The Merger Of Daimler Benz And Chrysler Finance Essay - Free Essay Example

Sample details Pages: 7 Words: 2184 Downloads: 1 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? 1 INTRODUCTION Both mergers and acquisitions are attempts from companies just in order to combine their strengths so to achieve synergistic benefits. Two companies combine to form a new company in a merger. In an acquisition, one company takes over the other in terms of ownership or management. Don’t waste time! Our writers will create an original "The Merger Of Daimler Benz And Chrysler Finance Essay" essay for you Create order Mergers and acquisitions can create economies of scale, in which costs of similar functions can be reduced. Cost per unit of output can reduce as well with increased output bringing down the cost per unit to be produced. Investors are happy with the notion that the merger or acquisition will give the company added strength and benefits. One plus one makes three: this equation is the special alchemy of a merger or acquisition. The key behind buying a company is to create shareholder value over and above that of the sum of the two companies. Two companies together are more valuable than two separate companies a main reasoning behind MA. This rationale is particularly alluring to companies when times are tough. Companies that are strong will act to buy other companies to create a more competitive, cost-efficient company. The companies that will come together hope to gain a greater market share or achieve greater efficiency. These are the potential benefits, because of which target companies will often agree to be purchased when they know they cannot survive alone. https://www.investopedia.com/university/mergers/ In todays challenging business environment, companies must continuously acquire knowledge and expertise, gain new product and service capabilities, and expand market share in order to attain a critical mass in an increasingly competitive and volatile economy. A number of companies are turning to mergers and acquisitions (MAs) to help achieve these objectives. Determining whether to purchase another business, or to merge to form a large and perhaps quite different company, is one of the most important decisions and management is called upon to make. The right acquisition at the right time can be a shortcut to expansion, increased profitability, and a new direction for the business. With a single act, the acquiring company may accomplish growth which would have been impossible or which, at the very least, would otherwise have taken many years of investment and hard work. However, a bad decision can be fatal, often stretching the acquirers financial, managerial and other resources beyond their capacity, causing the entire structure to fail. An acquisition decision is, therefore of extreme importance. Even if growth through acquisition or merger is a good idea, choosing the right acquisition candidate and completing the acquisition process are difficult and risky steps. Most acquirers evaluate numerous potential acquisition candidates for each transaction they actually consummate in order to be successful (Joseph M Morris, 1998). For many companies, the acquisition itself is the easy part; the more difficult task is to successfully integrate the newly acquired company within the organization. Beyond the tactical aspects of determining which employees will now report to whom and which facilities will remain open and which will close, a merger or acquisition involves integrating more strategic aspects, one of the most imp ortant of which is the creation of a corporate culture (Jossey Bass, 1998). From nineteen ninety onwards there is an increasing trend of mergers and acquisitions. Due to globalization it has also encouraged cross border mergers. This report looks at the merger in an automobile company, Daimler-Benz with Chrysler, which took place in 1998. 1.1 DAIMLER-BENZ AND CHRYSLER: THE MERGER On May 7, 1998, Daimler Benz and Chrysler announced their merger agreement, in a $48 billion share-for-share exchange affected with a new global registered share facility with a new name DaimlerChrysler (DCX). The merger became effective in November 1998 and on the 17th of that month, through a business combination of Daimler Benz and Chrysler to create a global, diversified manufacturer and distributor of automobiles, diesel engines, aircraft, helicopters, space and defense systems and other products and services. The DaimlerChrysler AG Global Registered Shares (GRS) simultaneously began trading on twenty-one markets around the world, including Frankfurt and New York. The shares are traded, quoted and settled in U.S. Deutschmarks or Euros in Frankfurt and dollars in New York. Daimler shareholders got about 55% of the new company and Chrysler shareholders got about 45% because Daimlers market capitalization was greater than Chryslers. (G. Andrew, 2003) 1.2 COMPANY BACKGROUND: DAIMLER-BENZ Daimler Benz was founded in 1895 in Stuttgart, Germany, and by the 1980s; it had become one of its largest industrial companies with 1997 revenues of DM 124 billion. Its market capitalization was $36 billion on December 31, 1997 and net sales were over $68 billion. The company had over 550,000 shareholders with its shares distributed across 14 stock exchanges around the world, including the New York Stock Exchange (NYSE) as ADRs since 1993 ( Radebaugh, Gebhardt and Gray 1995). Daimler-Benz and its consolidated subsidiaries operated in four business segments: Automotive (Passenger Cars and Commercial Vehicles), Aerospace, Services and Directly Managed Businesses World scope Database Global Researcher (Update 36, April 1999). Daimler-Benz was primarily active in Europe, North and South America and Japan. In 1997, approximately 33% of Daimler-Benz revenues was derived from sales in Germany, 25% from sales in other member states of the European Union and 21% from sales in United States and Canada. 1.3 COMPANY BACKGROUND: CHRYSLER Chrysler was incorporated under the laws of the State of Delaware on March 4, 1986, and is a surviving corporation following merger with number of its operating subsidiaries, including a predecessor corporation which was originally incorporated in 1925. Net sale in 1997 was $61 billion, and its market capitalization was $23 billion on December 31, 1997. 135,000 shareholders held the shares worldwide and its shares were traded worldwide, including Frankfurt, Berlin and Munich in Germany. Chrysler and its consolidated subsidiaries operated in two principal industry segments: Automotive Operations and Financial Services. Automotive Operations included the research, design, manufacture, assembly and sale of cars, trucks and related parts and accessories. Substantially all of Chryslers automotive products were marketed through retail dealerships, most of which were privately owned and financed. Financial Services included the operations of Chrysler Financial Corporation and its co nsolidated subsidiaries, which were engaged principally in providing consumer and dealer automotive financing for Chryslers products. Chrysler was manufacturing, assembling and selling cars and trucks under the brand names Chrysler, Dodge, Plymouth and Jeep, and related automotive parts and accessories, primarily in the United States, Canada and Mexico. Chrysler was producing trucks in pickup, sport-utility and van/wagon models, which constituted the largest segments of the truck market. In 1997, although most of its vehicles were selling in North America, but it also participated in other international markets through its wholly owned subsidiaries in Argentina, Brazil, Venezuela, Taiwan, Korea, Japan, Thailand, Egypt, Austria, Italy, France, Belgium, the Netherlands and Germany, a joint venture in Austria, and through minority-owned affiliates located in china and Egypt. 1.4 REASONS FOR DAIMLER CHRYSLER MERGER: Jurgen Schrempp, the CEO of Daimler-Benz touted the merger between Daimler-Benz and Chrysler as being a merger of equals (Gibney,Frank Jr,1999). It was the largest industrial merger in history and was being analyzed by the world to see if the Germans and Americans could regain their global prominence and compete more effectively with the Japanese. At the time of the merger, Chrysler was the most profitable of the Big Three U.S. automakers (Pfeffer,Jeffrey, 2003) The merger was motivated by the following reasons. One, Chrysler wanted to re-enter the European market with a strong position. Two, there was too much U.S. manufacturing capacity with a large number of smaller plants and it was estimated that the merger would force some these plants out of business. One of Jurgen Schrempp long-term goals after merging with Chrysler was to strengthen the companies position in the growing Asian market. Integrating some of the lean and flexible ways of Chrysler into the traditi onal, engineering- driven Daimler-Benz culture was seen as a major benefit of the merger. Chrysler was known for its approach, where speed and ingenuity were prized. Teams of engineers, designers, production and marketing people were organized around common platforms. Freed from corporate bureaucracy they could produce imaginative designs quicker and much more efficiently. On the other hand, Chrysler could use some of the German self-discipline and engineering and quality focus. One of the real benefits to us is instilling some discipline that we knew we needed, but werent able to inflict on ourselves, said a Chrysler executive (Daimler Chrysler Crunch Time,September, 1999). 1.5 EARLY ATTEMPTS AT MERGERS: Daimler-Benz Edzard Reuter, the previous Daimler-Benz Chairman, had pursued the vision of an integrated technology concern. Under his leadership the company had expanded into financial services, the aircraft industry (Fokker, Dornier), a large conglomerate itself (household goods, automation technology, office automation and railway equipment). When Schrempp took over in May 1995, financial performance of the company had seriously declined. Taking shareholder value management to heart, his first task was to rationalize and streamline the Groups non-auto businesses. At the same time, he pushed forward several new projects in the car business. In preparation for a major change of strategic direction Schrempp had Daimler-Benz adopt US GAAP accounting principles and listed the company on the New York Stock Exchange. Furthermore, he reorganized Daimler-Benz into a holding company, thereby providing the structural conditions for merging with a large player. However, groundwork for possible acqu isitions and mergers had already been laid in the early 1990s before Schrempp had become Chairman of Daimler-Benz. Mercedes-Benz executives feared that their traditional upscale car range was reaching the limits of its market potential. Studies completed at that time indicated that Mercedes-Benz, which had sold just above 500,000 cars in 1993, would never be able to grow beyond sales of one million units annually. The companys traditional markets were mature and its Mercedes-Benz brand cost too much for customers in developing countries. Maintaining the premium status of the brand entailed restricted expansion. This could mean that the company might lose its competitive strengths in new technologies. Suppliers no longer wanted to grant Daimler-Benz the exclusive use of breakthroughs like intelligent cruise control systems for more than a few months. They instead preferred to get their money back faster by selling the latest technology to bigger producers such as Volkswagen or Genera l Motors. 1.6 Chrysler Chrysler made an impressive comeback from near-bankruptcy in the late 1970s. A special Federal Loan Guarantee Program supported by the U.S. government rescued it. In the early 1980s the company reinvented itself by streamlining its manufacturing operations. It reduced the white-collar force by half and the blue-collar force by a quarter. Furthermore, drastic price cuts for parts and services were negotiated establishing Chrysler as the industry benchmark standard for buying parts and components. Before the merger Chrysler was more profitable than Daimler-Benz earning $ 2.8 billion in 1997 on $ 61 billion in sales, whilst Daimler-Benz had earned $ 1.8 billion on $ 69 billion in sales. In 1987, the company acquired Renaults U.S. car operations, American Motors. An attempt to merge with Fiat failed in 1990, as did a hostile takeover bid by billionaire investor Kirk Kerkorian. In 1995 Chrysler and Daimler-Benz held talks about how to jointly expand their position in the Asian grow th market. As these talks did not come to any conclusions, Chrysler developed its Lone Star strategy, a low investment growth approach to foreign markets. Rather than build factories abroad the company would try to export cars that it produced in North America. But Chrysler discovered that it was too thinly staffed to deploy the managers needed around the world to speed up such sales. At the same time Chrysler was feeling the pressure from the demands of advanced technology. RD cost Chrysler more than its U.S. competitors because it made fewer vehicles over which to spread the cost. 1.7 PROBLEM STATEMENT The concept of merger and acquisition is very in today as most of the companies and sectors are performing it. Daimler Benz and Chrysler the automobile giants merged to form Daimler Chrysler. The researcher is keen to study post merger analysis and the problems faced as consequence of the merger. 1.8 RESEARCH QUESTIONS What was the post merger analysis of the merger? What were the problems faced as the result of the merger? 1.9 SIGNIFICANCE I was unable to locate any work done on mergers and acquisitions in automobile industry thats combined together. This research will be conducted considering the aspect of mergers and acquisitions in an automobile industry between Daimler Benz and Chrysler. 1.10 SCOPE OF STUDY The scope of the study is to evaluate the Daimler Chrysler merger. The research will focus on Daimler Benz and Chrysler the biggest giant in auto mobile industry. The research aim to analyze the post merger analysis and the problems faced as consequence of the merger 1.11 OBJECTIVES A clear and well developed objective makes all tasks easy. Since this research deals with the merger and acquisition in automobile industry between Daimler Benz and Chrysler, the objective of this study is as under: The objective is to study is: Post merger analysis Synergies and economy of scale Post merger business model Stock price before and after the merger Integration of accounting procedure Comparing market share of Daimler Chrysler with its competitors Problems faced as the consequence of merger Top management layoffs Coordination problems Communication problems Cultural conflicts merger Decline in stock prices after merger Decline in sale in Chrysler division.

