Performance report Essay Example | Topics and Well Written Essays - 1000 words

Performance report - Essay Example This was a great place to be because it was luxurious as a result of perfect world class music playing. Masekela’s performance had a resounding message of heightened global awareness and social justice. This piece of the message was directed to the general community as it touched more on social movements that empower people. His music laid the message to different states to consider social justice before indulging into atrocities that endanger their citizens and the neighboring countries. The musicians presence indicated there will to entertain while at the same time passing information that is embedded in their lyrics. The audiences too were present to get entertained and get involved as the music progressed on. The musicians were professionals who were paid at the end of the concert for their services. The audience came to this event because it was an organized function that was to attract clients who love music. The event was scheduled to occur on Tuesday, March 25, 2014 at 7:30pm at SFJAZZ center. Guests were to pay $ 30 in advance or $ 35 at the door (â€Å"SFJAZZ† 1). Masekela’s music can be associated with the events that occurred in South Africa due to apartheid. At the age of 14 years, he had learnt to play a trumpet that he was given by Archbishop Huddleston. He, together with some youths who got interested in playing the instruments formed a band known as the Huddleston Jazz Band. His music had the experiences that they exhibited due to slavery and apartheid. Most people were touched by them because they underwent similar problems. Masekelas music traverses different races and gender. He has audiences ranging from children aged 10 years to old men of different ages. All kinds of people come to see him perform (Masekela 1). Masekela’s music band consists of him as a vocalist and a flugelhorn. Cameron, John plays the guitar while Randal Skippers plays the keyboard.

Legal Environment of Business Research Paper Example | Topics and Well Written Essays - 1000 words

Legal Environment of Business - Research Paper Example European Union employment law protects all employees in the European Economic Area. However, each country has its own employment regulations. The employment laws cover issues to do with working conditions, wages and immigrant workers. In both Europe and the U.S, it is the obligation of workers to perform their duties with respects and veneration to their employees (Wanda, 2010). This relationship is founded on shared understanding and trust. The employees should work towards meeting international standards. Loyalty amongst employees and the employer is also critical, and it is, therefore, illegal when employees perform actions jeopardizing their employer's interests. The relationships between employers and employees in Europe and the U.S are an equivalence of a master-servant relationship. The employer, therefore, possesses absolute power over the employee. Despite this, labor laws have been enacted in both Europe and the United States setting minimum wage limits. This protects the employer from exploitation. Among the basic rights the employee enjoys include, a right to be provided with a healthy and safe environment. Amongst the countries that have been in the forefront of shaping labor laws and guidelines in the world are European countries and the United States. Despite Europe and United States cooperation in the development of what can be termed as labor standards that are acceptable globally, there exists various significant differences on how the two authorities conduct employment related issues.

The Solow Swan model of economic growth

The Solow Swan model of economic growth 1.0 Purpose Examine aspects of the Solow-Swan model of economic growth and identify whether capital accumulation has been the cause for growth in the cases of South Korea and Australia. 2.0 The Solow-Swan Model in brief The model shows how growth in capital stock (KM) and labour (L) affect economic growth (Y). It assumes that there is diminishing marginal returns for labour and capital considered separately as inputs and constant returns to scale when taken together. Mathematically, this is expressed as: Y = AK ÃŽ ± L 1-ÃŽ ± (from Cobb-Douglas Production function, where Y= National Income, K=Capital, L= Labour, A= Total Factor Productivity and 0

