Reference Letter - Bank Officer free essay sample

30 September 2009 Katherine Tiong Vice President Manager, Human Resources Commonwealth Bank Dear Ms. Tiong: I am writing to you in support of Mr. Zhi Cong Yang and his desire to join your company. In his position as USYD Chinese Debating Club Team Leader from 2007 2008, Zhi Cong did an excellent job in his position and indeed was an valuable asset to our club. Hence, I highly recommend that he be given the opportunity to work in your group. Throughout the two-year co-operation with him in the Debating Club, it is undoubtedly that Zhi Cong is an outstanding individual with a strong character. He has the ability to produce impressive results in a wide variety of areas. During his position as a leader, Zhi Cong was responsible for training and supervising all the members and providing them debate skill seminar. In addition to his position, Zhi Cong is also one of our best debaters. We will write a custom essay sample on Reference Letter Bank Officer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With a very positive attitude, Zhi Cong had represented us in more than 5 tournaments in Australia and 2 international Chinese debate tournaments. During that time, with a perfect attendance record, he felt volunteering was an important leadership role, in which he learned debating techniques, leadership, club management and communication skills. His experience at Chinese Debating Club provided him with the aptitude that he needs for a future career. I believe Zhi Cong is destined to be a leader in Banking area, and therefore is an excellent candidate for your group. I highly recommend that you consider his application, as he will be a great asset to your company. If you would like further information, please feel free to contact me. Sincerely, Sam Yang Gong

Proof That Publishing More Content Wont Grow Blog Traffic

Proof That Publishing More Content Wont Grow Blog Traffic Its a little bold to say that publishing more content wont grow your blog traffic. I mean, more content + more social shares = more blog traffic Right? But this comes  from experience of what happened to us at when we published more content recently. Our social shares dropped  and our blog traffic wasnt too impressive either. And thats happened to us twice after we increased our publishing frequency. So I had to ask myself, Hey Nathan, could there really be a sweet spot for how many posts we should  publish a week to get the most social shares and blog traffic? After all, the answer may not be a lot of blog posts a week, but only a couple. And thats exactly what I found out. How To Publish More Content (And Get Less Blog Traffic) #blogging #contentmarketingWhy Publishing More Content Wont (Necessarily) Grow Your Blog Traffic Well- to be clear- it might but it also might not be worth your effort. Four weeks ago, we switched from publishing two posts a week to three. Thats a lot more content to create (especially considering our posts average 2,000 words and have about 8 graphics in them). So we really wanted to make sure the payoff was worth our time. This is what publishing 2 posts a week looked like. Before we made the switch to publish more content, 4 blog posts (2 a week)  averaged these stats within 2 weeks of being published: Social shares averaged 561 per post. Pageviews averaged 6,074 per post. Comments from readers averaged 6.5 per post. Not bad. So we should have been  able to get a  lot more results with 3  posts a week, right? This is what publishing 3 posts a week looked like. This is what our stats looks like for 6 blog posts (3 a week) within 2 weeks of being published: Social shares averaged 325  per post. Pageviews averaged 4,367  per post. Comments from readers averaged 3 per post. Not so good. This is what it looks like when you compare the  data. So whatever, right? I mean, thats not so bad. In fact, didnt blog traffic increase because we published more content? When you compare the data, switching from publishing 2  blog posts a week to 3: Decreased social shares an average of 236 per post. Thats a grand total of 1,950  which was 294  less than the previous average of 2,244. Yikes. Increased pageviews by 317.5 per post. Yes, that is an increase. It makes a total of 26,204 pageviews compared to 24,299. Thats an increase of only 1,905 pageviews to publish 2 more blog posts in a 2-week period. Decreased comments by 4 per post. So thats 17 compared to the previous 26. So Im kind of full of crap, right? I mean, we did increase our blog traffic. But to me, its not worth publishing two more posts to get fewer than a thousand pageviews per post. But was it really the publishing frequency? Now, there are a ton of outliers to consider into this: Who were the authors and did they have lots of followers? Were the topics we chose to cover not quite right for our audience? Should  we have experimented more with different publish days and times? Should we have shared our content differently with social media? Did we mess up when we emailed our subscribers (aka, you guys)? Did we give this study enough time for our audience to get used to the change? Not to mention: All of these posts target specific keywords that should help us grow our blog traffic in the long term. The posts published in the 3-a-week periods have been gaining a lot of  social shares just this week. Blog traffic has increased for all 10 posts in this study. And Im sure there were a billion other things on my mind once I realized our posts werent performing as well as they used to. Proof That Publishing More Content Wont Grow Your #Blog Traffic (And How To Do That)So I became Sherlock Holmes. The thing was our samples from each data set (2 posts a week,  3 posts a week) were very average for our content (no outliers to throw off the data I analyzed). I even looked at our email open rates: They were nearly the same as always. And during the testing time when we published 3 blog posts a week, we grew our  number of email subscribers. But the moment  our social media shares dropped, so did our blog traffic. My biggest conjecture on this: We gave our audience (you guys) so much content to share that you had to pick and choose what was worthy enough for you to share.  Even if we published 3  awesome posts a week, you needed a little diversity in your social shares- not all from one source. So when social shares drop, so does blog traffic. And that, my dear  Watson, is a complete guess. What do you think? Id love to hear your thoughts about this in the comments. 10 Things You Should Learn From Publishing More Content Honestly, it could have been a dozen things that led to a bit less blog traffic than I was hoping for. So here are my lessons learned from this experiment that will help you choose the right publishing frequency for your blog: 1. Dont be afraid to try new things. While this analysis is a bit young (it happened with content we published in February), I learned a lot by publishing more content. The entire team here at worked hard to mature our processes to create content super efficiently. That is a huge win well keep with us as we continue to create content our readers should really love. And we would have never known that publishing more might not be what our audience wants until we did it. And you can bet that Ill continue to look at the results of those posts to see if my thoughts about this change in a couple months. The manager accepts the status quo; the leader challenges it. - Warren Bennis Should the drop in blog traffic prevent us from publishing more content? This experiment- though ultimately not resulting in  the blog traffic I wanted- didnt impact our email subscribers, let alone product signups. Both of those figures were the highest theyve ever been at this time. So that is definitely something to consider for this: Should we really publish less content if stats like new signups are so high? Never be satisfied with status quo. Youll never know if you could be doing something that ends with much higher results. 2. Base your publishing decisions on data. I mentioned that weve bounced around with our publishing frequency a lot at . Thats a little funny coming from the guys who preach how to publish more consistent content, right? This is what our publishing frequency looked like for a couple months in 2014: The point is, we were testing to figure out what would work best for us. We were publishing the content we had. And we werent afraid to get scrappy to get things done. But in the end, we started focusing on publishing the right amount of times to get the most out of our content. By the time November rolled around last year, that right amount for us was twice a week. And hey, at the time, we saw blog traffic increase as we published less content. We published that way to create our own data. But, whats really ironic about this, is that theres already some data that basically says companies  that increase their publishing frequency from 3–5 times a month to 6–8 nearly double their leads.  So while this data is about leads and not blog traffic, publishing 2 posts a week should be a sweet spot. If there isnt any data, make your own. #contentmarketingIt would have been cool to know that information before we started just to measure that even better! 3. Plan  your publishing frequency to  achieve your marketing goals. I would have never cared about these slight changes- or added up the totals for this study- if I wasnt counting on every single blog post to contribute to a much larger goal. For every post we publish at , I measure initial success by the number of social shares and pageviews. For the special posts when we create free blog giveaways, I also monitor how many times you guys download those resources (infographics, checklists, templates, e-books, and more). Every post must contribute to our overall marketing goals to increase: Social media shares. Traffic in general. Email subscribers. signups. Doing the math, its easy to see how publishing more content may help us achieve our goals: Just divide your metrics goal by what an average blog post contributes to that goal. Thats a really rough estimate of how many posts you need to write to hit that goal. 4. Build momentum as you establish your publishing frequency. You shouldnt just rush in to publishing  more content. When we went from publishing 2 posts a week to publishing 3, we just switched to 3 and kept going. In hindsight, I wish I had given the team a bit of breathing room to build up our momentum by staggering several weeks  of publishing 2 posts then 3 posts. That would have helped us work through our processes with a bit less runaround.  But we  got it done because the entire team  had the ambition  to do it (and thanks for helping me out, Ashton and Krista!). Even for the pros, we still need to understand that running a marathon without training ends in fatigue. 5. Test the best days and times for publishing and sharing. A year ago,  we would literally publish new posts every single day of the work week. Then wed publish 3  posts the next week, and 4  the following. Were no strangers to testing what will work for us to achieve our marketing goals. But we needed to do that to know what would work for us. So when we decided to bump our frequency up to 3 posts a week, we used data from the best times to publish and  chose Monday, Tuesday, and Wednesday since blog posts published later in the week tend to perform a bit lower. We also bounced this idea off a few of our friends in a content marketing community to get their opinions on the best times to publish. Sometimes its worth it to publish on different days and times to understand how that impacts your blogs performance. 6. Analyze your data to actually know if youre reaching your goals. There is no way Id be writing this post if I didnt plan time to analyze our data. You write every post for a reason. Measure its success against that metric. Here is an easy way to do it: Divide your overarching goal by the number of posts you want to publish. That will give you a rough estimate for your goal per post. Tip: This is  similar to what you did in lesson #3. But its not the same. If you want to hit a marketing goal by maintaining the amount your  current posts contribute to that goal, go with lesson #3. The algorithm shared here actually gives you something to shoot for to  improve every post to hit your goal. From here, you can determine new ways to promote your content to get the blog traffic (among other goals) your content deserves. You write every post for a reason. Measure every posts  success. #blogging7. Dont believe what they say about vanity metrics. unless they say that vanity metrics like social shares matter. There is so much to learn by understanding how people share your content. For example: People read what they know is popular. People share what they know is popular. People subscribe to what they know is popular. And beyond that- social shares provide a solid gauge on how your content is performing. I noticed something was strange with our content when we started publishing 3 posts a week because our social shares count was lower than it had been in a long time. From there, I completely analyzed our blog traffic patterns to gather the data in this post. And that ultimately helped me make the decision to publish only 2 posts a week. 8. Understand the trade-off for quality versus quantity (and go for quality). Yeah, yeah. You already know this. But here is what we did to be able to publish more content: Free blog giveaways dropped from being in 3 of 4 posts to 2 of 6 posts. Thats a bit of a hit for additional resources that we know you guys find super helpful. And thats how we also get a lot of new email subscribers for our content. Graphics per post on average fell from an average of 7.5 to 6. Content length also dropped slightly  (with a couple outliers). While we made sure the topics were awesome- and the content was  great stuff you should have really liked- we did sacrifice a few bonuses we usually had in our content to be able to publish more. So, once again, someone just told  you that sacrificing content quality for quantity takes a hit on your social shares and blog traffic. But this time you  can actually see the data that backs up that claim.

