Delta: Management and Candidates Essay

Supplementary Handbook for tutors and candidates Introduction to Delta Module Three English Language Teaching Management (ELTM) may be regarded as commercially sensitive. Candidates may wish to anonymise the name of the selected language teaching operation in order to preserve confidentiality. Module Three (ELTM) is an alternative to the standard Module Three within the Delta course. It specifically aims to develop candidates’ knowledge of, and competence in: Candidates are advised to narrow down their selected ELTM specialism in order to research a specific aspect in appropriate depth; for example. Staff development within HRM, or Introducing a new course within academic management. a chosen ELT management specialism methods of situation analysis design of change proposals implementation of change proposals Overview of requirements Candidates’ work should demonstrate a sound grasp of general ELT management principles and how these relate to the work of an LTO, and specific principles related to their chosen ELT management specialism, as well as key principles of strategic management, organisational improvement and change management. To achieve these aims, candidates need to: †¢ research a chosen ELT Management specialism †¢ understand and use appropriate methods of situation analysis for the chosen specialism in a specified language teaching operation (LTO) †¢ design a change proposal to overcome issues identified in the analysis †¢ design an implementation plan for their change proposal †¢ synthesise all their learning into a project which can be coherently presented to a third party. Having considered the general principles and implications of the ELTM specialism and chosen topic area, candidates should carry out an independent situation analysis of the chosen specialism leading to the design of a change proposal relating to the area. Candidates should show how their proposal reflects the findings of the situation analysis and should consider how they would subsequently implement the proposed change bearing in mind the principles of change management. The full syllabus can be downloaded at http://www. cambridgeesol. org/exams/teac hing-awards/delta-modular. html The project will be reported in the form of an Extended Assignment (4,000-4,500 words, excluding appendices) and includes 5 parts: Module Three (ELTM) is assessed via an extended written assignment. Part Part 1 1,200 Situation analysis and commentary 1,000 Part 3 Proposal and justification 1,200 Part 4 Implementation 900 Part 5 academic management human resource management (HRM) customer service marketing Introduction: Review and key issues Part 2 Candidates must select one of the following specialisms:Length Conclusion 200 4,500 Candidates who select to do ELTM as their specialism for the Delta Module Three need to have access to a language teaching operation (LTO) e. g. a language school or institution. They also need to consider how they will have access to the data/information they will need in order to proceed with their proposal. For instance, if they are dealing with ‘Customer Service Management’, they will probably need to have access to customer feedback data, material which The total length may be between 4,000 and 4,500 words, but the proportion of words in each part should be approximately as indicated above, and must not exceed 4,500 in total. 1 Assignment outline and guidance for Candidates synthesised a number of different key sources, typically at least 5-6 in Part 1. †¢ Where two specialisms overlap, it is important that one specialism has the priority. So, for example, a candidate may choose Customer Service as a specialism and then design a proposal which includes some ideas related to Marketing. In this case Customer Service would be the specialism and this would be discussed in Part 1. †¢ See note on page 1 re advisability of narrowing down the selected ELTM specialism in order to research a specific aspect in appropriate depth. n? Part 1 Introduction Length: 1,200 words (plus or minus 10%) A brief rationale for choice of the ELTM specialism and review of the key issues. This will include a discriminating review of relevant literature and a consideration of general ELT management principles and how these relate to the work of an LTO, as well as specific principles related to their chosen ELT management specialism: academic management, human resource management, customer services or marketing). n? Part 2 Situation analysis and commentary Length: 1,000 words (plus or minus 10%) Guiding questions An explanation of how an aspect of the language teaching operation (LTO) was analysed, and how the results of this analysis were used to clarify the areas requiring attention in order to improve the current situation within the LTO. †¢ Why did you choose the ELTM option? Why did you choose this particular specialism? †¢ What theories and principles in the academic and professional ELT management literature have you found relevant, useful or  challenging? †¢ What ideas from observation and experience of LTOs have you drawn on? Guiding questions †¢ What is your educational context ? What are the main characteristics of the LTO, e. g. type of language teaching operation, size, purpose, local/national context etc.? †¢ How was the current situation analysed? What is the source of information? (e. g. was data collected by the LTO management or by yourself as part of your job? ) Why were these methods selected? (e. g. as part of institutional management routines, for compliance with accreditation requirements or as part of your own research? ) †¢ Who are the key stakeholders and what influence do they have? †¢ What were the results of the analysis of data? How did you use these results to clarify the focus of your proposal? Advice to candidates †¢ Candidates who choose this ELTM option should ideally have experience of working as an academic manager (such as programme manager, DoS/ADoS), or in a similar managerial role within an LTO. †¢ The context, background, problems, etc. of the specific LTO should not be discussed in Part 1. †¢ Candidates are expected to show understanding of the key issues related to ELTM and their chosen specialism using relevant terminology. †¢ Key issues should be critically discussed and supported with reference to reading and knowledge/experience gained from working in an LTO. †¢ It is recommended that candidates research their chosen specialism by doing relevant reading before planning/finalising Part 2 of the assignment. †¢ The review of the literature should go beyond simply finding one or two sources which describe the specialism, and should show that the candidate has read and Advice to candidates †¢ Candidates should briefly provide a reason for choosing this particular LTO, and give some brief information on their own role within it, if appropriate. †¢ Candidates need to provide a brief overview of the LTO but should avoid being overly descriptive. The purpose of Part 2 of the assignment is to analyse, not simply describe. 2 Guiding questions †¢ It is important that the analysis focuses in detail on a specific aspect of the working of the LTO in relation to the selected specialism rather than being a general analysis of the context. †¢ Candidates are expected to show awareness of principles of management data analysis (e. g. customer/stakeholder analysis). Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists  of factors. Candidates need to show how awareness of these principles has influenced their choice of situation analysis procedures. †¢ Candidates are expected to choose appropriate tools/instruments to conduct their analysis. It is important to show which instruments have been used and why, and to provide examples of all instruments used in the appendix. Where many different instruments have been used, it is important to provide a summary of these in the appendix, preferably in a chart format for readers’ ease of access. †¢ It is also important to demonstrate clearly how analysis of these instruments has been conducted. Analysis of the tools used should be detailed and clearly indicate how priorities for improvement have been arrived at. A clear summary of the analysis, possibly in chart format in the appendix, should be provided, so as to show how the results have been synthesised. †¢ Candidates may make use of data which has already been gathered by others (within the LTO for example), but they would need to analyse or, if already analysed, critique this data themselves. †¢ The results of the analysis need to be highlighted here in Part 2 in brief, and then used to identify key priorities for improvement which feed into designing the  change proposal in Part 3. †¢ What priorities have you identified from the above situation analysis for improving the current situation in your educational context (LTO)? †¢ In what ways is your proposed change based on, or influenced by, your reading of relevant literature related to strategic management and organisational improvement? †¢ What are the institutional and educational aims and objectives you hope to achieve? How will the proposal improve the current situation in your LTO? †¢ What is the content of the proposed change? What are the expected outcomes? How will the proposal work in practice? †¢ What institutional requirements or other constraints have you taken into account? Advice to candidates †¢ It is essential that the change proposal is clearly influenced by the situation analysis from Part 2 of the assignment. †¢ Candidates are expected to show awareness of principles of strategic management and organisational improvement. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to show how awareness of these principles has influenced the design of the change proposal. †¢ The change proposal needs to clearly state the problems which are to be addressed and the aims and objectives of each component of the proposal. It should involve one specific focus rather than a range of smaller initiatives. †¢ The change proposal needs to be realistic and should acknowledge relevant institutional constraints, where appropriate. †¢ While tables or charts may be used to summarise the change proposal, sufficient prose is required to expand details and provide explanations. †¢ It is important for candidates to discuss their proposal from a management perspective and to avoid being too descriptive about the details of the proposed change (i. e.  if the topic is Introducing a new course, the focus should be on how this contributes strategically to the LTO rather than on curriculum theory). Part 3 Proposal and justification Length 1,200 words (plus or minus 10%) Discussion of the content and structure of the proposed changes in relation to the key issues and principles discussed in Part 1 and the priorities for improvement identified in the analysis in Part 2. 3 n? Part 4 Implementation intended outcomes and change management principles rather than simply describing the process. The link between the implementation plan and the change proposal is paramount. †¢ The implementation plan needs to be realistic and should acknowledge relevant institutional constraints where appropriate. †¢ It is important that candidates include some indication of how they intend to evaluate the outcomes of their implementation plan. Length: 900 words (plus or minus 10%) An explanation of how the proposed change will be implemented and why (with reference to the relevant literature) accompanied by a detailed action plan/operational plan, showing how the change will be put into practice. Guiding questions †¢ What approach to implementation will be used and why? How has your reading of  change management, decision-making, and/or project management influenced your choice of approach? †¢ What will be the impact of the proposed change on different stakeholders, internal and external? †¢ How exactly do you propose to implement your proposed change? †¢ How will people and resources be managed during the change process? †¢ In what ways, if any, are your choices of implementation constrained institutionally and contextually? †¢ How will you evaluate the outcomes of the implementation? n? Part 5 Conclusion Length: 200 words maximum Consideration of how the proposal is linked to the key issues outlined in the introduction. Guiding questions †¢ How has your proposal applied the principles you discussed in Part 1? †¢ What do you expect to be the benefits for the LTO of your proposal? †¢ What do you consider to be some of the limitations of your proposal? Advice to candidates †¢ In this section, candidates should summarise how the proposal and accompanying implementation plan will achieve the objectives identified for the LTO. †¢ This should not simply be a reiteration of everything that has been said in the assignment. Some indication should be given of the expected benefits of the proposal to the LTO and some of its limitations. †¢ It is important that all the parts of the assignment are linked and build on one another. Reference to the points made in the introduction are appropriate in this concluding section. †¢ Failure to include a conclusion will lead to the candidate losing marks for presentation and organisation. Advice to candidates †¢ Candidates are expected to show awareness of principles of change management, decision-making and/or project management. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to relate these factors to their choice of  implementation approach. †¢ The main emphasis in Part 4 of this assignment should be on outlining what will be done to implement the change proposal and how this will achieve the intended outcome. Change management principles should be used to justify the choices made rather than discussing these per se. †¢ It is important that candidates show, through use of a detailed operational/action plan, what actions need to be undertaken when, how and by whom in order to implement the proposed change, and that it is clear how each action leads to an intended outcome. †¢ Candidates must provide a clear rationale for their implementation plan in terms of 4 n? Appendices advised to develop and make explicit their approach to the module. It may be that a whole group chooses the same specialism, e. g. Human Resource Management’, in which case the same input can be provided for all candidates. If a range of specialisms is chosen, then input may be given by tutors with some expertise in the topic area. The purpose of appendices is to provide both supporting evidence and explanatory materials to help the reader make sense of the assignment. Appendices to be attached to main body of assignment †¢ Situation analysis results †¢ Implementation plan  Candidates may wish to register at a centre and receive individual advice and support. In this case, they should advise centres of their specialism, ensure that the centre where they are registered is able to provide this for the ELTM option and check the centre’s arrangements for this provision. Appendices to be attached as a separate document †¢ A completed sample of all analyses used Advice to candidates †¢ The summaries of the situation analysis results and the implementation plan should be attached as appendices to the main body of the assignment (and labelled Appendix 1: Situation Analysis Results; Appendix 2 Implementation Plan). †¢ All other appendices, e. g. samples of analysis instruments and other relevant documentation should be submitted as a separate document. †¢ Appendices should be numbered and included in the contents pages. They should also state what they contain, e. g. Appendix 3: Situation Analysis Instruments; Appendix 4: Suggested Marketing Brochure, etc. †¢ Candidates are not required to include copies of all completed instruments from all participants in the data analysis, but they should include single completed samples. Similarly, candidates are expected to include samples of any relevant documents which  support the change proposal. For the ELTM Extended Assignment, candidates need to have a breadth and depth of knowledge and awareness of issues related to ELT Management. For this reason, it is important that candidates read widely before starting the assignment. Candidates should also read and be familiar with the key principles and issues in the following areas: †¢ †¢ †¢ †¢ management data analysis strategic management and organisational improvement change management project management n? Choice of topic for the assignment The focus of the assignment will be on ELT Management. It is the prerogative of the centre to  decide if they are able/willing to supervise this ELTM option. Candidates will also need to have access to an LTO and data relating to the area chosen as a focus for the assignment so that Parts 2-4 of the assignment can be completed. They will need to consider their own role within the LTO carefully before choosing this ELTM option and before deciding on the specific focus of their specialism. Candidates’ status within an LTO determines their access to information and, for candidates already in a management role, the scope of their responsibilities and limits to their authority. For instance, even someone at middle management  level, such as an academic manager, (e. g. Director of Studies (DoS)), may have little or no influence over organisational structure or HRM policies, while the language teaching operation (LTO) itself Guidance for tutors and candidates General advice Candidates are not required to follow a course to prepare for the Delta Module Three ELTM Extended Assignment. However, candidates who do receive support from their centres will benefit from having a structured approach to their preparation for this assignment. Such support may be in the form of a course, individual/group tutorials, or online packages, and may be provided in parallel with, or separately from, Delta Modules One and Two. Where the ELTM Extended Assignment is supervised as part of a course, each centre is 5 may be constrained by compliance with accreditation or legislative requirements. †¢ Candidates should ensure that the file size does not exceed 10MB. It is especially important that the file containing appendices is not too large as this may cause problems for online uploading and downloading of assignments. Candidates must choose from the list of four specialisms provided. If a candidate wishes to focus on a specialist area not included in the list, the centre may contact the Cambridge ESOL Helpdesk for advice: ESOLHelpdesk@CambridgeESOL. org †¢ Candidates are expected to proof their assignments for presentation and language errors. †¢ The title page should contain details of centre and candidate number, ELTM specialism and topic chosen and the word count. †¢ A contents page listing headings/sub-headings and including page numbers should be provided immediately after the cover page. †¢ Pages should be numbered by using the ‘insert page number’ function in Word. †¢ A running footer should be inserted with candidate name and assignment title. †¢ Headings should be used for sections in the body of the assignment. Sub-headings should be used where appropriate for sub-sections. †¢ The word limit is very important as it provides a form of standardisation for the assignment. Candidates should therefore plan their assignment to cover the criteria within the word limit. Assignments which exceed the word limit will be penalised during marking. Assignments more than 100 words over-length will be returned to candidates unmarked. The Suggested word limits for each section will help candidates organise themselves accordingly. Candidates should use the ‘word count’ function in ‘Word’ (by highlighting all their text between the end of the contents  pages and the start of the bibliography section) to monitor the number of words, and they are advised to note that examiners will automatically check all word counts before marking. (The version of Word used to check the word count should be indicated with the word count on the front cover of the assignment. ) †¢ Footnotes should not be used at all for this assignment. All references and terminology are to be included in the text, and count towards the overall word limit. †¢ Summaries of key data, (e. g. charts which summarise the situation analysis results, overview of the implementation plan, etc. ) may be included  in the text itself for readers’ ease of reference, but further detail, (e. g. questionnaires, analysis of specific instruments used etc. ) should be put into the appendix. n? Staging and planning It is recommended that candidates be advised to address the various stages of the assignment separately, and that a study plan be drawn up so that candidates clearly carry out the necessary background work for each stage before moving on to the subsequent stage. Tutorials may be built into this planning to provide more structured guidance. n? Presentation of the assignment Advice to candidates †¢ The assignment is to be submitted electronically as two (and no more than two) documents with 2. 50 cm margins †¢ The first document should be submitted as a Word (. doc) document and entitled as follows: centre number_candidate number_surname_Delta3_ELTM_month year. doc e. g. 11111_001_smith_Delta3_ELTM_1211. doc The collation of situation analysis results and the implementation plan should be included as appendices in this document. This is to help markers locate essential information and to ensure that all original work is included in any plagiarism check. †¢ The second document may be submitted as a word document or as a pdf. It should be  entitled as follows; centre number_candidate number_surname_Delta3_appendices_ month year. doc or . pdf e. g. 11111_001_smith_Delta3_appendices_1211 .doc (. pdf) Samples of customer/stakeholder analysis instruments should be scanned electronically and included in the second document. 6 n? Reading, bibliography and referencing Edited book: Advice to candidates Bush, T. & Bell, L. (Eds. ) (2002). Educational Management: Principles and Practice. London: Paul Chapman. †¢ †¢ †¢ †¢ Candidates should refer to an extensive range of reading resources. There should be explicit evidence of background reading in  all of the first four sections of the assignment. This will typically include four to six different sources for each section. Some sources may be referred to in more than one section of the assignment but overall reference should be made to at least 8-10 different sources. Candidates are expected to do appropriate research into: ELT Management and their chosen specialism; management data analysis, (e. g. customer/stakeholder analysis); strategic management; organisational improvement; change management and decision-making. Appropriate terminology should be used and sources referred to where necessary. These should be clearly referenced in the text, (e. g. White et al. 1991). If specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication and page numbers quoted (e. g. Fullan 2001:98). Page numbers are not required if direct quotes are not used. The bibliography needs to be presented appropriately in alphabetical order of author’s surname (see examples below). Year of publication, city and publisher should be included. This should be presented after the body of the assignment and before the appendices, and should only include publications referred to in the text itself. The second line of each bibliography entry should be indented. Referencing should follow a recognised format throughout the assignment. It is recommended that this be done according to the APA Publication Manual, (5th ed. , 2001); for more information see www. apastyle. org. Examples of several references are given below. Section of edited book: Stoll, L. (2003). School culture and improvement. In M. Preedy, R. Glatter & C. Wise (Eds. ) Strategic Leadership and Educational Improvement (pp 92-108). London: Paul Chapman. Electronic source: British Educational Research Association. (1992). Ethical Guidelines. Retrieved 19 July, 2011, from: http://www. bera. ac. uk/guidelines. html Associations and corporate authors: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed. ). Washington, DC: American Psychological Association. Note on plagiarism Plagiarised work will not be accepted. Candidates should be advised on what constitutes plagiarism and how to avoid it. Centres should advise candidates that assignments are checked electronically for plagiarism and that plagiarism will be penalised. Plagiarism checks include checks against previously submitted assignments  as well as assignments or parts of assignments which include passages copied from online resources or books. Plagiarism includes: †¢ copying another’s language or ideas as if they were your own †¢ unauthorised collusion †¢ quoting directly without making it clear by standard referencing and the use of quotation marks and/or layout, (e. g. indented paragraphs) that you are doing so †¢ using text downloaded from the internet without referencing the source conventionally †¢ closely paraphrasing a text †¢ submitting work which has been undertaken wholly or in part by someone else. Single author book: Mintzberg, H. (2001). Strategic Safari. Eaglewood Cliffs: Prentice-Hall. Centres should inform candidates that submission of assignments which have been plagiarised will lead to the candidate’s disqualification and a ban on re-entry of up to three years. Journal article: Srikathan, G. & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management 17(3), 126-136. 7 Assessment Presentation and organisation – maximum 14 marks n? The Module Three ELTM Extended Assignment is assessed with reference to a detailed Mark Scheme which allocates marks for  the five assessment categories, each of which is divided into three sub-categories. The total number of marks available is 140, divided as follows: †¢ Academic writing, language and referencing †¢ Presentation, coherence and organisation †¢ Clarity of argument and quality of ideas n? Marking A Principal Examiner guides and monitors the marking process. The process begins with coordination procedures, whereby the Principal Examiner and a team of examiners establish a common standard of assessment through the selection and marking of sample assignments. These are chosen to represent a range of performance across the different ELTM specialisms selected for this assignment. During marking, each examiner is apportioned randomly chosen assignments. A rigorous process of coordination and checking is carried out before, during and after the marking process. Grasp of relevant issues for ELTM maximum 35 marks n? †¢ Review of the relevant general and ELT management literature †¢ Understanding of key issues in the chosen specialism †¢ Application of relevant management knowledge to practice and identification of key issues Situation analysis and commentary maximum 28 marks n? n? Grading †¢ Understanding and application of key principles of management data analysis †¢ Analysis of the instruments used and identification of areas for improvement †¢ Discussion and justification of prioritised areas for improvement in the LTO supported by the analysis Results are recorded as three passing grades (Pass with Distinction, Pass with Merit, Pass) and one failing grade (Fail). The marks required to obtain each grade are: Pass approximately 80 marks Pass with Merit approximately 100 marks Proposal and justification – maximum 35 marks Pass with Distinction approximately 120 marks †¢ Understanding and application of key principles of strategic management and organisational improvement †¢ Justification of the change proposal in terms of ELTM and identified requirements †¢ Specification of the change and its intended effects, and of managing institutional constraints At the end of the marking process, there is a grading meeting to check scores around the grade boundaries. The grade boundaries are set in a way that ensures that the level of knowledge required to obtain the three passing grades: n? n? †¢ is consistent with the grade descriptions on page 9 of this handbook †¢ is the same from one session to the next. Implementation – maximum 28 marks The following information is used in the grading: †¢ Understanding and application of key principles of change management and decision-making †¢ Justification of implementation procedures in terms of ELTM and identified needs †¢ Designing an implementation plan and thinking through its impact on stakeholders †¢ comparison with statistics from previous years’ examination performance and candidature †¢ recommendations of examiners, based on the performance of candidates. 8 Grade descriptions Pass with Distinction Excellent piece of work which shows a very high level of understanding, analysis and application, and which displays originality and critical insight. Very high standard in all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass with Merit Very good piece of work which shows a high level of understanding, analysis and application, and which displays some originality and critical insight. High standard in most of the following areas, but with some room for improvement: †¢ †¢ †¢ †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan Identification of key priorities for change; design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass Satisfactory piece of work which shows an acceptable level of understanding, analysis and application, and which meets the requirements of the assignment. Good standard in some areas, but some room for improvement in most of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Fail Inadequate piece of work which fails to show an acceptable level of understanding, analysis and application. Substantial room for improvement in some or all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. 9 Cambridge English Teaching Qualificationds Delta Supplementary Handbook for tutors and candidates Cambridge English Teaching Qualifications Teaching Qualifications University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel: +44 1223 553997 Email: ESOLhelpdesk@CambridgeESOL. org www. CambridgeESOL. org  © UCLES 2011 | EMC/7861/1Y07