The Deadly Nature of Chronic Wasting Disease Essay -- Exploratory Essa

The Deadly Nature of Chronic Wasting Disease The newly born fawn, still wet with milk on its lips, suddenly tumbles over from the huge impact of the .300 weatherby rifle. Next, goes a small two point, followed by a fat doe packing twins. As the rest of the herd trots off, the big four point buck gets his last taste of life. This, all a result of the rifleman atop the hill who has begun the culling of deer to control Chronic Wasting Disease. The recent outbreaks of Chronic Wasting Disease on Colorado's commercial elk herds, is considered to be the worst ever. Biologists are trying to find out what this means to the wild herds of deer and elk on the Western Slope. Unfortunately, so far, the only method of treatment that has been discovered is complete eradication of the entire herd. Now, scientists are wondering if Chronic Wasting Disease (CWD) is a disease that has been around forever, or do we need to spend millions of dollars on the research (Herring, 2002). Research and Background The origin of CWD is unknown at this day and age, but it was first discovered by researchers in a Colorado research facility in the late 1960's. Researcher's say that wildlife diseases seem to have a way of going undetected or unnoticed. The early cases of CWD were found in northeastern Colorado and southeastern Wyoming. Commercial elk herds in Colorado, Kansas, Montana, Nebraska, Oklahoma, South Dakota, Saskatchewan, and Alberta have been diagnosed with CWD. Although, South Dakota, Wisconsin, Wyoming, Colorado, Nebraska, New Mexico, and Saskatewan have found cases of CWD in their state's wild deer herds. CWD is a brain and nervous system disease that is very fatal, and occurs in deer and elk. It is very similar to Mad Cow Disease becaus... ...rch 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Madson, C. "CWD's impact on deer herds". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Meredith, T. "Managing CWD". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Meredith, T. "New research". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Reed, T. "Risk to humans". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Zitek, M. & Reed, T. "Surveillance and regulations". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwdinfo.org/info.org/pdf/ WYcwdarticle.pdf