Statistics Essay - 1417 Words

Executive Summary Business Statistics In this assignment I compiled the data of the Nissan GT-R 3.8 (R35). The Data collected includes the age, type and price which allowed me to make a statistic about how the age affects the price of this certain model over several years. I will be using the correlation regression and scatter diagram to get the regression line. As we can see, the price drops the elder the car is. Inside the range of the diagram the prediction might be accurate. So we can tell very precisely how much the car is going to cost in the next few years, but we won’t be able to give a very precise prediction on how much the car is going to cost after a long term (more than 10 years). This project shows the readers to justify†¦show more content†¦X = 2.5 is within the range, which means that the estimation might be accurate as we are interpolating. * When age of the car (x) = 10 Years old, price of the car will be (y) = Y= CHF 41853. 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Greenwashing in Corporate Environmentalism Research

Question: Discuss about the Greenwashing in Corporate Environmentalism Research. Answer: Introduction: As mentioned by Windsor (2013) CSR or the corporate social responsibility can be identified as the voluntary actions that a commercial organization can take for behaving ethically, in compliance with the legal requirements to address both its own competitive interests and the interest of the wider society. However, critics have often argued that CSR is mere the process of green washing and typically company oriented. This essay will argue against this statement by discussing how the companies are using the ethical business strategy in an unethical way and limiting the range of CSR within the boundaries of green washing, which is completely unacceptable. As mentioned by Bowen and Aragon-Correa (2014) Green-washing is a term that describes when a corporate entity makes claims or actions that overshadow the potentially damaging work it is actually doing. Now, the typical characteristics of CSR help a company in green washing its brand image. As mentioned by Windsor (2013) a number of companies start their initiatives of CSR, mainly the environmental responsibilities after any environmental mishap. A number of oil companies have used this strategy of conducting environmental protection campaign after oil spill. On the other hand, as described by Bowen and Aragon-Correa (2014) green-washing is the act of deceiving the consumers about the environmental exercise of a company or the ecological impacts of the company offerings. A number of companies have used marketing gimmicks to portray an environment friendly image, which had no physical outcome. As mentioned by Reyes (2013) General Motors has changed its logo from blue to green to represent itself as an environment friendly company, whereas it has only the Chevrolet Volt product line of electric cars which is also not entirely environment friendly. All these activities have directed the critics to claim CSR as a mere extension of green washing. However, CSR activities are not fundamentally originated with the purpose of green washing the brand image. As discussed by Windsor (2013) the major perspective of corporate social responsibility was returning the gratitude of the society or the environment which has contributed to the prosperity of the business operations. As opined by Bowen and Aragon-Correa (2014) the principals of CSR involves conforming to the public responsibility and the social responsibility of a compny which includes operating business in accordance to the legal frameworks and societal norms. As discussed by Carroll and Shabana (2010) this socially oriented nature of CSR provides a long-term self interest to the company. CSR has largely originated with the objective of strengthening legitimacy and reputation of a company. Here, the fraudulent companies use the CSR for green washing as it provides them legitimacy in front of the society. It is about perception management which is not credible at all. On the o ther hand, as described by Dzafic and Petersson (2016) the true nature of CSR has the honest agenda of behaving in an ethical and environment friendly manner. When the onset of the CSR is out of the agenda of manipulating the customers perception, then only it can be identified as green-washing. On the other hand, the essence of CSR is pro-acting is better than reacting (Carroll and Shabana 2010). By ensuring social norms, legal boundaries and environmental regulations the companies become able to protect its brand name, reduce the risk of project failure and ensure minimum organizational cost. Moreover, the society oriented approach of a business strategy uplifts the living standard of a society. Thus CSR has a win-win approach. However, the green wash strategy of CSR promotes a reaction in place of the pro-active approach. As discussed by Windsor (2013) CSR provides customer satisfaction and a wide range of competitive advantage. However, in the cases of green washing, the companies face public criticism. As mentioned by Vollero et al. (2016) green washing can have significant negative impact upon the consumer and the confidence of the investors and thus making the stakeholders hesitant to reward the organization for its performance. On the other hand, as mentioned by Carroll and Shabana (2010) a successful CSR strategy provides increased credibility to a company and it collects faith of the stakeholders to the organization. Thus, it can be stated that CSR is not about green washing. It promotes ethical business operation whereas green washing is typically unethical. Conclusion: Hence, it can be concluded that corporate social responsibility is much more than mere green-washing. The fundamental characteristics of CSR provide the advantage of promoting the brand name and creating a positive public image, which helps the firms for green-washing. However, the major perspective of CSR doesnt include this perception management, which is typically unethical. Hence, the claim that CSR is little more than green washing is inappropriate. The fraudulent companies use this unethical strategy (green washing) with the help of CSR which typically involves a range of ethical business operation. References: Bowen, F. and Aragon-Correa, J.A., 2014. Greenwashing in corporate environmentalism research and practice: The importance of what we say and do. Carroll, A. and Shabana, K. (2010). The Business Case for Corporate Social Responsibility: A Review of Concepts, Research and Practice. International Journal of Management Reviews, 12(1), pp.85-105. Dzafic, J. and Petersson, A., 2016. Greenwashing in CSR reports-A case study of two entities. Reyes, L.C., 2013. Ford and General Motors Corporate Sustainability Reports: A Critical Discourse Analysis. Vollero, A., Palazzo, M., Siano, A. and Elving, W.J., 2016. Avoiding the greenwashing trap: between CSR communication and stakeholder engagement. International Journal of Innovation and Sustainable Development, 10(2), pp.120-140. Windsor, D., 2013, October. Authenticity, Greenwashing, and Institutionalization of CSR Best Practices. In Proceedings of the International Association for Business and Society (Vol. 24, pp. 70-80).