Summer Reading Project on the Shades of Gray

In the beginning of â€Å"between shades of grey†, Jonas, his sister Lina, and mother are paid a late night visit from the soviet secret police. Father wasn’t there to protect his family, so by force, the family has to get packed and ready to leave out the door in five minutes. Lina packed clothes and essentials, so did her younger brother Jonas. But their mother knows what has happened, and starts smashing valuables outside of the police’s sight that she has worked for, almost as if she will never see them again. Jonas and Lina saw their mother smashing dishes and expensive china, so do the police.The mother says â€Å"sorry it was an accident† but Lina and Jonas saw her breaking with rage. They now know that home is no longer a place of comfort, their mother destroyed the valuables because the home and everything in it was now the property of the police, and she wanted them to not have all of it, so she smashed things to make what they were taking would be less valuable. Brother Jonas and sister Lina, totally oblivious to the reasoning behind their abduction, spend their imprisoned days and nights learning to share and work with others.In the struggle of having a father in a train cart, Lina, Jonas and Andrius, cope with each other and striving to save their loved fathers. I think that according to the book â€Å"between shades of gray† I would match up the best with, Jonas. Jonas Is oblivious to the circumstance an just â€Å"goes with the flow†, an plays it on the safe side. Like me, being the youngest, you have to listen and follow. While imprisoned in their cold, crowed, train cars, Lina has to associate with strangers. Lack of food, spirit, patience, and warmth keeps stress tensions high.Lina is trapped with over 10 people in a train car, one man has an injured leg who needs a lot of attention. They are very limited on food, almost a loaf of bread to feed the whole cart. If one were to get an illness that is dead ly, the whole cart has a greater possibility of getting it too, because they are all crammed, and are practically touching shoulder to shoulder. Team work is one of the many keys to getting along in the small, crowded place that was forcefully given to them.

Textbook-Related Activities Coursework Example | Topics and Well Written Essays - 6750 words - 1

Textbook-Related Activities - Coursework Example In accordance with Richardson et al (2006), PAR activities implemented during the lessons of History by the teacher are the following: Preparation activities: It is possible to use a digital camera; websites in order to evoke interest among students to the subject of the lesson. Assistance activities: it is necessary to guide young learners in their virtual trip and indicate helpful websites that would assist them to get the content of the lesson. Moreover, with the help of online conferences it is possible to communicate with other students from other schools and enrich their outlook and give to them a chance to share their creative potential with other students. Reflection activities: it is possible to implement software assistance in the learning of the subject of History for the students. Web-resources are helpful when the students are getting acquainted with the content of history lessons. Activity One During the First Lesson on the topic â€Å"The Great Depression† an in troductive activity is introduced. Its title is: â€Å"What is Great Depression?† The students must be properly informed about the drastic events that occurred during the period of the Great Depression. For this purpose, software is used.... 66, No. 1). There are four reminiscences of people about the Great Depression. A teacher can share these 4 stories among the students. Each group of students requires 20 minutes approximately to get acquainted with these short stories. Then one representative from the student’s group has an ability to express his/her ideas and emotions about what was the life like during the Great Depression. Activity Three In the end of the lesson, a teacher may ask to work at home and to read selected pages from historical fiction about the Great Depression Bud, Not Buddy(Christopher Paul Curtis, NY: Delacorte Press, 1999 or Duffy's Rocks  (Edward Fenton, Pittsburgh, PA: Golden Triangle Books, University of Pittsburgh Press, 1999). In the result of their Preparation Activity at home, they would come to the Second Lesson with reports of their personal reflections. Activity Four The teacher starts up the Second Lesson with her own explanations about the information from these two books (Assi stance Activity). Then, boys and girls from two different groups share their personal ideas about the material they managed to read for the Second Lesson. Thus, Activity of Reflection occurs again. In the process of their discussion about the fiction they have read the students can share their ideas about the information they gained and share their creative potential, as well as develop their communicative skills. Activity five This creative activity implies that students get acquainted with the Bungalow Plan of 303. For example: The teacher provides the students with this sample and asks them to draw plans of their homes in class. With the help of a pencil and a ruler, a student should draw his home plan in 20 minutes. This task is beneficial for

Brief Analysis of How EUs Policies Have Influenced the Car Industry Term Paper

Brief Analysis of How EUs Policies Have Influenced the Car Industry - Term Paper Example The car industry is no exception. The policies framed by the political leadership for the car industry are based on the information provided by different stakeholders and the push and pulls are strong and strategic. Hence, such policies have to be balanced so that they do not appear to lean in favor of one stakeholder at the cost of another. The major stakeholders in the car industry viz. the manufacturers, the OEMs, the distributors, society and the environmentalists make their contributions and influence the decision of the policymakers. These contributions and influences do not always coincide and can be quite diverse and even confrontational. For instance, the contributions of car manufacturers and the environmentalists are so diverse that any government will be hard put to frame policies agreeable to both parties. The car industry is stagnating in the United States (US) and the European Union. This industry has shown a rise in developing economies like China, India, Brazil, and Eastern Europe. In the United States and the EU, the survival of the industry depends on innovation, variety and technology fusion (Ahlgrimm, Michael, p3). Customer demands for these are high in the US and the EU. Constant innovation also plays a useful role in higher energy efficiency. There is a sea change in the car market. Until the 1980s, the market was dominated by a few big players who monopolized and were in a position to roll out specific models though user-friendly were not really individualized to suit the requirements of individual customers. This has now changed. There is greater awareness of customer specifics when designing cars of different models. The car market is no more the sellers' market. It is the buyers' market. Sensitivity to customer preferences and tastes rules the industry. The purchasing power coupled with the discernment of the customer decides the unique sales points of the car market. In this scenario, it is not only cost but also the salient features built into the car system that prevails in the market.  