Venus in Furs Book Review

'Venus in Furs' Book Review Not many writers have the distinction or the notoriety of having a psycho-sexual term named after them. The astonishing and ingenious sexual cruelties in the Marquis de Sades works, particularly in The 120 Days of Sodom, have made his name a byword, and in 1890 the German psychiatrist Richard von Krafft-Ebing introduced the word sadism into medical terminology (even though the sole manuscript of The 120 Days of Sodom had yet to be discovered and published, the full fury of which would wildly intensify the meaning of the term). Historian and Progressive Thinker Fittingly in the shadow of the overpowering de Sade, the Austrian writer Leopold von Sacher-Masoch inspired the term for sadism’s flip-side, masochism, which was also introduced by Krafft-Ebing. Von Sacher-Masoch was a historian, folklorist, collector of stories, and progressive thinker, but even though he produced dozens of books in any number of genres, he’s almost solely known for his infamous novella Venus in Furs (its the only work translated into English). Initially meant to be part of an epic novel-sequence called (Sacher-Masoch abandoned that plan after a few volumes), Venus in Furs was published as the fourth part of the first book, which was entitled, Love. Each book was named after one of the â€Å"evils† that Cain introduced into the world, and with this underlying premise- that love is an evil- von Sacher-Masoch reveals a seriously uneasy view of human relations. Venus in Furs - Beginnings The book starts with an epigraph from the Bibles book of Judith, which narrates the story of a clever and powerful woman beheading Holofernes, an Assyrian general. An unnamed narrator, then, opens the book with a strange dream of an icy Venus, who wears furs and who leads a philosophical discussion about how women’s cruel nature increases mans desire. When the narrator awakens, he goes to meet with his friend Severin, to whom he relates his dream. ​ Introducing Severin Severin is a strange and sober man who at times, the narrator relates, had violent attacks of sudden passion and gave the impression of being about to ram his head right through a wall.† Noticing a painting in Severins room depicting a northern Venus who wears furs and holds a lash that she uses to subjugate a man who is clearly a younger Severin himself, the narrator wonders aloud if the painting perhaps inspired his dream. After a short discussion, a young woman enters to bring tea and food for the pair, and to the narrator’s astonishment, a very slight offense on the woman’s part causes Severin to berate, whip, and chase her from the room. Explaining that you have to â€Å"break† a woman rather than let her break you, Severin produces a manuscript from his desk that tells how he was ostensibly â€Å"cured† of his obsession with being dominated by women. Confessions of a Suprasensual Man Entitled â€Å"Confessions of a Suprasensual Man,† this manuscript comprises all but the last few pages of the rest of the novel. Entering into this frame, the narrator (and the reader) finds Severin at a Carpathian health resort where he meets and falls in love with a woman named Wanda, with whom he draws up and signs a contract that makes him her legal slave and gives her full power over him. At first, because she seems to like him and enjoys his company, Wanda shies away from the degradations that Severin asks her to subject him to, but as she slowly allows herself to take up her dominant role, she takes greater pleasure in torturing him and increasingly grows to despise him for how he allows her to treat him. Leaving the Carpathian mountains for Florence, Wanda makes Severin dress and act like a common servant, forcing him to sleep in disgusting quarters and keeping him isolated from her company unless needed to serve some whim or another. These changes make Severin feel the palpable reality of his desires- a reality that he was in no way prepared for- but although he loathes his detestable new position, he finds himself unable to resist (and to keep from requesting) new humiliations. At times Wanda offers to put an end to their game  because she still has feelings of affection toward him, but those feelings fade as her mantle of power gives her free rein to use Severin for her increasingly twisted devices. The breaking point comes when Wanda finds a nearly superhuman lover in Florence and decides to make Severin subject to him as well. Unable to bear subjugation to another man, Severin ultimately finds himself â€Å"cured† of his need to be dominated by women. Telescoping back to the novel’s outer frame, the narrator, who’s seen Severin’s current cruelty toward women, asks him for â€Å"the moral† to all of this, and Severin answers that a woman can only be a man’s slave or despot, adding the caveat that this imbalance can only be remedied â€Å"when she has the same rights as he and is his equal in education and work.† This egalitarian last touch squares with von Sacher-Masoch’s socialist leanings, but clearly the events and stresses of the novel- which were mirrored closely in von Sacher-Masoch’s personal life, both before and after writing it- prefer wallowing in inequity much more that eradicating it. And this has been the novel’s main appeal for readers ever since. Unlike the works of the great de Sade, which soar as striking feats of both writing and imagination, Venus in Furs is much more of a literary curio than an artistic piece of literature. Its symbolic orders are muddled; its philosophical excursions are both ponderous and corny; and although its characters are vivid and memorable, they too often fall into â€Å"types† rather than exist as fully explored individuals. Still, it’s a curious and often enjoyable read, and whether you take it as literature or as psychology- or as erotica- there’s no question that this book’s whip will leave a distinct mark on your imagination.

