ schools, so the 1944 Education Act scripted an highly segregative station war instruction system. It was non until the mid-1960 ‘s when grounds showed deficiency of success in the system that opinions began to alter and instruction looked toward ‘integration ‘ and inclusion ( Thomas et al. , 1998 ) . Given so that the intent of inclusion within instruction is that students with SEN are integrated into mainstream instruction it is of import here to observe the difference between integrating and inclusion. The term ‘Integration ‘ was introduced in 1978 in the Warnock Report and referred to the thought of incorporating kids with SEN into a common educational model. The thought has since progressed to include all kids, non merely those with an identified SEN, but kids from all minority groups irrespective of gender, ethnicity or circumstance [ poorness ] so that a to the full inclusive instruction should be to the full inclusive of all kids and is seen to encompass diverseness. ( Warnock Report ‘special educational demands ‘ 1978 chapter 7 ) ( House of Commons: Select Committee on Education and Skills Third ReportA A 2006 ) Clarification of inclusion policy: Specifying inclusion p58 ) .Inclusive instruction‘Promoting excellence in instruction and underta king disadvantage demands we personalise learning and acquisition and back strong, advanced leading in schools ‘ Ed Balls, Secretary of State for Children, Schools and Families July 2007 – nowadays[ 3 ] ECM – Address to the National Children ‘s Bureau, 23rd July, 2007 The rule and patterns of inclusive instruction hence suggests that all students in a school, irrespective of their strengths or failings in any country, go portion of the school community ; that they are included in the feeling of belonging among other students, instructors, and back up staff farther, schools have a legal duty to educate all regardless of gender, ethnicity or circumstance in mainstream schools. Interrupting the nexus ( DSCF, 2009 ) identified that a FSM student is besides more likely to hold been identified with particular educational demands ( SEN ) and will be more likely to hold a CoP[ 4 ]statement or categorised as School Action or SA+ , it is possible that this group will besides be of a group of BEM or BESD[ 5 ]which have besides been identified as an under executing societal group. It is by and large considered that there is a relationship between these factors and intercessions such as individualized acquisition, as identified within the QCA model for inclusion, is critical to adhere to in order for advancement. For these identified groups, inclusion is non needfully merely understanding that every student will non be working on the same larning aims as every other student within that group but that the teaching method will be about recognizing where distinction would be appropriate in order to back up and suit the different acquisition demands and manners of the social/learning group and that a elaborate attack to supervising their betterment is in topographic point in order that marks may be stretched and met. Personalised acquisition ( distinction ) therefore, will be cardinal to raising accomplishment and therefore should be a cardinal constituent to contracting the spread and working towards a civilization where a kid ‘s opportunities of success are non limited by their socio-economic background, gender, ethnicity or any disablement or circumstance. Working within the inclusive model nevertheless should non be viewed as a barrier for either student or staff ; inclusion needs to be viewed as a go oning procedure of interrupting down barriers and contracting the spread to educational attainment for all kids and immature people. There are a figure of Torahs turn toing favoritism in instruction and therefore support inclusive instruction in the UK. Arguably, the most of import piece of statute law passed in recent old ages is the Every Child Matters ( ECM ) policy which, launched in 2003, was published alongside the formal response to the study into the decease of Victoria Climbie[ 6 ]and gave rise to the 2004 Children ‘s act. ECM covers kids and immature grownups up to the age of 19 ( or 24 for those with disablements ) and is the Government ‘s purpose is for every kid, whatever their background or circumstance, to hold the support needed to: Be healthy Stay safe Enjoy and accomplish Make a positive part Achieve economic wellbeing The ECM policy focussed on Inclusive Education & A ; Equality of Opportunity and placed high on the docket 3 chief countries: Human Rights – Childs have a right to larn and play together, they should non be discriminated against and inclusion is concerned with bettering schools for both students and staff likewise Equal Opportunities in Education – Children do better in inclusive scenes ( academically and socially ) , they should non necessitate to be separated in order to accomplish equal academic position and inclusive instruction is a more effectual usage of resources Social Opportunities – inclusive instruction is on portion of inclusion in society, kids need to be involved with all their equals. Assuming so that ECM and the 2004 Children ‘s act are back uping and approving inclusion, it is interesting to observe that there is grounds to propose, through the attainment spread, that societal minority groups, despite advancement and the inclusion and integrating advocated in the Warnock Report, are still under accomplishing and, that the construct of inclusive instruction is still discussed as though it applies merely to kids with an identified SEN and is non taking history of all societal minority groups, but as identified in the ‘Index for Inclusion ‘ below, it does, in fact, have a much wider range, inclusion in instruction involves: ( Booth and Ainscow 2000 ) Valuing all pupils and staff every bit. Increasing the engagement of pupils in, and cut downing their exclusion from, the civilizations, course of study and communities of local schools. Restructuring the civilizations, policies and patterns in schools so that they respond to the diverseness of pupils in the vicinity. Reducing barriers to larning and engagement for all pupils, non merely those with damages or those who are categorised as ‘having particular educational demands ‘ . Learning from efforts to get the better of barriers to the entree and engagement of peculiar pupils to do alterations for the benefit of pupils more widely. Sing the difference between pupils as resources to back up acquisition, instead than every bit jobs to be overcome. Admiting the right of pupils to an instruction in their vicinity. Bettering schools for staff every bit good as for pupils. Underscoring the function of schools in edifice community and developing values, every bit good as in increasing accomplishment. Fostering reciprocally prolonging relationships