Time Series Management free essay sample

This paper examines how a hypothetical business specializing in matrouchkas can use time series to help balance the businesss budget and inventory and the added complexities of working in the import field. This paper presents a hypothetical business venture and addresses several business management schemes which could help make it succeed. The writer first states the problem, presents research methodology, analyzes the methodology and finally presents results and recommendations. From the paper: Many businesses use time series methods as a way of helping to balance budgetary and inventory needs. This paper examines how a hypothetical business specializing in matrouchkas (which are Russian stack dolls, which range in retail price from about 15 dollars for simply painted double or triple dolls for thousands of dollars for the most elaborately painted dolls that cost upwards of $10,000) business can use time series to help balance the business budget and inventory and the added complexities of working in the import field (which is always complicated, but especially so in this field in which the changing politically situation has forced constant adjustments by American companies working with Russia firms). We will write a custom essay sample on Time Series Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Should Parents Be Held Responsible for the Crimes of Their Children

Should Parents Be Held Responsible for the Crimes of Their Children Who is guilty when teens break the law? Should parents be blamed? Read to know who should be responsible for the crimes of teens. It’s no secret that teens break the law, thinking they’re basically invincible. They engage in underage drinking, vandalism, also possession, and under the influence, of drugs. But then some young people commit much bigger crimes – felonies such as breaking and entering into a house, grand theft auto, even murder, and rape. Children of all ages are capable of breaking the law, but it can be speculated that adolescents tend to break the law more. Unfortunately, teens in American engage in some pretty risky behavior in their middle and high school years. And unfortunately, these crimes have severe consequences that last a lifetime. While these minors are often thought of as children simply making mistakes, they are still rational, mostly reasonable human beings who knowing exactly what they are doing. So, therefore, their crimes should not make their parents responsible. Should Parents Be Held Responsible for the Crimes of Their Children? Could not, for one, be responsible for the crimes of their children, because any person of sound mind is a rational being. They know when they are committing a crime and doing something wrong. It has nothing to do with their parents – unless the parents are condoning, encouraging or taking part in the crime; then, and only then, should parents be held responsible for their children’s crimes. It is rarely the parent’s fault, even if they do teach their children right from wrong. Many people attempt to commit a crime because they think they can get away with it. The same goes for teens committing a crime: They do it, most of the time because they anticipate getting away with it. This is no reflection of one’s upbringing – only the way that person views right from wrong. Even if the children are diagnosed as mentally unsound, insane, crazy, manic-depressive, it’s still not the parent’s fault. SINGLE-PARENT CHILDREN BEHAVIOUR If someone’s child commits a crime and gets caught for it, a parent should not be held responsible for the child because it is the child committing the crime, not the adult. Some may argue how a child’s sense of right and wrong derives from the way their parents raised them – which is true; however, in the case of committing crimes, a child can still steal a pretty piece of jewelry from a friend even if they were taught as a child not to steal. This has nothing to do with the parent, only the child, or teen, committing the crime. If the child commits the crime, they should be at fault and charged appropriately. If one’s child commits the crime, unless the parent directly took part in the illegal activity associated with their child, the parent should without a doubt never be held responsible – not morally, emotionally or legally – for this crime. Parents Are Not Guilty! Unless the parent assisted in helping the child commit the crime –underage drinking drug usage, for example – the adult should never be held responsible for the child’s actions. If a kid gets in trouble, it’s easy to blame the parents, attribute the mishap to how they were raised, the kind of family they were born to. But that is what is wrong with this country: no one takes responsibility for their own actions, especially if they’re minors. It’s a major problem. This way, people become adults never being accountable for anything – they just blame it on someone else. This isn’t the way to go; all it does is condition someone that they are not going to face consequences when the do wrong. Why is that detrimental? Because a person gets a pretty rough reality check as an adult when they are faced with legal charges for committing a crime. At that point, their parents surely aren’t even in the picture. Only the child/teen sho uld get penalized for committing and crime. IS GUN CONTROL AN EFFECTIVE METHOD OF REDUCING CRIME In conclusion, we all make mistakes, and many of us, even on accident, commit crimes (just look at how often people send friends or family members prescription pain-relieve medication. One word: felony). And when people committing crimes are caught, they get charged. The same goes for children, mostly adolescents. They generally know when they are doing something wrong, so they should always be held responsible for their actions – and not their parents. The same, of course, applies to teenagers: when they get caught committing a crime, their parents should never be held responsible unless the parents assisted in the crime. It’s time to hold young people responsible for their actions.