Does the No Child Left Behind Act Meets its Objectives? Essay

Introduction to the Study Signed into law by President George W. Bush last January 8, 2002, the ‘No Child Left Behind Act’ or ‘NCLB act’ has been the latest and is considered as the most momentous and major initiative in the Federal education policy. It is a revision of the former ‘Elementary and Secondary Education Act’ more notably known as the ‘ESEA’ passed on 1965. The law’s enactment is based upon the general purpose of ensuring that every child studying in America’s public schools will be able to reach the standards of learning set upon and common to wherever state the child resides. The primary goals of this act aside from reaching high quality of education is to excel primarily in reading proficiency and mathematical skills by the end of 2013-2014. Specifically, it intends to increase reading comprehension and proficiency of all third grade students by the same year.   It also wishes to improve the proficiency of all limited English speakers. The act also requires that by the year 2005 to 2006, all teachers in the United States Public schools shall be highly qualified. This means that all teachers shall pass the minimum qualifications set by the act which includes, ’a bachelor’s degree, a full state certification and demonstration of subject-matter competency for each subject taught and a report of the teacher’s progress in the annual report cards’ (Paige, 3). This paper intends to dwell into the objectives set by the act and to look deeply on its effectiveness, perceived flaws and possible reforms. In its six year of existence, the law has generated both praise and criticism from the general public. The efficiency of the act has since been debated. Its effectiveness is questioned mainly due to the lack of budget and resources, poor implementation and manipulation of results. The NCLB looks forward in helping the different States in strengthening the reading programs from grades 3 to 8, creating charter schools, establishing before and/or after school programs, developing professional and high quality education through teacher’s preparedness and parental participation. For the states to receive federal funding they are required by the NCLB Act to create ways of assessing the basic skills of students in certain grades. With this regard, the standards of education is not set by the national government or authority, instead, it is based upon individual criteria of each states. Statement of the Problem As of the moment there are several controversies surrounding the effectiveness of the NCLB act even after studies and results of research shows an increase in reading proficiency and mathematical skills of the students in American public schools. The main objective of this research project is to try to understand if the NCLB act is meeting its goals. Background of the problem It is believed that in the six years since the enactment of the NCLB act it has so far produces problems on the issues on education rather than resolves them. The act is a ‘federal effort to support the primary and secondary education in the United States (Paige, 1).’ Fundamentally, it is outlined to accommodate the ‘four-common-sense pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options and expanded local control and accountability (Paige, 1).’ The act is funded upon the participation of the States on the program, this ought to reflect that the standards are set and enforced effectively. It is believed that by so doing, the States would enforce and tighten their standards to achieve the desired goals of the act. Those who cannot comply with the standards would need to undergo a ‘scientifically based research’ that will aim on ‘developing a plan to turn around school (Paige, 2)’. The school that will be consider as ‘in need of improvement’ will have to ‘spend at least ten percent of their Title 1 funds to assist teachers (Paige, 2).’ Since the act provides a system of rewards and punishments for participating schools and states, issues’ regarding test scores manipulation has challenge the validity of practicing and participating in the act in general. To be able to determine the proficiency and skills of the students the States needs to give them a standardized exam. Given that the test is made by each State, there is a possibility that they will lower the standard of their test to be able to meet the standards set by the act. Another important issue that is being voiced by a majority of critics involves the focus in achieving basic and technical skills mainly in Mathematics and English language. This might affect the ability of the child to explore other areas of education. Also, since the test is standardized in States, there is a problem regarding the skills and abilities of local natives. People have different talents. People vary in their ability to adapt and to learn. Forcing a specific education to the majority of the people will logically result to a cut back in other areas of education, skills and abilities. Although, Mathematics and English are very important skills, there are things that are being sacrificed because of the narrowing down of the curriculum. Theoretical Basis for the Study The theoretical basis for this study will be grounded in the law and the learning theory. So far, the federal law has found that the NCLB act, as most statesman claims is not fully funded. As mentioned by the American Federation of Teachers or AFT, ‘the promise to fund NCLB remains unfulfilled. This shortfall has undercut the efforts of states, districts and schools at a time when they are working to meet new, rigorous requirements for students and teachers (www.aft.org).’ Learning theorist such as that of Skinner seems to be the framework that shall be used to follow the NCLB program. Skinner believes that pleasant experiences cause positive behavior while punishments are effective negative reinforces. Nonetheless, this type of learning theory has long been debunk and is not an effective means to teach students. As Roxanne Everhard mentions in a formal paper: Like many K-12 classroom teachers who try to use the constructivism approach to teaching, I do my best to provide an atmosphere where students are able to explore and integrate knowledge into their own prior experiences. Constructivism is a learning theory that is more inclined on a facilitator-based learning. This learning theory tries to show that there are times when test results do not necessarily reflect the capability and achievements of students. In this view, one can asses, that the NCLB may indeed create a narrowing of curriculum, it might even hinder some students from achieving their full potentials. Research Questions What are the objectives of the No Child Left Behind Act? What are the effects and implications of the said act on the overall quality of education in the United States? What are the necessary changes and/or revisions that need to be done? What are the general effects, negative and positive, of the NCLB to the students so