between schools and communities.Poverty and the effects on instructionIt is the purpose of this and subsequent authoritiess to raise accomplishment for all students and to interrupt the nexus between disadvantage [ poorness ] and low educational attainment. In 1999, the [ so ] authorities pledged to halve child poorness by 2010 and eliminate it by 2020, in response to this, in 2008 the authorities published a paper: Ending Child Poverty – Making it Happen 2008 underscoring their committedness to guarantee non merely that each consecutive coevals is able to derive better occupations, but that everyone has the opportunity to accomplish their possible, no affair what their background, farther the paper announced that a kid poorness Bill will be introduced in 2009. The Child Poverty Act 2010[ 7 ]ensures that sustained action must be taken to undertake child poorness by this, and hereafter, authoritiess, by devolved disposals, and by local authorities and their spouses. The act sets marks associating to the obliteration of kid poorness, and to do other proviso about child poorness. The Bill provides a statutory footing to the committedness made in 1999 and to make a model in which to supervise advancement at a national and local degree. Relevant to poorness and instruction nevertheless, is section 26 of the act which makes an amendment to the of the Education Act 1996 and gives the Secretary of State an order-making power to widen eligibility for free school repasts ( FSM ‘s ) if the kid meets prescribed conditions and the kid ‘s parent is in reception of a prescribed benefit or allowance. ( Child Poverty Act, 2010 ) Research carried out by the Joseph Rowntree Foundation in 2007 reinforced that the links between poorness and instruction were clear but complicated and that to interrupt the established relationship between poorness and hapless educational results required a alteration to the implicit in constructions ( Raffo, Dyson, Gunter, Hall, Jones, Kalambouka JRF A Review of research on the links between instruction and Poverty, September 2007 ) . Since so and with the coming of the Child Poverty Act and the End Child Poverty Campaign, inroads have been made and some 500,000 kids have been lifted out of poorness[ 8 ]nevertheless, there are still presently 4 million kids in the UK life in poorness, as defined above, which equates to an overpowering 30 % of kids all within the UK, farther, the UK has one of the worst rates of child poorness in the industrialized universe. It could be argued therefore that poorness has the ability to befog the possible and chance of a kid and hence limit the life opportunities of the kid. Evidence suggests that poorness has the capableness of determining a kid ‘s development ; before making the age of 2 ; a kid from a poorer household is more likely to be demoing lower degrees of attainment than that of a kid from a better off household and that kids turning up in poorness are more likely to go forth school at 16 with fewer makings ( End Child Poverty ; 2010 ) . In the preface to Removing Barriers to Achievement ( DfES, 2004 ) a set of specific educational ends were expressed. Chiefly, instruction is targeted as a agency to incorporate persons into society and to learn them the accomplishments necessary to take part contribute and achieve their possible. Therefore it can be assumed that the impression of inclusive instruction is a basic human right of every kid regardless of circumstance. Given so that the chance for full clip instruction is available for all and, that under international human rights jurisprudence ( and, in peculiar, Articles 28 and 29 of the UN Convention on the Rights of the Child ( 1989 ) which cover the right to instruction ) , the UK has an duty to supply [ inclusive ] instruction for all kids. ( UN Convention on the Rights of the Child: 1989 ) If it is the instance so, that ‘the right of the kid to instruction, and with a position to accomplishing this right increasingly on the footing of equal chance ‘ ( Article 28 ) , it is interesting to observe that on mean hapless kids score less good on a scope of educational steps such as reading trials in early old ages and GCSE consequences in secondary instruction, foregrounding the predicament of poorness in instruction. With the statement made in the: Ending Child Poverty papers [ to guarantee non merely that each consecutive coevals is able to derive better occupations, but that everyone has the opportunity to accomplish their possible, no affair what their background ] it must follow, hence, that portion of the reply lies in instruction as the way to a better occupation lies with makings. During the last 10 old ages schools, nationally, have benefited from authorities investing and statistics show that the attainment spread is shuting nevertheless, grounds shows that there is still a nexus between household income and accomplishment. Approximately 15 % of all students are entitled to FSM ‘s but as demonstrated [ below ] , these students are less likely to acquire 5 good ACEM[ 9 ]compared to those students non in reception of FSM. For that ground, poorness and want remain an on-going country of concern. ( DCSF: Interrupting the Link, 2009 ) The importance so of FSM ‘s for eligible students should non be under estimated as a agency to shuting the spread in educational attainment as, to mention back to the UN Convention on the Rights of the Child ( 1989 ) , article 27 provinces that no kid in the UK should travel hungry. Abraham Maslow is known for set uping the theory of a hierarchy of demands, which places, in a pyramid, the order basic demands need for motive. At the underside, are the physical demands which, although basic, we will non work comfortably without. The basic human demand is for nutrient, H2O and slumber. The center of the pyramid trades with the emotion and at the really top is self fulfillment. Using this theory illustrates and reinforces the importance of FSM ‘s for students eligible as without their basic demand met students will non work to the best of their ability as demonstrated below. Assuming so that, a kid is fed, research has shown that there is a important and immediate consequence of diet on behavior, concentration and cognitive ability. Areas straight associating to educational attainment affected by nutrition have been identified as: Developmental upsets e.g. dyslexia and dyspraxia, Memory Concentration Intelligence Attention span Attention-Deficit-Hyperactivity Disorder Aggression Accomplishment ( Sorhaindo, A. & A ; Feinstein, L. 2006 ‘What is the relationship between kid nutrition and school outcomes? ‘ Wider Benefits of Learning Research Report No 18. Centre for Research of Wider Benefits of Learning ) p 7, 11. If it is the instance so that nutrition has a clear impact on the public presentation of a student, it must hence be of premier