OLS estimation Assignment Example | Topics and Well Written Essays - 2500 words

OLS estimation - Assignment Example The respective means of these variables are 82.38, 80.77 and 44.66 and significant variability among the values taken by these variables is observed, implying a possibility that variations in attendance can potentially cause variations in marks. Other variables that can potentially affect performances in the course have to be accounted for to ensure a proper evaluation and so, â€Å"ability†, â€Å"age†, â€Å"hrss†, i,e., study hours are also explored. All these variables reflect strong variability and thus are all potential candidates as controls. (For details, see table 1 in appendix). Apart from simply looking at individual descriptive statistics, in order to obtain some idea about the interrelationships and potential causations, a table of scatter plots are also explored where â€Å"smarks† is the plotted as the y variable while â€Å"ability†, â€Å"age†, â€Å"hrss†, â€Å"alevelsa† â€Å"attl† as well as squared f orms of ability and attl as the x variables. From the plots (figure 2 in appendix), we find that both ability and its square seem to be positively correlated with marks. The variables â€Å"age† and â€Å"alevelsa† seem to have no associative patterns with marks. For attendance, our primary variable of interest, we find that there is evidence of clustering of values greater than the mean marks at the higher values of attl implying that higher lecture attendance rate is associated with better performances on average on the course. Further, it seems that there is some clustering at higher values of the squared lecture attendance rates. No correlation seems to be present between smarks and hrss from the last graph in the table. The interrelationships between these variables are important for regression specifications, since high correlations among independent variables may lead to multicollinearity. So, a scatterplot matrix is presented as figure 2 in the appendix. Theref ore, the summary statistics and the scatter plots, show that there is a strong possibility that class attendance influences performance along with other factors such as ability. Further, since some evidence of possible positive correlation between class performance as measured by â€Å"smarks† and the squares of â€Å"ability† and attendance, represented by â€Å"attl† were observed, the possibility of nonlinear dependence cannot be ignored. 2. Basic OLS estimation a) From the simple regression of smarks on an intercept and the variable â€Å"attl†, we find that attendance has a significant positive impact on performance1. The coefficient on attendance is close to 0.15 and has a t-stat value of 4.33>1.96, which is the 5% critical value for the t distribution under the null hypothesis that the coefficient is insignificant, i.e., is not statistically significantly different from zero. Additionally the intercept takes a value of 52.91 implying that the condi tional mean of â€Å"smarks† is 52.91 for students who have a zero attendance rate for lectures. This value is significant at the 5% level as well (t-stat value 19.06>1.96). However, the adjusted R-squared value is only 0.06 implying that only 6% of the variation of performance can be explained in terms of variations in lecture attendance rates. Therefore, the model fit is poor. b) Inclusion of ability and hours studied (hrss) leads to the impact of attendance rate falling to approximately 0.13 from 0.15, but the

What goals has liberalism pursued and why have they proved so Essay

What goals has liberalism pursued and why have they proved so controversial - Essay Example The ideally competitive market in economic theory, where economic representatives are fully informed and ideally rational, is a fiction. It is not in existence, nor is it even compared to, in the real economic practice.Yet this fiction influences greatly upon modern political theory. The tempting power of the ideal market grounds on its capacity to create elegant and disarmingly easy solutions to difficult problems. We can come to see, for example, how the uncoordinated activity of economic representatives can cause socially desired states of affairs (Moore 1993, 97). In much the same manner, the ideal market gets into normative political philosophy partially because it can be showed as illuminating essential values. Defenders of the market maintain we can get to know much about individual liberty, the encouragement of mutual advantage, and efficiency in the distribution of goods by studying it (Guathier 1986, 119). However, this cardinal limitation of the market for many theorists s hows its supposed insensitivity to the demands of egalitarian justice (Ashley 2003, 112). This is partly because modern market societies demonstrate a great deal of social and economic inequality. However, egalitarians have also been inclined to suppose that there is an integral flaw in the ideal of a free market society (Berkowitz 1999, 140). In traditional left-wing critiques, the market has been showed as the opponent of equality on various grounds: it results exploitation; it causes alienation; it is an enemy of genuine freedom; and it is corrosive to the bonds of community (Kautz 1995, 32). It is necessary to notice then that the leading contemporary advocates of egalitarianism, for example Ronald Dworkin (1991), violently defend the use of the ideal market as a theoretical method for the articulation of egalitarian distributive justice and liberal political morality. On the same grounds Judith Shklar's "barebones liberalism" (Whiteside 1999, 501) actually fails to justify either values she proclaimed or liberal ideals of equality. In the end of her career, Shklar made her liberalism specific and took it in an egalitarian direction. She did so by launching skeptical issues at the certainties usually used to rationalize inequalities. While defending equality she ended up making empirical and ethical affirmations that her skepticism had expelled, providing strong proof for the conclusion that skepticism alone is insufficient for creating an egalitarian politics (Tomasi 2000, 46). In this direction of her thought, Shklar defined what Isaiah Berlin calls a "plurality of values." Like Berlin's, her way of thinking affirms "the permanent possibility of inescapable conflict between values" (Berlin 1990, 80) Although Shklar in some way agreed with the liberalism of Hobbes and Locke, she doubts the premises of their arguments (Dagger 1997, 98). The problem is that real consent - as opposed to the consent imagined in tales of the social contract - is elusive (Plaw 2002, 267). The fact of the matter, Shklar (1986) suggests, is that liberalism rests on moral intuitions that are plural, vague and controversial. All along liberal universalism was an illusion. "To a large extent," she concludes, "it was European ethnocentrism and indifference to historical variety and change that made discourse relevant to all' seem plausible in the first place" (Shklar 1967, 278). The difficulties befalling her "barebones liberalism" are the same as those that debilitate the "agonistic liberalism" of theorists like Joseph Raz and Isaiah Berlin (Gottfried 1999, 211). Like Shklar, these theorists propose a defense of liberty grounded in a "radical choice between incommensurables," to use John Gray's phrase (cited in Hardin 1999, 162). This is a choice that can only be settled in political competition - rather than in a putatively rational consensus. But Gray argues convincingly that accepting value pluralism does not entail privileging a liberal political

Comparing The Education System in the United States and Afghanistan Essay

Comparing The Education System in the United States and Afghanistan - Essay Example In its central North American position, the more northern regions border upon sterility and desolation; while the southern, amid the splendour derived from luxuriant fertility and mineral treasures, labour under a climate unfriendly to the feelings and health of Europeans. It boundary to the east is the Atlantic coast, extending almost due south-south-west to the remotest point in Florida. The Gulf of Mexico, furthest to the river Sabine bordering with Texas, covers the south. On the north it is divided from the British America on the side of New Brunswick and Connecticut. This northern continent is bordered by Canada to the east, Russia to the west and is host to state of Alaska to the Northwest (Dobson & Marsh, 2006). Europe is one of the world’s seven continents by convention. Europe comprises of the Peninsula of Eurasia to the west, the watershed divides Europe generally from the Asia to its east it divides the Ural and Caucasus mountains, the Caspian and black Seas, the U ral river and the waterways connecting the Black and Aegean seas. To the north Europe is bordered by Arctic Ocean and other water bodies; the Atlantic Ocean to the west; Mediterranean Sea to the south; and the Black Sea to the southeast, in addition to connected waterways. Up till now the borders of Europe is a notion dating back to traditional ancient times as the initial physiographic term Continent and can incorporate cultural and political elements (Cameron 2007). Since the Second World War to date, several factors have governed the US and European relationship. The factors include but are not limited to; long standing partnership, unique bilateral economic relationship, the Dollar and Euro power, energy security, Hydrogen and fuel cell technology, developing fusion energy, higher education and training, united by values, promote development, consumer protection, and common challenges. In the past 500 years, the prosperity and variety of the American society is indebted greatly to consecutive immigration waves of people and services rendered from nearly every European country. This explains the common values and maintains close political, economic, social and cultural ties shared between Europeans and Americans, which has fostered a long standing partnership. Evidently, with close transatlantic relations, the USA has been a stalwart devotee of assimilation between the nations of Europe, which is at present embodied in European Union (Kaplan 1984). Through the long standing partnership the USA and Europe has generated a number of framework for transatlantic relation such as European security and defence policy (ESDP) and European common foreign and security policy (CFSP). The new transatlantic agenda (NTA), presented a joint action in four main areas that is; encouraged peace and steadiness; democratic system and progress around the world; action in response to universal challenges; causative to the development of closer economic relations and world trade a nd construction of bridges across the Atlantic (Serfaty 1992). Under the transatlantic economic partnership (TEP), the European Community and the USA eliminated the procedural barriers to trade by mutual recognition of conformity assessment, and to work together on customs procedures thus benefit for USA and Europe. According to