50 Words with Alternative Spellings

50 Words with Alternative Spellings 50 Words with Alternative Spellings 50 Words with Alternative Spellings By Mark Nichol What is one to do when one finds a choice of spellings in the dictionary? Most dictionaries specify the preferred variant when two or more spellings of a word are listed, but others aren’t so clear. According to Merriam-Webster’s website, the former spelling is more common than the latter for the following words and is the preferred alternative: 1. acknowledgment / acknowledgement 2. adapter / adaptor 3. adviser / advisor (but advisory) 4. aeon / eon 5. ambience / ambiance 6. amok / amuck 7. appall / appal 8. around / round 9. ax / axe 10. caliber / calibre 11. counselor / counsellor 12. doughnut / donut 13. enclose / inclose 14. enroll / enrol 15. furor / furore 16. glamour / glamor 17. gray / grey 18. impostor / imposter 19. ingrain / engrain 20. inquire / enquire 21. judgment / judgement 22. lambaste / lambast 23. likable / likeable 24. linchpin / lynchpin 25. meager / meagre 26. mollusk / mollusc 27. movable / moveable 28. ocher / ochre 29. omelet / omelette 30. opossum / possum (but playing possum) 31. pincer / pinchers 32. pixilated / pixillated (distinct from pixelated) 33. pompon / pom-pom 34. racket / racquet (but racquetball) 35. sherbet / sherbert 36. somber / somber 37. specter / spectre 38. sulfur / sulphur 39. T-shirt / tee shirt 40. theater / theatre 41. till / ’til or til 42. timbre / timber 43. vial / phial 44. woolen / woollen 45. woolly / wooly 46. yogurt / yoghurt Discussion of distinctions in alternative spellings of some other words follows: 47. Bologna is the name of the meat product; baloney is a quaint slang synonym for nonsense. 48. Lasagne is an alternate spelling for the pasta usually referred to as lasagna; the latter spelling predominates for the name of the baked dish. 49. Mic and mike are both acceptable as short versions of microphone. 50. Savannah is spelled as such only as the name of the city in Georgia or the name of a hybrid of the serval, an African cat, and the domestic cat; otherwise, it’s spelled savanna. This list omits spelling variations that are primarily distinct in usage in American English versus British English (though some, such as gray/grey and specter/spectre, are also variations divided by an ocean). See this discussion on that topic with a list of categories of spelling differences. (But it’s a stick and tricky matter, so check out the comments for input from site visitors as well.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Writing the CenturyPhrasal Verbs and Phrasal Nouns

Learning Theories and Emergent Theories of Learning Essay

Learning Theories and Emergent Theories of Learning - Essay Example Starratt (2008) posit that decontextualized and depersonalized learning method in instruction posed an inauthentic, dishonest, disrespectful, and, hence, do not a virtuous learning approach (p. 1). Learners should be taught to discover the relevance and goodness of dialogue between learners and the relation of intelligible realities to their mutual interdependence (Starratt, 2008, p 1). These learning processes need learning-centred and extensive monitoring of their academic progress, as well as, diagnose the learning difficulties of students (Masters, 2005). Standard academic development is relevant to meet the needs and teachers must be constructivist broad-based leaders inside every classroom as a strategy (Lambert, 2003). The learning-centred approaches refers to the nurturing of students for clarity of knowledge, skills, and understanding including the academic design, diagnosis, and monitoring of individual progress (Lambert, 2003). Hence, it’s important that teachers po ssess quality teaching materials for effective teaching strategies (Lambert, 2003).Gross (2004) observed that numerous educators and schools are not quite supported by the government and hence, confront serious disruption in their roles as educators and expert managers of educational institutions. With lacking supports, educators are pulled from completing and achieving their targets hence, demoralizing students, teachers and managers (Gross, 2004). Education can only be successful when institutions are supported by the government to make it an effective and efficient service institution. This value-oriented education will put all learners within the positive tract and will motivate them to become pro-active stakeholders in a community that is struggling to remove the vestiges of poverty, illiteracy, social inequities, and ecological-related problems (Starrat, 2005). This can bring about the highest form of commitment and leadership in all endeavours and context. Teachers therefore play a crucial role in nurturing values and principle-centred knowledge for learners to genuinely and authentically live their lives in a deeply meaningful and value-centred sense of purpose. But these ideals can only be undertaken with support for change management; curriculum-instruction assessment; professional development practices; innovative pedagogical approach; and, education management (Gross, 2004; Wehlage, Newmann, & Secada, 1996). The learning process should be innovative and motivating for an authentic outcome using learners and instructors’ skills and ability to innovate means to elicit or generate the authentic outcome of education (Parens, 2005; Glendinning, 2005) Module 3: Learning Theories and Emergent Theories of Learning Teachers must develop a curriculum that is supported of an environment where students are allowed full participation, dialogue, inquiry, reflection, and rediscovering of the transformational models to revive their sense of purposiveness in this world (Tuana, 2007; Wehlage, Newmann, & Secada, 1996; Ornstein & Hunkins, 2004). Everybody has the notion that teachers are there to engage learners to improve their crafts, to make them action and result-oriented, and to inculcate on learners to be adaptive to changes and to possess such disposition of assuming responsibility to question falsities. It’s also from this notion that those who’d found the need to rise up from challenges brace themselves to respond to perplexed and multidimensional concerns on civilization, poverty, lack of access to quality education, conflicts and war, excessive human rights