importance to guarantee that all students entitled to FSM are in reception of them. In add-on to the above, nutrition is besides believed to impact upon behavior, which has the potency besides to impact school public presentation and interaction with equals, and compromise self-pride ( Sorhaindo et.al. , 2006 ) However, research carried out for the DCSF by the Key Stage 2 & A ; 4: National Indicator Set has shown that where students are in reception of FSM academic attainment is lower at every key phase ( as the focal point group identified is secondary students, relevant statistics merely are identified ) . By the sheer fact that a student is entitled to FSM indicates that they are from a household whose parents or carers are in reception of benefit and are hence are on low income and are entitled to use to their local authorization to claim FSM ‘s. The usage of the Income Deprivation Affecting Children Index ( IDACI ) is used in order to find FSM eligibility. This nevertheless, this is by no means a perfect system, as it misses out kids from households who do non use for all the benefit to which they are entitled ; in so making pushes the household farther into economic pandemonium as tiffins that need non needfully be paid for now become, unnecessarily, portion of the household budget. ( DCSF: Want and Education 2009 ) An attainment spread ( measured by students entitled to FSM ) is measured at each cardinal phase ; it begins at cardinal phase 1 and additions at each key phase through instruction. By the terminal of cardinal phase 4, research has shown that there was a 29 per centum point spread between FSM and non FSM students in English and a 28 per centum point spread in maths. This equates to a non FSM student holding over three times the odds of accomplishing an A*-C class in these topics compared to an FSM student. In 2007 Merely 21 % of FSM students achieved 5 ACEM[ 10 ], compared to 49 % of non FSM students. This figure had narrowed somewhat from the statistics available for 2003, whereby a non FSM student had 3.8 times the odds of accomplishing 5+ACEM, but this ratio has fallen over clip to merely 3.1 in 2007. ( DCSF: Want and Education 2009 ) . With a nexus in educational attainment holding been identified and linked to amongst others, poorness and FSM ‘s it is necessary to look at how this spread can be narrowed ; for every bit long as poorness exists in childhood there will be an addition in the hazard of grownup poorness. Intergenerational rhythms of poorness are non unbreakable or inevitable, but alterations need to be implemented or there will be a hazard that, in future old ages, the spread in attainment will impact on society, as there will be kids go forthing instruction with fewer accomplishments required by employers when come ining into the work force, which will finally impede economic growing. There is grounds to propose that poorness need non be the cause to achievement or attainment. Research carried out by Jason Strelitz, policy adviser on UK kid poorness for Save the Children, showed that with successful fiscal and policy intercession by national authorities ‘poverty ‘ as a cardinal barrier to educational attainment can be eliminated ( Jason Strelitz, The Guardian Newspaper, Thursday 21 August 2008 ) . It has been shown and is acknowledged that FSM ‘s are a clear indexs of public presentation nevertheless, in London in 2007, the mean attainment spread of kids on FSM and non FSM ‘s was 27 per centum points, the spread in public presentation between kids on FSM in the best authorization and the worst was wider still ; 37 per centum points proposing that it is non FSM in isolation entirely that is seen as a barrier but geographics and ZIP code. To exemplify ; two contrasting London boroughs: Kensington and Chelsea, with few kids on FSM, besides Tower Hamlets, who had the highest proportion of kids on FSM anyplace in the state. In 1998 Tower Hamlets ranked as one of lowest-performing governments in the state for educational attainment ; 10 old ages subsequently their consequences were above norm across the board and, for the poorest kids among the really best. It appeared the reply for Tower Hamlets was investing. During the 10 twelvemonth period identified, investing and e ducational enterprises were focused on deprived countries and the consequences were outstanding. With the exclusion of one, all of the 30 local governments that were identified saw betterment in their GCSE attainment since 1998. All, saloon one, had above mean per-pupil support. ( Strelitz, 2008 ) . This clearly demonstrates how investing in instruction can work to contract the spread in attainment and that poorness, is non needfully a barrier to instruction. However, it should be remembered that the investing has been made in the educational system/framework non the person and that the kids themselves, due to household circumstance, are still really in poorness although the chance of a good/better instruction has been afforded them and which will be the key to their hereafter and the chance for them to travel on into higher instruction or employment giving them the chance of interrupting intergenerational rhythms of poorness. It is clear so from the above that jobs within the instruction system have been identified and are being addressed, through statute law thrust and frontward thought as fiscal investing entirely will non work out the job, nevertheless, it does bespeak that the job can be solved. Working on the guidelines for alteration recommended in ECM the authorities has produced a series of documents aimed at sketching the manner frontward to contract the spread for specific groups. June 2009 saw the publication of the current authoritiess ‘ white paper: Building a twenty-first Century School System along with Interrupting the Link. Constructing a twenty-first Century School System proposes the manner forward for instruction. It paperss how this and future authoritiess will construct on the bing school system to make a new system that will supply an instruction that is able to move in response to the challenges of society. Further it looks at and endorses a wholly inclusive educational system taking to interrupt the nexus between want, disadvantage, disablement and low educational attainment and so impacts upon intergenerational poorness as discussed above and where every kid, irrespective of gender, ethnicity or circumstance [ poorness ] will hold the chance to develop and derive the accomplishments necessary to win in the of all time altering planetary clime. ( DCSF: twenty-first Century School System ) One component of the twenty-first Century School is ‘Extended ‘ services within schools. This has now been implemented in 72 % of schools countrywide and it is intended that by the terminal of 2010 all schools will offer ‘extended ‘ school services. The purpose