Biology and Stem Cells Article Example | Topics and Well Written Essays - 750 words

Biology and Stem Cells - Article Example The embryonic stem cells (ESC) can be described as pluripotent which means that the cells can form any type of specialized cell. In addition, ESC can be considered as more widespread and ubiquitous as compared to the nonembryonic stem cells (non-ESC). The main source of ESC is the inner cell mass of blastocyst which is formed within a few days of the fertilization of egg which will develop into the fetus. The use and importance of the ESC had been recognized and thus the ESC line had been established in 1998 from an embryo. These ESC lines are created to be able to provide sources for the extraction of undifferentiated cells for application in the medical field. Aside from the extraction of ESC from embryos, there is an alternative manner of producing such cells. In the process known as the ‘nuclear transfer’ or therapeutic cloning, the nonphysiological ESC lines are produced. The nonembryonic stem cells, also referred to as non-ESC, are â€Å"multipotent† due to the restricted function in terms of differentiation and development into specialized cell types. The main sources of non-ESC are adults, specifically, the bone marrow thus referred to as the adult stem cells. The non-ESC can be classified as hemopoietic and mesenchymal stem cells. Hemopoietic stem cells can develop into the different types of blood cells. The mesenchymal stem cells are less differentiated compared to the other type. In addition to bone marrow sources, other sources are nose, muscle, liver, skin, brain, and eye (esp. retina and limbus). It is important to consider that although from adult source, stem cells are derived from comparatively less developed tissue sources.

Primary Causes of Problems at Amazon.Com and their Remedies Case Study

Primary Causes of Problems at Amazon.Com and their Remedies - Case Study Example Question 4 If Amazon buys products from other firms and simply ships them to customers, why does it need so many of its own distribution centers Amazon.com needs many distribution centers of its own because doing so enables it to make product deliveries to customers quickly and also helps the company to save on costs. In addition, the distribution centers were already in operation and therefore just had to be used by Amazon.com in the partnership deals with other companies ("Amazon.com"). Question 5 Will other retailers buy or lease the Web software and services from Amazon Can Amazon make enough money from selling these services Other retailers will buy or lease software services from Amazon.com because the company has immense infrastructure. Although Amazon.com has been making losses for many years due to the high initial costs and intensive promotion activities, it can still make enough money from selling the services it deals in. This evidenced by the fact that the company's financial position has improved somehow since the year 2000 (Post & Anderson, 2006). Customers' confidence in the company put it in a position to make profit. Question 6 Write a report to management that describes the primary cause of the problems, a detailed plan to solve them, and show how the plan solves the problems and describe any other benefits it will provide. Running Head: PRIMARY CAUSES OF PROBLEMS AT AMAZON.COM Primary Causes of Problems at Amazon.Com and their Remedies Abstract This report evaluates the problems faced by Amazon.com since its inception in 1994 and its current status. A detailed plan to solve the problems is given together with an account of how the... In the year 2000, Amazon.com on overhauled its entire system in order to give it a more customer-appealing look.The company spent $200 million on new systems such as software from Epiphany, logistics from Manugistics Company and a new database management system (DBMS) from Oracle. Furthermore, the company signed more contracts with companies such as SAS for data withdrawal and appraisal. All these services of course came with additional costs to the company. In spite of the additional costs, the biggest and perhaps most expensive deal was between Amazon.com and Excelon as a form of business-to business (B2B) integration. In the same year, Amazon.com linked with HP in a deal that would see the company offer information technology services to Amazon’s customers. Despite, Amazon’s desire to expand and dominate the online market, the company was criticized over its activities in 2000. For instance, that year the company conducted a price experiment by quoting different prices on DVDs to different customers. However, customers who logged in to Amazon.com web site at different times discovered that different prices were being offered at different times. Although Amazon.com later confirmed that it was offering random discounts of between 20 to 40 per cent, this never augured well with some of its customers. Among the customers’ sentiments were that they were being charged more when they shopped more and that the exercise was awfully sneaky and unscrupulous. Other customers referred to Amazon.com as a shyster.

Policy and Example Strategic Planning Essay Example for Free

Policy and Example Strategic Planning Essay Identify and describe what it is about strategic plans that make them difficult to implement. Support your argument with an example Strategic planning: matching organizational objectives and capabilities to the anticipated demands of the environment to produce a plan of action that will ensure achievement of objectives.( Denhardt Denhardt, 2010) What make strategic plans difficult is trying to plan make a decision that effects multiple people with different beliefs or issues. An example would be immigration reform the us is trying to reform the immigration rules and make a set of laws that effect multiple immigrants but not all immigrants have the same issues or back ground. Some immigrants or here do to no fault of their own, some are here on expired visas and others are just here straight out illegally. It hard to make law or a plan for those that are in this country due to no fault of their own. As the author notes, the effective communication of a policy analysis to policymakers is frequently difficult. Explain the sources of this difficulty, and describe at least three ways you might attempt to overcome it. Policy analysis: is the process of researching or analyzing public problems to provide policy makers with specific information about the range of available policy options and advantages and disadvantages of different approaches ( Denhardt Denhardt, 2010). The author pointed out in Denhardt Denhardt on page 203 is that the problem is only vaguely understood at the outset, and part of the analyst job to develop background statement or issue a paper that outlines the paper. On method of solving the problem would be to start a focus group or have a town hall meeting to discuss the issues or problems others have faced when it come to the issue you are researching. Two would be to conduct substantial research from various sources such as journals, books, news papers and so fourth, and third talk to people that or at the same agency level are you that could be helpful.

Birth Order Essay -- Analysis, Alfred Adler

Dating all the way back to the late 1800’s, Birth order has been studied thoroughly. An incredible amount of psychologist and doctors have studied how birth order, or a person’s rank by age among his or her siblings, can affect a child’s personality. Researchers find it difficult to find conclusions due to the fact that it is hard to establish a control group that has controlled variables. Experts say that â€Å"different social status, location of the family, and size of the family can create confusion and affect the quality of conclusions† (Hartshone par. 2). The first study done was by Alfred Adler, an Austrian psychiatrist born in 1870-1937. Adler argued that â€Å"birth order can leave an indelible impression on an individual’s style of life† (Voo Par. 2). A child’s â€Å"style of life† is one’s habitual way of dealing with the tasks of love, friendship, and work. Alfred Adler’s study concluded that birth order can affect all aspects of the developing child. According to Adler, â€Å"First-borns are forcefully taken off their throne when the second child comes along, which could create lasting controversy between them. He said, â€Å"The younger children may be pampered and spoiled† (Haines Par. 3). This may leave an effect on their later personalities. He also wrote about how other things should be considered in regards to the birth order outcomes such as the number of years between the birth of the oldest, middle, and youngest child. Experts have found that each child, depending on bi rth order, has certain tendencies. Nature vs. Nurture has much to do with the way a child’s personality will be formed. â€Å"Certainly, many individual traits and tendencies among brothers and sisters are the products of a unique arrangement of genes (Renkl Par. 2).†... ...nil.† (Education Par. 6) They did however, say that the only study which did show birth order effects apparent were the ones that were judged by their parents or siblings. The researchers were not the ones to find the effects. Therefore, this made the study result in there not being effects on birth order. This is just one example of how birth order is a very disputing and controversial study going on. In conclusion, birth order is indeed studied very thoroughly. Birth order can be the result of a unique arrangement of genes, or it can be the way you were raised and the environment you grew up in. Birth order may not even affect your personality at all! Psychologist and doctors will continue to work on new experiments and studies. New information is released all the time. There is no doubt we will have a much better understanding of birth order in the future.