Tourism and Hospitality Report on Uluruâ€Kata Tjuta National Park

Question: Discuss about the Introduction to Tourism and Hospitality Report on UluruKata Tjuta National Park. Answer: Introduction This is a report, which will depict the attributes and attraction of UluruKata Tjuta National Park that is a landscape of culture and have been there for the past millennia. This report will also portray the major market that is the prime visitors of the site. The theories and the concepts will be based on this factors and push pull strategy will be sued to identify the motivation of the visitors (Fodness, 2016). The strengths and weaknesses of this site will also be analyzed to find out the improvements that could be made to this tourist spot. Background UluruKata Tjuta National Park is one of the essential parts of the cultural landscape and it spreads extensively throughout the continent of Australia. This landscape is dominated by the aboriginals in the area and is the representation of the work of Anangu(Environment.gov.au., 2017). This is a national park, which has been managed by the tradition ways of the Anangu. Uluru is the one of the most distinguishing landscape in the continent of Australia, which will show the evolution of the continent as a whole. The landscape is an epitome of the starkness and isolation of the environment in the Australian dessert. This place has spiritual importance for the aboriginal tribes living in that region which has become the symbolic personification of the landscape in Australia (Leavesley Cary, 2013). This has grabbed the attention of the large number of visitors both international and national and made the landscape as one of the most popular visiting sites in central Australia. The UluruK ata Tjuta Aboriginal Land Trust has owned the land of the park and the area of the park is about 1325 square kilometres. The law of the aboriginal is prevalent in that region and the traditional law system followed by the tribal people has been passed on to the next generation (Environment.gov.au., 2017). These aboriginals are working in maintaining and managing the heritage of this site and the law followed by the Anangu helps in the uniting the tribe as the whole. This park is diverse in culture and consists of rare species of flora and fauna which is being protected by the joint effort of the trust and the national government. Tourism is the main industry for the generation of the revenue as it is one of the main attractions for the visitors from abroad. The rich culture and heritage of the parka and the people living in that region is the main reason for the inclusion of the park in the world heritage list (Kltringer Dickinger, 2015). The park is one of its kinds as group of na tive people and the landmanagement authorities are managing it jointly. This helps to provide the visitors with a better understanding of the culture and the values practiced by the aboriginals in that region. Push and pull factor The motivation of the tourists is based on the two dimensions of pull and push where the visitors are pushed by their own internal forces and the attributes of the destination will cause the pull. These two dimensions are very important factors for generating motivation among the individuals. The park is the premium location for the international and national visitors. However, the motivation factors for both these travelling groups are different from each other. The push factor is more effective for the national visitors where they are drawn towards the site due to the cultural values and practices of the region (Morgan et al., 2017). There are lot of aboriginals who have moved away from their homeland and have been living in the coastal cities so they are attracted to their own culture and the values. There are lot of people who are pulled by the urge of relaxation and self-exploratory measures, which will enable them to spend some quite time alone. However, the park is immensely p opular among the travellers from all over the world as it has been included in the world list of heritage. Thus, the pull factor is much more effective for this site as most of the foreign travellers are engrossed due to the attractiveness and attributes of the park (Na et al., 2017). The park consists of endangered species of flora and fauna, the culture of the park and the aboriginals living over is a major attraction for the people. This attractive feature of the national park is the unique selling proposition for the tourism companies where they use the pull strategy to grab the attention of the travellers. The perception of the visitors will be different based on the information they receive about the various attributes of the destination. The model for the push and pull motivation is dependent on the needs and wants of the travellers and due to the rich cultural heritage and the scenic beauty it has grabbed the attention of lot of foreign visitors (Baldi et a., 2017). The Aust ralian government generates maximum of their exports from the travel and tourism so they have promoted the UluruKata Tjuta National Park, as it is most promising cultural heritage of the country. Thus, it can be said the motivation of the travellers are driven by their internal desires and the choice of the destination depends on the attributes of the tourist site. Strength and weaknesses The UluruKata Tjuta National Park have issues in the field of resources, operations and brand image. The land committee and the indigenous people of that region manage the national park jointly so there is lack of clarity in the decision-making procedure. The decision-making procedure is totally based on the traditional laws of the land so there are lot of constraints attached to it(Lee, 2013). Themanagement of the national park is tough for the management team as the social traditions for the region is complex and sensitive. The amalgamation of the traditional law and the modern society is the major weakness of the national park. The cultural aspect of the park is very essential and it remains closed on special occasions. the visitors are unaware of the culture and values of the aboriginals so it is necessary for them to restrain their behaviours so that they do not offend the local people in that area (Grose, 2017). There are so many complexities attached to that area but still it is the one of the most popular tourist sites in Australia. The very reason of the fact is the scenic beauty and the availability of large amount of endangered species of flora and fauna. The evolution of humankind can be understood by visiting that place as it will provide the visitors with information and facts, which will astonish them. The bush food and the rock in the region is very famous and has grabbed the attention of all the foreign tourist. The current statistics portray that the amount of visitors have increased significantly in the last year and it supposed to increase even further. Themanagement team provides the visitors with an application, which acts as a guidance system, and level of satisfaction among the consumers is very high. The smart phone app will provide the visitors with all the relevant information and the restriction, which will make their journey even more peaceful and satisfying. Management of the UluruKata Tjuta National Park Themanagement of the park is based on the traditional law of the land and the leaders have passed on the law of the land for centuries. The rules and regulation of the native people helps in unifying the different tribes in the region and the management areas has been equally divide among the natives and the land authorities. This law of the natives and the knowledge of the land authorities has helped in the development of the region (nder, Wber Zekan, 2017). They have to adjust to the traditional beliefs of the natives and so the work schedule and the management of the park has to be in alignment with the cultural beliefs and the values of the aboriginals. The sustainability of the frame work is based on the strict orthodox rules so the management is focusing on combing the essence of traditional approach and the modern knowledge (Haynes, 2017). Conclusion Thus, it can be concluded form the report that is one of the most premium destinations for the foreign travellers. The UluruKata Tjuta National Park statistics show that the number of the visitors has increased significantly and it has been predicted to be increased even further. The usage of the push and pull factor has been done in effective way which has increased the popularity of the site. The information has been provided to the consumers in such a manner that it can pull the visitors towards the site. Moreover, the cultural and ethnic value of the park is unique and provided the travellers with worthy experience. The level of satisfaction among the tourist is very high and the positive reviews have further increased the popularity of the landscape. References Environment.gov.au.(2017).Www.environment.gov.au. Retrieved 16 june 2017, from https://www.environment.gov.au/system/files/resources/f7d3c167-8bd1-470a-a502-ba222067e1ac/files/management-plan.pdf Fodness, D. (2016). The problematic nature of sustainable tourism: some implications for planners and managers.Current Issues in Tourism, 1-13. Kltringer, C., Dickinger, A. (2015). Analyzing destination branding and image from online sources: A web content mining approach.Journal of Business Research,68(9), 1836-1843. Lee, T. H. (2013). Influence analysis of community resident support for sustainable tourism development.Tourism Management,34, 37-46. nder, I., Wber, K., Zekan, B. (2017). Towards a sustainable urban tourism development in Europe: the role of benchmarking and tourism management information systemsA partial model of destination competitiveness.Tourism Economics,23(2), 243-259. Morgan, J., Crooks, V. A., Sampson, C. J., Snyder, J. (2017). Location is surprisingly a lot more important than you think: a critical thematic analysis of push and pull factor messaging used on Caribbean offshore medical school websites.BMC medical education,17(1), 99. Na, H. R., Park, E. J., Yang, S. J., Cha, Y. S., Lee, M. A. (2017). Analysis of consumers' needs and satisfaction related to food culture in Jeonju Hanok Village: Application of the Push-Pull factor theory.Journal of Nutrition and Health,50(2), 192-200. Winton, T. (2017). The Island Seen and Felt.Places Journal. Haynes, C. (2017). The value of work and common discoursein the joint management of Kakadu National Park.The Australian Journal of Anthropology,28(1), 72-87. Baldi, G., Texeira, M., Martin, O. A., Grau, H. R., Jobbgy, E. G. (2017). Opportunities drive the global distribution of protected areas.PeerJ,5, e2989. Grose, M. (2017).Constructed Ecologies: Critical Reflections on Ecology with Design. Taylor Francis. Leavesley, A. J., Cary, G. J. (2013). The effect of patch area on birds in central Australian mulga (Acacia aneura) woodland of different times-since-fire.Pacific Conservation Biology,19(1), 28-38.