being, to hold integrated wellness and societal attention on site every bit good as kid attention and after school installations ; thereby guaranting that jobs which may potentially stand in the manner of students larning are more easy and readily cover with. However, informations to day of the month shows that whilst consciousness of and satisfaction with services among parents is comparatively high, there remains a engagement spread between FSM eligible students and those non eligible, with non FSM demoing typically a 10 % higher engagement rate. The issue hence is to farther promote the deprived groups and, in peculiar those eligible for FSM, to take part and do usage of the offer. The engagement spr ead indicates that kids from poorer backgrounds are less likely than their equals to hold used to such installations and are hence less likely to province that the service meets their demands on the other manus the information shows clearly that advancement is being been made in enabling deprived kids to take part in quality after school activities, but that more demands to be done to maximize the benefits of these activities to convey this groups battle with acquisition. ( DSCF: Interrupting the Link, 2009 )DecisionIt is non poverty entirely that is the barrier to educational accomplishment. Poverty is circumstance. This and subsequent authoritiess can, and should put in instruction in order to give our kids the chance they need to interrupt away from intergenerational poorness and to shut the spread in educational accomplishment and societal inclusion. While kids are denied their basic human right of an instruction – equal for all, no affair their current circumstance, they will stay in poorness. Bettering life opportunities through instruction, for all, is non an unrealistic aspiration but does demand the committedness of policymakers, both national and local, schools, spouse bureaus and parents to work together, to be focused on presenting alteration for all. As Nelson Mandela broke through his barrier and proved that race need non keep back accomplishment, this state excessively can interrupt down barriers ; kids from all backgrounds can accomplish – poorness does non and should non be a barrier to attainment.

Studies For The Libyan Sibyl - 807 Words

â€Å"Studies for the Libyan Sibyl† â€Å"Studies for the Libyan Sibyl† (1510–11) by Michelangelo Buonarroti is the study of male anatomy and is a characteristic example of Michelangelo s late draughtsmanship, and a preparatory sketch for one of the female seers frescoed Libyan figure Sibyl, painted on the Sistine Chapel Ceiling (1508-1512) Rome, Vaticana Palace. Michelangelo Buonarroti (Italian, Caprese 1475–1564 Rome) was a painter, sculptor, architect, poet, engineer as well as a compulsive drawer, of the High Italian Renaissance era, who exerted an unparalleled influence on the development of Western art. Michelangelo was once quoted saying â€Å"Design, which by another name is called drawing is the font and body of painting and sculpture and architecture and every other kind of painting and the root of all sciences† (Michelangelo And The Mastery Of Drawing). Michelangelo’s purpose for â€Å"Studies for the Libyan Sibyl† was not to create a finished piece to please the pub lic or even a person. â€Å"Studies for the Libyan Sibyl† is a 28.9 x 21.4 cm nude Italian Renaissance piece he has distilled both the linear and tonal essence of the form. Drawn with red and white chalk and possibly soft black chalk, or less probably charcoal on paper. The reason Michelangelo drew â€Å"Studies for the Libyan Sibyl† was his way of learning and understanding â€Å"the elements that were crucial to the elegant resolution of the figure s pose, especially the counterpoint twist of the shoulders and hips and theShow MoreRelatedHumn 303 Introduction to Humanities Entire Course Essay1920 Words   |  8 PagesQuestion (TCO 3) Which of the following is NOT considered to be a Greek order of architecture? 6. Question (TCO 3) Ancient Egyptian economic prosperity is attributed mainly to which of the following? 7. Question (TCO 4) Michelangelo’s fresco Libyan Sibyl and the architecture for the Laurentian Library best reflect which style that we have studied? 8. Question (TCO 5) The Parthenon was built at the highest point of Athens, along with other symbolic buildings and statuary. What is this highest

Managerial Economics - 4591 Words

MB0042 - Managerial Economics ASSIGNMENT SET I: Ans.1. The price elasticity of demand is not the same for all commodities. It may be or low depending upon number of factors. The factors which influence price elasticity of demand, in brief, are as under: (i) Nature of Commodities. In developing countries of the world, the per capital income of the people is generally low. They spend a greater amount of their income on the purchase of necessaries of life such as wheat, milk, course cloth etc. They have to purchase these commodities whatever be their price. The demand for goods of necessities is, therefore, less elastic or inelastic. The demand for luxury goods, on the other†¦show more content†¦The Company will finally collate the data of other competitor brands of Tea in the market with respect to price, sales, availability distribution to identify a perfect launch for their product in order to attract maximum benefit. Ans. 3. The following are some of the factors affecting the supply of a product: The Price of Inputs: In addition to the price of the product being the main factor as stated in the Law of Supply, the price of production inputs also plays a part. The lowest price at which a firm can sell a good without losing money is the amount of money that it costs to produce it. Producing a good or service involves taking inputs and applying a process to them to produce an output. The output is the finished good or service, and inputs are raw materials, labor, utilities, liscensing fees, or even other goods. These inputs are also known as factors of production. If the price of inputs goes up, the cost of producing the good increases. And therefore at each price producers need to sell their good for more money. So an increase in the price of inputs leads to a decrease in supply. Simarly, a decrease in the price of inputs leads to an increase in supply. The Current State of production technology: Production of a good involves taking inputs, applying a process to them, and producing an output. Well, production technology is involved in the process part. Increases in the level of productionShow MoreRelatedManagerial Economics12384 Words   |  50 Pages|Managerial Economics | | | |UNIT -I | | | |[Pick the date] Read MoreManagerial Questions On Managerial Economics1736 Words   |  7 Pages MANAGERIAL ECONOMICS MANDIP SINGH SETHI K1300050 TABLE OF CONTENTS 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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 