Principles of diversity, equality and inclusion in adult social care Essay

Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the importance of diversity, equality and inclusion 1.1 Define what is meant by: a) diversity b) equality c) inclusion d) discrimination 1.2 Describe how direct or indirect discrimination may occur in the work setting 1.3 Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination 2. Know how to work in an inclusive way see more:key legislation relating to equality and diversity 2.1List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings 2.2Describe how to interact with individuals in an inclusive way 2.3 Describe ways in which discrimination may be challenged in adult social care settings 3. Know how to access information, advice and support about diversity, equality, inclusion and discrimination 3.1 Identify sources of information, advice and support about diversity, equality, inclusion and discrimination 3.2 Describe how and when to access  information, advice and support about  diversity, equality, inclusion and discrimination Additional information about the unit Unit purpose and aim(s) This unit introduces the concept of inclusion, which is fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Unit expiry date Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate) HSC 24 HSC 234 Guidance for developing assessment arrangements for the unit (if appropriate) An individual is someone requiring care or support Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Support for the unit from a SSC or other appropriate body (if required) Skills for Care and Development Location of the unit within the subject/sector classification system 01.3 Health and Social Care Name of the organisation submitting the unit Availability for use Shared Unit available from Unit guided learning hours 18 Additional guidance See ‘Guidance for developing assessment arrangements for the unit’ 1. Define what is meant by: (1.1.1) a. diversity Diversity basically means difference, difference in age, background, religion and the list goes on. It is important to create an atmosphere in which each diverse person feels equal in their surroundings b. equality Equality is everyone getting the same privileges and opportunities as everybody else no matter what shape, colour or beliefs c. inclusion No matter what even if it ay be a disability, gender or age a person is aloud equal access to a service no matter what d. discrimination Discrimination is generally treating someone as an outcast because they may be different in some way or another to everyone else 2. Describe how direct or indirect discrimination may occur in the work setting (1.1.2) When a person is not treated as equal as everyone else be it because of age, religion, gender, ethnicity, or sexuality. Example- you apply for a job as a shop assistant and your aged 50 but have all the necessary qualifications and plenty of experience. The person conducting the interview comments on your age in an inappropriate manner, and then tries to question you on your health problems. After the interview you find that the person conducting the interview pays more attention to the younger fitter people and then states you haven’t got the job, without giving a proper reason as to why. Indirect discrimination- When there are certain requirements or conditions which may affect certain people in many different ways. Example- searching through the newspaper looking for a job, you come across an add, it says you need to have some sort of vehicle to get from place to place. This is indirectly discriminating people who may be unable to drive due to some sort of disability or financial problems. 3. Explain how practices that support diversity, equality and inclusion  reduce the likelihood of discrimination (1.1.3) For those who support the inclusion of diversity and equality their more likely to attract those who are open minded and non-judgmental individuals, this would reduce the risk of discrimination. If there was any discrimination occurring there might be a more firm disciplinary towards the situation that has taken place. 4. List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings (2.2.1) †¢Race relations act 1976, amended 2000 This states that everybody no matter what race, nationality or ethnicity should be treated fairly like everyone else †¢Disability discrimination act 1995 This states that a person with a disability should be treated the same as an able-person †¢Employment equality regulation 2003 (religion or belief) This states that it is illegal to discriminate an individual at a work place because of their religion or beliefs this also covers those in training †¢Employment equality regulation 2006 (age) This states that it is unlawful for an employer to discriminate against anyone due to their age †¢The Equal Pay Act 1970 (amended 1984). This states that women must be paid  the same as men when they are doing the  same or similar work †¢The Sex Discrimination Act 1975  (amended 1986). This makes it illegal to  discriminate against men or women in  employment, education, housing or in  providing goods and services 5. Describe how to interact with individuals in an inclusive way (2.2.2) Many individuals interact in different ways it is important not to assume how a person may interact. The elderly When communicating with an older individual it is important to speak clearly and loudly, not shouting but keeping a loud clear voice while looking at them will help them hear what is being said and cut down on miss-communication. Many people just assume that when a person is elderly they are not able to do many things their selves, it is important to promote their independence and only intervene when they are comfortable for you to do so or when it is necessary (example, when they are at risk) The disabled Many people just assume that when a person is physically disabled their mentally affected as well which is not always the case. People who are physically disabled like to be treated as everyone else, for the people who are mentally disabled be it mild or severe there may be certain things that have to be altered when interacting with them. When speaking trying to not use technical words but smaller words so they understand will be a help, speaking clearly and sometimes using flash cards makes a big difference. Some disabled people again don’t like their independence taken from them, of course they will need help in certain areas but checking that it is ok to do so shows that you are not there to shadow their independence but enhance it slightly 6. Describe ways in which discrimination may be challenged in adult social care settings to promote change. (2.2.3) The way to deal with discrimination is to deal with it at the time it has arisen and encourage talking and to discourage this behaviour. I would ensure that the service users I work with know their rights and give them access to any information that they need, as well as offer any support they might need. If required I would make contact with an advocate who can help the service user to understand their choices and rights. 7. Identify sources of information, advice and support about diversity, equality, inclusion and discrimination (3.3.1) The Equality and Human  Rights Commission (www.equalityhumanrights.com) has a statutory remit to promote and monitor human rights and to protect, enforce and promote equality across the seven protected grounds, which are; †¢Age †¢Disability †¢Gender †¢Race †¢Religion and belief †¢Sexual orientation †¢Gender reassignment They are able to provide a wide range of resources, advice and guidance about all the areas of equality rights. They produce guidance documents about legislation, particularly the Equality Act 2010 and you can download these from the website. There are likely to be local recourses such as the Citizens Advice Bureau, Welfare Rights or Law Centres. Local libraries also have plenty of information available both online and in hard copy. 8. Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination (3.3.2) Knowing where to go and whom to ask when you need information and advice is important. If you are unaware or have tried a few places without success, do not give up. You owe it to the people you support to develop your knowledge and understanding so that you can pass on advice and encourage people to insist on being treated equally and to be able to access their rights.