Chinese Mooncake Festival Essay Example

Chinese Mooncake Festival Essay On the 15th day of the Chinese Lunar Calendar, individuals of Chinese descent throughout the globe will be celebrating the traditional Mid-Autumn Festival, also known as the Mooncake Festival. It is the third major celebration on the Chinese lunisolar calendar which incorporates elements of both a lunar calendar and solar calendar, which is not uncommon among Asian cultures. This year, the Mid-Autumn Festival took place on the 29th of September. As it has always been in Malaysia, the festival was celebrated with merriment and involved the incorporation of lanterns, mooncakes, and the involvement of people from other cultural backgrounds as well. In conjunction with this year’s celebration, this article will explore the history, origins and customs associated with the Mid-Autumn Festival. The Mid-Autumn Festival is traditionally related to moon-worship although its exact origins are lost to legends. However, researchers have been able to identify three possible legends relating to the festival. The most prominent is the Chinese myth of â€Å"Change and Hou Yi†. As with all myths, there is more than one version of it. But the fundamentals of the story remain relatively similar. The story goes that hundreds of centuries ago, there were ten suns in the sky. The heat emitting from these suns were too much for life on Earth to bear. But one day, a warrior called Hau Yi was able to destroy nine of the suns due to his formidable skill in archery. The people across the land were grateful and the Queen of Heaven rewarded Hau Yi with an elixir capable of granting an individual immortality. We will write a custom essay sample on Chinese Mooncake Festival specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Chinese Mooncake Festival specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Chinese Mooncake Festival specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Unwilling to become immortal and have to leave his wife, Chang’e, Hau Yi asked her to keep the elixir safe. Now a hero across the nation, Hau Yi became a teacher to many men. Unfortunately, one of his students, Feng Meng, intended to steal the Elixir of Immortality. In an desperate attempt to prevent the elixir from falling into the wrong hands, Chang’e decided to drink the elixir. This resulted in her becoming an immortal and she floated to the moon and there she remained for the rest of eternity, thus becoming the Moon Goddess. From then on, people began to pray to Change for fortune and safety. And during the Mid-Autumn Festival, they make offerings of food to her. Notwithstanding, from a historical perspective, this practice can be traced back 3000 years to the Shang Dynasty during which the moon was worshiped under the believe that the practice would bring about another harvest year. However, it was not until the Tang Dynasty (618-907 A. D. ) that the Mid-Autumn Festival was considered as an official celebration of China. People of all backgrounds, from noblemen to simple farmers, would honour the moon by having food, drink, music and dance. What is rather amazing is that this tradition has survived hundreds of years and is now celebrated across the globe. It is interesting to note that this has become a cultural festival rather than a religious festival. As such, instead of worshiping the moon in order to reap a harvest, most people use this festival to spend time with friends and family. As with all cultural festivals, there are several customs traditionally observed. The most prominent custom would arguably be the eating of mooncakes. According to a folk tale, mooncakes came about to pass secret messages during the Chinese rebellion of their Mongolians leaders. The leader of the rebellion was send to have sent the message â€Å"Kill the Mongols on the 15th day of the eighth month† on strips of paper by hiding them in lotus pancakes which eventually came to be known as mooncakes. Regardless, this particular food has come to characterize the Mid-Autumn Festival and any celebration without mooncakes would be considered incomplete. Although traditionally containing a lotus seed paste, mooncakes now come in a variety of fillings. The numerous flavours include red bean paste, chocolate, green tea, ice cream, custard cream, cream cheese, and for the more adventurous, durian paste. Mooncakes sometimes contain a salted egg yolk to symbolize the moon. Additionally, modern times have witnessed the emergence of more creative variations of the mooncake such as snow-skinned mooncakes and jelly mooncakes. Rarely homemade these days, mooncakes are usually mass manufactured by companies and are available in brilliantly packaged gift-boxes. This is due to the fact that mooncakes are extremely labour-intensive and time-consuming to produce. Another prominent custom of the Mid-Autumn Festival is the use of Chinese Lanterns. It has always been common to see people, primarily children, playing with beautiful festive lanterns that emit a warm glow of light. Originally constructed from bamboo sticks and rice paper, lanterns have evolved to consisting of wires and transparent plastic sheets that come in a multitude of colours. Also popular these days are lanterns that are no longer lit by candles but instead by battery-operated LED lights. Times have truly changed. Nevertheless, it is gratifying to observe that modern societies still make it a point to maintain ancient cultural traditions. Historically speaking, lanterns first came about around 2000 years ago as a means to communicate among the Chinese military. The tiny candle within the lantern would produce hot air, very much akin to a modern hot-air balloon, which allowed the lantern to float across battlefields. In modern societies however, lanterns are used to symbolize hope and goodwill. Additionally, it is not uncommon for communities to celebrate the Mid-Autumn Festival with lantern competitions. One traditional custom of the Mid-Autumn Festival that is scarcely ever practiced among modern Chinese societies is the gazing of the moon. It used to be an important practice for Chinese people to gaze and marvel at the glorious beauty of the full moon as the Mid-Autumn Festival takes place at the time of year when the moon is at its brightest and roundest. During ancient times, people would hold ceremonies in memoriam of the moon and offer sacrifices to it. This was believed to bless people with prosperity and good fortune. Additionally, people who are unable to return to their families for the festival would gaze at the moon and hope that the moon would send their love and best regards to their family, thousands of miles away. Besides eating mooncakes, playing with lanterns, and moon-gazing, family reunions are extremely important during the Mid-Autumn Festival. Family members from across the globe try their best to return to their parents’ home in order to enjoy a good meal together. They engage in excited conversations and rejoice in the company of each other. It is a warm and joyous occasion that is intended to maintain family ties. Traditional dishes are served and wine is poured for all to share. It is fascinating to note that the dishes served are usually said to symbolize something in particular. For instance, pumpkins are considered to ensure good health, river snails promote good eyesight, and glutinous rice dumpling with sweet rice wine represents a â€Å"sweet family reunion†. In Malaysia, the Chinese make it a point to set the mood for the festival weeks in advance. Commercials and advertisements promote the upcoming festivities. Boxes of mooncakes are given to friends and family in order to strengthen ties and lanterns are bought in large quantities. Some families even offer prayers to their ancestors. And on the day of the festival, friends and families visit each other, usually bringing along a gift basket of fruits. Communities composed of various races even come together to host celebrations. The occasion extends till nightfall and that is when lanterns are lit and sometimes, even fireworks brilliantly light up the skies. It never ceases to amaze me how an ancient festival is able to bring together families and communities with such ease. Despite the evolution the Mid-Autumn Festival has undergone over the past thousand years, the magic and allure of the celebration remains just as captivating. Here’s hoping that although the world will constantly modernize and reinvent itself, ancient traditions such as this are never forgotten.

Free Essays on To Kill A Mockingbird - The Context

Our question was ‘When the novel To Kill a Mockingbird was written in the 1960’s, how were the African Americans treated in society and how does this affect why the novel was written? We have an extract from a speech spoken by Martin Luther King Jnr. in 1963. ‘I have a dream that one day on the red hills of Georgia, sons of former slaves and sons of former slaveholders will be able to sit down together and the table of brother hood†¦ I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin, but by the content of their character.’ Martin Luther was an African American who suffered the oppression that society placed upon him but rose above that and against all odds began to change the minds of Americans. The African Americans were seen as lower than slaves, in the 1930’s to 60’s organisations like the Ku Klux Klan were thriving in the South, with about 2 million members. The South had fought against the abolition of slavery in the Civil War, so racial prejudice was much more common in the South where the novel was based. Harper Lee wanted to speak through Atticus, telling the people the truths of the time, through a character they could trust and respect, just like the leaders that were rising up, such as Martin Luther and Malcolm X. Atticus believed that the colour of someone’s skin should not affect how they were to be treated, which is what the American Constitution stated and still states today, that â€Å"all men are created equal.† The novel was written during the time that Martin Luther’s radical beliefs were becoming well known. Atticus, a character set 30 years before, has the same views as people like Martin Luther, and this affects the entire town of Maycomb, as Martin Luther’s new ways of thinking were changing America. This shows how things within the novel were influenced by the society outside the novel. The truth... Free Essays on To Kill A Mockingbird - The Context Free Essays on To Kill A Mockingbird - The Context Our question was ‘When the novel To Kill a Mockingbird was written in the 1960’s, how were the African Americans treated in society and how does this affect why the novel was written? We have an extract from a speech spoken by Martin Luther King Jnr. in 1963. ‘I have a dream that one day on the red hills of Georgia, sons of former slaves and sons of former slaveholders will be able to sit down together and the table of brother hood†¦ I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin, but by the content of their character.’ Martin Luther was an African American who suffered the oppression that society placed upon him but rose above that and against all odds began to change the minds of Americans. The African Americans were seen as lower than slaves, in the 1930’s to 60’s organisations like the Ku Klux Klan were thriving in the South, with about 2 million members. The South had fought against the abolition of slavery in the Civil War, so racial prejudice was much more common in the South where the novel was based. Harper Lee wanted to speak through Atticus, telling the people the truths of the time, through a character they could trust and respect, just like the leaders that were rising up, such as Martin Luther and Malcolm X. Atticus believed that the colour of someone’s skin should not affect how they were to be treated, which is what the American Constitution stated and still states today, that â€Å"all men are created equal.† The novel was written during the time that Martin Luther’s radical beliefs were becoming well known. Atticus, a character set 30 years before, has the same views as people like Martin Luther, and this affects the entire town of Maycomb, as Martin Luther’s new ways of thinking were changing America. This shows how things within the novel were influenced by the society outside the novel. The truth...