Hewlett Packard and Compaq Computers Research Paper

Hewlett Packard and Compaq Computers - Research Paper Example According to Palo & Houston (2001), the merger of Hewlett-Packard Company (NYSE: HWP) and Compaq Computer Corporation (NYSE: CPQ) was meant to create an $87 billion global technology leader. The main aim of the new HP was designed to â€Å"offer the industry's most complete set of IT products and services for both businesses and consumers with a commitment to serving customers with open systems and architectures,† (Palo & Houston, 2001). The combined company was expected to create value through significant cost structure improvements and access to new growth opportunities. According to Fiorina, the strategic benefits of combining highly complementary organizations and families were set to immensely benefit the customers. The synergies of these companies were expected to create a value of $25 billion and this merger was supposed to be a force to reckon with in the IT sector, storage and management software. This merger was a failure because the new culture was not compatible wi th the HP way of doing business. According to Malone (2002), the major resistance came from the management of HP since they felt short changed by this newly merged company given that the culture was â€Å"so alien to the HP legendary way.† From the onset, it can be seen that there is no mutual understanding between the parties from the two companies and this is the reason why there is a revolt especially from HP management. Thousands of employees believe that the HP way, the company’s influential and unique culture is the most valuable asset that has led to the success of the organization hence the reason for fears that a merger would destroy this culture. However, Fiorina differs with the views other people who support the HP way. The new CEO did not follow the dictates of the HP way and this is where she failed the whole deal. It can be seen that the notion of organizational culture is very important since it determines the success or failure of the company. The cult ure of the company mainly spells the way people in a particular company are supposed to behave. People in a particular organization create values and norms from the culture that obtains in that particular company and these values shape their behaviour. Any attempt to deviate from these values is likely to be met with stiff resistance from the employees like the case in this merger of HP and Compaq computer companies. Change in an organization is something that is often resisted by many employees since they do not want to change their usual way of doing things in the company. Change entails that workers will be forced to acquire new knowledge in order to be in a position to operate effectively under the new culture. Any change initiative that does not have the support of the stakeholders such as the employees is likely to fail since it would be designed to fulfil the needs of a few people. The other reason why the merger of the great two companies failed is that the CEO failed to eff ectively communicate her plans to the stakeholders. She chose to be secretive and this impacted negatively on the outcome of the merger. The other reason why the merger failed is that the CEO of the new company used an autocratic style of management. She undermined the intelligence as well as valuable ideas of the employees while she expected them to support her ideas

Philosphy research paper Proposal Example | Topics and Well Written Essays - 250 words

Philosphy paper - Research Proposal Example These two prominent enlightenment philosophers are chosen for several reasons. First, Locke is believed to be the precursor of American values because his naturalist ethics was the philosophical basis of the Declaration of Independence of which this country was built. Hume on the other hand is selected because of his ethical concept of â€Å"what to be† or what is the ideal as contained in his famous work â€Å"A Treatise of Human Nature†. He is also naturalistic just like Locke and such, would make a good case whether their ethical theories are still valid today. It is important to examine the validity of their theories because modern ethical theories are built on their philosophical theories. If proven otherwise, it would imply that current literature about ethics will fall on academic musing that does not hold validity in real world. If they are, then the works of this philosophers should be made more familiar to the modern student. As a starting point of research about the related literature of the topic, it would be appropriate to begin with David Hume’s A Treatise of Human Nature which was published in 1739. It would also be appropriate to examine in detail the contents of the Declaration of Independence on how closely it relates to Locke’s ethical theory and whether modern Americal values are still consistent with that perspective of morality. In the process, several literature related with the subject shall be considered such as the works cited below which more than adequately explain the ethical theories of Hume and

Knowledge and Skills Framework Essay Example | Topics and Well Written Essays - 1500 words

Knowledge and Skills Framework - Essay Example The NHS KSF (Knowledge and Skills Framework) comprises of thirty dimensions in all of which six of them are core to every job. These core dimensions describe the key functions that the NHS staff must follow in order to optimize the level and quality of service provided to the public at large. These include: Communication; Personal & People Development; Health Safety and Security; Service Improvement; Quality; and Equality and Diversity (DoH, 2004). Communication will help in service givers in caring for dying / sick people in a better manner. Personal & People development aims at ascertaining the learning needs of the staff and to ensure that they are well equipped to train their junior team members such as care assistants or nursing students. The health, safety and security dimension focuses on the belief that every individual within the NHS including the staff, patients or visitors are entitled to be safe and well cared for. Service improvement is an evolving area in the field of palliative care provision and it helps in ensuring that the staff is well equipped with current knowledge which will in turn prove to be extremely crucial and helpful in their respective fields of practice. Quality is one of the most significant aspects of health care. This dimension is included by the NHS to ensure good quality of service provision by individual practitioners. The health care service is often plagued with doubts, complaints and cri ticisms regarding the lack of equality in service provision. This core dimension i.e. Equality and Diversity, hence aims to ensure that no differentiation whatsoever is made between individuals seeking health care service and that all patients regardless of their ethnic or other differences shall be treated with equality at all times (Stevens, 2009). Communication is one of most important factors, particularly in the field of health care. It is the means by which patients and care givers

Three Social Media Aggregators That Bring It All Together Essay Example for Free

Three Social Media Aggregators That Bring It All Together Essay Social media services facilitate connection of people via Facebook, Twitter and Flickr, for example, have opened enormous opportunities for people to interact and share ideas. As Pash (2009) puts it, managing the many updates is not an easy task; hence, must provide a viable way of managing the different social media services. In the article, 3 Social Media Aggregators That Bring It Altogether, Pash (2009) asserts that social media aggregators are the solution to the challenge of managing the different social media services that keep people connected. According to the author, social aggregators are significant in ensuring that there is a single entry point to access one’s social networking sites. This has long-term benefits by enabling one to keep monitoring his social network streams and keeping them in one dashboard. Through this, it will be possible for social network users to establish flexible ways of managing the network sites by categorizing them in terms of importance. People who rely on social media as a communication platform, for instance, business owners will find the concept extremely significant. This is because they have to communicate with their clients and expand their customer base. Through the social aggregator processes, it is possible for business owners to prioritize on their activities and establish long-term connections with clients. On a personal level, the idea of social media aggregation is important in enhancing the ability to monitor social media tools in my jurisdiction. The need to improve communication networks will certainly trigger me to join the social media aggregation exercises. Indeed, this is a valuable way of examining one’s social media influence. Reference Pash, A. (2009). Three Social Media Aggregators That Bring It All Together. Retrieved from: http://www.pcworld.com/article/169515/social_media_aggregators.html Source document