far? Limitations Limitations are foreseen upon the national data and statistics that is needed to show that there are indeed a decreasing pattern in the quality education of the American population. However, this will not greatly affect the research since, there are enough internet access and literature on the data of drop outs or push out of students starting 2002 in public schools in order to attain or meet the NCLB standards. Some states might have available data regarding health problems or issues regarding the effects of NCLB on the student, however, some states do not. Research Design/Procedure Descriptive Research: Descriptive research attempts to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately. Descriptive research is used in the literal sense of describing situations or events; its data base is solely descriptive. The researcher makes a systematic analysis and description of the facts and characteristics of a given population or event of interest. The purpose of this form of research is to provide a detailed and accurate picture of the phenomenon as a means of generating hypotheses and pinpointing areas of needed improvements. (Person, 2008) It does not necessarily seek or explain relationships, test hypotheses or make predictions. Population This includes the number of students enrolled in public schools from the year 2002 to 2008. It shall also include the number of drop outs, discharged or push out students. Definition of Terms The No Child Left behind Policy as defined by the U.S. Department of Education is a landmark in education reform designed to improve student achievement and close achievement gaps. Push outs are students who are push out of school and referred to another school in order to achieve the set standards by the NCLB Act. Scientifically based research, is a methodological research base on research which determines what programs are effective and what are not. This is contrary to qualitative research which uses anecdotes, surveys and case studies. Narrow Curriculum means that there are subject areas that are being left behind in favor of a more rigid program that includes only a few subjects. Organization of the Study Chapter two will present a review of related literature which includes the claims and articles in favor and not in favor of the NCLB Act. The next chapter will then specify the methods of research and the appropriate designs and procedures in researching for this study. The fourth chapter is basically presentation of findings from analysis of the given data regarding the methods and deficiency in meeting the objectives of the NCLB Act. The last chapter will give the conclusion and some remarks on the implication of the finding to the effectiveness of the ‘No Child Left Behind Act’. Works Cited American Federation of Teachers. NCLB—Let’s Get  It Right. http://www.aft.org/topics/nclb/index.htm Berliner, D.C. & Biddle, B.J. (2002). What Research Says About Unequal Funding for Schools in America. Education Policy Reports Project. Retrieved November 10, 2006, from ERIC database. Conway, Judith. (1997). Educational Technology’s Effect on Models of Instruction. Retrieved March 3, 2008, from http://copland.udel.edu/~jconway/EDST666.htm Everhard, R. Formal Paper: Do effective learning theories have to be left behind in our quest to satisfy the requirements of NCLB’s technology component? 2003. Flesher, J. Education Secretary Says ‘No Child Left Behind’ Critics are Whiners. From Associated Press, June 3, 2004. Furger, R. NCLB: Law and Evolution. Edutopia Magazine. 2007. Gallagher, J.   J. No Child Left Behind and Gifted Education. Roper Review 26.3 .2004. Retrieved on March 3, 2008, from Questia.com Holzberg, Carol S.No Child Left Behind: A Must Know Web Guide for Administrators. 2003. Technology and Learning, 2, pages 6-8.   Hyde, S. No Child Left Behind: A Review. Feb. 29, 2008. Retrieved on March 3, 2008, from http://curriculalessons.suite101.com/article.cfm/no_child_left_behind_a_review. McCracken, N. Surviving Shock and Awe: NCLB vs. Colleges of Education. From English Education, January 2004, pages 104-118. Mills, M. Educating Language-Minority Students. 2003. Mocilnikar, L. Gifted Children and NCLBNo Child Left Behind, Except the Gifted Ones. 2006. Retrieved on March 3, 2008, from http://parentingagiftedchild.suite101.com/article.cfm/gifted_children_and_nclb National Center for Education Statistics. Dropouts’ rates in the United States: 2000. Retrieved on March 3, 2008. Retrieved from the World Wide Web: http://nces.ed.gov/programs/digest/d07/tables/dt07_103.asp National Clearing House for Bilingual Education. No Child Left Behind Act of 2001, conference report to accompany H.R. 1, report no. 107-334. 2001. National Center for Fair and Open Testing. Reality Teasting-NCLB. Retrieved on March 3, 2008, from http://www.education.com/reference/article/Ref_Reality_Testing_NCLB/. New York State Education Department: Core Curriculum. Retrieved March 3, 2008. Retrieved from the World Wide Web: http://www.emsc.nysed.gov/ciai/cores.htm Nolet, V. and McLaughlin, M. J. Accessing The General Curriculum: Including Students with Disabilities. 2005 NEIRTEC. (n.d.). Technology Briefs for No Child Left Behind Planners. Retrieved November 26, 2003, from http://www.neirtec.org/products/techbriefs/index_html.asp NYSUT News Wire. Rothstein: NCLB is ‘dead’. 2007. Retrieved on March 3, 2008, from http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/endingthegap_8801.htm. Paige, T. No Child Left Behind: A Tool Kit for Teachers. Diane Publishing. 2004. Person. Lecture Notes. 2008. Peterson, P. No Child Left Behind? : The Politics and Practice of School Accountability. 2003. Robertson, J. Teachers Feeling ‘Extra Pressure’.† The Kansas City Star .2003. Stein, S. The Culture Of Education Policy. 2004. Spring, J. Political Agendas For Education: From The Religious Right To The Green Party. 3rd Ed. Routledge. United State Department of Education. Four Pillars of No Child Left Behind. Retrieved March 3, 2008 from, http://www.ed.gov/nclb/overview/intro/4pillars.html U.S. Commission on Civil Rights. Closing The Achievement Gap: The Impact Of Standards-Based Education Reform on Students. Performance.   Diane Publishing. 2004. U.S. Department of Education, Office of Elementary and Secondary Education, No Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Left Behind: A Desktop Reference, Washington, D.C., 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved March 3, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ed.gov/admins/lead/account/nclbreference/index.html?exp=0 Wilson, M. NCLB: Taylor-Made for De-Skilling Teachers. Retrieved on March 3, 2008. Retrieved from http://www.ncte.org/about/issues/slate/117626.htm. Woods, B. Book Review: Perspectives on the Mistreatment of American Educators: Throwing Water on a Drowning Man  by Norman Dale Norris. Retrieved on March 3, 2008, from http://louisville.edu/journal/workplace/issue6p1/woods.html Wright, P., Wright, P. and Heath, S. Wrightslaw: No Child Left Behind. 2006.   