Pricing derivatives using Monte Carlo Techniques Essay

Pricing derivatives using Monte Carlo Techniques - Essay Example In practice generic Monte Carlo pricing engines face computational problems in the presence of discontinuous payoffs options, because of above stated time consumption limitation but also due to poor convergence with its finite difference estimates and brute force perturbation. Benhamou (2001)[3] following Fourni et al. (1999)[4] use Malliavin calculus to smoothen the simulation function. Benhamou(2001)[3] assumes that the functions are smooth enough to be able to perform the different computation following technical assumptions enunciated earlier, in particular the assumption regarding uniform ellipticity of the volatility operator, in Benhamou (2000-i)[5] (2000-ii)[6] and Fourni et al. (2001)[7]. Benhamou (2001)[3] further states when using finite difference approximation for the Greeks, with jumped price and taking the sensitivity issues into account, errors on numerical computation of the expectation via the Monte Carlo, and another one on the approximation of the derivative funct ion occur. Analysis ends up approximating the second order derivative of the payoff function .An approximation is obviously very inefficient for very discontinuous payoffs like for binary, range accrual, barrier and other type of digital options. To reduce this inefficiency, Broadie and Glasserman (1996)[8] suggested using the likelihood ratio method. Benhamou says," All Greeks can be written as the expected value of the payoff times a weight function and thee weight functions are independent from the payoff function implying that for a general pricing engine, such as Monte Carlo, using certain (numerical) criteria of smoothness, one can branch on the appropriate method. Because it is in a sense independent from the payoff function, the general implementation is simpler that the one of variance reduction technique that only apply to very specific payoff (like the use of control variate).Also no extra computation is required for other payoff function as long as the payoff is a functi on of the same points of the Brownian trajectory. This can be cached in memory to make it efficient Benhamou (2001).Thus Mallavian calculus promises savings in terms of computations, complexity, cache memory and in time though it may produce some noise. The formidable amount of literature exists which intends to suggest analytical pricing formulae for single asset American options. It includes Carr(1998)[9], Grant et al(1997)[10], Bunch and Johnson(2000)[11],Huang et al(1996)[12], Geske and Johnson(1984)[13] and Barone Adesi and Whaley(1987)[14].One can even refer to older constructs like the binomial model of Cox et al(1979)[15].Many of these constructs deploy elaborate mathematical tools, like recursive integration schemes or

Constitutional and Administrative Law Assessed Corsework Essay

Constitutional and Administrative Law Assessed Corsework - Essay Example he principle of separation of powers assumes that certain functions should be carried out by different institutions with neither impinging the other’s authority. As Montesquieu argued; â€Å"All would be lost if the same man or the same ruling body†¦Ã¢â‚¬ ¦were to exercise these powers.3† Furthermore, Lord Acton commented that â€Å"Power tends to corrupt and absolute power corrupts absolutely4†. Accordingly, the preservation of separation of powers is essential as a check on autocratic power. As part of this, judicial review of the legality of acts of the executive represents the central method by which courts control exercise of governmental power; which in turn operates as a central underlying facet of the separation of powers. As such, the doctrine of ultra vires is theoretically vital in serving as a testament to the independence of the judiciary in its role under the fundamental constitutional separation of powers in ensuring that public bodies, such as government departments, local authorities, tribunals, agencies have not acted ultra vires5. Moreover, the ultra vires doctrine is cited as the first principle of natural justice and the rule of law that public bodies are required to act within the scope of the powers allocated to them by Parliament6. With regard to the UK position, the doctrine of the separation of powers has traditionally been limited and criticised for being somewhat unclear in comparison to other democracies7. Nevertheless, it has been commented that the doctrine does in fact influence everyday operations of the executive, legislature and judiciary8 and Barnett argues that â€Å"Separation of powers†¦Ã¢â‚¬ ¦ runs like a thread throughout the constitution of the United Kingdom9.† Nevertheless, in the UK there has not been a clear separation of the branches of the state10, but rather a fusion, which in turn has created polarised debate with regard to the need to reform the British constitution. For example, the executive clearly carries out

Australian Taxation system Essay Example | Topics and Well Written Essays - 1500 words

Australian Taxation system - Essay Example There are also state governments which control taxation taking place in the several states that are in the country. The last system of government present in Australia is the local governments. According to Macfarlane in his book â€Å"Australian Monetary Policy in the Last Quarter of the Twentieth Century†, it is evident that Australia has low taxation rates (Macfarlane 1998). Despite lower taxation rates, the governments still struggle to control the taxation system. Several forms of taxation exist in Australia. These include personal income taxes, capital gains taxes, fringe benefits, taxes, customs duty taxes, corporate taxes and goods and services taxes just to name a few of all the existing forms of taxes. As testified in the sections of the Australian constitution, all individuals both working and non-working and also companies are forced to pay taxes to all the levels of government: the federal government, the state governments and the local governments. Among the natio nal duties that the Australian government accomplishes with the income generated from taxation include the offering of services to the public and paying the public servants. The federal government often collects taxes from individuals and companies through the Australian Taxation Office which is an organization that helps the federal government collect revenue which is further paid to the various states. Australia as earlier mentioned has several forms of taxation.... Income taxes are the backbone of the Australian economy since they are the most critical and important source of revenue for the federal government. Provides income tax revenue that the federal government uses to make or accomplish several important tasks. It is also important to note that income taxation in Australia is done on individuals with constant income. Thus, the individuals depending on the working generation which mostly comprises of the young children and older do not pay income tax. In the words of Cortese C and Glynn J, in his journal â€Å"Taxation and the Australian Superannuation System†, â€Å"personal income tax in Australia is done on individuals and not on groups, families, organizations or companies† (Cortese and Glynn). Another form of taxation is the goods and services tax. In this form of taxation, the federal government often imposes value added tax on goods and services offered and provided all over the country. Business people in Australia po sses retail shops, wholesale shops, hardware shops and even supermarkets. In these businesses, when an individual buys goods for example clothes, food or any other stuffs, there are tax imposed on him or her. Like in other countries, small business men and women sell their goods and services directly to their customers. When the customers purchase the goods, value added tax is imposed on them. Though tax on goods and services is not much as the personal income tax, it also acts as a source of revenue for the federal government in Australia. The income got from the goods and services taxation by the local government is later distributed to the state governments which the state governments use to run their duties. Consequently, corporate tax is another form of taxation in Australia.