Reimbursement and Pay-for-Performance Essay Example for Free

Reimbursement and Pay-for-Performance Essay Introduction As we come into the 21st Century, we find Healthcare is at a crisis level. Every agency is working on healthcare reform from policymakers to the public and private sector, as well as federally funded Medicare and Medicaid. The business of Medicine is greatly influenced by the government (federal, state and local levels) and private health sections that initiate policies. Pay for Performance is a reimbursement method where physicians and hospitals can receive a higher reimbursement for duplicate services based on the fact that they deliver better quality care with better results and outcomes. This payment reform offers initiates intended to improve efficiency, value, and quality of health care (Hood, 2007). If all doctors receive the same dollar amount as a doctor with poor outcomes, then the doctor with great outcomes should receive a little more and there will be patients that do not mind paying a higher deductible for better medical services (Mayes, 2006). Definition for Pay for performance Kimmel (2005), Pay for performance is a payment approach used in healthcare that is based on clinical information-driven reform. The fundamental concept is to tie payment to how well providers adhere to practice standards. The practice standards are evidence-based and tied to clinical outcomes. The primary areas of focus are preventive care delivery and disease management for chronic illnesses†. Effects on Reimbursement Pay for performance (P4P) is literally a group of performance indicators that are coupled with an incentive. The performance indicators supports the performance aspect of P4P while the incentive indicator is the pay component. Measuring patient outcomes and understanding the variances that  they have, has in part lead to the increasing rise in how pay for performance reimbursement is looked at. This style of reimbursement allows health plans and employers to pay increasing reimbursements to medical providers that have the better outcomes, give average outcome medical providers a chance to improve, and pay those medical providers with the lowest outcomes the least amount of money or not pay them at all (Cromwell, Trisolini, Pope, Mitchell, Greenwald. 2011). In order to have a pay for performance system in place, you must decide what domains or areas you wish to track, measure, and reward. Some areas in this domain are clinical process, quality and patient safety, access to and availability of care, cost efficiency or cost of care, cost-effectiveness, administrative efficiency and compliance, adoption of information technology, and reporting of performance indicators. These can be set up as a single performance tracker or a multi-domain performance tracker and the measure needed for improvement, importance, and cost. Performance indicators should be valid, reliable, and informative (Cromwell, Trisolini, Pope, Mitchell, Greenwald. 2011). The Incentive Schemes reward the performance measures, and is another important part of a pay for performance system. Funding proves to be another important part of this type of a reimbursement system. Types of funding include redistributing existing payments where additional funds will not have to be made and the quality of service is already high; however, medical providers with a lower quality of service will receive lower reimburse ments. Generated Savings and New Money are other sources of funding for performance measures. Generated savings claim that an increased quality of service will generate savings, although there are others who feel that new money should be used to fund the performance system. (Cromwell, Trisolini, Pope, Mitchell, Greenwald. 2011). Impact of System Cost Reductions on the Quality and Efficiency of Health Care The Medicare Physicians Group Practice (PGP) was the first physician pay for performance model used by the federal government. The PGP believes that higher quality and better cost efficiency could be achieved by managing and coordinating patient care and by engaging in wider choices of care management that are able to improve cost efficiency and quality of health care. Interventions include; chronic disease management, high risk and higher cost care management, transitional care management, end-of-life and palliative care programs. If there were a more  successful payment and delivery method to increase the value of health care and improve quality of care, the cost would grow at a slower pace. The American people would be more likely to purchase health insurance coverage that is affordable and more valuable. (Kautter, Pope, Trisolini, 2007). More progress toward effective delivery and system reform is one of the key elements to achieving the goals to push expanded coverage. Information technology is one of these key elements and a major part of pay for performance system. Information systems uses electronic medical records and patient registries have been created to improve the efficiency and quality of health care delivery. These type of initiatives that are being tested to see if cost savings are generated by reducing avoidable hospital stays, cutting down on readmissions and emergency room visits, while simultaneously improving quality of care (Kautter, Pope, Trisolini, 2007). Effect of Pay for performance on Health Care Providers and Their Customers Meredith B. Rosenthal states, Pay for performance will not replace the existing payment structure in either system, but it does allow payors to take into account a set of quality indicators, in addition to volume of service (as fee-for-service does now) or the number of covered lives (in the case of capitation). In this view, pay for performance can be viewed as a mechanism to correct some of the distortionary incentives that already exist in the reimbursement system. Physicians in the United States are paid on a fee-for-service basis. This encourages high volumes of services, where there is no regard to the value of services in regards to a patient. When services are reimbursed more generously than others it allows the payment system to influence additional medical services with a heavy emphasis on procedure-based care. Since the physicians pay is not attached to medical services provided, there is really no direct incentive to provide any services (How Will Paying for Performance Affect Patient Care?. (2006, March). Virtual Mentor, 8(3), 162-165). Effects of Pay for performance on the Future of Health Care Goldberg lists three points regarding the most significant implications of the movement toward paying for quality outcomes. These are that the quality and value become real parts of contractual reimbursement, the differences based on quality outcomes will be more evident grouped with provider tiers,  and quality metrics evolve to outcome-based and chronic disease management (Goldberg 2006). P4P is an incentive-based reimbursement system that rewards the best players. This pay for performance system is currently active in health systems, managed care settings, and private and group physician’s practices. P4P is likely to impact the entire health care environment and will provide yet another opportunity for pharmacy to become an active role player and leader with improving quality and efficient health care. The focus is not on value but on quality and cost. Pay for performance is not a new program, but in the age of informed choice, evidence based medicine, and patient safety, it can become the solution to our current health care dilemma (Pay for performance (P4P): Evaluating Current and Future Implications). Conclusion These pay for performance systems and programs will lead expansion across the United States health care industry in the near future. With the implementation of the Affordable Care Act, there has been a great amount of provision made to encourage continued improvement with quality of care. Accountable Care Organizations (ACOs) are groups of providers that agree to coordinate care and to be held accountable for the quality and cost of the services they provide (James, 2012). There needs to be a consensus as to how much of an incentive will have to be given in order to affect the needed change and how should these incentives be paid out monthly, quarterly, or yearly; and how can these improvements be sustained over time. Continued experimentation with the pay for performance model should begin to incorporate monitoring and evaluation in identifying design elements that will also affect outcomes in a positive way. Variations in health care markets should be evaluated and include comparison groups to isolate pay for performance from other types of factors. Pay for performance has some great attributes to it and could definitely be the beginning to improvements in quality of service. If physicians are receiving patients and referrals based on their ability to provide quality of service with reduced readmissions and more satisfied consumers, then the care they take in providing services to patients from admission to discharge will create positive change. References Cromwell, J., Trisolini, M. G., Pope, G. C., Mitchell, J. B., and Greenwald, L. M., Eds. (2011). Pay for Performance in Health Care: Methods and Approaches. RTI Press publication No. BK-0002-1103. Research Triangle Park, NC: RTI Press. Retrieved June 15, 2014, from http://www.rti.org/rtipress Goldberg, L. (2006). Paying for performance a call for quality health care. Deloitte Center for Health Solutions. Retrieved from http://www.deloitte.com/assets/Dcom-UnitedStates/Local%20Assets/Documents/us_chs_p4p_032806%281%29.pdf Hood, R. (2007). Pay-for-Performance-Financial Health Disparities and the Impact on Healthcare Disparities. Journal of the National Medical Association, 99, 1-6. James, J. (2012). Pay-for-Performance. New payment systems reward doctors and hospitals for improving the quality of care, but studies to date show mixed results.. Health Policy Brief, 1-6, Retrieved June 15, 2014, from http://www.healthaffairs.org/healthpolicybriefs/brief.php?brief_id=78. Kautter, J., Pope, G., Trisolini, M. (2007, Fall). Medicare physician group practice demonstration design: quality and efficiency pay for performance. Health Care Financing Review, 29(1), 15-29. Retrieved June 15, 2014, from http://www.cms.gov/Medicare/Demonstration-Projects/DemoProjectsEvalRpts/downloads/PGP_D emo_Design.pdf Kimmel, K. (2005). Pay for Performance: An Economic Imperative for Clinical Information Systems. Retrieved June 15, 2014, from http://www.himss.org/content/files/PayForPerformance.pdf Mayes, R. (2006). The Origins of and Economic Momentum Behind Pay for Performance Reimbursement. Health Law Review, 15, 17-22. Pay for performance (P4P): Evaluating Current and Future Implications. Retrieved June 15, 2014, from https://www.ashp.org/DocLibrary/Policy/QII/Pay for performance.aspx Rosenthal, M. (2006). How Will Paying for Performance Affect Patient Care?. Virtual Mentor, 8, 162-165.

Van Goghs Starry Night: Analysis

Van Goghs Starry Night: Analysis Introduction â€Å"Starry Night† is one of the most popular canvasesin modern-day philosophy along with being one of the most simulated and pursued after images. This painting was done by Vincent van Gogh when he was at an asylum in Saint-Remy in 1889.It is said that this painting is a view out of Van Gogh’s asylum window. The painting shows swirling clouds in a starry night and a bright crescent moon, overlooking perhaps a village. This shows a contrast between the bright night sky and the silence of the village which is supposed to be Van Gogh’s hometown Netherland. The painting also consists of a cypress tree which is typically found in graveyards . This might have something to do with the artist’s perception of the inevitability of death and how close it is on Earth. Starry Night is just one example of Vincent Van Gogh’s numerous painting which show night life, from which it can be presumed that the artist loved night time. Vincent van Goghs art is generally observed by criticizers as Early Post-Impressionism. The artist was inspired by the innovative ideas of Paul Gauguin and Camille Pissarro, and wanted to bring out something innovative of his own because their works were being called repetitive and limiting. In his asylum, Vincent van Gogh was not allowed to paint in his room on the second floor. He was given a separate room and some charcoal and paper on which he used to do his work and then improve it later. Van Gogh used to write about his painting to his brother however, there does not exist a particular reason for the creation of this painting as the artist only wrote about Starry Nights twice. A letter to his brother contained the following words: â€Å"This morning I saw the country from my window a long time before sunrise, with nothing but the morning star, which looked very big,† This is a very vague statement regarding the painting, hence the reason for its creation remains unknown. I, as a night lover myself, feel very strongly about the painting Starry Nights. The imagery of clouds painted in a swirling motion create a magnificent affect and brings out the beauty of the night which can only be seen from the eyes of a true lover of night time. I am particularly impressed by the unique use of colors in the painting. Which most people’s perception of the color of stars would be white, Van Gogh has painted them a bright yellow, and yet they appear to be a beautiful shining sight. 2. Body Vincent van Gogh was going through a serious medical condition at the time he painted Starry Nights. This might be one of the reasons why his brush strokes are very thick and prominent in the painting, which give a sever sense of drama in the painting. His brush strokes have an unrelenting rhythm, which creates the illusion of the image being in motion. Moreover there is a certain consistency in his procedure that adds extra depth to the work. The most prominent shapes in the painting are of the circular motion in which the stars and the clouds are portrayed. Normally, clouds are never given the shape of circles in painting but in Starry Nights, Van Gogh has shown them as swirling clouds forming a perfect circle and appear to be in motion. The stars are also painted in a circular form, rather than the typical pointed star form. This results in the painting looking consistent as the stars and the clouds are both circular shapes. The main sources of light in the picture are the luminous stars and the hemispherical moon. It is evident that the artist had a passion for night life, as the painting shows a silent village resting underneath a dominant sky. All the light sources are present in the sky as compared to in the village at the bottom. The darkness is reflected in the village at the bottom half of the painting. It represents how gloomy the world looks as compared to the bright night sky. Moreover the cypress tree is also a dark figure in the painting. As cypress trees are mostly found in cemeteries, this element of the painting is meant to show a connection between life and death and how close they are. Hence this is one of the darker elements of the painting. In Vincent Van Gogh’s Starry Nights, there is a dominance of the color blue which is visible in the sky as well as in the village shown in the bottom of the picture. The artist’s strange use of colors is sometimes associated with his medical condition, perhaps he might have been a patient of lead poisoning or a kind of brain disease. Van Gogh’s use of yellow and white to represent the stars draws the viewer’s attention to the sky. Perpendicular lines for example the cypress tree and church tower gently disintegrate the structure without withdrawing from the influential nighttime atmosphere illustrated in Starry Night. The reflection of the moon is shown by streaks of dark blue and greens, complemented with a touch of mint green. The houses of the village in the painting are small blocks of greens, oranges and yellows with a hint of red towards the left of the church. The bright blue colors of the sky are carefully balanced by the orange of some of the elem ents of the night sky. The rich colors used in Starry Nights are used to portray emotions and show the real love of night time of Van Gogh. Starry Nights was created in June 1889. It is made on a canvas of height 73.7 cm and length 92.10 cm. Oil paints have been used for this painting. Starry Nights can be characterized as a landscape painting as its main focus is the natural element the sky. This oil painting is framed and is currently owned by and displayed in New York in the Museum of Modern Art. One of the various interpretations of Starry Nights by Van Gogh is that it is a depiction of hope. Van Gogh has shown that even in such a dark night, the sky is illuminated by the bright shining stars, which can be seen as a ray of hope from the silent village underneath. The sky is filled with shining stars that show that even in complete darkness, there is a light to guide you. Van Gogh had been severely sick at the time he made this painting. We can assume from his work that he was at last being treated of his sickness and he saw a hope of a new life, which he so masterfully illustrated in his painting. Also, the cypress tree shows that he knows death is inevitable but when it does come, it will give him eternal peace. Van Gogh mentioned the painting to his brother in a letter, in the following words: I should not be surprised if you liked the Starry Night and the Ploughed Fields, there is a greater quiet about them than in the other canvases. Later in the same letter, Vincent van Gogh referred to a book by Leo Tolstoy â€Å"My Religion† and talked about its lack of belief in resurrection. This shows how Van Gogh was at war with himself regarding the topic; he could neither accept that death was coming, nor was he able to completely forget about it. Concluding, it can be said that the night sky made him feel at peace with himself and calmed his heart. (Artble, 2014) Conclusion: It can be concluded from the analysis that Vincent van Gogh was a nighttime lover and saw the inner beauty in the night sky which people usually overlook. He has communicated from the painting that night time is not just about darkness; it can sometimes be so illuminating and can contain a ray of hope which leaves the worldly things looking dark and dull in its comparison. The painting also contains a link between life and death which is present there due to the artist’s ill health and his knowledge about death being inevitable. Though he was not looking forward to it, he had accepted the idea that death might be coming soon and he would eventually have to come to terms with it. http://www.artble.com/artists/vincent_van_gogh/paintings/starry_night/more_information/analysis

