The Creation of a Homeschool Transcript

As homeschool programs continue to grow in popularity, more and more questions arise about how to ensure that the educational experience of the child is valid respected by future educational institutions, such as colleges or secondary schools. This often means that the validity of the homeschool transcript, in particular, can come into question, and parents who are creating the programs need to make sure that their transcripts contain the necessary information to accurately reflect their child’s mastery of the material. While homeschool transcripts are, according to state law, considered to be equal to transcripts from public and private institutions, that doesn’t mean that any old transcript will do. Homeschool programs also need to properly address the state requirements for education. If you’re not completing the appropriate course of study, then your transcript isn’t going to help you. It’s important to be able to accurately reflect the course of study taken by your student, as well as how the student performed in her studies. While this all may seem confusing, it doesn’t have to be. Check out these helpful tips for creating a solid course of study and how to create a formal homeschool transcript. State Requirements for High School Graduation Whether you are considering a traditional classroom experience for middle school, high school, or college, it’s important that you know what your state’s requirements are for graduation. Your program of study should work towards meeting those goals and may even provide the opportunity for a student to progress within their studies more quickly than a traditional classroom.  The transcript is how you will document the fulfillment of these requirements. Start by making a list of the courses your child needs to take and create a plan for when and how these courses will be taught. This list can be used to start building your transcript. By addressing these core courses early, you have more flexibility when it comes to designing your program. If your child is excelling in math, for example, this could be an opportunity to provide high school level math courses earlier on, starting in middle school. This can be very helpful if you’re looking to transfer into a public or private high school in the future, or even just in preparation for college. It’s important to regularly check your state’s requirements, as there can be changes year to year, and you don’t want any surprises. If you move, you may find that your new home state doesnt have the same requirements as your previous one. Things you need to determine to include: Years of English (typically 4)Years of math (typically 3 to 4)Years of science (typically 2 to 3)Years of history/social studies (typically 3 to 4)Years of a second language (typically 3 to 4)Years of art (varies)Years of physical education and/or health (varies) You also need to determine if there are core courses that your child is expected take, such as U.S. History, World History, Algebra, and Geometry. Literature and composition courses are often required as well. Determining Grades With Assessments Your transcript needs to include grades, and how you determine those grades is important. As you teach, the program must address the core course requirements, and you should keep accurate records of student performance. By regularly giving quizzes, tests, and graded assignments, you have a way to assess your child’s performance quantitatively, and use those scores to create an average grade that will be used on your transcript. This helps you ensure that you’re adequately assessing skills and mastery, and gives you a way to benchmark progress against performance on standardized tests. If your child takes the SSAT or ISEE or the PSAT, you can compare her grades to the scores. If your student is achieving only average scores on the standardized test but is receiving all As, educational institutions might see this as a discrepancy or a red flag.   Middle School vs High School Transcripts When creating a middle school transcript for the purpose of applying to a traditional secondary school, you likely have a little more flexibility than you might with a high school transcript. In some instances, comments can be used, and can even replace having the standard grades, though some schools may be resistant to comment-only transcripts. For private schools, a comment transcript without grades may be accepted, provided that the student excels on the standardized tests for admission, such as the SSAT or ISEE. Showing grades and/or comments for the past 2 to 3 years may be appropriate, but check with the secondary or middle school you’re applying to, just to be sure, as some may require more than four years of results. But, when it comes to high school, your format needs to be a bit more official. Be sure to include all the courses the student has taken, credits earned from each and the grades received. Stick to the high school studies; many parents believe that adding in high-achieving results from all courses taken in middle school can be a bonus, but the truth is, colleges only want to see high school level courses. If there are high school level courses taken in the middle school years, you should include them to show that the course was fulfilled appropriately, but only include high school level courses. Include the Relevant Facts In general, your transcript should include the following information: Student’s nameDate of birthHome addressPhone numberDate of graduationThe name of your homeschoolCourses taken and credits earned for each along with the grades receivedTotal credits and GPAA grading scaleA place for you to sign and date the transcript It’s important to note that you should not use the transcript as a place to add details or explanations about grade changes or to explain difficulties in a former school. There is often a place within the school’s application for the parent and/or the student to reflect on past challenges, obstacles they have overcome, and why there may be significant jumps in performance within the transcript. As for your transcript, try to focus on data.   Creating an official transcript can be a lot of work, but if you are organized when it comes to your program offerings and diligently track and record your students progress year to year, creating an effective transcript for your child is easy.

Reflection On Self Assessment Reflection Paper - 961 Words

Self-Assessment Reflection Paper I have used the feedback to deepen my learning and improved the learning product I submitted by listing and understanding what my instructor have given me through our discussion about the homework assignments. I have taken that information constructively to make sure that the paper I will be submitting is concise and sound conveying the information properly in the APA format making the submitting assignment free from grammatical errors to best of my ability. For example; the instructor and I discussed about submitting an APA style paper with in-text citation and properly referencing my paper. This discussion helped me more conscious and aware about submitting my writing assignments in the APA format. Also, the discussion helped me to organized and structure my paper given it a consistent flow throughout the paper. My vision and professional aspiration is to obtain all the concepts and knowledge about theories systems, application, and models implemen tation that would enhance me to become an effective MFT professional. By achieving each coursework components that has been constructed for me at Northcentral University in my field of study as an MFT, it bring me closer to the reality of becoming a license Marriage Family Therapist. I have aspirations of being one of best and most effective MFT, so I can better help people in overcoming their issues they might have. With the help and support of the NCU faculty and staffs, I have greaterShow MoreRelatedSelf Assessment Reflection Paper632 Words   |  3 PagesSelf Assessment Reflection Paper Yvonne Johnson-Cane Wilmington University Self Assessment Reflection Paper In the Tests and Measurements class we were given an assignment to complete several assessment tests. 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Dynamic Open House Free Essays