Drama In The National Curriculum Education Essay

Drama In The National Curriculum Education Essay The aim of this report is to understand where Drama stands in education within England at present. It searches for its mention within the National Curriculum and interprets what this means for the teaching of the subject. It looks at primary and secondary schools current trends towards Drama as a discrete subject, and argues the benefits and disadvantages of it having its own subject heading within the National Curriculum. The evidence will be evaluated and a conclusion formulated. 1. Drama in the National Curriculum. The National Curriculum website provides the most up to date information on how Drama is placed within the curriculum. At first glance Drama is absent but mention of it can be located, mainly within the subject of English. [See Appendix One for a description of the requirements and activities for Key Stages (KS) 1 2. (National Curriculum, 2011a)]. Whilst there are aims and objectives published for KS1 2, at KS3 4 there is mention of selected playwrights as subjects to be studied and the expectation that at least one Shakespearean play will be explored in depth at each stage (National Curriculum, 2011b c). References to the use of Drama appear under Literature [See Appendix Two] (National Curriculum, 2011d). For England the Teachernet (Teachernet, 2011), DFES Drama Objectives (DFES, 2011) and QCDA (QCDA, 2011) resources have been/are being decommissioned with edited highlights appearing in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education website for English are no more (ITE, 2011a). The Department of Education website is replacing it, but the only suitable material found for Drama is an item for the Speaking and Listening element at KS1 2 dated 2004 (Department of Education, 2011). In Ireland drama is within the arts sector, alongside visual arts and music. The strand is Drama to explore feelings, knowledge and ideas, leading to understanding. They expect that when this subject is taught correctly it can help children at a young age to understand/relate and deal with life situations that can occur (Irish Curriculum, 2011). Whilst Drama is placed firmly in Arts Education as a trio with the visual and aural mediums, there is little support to be found in their Curriculum Planner as well (NCCA, 2011). Compare this to 52 resources for Drama in the Scottish Curriculum (Scottish Curriculum Resources for Drama, 2011). In Northern Ireland Drama is mentioned in Language Literacy and has its own subject within The Arts and resources are well provided (N. Ireland Resources, 2011). At KS1 2 the statutory subjects that all pupils must study are art and design, design and technology, English, geography, history, information and communication technology (ICT), mathematics, music, physical education and science. Religious education must also be provided at KS 1 and 2 (National Curriculum, 2011e), although there is a non-statutory program of study. From the National Curriculum (2011e) for Religious Education there are the following two points: 1). Explore how religious beliefs and ideas can be expressed through the arts and communicate their responses. 2). Using art and design, music, dance and drama to develop their creative talents and imagination. Art and design does not mention drama until KS 2 as follows from the National Curriculum (2011f): Exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments]. Yet making puppet theatres, and also creating atmosphere in sounds, lighting, backdrops and costumes for full size plays would make the subject more fun whilst defining a practical purpose for the work. Drama in a similar way should be a fertile ground for scenery and special effects within Design and Technology yet it is not mentioned at all (National Curriculum, 2011g 2011h). Music and Physical Education in a similar vein have a relationship to Drama through Dance but there is no credit for it. History could conceivably use period dramas to illustrate points and the appreciation of accuracy in the texts and writers bias would then be covered in Drama. Stenhouse (1981, p.29) is against the idea that Drama is for teaching other subjects in the curriculum and rejects the imagined realities of Drama for the authenticated realities of pure history. ICT could provide a multi-media back drop similar to that of exhibition trade stands and modern performances that use computerised effects and giant screens. When the National Curriculum was being formulated teachers were vocal in their disapproval of the many curriculum subjects being loaded into the National Curriculum, such that subjects were curtailed following Music and Art (Baldwin, 2011). As the (NCCCE, 1999, p.75) report states there are more than ten subjects in the world. It also notes that Dance is not found with sport, games and athletics after education and that Drama is not just verbal. (NACCCE, 1999, p.76) points out that of all the countries in the QCA/NFER INCA archive, England was unique in having 10 discrete subjects from KS 1-4. When the National Curriculum was introduced, specialist drama practitioners eagerly awaited the National Curriculum for Drama. They are still waiting.  (Baldwin, 2011). Drama as part of English in the National Curriculum. One of the ongoing debates about the nature of English centres around its relationship [sic] the creative arts. Is English an Arts based, creative discipline, or a much more functional, competency led subject?, and Is Drama itself an Arts based discipline or a method of education, a form of learning? (ITE, 2011b) The role of drama in the curriculum remains in practice very much in doubt. It is believed that future employers have been unhappy with general educational standards of school leavers. A contributionary factor to this low estimation (for the subject) has been the political shift from a liberal view (of the centrality of aesthetic and artistic experience in education) towards a more vocationally orientated view in which the secondary curriculum is seen rather as a feeder of commercial, industrial and post-industrial requirements as they have been immerging in recent years. (Morton, 1984, p.56). The Arts Council England (2003, p.6) explains that all pupils minimum statutory entitlements for the study of Drama are acknowledged within the National Curriculum for English. According to Ashcroft Palacio (1995, p. 196), The national curriculum firmly places drama within the English domain. Neelands (2008, p.1) refers to the National Curriculum as the English Model where, Drama was first introduced into the secondary curriculum through the English curriculum and timetable. He amusingly cites the fact that Shakespeare was English to explain how we arrived at this unique position, which has not been followed elsewhere in the world except maybe Wales (Welsh Curriculum KS 1 (2008) Welsh Curriculum KS 2-4 (2008) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a subject in its own right is not present in the primary curriculum, but as a part of English or R.E, or furnishing other areas and cross curricular themes. Even though Drama is absent from the curriculum for primary schools, it is still present through the activities and lessons which are taught using drama, many primary schools already include drama in their curriculum, without realizing that the activities the children are involved in are actually drama. (Arts on the move, 2010). For High School teachers, it can be a problem for them to know what to expect of pupils entering KS 3, this is because of the lack of continuity in Drama across all the Primary Schools, therefore only an educated guess can be made on the pupils prior drama experiences. Neelands (2004, p.9) offers 6 points of common reference which can be found in Appendix Three. According to Neelands (2008, p.2) statistics show that, à ¢Ã¢â€š ¬Ã‚ ¦many schools in England do offer drama as a separate timetabled subject in Key Stage 3 and this makes drama the only subject in the English system which is unregulated in terms of a nationally agreed curriculum beyond the references to speaking and listening in the Orders for English. So only at KS 3 do some pupils get the opportunity to take Drama as a separate subject but it is still an unofficial one. Whilst this offers a complete freedom in how the subject is taught and presented [see Neelands (2004, p.5) for three different approaches at secondary level], it also means there is little in the way of a safety net for its practitioners that standards, assessments, guidelines and official support can provide. So it would appear that Drama has become a Cinderella subject that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the credit. 1.2 How we got to where we are now. Most of what young people know of the world, they know through representations of it. (Neelands, 2008, p.9), suggesting that schools have a moral obligation to help shape the citizenship of their stundents. There is little time allotted in the daily routine for drama in early childhood education settings, due to the pressure that many teachers feel to cover too many materials in too little time. (Jones and Reynolds, 1992, p.7). This suggests that head teachers and teachers are forced to focus their concentration and resources on the subjects the really matter For example, those subjects that are recorded as National statistics, showing how many A* C students have obtained; in particular on Maths, English and Science. Drama being mentioned in the curriculum saw a mixed reaction. Some celebrated the fact that Drama would now have to be taught. Others were quick to point out that there was a fundamental flaw here. There were few trained Drama teachers left. The reality has been, that hardly any Drama is happening (in Primary)  despite the fact that it is deemed statutory. (Baldwin, 2011). Yet Neelands (2008, p.1) states that, In the English education system, all students in the 5-16 age range have an entitlement to drama within the National Curriculum Orders for English. Baldwin (2011) the president of the International Drama/Theatre Education Association provides a background to how Drama fell from grace, how a timely reaction to the rigid curriculum being built subject by subject stopped it being included at the eleventh hour and then, as it was no longer a subject, support for it fell away. Practitioners were left high and dry, as Drama was no longer part of Ofsted unless a fee was paid to assess it, which in one case ended up being marked as a Satisfactory P.E. lesson. Dearing tried to soften the curriculum but then came the constraints of the National Literacy Strategy which concentrated on reading and writing for the Literacy Hour at the expense of speaking and listening. However Winston Tandy (2001, p.75-86) in their chapter entitled Drama and literacy provid e some ideas for including Drama within the hour. Then at Secondary level we find a carte blanche where anything goes with Drama either as a separate subject taught by a Drama specialist or as a continuing addition within English or as another entity, which perhaps suits the more pronounced different streams of ability. Neelands (2004, p.5-6) noticed that the various sources of national guidance for Drama, for example the specific references to Drama in the Programs of Study for English showed a general agreement for the aims and objectives for Drama, such as: Drama as personal, social and moral education Drama as English Drama as a subject in its own right. As stated earlier he cites three very different secondary schools each illustrating one of these points as their individual approach to Drama. The demands of a nationally prescribed curriculum put considerable pressure on teachers to fit everything in; each subject has it own expectations and makes its own particular demands. Finding the time for Drama, however highly you and your class may value it in its own right, can be difficult- the more so if we are going to give the Drama time to develop, deepen the childrens involvement and understanding, and reach a satisfactory conclusion. (Winston Tandy, 2001, p.54) Ashcroft Palacio (1997, p.6) infer that longer serving teachers will find the prescribed nature of the National Curriculum and all its revisions to be a bone of contention. On the other hand The lack of core guidance for Drama, the parallel development of Drama within English with its development as a discrete Arts subject, together with the diversity of models of curriculum and assessment to be found in schools make it a particularly problematic area of English teaching for trainees. (ITE, 2011c) Especially as: School Drama Co-ordinators disappeared almost overnight, as did LEA Drama Advisers and advisory teachers.   