BUS Unit 4 Individual project Research Paper Example | Topics and Well Written Essays - 750 words

BUS Unit 4 Individual project - Research Paper Example In addition to these factors, aspect that makes the Ohlin’s theory superior over the classical presentation is the fact that it measures the comparative advantage in terms of money (Davis, 1995). This is in contrast to the classical’s proposition that asserts the role of labor and received immense criticism for non-clarity. Ohlin’s explanation for the price differences in international trade accounts the supply factors in detail as compared to Ricardian’s only labor efficiency endowment. Hence for the economics and economist’s prosperity, Ohlin contributed with identification of factors that lead to the international trade than Ricardian’s typical classical approach of welfare proponent (Van Marrewijk, 2012). Another point that makes the Ohlin’s work mention worth is the explanation of the income distribution among partners. Ohlin asserts the role of factors of production in distribution of income among trading partners. The internatio nal trading cost is higher than the cost of domestic trading, because it includes tariffs, time costs, legalities and restrictions. All these costs in addition to factors of production eventually affect the evenness in the income of partners in international trade. ... d required that the factors of production that are considered in the international trade are needed to be much more specifically and narrowly defined when testing the endowment factor theory. For example there are different kinds of land (arable, urban, and unusable for any production). Different forms of capital are there as well. Therefore, more categorized form of factors of production being land, labor, capital and entrepreneur is important to understand the essence of role and impact of international trade. International trade continued to be the factor of debate. Staffan Linder, economist later, supported the concept of Leontief and added another dimension to it. In the view of Staffan Linder international trade has different explanation for manufacturer and agriculture. Staffan viewed the factor endowment theory working for primary (agriculture) goods but the debated on the explanation to be effective for manufacturing goods. In his view the international trade of manufacturin g goods does not depends on excess amount of labor and capital in the country, but actually it is driven by the demand at the domestic level and factor endowment at national level has little contribution. If the other countries do not demand for the excess production that is been undertaken in the supplier’s country then the production will be useless. ANSWER TO THE QUESTION FROM AUDIENCE SPECIFIC TARIFF It is an amount of money that does not vary with the price of good. The market conditions or inflation do not impact on specific tariffs. Specific tariff only changes periodically (Krugman, 2008). ADVANTAGES DISADVANTAGES The rising prices of goods in the international market do not impact the cost. Consumer prices are only increased by the level of other factors. This controls the