Statistik dalam penyelidikan pendidikan

PENDAHULUANTajuk ini dipilih kerana parity pengkaji hendak mengetahui tahap penggunaan Teknologi Maklumat dan Komunikasi ( TMK ) di kalangan guru-guru Sains sekolah menengah di daerah Gombak bagi memastikan kejayaan mengintegrasikan teknologi ke dalam bilik darjah. Pendidik yang berkompetensi teknologi memahami hubungan di antara fungsi asas komputer dan pembelajaran pelajar. Setiap kali suatu teknologi baru diperkenalkan dalam bilik darjah, ada pihak yang Akan menyokong dan mendakwa teknologi ini Akan merevolusikan cara guru mengajar, cara murid belajar dan secara amnya keseluruhan cara pendidikan dikendalikan. Dalam abad ke-21 ini, negara menghadapi cabaran baru kesan daripada globalisasi, liberalisasi, pengantarabangsaan dan perkembangan Teknologi Maklumat dan Komunikasi ( TMK ) . Sehubungan dengan itu Malaysia memerlukan modal insan yang juga celik TMK, progresif dan mampu bersaing di pasaran kerja planetary. Oleh itu, guru-guru perlulah lebih `competent ‘ dan `well-informed ‘ , dimana seseorang guru itu berkemampuan mengolah maklumat dan pengetahuan yang sebegitu banyak dengan ketajaman daya analisisnya dan kemampuannya untuk berfikir secara integratif dan conceptual. Ini akan membolehkannya bertindak balas dengan cepat terhadap perkembangan pesat di sekitarnya. Beberapa masalah timbul mengenai pengetahuan tahap penggunaan Teknologi Maklumat dan Komunikasi di kalangan guru-guru Sains di sekolah menengah. Antaranya adalah:Sejauh manakah tahap penggunaan TMK oleh guru dalam P & A ; P Sains?Adakah penggunaan TMK membantu meringankan beban guru dalam P & A ; P Sains?Apakah faktor-faktor yang mendorong dan menghalang penggunaan TMK oleh guru dalam P & A ; P Sains?OBJEKTIF KAJIANObjektif kajian ini ialah untuk:Untuk mengenalpasti tahap frekuensi penggunaan TMK oleh guru dalam P & A ; P Sains.Untuk mengenalpasti tahap frekuensi bentuk bahan TMK yang digunakan oleh guru dalam P & A ; P Sains.Untuk mengenalpasti faktor yang mendorong penggunaan TMK oleh guru dalam P & A ; P Sains.Untuk mengenalpasti faktor yang menghalang penggunaan TMK oleh guru dalam P & A ; P Sains.Untuk mengenalpasti kelebihan penggunaan TMK dalam P & A ; P Sains.SOALAN KAJIANKajian ini dijalankan untuk menjawab beberapa persoalan mengenai tahap penggunaan TMK oleh guru dalam P & A ; P Sains.Apakah tahap frekuensi penggunaan TMK oleh guru dalam P & A ; P Sains?Apakah tahap frekuensi bentuk bahan TMK yang digunakan oleh gu ru dalam P & A ; P Sains?Apakah faktor yang mendorong peggunaan TMK oleh guru dalam P & A ; P Sains?Apakah faktor yang menghalang penggunaan TMK oleh guru dalam P & A ; P Sains?Apakah kelebihan penggunaan TMK dalam P & A ; P Sains?METODOLOGIDua teknik analisis telah digunakan dalam kajian ini, yakni yang pertama analisis deskriptif dan yang keduanya adalah analisis inferensi. Statistik deskriptif membantu mengatur, memaparkan dan menerangkan informations dengan menggunakan jadual, graf dan teknik rumusan. Terdapat lapan puluh responden, oleh itu ianya boleh diklasifikasikan sebagai sesuatu populasi. Selain daripada itu, statistic inferensi pula merangkumi teknik atau langkah yang menggunakan sampel ujikaji untuk membuat keputusan dan generalisasi terhadap sesuatu populasi. Justeru, demi memenuhi keperluan ujikaji, dua jenis analisis deskriptif telah digunakan. Analisis ini menggunakan peratus untuk menerangkan maklumat tentang latarbelakang responden seperti jantina, umur, bangsa, opysen, bilangan tahun mengajar matapelajaran sains dan latarbelakang pendidikan tertinggi. Analisis yang disertakan dalam kajian ini turut mengandungi peratus, min, sisihan piawai, mod, average serta julat minimal dan maximal untuk menerangkan pembolehubah-pembolehubah yang telah dipilih diatas. Selain daripada itu, empat jenis statistik inferensi turut digunakan dalam kajian ini. Chi- kuasa dua digunakan untuk mengkaji hubungan antara dua pembolehubah nominal, iaitu jantina dan bilangan tahun mengajar matapelajaran Sains. Ujikaji-T pula telah digunakan untuk menentukan min antara pembolehubah-pembolehubah tidak bersandar. Korelasi Pearson R, juga telah digunakan untuk menganalisa perhubungan di antara pembolehubah-pembolehubah tidak bersandar. Pembolehubah-pemboleh ubah yang dikaji adalah tahap penggunaan Teknologi Maklumat dan Komunikasi oleh guru dalam pengajaran dan pembelajaran Sains, faktor-faktor yang mempengaruhi penggunaan Teknologi Maklumat dan Komunikasi oleh guru, serta kelebihan penggunaan Teknologi Maklumat dan Komunikasi dalam pengajaran dan pembelajaran Sains.SAMPEL KAJIANDalam kajian ini, sampel terdiri daripada guru-guru yang mengajar mata pelajaran Sains di sekolah menengah. Sampel kajian ini dipilih secara rawak mudah yang terdiri daripada pelbagai bangsa dan agama. Persampelan rawak mudah merupakan proses menggunakan sampel bila mana individu dalam populasi mempunyai kebarangkalian yang sama untuk dipilih. Bilangan sampel terdiri daripada 80 Pongo pygmaeus guru yang mengajar dalam mata pelajaran Sains di sekolah menengah.INSTRUMEN KAJIANDalam kajian ini satu set soal selidik telah digunakan untuk mengumpul informations iaitu: –Bahagian A: Soal Selidik Latar Belakang RespondenBahagian B: Soal Selidik Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru-Guru Sains ( TPTMK )Bahagian C: Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( FPTMK )Bahagian D: Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( KPTMK )Bahagian A: Soal Selidik Latar Belakang RespondenBahagian A adalah soal selidik berkaitan dengan maklumat diri subjek. Antara item-item yang dimuatkan untuk mendapatkan maklumat pe ribadi guru ialah umur, jantina, bangsa dan opysen matapelajaran, Di samping itu juga, soal selidik ini berkaitan dengan sumber maklumat mengenai bilangan tahun mengajar dalam mata pelajaran Sains dan latar belakang pendidikan tertinggi. Sumber maklumat ini telah diubah suai oleh pengkaji agar bersesuaian dengan kajian yang dijalankan. Subjek diminta menandakan ( / ) terhadap sumber maklumat yang berkaitan dengan diri subjek.Bahagian B: Soal Selidik Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru dalam Pengajaran dan Pembelajaran Sains ( TPTMK )Bahagian ini adalah doal selidik mengenai tahap penggunaan Teknologi Maklumat dan Komunikasi terhadap subjek yang dikaji. Alat kajian ini sebenarnya menguji tentang kekerapan tahap penggunaan Teknologi Maklumat dan Komunikasi subjek dalam Masa seminggu dan juga tahap kekerapan penggunaan peralatan, perkakasan atau perisian yang dibekalkan semasa pengajaran dan pembelajaran Sains. Responden dikehendaki menjawab dua puluh Lima soalan dengan menggunakan dua pilihan jawapan iaitu ya atau tidak.Bahag ian C: Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains. ( FPTMK )Bahagian C adalah soal selidik berkaitan dengan faktor-faktor yang mendorong dan menghalang penggunaan Teknologi Maklumat dan Komunikasi oleh guru dalam pengajaran dan pembelajaran Sains. Dalam bahagian ini juga, responden dikehendaki menjawab Lima puluh soalan dengan menggunakan dua pilihan jawapan iaitu ya atau tidak.Bahagian D: Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains. ( KPTMK )Bahagian D pula, merupakan soal selidik berkaitan dengan kelebihan penggunaan Teknologi Maklumat dan Komunikasi oleh guru dalam pengajaran dan pembelajaran Sains. Bahagian ini terbahagi kepada dua kumpulan soalan. Responden dikehendaki menjawab soalan dengan menggunakan dua pilihan jawapan iaitu ya atau tidak.PEMBOLEHUBAH KAJIANPembolehubah bebas dalam kajian ini ialah umur, jantina, bangsa, bilangan t ahun mengajar dan latarbelakang pendidikan tertinggi. Manakala pembolehubah bersandar adalah tahap penggunaan TMK dan faktor-faktor yang mempengaruhi serta kelebihan penggunaan TMK. Soalselidik ini terbahagi kepada empat bahagian iaitu Bahagian A, B, C dan D. Bahagian A mengandungi pembolehubah-pembolehubah di bawah:JantinaUmurBangsaOpysenPengalaman mengajar matapeajaran SainsLatarbelakang Pendidikan TertinggiDalam kajian ini terdapat satu set borang soal selidik yang mengandungi tiga bahagian iaitu Bahagian A, Bahagian B, Bahagian C dan Bahagian D. Dalam Bahagian A, soal selidik latar belakang responden digunakan untuk mengumpul maklumat daripada responden, bilangan tahun mengajar dan latarbelakang pendidikan seperti yang dipaparkan di atas. Bahagian B pula, adalah soal selidik berkaitan dengan tahap penggunaan TMK guru dalam pengajaran dan pembelajaran Sains. Soal selidik tentang tahap penggunaan TMK ini terdiri daripada item-item yang berkaitan dengan tahap kekerapan mengunakan TMK dalam seminggu semasa sesi pengajaran dan pembelajaran Sains. Selain itu, item-item berkaitan dengan kekerapan menggunakan peralatan, perkakasan atau perisian TMK dalam Masa seminggu. Bahagian C, adalah berkaitan dengan faktor-faktor yang mempengaruhi penggunaan TMK oleh guru dalam pengajaran dan pembelajaran Sains. Dalam bahagian ini item-item yang terdapat dalamnya adalah berkaitan dengan faktor mendorong dan menghalang responden dalam menjayakan pengajaran dan pembelajaran Sains dengan menggunakan TMK. Bahagian D, adalah mengenai kelebihan penggunaan TMK oleh guru dalam pengajaran dan pembelajaran Sains. Bahagian ini terdiri daripada 50 soalan tertutup yang memerlukan responden menjawab ya atau tidak. Soalan -soalan yang dikemukankan merangkumi, kebaikan dan kelebihan TMK dalam meringankan beban guru dengan menjimatkan Masa, tenaga dan coss dalam penyediaan sesi pengajaran dan pembelajaran Sains.LATARBELAKANG RESPONDENItem-item dalam bahagian A soal selidik secara umumnya digunakan untuk mengenalpasti demografi responden Dari aspek umur, jantina, bangsa, opsyen, bilangan tahun mengajar matapelajaran Sains dan latar belakang akademik responden. Seramai 80 Pongo pygmaeus responden yang terdiri daripada 100 % guru Dari Lima buah sekolah menengah di sekitar daerah Gombak. Seramai 40 Pongo pygmaeus responden terdiri daripada guru lelaki, manakala selebihnya merupakan guru perempuan. Majoriti respoden Lelaki and Perempuan masing masing adalah 50 % ( n=40 ) Majoriti respoden adalah dalam lingkungan 30-34 tahun iaitu sebanyak 31 % ( n=25 ) .Diikuti 30 % ( n=24 ) adalah responden dalam lingkungan umur 25-29 tahun. Umur 35-39 ( n=2 ) responden adalah sebanyak 15 % manakala 14 % responden adalah dalam lingkungan 40-44 tahun. 