Drama courses became few and far between, relying more and more on professional organisations, which were and are run voluntarily, by increasingly stretched full time teachers and lecturers. (Baldwin, 2011). CHAPTER TWO ARGUMENTS FOR DRAMA BEING A DESCRETE SUBJECT As part of a broad and balanced curriculum, drama has a significant contribution to make (Winston Tandy, 2001, p.73). Drama, more than any other subject in the curriculum, mirrors life as it is lived and experienced (Winston, 2004, p.18). Please see Appendix Five for some positive results Winston (2004) notes as being seen in childrens writing due to their involvement with Drama.At least a national agreement provides some external, relatively objective and visible materials to discuss (Neelands, 2004, p.6). However, the absence of a nationally agreed framework for Drama gives two points of concern; The individual Drama teacher has no external framework to follow, therefore the success of the Drama class is completely at the mercy of the ability or lack thereof of the teacher; How Drama is perceived at the school may well be based on the head teachers predilections and prejudices. To illustrate this point I found at X High School, where the author has experienced Drama via a teaching training day placement, it was noticeable that Drama is thought of as a high priority subject. This was thanks to the Head realising that in a catchment area of high poverty Drama provided interest and expression for children that found reading and writing difficult. The school used Drama also as a marketing tool to promote itself to the wider community and its governors. It held annual Drama productions, school assemblies were punctuated with Drama in the form of funny sketches or more serious pieces designed to entertain and inform, it supported fundraising activities etc. Drama here is a timetabled subject throughout all the year groups, and is offered as an A-level subject. As Ashcroft Palacio (1995, p. 196) advocate, Primary school pupils can develop through drama an extensive range of language uses, including the majority of those referred to in the national curriculum. à ¢Ã¢â€š ¬Ã‚ ¦drama is a social process of making meaningà ¢Ã¢â€š ¬Ã‚ ¦the framework and method of drama provides a unique context for developing a sense of identity and productiveness. (Morton, 1984, p.37). All Our Futures had already clearly recognised the importance of Drama, both as a creative teaching and learning medium and as the most powerful pupil motivator:  OFSTED data on pupil response to learning indicates drama to be at the very top in motivating learning (NACCCE, 1999, p.77). Drama in education can help pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to children who are natural dramatic players. CHAPTER THREE ARGUMENTS AGAINST DRAMA BEING A DESCRETE SUBJECT à ¢Ã¢â€š ¬Ã‚ ¦drama is a process that cannot be divided into a series of discrete and accessible outcomes in the kind of way that curriculum theorists have managed to do with many other subjects in the curriculum (Young, 1981, p.94). Baldwin (2011) states: Trainees are likely to encounter a diverse range of arrangements for drama within schools. In the absence of national orders and a statutory subject framework, schools are free to design their own local variations of a drama curriculum based on the specific value given to drama in a particular school. Cynics were heard to mutter, that with an assessment driven curriculum emerging, process based drama would be too problematic for SCAA (as it was then) to deal with.   Assessment in Drama has always been tricky as so much goes on cognitively and emotionally during the Drama process that is not easy or even possible to assess.   It is noted that this argument appears amongst many professionals, but no suggestions as to what criteria could be used is suggested. Is this because they believe there is to be none. Baldwin, (2011) continues. Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easily observable, extrinsic outcomes suggesting that Drama specialists were not sure they wanted such a meaningful and aesthetic art form measured and graded in this way.. Neelaands appears to contradict his issues by stating The local curriculum can be based on a highly idiosyncratic and ideologically motivated selection. What is taught may be left to the whim of an individual teacher and may reflect personal prejudices and interests rather that the breadth of depth of study which is a pupils entitlement (Neelands, 2004, p.6). Yet according to Neelands on the Initial Teacher Education website (ITE, 2011d), The non-statutory Framework drama objectives might usefully form the basis of the programme of study for drama at KS3. However, these specific objectives are unlikely to be considered sufficient as core objectives for drama as a discrete subject because they do not cover physical, visual, design and technical aspects of drama. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined structure and specific objectives, the importance of Drama could be overlooked. This point of view is rejected by Way (1967, p.12) who points out, If we make drama another subject, then we make another progressive straight line in fact many straight lines, one for infants, one for juniors, and so on through the different age groups. Again, because of its uniqueness there is a concern over how Drama can be measured i.e. marked. Way (1967, p.3) wrote, Education is concerned with individuals; drama is concerned within the individuality of individuals, with the uniqueness of each human essence. Indeed this is one of the reasons for its intangibility and its immeasurability. As Drama is not in the National Curriculum as its own subject, it might be seen as unimportant. With the pressures on schools to be ranked via league tables on the core subjects of English, Maths and Science, it is perhaps not surprising that schools focus on these subjects to the detriment of all else. However, the subject still has its own written examinations and an external examiner is called in to mark performances. It is therefore unclear as to the reasons behind why the subject is deemed by some to be difficult to assess. CONCLUSION Ultimately, drama is a valuable tool, but first the tool itself must be fashioned. (Way, 1967, p.7). There appears to be a divide in international practice over whether Drama should be used across the curriculum or as a subject within its own right and/or as part of the arts agenda. There were those who thought that if assessment was going to be the name of the game, then drama could and should be made to fit, in order to ensure its place in the new curriculum.   And there were those who breathed a sigh of relief that drama did not fit and had been left outside the new curriculum, where at least it would allow a greater freedom of practice and content, within the broader curriculum (Baldwin, 2011). Therefore, unless the individual schools value Drama, and encourage Drama teacher training, the concern is that the level of teaching Drama will not be sufficient to add any value to teaching within the school as a whole. According to Ashcroft and Palacio (1995, p.203) there are two types of Drama within the National Curriculum spectrum, one being performance based activities, such as assemblies and school plays, and the other being educational Drama, which involves children in the active creation and exploration of situations based on fact or fiction. it is regarded by many teachers as a learning method rather than a subject area because it can be employed to deliver many aspects of the curriculum very effectively. (Ashcroft and Palacio, 1995, p.204). Art is useful, not because it is true but because it is truly edifying. It is because drama as art functions in this way that a dramatic work cannot be explained, paraphrased or deconstructed into essays. Like any other art form, drama is unique and non convertibleà ¢Ã¢â€š ¬Ã‚ ¦ it resists crassly utilitarian efforts to corral it into the service of geography, history or management training as much as it refuses to be the acquiescent servant of personal, social, or political education. In a secular age, the usefulness of drama lies in its ability to articulate meaning in particular direct and accessible ways so that we, in turn, can make better sense of the world in which we live. For these reasons, drama is an indispensible part of the arts curriculum. (Hornbrook, 1991, p.40-41). Whilst we cannot expect the commitment of the National Theatre at every Primary School (Turner et al., 2004) they offer a model of best practice that can be used within the subject of Drama to really bring out the confidence and intellect of young children and this should be the ultimate goal whether Drama is housed within English or is a subject in its own right. Does this then mean that drama is yet another subject that has to be fitted into an already overcrowded curriculum? No. Drama is not another subject; theatre might be, with its ground work in history and its study of playwrights and their works but not drama. Drama is as intangible as personality itself, and is concerned with developing people. Indeed, it is as necessary to discard educational conventions as to disregard theatre conventions (Way, 1967, p.7). The arguments will rage on but only the will of the government can make a difference to the position Drama as a subject or non-subject is in. The conclusion drawn from all the evidence in this report is that Drama should be included as a subject in its own right in the National Curriculum, but not as the curriculum currently stands. There appears to be insufficient structure and no definitive way that the success of pupils taking Drama can be measured. To try and fit it into the current curriculum could restrict its usefulness as a holistic well being tool for the personal growth of pupils. How could this be measured in academic terms? There could be pupils who come alive as actors and give wonderful performances, but cannot translate this successfully into a written piece of work. How does one measure personal growth? How can we mark a student who has grown in confidence, can express themselves better than before the introduction of the Drama lesson, and interacts well with other st udents in the class? Whereas before the use of Drama they may have been antagonistic, dealing with personal issues which had no voice except in eruptions of violent behaviour. One can set tests to measure the knowledge of the literacy greats, the search for meaning in the works of the playwrights but should this lie here or within the realms of English Literature, such that it cannot be used as a mark of success or failure for Drama students. The conclusion gathered is that this testing should be left within the English subject, thus allowing students of Drama more freedom to express themselves through this wonderful medium. It has been shown that Drama is a useful tool in the understanding of other subjects, but it should first be enjoyed and understood in its own right. The greatest problem for Drama being included in its own right in the National Curriculum appears to be the way the success of subjects are currently judged. There does not appear to be current procedures that can fairly measure the true success and positive impact Drama can have on a students life. For example with a Mathematics exam there is a definite right answer with marks available for showing your workings out, but what is the right answer in Drama? The division between the teaching professionals as to the inclusion or not of Drama in the National Curriculum can be understood after researching and investigating this question. The concerns are that the importance of Drama within the schools is currently dependant on the will of the head teacher and the ability, passion and commitment of the Drama staff. Drama teachers experiencing schools who class Drama as a fill-in subject and not that important will have experienced first hand the argument that Drama should be included. It could be very demoralising to the Drama teacher who feels that their work, however committed they are, maybe seen as unimportant. However those Drama teachers experiencing and enjoying a school that appreciates Drama and uses it throughout school life for example in assemblies, community gatherings and the annual school performance may enjoy the freedom of the subject not being included in the National Curriculum, as they do not feel threatened about the validity of their teaching skills. There appears to be no straightforward conclusion over Dramas inclusion in the National Curriculum, however it must be pointed out that other parts of the British Isles make Drama a subject in its own right and provide excellent support for it. Perhaps there are lessons to be learned from the way they have gone about this by an exchange of ideas on best practice. For example what criteria are they using to measure Dramas success as a subject; are more or less students choosing Drama as a subject at Secondary level; has its status had a positive or negative effect on the teachers? Without knowing the answers to these questions and many more besides we cannot hold these countries up as shining examples. There needs to be a way of trying to take the best from the arguments for and against Dramas inclusion in the National Curriculum. For example this research has shown that most of the Drama professionals feel that both the subject and they benefit from its inclusion to put them on a level playing field with other subjects. They believe that they may be taken more seriously and have more support from training being given. The concern of its inclusion appears to be that it could stifle the very creativity and freedom of expression some professionals believe Drama should be. They all appear to agree that Drama cannot be measured in academic terms as easily as other subjects as no marks are awarded for students personal development. Therefore after research and investigation into this question, the final conclusion is that Drama should be included in the National Curriculum as a discrete subject but only after the creation of relevant success criteria is added. Once there is an acceptable measurement formula in place Drama would then benefit from inclusion. As it stands at present there does not appear to be sufficient steps in place to recognise Drama students success.