string(42) " comfortably be in each program location\." Running head: Team 2: DYNAMIC OPEN HOUSE Team 2: Dynamic Open House Project Design Approach – WIN 508 Team 2: Michael Beaton John G. Bell Scott Traynor Antioch University Seattle Table of Contents Introduction3 Design Process3 Designer-Client Conversations4 Design Elements7 Room Use – Program Dividers and Breakout Rooms7 Presentation – PowerPoint and Video10 Graphics – Large Scale and Flyers13 Other design elements17 Introduction The Center for Creative Change (C3) periodically puts on an â€Å"Open House†. The Open House is a 2-hour presentation to prospective graduate students, to both answer their questions and to excite them about the opportunity that C3 provides. We will write a custom essay sample on Dynamic Open House or any similar topic only for you Order Now While the current Open House is adequate there is a sense that it is could be better. Toward this goal, the clients have engaged the design team to facilitate the development of ideas that will reinvigorate the Open House presentation. As clients, Wendy Olsen and Farouk Seif represent C3 and Antioch. Design Team2 is comprised of John Bell, Scott Traynor and Michael Beaton. The team met twice with the Wendy Olsen and once with Farouk. The clients and the design team used collaboration and lively discussion to develop design goals, criteria and constraints. The design team used these goals, criteria and constraints to develop the following proposal. Design Process The design team worked to identify characteristics of the current Open House through conversations with the clients about the Open House, the design team’s own student experience and focus groups that had been conducted in a previous quarter. Elements of the existing Open House and of the Antioch experience were taken as examples from which specific qualities could be discerned. These specific qualities were goals, criteria and constraints that the design team explored during the design process. The design team entered the collaborative process with an experiential, ethnographic approach. Designer-Client Conversations During our conversations we explored the open house as it currently is presented as a basis for inquiring into the intent and purpose of the Open House. Two overall design elements, that inform our entire project, were derived. These are information and excitement. Information The open house should provide information. The primary way this would be done is to anticipate questions and attempt to develop design elements that best supported that purpose. Another aspect of providing information that is often overlooked is to help participants develop and articulate new questions they may not have known to ask. In many cases it will not be possible to answer all the questions for each student in the 2 hours available for the Open House. It is important to provide direction on how to get answers to those questions. Excitement An important goal of the open house is to general excitement for the participants. The potential students should be excited about Antioch and the opportunity to enroll. Further, the faculty and staff should be excited by the chance to do something worthwhile during the open house presentation. Constraints The design team identified several constraints †¢ Time – The open house happens on a single day, in the same week as other presentations. There must be some activity for the 2 hours scheduled. Activities before and after are possible. †¢ Place – The open house happens at Antioch, in room 100. Some open house presentations use breakout rooms. †¢ Budget – There is not unlimited funds. There are funds available for ‘one time’ expenses. There are additional C3 specific funds available, as well as the budget provided by the University itself. Criteria †¢ The presentation must feature C3 as a whole as well as provide information about the specific degree and certificate programs available. Service as marketing †¢ Concise †¢ Linking / framework / themes †¢ The open house should give the participants an idea of what they would experience as a student. Desired Outcome From conversations with the clients, the implied purpose of the Open House is to present enough information so attendees are able to †¢ get their questions answered, or have the resources to do so. â₠¬ ¢ decide if Antioch is the school for them †¢ filter out those for whom Antioch would not be a good fit. †¢ â€Å"Present the C3 program for what it is† The overall event is a marketing event – this needs to be kept in mind – the desired outcome is excitement in the attendees so the right people are motivated to apply. Design Elements We developed several elements, three of which we will particularly highlight, and several which we have included in this proposal. These design elements have been used to develop a proposed agenda for a dynamic open house that creatively fulfills the requirements articulated by the client. Further iterative dialogue would provide the finishing touches to the proposal. Room Use – Program Dividers and Breakout Rooms In order to address the constraint of time and the quantity of information that needs to be presented we suggest reorganizing the presentation into three separate rooms. The intent of this is to allow the â€Å"main stage† to present the most critical information while offloading other information to other rooms. This addresses the issues of presenting the most interesting and essential information, supporting the goal of maintaining audience interest, while still having all the information available and allowing us a more effective use of the time. – Break the presentation into 3 main spaces/rooms Maximize information presentation in the time frame allowed o Creating multiple places for participants to move – allowing choice in how to get information and questions answered o Offload less essential information from the main presentation to maximize the effectiveness of the time for the essential information. ? Do more with less time ? Allow for different approach es to communicating the information. I. e. not just lecture or passive participation – Main Room o Main presentation. o Incorporate wall posters – or hang from ceiling in space. ? To help bracket the room. Create a more intimate space ? Surround the screen with the program information. See Below. o Program Tables ? Arrange the tables that facilitates ease of movement around the information †¢ Allow for 3-4 staff to comfortably be in each program location. You read "Dynamic Open House" in category "Essay examples" †¢ Staff the program table with a Faculty member, student, Alumni, and possibly someone representing the work community. o This supports the idea of having information and resources available to address the student at each stage. I. e. : Pre Student Life as a student Post Graduate Work. ? Add a back panel at each program desk Like a cubical divider panel. †¢ Creates a defined space for the program. Creates a different space than simply a desk. †¢ A place to present art and other information unique to the program †¢ Lighting on each panel. o Highlight the program information o To make the space more inviting than the ambient fluorescent room lighting. o Add a concierge person to handle the logistics of scheduling appointments ? Wendy indicated that sometimes she gets too involved in logistical details when she should be circulating throughout the room making sure each attendee is getting their needs met. This also supports the notion of providing attendees students with a next step while they are in the room. – Media Break Out room o Create a looping power point presentation o Possibly a looping movie. The idea being to have a place where interesting information is being presented in a multimedia forum where participants can come and go at leisure. Content of this presentation could include faculty interviews, a deeper history of the university, perhaps in depth interviews with employers and clients of Antioch graduates. – Experiential Room o Place where participants can experience Antioch as a student ? Interactive ? Sample of a class or lecture (each less than 15mintues ? Life as a Student ? Case Study Presentation ? Change Project Presentation ? Allowing for easy in and out movement. The overall idea behind these three rooms is to have a layout and relationship between the rooms that are compelling/inviting to for participants to want to visit. It should be easy to move in and out of these various rooms. This means that participants should feel comfortable entering or leaving these rooms at various intervals that allow for their participation in other activities. One way to facilitate this would be to have the looping media be short enough that there are opportunities to join or leave. Other activities in the experiential room should have structural breaks such that one would not feel rude entering or leaving at some frequent interval. Presentation – PowerPoint and Video In the existing open house, most of the content that fills out the structure is fluid. The static content is comprised of a PowerPoint presentation and a video. Therefore, these are the point when the most consistent information is provided. Any changes to the open house must preserve this function or find another method to provide consistent information. During our meetings with the client, we identified that the PowerPoint presentation currently contains a very important element. The video interview with an employer is an element to which many participants pay close attention. Any changes to the open house must preserve this element or devise another method for developing the same combination of excitement about possibilities and information about life after graduation from an Antioch program. The team identified several overlaps in content in the PowerPoint and video. There was video in the PowerPoint, even though there was already a video component to the presentation. The PowerPoint presentation also included elements that were repeated in other parts of the overall program, such as quotes from students. Furthermore, the quotes from students in the PowerPoint are flashed on the screen and the audience is left to read them individually, which is less exciting and engaging than other opportunities for communicating with current students. The design team approached the PowerPoint presentation with special care. As a group we are especially sensitive to the way that such presentations are often misused as a primary focus instead of being an aid to the presenter. Our group’s observations of the status quo open house included points where the participants were asked to read the slides themselves, where the presenter merely read the slide aloud and where the slides did not appear to fulfill the intention of providing information and generating excitement about Antioch. Each slide was examined for intent. This intent was then used to evaluate if the slide fulfilled the purpose it was created. The design team determined that the presentation could be both shorter and richer in content. One of the elements that we have enhanced overall in the dynamic open house proposal is the collateral information provided. Some of this will be described in the next section, but we determined that the place for information about the overall structure of C3, and the framework for the course schedule is in the PowerPoint presentation. We want to highlight the section of the presentation on which we focused the most. The design team and clients together recognized that there were a number of topics of overall C3 design that were not being communicated as well as they could be. In our meetings, we determined that very little was being said about the case study, change project and thesis. Further, the relationship between then classes was not being shown. The design team took the class schedule slides as a primary place where re-design could help with the overall goals of the open house. We developed a new, more dynamic, way to display the 2-year program that highlights the themes of the quarters: The new design also displays links between the classes and the primary projects of the degree, such as linking RP1 to the case study and connecting the classes that are components of the 1st certificate: The video interview with an employer consistently draws the attention of the participants. In our conversation, we were able to abstract from this specific instance the need to highlight what graduates of the Center’s programs do after graduating. In the previous design element we paid particular attention to increasing the chance for participants to interact with alumni, employers and RP2 host site representatives. We further support this by including alumni at each degree table. Graphics – Large Scale and Flyers During our conversation with the client we have also identified that there are important elements to the whole student career that are not well represented. There is a framework of relationships between the classes that is not well expressed by the current materials. These interconnections are an important element of information that can be provided, but is not currently well represented. Further, a well-developed and concise presentation of the framework for the student experience is likely to increase participant excitement for the program as a whole. In focus groups, the interdisciplinary, collaborative nature of the program is often mentioned as important for current students. Further, presenting the whole, instead of just components, in the presentation will model a primary element of the Antioch experience: Wholism. The client also stated that there have been times with participants would want to see the Power Point Presentation again for more details. This process is very time consuming and requires a staff member to focus a large amount of time to one participant. We suggest one new design and a redesign of existing visual aids. The new design would be a wall mounted poster listing the quarters and classes needed for completion for the C3 Program. This poster should be large enough to see from any where in the room. It would act as a visual aid when explaining each phase of curriculum, including the classes, case study, change project, Thesis, Certificates, Caucus, Reflective Practicum and the themes for each quarter. This would allow multiple people to view the poster at the same time and free up one staff member. Our next suggestion is to improve the flyers that we currently have and redesign them. Our team identified several improvements that were identified in conversations with our client. We would suggest the following flyers (see appendix for examples): †¢Center for Creative Change †¢Whole Systems Design Management †¢Environment and Community †¢Organizational Psychology †¢Graduate Certificates †¢History of Antioch †¢Frequently Asked Questions †¢Case Study Change Project The C3, WSD, GMP, ENC, and OPP would all have the same information about the first year of classes including RP1, Caucus and the Core Courses. They would also list the requirements for the Case Study and the themes for each quarter. The rest of the flyer will list program specific information including sample of classes that are required. They will have information related to alumni and where you might go after completing this program. The Graduate Certificate Flyer will have information related to these programs, including alumni and what benefits you might gain by having these certificates Our client specifically talked about the lack of information they have about the history of Antioch. The history is rich and very worthy to share with the participants. This flyer should address that information the client would like to share. While each program could include an FAQ tailored to fit their flyer, we feel that there are common questions being asked across the programs. This flyer should address those FAQ as well as information about the school. This flyer should/could go hand in hand with the C3 flyer. Information tailored to fit the entire C3 program. One of the main topics not discussed in detail is the Case Study and Change Project. In our conversations with the client, we also determined that little emphasis is placed on the case study and the change project during the entire open house. These are important elements of information, and likely to be the catalyst for excitement from the participants about the program as a whole. in focus groups, the practical component is one element than many current students cite as important in their decision to attend the university. Proposed Agenda An agenda for the evening should be prominently posted. This provides context for the experience and also will help to simulate the experience of the participants as Antioch students. The design team has combined the design elements into a program for the evening. Other design elements Playing with the constraints of time and place, this design team was able to develop several ideas that met the criteria of the open house in other formats. Antioch TV One way to generate excitement about Antioch and to develop a conduit for information about what Antioch is like for students would be to develop alternate delivery methods. For example, some Universities provide lectures via local cable or as videos that can be ordered. Presenting this first as a service to the community provides marketing as a benefit. Alternate Weekend Classes for the Community Highlighting the notion that service to the community is marketing, the design team developed the notion that C3 could offer 1-credit classes to the community on a weekend that alternated from residencies. This would provide many of the experiential, interactive elements to familiarize participants with what it is to be an Antioch student as well as performing an intrinsically good service for the community. C3 might find that this alternate weekend becomes an important part of emergent services to itself. One option would be to provide experiential labs that were optional components for students able to enroll without requiring out of town students to be on campus outside of residency weekends. This could become a bridge between providing low-residency programs and more intensely engaging programs for those willing and able. Another related notion is to provide lectures before the open house, which are part of the overall program, but not absolutely linked. After developing this notion, the design team was informed by the clients that this had been done on at least one occasion in the past. Other graphics and Packet information In order to give the prospective student better idea of what Antioch is about we propose that the information that is available include: ? FAQ Sheet o A page or two that has essential information, phone numbers, perhaps dates and times, along with recurring questions that arise in these sessions and in even in private meetings with advisors. Class Syllabus o To give the prospective student an idea of what the classes are about. They do not have to be the most current. o Maybe have them at each program table. ? Case Study and Change Projects o Illustrating some of the work that students actually do. o Invite students to practice or repeat symposium presentations ? â€Å"Life after Antioch† o i. e. , job placement study, salary surveys, employer testimonials, student/alum testimonials† o see below Alum ni Association Wendy indicated that there is a new position at Antioch specifically tasked to establish relationships with Antioch Alumni. We believe alumni participation in the Open House is critical to the success of the evening. As noted above we propose to integrate alum into the teams that staff the program tables. Additionally it would be useful for Antioch to institute a survey that would garner information about what Antioch graduates do after getting their degree. Wendy indicated more than once that the section where the employer talks in the current video is where attendees really ‘perk up’. We think this ‘post-degree’ information should be a focus of the information presented. Specific information that will be useful would be the job sectors graduates move into, perhaps a list of companies that have historically hired graduates, along with some salary survey information. Post Meeting Review Regarding the notion of having materials and the information available to fully address the participants needs it may be useful to have a post meeting debrief session. A review of things that worked, perhaps didn’t work and ways to make adjustments for future presentations. One thing we hope would come out in these meetings to get a sense of the type of people that are coming to these sessions and the type of questions are being asked. Paying attention to these elements will help keep the system at Antioch open to its potential base of students as well as providing feedback to make the Open House sessions better. Recurring questions or things that the staff find are confusing participants could be addressed in future updates to the FAQ sheet. Where appropriate the information could be added to the Antioch web site as well. How to cite Dynamic Open House, Essay examples