45 keatas adalah sebanyak 6 % dan 4 % adalah umur diantara 20-24 tahun. Majoriti responden adalah Bangsa Melayu iaitu 44 % ( n=35 ) .Dikuti oleh bangsa Cina 28 % ( n=22 ) , 21 % ( n=17 ) adalah bangsa India, manakala 8 % ( n=6 ) adalah dalam kategori lain lain. Majoriti responden 85 % ( n=68 ) adalalah Dari aliran Sains, manakala 15 % ( n=15 ) adalah dalam aliran Bukan Sains. Sejumlah 39 % respoden ( n=31 ) mempunyai Pengalaman Mengajar diantara 4-6 tahun, 0-3 tahun dalam sebanyak 34 % ( n=27 ) , dikuti 7-9 tahun 20 % ( n=16 ) dan hanya 8 % ( n=6 ) mempunyai Pengalaman Mengajar 10 tahun ke atas. 75 % respoden ( n=60 ) adalah kelulusan Ijazah Sarjana Muda, manakala bagi Ijazah Sarjana dan Diploma masing masing adalah 13 % ( n=10 ) .Analisis informationsEmpat inferens analisis telah dijalankan. Khi kuasa dua digunakan untuk menguji perhubungan antara dua pembolehubah-pembolehubah tidak bersandar nominal, jantina dan bilangan tahun mengajar matapelajaran Sains. T-tests telah dijalankan untuk bandingkan cara antara pembolehubah-pembolehubah bersandar. Tiga pembolehubah bersandar yang telah dikaji ialah: Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru-Guru Sains ( TPTMK ) , Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( FPTMK ) , Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( KPTMK ) .Ujian DeskriptifJadual 6.1, 6.2 dan 6.3 menunjukan tahap-tahap bagi TPTMK, FPTMK, dan KPTMK masing-masing. Nilai berangka dimensi pembolehubah-pe mbolehubah di atas sahaja tidak menunjukkan kekuatan relatif tahap-tahap ini. Beberapa perbandingan diperlukan untuk menandakan ini. Jadual 6.4: Ujian Analisis Khi Kuasa Dua Antara Jantina Dan Bilangan Tahun Mengajar Untuk Keseluruhan Sampel ( N=80 ) . Langkah 1: H0: Tidak ada perhubungan jantina dan bilangan tahun mengajar H1: Terdapat perhubungan antara jantina dan bilangan tahun mengajar Langkah 2: Kami menggunakan taburan X? untuk menguji darjah kebebasan atau perhubungan antara pembolehubah jantina dan bilangan tahun mengajar Langkah 3: Menentukan kawasan penolakan dan bukan penolakan. Tahap signifikan ialah 0.05 atau 5 % . Kawasan dalam hujung kanan = ? = 0.05 Darjah kebebasan, df = ( Jumlah barisan – 1 ) ( Bilangan ruangan – 1 ) = ( 2 – 1 ) ( 4 – 1 ) = 3 Daripada Jadual X? , untuk df = 3, ? = 0.05, X? = 7.815 Langkah 6: Nilai 3.3 yang diperolehi adalah lebih kecil daripada nilai kritikal ( 7.815 ) dan ia jatuh dalam kawasan bukan penolakan H0. Oleh itu, kami menolak H1 dan mengekalkan H0 ; dimana tidak adenosine deaminase signifikan ( p & lt ; 0.05 ) perhubungan antara jantina dan bilangan tahun mengajar ( X? = 3.3, P & A ; gt ; 0.05 ) . Pekali korelasi additive adalah 0.0018 ( dibundarkan kepada 2 tempat perpuluhan ) Interpretasi: Korelasi di antara TPTMK and FPTMK adalah lemah. Korelasi kuasa dua, merupakan pekali bagi penentuan. r2 = ( 0.0018 ) 2 = 0.00 menunjukkan kiraan 0 % terhadap varians bagi skor FPTMK dalam kes ini. Langkah 4: Menguji dapatan signifikan R melalui hipotesis nul supaya tiada hubungan yang signifikan di antara skor TPTMK dan FPTMK. Bagi menguji nilai dapatan signifikan R yang diperolehi, pertama perlu setkan Arass signifikan yang hendak diuji iaitu 1 % atau pada P & A ; gt ; .01. Kemudian uji hipotesis mengenai populasi pekali korelasi P menggunakan sampel pekali korelasi r. Selain itu jadual taburan T boleh digunakan dalam ujian ini. Apabila n – 2 merupakan nilai darjah kebebasan. Hipotesis nul merupakan pekali korelasi additive di antara dua pembolehubah yang kosong, ? = 0. Hipotesis alternatif boleh menjadi: Pekali korelasi additive di antara 2 pembolehubah yang kurang daripada kosong, ? & A ; gt ; 0 Pekali korelasi additive di antara 2 pembolehubah yang lebih daripada kosong, ? & A ; lt ; 0 Pekali korelasi additive di antara 2 pembolehubah yang tidak sama dengan kosong, ? ? 0 Catat hipotesis nul: ( ? merupakan pekali korelasi populasi ) Holmium: ? = 0 ( Pekali korelasi additive adalah kosong dalam populasi ) H1: ? & gt ; 0 ( Pekali koralsi additive adalah positif dalam populasi ) bermaksud satu hujung ( Apabila kita menguji H1: hanya korelasi positif wujud di mana Iowa adalah mustahil bagi korelasi negative wujud ) ( Selain itu, kita harus menguji H1: ? ? 0, apabila kami ingin menguji korelasi kedua-dua atau negative iaitu ujian dua- hujung ) Langkah 5: Pilih fungsi taburan yang perlu digunakan. Taburan populasi untuk kedua-dua pembolehubah adalah normal. Oleh itu, kita boleh menggunakan taburan T untuk menunjukkan ujian tersebut adalah pekali korelasi linear. Langkah 6: Menentukan kawasan penolakan dan bukan penolakan Aras signifikan adalah 1 % . Melalui hipotesis alternatif, kita dapat mengetahui ujian itu adalah hujung kanan. Oleh itu Kawasan pada hujung kanan taburan T = 0.01 df = n – 2 = 80 – 2 = 78 Melalui taburan T, nilai kritikal bagi T adalah 1.292. Kawasan penolakan dan bukan penolakan untuk ujian ini adalah seperti di bawah: Langkah 8: Membuat keputusan Nilai bagi ujian statistik T = 0.016 is adlah kurang daripada nilai kritikal T = 1.292 dan Iowa jatuh di kawasan yang bukan penolakan. Oleh itu, kita menerima hipotesis nul dan membuat kesimpulan bahawa tiada hubungan additive yang signifikan, di antara TPTMK dengan FPTMK.DAPATAN KAJIANKeputusan Khi-kuasa dua menunjukkan bahawa tiada hubungan di antara jantina dan kawasan khas. ( X2= 3.3, P & A ; gt ; 0.05 ) . Sampel ujian-t yang berpasangan dijalankan untuk menilai jikalau terdapat hubungan di antara FPTMK dan TPTMK, FPTMK dan KPTMK serta TPTMK dan KPTMK. Keputusan menunujukkan bahawa min bagi FPTMK ( , SD= 8.9314 ) adalah signifikan dan lebih besar daripada min bagi TPTMK ( , SD=6.853 ) , t ( 158 ) =44.6329, P & A ; gt ; 0.025. Ini menunjukkan bahawa terdapat perbezaan yang signifikan di antara FPTMK dan TPTMK di kalangan guru. Keputusan ini juga menunjukkan bahawa min bagi KPTMK ( , SD=6.293 ) . Ujian-t di antara FPTMK dan KPTMK T ( 158 ) =51.7703, P & A ; gt ; 0.025. Ini juga menunjukkan bahawa terdapat perbezaan signifikan di antara FPTMK dan KPTMK di kalangan guru. Keputusan ujian-t di antara TPTMK dan KPTMK adalah T ( 158 ) =6.7902, P & A ; gt ; 0.025. Ini juga menunjukkan bahawa terdapat perbezaan yang signifikan di antara TPTMK dan KPTMK di kalangan guru di daerah Gombak.KESIMPULANKesimpulan yang boleh dibuat daripada analisis empat inferensi adalah khi-kuasa dua menunjukkan bahawa tiada perhubungan di antara jantina dan bilangan tahun mengajar. Manakala kesemua keputusan ujian-t menunjukkan bahawa terdapat hubungan di antara jantina dan pengalaman mengajar. Tambahan pula, keputusan kesemua ujian-t tak bersandar yang utama iaitu Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru-Guru Sains ( TPTMK ) , Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( FPTMK ) , Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( KPTMK ) ada menunjukkan perkaitan antara satu sama lain. Pekali korelasi Pearson di antara tiga pembolehubah ( TPTMK, FPTMK, KPTMK ) menunjukkan bahawa tidak terdapat hubungan additive yang signifikan di antara mereka. Berdasarkan pada keputusan analisis yang di perolehi, di sarankan adalah baik sekiranya tahap penggunaan teknologi maklumat dan komunikasi oleh guru ditingkatkan. Ini secara tidak langsung akan membantu parity guru meringankan beban guru-guru di sekolah dan Iowa juga akan memberikan kesan baik terhadap pelajar. Guru-guru baru juga harus menjalani kursus pra-pratikum di mana mereka perlu didedahkan kepada Pendekatan Penggunaan Teknologi Maklumat dan Komunikasi dalam Pengajaran Sains. Manakala guru-guru yang sudah berada dalam perkhidmatan atau guru yang berpengalaman, boleh didedahkan kepada Penggunaan Teknologi Maklumat dan Komunikasi melalui kursus pendek atau kursus dalaman. Umumnya, Iowa boleh dikatakan bahawa ramai guru yang berpengalaman secara semula jadi mempunyai banyak pendedahan dan motivasi untuk membangunkan profesion pengajaran mereka. Walaubagaimanapun, kepercayaan ini boleh menjadi persoalan dalam konteks fakta dimana kebolehan dan kecemerlangan seseorang individu boleh meningkat melalui insiatif sendiri atau pembangunan serta keazaman untuk memperbaiki diri sendiri. Oleh itu, ia boleh diringkaskan kepada realiti bahawa Iowa bergantung kepada diri guru itu sendiri untuk menyedari dan meningkatkan kemahiran pengajaran sendiri untuk menjadi guru yang inovatif dan kreatif.RUJUKANCoakes, S.J. , et Al. ( 2008 ) . SPSS Analysis Without Anguish. China: John Wiley & A ; Sons Inc.Green, S.B. , et Al ( 1997 ) . Using SPSS for Windowss: Analyzing and Understanding Data. New Jersey: Prentice HallMann, P.S. ( 2007 ) . Intoduction Statistic 6th Edition. New Jersey: John Wiley & A ; Sons Inc.Norusis, M.J. ( 1997 ) . SPSS Guide to Data Analysis. New Jersey: Prentice Hall