Robert Louis Stevensons Dr. Jekyll and Mary Shelleys Frankenstein Ess

Robert Louis Stevenson's Dr. Jekyll and Mary Shelley's Frankenstein Both Robert Louis Stevenson's Dr. Jekyll and Mr. Hyde and Mary Shelley's Frankenstein tell cautionary tales of scientists abusing their creative powers to exist in another sphere where they cannot be directly blamed for their actions. Though Frankenstein's creation is a "Creature" distinct from his creator while Dr. Jekyll metamorphoses into Mr. Hyde, the "double" of each protagonist progressively grows more violent throughout his story. By doing so he symbolizes his creator's repressed desires in a stifling society. The stories have parallel structures in the three main ways. First, both Dr. Jekyll and Frankenstein are scientists who, though welcomed by society, find it constraining and often alienate themselves. Each creates an alter ego for himself to live out his liberated passions, Hyde for Jekyll and the Creature for Frankenstein. Jekyll creates his with intention for evil and Frankenstein with the idea of building a supreme being. However, it could be argued that Frankenstein unconsciously wishes his creation to commit acts of sin. Hyde's and Frankenstein's first victims are children. They each evolve over time and develop their violent tendencies, culminating in the murder of a well-esteemed man for Hyde and Frankenstein's family and friends. The first mention of Dr. Jekyll comes in a discussion between his longtime friends, Lanyon and Utterson, men whose names imply a traditional, hampered society. "Utterson" combines both "utter," connoting a squelched speech, with "son," defining the society's patriarchal structure, and "Lanyon" casts images of sprawling canyons that are noticeably absent in the gray, foggy London Stevenson depicts. La... ...sire for a new society. Hyde and the Creature's plights follow similar paths, but their motives seem somewhat different. Jekyll invented Hyde for a dive in which he could transport himself and put on display his evil psyche. Frankenstein assembled the Creature as an à ¼ber-man of sorts, a prototype of a better society. Frankenstein was published in 1818, Dr. Jekyll and Mr. Hyde in 1886. Perhaps Stevenson's book marks the end of Romanticism as a viable literary style in modern times. Though Frankenstein's evil hides is veiled by guilt and a seemingly upstanding society position, Jekyll's is visibly apparent. Frankenstein is a shaded man with no clear dividing line, whereas Jekyll is a black-and-white character with a subset of colors inside his dichotomies. Stevenson, drawing on Shelley's story, reflected both a new literary movement and a new psychological study.

Current Ethical Issues Essay

Organizations must deal with moral and ethical issues that can include dishonesty, theft, and employee drug use. However, companies that have ethical guidelines and train their employees in ethical behavior will have exceptional employees. Therefore, organizations that create ethical policies and provide ethical training will encourage ethical standards in the company. Therefore, I will profile the Taylor Ambulance Company, Inc located in Kelsey. The Taylor Ambulance company has serviced Kelsey for 10 years and they are responsible for transporting individuals who needs emergency medical care and transport them to local hospitals. The ambulance company will also transport non-emergency patients to rehabilitation centers. Taylor Ambulance is dispatched by the Kelsey’s Fire Department and the city’s emergency transport contractor. Currently the Taylor Ambulance company has 70 paramedics and emergency medical technicians and has a fleet of 26 ambulances. The company receives emergency calls through the 911 system of Kelsey. The Taylor Ambulance company’s mission statement is â€Å"We will provide the people of Kelsey with quick and professional emergency medical care†. Donna Taylor and Phillip Embry formed the Taylor Ambulance company in 2000. The company started out small; however, the company grew over the years and as of 2009 the company staffs 95 employees. Also in 2009 the Taylor Ambulance company provided 57,000 ambulance transports for the city of Kelsey. Moreover, in 2009 Taylor Ambulance had a profit of $870,668. Furthermore, the Taylor Ambulance company receives their revenue sources from emergency and non-emergency transports and government subsidies. Additionally, Taylor Ambulance Company has an 8 year contract with the city of Kelsey which runs from March 1, 2008 until February 28, 2016. The Taylor Ambulance company provides an excellent service to the community and the company is very profitable. However, most businesses will face moral and ethical issues with their staff and employees. Some of the moral or ethical issues faced by the Taylor Ambulance company can include; †¢Dishonesty †¢Lack of Confidentiality †¢Privacy issues †¢Drug or alcohol abuse †¢Lack of patient sensitivity or compassion †¢With holding medical care †¢Don’t honor patients medical directives such as, Do Not Resuscitate †¢Patient Neglect Therefore, it is very important that the Taylor Ambulance company has an overall ethics program. The Taylor Ambulance company’s human resource department will assume the responsibility in developing an ethics standard policy. The ethics policy will include all moral and ethical issues that could present itself in the medical field. Therefore, the Taylor Ambulance ethics policy guideline will include how to act ethically in; †¢Honesty †¢Patient confidentiality †¢Patient sensitivity and compassion †¢Patient privacy laws †¢Drug and alcohol training †¢Patient medical care †¢Respective patients medical directives †¢Patient neglect Additionally, when the ethics policy is completed by the human resource manager the manager will work with the training supervisor to set up ethical training for the employees and staff. The ethics training will be supervised by the training supervisor who will document and perform the training. The initial ethics training will coincide with an employee’s new hire orientation. Therefore, after the employees new hire orientation they will be required to complete 8 hour ethics training. Moreover, after the ethics training the new employee will be required to take a short quiz to make sure they understand the company’s ethical guidelines. Once the employee receives their ethics training they will receive a certificate of training. Furthermore, the employee will be required to sign for a copy of the ethics policy for insertion into their employee file. Whereas, it is important to receive ethics training it is also important to monitor employees for un-ethical behavior. Therefore, during employment with the Taylor Ambulance company the employees will be monitored by their organizations supervisor or manager for un-ethical behavior. However, ethical behavior should be enforced by the company. Therefore, if an employee of the Taylor Ambulance company is reported as being un-ethical the employee will be sent to the human resource department to speak with the human resource manager. If the human resource manager believes the employee was acting un-ethical per policy guidelines the employee may receive a disciplinary action. Finally, the Taylor Ambulance company will encourage ethical standards by creating written ethics policy and provide employee ethical training. Therefore, the Taylor Ambulance company will utilize their human resource department to create the ethics policy and the training supervisor will conduct and certify the ethics training. Also the employee supervisor or manager will monitor the ethical behavior of their employees. Moreover, if an employee is acting un-ethical the human resource manager will manage the disciplinary actions. Therefore, creating a written ethics policy is essential for creating an honest work environment for the staff and employees.

What Not to Do When Applying for Social Security Disability

What Not to Do When Applying for Social Security Disability What Not to Do When Applying for Social Security Disability Are you thinking of applying for Social Security Disability (SSD)? Before you do, check out our list of 5 important things to avoid on the road to receiving benefits.1) Don’t Send Incomplete or Inaccurate Forms To apply for Social Security Disability, you will need to complete a number of forms, and ensure that the information provided is correct. You will need to include an extensive amount of information, such as the names, addresses and phone numbers of all medical providers, complete medical records and more.If you do not fill out a form completely, either by leaving sections blank or accidentally providing wrong information, your case will likely be denied and you will need to start the process all over again.  Remember, intentionally providing false information, such as listing conditions you do not have, inaccurately listing dependents or including a false work history is incredibly detrimental to your case and is wrong. Make sure you are honest with your information. To avoid errors, contact an experienced SSD attorney. He or she can guide you through the process, fill out the paperwork for you and ensure everything is correct. Having an experienced SSD lawyer work with you can also help improve the chances your initial application will be approved.2) Don’t Stop Seeking Medical Treatment If you are in the process of applying for disability benefits or waiting for a decision, do not stop going to your doctor for medical appointments and treatments. Documents of your medical records, treatments, medications, dosages, etc. are extremely important evidence to prove your disability and help you get approved for benefits. Your medical records and continued treatment are critical for your claim. You should continue seeing your doctor and follow his or her instructions for your treatment at all times during the process.If you stop seeing a doctor, the Social Security Administration may determine that your condition is not severe enough to receive benefits.3) Don’t Only Report Some of Your Conditions Make sure to report all of the conditions you have that are affecting your way of life and ability to work. Don’t think that you are limited to only physical conditions. Your mental conditions could be negatively affecting your daily life, and you may have comorbid medical and mental disorders, meaning these conditions are occurring at the same time and may be caused by the primary condition.The Social Security Administration will review all of the conditions you listed in the application. Remember, it is important to have medical documentation of all disabilities, including mental conditions, to prove your disabilities. A skilled SSD attorney can help you with the entire application, including filling out all of your conditions and providing medical evidence.4) Don’t Miss Deadlines for Appeals If your application is denied, it is advised to appeal the denial. However, you must follow the appeals deadlines a nd send requests for a hearing within 60 days of receiving a denial.A skilled SSD lawyer is critical to have throughout the entire process, and especially during the appeals process. An experienced SSD lawyer can prepare all of the necessary evidence for your claim, help prepare you for what to expect at the hearing and provide strong legal representation to help you get approved for benefits.5) Don’t Do Drugs or Break the Law If drinking or drugs is proven to be the main reason for your disabilities or makes your conditions worse, it is likely your claim will be denied. A skilled SSD lawyer can help answer any questions you have about substance abuse. You should also avoid any kind of criminal activity as breaking the law can hurt your chances of receiving benefits.We Can HelpIf you are disabled and unable to work, call  Disability Attorneys of Michigan  for a free confidential consultation. We’ll let you know if we can help you get a monthly check and help you de termine if any money or assets you receive could impact your eligibility for disability benefits.Disability Attorneys of Michigan  works hard every day helping the disabled of Michigan seek the  Social Security Disability benefits  they need. If you are unable to work due to a physical, mental, or cognitive impairment, call  Disability Attorneys of Michigan  now for a free consultation at  800-949-2900.Let Michigan’s experienced Social Security Disability law firm help you get the benefits you deserve.Disability Attorneys of Michigan, Compassionate Excellence. Michigan Social Security Disability Attorney, Michigan Social Security Disability Lawyer