Is Financial Compensation Beneficial Or Detrimental In An Empowerment E

Introduction What is an Empowerment ? Basically empowerment means giving the employee the ability to do their work, i.e. through the right training, the right environment, the right information, the right tools and the authority that they need. It is thought that by giving the employee increased power and responsibility that the employee will have increased motivation. Organisations have developed a number of new programs in which it is hoped that employees will have empowerment and so increased motivation. What is an Empowerment Program ? There are six different forms of empowerment programs. i.  Ã‚  Ã‚  Ã‚  Ã‚  Pay for Performance. This gives employees rewards in relation to their performance on the job. ii.  Ã‚  Ã‚  Ã‚  Ã‚  Gain Sharing. Employees are rewarded when performance targets are met. iii.  Ã‚  Ã‚  Ã‚  Ã‚  Employee Stock Ownership Plan (ESOP). Employees are given shares in the company and so co-own the company which allow them to share in the improved profit performance. iv.  Ã‚  Ã‚  Ã‚  Ã‚  Lump-Sum Bonuses. Rewards are given to employees in a lump sum based on performance. v.  Ã‚  Ã‚  Ã‚  Ã‚  Pay for Knowledge. When employees learn new skills they are rewarded. This leads employees to learn new skills and so become more flexable within a company. vi.  Ã‚  Ã‚  Ã‚  Ã‚  Flexible Work Schedules. Workers can set their own working times. Motivation Motivation is a force which pushes a person to take a particular course of action, i.e. being motivated to go to school, to get something out of it, be it, to learn new things or just to get a good job out of it at the end which will bring high earnings. A basic model of motivation is shown below: NEED  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  BEHAVIOR  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  REWARD This shows motivation in action, from the previous example we can show that the need is the desire to learn or to get a good job, the behavior is to go to college or university and then the reward is gaining knowledge or a good job. There are two different types of reward ; intrinsic rewards and extrinsic rewards. Intrinsic are rewards gained in performing an action, i.e. f... ...with his two factors that workers have a set of motivators that it is best to concentrate on as this will lead to more job satisfaction and so improved motivation, of these motivators none of these were financial rewards. Improving financial rewards will lead to less job dissatisfaction and not job satisfaction or improved motivation for the work. Taylor argues that workers are like donkeys and that money is the main motivation, this is because in the capitalistic world today money does make a lot of difference and as in Maslow’s hierarchy of needs to satisfy the lower levels of the needs, money does make the difference and employees will be influenced by the amount of money that they can have, it will leave them feeling secure. Overall I feel that financial rewards can be very beneficial in an empowerment program and lead to job satisfaction which will lead to increased motivation from workers. Bibliography Management, Fourth Edition. Richard L. Daft. Business Information Technology, Systems, Theories and Practise. Geoffrey Elliot and Susan Starkings. The Practise of Management. Peter F. Drucker. Information Systems – A Management Prospective, Second Edition. Stephen Alter.