Management and Business Context for Regionalisation- myassignmenthelp

Question: Discuss about theManagement and Business Context for Regionalisation. Answer: Introduction The competition has increased day by day that is why it is necessary for the business to make the better understanding about the ways in which they are doing their business. There are many capabilities in the organization which should be considered by organization to enhance the performance of the organization. Every organization has different risk factor which should be analyzed by them to eliminate them. The best practice decision enables organization to move ahead without any obstacles that may assist in enhancing their organizational performance (Turban, Sharda Delen, 2011). The role of different functions is huge in the organization to attain the business strategies. Simcoa Operations is an Australian based company dedicated to developing the worlds effective quality silicon to meet customers needs. There are various industrial and lifestyle products are being produced by Silicon that plan a vital role in everyday lives. The organizational structure of Simcoa will be defined in this essay along with the internal and external forces surrounding their business. The current risk that confront by Simcoa and the steps that are taken by them to improve their performance will be elaborated. Organizational structure of Business The organizational structure of the business helps to understand the criteria of working and responsibility of the employees and higher authority. It has been found that Simcoa employs about 180 local people (Mine Earth, 2013). There are various departments that help employees to manage their work appropriately. The top level of manager delegates the work responsibility as per the capability of the employees. The structure depicts the innovative market for waste products as it has taken various steps to minimize and recycling waste. This company operates 24*7, 365 days a year and it has produced around 50,000 tons of silicon and 11,000 tones of silica fume per year (Simcoa, 2008). To manage it in proper way, there are various departments present in the company having various roles compliance committee, information security, manufacturing staff and supervising department. External and Internal environmental forces There are various internal and external forces available that impact business directly or indirectly. In the context of Simcoa Company, internal factors of Simcoa can be resources, organizational culture, nature of the workforce and changes in the managerial personnel. Resources are the major component of the organization and maintaining them is a challenge especially in terms of human capital they have. It is required to invest in training program to make trained employee about the working style as it manufactures silicon which has huge importance in daily life. The culture of organization should be managed in effective manner as the policies and procedures regarding managing the diverse workforce should be implemented (Ahri, 2016). Employee satisfaction is necessary to maintain the long term relationship with the employees. Changes in the managerial personnel are the internal force that can impact the working employees. There are some external forces that may impact the activities of business. These are defined below: Political and Legal There are number of political terms are built and reorganized that may influence the entire business of the organization. The prices of silicon are dependent on the bonding between the two countries as Simcoa deals with number of countries all over the world. In the amendments of policies regarding production of silicon can impact the business of Simcoa directly or indirectly. Economical It can be found that there are various parts in the world that does not have economic stability. In such conditions, it is required to the Simcoa Company to have efficient economic policies to ensure quiet good earnings or profits. The slowdown in the market of USA and the poor performance by European economy can bring huge losses for the company. Social The demand of the society is changing day by day due to latest technology which may impact the organization. Silicon is being used in our daily lives which enhance its demand rapidly. It can be considered as the huge opportunity for the company to expand its business globally. Technological There are many technologies used in the organization to produce silicon. It forces Simcoa to use latest technology in the production of silicon or make amendments in technologies at standard intervals of time (Frew, Powell, Sallam, Allsopp Johnson, 2016). Environmental Simcoa has environmental friendly operations that committed to retain an effective standard of environmental awareness along with contributing to the development of economic of the region which is an important part of Simcoa operations. The risk that currently confront the business Every organization has different risk which should be considered by them to eliminate them within time so that it could not impact the performance of the organization (Wooldridge, Schmid Floyd, 2008). In the context of Simcoa, safety risk is currently confronted by the business because in the production of Silicon a steep temperature gradient extends from the zone of the arc which is 3000C. Silicon is the chemical element that is made up of various chemicals formulas which may raise the risk of environmental risk. However, Simcoa is environmental friendly operations in which it encourages to minimize and recycling the waste but the effect of chemicals can decrease the healthy environment and hamper the plants. Business practice decisions to enhance the organization performance There are various kinds of decisions that can be taken by the organization in order to improve the performance of the organization. This has forced company to keep focus on various aspects for enhancing the performance of the company. High performing work practices refers those practices that amplify the profit and productivity of the organization (Katzenbach Smith, 2015). These tactics can be applied by Simcoa systematically and fairly in the organization which would enhance the employee engagement, build the trust of customer and employee over the company, and encourage high performance and productivity (Katzenbach Smith, 2015). Employee suggestion and innovation program are comprised under high performing work practices which should be considered in the business practice decisions to enhance the organization performance. Benchmarking is another business practice decisions that helps organization to determine what and where amendments or improvements are called for. It is able to analyze the performance of other organization (Sridhar, Mantrala Naik, 2016). Training is important for the Simcoa organization as it produces the silicon on a commercial scale in three submerged arc furnaces by the carbothermic reduction of silica. Safety of the employee is vital for the organization and for this company should make policies and procedures. Along with that employee engagement is the best practice decision to enhance the performance of the organization. Simcoa organization should make them ensure that they are valuable asset for the company. The employee engagement facilitates to engage with work in more productive manner (Buller McEvoy, 2012). Important functions within the business organization Business organization has various functions that assist to attain the goal and objective of the company within time frame. Important functions of Simcoa are operational, financial, human resource and marketing. The operations department of Simcoa should be considered in effective manner for increasing the productivity of the employee. Simcoa is large organization that deals with many countries and supply them Silicon in large amount. Lack of observances and care could lead the company in the adverse situation (Schnsleben, 2016). It is necessary for the organization to keep focus on operation department as it is responsible for running the business successfully. Silicon is made up of various chemicals which require huge investment. In such case, the role of financial function is important which ensures the company that invested amount is utilized for the benefits of the company. The role of human resource is to provide the training about the working style to the new employees and main tain the policies and procedures of the company (Fligiel Patyk, 2016). Various functions in Simcoa are keeping huge importance in developing the productivity of the employee in an efficient manner. Social contributions are being done by this company to support the community of south west Australia. It has been done with the help of human resource functions of the company. The work life balance is maintained in the company which helps employees to get time for their family. This activity aids to decrease the employee attrition and enhance the faith of the employee as well as customers towards the organization. Conclusion In the limelight of above discussion, it can be concluded that managing change is complex task which can be handled in effective manner by analyzing the situation of the company. Internal and external forces can bring the huge changes in the organization. Various risks have been mentioned in the assignment that confront by Simcoa. High performance working practices, brainstorming, training and employee engagement are necessary for increasing the productivity of the employee. Simcoa is involved in various events and organization to contribute in the society. There are various functions such as human, financial, operational and marketing that encourage company to move forward in an effective way. References Ahri. (2016). Fons Trompenaars Award For Cross Cultural Management. Retrieved from: https://www.ahri.com.au/awards/ahri-awards/hall-of-fame/2016-winners/2016-organisational-winners/fons-trompenaars-award-for-cross-cultural-management. Buller, P. F., McEvoy, G. M. 2012. Strategy, human resource management and performance: Sharpening line of sight.Human resource management review,22(1), 43-56. Fligiel, M., Patyk, R. (2016). Criteria for the minimum operation length of internal forces as a function of the development of an optimum structure of machinery structural components.International Journal of Applied Mechanics and Engineering,21(4), 997-1005. Frew, A., Powell, J. R., Sallam, N., Allsopp, P. G., Johnson, S. N. (2016). Trade-offs between silicon and phenolic defenses may explain enhanced performance of root herbivores on phenolic-rich plants.Journal of chemical ecology,42(8), 768-771. Katzenbach, J. R., Smith, D. K. (2015).The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press. Katzenbach, J. R., Smith, D. K. (2015).The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press. Lau, A., Tsui, E. (2009). Knowledge management perspective on e-learning effectiveness.Knowledge-Based Systems,22(4), 324-325. Mine Earth, (2013). Simcoa Operations Pty Ltd. Retreived on 5th April, 2018, from: https://www.mineearth.com.au/simcoa-operations-pty-ltd/. Schnsleben, P. (2016).Integral logistics management: operations and supply chain management within and across companies. CRC Press. Simcoa, (2008). Simcoa Operations. Retreived on 5th April, 2018, from: https://www.simcoa.com.au/company-2.html. Sridhar, S., Mantrala, M. K., Naik, P. A. (2016). A New Method for Benchmarking Marketing Organizations with Inter-Connected Departments. InMarketing Challenges in a Turbulent Business Environment(pp. 35-36). Springer, Cham. Turban, E., Sharda, R., Delen, D. (2011).Decision support and business intelligence systems. Pearson Education India. Wooldridge, B., Schmid, T., Floyd, S. W. (2008). The middle management perspective on strategy process: Contributions, synthesis, and future research.Journal of management,34(6), 1190-1221.

Assess the Impact of Government Intervention in Ending the Great Depression in the Usa Essay Example