Decoding Apple’s Balance Sheet Apa Format Essay

Decoding Apple’s Balance Sheet In March of 2009, Apple had its best March quarter revenue and earnings in Apple history (Apple). In order to see how this occurred, it is important to look over the financial statements of Apple. There is a lot of information available to investors who are interested in investing in a company. By looking specifically at the balance sheet of Apple I am going to determine if investing in Apple is a good idea or a bad idea. Some things I am going to consider are Apple’s assets, liabilities, and shareholder’s equity. These areas should give me insight to how the best quarter in Apple history ame to be. Looking at the current assets of Apple, cash and cash equivalents went down from 1 1. 8 billion dollars to 4. 4 billion dollars. This may look bad at first, but all of the other assets must be added to this in order to get an overall picture of the assets. Short- term marketable securities went up from 10. 2 billion dollars to 20. 5 billion dollars. This helped Apple’s assets grow tremendously. Accounts receivable fell to 1. 9 billion dollars from 2. 4 billion dollars. With the rest of the current assets fgured in, inventories, deferred tax assets, and other current assets, the total current assets ose to 33. billion dollars from 32. 3 billion dollars. That was a rise of 1. 5 billion dollars (Apple). It is important to take into account the rest of the assets. For example, long-term marketable securities rose 1. 5 billion dollars, property, plant and equipment rose 0. 91 billion dollars, goodwill stayed the same, acquired intangible assets fell 0. 017 billion dollars, and othe r assets rose 0. 56 billion dollars. Now that we know how each asset was affected during this quarter, we come to the final numbers, which are total assets rose 3. 6 billion dollars. Apple grew its assets substantially during this quarter. I would think Apple would be a good company to invest in. Before I made any decisions I would investigate the balance sheet further in order to compare liabilities and shareholder’s equity with the previous quarter. This will give me a better understanding of the financial situation of the company (Apple). Current liabilities are in the first section of liabilities and shareholder’s equity. The following accounts are current liabilities and how they fared. Accounts payable went down from 5. 5 billion dollars to 3. 9 billion dollars. Accrued expenses went down 1 billion dollars. Deferred revenue went up from 4. 8 billion dollars to 7 billion dollars. The total change in current liabilities was a decrease of 0. 4 billion dollars. The other two liabilities categories, deferred revenue (non-current) and other non-current liabilities, rose collectively 0. 7 billion dollars. This gives the total liabilities a rise of 0. 3 billion dollars. This amount compared to current assets is not as significant. So far Apple is still looking like a good investment because the assets of Apple rose 1. 5 billion dollars whereas their liabilities only rose 0. billion dollars. It is now time to take a look at the final category of the balance sheet, the shareholder’s equity (Apple). The value of shareholders equity, common stock, rose from 7. 1 billion dollars to billion dollars. Accumulated other comprehensive income rose . 07 billion dollars. Total shareholder’s equity rose 3. 3 billion dollars. So adding together the rise of 0. 4 billion dollars in liabilities with the 3. 3 billion dollar rise of the shareholder’s equity, we get the same amount, 3. 7 billion dollars, as we got for the rise in total assets. The balance sheet balances (Apple). With the rise in assets, which led to the rise in retained earnings, I think Apple would be a good company to invest in because they are growing their business. I would want to look at past financial statements, specifically the balance sheets, in order to compare assets, liabilities, and shareholder’s equity from past quarters, but from the information presented on the balance sheet from this quarter I would be willing to invest in Apple. References Apple reports second quarter results. (2009, April 22). Retrieved August 29, 2010, from http://www. apple. com/pr/library/2009/04/22results. html