TYPES OF DISECONOMIES†¦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‚¬ ¦.5 DECENTRALIZATION†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 CONCLUSION†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 REFERENCE†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 What are managerial diseconomies of scale and what, if anything, can be done about this phenomenon? DecreasingRead MoreManagerial Economics1517 Words   |  7 Pagestickets. Rachel Green, manager for the Sherman Oaks office, has been asked to recommend an appropriate level of advertising. In thinking about this problem, Green noted its resemblance to the optimal resource employment problem studied in a managerial economics course. The advertising/sales relation could be thought of as a production function, with advertising as an input and sales as the output. The problem is to determine the profit-maximizing level of employment for the input, advertising, inRead MoreManagerial Economics1932 Words   |  8 PagesMBA 5600 Managerial Economics Assignment #1 1. What impact will the prospect of deprivatization have on investment by managers of privatized firms? The impact will be: - Loosing corporate focus; - Missing planned CEO turnover; - Affecting planned managerial objects and strategic efficiency Obviously, normal managers invest in long-term projects, products and services, deprivatization may come up with a different strategy that not aligned with corporate goals and its profit will probablyRead MoreManagerial Economics2909 Words   |  12 PagesSEMESTER 2014 MANAGERIAL ECONOMICS – BMME5103 ASSIGNMENT (60%) Name: NGUYá »â€žN THá »Å  MINH HIá »â‚¬N Class: MBAOUM0514-K14A Question 1 a. What is (are) the main difference(s) between a monopolistically competitive market and a monopoly market? Their characteristics are different: |Monopolistically competitive market |Monopoly market | |Large number of small firms: Read MoreManagerial Economics Assignment952 Words   |  4 PagesMS- 09: MANAGERIAL ECONOMICS ASSIGNMENT Course Code : MS- 09 Course Title : Managerial Economics Assignment Code : 9/TMA/SEM-II/2010 Coverage : All Blocks Attempt All the Questions. â€Å"A close relationship between management and economics has led to the development of managerial economics.† Explain this statement. BOOK NO 1 PAGE NO. 7 Managerial Economics consists of the use of economic modes of thought to analyse business situation Spencer and Siegelman haveRead MoreManagerial Economics ( Bus529ah1 )1154 Words   |  5 Pages Managerial Economics (BUS529AH1) Final Exam Question 1. (a). Marginal Revenue (MR) is the adjustment altogether income because of a unit change in amount. So also Marginal cost (MC) is the additional cost of producing a unit. These two ideas are extremely helpful in ideal designation of assets. Assets will mean all variables of creation utilized as a partRead MoreEssay on Managerial Economics679 Words   |  3 PagesGus Bonilla MBA 217 Managerial Economics Individual Assignment 2) A firm’s product sells for $2 per unit in a highly competitive market. The firm produces output using capital (which it rents at $75 per hour) and labor (which is paid a wage of $15 per hour under a contract for 20 hours of labor services). Complete the following table and use that information to answer the questions that follow. 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Its total variable costs (TVC) vary with output as shown in the following table. Refer to the table. The average total cost of 4 units of output is A. $27.50 B. $40.00 C. $52.50 D. $210.00 2

Freedom and Determinism Essay - 2348 Words

Freedom is a human value that has inspired many poets, politicians, spiritual leaders, and philosophers for centuries. Poets have rhapsodized about freedom for centuries. Politicians present the utopian view that a perfect society would be one where we all live in freedom, and spiritual leaders teach that life is a spiritual journey leading the soul to unite with God, thus achieving ultimate freedom and happiness. In addition, we have the philosophers who perceive freedom as an inseparable part of our nature, and spend their lives questioning the concept of freedom and attempting to understand it (Transformative Dialogue, n.d.). Freedom, or the concept of free will seems to be an elusive theory, yet many of us believe in it implicitly.†¦show more content†¦A determinist believes that even though an individual makes voluntary, conscious decisions, those decisions are influenced by a multitude of determinants. These determinants may include genes, upbringing, culture, current situations, and past experiences, among others. Modern determinists believe determinism promotes tolerance in how we view ourselves and others. Instead of focusing on our own or others’ mistakes, we believe that each individual is doing their best given their particular combination of determinants. Those who believe in free will seek to blame individuals for not making the right decisions or choosing the right thing. Determinists argue that if free will truly existed, all of us would possess health and achieve wealth and happiness. Since none of us have this much control over our lives, we become disillusioned and give up trying, leading to defensive and self-defeating behavior (Gill, 2005). However, the belief in free will or freedom is hard to give up because it is seen as the agent of change. Ancient Greeks based their understanding of freedom by distinguishing between intentional and unintentional action. 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Stefan’s Diaries Origins Chapter 26 Free Essays

I cannot say how long I ran. The night was clear and cold, and my heart felt as though it were pounding in my neck, in my brain, in my feet. I occasionally pressed my hand to the wound on my neck, which was still bleeding. We will write a custom essay sample on Stefan’s Diaries: Origins Chapter 26 or any similar topic only for you Order Now The area was warm to the touch, and I felt dizzy whenever I put my hand on it. With each footstep, a new image appeared in my head: Katherine, bloodstained foam collecting at the corner of her mouth; Father, standing above her with a stake. Memories blurred, so I wasn’t sure whether the red-eyed, shrieking monster who was on the floor was the same person who’d lunged at me with her teeth, who’d caressed me in the pond, who haunted my dreams and my waking hours. I shivered uncontrollably and lost my footing, tripping over a felled branch. I landed on the dirt, on my hands and knees, and retched repeatedly, until the iron-like taste in my mouth disappeared. Katherine was about to die. Father hated me. I didn’t know who I was, or what I should be doing. The entire world was turned upside down, and I felt dizzy and weak, sure that no matter what I did, I would cause destruction. This was all my fault. All of it. If I hadn’t lied to Father and kept Katherine’s secret †¦ I forced myself to catch my breath, then stood up and began running again. As I ran, the scent of the vervain in my pocket filled my nostrils. Its sweet, earthy fragrance wafted through my body, seeming to clear my head and imbue my limbs with a wakeful energy. I turned left on the dirt path, surprised at the course I was choosing, but for the first time in weeks, I felt certain about my actions. I burst into the sheriff’s office, where Sheriff Forbes sat with his feet up on the desk, asleep. In the one holding cell, the town drunk, Jeremiah Black, was snoring loudly, obviously sleeping off a bad night at the saloon. Noah, a young officer, was also nodding off on a wooden chair outside the cell. â€Å"Vampires! There are vampires at Veritas!