The financial statements in assessing a company’s performance and prospects. The WritePass Journal

The financial statements in assessing a company’s performance and prospects. Introduction     Ã‚  Ã‚   The financial statements in assessing a company’s performance and prospects. Introduction     Ã‚  Ã‚   Main Problems involved in revenue recognition:The views taken by the two boardsReasoned CritiqueConclusionRelated Introduction     Ã‚  Ã‚   Revenue is a key element to the users of the financial statements, in assessing a company’s performance and prospects. However, revenue-recognition standards in U.S GAAP differ from those in IFRS, and both sets of requirements are considered to be in need of improvement. In June 2002 the FASB and the IASB started a joint project to clarify those principles and to create common revenue-recognition standards that companies can apply across various industries and transactions. It aims to remove inconsistencies and weaknesses in existing revenue-recognition standards and practices and to provide a more robust framework for addressing revenue recognition issues. In this report we are going to analyze the main problems that are involved in the revenue-recognition, the views that have been taken into concern by the two boards and assess the appropriateness of the project and their thinking. Main Problems involved in revenue recognition: Problems arise in both US.GAAP and IFRS. As far as it concerns the US.GAAP, many standards exists that define an earnings process inconsistently. At this case the concept of an earning process might not be precisely defined and people often disagree on how it applies to particular situations. Take into consideration a cable television provider. Does its earnings process involve only the provision of a cable signal to the customer over the subscription period or is the service of connecting the customer to the cable network an additional earnings process? According to the Statement No. 52 of FASB,΄΄Financial Reporting by Cable Television Companies΄΄, ‘an entity accounts for connection services as a separate earnings process and recognizes revenue for them when rendered (but only in an amount equal to direct costs).’ The fact that entities apply the earning process differently to economically similar transactions makes the usefulness of the approach questionable. There are also some gaps in guidance and conflicts with asset and liability definitions. There is not for example a general standard on recognizing revenue for services. More guidance is needed because the earnings approach sometimes leads to misinterpretation of an entity’s contractual rights and responsibilities in financial statements. Such approach accounts for revenue with little consideration of how assets and liabilities arise and change over the life of a contract. As with the US.GAAP, revenue-recognition standards in IFRS could lead to misinterpretation of the financial statements since the recognized amounts might not represent the economic reality. This due to the fact that revenue-recognition of a sale, depends mostly on when the risks and rewards of ownership of the goods are transferred to a customer. This could lead a firm to recognize a good as inventory even after the customer has obtained control over it. This is inconsistent with the IASB definition of an asset which depends on the control of the good and not on the risk and the rewards of owning the good. IFRS also lack guidance in transactions that involve the delivery of more than one good or service,that is a multiple element arrangement. IAS 18 does not state clearly how or when a firm entity should segment a single transaction into components. Guidance is also needed on the measurement of the elements of such arrangements. As no particular measurement target exists, entities apply various approaches to comparable transactions, that lessens the comparability of revenues across entities. This comparability is also being reduced by the non-existence of a clear distinction between goods and services. There is also inconsistency between IAS 11 and IAS 18. Between those two there is not a clear and straightforward principle to apply in changing and complex transactions. The IAS 11 principle states that an economic entity should recognize revenue as the activities required to complete a contract that takes place. The IAS 18 on the contrary, states that revenue should be recognised only when an entity transfers control and the risks and the rewards of ownership of the goods to the customer. The views taken by the two boards Both IASB and FASB are pursuing an approach that focuses on changes in assets and liabilities rather than concept of realization and earned. The approach was chosen because the realization earned approach involves recognising late debits and overdue credits that do not meet the definitions of assets and liabilities. Through this approach revenue-recognition would result from changes in assets and liabilities rather than from satisfaction of the realization and earned criteria. The basic principle of the new proposed model is that an entity should recognise revenue when it transfers goods or services to a customer in the amount of consideration that the entity expects to receive from the customer. There have been suggested five key-proposals for this model. The first is concerned with identifying the contracts with the customer. A company could combine two or more contracts together if the prices of those contracts are interdependent. Equally, a company could account a single contract as two or more contracts if some goods or services are priced independently of other goods or services. The second is how to identify the separate performance obligations. A contract is all about promises to provide goods or services to a customer. Such promises are called â€Å"performance obligations†. An entity would account for a performance obligation separately only if the promised good or service is distinct. A good or service is distinct if it is sold separately or if it could be sold separately because it has a distinct function and profit margin. The third one is how to determine the transaction price. The transaction price is the amount of deliberation an entity expects to obtain from the customer in exchange for transferring goods or services. This price would reflect the company’s probability weighted estimate of variable consideration in addition to the effects of the customer’s credit risk and the time value of money. The fourth one is how to allocate this price. A company would allocate the transaction price to all separate performance obligations in proportion to the standalone selling price of the good or service underlying each performance obligation. The last one is how to recognize revenue when a performance obligation is satisfied. An entity should recognize revenue when it satisfies a performance obligation by transferring the promised good or service to the customer, which is when the customer obtains control of the promised good or service. The amount of revenue recognized is the amount allocated to that performance obligation in the transaction price allocation step. Reasoned Critique Many entities criticized the proposed model, but we will take into account the views of ’’Big 4’’. PriceWaterhouseCoopers agree with the board’s objective to define certain principles for revenue recognition that would provide clearer and more consistent guidance. There are however some concepts of the proposed model that according to their opinion, are ambiguous.   According to them, ’’the boards should consider a more practical approach in areas such as: (1)identification and separation of distinct performance obligations; (2)measurement and presentation of the impact of credit risk on revenue;(3)the impact of the time value of money on revenue recognition; and (4)accounting for warranties.’’   The changes in those areas should benefit the adopting entities at a greater level in comparison with the incremental processes, systems and other costs that may occur. KPMG believes that it’s a critical that the new standard provide a framework capable of addressing the broad range of current and emerging revenue recognition issues.   Despite the substantial changes in all areas, there are still some that lack revision or need further development. According to KPMG those areas are ‘’the concept and indicators of transfer of control, identification of distinct performance obligations, determination of the transaction price for transactions with variable consideration, consideration of collectability in the determination of the transaction price, recognition of onerous performance obligations, and identification of constructive performance obligations.’’ The boards should test the proposed model effectiveness to assess where it’s capable of being applied to various types of transactions. Ernst Young strongly believe that the five-step model will help entities to apply those principles. They are concerned however, about the application of the proposed model and the consequences of it. The organization notes: ‘’A new standard on revenue will impact all entities and the consequences of some aspects of the model are only the beginning to become apparent. It needs to be given further consideration to the potential effects of the proposed model, including the subsequent accounting for transactions and that constituents need more time to consider the proposals and comment further on them.’’ Finally Deloitte follows a more negative attitude towards the whole project. The organization disagrees with certain aspects of the Exposure Drafts proposals and they are more skeptical with the proposed model. The organization notes: ‘’ Our main concern with the ED is that the material in relation to ‘control’ is neither well developed nor clearly explained-we believe that the ED’s proposals on how the transaction price should be allocated between performance obligations and on how to account for contract modifications that are judged interdependent, should be modified.’’ The proposed model seems to be rather controversial. The clarity and the effectiveness of certain concepts seem to be questioned. A reasonable reaction, in my opinion, since many entities and accounting firms would be hesitant in the beginning. The same applies and for both IASB and FASB.   A concept project of such scale as the revenue recognition joint-project, will have major difficulties in its conceptual framework. As long as, it stays in theory and is not tested under real circumstances, it will always have those who opposed to it. It needs to be field tested to ensure that is capable of being applied normally. There are many aspects that need to be revised and change. The Boards should take into account the results of the application of the proposed model and seek ways in which the adaption and transition would be smoother and better. Conclusion There are some serious implications in the revenue recognition process. For that reason, the two Boards proposed some views to help in eliminating those problems. Those views have been criticized by the world as for their strengths and weaknesses and the effectiveness of the proposed model has been questioned. Nonetheless, FASB-IASB joint revenue recognition project is a significant effort, which is crucial for the future accounting standards. As Sir David Tweedie, chairman of the IASB,said: ‘The proposal by the two boards is the result of our intensified joint efforts. It is an important step towards a single global principle-based standard that would make it absolutely clear when revenue is recognized and why,’’.