Assess the Impact of Government Intervention in Ending the Great Depression in the Usa Essay Example Assess the Impact of Government Intervention in Ending the Great Depression in the Usa Essay Assess the Impact of Government Intervention in Ending the Great Depression in the Usa Essay Essay Topic: In the Us Letters From an american Farmer The Great Depression began with the Wall Street Crash of 1929, marking the beginning of a decade filled with high unemployment, poverty and a loss of confidence in the economy. Industries and firms suffered greatly particularly in the agriculture, manufacturing and automobile sectors. The governments of the time led by Republican Herbert Hoover (1929-1932) and Democrat Franklin D Roosevelt (1933-1945) were critiqued heavily by society on how they responded to the depression. Their methods of intervention have attracted a number of views over the years in how effective they were in ending the depression. Hoover was seen as following a somewhat laissez-faireâ„ ¢ attitude when it came to the depression, highlighted in his limited attempts to halt this downward economic spiral. On the other hand, Roosevelt took immediate steps in trying to end the depression has soon as he came into office. When the depression began in 1929, Hoover was positive that the natural economic market forces would fix this downward spiral, therefore minimal government interference was required. He held the idea that the spiritual resources of the American peopleâ„ ¢ were linked to a free market and economic prosperity. He believed that relief measures were strictly for the local authorities and that private charities should take care of the needy and unemployed. He continued to take this position in 1931, where he believed that America had reached a turning point in the depression. He maintained his policy of a balanced budget and minimal government intervention. However, despite his stance, it was clear that Hoover could no longer remain inactive and turn a blind eye to the massive problems that were facing the USA. He indeed made many attempts to combat the depression, more than any president had done before. The problem was that no previous president had faced a depression of this magnitu de. Hooverâ„ ¢s administration set up a Farm Board to help keep the prices of farm produce steady. This would be done through buying surplus farm products at the commercial rate. However by 1932, the Farm Board had spent its budget of $500 million and grain prices fell again. This initiative had a substantial impact on the agricultural sector, and reflected highly on the governmentâ„ ¢s attempt at intervention. Hoover had made two mistakes with the Farm Board which led to its failure. He did not give them a big enough budget and he did not introduce laws to cut surpluses by reducing production. His efforts to persuade farmers to reduce production voluntarily also went unheard. Later on, President Roosevelt avoided making the same mistakes in 1933 when he tackled the problem of poverty amongst farmers. Tariffs were also increased as part of Hooverâ„ ¢s attempt to halt the depression. The Hawley Smoot Act was passed in 1930 which tariffs by 50% on 1000 farm products and manufactures goods that were imported from foreign countries. However this intervention also had a negative impact on halting the depression as countries retaliated by raising tariffs on American goods entering their country. This only decreased the level of trade in the USA and contributed to the downward economic spiral, thus having a disastrous impact for Hoover. Roosevelt later learned from this mistake and signed the Reciprocal Trade Agreements Act in 1934 to gradually reduce tariffs. The next attempt that Hoover made to halt the depression was by promoting voluntarism among the American people. He encouraged firms and industries to adopt his policy of voluntary non-coerciveâ„ ¢ cooperation in an attempt to keep wages and production steady. This was not effective however in stopping high unemployment and l ower wages. Hooverâ„ ¢s most ambitious measure came in 1932 when he signed a bill which created the Emergency Reconstruction Finance Corporation (RFC). This would authorise massive loans to insurance companies, railroad companies and banks allowing them to promote investment in the hope that this would fuel industrial recovery. The RFC was granted $500 million with the option of borrowing an additional $1.5 billion. Historian Fiona Venn highlight some of the problems with the RFC and how it had some negative impacts on America. She says that individual businesses were too worried by long-term business prospects that they were not interested in borrowing. She also says that these loans were aimed at restoring confidence in the whole economy rather than meeting the needs of the most vulnerable in it. Despite all of these attempts to halt the depression, none of them succeeded in getting the job. Hooverâ„ ¢s administration always fell short and their measures had a limited impact. Hoover failed to understand the magnitude of the problems and was not effective in coming up with ideas that would be capable of dealing with them. While Hoover was by no means unresponsive to the depression, he did lack the ability to properly combat the problems. He did not lack compassion or humanity as many people like to believe. Rather, his commitment to the Republican ideals of a balanced budget and free market economy, combined with his faith in voluntarism, override his capacity to remove American from the depression. Historians acknowledge that Hooverâ„ ¢s efforts to halt the depression were inadequate and absolutely useless in the face of unprecedented problems which were beyond his capabilities. Most American voters blamed Hoover and the Republicans for the depression. It was little surprise then that Democrat Franklin Roosevelt (FDR) won the 1932 presidential election in a landslide victory. FDR was a much more flexible and positive leader who was inclined to take action straight away on the problems that faced him. Many have praised Roosevelt as one of Americaâ„ ¢s greatest presidents. The quality of his success lied not so much in his political experience but in his personality. He was optimistic, intelligent, strong-willed and confident with a political awareness of the issues that were around him. FDR knew that action had to be taken right away to combat the depression, and this can be seen in the many interventions that he took in his first days of office. He achieved so much in his first 100 days as president that there is now a benchmark set for all future leaders to see if they can reach his success. While his measures did not eradicate the problems, they did hav e a huge positive impact in relieving economic hardship and attempting to lift the United States out of the depression. The economic situation had deteriorated even further by the time that Rooseveltâ„ ¢s inauguration had arrived in March 1933. FDR needed to act quickly in order to lift the public out of despair and address the many problems that were facing the nation. Historian Anthony Badger wrote that Roosevelt lifted the paralysing fear that had settled on the country the first modern American president who could carry his message directly to the people.â„ ¢ FDR came into office pledging a new deal for the American people.â„ ¢ This led to an unprecedented level of activity in his famous first 100 days, which was aimed to lift the USA out of the depression. Roosevelt invited a group of able and confident lawyers and businessman to generate many ideas and create enthusiasm about combating the depression. This group was known as the Brain Trust. With the help of these men as well as his administration, Roosevelt launched a program of emergency measures to tackle the depression, which would later become known at the 100 Days.â„ ¢ The 100 days program had three main aims: to stop people from starving and descending into poverty; to revive the American economy; and to reform the USA as a great country. The First New Deal is another name for the series of economic programs and legislation put into place to tackle the depression. The aim of this was to save American capitalism and this was done through a variety of measures. In March 1933, Roosevelt declared a four day bank holiday in response to all of the banks which had been forced out of business. The meant that the government closed all of the national banks and prevented people from withdrawing their savings. After carrying our detailed enquiries, the government allowed some of the banks which were considered honest to be re-opened. They also gave them loans to continue operating. These reforms had a significant impact in moving America forward and beating the depression as it restored the publicâ„ ¢s faith in the banking system. Another measure from FDR was reducing the value of the American dollar by 40%, in the hope that it would make American products cheaper for foreigners to buy and thus increase export sales, which wo uld boom the economy. FDR also set up the Federal Emergency Relief Administration (FERA), which would provide $500 million to help the states pay for emergency schemes such as soup kitchens for the homeless. This was an effective step to tacking the depression as it occupied 4 million people by the winter of 1933. At the same time the problems facing farmers and the average homeowner were deteriorating. A quarter of the farmers had lost their land and thousands of householders had lost their homes. This was because they were not able to make the repayments on their mortgage. To try and fix this issue, Roosevelt persuaded Congress to pass two new government bodies which would help these groups. The Farms Credit Administration (FCA) made loans to 20% of farmers, while the Home Owners Loan Corporation (HOLC) made loans to over a million householders to prevent them from losing their property. This initiative was actually quite effective as it took much of the pressure off the banks. Congress passed the Agricultural Adjustment Act (AAA) in an attempt to increase the incomes of farmers. This was another intervention measure that had significant impacts, particularly on the agriculture industry. It was to be done by the government paying farmers to destroy existing crops and to cut back on future production so that prices would increase for farmers and they could use the extra cash to buy manufactured goods. Whilst many farmers did receive extra income from this initiative, the cost of manufactured goods was rising, defeating the whole purpose of the plan. Some farmers were even left worse off after the AAA was passed because the owners of the land evicted them in order to claim subsidies. On the other hand, farmers who owned their land benefited greatly from the AAA. Another important government intervention was the creation of the Civilian Conservation Corps (CCC), which was a relief measure developed to improve land conservation. This was one of the major aims of the New Deal. The CCC enlisted men between the ages of 18-25 whose parents were unemployed, who would do jobs such as planting trees, building reservoirs and clearing beaches. The men were quite happy to do this as they were provided with food and clothing as well as a wage of $30 a month. Some people criticised the CCC however as being a cheap labour scheme, yet joining was not compulsory and there was never a shortage of volunteers. Despite all of these initiatives, unemployment was still high and industrial production relatively low. However, the government was seen to be doing something about the depression and this gave the public confidence in their leaders. FDR encouraged this feeling with his radio broadcasts and explained his policies to the American people in simply, friendly language. He also encouraged the public to write to him about their problems and received up to 800 letters a day. Roosevelt was definitely a peopleâ„ ¢s president and one of the most popular leaders of his time. The alphabet agencies that were created was another effective scheme by FDR which were aimed at organising millions of people into jobs. It began with the 100 days and involved various legislation aimed at relief, reform and recovery.â„ ¢ One of these organisations was the National Recovery Administration (NRA) which aimed to persuade industries to introduce codes of fair practice which would maintain wages and prices above a certain level. Employers were encouraged to improve working conditions by providing a minimum wage and abolishing child labour. In return, businesses would be promoted favourbly to consumers. Roosevelt tried to build up enthusiasm for the NRA through large advertising campaigns. While these seemed to be working at first, there were still many difficulties. Some employers broke the codes of employment and small businesses found it hard to make a profit. Despite the various actions that Roosevelt took and his efforts with the New Deal, there was still many problems and much criticism. As the New Deal progressed, it became obvious that relief and recovery measures were inadequate to meet the enormous needs of US society. The American economy was in a state of collapse. There was still the huge issue of unemployment even with the significant amounts of public spending and hectic legislation in 1933. The New Deal modified American capitalism by providing for an increased government role in the supervision and regulation of the economy. Yet, even after the effects of the New Deal had been seen, American remained one of the most backward industrial nations of the world. In his election promise of 1932, Roosevelt had promised to balance the budget. By 1934 his conservative opponents were criticising him for spending too much, encouraging the growth of trade unions and regulating working hours and pay. Important businessman set up the Ameri can Liberty League against Roosevelt. All of these criticisms lead to the more radical Second New Deal. The Second New Deal came as a result of Roosevelt feeling the pressure ahead of the upcoming 1936 election. At the start of 1935, 11 million people were still out of work and industrial relations had deteriorated even further. FDR introduced social welfare to provide relief to those who were struggling. The Social Security Act 1935 was the first attempt to provide welfare to the poorer people of America. It introduced old age pensions for those over 65, as well as unemployment insurance and disability allowances. It was intended that the unemployment insurance would be provided by the individual states, with aid from the federal government. However so many people applied for this benefit that many areas tried to avoid paying the welfare. This was a backwards step for social security in America. Many people, especially Hoover and the conservatives, disapproved of social security as they thought it encouraged people to be lazy. Others considered the pension to be insufficient for old p eople to live on. However FDR considered social welfare to be one of the most important parts of the New Deal. Overall, whilst many people are divided about the effectiveness of Hoover and FDR in halting the depression, it cannot be said that they didnâ„ ¢t make any attempts to solve the problems. Hooverâ„ ¢s ideas had a little impact in halting the depression, with FDRâ„ ¢s having a rather huge impact in helping the USA.

relations essays

relations essays Most people believe that their relationship is not like others. They don't have problems. These kinds of people also think that their partner won't cheat on them or do anything wrong. But the truth is that almost all relationships won't last forever. A few reasons relationships fall apart are one partner cheats, they lose interest in each other, lack of communication which causes problems, if you try to change someone and it backfires, and if you hide something you should have told the other person and then they find out about it later. In a relationship you can tell when you're losing interest in each other. Some signs are that you don't talk much with each other, you don't spend time together anymore instead it's spent with your friends away from home. Some signs to tell if the other person in the relationship is cheating is by the person starts to come home from work later than they usually do, they start to smell like perfume that neither of you have, when you confront them about cheating and they get all nervous and deny it, when you ask them why they've been coming home late from work lately and they makeup stupid excuses. Sometimes they say they are going somewhere but when you phone to see if they are there they aren't. If you're in a relationship and the person does any of these things, your relationship could be falling apart. In this kind of abusive relationship, you should know it is time to leave. The reason you should leave an abusive relationship is because if you don't, you could end up hurting yourself. Most of the time when a person is in this kind of a position, they are too scared to leave it. Because they think the one who is abusing will hurt them more. In some cases they could. Therefore, it is important to leave. Another thing about people who are in this position is that if you suspect they are being abused and you confront them about it, they will deny it and change the subject. A fe ...