† I yelled, causing Sheriff Forbes and Jeremiah to simultaneously snap to attention. â€Å"Let’s go. Follow me,† Sheriff Forbes said, grabbing a club and a musket. â€Å"Noah!† he yelled. â€Å"Get the wagon and follow behind with Stefan.† â€Å"Y sir,† Noah said, jumping to his feet. He es, pulled a club from a hook on the wall and passed it to me. Just then, I heard a piercing noise, and I realized that Sheriff Forbes was ringing the alarm outside the sheriff’s office. The bell clanged over and over again. â€Å"I can help. Please?† Jeremiah slurred, both hands on the bars. Noah shook his head and hurriedly ran through the building, his boots echoing against the wooden floor beams. I followed him, stopping to watch as he hastily hitched two horses to a long iron wagon. â€Å"Come on!† Noah called impatiently, holding his whip. I jumped up onto the seat next to Noah and watched as he cracked the whip, causing the horses to gallop at breakneck speed down the hill and into town. People were standing outside their houses in nightclothes and rubbing their eyes, some hitching horses to wagons and coaches. â€Å"Attack at the Salvatore estate!† Noah called, over and over again, until his voice almost broke. I knew I should help. But I couldn’t. Instead, I felt fear grip my heart as the wind whipped my face. I heard the clip-clopping of horses in the distance, and saw doors being flung open and more townspeople in their nightclothes hastily grabbing rifles, bayonets, and any other weapon they could find. As we galloped through town, I noticed the apothecary was closed tightly. Could Anna and Pearl be at home? If so, I needed to give them a warning. No. The word came so strongly, it was as if my father had whispered it in my ear himself. I needed to make things right for me, for the Salvatore name. The only people I cared about were Father and Damon, and if anything happened to them †¦ â€Å"Attack at the Salvatore estate!† I yelled, my voice breaking. â€Å"Attack at the Salvatore estate!† Noah repeated, his words sounding like a chant. I looked up at the sky. The moon was a tiny sliver, and clouds obscured any hint of starlight. But suddenly, as we rode up the hill, I saw Veritas lit up like morning, with a mob of what looked like a hundred people brandishing torches and standing on the steps of the porch, yelling. Pastor Collins stood on the porch swing, calling out prayers, as several people watched him, kneeling on the ground and praying. Next to him was Honoria Fells, yelling to anyone who would listen about demons and repentance. Old Man Robinson was brandishing his torch and threatening to burn down the entire estate. â€Å"Stefan!† Honoria called as I jumped off the wagon before it stopped. â€Å"For your protection,† she said, proffering a branch of vervain. â€Å"Excuse me,† I called hoarsely, as I pushed through the horde, using my elbows, and ran to the carriage house and up the stairs. I heard angry voices from the chambers. â€Å"I will take her! We’ll leave, and you won’t see either of us again!† Damon’s voice, as low and ominous as incoming thunder. â€Å"Ungrateful!† Father roared, and I heard a sickening crack. I bounded up the stairs and saw Damon, slumped against the doorway, a trickle of blood oozing from his temple. The door had cracked from the impact of Damon’s body. â€Å"Damon!† I called, falling onto my knees next to my brother. Damon tried to struggle to his feet. I winced as I saw the blood flooding from his temple. When he turned toward me, his eyes blazed with anger. Father stood, stake in hand. â€Å"Thank you for getting the sheriff, Stefan. Y did the right thing. ou Unlike your brother.† Father reached out toward him, and I gasped, sure he would hit him again. But instead he stretched out his hand. â€Å"Stand up, Damon.† Damon slapped away Father’s hand. He stood on his own, wiping the blood from his head with the back of his hand. â€Å"Damon. Listen to me,† Father continued, ignoring the look of pure hatred on Damon’s face. â€Å"Y were bewitched by the demon †¦ by that ou Katherine. But now she will disappear and you must side with what’s right. I showed you mercy, but these people †¦Ã¢â‚¬  He gestured toward the window and the angry mob beyond it. â€Å"Then let me be killed,† Damon hissed, as he stormed out the door. He brushed past me, hitting me hard with his shoulder as he ran down the stairs. From inside the room, an agonizing shriek emerged. â€Å"Sheriff?† Father called, swinging open the door to Katherine’s chambers. I gasped. There was Katherine, a leather muzzle over her face, her white arms and legs bound together. â€Å"She’s ready,† Sheriff said grimly. â€Å"We’ll take her to the wagon and add her to the list. Gilbert’s got the compass and is rounding up the vampires in town. By daybreak, we will have rid the town of this scourge.† Katherine stared at me, a desperate, pleading expression in her eyes. But what could I do? She was lost to me now. I turned down the stairs and ran. How to cite Stefan’s Diaries: Origins Chapter 26, Essay examples

Financialisation The Conceptual Framework -Myassignmenthelp.Com