The Character of the Inspector in An Inspector Calls :: An Inspector Calls

Analyse the character of the Inspector in An Inspector Calls by J.B. Priestley. Discuss his: * Role in the play * Effect on the other characters * Stage presence When the Inspector first knocks on the front door, it is dramatic irony because Arthur just said a matter of seconds before of how he ‘might get a knighthood if we don’t get into any sort of trouble’. This is a very significant time of entering, similar to knocking over a tower of Jenga – everything one has hoped for has just evaporated into thin air. As an audience we expect something very important, an altered atmosphere in the play from this moment forward. The Birling’s smug satisfaction is put on hold. It abruptly comes to a halt. Edna comes into the Dining room and says to Mr. Birling, â€Å"Please, Sir, an Inspector’s called†. The Inspector, at first appears to the audience to be a police officer. He said he had recently moved to Brumley; the family find out he is a fake when Arthur rings the police station at the end of the play. This news is even more disturbing than the questioning that takes place throughout the play, because they realised that the Inpsector had deceived them all. They had been had! But on the other hand, was the purpose of the visit fulfilled? I think the purpose of his visit was to show the family that their lives and what they do during their life is far more influential than they realise, either positively or negatively. Had they helped Eva Smith, her life may not have been lost, but in fact, the Inspector’s intention was to help them see where they went wrong and secure them on the right pathif they were willing to respond. He wanted to aid them in their understanding that in life there are huge decisions and choices to make which, if are chosen wrongly, can have devastating effects, not only for them but for other people . The reason the Police Inspector arrived here at the Birling household was to investigate a suicide. He seemed to already know everything that the family told him of the questions he was asking. It was as though he had been watching them for the past 10 or so years and knew everything that had gone on. It appears innocent, just routine innocuous questioning. On one level, J.B. Priestley is using the Inspector’s character to solve what seems to be a police inquiry, investigating a suicide. On a deeper level, Priestley is using the Inspector to help the family see where they can take greater responsibility in society; he is helping

Do Magnet Schools Work? :: essays research papers

Do Magnet Schools Actually Work? The 1954 decision by the Supreme Court of the United States in Brown v. Board of Education of Topeka, Kansas, represented a turning point in the history of the United States. (144) Reversing the 1896 Plessy v. Ferguson ruling, which said that racially "separate but equal" public institutions were legal, the court held that segregated public schools were "inherently unequal" and denied black children equal protection under the law. It later directed that the state provide desegregated educational facilities "with all deliberate speed." Kansas had been only one of many states that had "separate but equal" schools that were affected by the decision. Although Southern white officials sought to obstruct implementation of the Brown decision, many blacks saw the ruling as a sign that the federal government might intervene on their behalf in other racial matters. The court ruled that the schools would have to come up with a solution to the problem of desegregating the schools. Special schools called â€Å"Magnet Schools† were set up. These schools were designed as a desegregation method. There were three methods used in the desegregation of the schools. Black students were bussed out to the suburbs to attend white schools, white children were bussed into the city to attend black schools, or both races were mixed in different schools. There are two types of magnet Durham 2 schools. The full site school is where all students in a particular district transfer into the school and are mixed together in the magnet program. Partial site programs offer a special magnet program within a â€Å"non-magnet† general school, even though students still transfer into the school to participate in the magnet curriculum. The focus of these schools is to achieve racial balance and increase educational quality. (146) Some of the problems with magnet schools were that they would â€Å"siphon† off the better students from a school district, leaving all the educationally at-risk students. (147) Most of these students that were left behind were members of a minority group such as Black or Hispanic. Another problem with magnet schools is that they might already be aimed at middle class families. This is done to try to avoid desegregation by some parents so their children will not have to go to school with members of a minority. Removing students from a given school district also removes resources from students most in need from this interaction.

British Airways PLC British Airways Essay -- Business Management Studi

British Airways PLC British Airways British Airway’s PLC is the largest international airline in the world. It is based at Heathrow airport in London, the busiest international airport in the world, and has a global flight net-work through such partners as USAir in the United States, Qantas in Australia, and TAT European airlines in France. Via its own operational and those of its alliance partners, British Airways serves 95 million passengers a year, using 441 airports in 86 countries and more than 1,000 planes. The principal activities of British Airways is the operation of international and domestic scheduled and charter air services for the carriage of passengers, freight and mail and the provision of ancillary services. The term British Airways was formed by the merger of it two predecessors namely------- (1) (BOAC)-----British Overseas Airways Corporation (2) (BEA)-----British European Airways These two operated as separate airlines previously, the new tattle â€Å"British Airways† commended in April 1974. The structure of BA consists of the many divisions under which British Airways operate. Its structure continues to under CO necessary changes, which BA regards as the way forward. Some of its structural changes go on to include operating in partnership with Subsidiaries, Franchisees, and Allied Airlines. These several components come together with British Airways to provide a more effective and smoother working of passenger services. Among these operating divisions, BA remains the major shareholder. However, in cases where BA has a minority share holding, these aircraft operate under the colours of their parent airline. This sharing agreement though successful, could sometimes make it difficult to recognise, who the true operator of a particular aircraft is. BA airways are a vast organisation, running fleets of aircrafts to Varying destinations. This calls for great formalisation of procedure; and CO-operation with subsidiaries, partners, and other bodies which form its structure. This section; British Airways structure has to do with leadership of this enormous concern. There are three Directors; seven executive directors; there is the leadership team which has to do with British Airways, marketing; flight operations; investments; and passenger safety, and interest. The leadership team are also responsibl... ...es and which are now having a significant impact on the airline and its fleet plants. These plans and strategies are also being shaped by the removal of barriers to world trade though deregulation, and increasing access to new markets. These factors have brought about the strategies which are now shaping British Airways for the rears ahead. Firstly, a major cost saving Business Efficiency Programme has been underway for some time, which has enabled the airline to remain to profitable by delivering savings that are targeted to reach  £1bn per year by 2001. Secondly, product improvements have included the World Traveller re-launch in 1998 followed by a Club World upgrade including fully flat beds, and improvements to first class and Concorde, plus an on-going drive to improve the basic service standards which passengers expect, such as good punctuality and baggage delivery performance. The airline is also concentrating on attracting more high-yielding premium-fare passengers and operating the routes which maximise profitability. Other significant strategies include a major revision of the airline’s fleet plans and further development of its partnerships and alliances.