Land law in ksa and uk Essay Example | Topics and Well Written Essays - 1500 words

Land law in ksa and uk - Essay Example The Rules of land Laws in Kingdom of Saudi Arabia In Saudi Arabia, the greater percentage of total land is owned by the government. Private individuals own only the property in the urban area and land which is cultivated in the rural areas. The law stipulates that all land titles deeds must be registered. However, accurate information on the extent of land registration does not exist (Sait & Lim, 2006). Initially, the law stated that real estate could only be owned by the native citizens until when the property laws were amended to give the right to foreigners to also own property. However, for individuals who are not citizens of the Kingdom of Saudi Arabia to invest in property there is a need for them to seek council of ministers approval. Three categories of land exist in the Kingdom of Saudi Arabia. These include developed land, undeveloped land, and protective zones. Developed land constitutes constructed environment of towns and villages and land, which has been agriculturally developed. The law states that this land may be sold, bought, or inherited. Land, which is not developed, constitutes grazing pasture and wilderness. Grazing land and pasture is a common good. As such, the law authorizes every citizen to use it. However, the wilderness is a state property, which may be open to all unless the state imposes some restrictions. The Saudi land law uses the Waqf. This is a form of land ownership in, which a Saudi national has the right to transfer property to an organization or foundation for long term charitable or religious reasons. Once land or the property has been transferred under Waqf, the law does not allow further transfer or alienation of the same property. The Rules of the Land Law in United Kingdom The United Kingdom law is the law of real property in Wales and England. This law entails acquisition, priority and content of rights and obligations among people with land interests (Gray & Gray, 2009). The old content of English land law is relate d to property rights that come from common law, the registration system and equity. Normally, ownership of land in the United Kingdom is acquired through a sale contract where the buyer acquires the land through a written agreement with the seller, and there is an exchange of money. In order to complete such a purchase, the law states that the purchaser of the land must formally register his intention to buy the land in land registry. Apart from sale contracts, the law stipulates that individuals may acquire interests in land through contribution to home acquisition price, or to family life if the courts of the land can find evidence of a common purpose that this should occur. The law also recognizes a constructive or resulting trust over the property, and in credit of individuals of social interest in their households, these do not need to be registered just like a lease whose duration is less than seven years (Gray & Gray, 2009). Further, the law stipulates that individuals can ac quire land through propriety estoppels. This refers to a situation where an individual is assured to receive land or property, and relied on this to their detriment, the court may acknowledge it. Adverse possession is a form of ownership which allows a person who

The Modern Temper by Lynn Dumenil Essay Example | Topics and Well Written Essays - 750 words - 1

The Modern Temper by Lynn Dumenil - Essay Example This stage of history is claimed by the author to have established â€Å"the central motifs that have shaped the modern American temper.† While she acknowledges how important the role is of World War I being a tool or process of making the ‘roaring twenties’ happen, Dumenil does not believe in the common knowledge which infers that World War I is hugely responsible for such an outcome on which various aspects of change in American society, politics, economy, and culture are embedded. To her, it seems that the main source points to the major events of the industrial revolution as well as the consequences of a rapidly industrialized culture within a capitalist society. This is to say that World War I serves only to polish the results in the overall image of progressive economy or the idea of prosperity which caused population to shift from rural regions to urban locations believed to possess centers of commerce and adequate employment to support good living standards. Among a number of trends which are quite vivid in her investigation of the 1920s, the expanding bureaucratic form of government is prominent yet somewhat notorious for yielding to excessive power which had stirred general distrust across the nation. By noting how a U.S. representative kept an argument about daylight-savings time in a wartime program, Dumenil demonstrates how federal laws are exercised even in handling petty matters of politics, sarcastically reacting â€Å"we might soon have laws passed attempting to regulate the volume of air a man should breathe, suspend the laws of gravity, or change the colors of the rainbow.† Alongside the increasing state of bureaucracy emerged urban liberalism and pluralism in America’s heterogeneous society. Coupled with a mass-consumer culture, this led to unequal distribution of wealth so that social movements which influenced different religious, ethnic, and cultural groups were

The story of Jack the Ripper Research Paper Example | Topics and Well Written Essays - 2000 words

The story of Jack the Ripper - Research Paper Example Over the years the mystery has deepened to the degree that the truth is almost totally obscured. Innumerable press stories, pamphlets, books, plays, films, and even musicals have dramatized and distorted the facts to such a degree that the fiction is publicly accepted more than the reality. Suffice to say genuine suspects are far fewer than the prolific authors of the genre would have us believe. In fact, to reduce them to only those with a genuine claim having been nominated by contemporary police officers, we are left with a mere four. They are: Dr. Francis J. Tumblety, 56 Years old, an American 'quack' doctor, who was arrested in November 1888 for offenses of gross indecency, and fled the country later the same month, having obtained bail at a very high price. The first three of these suspects were nominated by Sir Melville Macnaghten, who joined the Metropolitan Police as Assistant Chief Constable, second in command of the Criminal Investigation Department (C.I.D.) at Scotland Yard in June 1889. They were named in a report dated 23 February 1894, although there is no evidence of contemporary police suspicion against the three at the time of the murders. Indeed, Macnaghten's report contains several odd factual errors. Kosminski was certainly favored by the head of the C.I.D. Dr. ... Dr. Robert Anderson, and the officer in charge of the case, Chief Inspector Donald Swanson. Druitt appears to have been Macnaghten's preferred candidate, whilst the fact that Ostrog was arrested and incarcerated before the report was compiled leaves the historian puzzling why he was included as a viable suspect in the first place. The fourth suspect, Tumblety, was stated to have been "amongst the suspects" at the time of the murders and "to my mind a very likely one," by the ex-head of the Special Branch at Scotland Yard in 1888, ex-Detective Chief Inspector John George Littlechild. He confided his thoughts in a letter dated 23 September 1913, to the criminological journalist and author George R Sims. For a list of viable suspects, they have not inspired any uniform confidence in the minds of those well-versed in the case. Indeed, arguments can be made against all of them being the culprit, and no hard evidence exists against any of them. What is obvious is the fact that the police were at no stage in a position to prove a case against anyone, and it is highly unlikely a positive case will ever be proved.