Question: Discuss About The Financialisation The Conceptual Framework? Answer: Introduction Conceptual framework is identified as the theory which is prepared for formulating a body to resolve the practical problems. The important aspect of the conceptual framework is associated to the purposes of the users of the financial statements. The accounting information is able to include the important aspects of the accounting such as assets, liabilities, equity, income, and expenses. Some of the main form of the benefits of the conceptual framework is related to the concepts for acknowledgement and measurement of the financial areas. The study aims to discuss the conceptual framework and financial reporting standard as per IASB. It further aims to discuss on the several types of other qualitative characteristics which are linked to the reporting standards as per IASB. The latter part of the learning of the study is able to address the accounting concepts which are related to the recognition and measure of the conceptual framework (Kalkhouran et al., 2015). Discussion on the conceptual framework and financial reporting standard The conceptual framework for accounting is set with the publications as per the International Accounting Standards Board (IASB) formulated with the discussion of the changes pertaining to the conceptual framework as per the financial reporting. The four purposes of the conceptual framework to provide guidance in the development and application of accounting standards are: Firstly, the present conceptual framework in MASB has been seen with IASB to develop IFRS which has considerably improved the financial reporting. Some of the significant amendments of the IASB in 2011 is able to include the revisions of the drafts including the definitions of liabilities and assets, distinction among the liabilities and equity, measurement, comprehensive income, presentation and derecognitions (Sutton, Cordery, van Zijl, 2015). Secondly, the main reason for the expansion of the approved theoretical framework is discerned with the setting of accounting standard built on the resolving of the disputes based on fundamental principles which do not have to be repeated in accounting standards. The significant reasons for the agreement and expansion of the conceptual framework for accounting shows the development of the sound theoretical base for setting the accounting standards as per requirement (A A N Kalkhouran et al., 2015). Thirdly, it is discerned that conceptual framework acts as the reference point to evaluate the existing and the proposed accounting standard which were not covered by the proposed and the existing accounting standard. There have been significant differences associated to the treatment required for the new transactions. There are several instances which has depicted that the accountant is facing considerable amount of pressure due to increased prerequisite for the requirements. It needs to be further understood that the significant nature of the concepts associated to the accounting needs to be addressed with the resolution of the issues in a conceptual framework for the development of the financial report. Fourthly, the development of the conceptual framework of report is further seen to be based on the consideration of the significant measurement of the principles and rules of recognition and measurement. The consideration of the development of the framework for accounting is seen with working on objectives such as Qualitative characteristics and quantitative characteristics. The important consideration for the qualitative characteristics is based on the important assumptions and constraints. In addition to this, the various types of the quantitative parameters of the report is seen to be based on the recognition and measurement of the important accounting concepts (Spraakman Jackling, 2014). Discussion on the qualitative characteristics of useful information The qualitative characteristics of the financial reporting is seen to be based on the concepts which is related to the relevance, understandability, reliability and comparability of the available information. The relevance qualitative factor assists the users to make the predictions on the outcome of the present, past and future events. This also helps the users for confirmation and correcting of the past evaluations as per the feedback value. It ensures the timeliness of the important elements of the relevance which is associated to the change in the judgement of the rational user (Natalia, 2017). The quality factor related to the understandability of the financial information is based on the significant nature of adherence to the relevant principles. The reliability characteristic of the financial report is built on the important considerations of the quality of the information which is directly related to the relevant value of the availability of the financial information. The rel iability characteristics is depicted with the faithful representation, verifiability, completeness and neutrality (Jermakowicz, Reinstein, Churyk, 2014). In addition to this, the qualitative characteristics of the report is able to ensure the faithful representation of the financial report which is seen to be based on the reporting of the actual transactions and the events which effects the firms. It needs to be further understood that the quality of the financial report ensures the transactions and the events are not recorded in their mere legal form. The accountants need to ensure the prudence aspect by considering the factors causing uncertainty and take proper caution while exercising the judgements while making the estimations. The verifiability of the data is considered with the knowledgeable and independent individuals developing the essential measures from examining similar evidence or records. Henceforth, the verifiability aspect is able to focus on measurement which is related to the similar evidences. The qualitative factor of the financial information is able to ensure the independent individuals developing the similar measures and conclusions taken from measurements based on examining of similar evidences (Biondi Soverchia, 2014). The comparability quality of the financial report is able to ensure that the financial statements is able to recognize the real similarities which exists with the real similarities along with the existence of the difference as per the economic phenomena of the firm at one time or between the firm at one time and over time. As per the comparative quality, the financial statements are able to identify the consistency in terms of the measurement and display of the information by the firm one period to another and the existing differences between the same (Craig, Smieliauskas, Amernic, 2014). Discussion on the accounting concept of recognition and measurement Firstly the inclusion of the some of the important concept of recognition and measurement of the economic entity assumption can be identified with revisions of the drafts including the explanations of liabilities and assets, distinction among the liabilities and equity, measurement, comprehensive income, presentation and derecognitions. For example, FASB Issues Exposure Draft On Disclosure Of Going Concern Uncertainties is most of the most popular exposure draft to determine the need for going concern disclosures. Secondly, the theoretical framework is conducive in recognizing the components of earnings which is important for resolving several instance of disputes in accounting and acts as the primary measure of the entity performance. The supervision for the recognition of the accounting principles is related to the understanding of the important recognition criteria to the elements of earnings. It needs to be further understood that the identification for the important recognition