Benefits of mentoring

Benefits of mentoring Mentoring provides critical guidance to a young person on his or her path to success. Mentoring is to support and encourage people to make their own learning in order that they boost their potential, develop their skills, improve their performance and become the person they want to be. Mentoring is a powerful development and consent. A mentor is a guide who can help the mentee to find the right direction and who can help them to develop solutions to career issues. Mentors are advisors, teachers, sources of funding and guides about classes, careers, jobs, graduate schools and life choices. Above all, mentors are motivators and role models, who believe in their mentees, see their potential, and help them get where they want to go. Mentoring really is something that can benefit everyone. As well as helping the mentee develop and advance through their career, the mentor can gain extra skills and understanding from the relationship. There is satisfaction in being able build up skills in helping someone else grow. The supportive, healthy relationships formed between mentors and mentees are both actual and long-term and contribute to an anchor of benefits for mentees and mentors. For a mentor, they have an opportunity to invest themselves in someone who looks for what they can offer. Mentoring for a mentor can also help build leadership skill because it helps develop the ability to motivate and encourage others. Another benefit for the mentor is improving communication skills because the mentee may come from different environment or background and the mentor and mentee may not speak the mentor the same language, which leads to finding a way to communicate more effectively as the mentor handles a way through the mentoring relationship. Additionally, the mentor learns new perspectives by working with someone less experienced, they gain a fresh perspective on things and learn a new way of thinking, which can help in work life as well as personal life. Along with that, mentoring can help with advancing your career because showing that the mentor has helped others learn and grow is becoming more and more necessary to advancement in today’s business world. F inally, the mentor gains personal satisfaction, seeing your mentee succeed as a result of your input is a reward itself. There are many benefits for youth. Mentoring youth can help as they go through challenging life transitions, along with dealing with stressful changes at home or transitioning with adulthood. Having the guidance, encouragement, and support of a trusted and experienced mentor can provide a mentee with a full extent of personal and efficient benefits. Close, healthy, supportive relationships between mentors and mentees that last for a serious portion of time are key to success. There is a wide range of mentors. Parents and guardian are obvious choices, as they are generally in the lives of youth and some are the most influential people in their lives. But there are teachers, coaches, ministers, and neighbors that are great options outside of parents and guardians. They are referred to as informal mentors because they are naturally-occurring and not matched, they all have the capacity to be good roles models, inspire youth and shaped their future. Mentors for youth are also available through formal and structed mentoring programs. Qualities takes a big role in mentoring. The most important role of a mentor is to support and encourage young people as they struggle to overcome obstacles and solve problems. Particularly when young people feel glum, upset with families, or unhappy with life situations, mentors are there beside them granting them to talk about anything and reminding them of elemental value. Secondly, a mentor is an active listener. Many times teenagers mention how little they feel listened to by most adults but mentors are different. Mentors always listen first and then speak. Along with listening there is pushing just enough, most teens don’t respond well to being pushed out of their comfort zone. They appreciate when mentors push them beyond what they might think they are capable of. Teens can tell whether an adult is legitimate interested in them and those who are just playing the role. Mentors value young people’s ideas and honor their changing feelings and moods.

Health facility maintenance Coursework Example | Topics and Well Written Essays - 250 words

Health facility maintenance - Coursework Example Wear and tear additionally reduces the usable life of machines and other medical equipment. Regular maintenance of medical equipment ensures that energy is conserved and that the equipment usable life is extended leading to optimal efficiency. Maintenance also allows defects to be detected early, thereby preventing emergency repairs that affect the smooth running of activities. Most Medical equipment is used to attend to people. Lack of maintenance can cause serious injuries to both the operators and the patients being attended to. Inadequacy in the hospital or medical equipment can cause more problems if not maintained regularly. For any avoidance of injury, it is of paramount importance that medical administration individuals ensure that equipment are maintained at the top most standards. In this regard, the hospital management can schedule regular maintenance checks for those machines that are seldom used, therefore keeping the machinery as good as new. Machinery maintenance is only one part of ensuring that accidents do not happen. On the other hand, staff members need to be trained on equipment safe work practices to avoid catastrophes. Having a machine working in the best condition is not enough. Individuals working on them need to know the best way of working with them to avoid wrongful