Is Texting Language Really Appreciated? Essay

In Texting: Why All the Fuss? By David Crystal, a chapter from Txting: The Gr8 Db8, he mentions, â€Å"Texting is just another variety of language, which has arisen as a result of a particular technology.† In the excerpt Crystal talks about the drawbacks and benefits of texting. His main focus in the text is how texting has influenced grammar in teenagers. But, are the teenagers really the only ones to blame in this situation? Is it the parents? Or maybe the teachers? Overall, everyone is at fault to the drawbacks, but the teenagers are responsible for the evolution of communication. Just because teenagers use abbreviations, or texting â€Å"language† does not make them illiterate, it is a type of language whose flexibility and convenience needs to be appreciated. Crystal claims how texting has arisen in the technological world by showing how people use their phone frequently. The text mentions how Jan Van den Bulck, from Catholic University of Leuven says, â€Å"Among 16-year olds, the interference was greater: 20.8 percent were woken up at least once a week with their phones.† Also the chapter stated, â€Å"Half the employees said that they always respond immediately to a message.† Texting problems have also carried over into the outside world. Crystal stated, â€Å"Most employees reporting that they checked work-related text messages and emails even when at home or on holiday.† In the excerpt Crystal lists obvious benefits and drawbacks from the over-usage of cellphones and texting. He notes, â€Å"I believe any form of writing exercise is good for you.† David Crystal is saying, that even though cellphone users to use proper texting etiquette, any form of writing can only benefit you. â€Å"Another study concluded that texting actually helps the development on communication skills such as the ability to summarize and  express oneself concisely,† quoted from David Crystal. Crystal also mentioned from the same study, â€Å"Texting motivates people to sharpen their diplomatic skills, for, as with all written activity, it allows more time to formulate thoughts and express them carefully.† There are not only benefits from texting; there are plenty of drawbacks involving distracting users, and health issues. Texting has caused issues with time management, loss of sleep, and addiction. As mentioned, before a significant amount of teenagers a re being woken up in the middle of the night by their cellphones going off. Ironically, there is a medical term for a text messaging injury known as â€Å"TMI†. TMI is also an abbreviation for â€Å"too much information,† which is commonly as texting dialect. In the text Crystal does mention, â€Å"Every time I talk to groups of teachers and examiners, I ask them whether they have encountered anything remotely similar. None of them ever has.† Crystal is referring to children and teenagers using â€Å"text language† in their schoolwork and essays. Crystal reports, â€Å"The concern over texting lingo has been greatly exaggerated; he s that on average, less than 10 percent of words in text messages are abbreviated.† Personally, I am not a huge texting person. I’d rather have a face-to-face conversation; but I’m not going to sit here and say that I don’t text. If it’s just a casual conversation, I don’t mind texting but if it were an argument I’d rather have it be in person. Yelling at someone is easier than to take my anger out the keyboard on my phone. My experiences with t exting and using my cellphone somewhat relate to the point David Crystal was trying to make. I do get rarely woken up by texts, I text while I am at work, but I do not use text language. Newer phones have autocorrect in their system, which means if you misspell a word the phone will fix the spelling error, as you are texting a message. It’s quite relevant, and more people should turn that on, especially from seeing the statistics from David Crystal’s chapter. I’ve been texting for about 10 years now, and it has not really changed my grammar if anything it has benefited it. When I was 10 I used text language and abbreviations, but that is because I didn’t really know what â€Å"proper grammar† was at that point. I have been disrupted from my daily schedule with my phone going off from time to time. Seeing how I am nine hours away from home, and my dad lives in Germany. I do get a lot of texts and calls when I am busy in class, or doing homework. Honestly, I don’t expect anything different; we’re all on  different time schedules. Sleeping has not really been much a problem for me; I do sleep with my phone in my bed because it is my alarm clock in the morning. Keeping my phone in my bed has not been much of an issue for me. I make sure to keep my phone on silent so I don’t get disrupted. Texting has not really made me feel safe. I have been in two different car accidents, and the driver has been texting while driving. I have absolutely no respect for anyone who chooses to text and drive; it’s not just for your safety. I have absolutely no service anywhere I go, so if something bad were to happen I more then likely wouldn’t be able to call for help. Addiction to phones is possible; Crystal mentions how, â€Å"Priory clinics were reporting a sharp rise in â€Å"technology addiction.† I can proudly say, I am not addicted to my cell phone or texting; it’s more of a luxury rather than a necessity. The issues with texting will constantly be an argument, no matter what age, or what profession is speaking their opinion. Crystal proves remarkable points, but there are ways to make an argument supporting the other side. I believe that David Crystals article was more informing than David Carr’s, â€Å"Keep Your Thumbs Still When I’m Talking To You.† Crystal shows downfalls and benefits on both sides to the debate of texting, and provides specific statistics, and quotes from other sources. Texting is just another variety of language, which has arisen as a result of a particular technology, but it is a type of language whose flexibility and convenience needs to be appreciated. Work Cited Crystal, David. â€Å"Texting: Why All the Fuss?† From Txting: The Gr8 Db8. Oxford: Oxford UP, 2008. Rpt. in Language Awareness. Paul Escholz, Alfred Rosa, and Virginia Clark, eds. Boston: Bedford/ St. Martins, 2013. 359-73. Print.

Human Resources Management Essay

Human Resources Management (HRM) is a new concept. It is a combination of HR, Accounting, Management, financial Management and Economics. Globalization to would economy has candid the corpo ordinate cable organization to global competition, mobilization of affairal manpower and y divulgehful quantitative counsel practice. So, there atomic number 18 growing realization cannot achieve its remainder effectively and efficiently. To face this complex way challenge, effective objectively measurable database carcass to measure and apply HRM information.Now-a-days, in Bangladesh, e actually year, and huge amount of money and sharp HRM are being engaged by corporate to improve the productivity or skills o f their work cast crossways the country. Such huge expenditures are make with the anticipation of future returns in name of improved serve to be rendered by skilled employees. In another(prenominal) words, organizations by investing world resources development by all odd s increase the service po cardinaltials embodied in gentle resources and these investments thus create economical pluss for the organizations.Human resource (or personnel) management, in the awareness of getting things done with bulk, is an prerequisite part of every managers responsibilities, but many organizations find it beneficial to establish a specialist category to provide an expert service dedicate to ensuring that the human resource function is performed efficiently. nation are our most valuable asset is a cliche which no division of any senior management team up would disagree with. Yet, the reality for many organizations are that their people remain chthonic valuated, under trained and under utilized.The rate of qualifying facing organizations has neer been capacious and organizations moldiness absorb and manage change at a much faster rate than in the past. In order to go across a successful business dodging to face this challenge, organizations, gr eat or small, mustiness ensure that they have the right people capable of delivering the scheme. There is a long-standing blood line about where HR-related functions should be organized into hulking organizations, e. g. , should HR be in the g everywherenment Development department or the other way or so? The HRM function and HRD profession have undergone tremendous change over the past 20-30 years. some(prenominal) years ago, bigger organizations looked to the Personnel Department, mostly to manage the paperwork around hiring and paying people. More recently, organizations consider the HR Department as playing a major role in staffing, instruction and helping to manage people so that people and the organization are performing at maximum capability in a spunkyly fulfilling manner. Company visibility History of Partex groupingPartex convention is among the large Bangladesh private sector manufacturing and service ground enterprises, owning and operating over twenty unit s plentiful value for money to all guests. The sort started modestly in 1959 in baccy trading and with prudent entrepreneurship of our Founder electric chair Mr. M. A. Hashem today we have a bet in tobacco, food, water, soft drinks, steel container, tender oil, wooden circuit board, furniture, cotton yarn and the IT sector. afterward Bangladesh was established our Chairman set up M/S Hashem Corporation (Pvt) Ltd. n Chittagong city meeting the large petition of food and materials needed for sustaining the needs of a new nation through imports. From trade to import substitution was the next tenacious step and the stepping stone into the manufacturing sector, which has matured to the multi jillion dollar diverse investment of the Partex throng today. A dedicated work force and committed board members led by our Chairman and backed by a market oriented corporate strategy has been the cornerstone of our success.Today the group has over twenty family owned private exceptiona l companies with a sizable turnover. Ours is a changing organization always exploring new ideas and avenues to blow up and grow further. Long before surroundings came to dominate the development agenda. Star fragment Board Mills in the mid-sixties pioneered an eco-friendly industry to reduce pressure on our scarce forest recourses. It is a alone(predicate) combination of environmental protection and medico belaying most doomsayers who claim the two to be at odds.The one score and ten year successful perpetuation of our whole step substitute products not only blab volumes of the foresight of Partexs founders but alike their vision of the future. They make particle board from agro-waste, mostly jute stalks, and ensure greater value to the jute growers of Bangladesh. Products are processed using new-fashioned technology to produce homogenous and surd particle board that can last seasonal change and are expel from termite and fungal attack. These particle boards go on to p roduce veneered boards of various end and texture.Also door panels both plains and nonfunctional in various finishes and sizes. In addendum their produce special furniture boards, swish furniture and even various plyboard on our range of products. Beside, in tolerate and outside training, recruits business graduates from reputed universities as management training for mainstream banking to enrich quality of human resources contributing towards operations effective and semipermanent sustainable results. Vision Statement The toss is not the limit for us, but their expectation is within limits.Therefore, their imagination soars beyond ceremonious barriers. Partex Group share or good deal with their beloved motherland. They want to serve her in the greater quest for national uplift. explosive charge statement To sincere traveler, the way is never too long. Partex Group believes in go on in diversity and service through entrepreneur. They are merchants and missionaries, doers and dreamers, entrepreneurs and professionals. They are futurist with emphasis on creating thinking and driving action. High quality financial services with the help the latest technology.Fast and accurate customer services Balance increment strategy High standard business ethics Steady return on shareholders equity. Innovative banking at a militant price. Attract and retain quality human resource. Firm commitment to the society and the harvest-time of national economy. The spirit Enterprise is Partex Groups spirit. Partex Group manufactures superior import-substitute consumer and industrial products. Their cutting edge precision leads to greater public utility and hygiene, with a great care for the environment and human inhabitation.It is the very ingredient that gives their organization the integrity upon which their composition is built and we zealously guard it everyday. Many a thousand minds of their group contributed to their collect companionship to keep the wheels rol ling that in turn leads them to goal. This cumulative strength of knowledge is required, today, to find new solutions for the manifold problems of fast- changing economic cultural and ecological milieu. Objectives Partex Group is a customer focused current banking existence thriving fast in both earning and ability to stand out as a leading banking institution in Bangladesh.They deliver unparalleled financial services with the touch of heart to Retail, wee and Medium Scale Enterprises (SMEs), corporate, institutional and political guests through the outlets of branches across the country. Their business initiatives pump on the emerging need of the clients. Partex Groups client commitments are the following Provided services with high degree of professionalism and use of most young technology. Create life-long relationship based on mutual trust and respect. Respond to customer needs with speed and accuracy.