elements is related to the revenues, gains, expenses, and losses with those cycles (Zhou, Ou, Li, 2016). The consumption of benefits and the expenses is associated to the same is seen to be included with the different aspects of the revenue earnings until it has been realized or ascended to be realizable. The recognition criteria for the conceptual framework is related to the subjectivity concept of Probability (Ding, Hellmann, De Mello, 2017). For example, a professional accountant shall assess any threats to co mpliance with the fundamental principles when the professional accountant know or could reasonably be expected to know, of circumstances or relationships that may compromise compliance with the fundamental principles. Thirdly, differences associated to the treatment required for the new transactions is considered with the reaction to the uncertainty with the stringent requirement for the historical impacts for the recognition of the revenues and the gains as the component for identifying the expenses and losses. The different types of the conservative reactions are able to affect the guidance for the application and recognition for the important components related to the earnings. The recognition of the revenues and gains is included with the realized or realizable revenue and gains which are generally not recognized as the components of earnings until realized or realizable. For example, The earned revenues are not seen to be included when the entities are having a substantial accomplishment as per the benefits represented by the revenues. The gains are further seen to be less than significant releasable value (Schaltegger Zvezdov, 2015). Fourthly, the important consideration made for the recognition is ensured with the criteria that the financial elements comply with the definition of the elements as per the financial statements. The measurability aspect needs to be relevant with the sufficient reliability aspect of the Qualitative characteristics and quantitative characteristics. (Zhang Andrew, 2014). In addition to this, the fundamental for the measurement of the financial entities are based on definitions, measurability, relevance and reliability. For example the rules of recognition and measurement can vary from historical cost and current market value, net realizable value and present value of the future cash flows (Abela et al., 2014). As per the nature of the item the reliability and relevance of the attributable value is measured. The monetary unit of the measurement for different types of the elements of the financial statement of the accounting is seen to be based on the consideration of variations in the purchasing power of the money over time. The board expects that the nominal units of money which is not considered for the changes in the purchasing power overtime. The board expects that the nominal units of money will continue to measure the items recognised in the financial statements. Summarization of the key points The important assertions as per discourse on the conceptual framework has stated that that conceptual framework acts as the reference point to evaluate the existing and the proposed accounting standard which were not covered by the proposed and the existing accounting standard. The discussions have also inferred that the financial reporting standard have shown adherence to International Accounting Standards Board (IASB) formulated with the discussion of the changes pertaining to the conceptual framework as per the financial reporting. The present conceptual framework in MASB is compliant with IASB to develop the quality IFRS which has considerably improved the financial reporting. The qualitative characteristics of the financial reporting is based on the factors such as relevance, understandability, reliability and comparability of the available information. The qualitative factors of the information are further considered with the knowledgeable and independent individuals opinion on developing the essential similar measures by examining similar evidence or records. The qualitative characteristics of the information is also depicted to be maintained with the reliability characteristics which is depicted with the faithful representation, verifiability, completeness and neutrality. The qualitative factor of the financial information is able to ensure the independent individuals developing the similar measures and conclusions taken from measurements based on examining of similar evidences. Discussion on the accounting concept of recognition and measurement is able to identify the considerations as per the going concern assumption, periodicity assumptions and monetary unit assumptions. The primary reason for the recognition and measurement of the accounting concepts are based on the fundamental for the measurement of the financial entities which are based on definitions, measurability, relevance and reliability. The board assumes that the nominal units of money whi ch will remain to measure the items recognised in the financial statements. The control in recognizing the mechanisms of earnings is important for the primary measure of the entity performance. Conclusion The significant aspects of the learnings from the study has been able to suggest that Malaysian Accounting Standards Board (MASB) is established as per the application of MFRS framework for the annual periods beginning on or after 1 January 2012, along with certain exceptions to apply the Financial Reporting Standards (FRS) framework. As per the notification issued on 28 October 2015 entitled amendment to the effective date and applicability of the Malaysian Financial Reporting Standards, which is entitled for the alternative application of the FRSs to comply with the MFRSs beginning on or after 1 January 2018. It needs to be further understood that the board has permitted for the early adoption of the MFRS. As per the explanatory column the consequential amendments to this standard is based on the amendments to another Standard being issued that have an effective date after 1 January 2015. This column has further included the documents which accompanies with the respective standards which are not part of these standards. These are seen to form a part of the IASB 2017 edition of documents accompanying IFRS Standards. The main aspects for the conclusions for the amendment are set as per the standards which are having an effective date on or after 1st January 2017. The illustrative implementation of the guidance is considered with the amendment which are effective after 1 January 2017. References Abela, M., Barker, R., Sommer, R., Teixeira, A., Andr, P. (2014). Towards a New Conceptual Framework: Presentations at the Accounting in Europe and European Accounting Association Financial Reporting Standards Committee Symposium. 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