Comparison Between Self-rated and Dentist-rated Dental Care

Comparison Between Self-rated and Dentist-rated Dental Care Comparison between self-rated and dentist-rated dental care need among university students in Xi’an city, China Running title: self-rated and dentist-rated dental care ABSTRACT Objective: This study aimed to compare the difference between the self-rated and dentist-rated dental care need among university students in China and to evaluate the related factors. Participants: 757 university students aged 17-26 years. Methods: The study was carried out in 2013 in Xi’an city, China. The students were asked to complete a questionnaire that included the participants’ general information, the self-rated dental care need and their experiences of dental care. Dental conditions of each student were examined by six dentists by field survey. Results: Totally 52% of the students had consistent self-rating with dentist-rating (30.1% need and 21.9% not need). 39.0% of the students in need of dental care chose â€Å"not need† and 9.0% did not need but chose â€Å"need†. The self-rated dental care need had statistical differences in gender, census register and major. While the dentist-rated dental care need did not. Only 30.9% of the respondent stu dents did not need dental care. Conclusion: Self-rated dental care need was significantly associated with gender, census register and major and a number of Chinese university students inaccurately rated their dental care need. Their dental health status was not good. Key words: dental care; self-rating; dentist-rating; university students; major; census register Introduction Survey of the self-rated dental care need is a basic method for dental care studies. It is a simple direct way to study the perceptions of dental health, which is considered valid, reliable and cost-effective 1. And the accuracy of the self-rated dental care need can truly reflects the dental care ability of either individuals or communities. Hongjun Yin, from the Long Island University thinks that self-rated method has already been widely used in health surveys as a single-item measurement of health-rated quality of life 2. And it has been proved reliable and valid 3. There are few differences in the effects of variables associated with self-rated dental care need by different nationalities 4. So self-rated dental care need is an important method to observe dental health status and attitudes of either individuals or communities. Self-rated dental care need has been extensively studied in university students, where a range of associated factors has been identified 1-5. Now days, most research on self-rated dental care need is concentrating on the factors that affect the need 2, 6-15. What’s more, these studies have found many associated factors, such as gender, socioeconomic characteristics, age and education 16. However, the significance of each factor stills remained to be confirmed. Meanwhile, there has been relatively less study on the comparison of self-rated and dentist-rated dental care need. The comparison can truly reflect the accuracy of the self-rated dental care need and the dental care need status. It can also provide reference for the public health bureaus in policy making. The data from National Bureau of Statistics showed that, by the end of 2010, the number of university students would reach to 22.318 million in China 17. The age of university students ranges between 17-24 years. This age group is considered less vulnerable to sicknesses. Meanwhile, they also considered themselves to be less likely to get sick 18. So the public health bureaus often ignore this group of people 19. However, there is little study focusing on this group of people’s dental status to which we must pay attention. Therefore, we carried out the survey of the self-rated dental care need and dentist-rated need among university students in Xi’an city, China. In this study, we investigated both the census register and major, which two were seldom reported before. We also designed a new classification for the dental care need to replace the â€Å"need† and â€Å"not need† classification, which is more detailed and comprehensive. Methods and materials Subjects The study was approved by the University of Nebraska Lincolns institutional review board; all subjects gave informed consent. The subjects, undergraduate students ranging from 18 years of age and above, were recruited from 11AMto 1:30 PM during January 2009 at the 2 university unions. Participants received nominal gifts for completing the questionnaires. Study Sample This study was carried out in 2013 in the city of Xi’an (population 8.467.837) in Shaanxi province, China. Sample design consisted of 5 universities that were selected randomly in Xi’an. The 757 students, including 574 males and 183 females were selected randomly from each department of every university and the age ranged from 17 to 26 years old (20.5 ±1.4 years old, median 21 years old). The student source was nationwide, that covered 31 different provincial administrative regions of China (there are total 34 provincial administrative regions in China) (Table 1). 2.2 Design of the Dentist-Rated Dental Care Need the Self-Rated Dental Care Need According to the damage and urgency of dental diseases, we divided dental care need into four degrees by different conditions20. The first degree was designed to represent healthy dental condition, and the other three degrees were designed to include various dental diseases. The first degree: Dental condition is healthy. The respondent does not need specific dental care. The second degree: Dental condition is not healthy. The respondent needs selective dental care, but does not need treatment urgently, including 6 types: (1) moderate dental calculus; (2) shallow caries do not develop; (3) periodontal disease localizing in a small range, do not develop (4) need orthodontic treatment (5) need preventative treatment (6) need prosthodontics treatment. The third degree: Dental condition is not healthy. The respondent needs dental care as soon as possible, including 6 types: (1) severe caries; (2) severe periodontal disease; (3) chronic dental pulp disease or periapical disease; (4) severe dental calculus; (5) chronic oral infections; (6) one or more teeth need extraction. The fourth degree: Dental condition is not healthy. The respondent needs dental care urgently, including 4 types: (1) oral and maxillofacial trauma (2) acute dental pulp disease or periapical disease (3) acute oral infections (4) acute pericoronitis. 2.3 Assessments and Measurements The self-rated dental care need was represented by the question: â€Å"Considering to your dental status, do you think you have the need of dental care?† 21. The answers were: â€Å"need† and â€Å"not need† 6. The whole process was strictly based on the international dental survey method standards established by the WHO 22. Dental conditions of each student were examined by six dentists using field survey method1. All the dentists had passed the standard test survey. Inter and intra consistency check coincidence rate was higher than 95% 3. All the examinations were conducted under standard inspection light 23. 2.4 Statistical Analyses The age range was divided into three groups: â€Å"≠¤19†, â€Å"20† and â€Å"≠¥21†. Census register was divided into urban and rural; gender was divided into male and female; and the major was divided into science and artS 24. In addition, the self-rated dental care need was compared with the dentist-rated dental care need. Chi-square test was used to assess the significance (P 25. FoxPro 6.0 was used to build up the database. Afterwards, SPSS 17.0 (SN: 5068167, PN: 33132001) was used for statistical description and analysis. Results 3.1 The factors affecting the self-rated and dentist-rated dental care need The self-rated dental care need had statistical differences in gender, census register and major. In addition, the number of students who chose â€Å"need† increased accordingly with the age (Table 1). While the dentist-rated dental care need did not show significant differences in these four aspects (Table 2). 3.2 Comparisons between the self-rated and dentist-rated dental care need Self-rated dental care need showed that 296 students chose â€Å"need† and 461 students chose â€Å"not need†. The comparison between self-rated and dentist-rated dental care need showed that 48.0% (39.0%+9.0%) of the students rated their dental care need inaccurately. 39.0% of the students in need of dental care but chose â€Å"not need†; 9.0% of the students not in need but chose â€Å"need†. Totally 69.1% (39.0%+30.1%) of patients were in need of dental care rated by dentists (Table 3). 3.2 The dental care need rated by dentists and the clinic experience of the students The results of the dentist-rated dental care need showed that only 30.9 % of the students did not need dental care (the first degree); 57.2% of the students needed selective dental care (the second degree); 11.1% of the students needed dental care as soon as possible (the third degree); 0.8% of the students needed dental care urgently (the fourth degree) (Table 4). We collected the dental clinic experiences of the students at the same time. Among the 757 respondent students, 540 (71.3%) said that they didn’t have been to dental clinic before. Discussion 4.1 Associated factors with the self-rated dental care need (age, gender, census register, major) In community health studies, self-rated dental care need is frequently used, including national health surveys. It is a helpful general indicator of overall dental statuS10, 26-28. Jylha et al. from the University of Tampere believes that the way to judge the health status of the students may vary according to gender, age groups, social and cultural backgrounds8. Results showed that the rate of choosing â€Å"need† increases proportionately with age (Table 1). The study of 26,111 Hong Kong students conducted by Lee et al. from The Chinese University of Hong Kong showed that older students had higher prevalence rates of health-compromising behavior than younger students 19. At the same time, a study by Shin et al. from Chonnam National University Medical School showed that the older students rated their self-rated health more negatively in both men and women9. So, age could be one of the factors associated with the self-rated dental care need. In our study, 47.0% of the female students thought that they were in need of dental care. While only 36.6% of the male students thought they were in need of dental care (Table 1). It indicated that female students were more likely than male students to rate their dental conditions poorly. The results corresponded to the research by Hee-Young Shin et al. ,9 their studies also showed that women were more likely than men to rate their self-rated health as poor. Therefore, gender could be another factor associated with the self-rated dental care need. In accordance with their census register, university students can be divided into urban and rural sourced in China5. In this study, the students from rural areas were more likely to think that they were in need of dental care than the students from urban areas (Table 1), though these two groups were not statistically different in the dentist-rated dental care need (Table 2). Meanwhile, there were no previous studies we could refer to. Therefore, whether the census register is one of the factors associated with the self-rated dental need is still need to be confirmed by studies with larger sample size. The results also showed that the arts students were more likely to think themselves in need of dental care than the science students. Despite the fact that they had no statistical difference in the dentist-rated dental care need. Therefore, the major might be one factor associated with the self-rated dental need. 4.2 Comparison between Self-Rated and Dentist-Rated Dental Care Need In most developed countries and some developing countries, health care is regarded as one of the public services 14. Nowadays in China, health care reform is being intensified, and people are paying more and more attention to their health29. But overall, the demand for health care is the starting point for the Chinese government to make health care reform. In this study, there were a large number of Chinese university students who could not rate their dental care need accurately. The results showed that 60.9% of the students thought that they had no need of dental care, but only 36.0% of which were proved really not need dental care after dental examination. The remaining 64% of them all had dental care need at different degrees, among which 54.7% of them needed selective dental care, 8.5% of them needed dental care as soon as possible, and 0.9% of them needed dental care urgently (Table 4). The lack of dental care consciousness might account for a significant problem. In this study, 39.0% of the students had dental care need but considered themselves not in need. It showed that the university students were lack of dental knowledge and self-awareness30. Meanwhile, the results showed that only 30.9% of the respondent students did not need any specific dental care. The other 69.1% all had dental care needs to different degrees. It showed that dental diseases had become common among university students. There was an urgent need to strengthen the dental care services in universities31. The data from the National Bureau of Statistics showed that, by the end of 2010, the number of university student would reach to 22.318 million in China17. So it will be a huge need for dental care services. 4.3 Limitations Compared to the 45.7% given by the state council information office of the Peoples Republic of China, in this research, the female students accounted for 24.2% in all the respondent students. We think the difference came from the sample universities we chose. Because the major subjects for three of the five universities are science and technology, military or engineering, the students in these three universities are mostly male which led to the difference. 4.4 Implications School is one of the most basic places to prevent dental diseases. Students would benefit for a lifetime if they formed good dental care habits at university. We suggest strengthening the dental care knowledge propaganda in university students in China32. We also suggest adding dental knowledge, lectures and pictures in university TV shows and distributing dental care manuals to university students. Lastly, we suggest the Chinese government deepen the health care reform, pay more attention to the dental health care conditions of the university students. This research used a new design for dentist-rated dental care need, which was first introduced to the survey of university students. It have been applied in the survey of the residents in quake-hit areas in Dujiangyan city in 200820. It is designed to include most types of the dental diseases that a dentist could meet. Moreover, obviously, this new classification provides a unified reference for the dentists, which is more scientific and accurate. Background:When assessing health status, physicians may focus on objective symptoms and diagnoses, whereas individuals may focus more on subjective symptoms, functional limitations and quality of life.(25) Table 1. Results of the self-rated dental care needs, stratified by age, gender, census register and major (2013à ¯Ã‚ ¼Ã…’n=757) * The self-rated dental care need had statistical differences in gender, census register and major. * The number of students who chose â€Å"need† increased accordingly with the age. Table 2. Results of the dentist-rated dental care needs, stratified by age, gender, census register and major (2013à ¯Ã‚ ¼Ã…’n=757) * The dentist-rated dental care need did not show significant differences in age, gender, census register and major. Table 3. Comparison between the self-rated dental care needs and dentist-rated needs by different degree (2013, n=757) Dentist-rated dental care needs Self-rated Dental care needs Total n=757 χ2 P 2-sided Need n=296 Not need n=461 Sample % Sample % sample % The first degree 68 23.0 166 36.0 234 30.9 14.343 0.000 The second degree 181 61.1 252 54.7 433 57.2 3.732 0.053 Type 1 113 38.2 175 38.0 288 38.1 0.004 0.953 Type 2 45 15.2 57 12.4 102 13.5 1.246 0.264 Type 3 9 3.0 12 2.6 21 2.8 0.128 0.721 Type 4 61 20.6 69 15.0 130 17.2 4.032 0.045 Type 5 9 3.0 14 3.0 23 3.0 0.000 0.998 Type 6 13 4.4 2 4.0 15 2.0 14.540 0.000 The third degree 45 15.2 39 8.5 84 11.1 8.088 0.004 Type 1 19 6.4 13 2.8 32 4.2 5.767 0.016 Type 2 4 1.4 0 0.0 4 0.5 6.263 0.012 Type 3 7 2.4 1 0.2 8 1.1 7.954 0.005 Type 4 28 9.5 33 7.2 61 8.1 1.288 0.256 Type 5 5 1.7 3 0.7 8 1.1 1.859 0.173 Type 6 16 5.4 7 1.5 23 3.0 9.245 0.002 The forth degree 2 0.7 4 0.9 6 0.8 0.085 0.771 Type 1 0 0 0 0 0 0 0.000 0.000 Type 2 1 0.3 2 0.4 3 0.4 0.042 0.837 Type 3 0 0.0 1 0.2 1 0.1 0.643 0.423