Ptlls Ass 1 Essay

Understanding your own role and responsibilities in Lifelong Learning * Explain your role within lifelong learning and summarise key aspects of legislation, regulatory requirements and codes of practice, relating to you and your role. When considering the role of a Lifelong Learning teacher a good place to start is the teaching and learning cycle. There are five stages to the teaching and learning cycle: identifying needs; planning learning; facilitating learning; assessing learning; and evaluating. My role as a teacher includes identifying needs, which is done through an initial assessment. The typical way to identify needs as an assessor is to ask the learner to fill out a needs assessment form at the start of the course. The form could include anything that would be relevant to the teacher to ensure that there are no barriers to learning and that the learner has equal access to learning. For example, information on the learner’s previous educational achievements, current learning level, functional skills tests, any disabilities, or any specific needs (such as availability) should be gathered during the identifying needs stage. From the initial assessment, the teacher can identify each learners needs and ensure that these are incorporated into the planning stage of the cycle. The planning stage includes ensuring the health and safety of learners by carrying out a risk assessment and completing appropriate schemes of work and lessons plans, including any allowances for learner needs identified in the initial assessment. Lesson plans must also include aims and objectives and activities and assessments that will ensure these are met. Having sound plans in place ensure that the teacher is well prepared with all of the necessary equipment and resources required to meet learner needs. A good teacher will continually return to their plan, adjusting it to meet the needs of learners as they progress through the course. With a thorough plan, facilitating learning will be a much easier task for the teacher. It’s the teacher’s role to ensure that they treat each learner equally and fairly. The teacher must also ensure that learners treat each other with  respect – ice breakers and ground rules help to address and challenge any inappropriate behaviour. A good teacher will facilitate learning using a variety of approaches and resources to meet the planned aims and objectives and learner needs. The teacher should also embed functional skills in the lesson. A vital role of the teacher is to assess whether learning has taken place. This should be done at the end of the course (summative) and periodically throughout each stage or lesson (formative). The teacher uses assessment to check that the planned aims and objectives have been met. Assessment activities can include observation, assignments, question and answer, and witness testimony. If learning has not taken place, the teacher must revisit the objective either individually or as a group. It’s a good idea to have ‘plan b’ activities prepared to try a different approach, just in case learning doesn’t take place the first time around. When the course is over, it’s the teacher’s role to gain feedback from the learners in order to reflect on and evaluate their teaching methods, approaches, and resources. The teacher should make changes and improvements where necessary. Another important aspect of the teacher’s role is ensuring that they adhere to legislative requirements (law) and any codes of practice that might have been set by an awarding body or their employer. The key pieces of legislation and codes of practice that apply to my role include: * Health and Safety at Work Act (1974) – risk assessment * The Data Protection Act (2003) – safe storage and use of data to protect learner from any security breaches * Every Child Matters (ECM) – lesson plans should indicate opportunities where the five outcomes can be met * The Human Right Act (1998) – need to consider issues of equality, diversity, and inclusion * Safeguarding – have a duty to report any action that could cause serious harm to a learner or another person * Disability Discrimination Act (DDA) (1995) – need to consider issues of equality. Awarding body and employer codes of practice, policies, and procedures * Explain how you would identify and meet the needs of your learners whilst promoting equality and valuing diversity within your role I would identify the needs of my learners by using an initial assessment. I would take any needs identified in the initial assessment into account when planning learning to include a range of activities to meet differing levels,  a range of approaches and resources to meet different learning styles, and taking into consideration any learner disabilities or potential challenges. In order to promote inclusion in the classroom I would ensure that I treat all learners equally by not favouring learners or identifying any disabilities or protected characteristics in front of other learners. I would value diversity by drawing on each leaner’s experiences to contribute to rich and varied group discussions. For example, a quick initial assessment to see if any learners have prior kn owledge will enable me to draw on their experiences to help their peers. 2. Understanding relationships between teachers/trainers and other professionals in Lifelong Learning. Explain the boundaries between the teaching role and other professional roles and summarise your own responsibilities in relation to other professionals The teacher must understand where their role (in cases where they are not qualified to support the learner), their own limitations, and when to refer a learner to another qualified professional. In relation to other professionals, it is my responsibility to know who to refer the learner to or where I can find appropriate information for the learner, I must observe learner confidentiality at all times and only personally refer the learner to other professionals nominated under codes of practice (otherwise I must direct the learner to the source of help), I have a responsibility to report safeguarding issues to the police or another qualified professional, and I must observe data protection legislation at all times when referring learners. I also need to cooperate and communicate effectively with other professionals to ensure that the learner’s needs are met. * Describe the points of referral you may use to meet the learner’s needs Support teachers within the institution – many colleges have support teachers who would be able to assist learners with dyslexia or with language issues that are creating barriers to learning. I would be able to directly refer the learner to a support teacher if I thought that it would aid learning. Citizens Advice Bureau – learners often experience barriers to learning and motivation if they have legal or financial stresses in their personal life, which will need to be overcome if learning is to take place. The Citizens Advice Bureau offers free legal advice on financial and other issues. I would not be able to directly refer the learner to the Citizens Advice Bureau, but it is my responsibility to hold contact information or know where it can be sought. Childcare providers – again, a learner with childcare issues may experience barriers to learning. I would not directly refer the learner to a childcare provider (unless they were within a college or educational institution) but I have a responsibility to advise the learner on where they can find access to child care advice and guidance. 3. Understanding own responsibility for maintaining a safe and supportive learning environment. Explain how you are responsible for maintaining a safe and supportive learning environment within your role and ways that you would promote appropriate behaviour and respect for others To provide a safe supportive environment, the teacher must ensure that the learners’ needs are met in line with Maslow’s hierarchy of needs. The teacher must ensure that they can meet the learners’ basic needs of food, water, breaks, and hygienic toilet facilities. Then they must address the safety of the learning environment by carrying out a risk assessment. Part of the planning stage, the risk assessment should be completed for every course or lesson in line with Health and Safety at work Act (1974) (HASAWA) requirements and continually reviewed and updated (along with any safe work method statements). The teacher must know how to complete a dynamic risk assessment in case resources or the environment changes after they have completed the initial risk assessment. Facilitating icebreakers is an important part of the teacher role in order to create and maintain a supportive environment where learners feel a sense of belonging. Ground rules are also an important part of respecting each other and underpin appropriate behaviour. Finally, assessment and feedback will help to increase learner confidence and responsibility for learning to help learners achieve their ultimate goals. Word count: 1294 (not including questions) Bibliography Gravells, A.