samurai ethic in modern japan Essay -- essays research papers

Yamamoto, Tsunetomo Bushido: The Way of the Samurai Garden City Park, NY 2002 After reading this book it is my belief that it is important for Westerners to understand the seemingly strange concepts of Bushido, not only as a guide to events of the past, but as a primer for understanding the Japanese business mentality of today. The first thought that comes to mind when Japanese work ethic is hard working, no breaks, complete commitment to ones job. There may be a reason why Japan was able to rebuild their country so quickly after World War II, this reason is Bushido, the principles of the samurai. The origin of this book is from the Hagakure, which this book was based on was dictated by Tsunetomo Yamamoto, a samurai. And later scribed verbatim by Tsuramoto Tashiro over a period of seven years (1710-1716) in which they lived together in a far off mountain retreat in Japan. Tashiro was sworn to secrecy over the texts contents because the author believed the teachings to be far too radical and too militaristic for the then peaceful times during the Shogunate Rule (1603-1867). During this time of unusual calmness, the teachings of Buddhism and the ethical codes of Confucius permeated Japan, enriching every aspect of its culture from arts to politics. But the old samurai, Yamamoto, believed that the samurai, as a class, had become effeminate and weak. Yamamoto's basic premise was that the samurai could not serve two masters, religion and the clan, and by doing so had become less effective. The service of the lord and the clan should come first, and once this was done, one could the n amuse oneself with the studies of the humanities. In writing the Hagakure, Yamamoto hoped that someday the Samurai would return to the purity of its strong and compassionate past.   Ã‚  Ã‚  Ã‚  Ã‚  This book gives a unique look back to the late 18th century, when Yamamoto was active as a samurai. The view is unique, because Japan was unifying and there was less need for each minor lord to have an armed class. The warrior ethic was changing as war became less common. In some way, these notes seem to mourn the passing of the clearest, purest form of that ethic.   Ã‚  Ã‚  Ã‚  Ã‚  The warrior ethic only changed, though and still underlies many aspects of modern Japanese thought and policy. The feudal caste system still gives a fair description of different l... ...ect Bushido would have been something lesser, but none the less still of great importance.   Ã‚  Ã‚  Ã‚  Ã‚  This is a book that I have thoroughly enjoyed, and allowed me to dive into the mind of a typical Japanese business man. Yamamoto is a very insightful man indeed, and it is obvious that his life as a samurai has made him appreciate every aspect in life. I can now understand why their work is their highest priority in their lives and why they work so diligently. It’s is amazing to see how a country that has gone through so much has become one of the world leaders in technology, automobiles, and so many other things. Without Bushido, would Japan be in the same position as lets say the Philippines, or Indonesia, or any other country that is now slowly developing? Even though the Japanese economy has been in decline for the past few years, I have very little doubt in my mind that Japan won’t be able to rise up again, with the principles of Bushido laid in as its’ foundation. Bushido is the moral code that has provided Japan with a national identity and work ethic that has guided them through bloody civil wars, Mongol invasions, a world war, and nuclear devastation.

Cfa Level1 Note – Ethics and Professional Standards

Ethical and Professional Standards 1. : Code of Ethics A. : State the four components of the Code of Ethics. Members of AIMR shall: 1. Act with integrity, competence, dignity, and in an ethical manner when dealing with the public, clients, prospects, employers, employees, and fellow members. 2. Practice and encourage others to practice in a professional and ethical manner that will reflect credit on members and their profession. 3. Strive to maintain and improve their competence and the competence of others in the profession. . Use reasonable care and exercise independent professional judgment. to launch Standards of Practice 2-I. : Standards of Professional Conduct: I. Fundamental Responsibilities A. : Know the laws and rules. Standard: Maintain knowledge of and comply with all applicable laws, rules, and regulations (including AIMR’s Code of Ethics and Standards of Professional Conduct) of any government, government agency, regulatory organization, licensing agency, or profe ssional association governing the members’ professional activities.Compliance: Members can acquire and maintain knowledge about applicable laws, rules, and regulations by: †¢ Maintaining current files on applicable statutes, rules, and regulations. †¢ Keeping informed. †¢ Reviewing written compliance procedures on a regular basis. B. : Don't break or help others break the law. Standard: Not knowingly participate or assist in any violation of such laws, rules, or regulations. Compliance: When members suspect a client or a colleague of planning or engaging in ongoing illegal activities, members should take the following actions: †¢ Consult counsel to determine if the conduct is, in fact, illegal. Disassociate from any illegal or unethical activity. When members have reasonable grounds to believe that a client’s or employee’s activities are illegal or unethical, the members should dissociate from these activities and urge their firm to attempt t o persuade the perpetrator to cease such activity. 2-II. : Standards of Professional Conduct: II. Relationships with and Responsibilities to the Profession A. : Use of Professional Designation II(A. 1) AIMR members may reference their membership only in a dignified and judicious manner.The use of the reference may be accompanied by an accurate explanation of the requirements that have been met to obtain membership in these organizations. II(A. 2) Those who have earned the right to use the Chartered Financial Analyst designation may use the marks â€Å"Chartered Financial Analyst† or â€Å"CFA† and are encouraged to do so, but only in a proper, dignified, and judicious manner. The use of the designation may be accompanied by an accurate explanation of the requirements that have been met to obtain the right to use the designation. II(A. ) Candidates in the CFA Program, as defined in the AIMR Bylaws, may reference their participation in the CFA Program, but the reference must clearly state that an individual is a candidate in the CFA Program and cannot imply that the candidate has achieved any type of partial designation. B. : Professional Misconduct II(B. 1) Members shall not engage in any professional conduct involving dishonesty, fraud, deceit, or misrepresentation or commit any act that reflects adversely on their honesty, trustworthiness, or professional competence.II(B. 2) Members and candidates shall not engage in any conduct or commit any act that compromises the integrity of the CFA designation or the integrity or validity of the examinations leading to the award of the right to use the CFA designation. Compliance: 1. Make clear that dishonest personal behavior reflects poorly on the profession. 2. Adopt a code of ethics to which every employee must subscribe. 3. Conduct background checks on potential employees to ensure that they are of good character and eligible to work in the investment industry.C. : Prohibition against Plagiarism Stand ard: Members shall not copy or use, in substantially the same form as the original, material prepared by another without acknowledging and identifying the name of the author, publisher, or source of such material. Members may use, without acknowledgment, factual information published by recognized financial and statistical reporting services or similar sources. ? ? Compliance: 1. Maintain copies of materials that were relied on in preparing the research report. 2.Attribute quotations (and projections, tables, statistics, models, and methodologies) used other than recognized financial and statistical reporting services. 3. Attribute paraphrases and summaries of material prepared by others. 2-III. : Standards of Professional Conduct: III. Relationships and Responsibilities to the Employer A. : Inform your Employer of the Code and Standards III(A. 1) Members shall inform their employer in writing, through their direct supervisor, that they are obligated to comply with the Code and Stan dards and are subject to disciplinary sanctions for violations thereof.III(A. 2) Members shall deliver a copy of the Code and Standards to their employer if the employer does not have a copy. Compliance: Members should notify their supervisor in writing of the Code and Standards and the member’s responsibility to follow them. The member should also suggest that the employers adopt the Code and Standards and disseminate it throughout the firm. If the employer has publicly acknowledged, in writing, that they have adopted AIMR’s Code and Standards as part of the firm’s policies then the member need not give the formal written notification as required by III(A).B. : Duty to Employer Standard: Members shall not undertake any independent practice that could result in compensation or other benefit in competition with their employer unless they obtain written consent from both their employer and the persons or entities for whom they undertake independent practice. ? ? C ompliance: 1. Members who plan to engage in independent practice for compensation should provide written statements to their employer describing the types of services they will perform, the expected duration of the services, and the compensation they will receive. . Members should also disclose to their prospective clients the identity of their employer, the fact that they are performing independently of the employer, and what their employer would charge for similar services. 3. Members seeking new employment should not contact existing clients or potential clients prior to leaving their employer or take records/files to their new employer without the written permission of the previous employer. C. Disclose Conflicts between you and your Employer III(C. 1): Members shall disclose to their employer all matters, including beneficial ownership of securities or other investments, that reasonably could be expected to interfere with their duty to their employer or ability to make unbiased and objective recommendations. III(C. 2): Members shall comply with any prohibitions on activities imposed by their employer if a conflict of interest exists.Compliance: Members should report to their employers any beneficial interest and any special relationships, like corporate directorships, that may reasonably be considered a conflict of interest with their responsibilities. Members should also discuss the situation with their firm’s compliance officer before taking any action that could lead to a conflict of interest. D. : Disclose Additional Compensation from Outside the Firm to your Employer Standard: Members shall disclose to their employer in writing all monetary ompensation or other benefits that they receive for their services that are in addition to compensation or benefits conferred by a member’s employer. Compliance: Members should make an immediate written report to their employer specifying any compensation or benefits they receive or propose to receiv e for services in addition to what their employer is to give them. This written report should state the terms of any oral or written agreement, the amount of compensation, and the duration of the agreement. E. : Responsibilities of SupervisorsStandard: Members with supervisory responsibilities, authority, or the ability to influence the conduct of others shall exercise reasonable supervision over those subject to their supervision or authority to prevent any violation of applicable statutes, regulation, or provisions of the Code and Standards. In so doing, members are entitled to rely on reasonable procedures designed to detect and prevent such violations. ? ? Compliance: The supervisor and the compliance officer should: 1. Disseminate the compliance procedures. 2. Update the procedures as necessary. 3. Educate the staff and issue periodic reminders. . Incorporate a professional conduct evaluation into the employee’s performance review. 5. Review employee actions to ensure co mpliance and identify violators, initiating procedures once a violation has occurred. A supervisor should respond promptly to the violation by conducting a thorough investigation, and placing limitations on the wrongdoer until the investigation is complete. 2-IV. : Standards of Professional Conduct: IV. Relationships with and Responsibilities to Clients and Prospects A. : The Investment Process IV(A. 1) Reasonable Basis and Representations. Members shall: a.Exercise diligence and thoroughness in making investment recommendations or in taking investment actions. b. Have a reasonable and adequate basis, supported by appropriate research and investigation, for such recommendations or actions. c. Make reasonable and diligent efforts to avoid any material misrepresentation in any research report or investment recommendation. d. Maintain appropriate records to support the reasonableness of such recommendations or actions. Compliance: 1. Analyze the investment’s basic characteristic s (records must show the characteristics of the investment and the basis for the recommendation). . Analyze the needs of the portfolio (includes the client’s needs, as well as the needs of the total portfolio). 3. Maintain files to support investment recommendations. [pic] IV(A. 2) Research Reports. Members shall: a. Use reasonable judgment regarding the inclusion or exclusion of relevant factors in research reports. b. Distinguish between facts and opinions in research reports. c. Indicate the basic characteristics of the investment involved when preparing for public distribution a research report that is not directly related to a specific portfolio or client.Compliance: Members should consider including the following information in research reports: 1. Expected annual rates of return, calculated on a total return basis. 2. Annual income expectations. 3. Current rate of return or yield. 4. The degree of uncertainty associated with the cash flows, and other risk factors. 5. T he investment’s marketability or liquidity. [pic] IV(A. 3) Independence and Objectivity. Members shall use reasonable care and judgment to achieve and maintain independence and objectivity in making investment recommendations or taking investment actions. Compliance: 1. Protect integrity of opinions.Reports should reflect the analyst’s unbiased opinion. 2. Disclose all corporate relationships (i. e. , directorships, underwriting arrangements or acting as a market maker). 3. Disclose personal holdings and beneficial ownerships. 4. Create a restricted list. 5. Restrict special cost arrangements. Members should pay for their commercial transportation and hotel charges. 6. Limit gifts (US$100 is the maximum acceptable value for a gift or gratuity). 7. Restrict investments (strict limits should be imposed on private placements). 8. Review procedures (supervise the personal investment activities of the employees).B. : Interactions with Clients and Prospects IV(B. 1) Fiduciar y Duties: In relationships with clients, members shall use particular care in determining applicable fiduciary duty and shall comply with such duty as to those persons and interests to whom the duty is owed. Members must act for the benefit of their clients and place their clients' interests before their own. Compliance: 1. Follow all applicable rules and laws. 2. Establish the investment objectives of the client. 3. Diversify. 4. Deal fairly with all clients with respect to investment actions. 5. Disclose all possible conflicts of interest. . Disclose compensation arrangements. 7. Preserve the confidentiality of client information. 8. Maintain loyalty to the plan beneficiaries. [pic] IV(B. 2) Portfolio Investment Recommendations and Actions: Members shall: a. Make a reasonable inquiry into a client's financial situation, investment experience, and investment objectives prior to making any investment recommendations and shall update this information as necessary, but no less frequen tly than annually, to allow the members to adjust their investment recommendations to reflect changed circumstances. b.Consider the appropriateness and suitability of investment recommendations or actions for each portfolio or client (including the needs and circumstances of the portfolio or client, the basic characteristics of the investment involved, and the basic characteristics of the total portfolio). c. Distinguish between facts and opinions in presenting recommendations. d. Disclose to clients and prospects the basic format and general principles of the investment processes by which securities are selected and portfolios are constructed and shall promptly disclose to clients and prospects any changes that might significantly affect those processes.Compliance: Know basic nature of your client; know objectives and constraints. [pic] IV(B. 3) Fair Dealing: Members shall deal fairly and objectively with all clients and prospects when disseminating investment recommendations, diss eminating material changes in prior investment recommendations, and taking investment action. Compliance: 1. Limit the number of people privy to recommendations and changes. 2. Shorten the time frame between initiation and dissemination. 3. Publish personnel guidelines for pre-dissemination. 4. Simultaneous dissemination. 5. Establish rules about employee trading activities. . Establish procedures for determining material changes. 7. Maintain a list of clients and their holdings. 8. Develop trade allocation procedures. 9. Make sure one account is not being used to bail out other accounts. 10. If the firm offers differing levels of service, this fact should be disclosed to all clients. [pic] IV(B. 4) Priority of Transactions: Clients and employers shall have priority over transactions in securities or other investments of which a member is the beneficial owner so that such personal transactions do not operate adversely to their clients' or employer's interests.If members make a recom mendation regarding the purchase or sale of a security or other investment, they shall give their clients and employer adequate opportunity to act on the recommendation before acting on their own behalf. Compliance: 1. Define personal transactions. 2. Define covered investments. 3. Limit the number of access persons. â€Å"Fire Walls† should be built to prevent the flow of information from one group or department to other groups within the firm. 4. Define prohibited transactions. The text specifically mentions equity based IPOs. . Establish reporting procedures and prior-clearance requirements. 6. Ensure that procedures will be enforced and establish disciplinary procedures. [pic] IV(B. 5) Preservation of Confidentiality: Members shall preserve the confidentiality of information communicated by clients, prospects, or employers concerning matters within the scope of the client-member, prospect-member, or employer-member relationship unless the member receives information conce rning illegal activities on the part of the client, prospect, or employer.Compliance: The simplest and most effective way to comply is to avoid discussing any information received from a client except to colleagues working on the same project. [pic] IV(B. 6) Prohibition against Misrepresentation: Members shall not make any statements, orally or in writing that misrepresent: a. the services that they or their firms are capable of performing. b. their qualifications or the qualifications of their firm. c. the member's academic or professional credentials.Members shall not make or imply, orally or in writing, any assurances or guarantees regarding any investment except to communicate accurate information regarding the terms of the investment instrument and the issuer's obligations under the instrument. Compliance: Firms can provide guidance to employees who make written or oral presentations to clients or prospects by providing a written list of the firm’s available services and a description of the firm’s qualifications. [pic] IV(B. ) Disclosure of Conflicts to Clients and Prospects: Members shall disclose to their clients and prospects all matters, including beneficial ownership of securities or other investments, that reasonably could be expected to impair the member's ability to make unbiased and objective recommendations. Compliance: Members should report to their employers, clients, and prospects any material beneficial interest they may have in securities, corporate directorships, or other special relationships they may have with the companies they are recommending.Members should make the disclosures before they make any recommendations or take any investment actions regarding these investments. [pic] IV(B. 8) Disclosure of Referral Fees: Members shall disclose to clients and prospects any consideration or benefit received by the member or delivered to others for the recommendation of any services to the client or prospect. Compliance: 1. Dis close all agreements in writing to any client or prospect who has been referred. 2. Describe in the disclosure the nature of the consideration and the estimated dollar value of the consideration. . Consult a supervisor and legal counsel concerning any prospective arrangement regarding referral fees. 2-V. : Standards of Professional Conduct: V. Relationships with and Responsibilities to the Investing Public A. : Prohibition against Use of Material Nonpublic Information Standard: Members who possess material nonpublic information related to the value of a security shall not trade or cause others to trade in that security if such trading would breach a duty or if the information was misappropriated or relates to a tender offer.If members receive material nonpublic information in confidence, they shall not breach that confidence by trading or causing others to trade in securities to which such information relates. Members shall make reasonable efforts to achieve public dissemination of material nonpublic information disclosed in breach of a duty. Compliance: Fire walls, minimum elements are: 1. Control over interdepartmental communications. 2. Review employee trading against restricted lists. 3. Restrict proprietary trading while the firm is in possession of material nonpublic information.Additional procedures: 1. Restrict personal and proprietary employee trading. 2. Place securities on a restricted list when the firm has material nonpublic information. 3. Disseminate material nonpublic information only to those with a need to know. 4. Designate a supervisor who decides when trading is appropriate. B. : Performance presentation Standard: 1. Members shall not make any statements, orally or in writing, that misrepresent the investment performance that they or their firms have accomplished or can reasonably be expected to achieve. 2.If members communicate individual or firm performance information directly or indirectly to clients or prospective clients, or in a man ner intended to be received by clients or prospective clients, members shall make every reasonable effort to assure that such performance information is a fair, accurate, and complete presentation of such performance. Compliance: Misrepresentation about the investment performance of the firm can be avoided if the member maintains data about the firm’s investment performance in written form. Investment accounts should be combined into composites by investment class and risk groups. : Standards of Practice Handbook a: Demonstrate a thorough knowledge of the Standards of Professional Conduct by recognizing and applying the Standards to specific situations. This is an application of many different ethics concepts to different scenarios. After having learned the ethics material in earlier learning outcomes you will be able to apply these concepts to various scenarios as you take the quizzes. b: Distinguish between conduct that conforms to the Code and the Standards and conduct tha t violates the Code and the Standards.This requires looking at different scenarios and possibly applying several ethics concepts to each scenario. After you learn and understand the ethics concepts you will be able to apply them to specific situations through the quizzes. 4: AIMR Performance Presentation Standards Handbook a: Explain the goals of the AIMR-PPS Standards. The Standards have been designed to meet the following goals: †¢ To achieve greater uniformity and comparability among performance presentations. †¢ To improve the service offered to investment management clients. †¢ To enhance the professionalism of the industry. To bolster the notion of self-regulation. Note: The Presentation Standards are intended primarily to be performance presentation standards, not performance measurement standards. Portions of the AIMR-PPS are required while some are recommended. AIMR strongly encourages the adoption of both required and recommended components of the Standards. Also, performance presentations may have to provide more than the minimum requirements of the AIMR-PPS to meet the full intent of the Standards. b: Identify the parties affected by the AIMR-PPS standards. Firms. The PPS Standards are voluntary. The PPS are widely recognized as fair and accurate reporting guidelines for investment performance. †¢ AIMR Members, CFA Charterholders, and CFA Candidates. The PPS are not explicitly incorporated into the AIMR Code and Standards of Professional Conduct. The PPS does, however, help insure that members, charterholders and candidates are in compliance with Standard V(B), Performance Presentation, so that they will make no material misrepresentation of their performance results. †¢ Prospective and Current Clients.The PPS helps clients compare investment performance across firms. The PPS helps clients evaluate their investment manager’s performance. c: Identify the four main topics of the AIMR-PPS standards (i. e. , creation and maintenance of composites, calculation of returns, presentation of results, and disclosures). †¢ Creation and maintenance of composites. A composite is a set of portfolios that follow the same investment style. †¢ Calculation of returns. †¢ Presentation of results. †¢ Disclosures. d: Identify what constitutes a valid claim of compliance with the AIMR-PPS standards.To claim compliance, firms must meet all composite, calculation, presentation, and disclosure requirements. Adherence to the basic requirements, however, does not guarantee fair and adequate performance reporting. Compliance with the standards also requires adherence to all applicable laws and regulations. If the firm has made every reasonable effort to ensure that their performance presentation is in compliance with the PPS, the firm can use the following legend:? XYZ Firm has prepared and presented this report in compliance with the Performance Presentation Standards of the Association for Investment Management and Research.AIMR has not been involved with the preparation or review of this report. †¢ Any use of the mark â€Å"AIMR† except as shown above is prohibited. †¢ If results are not in full compliance, performance cannot be presented as: Being in compliance with the AIMR-PPS except for †¦ †¢ Statements referring to the calculation methodology used in a presentation as being in accordance or compliance with AIMR-PPS standards are prohibited. †¢ AIMR members who misuse the term AIMR, AIMR-PPS standards, or the Compliance Statement are subject to disciplinary sanctions under Standard V(B).