This Brochure will explain in detail how International Accreditation Organization can hep you achieve your career. It also explains how career services becomes the reason for students success..
The Sutton Trust's Making a Statement Research - Jan 2016Sir Peter Lampl
Personal statements are an integral part of the university admissions process in the UK. However, there is strong evidence suggesting this process advantages some types of applicant over others.
This report includes an evaluation of ‘Academic Apprentices’, a pilot programme run for the Sutton Trust by the HE Access Network that helps students from low-income backgrounds with their personal statements by getting them to engage in tailored wider reading and academic activities beyond the A-level syllabus. Each of their statements was subsequently read by a schoolteacher and a Russell Group admissions tutor who graded them according to whether they felt it would increase or decrease the likelihood that the applicant would be offered a place.
Chapter 6 Case Study The chapter began with a review of the cu.docxrobertad6
Chapter 6 Case Study
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed. The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000. The college serves a student ← 142 | 143 → population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male. Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies. The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases. The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders. As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test. Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, i.
Chapter 6 Case Study The chapter began with a review of the cu.docxketurahhazelhurst
Chapter 6 Case Study
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed. The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000. The college serves a student ← 142 | 143 → population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male. Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies. The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases. The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders. As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test. Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, i ...
This Brochure will explain in detail how International Accreditation Organization can hep you achieve your career. It also explains how career services becomes the reason for students success..
The Sutton Trust's Making a Statement Research - Jan 2016Sir Peter Lampl
Personal statements are an integral part of the university admissions process in the UK. However, there is strong evidence suggesting this process advantages some types of applicant over others.
This report includes an evaluation of ‘Academic Apprentices’, a pilot programme run for the Sutton Trust by the HE Access Network that helps students from low-income backgrounds with their personal statements by getting them to engage in tailored wider reading and academic activities beyond the A-level syllabus. Each of their statements was subsequently read by a schoolteacher and a Russell Group admissions tutor who graded them according to whether they felt it would increase or decrease the likelihood that the applicant would be offered a place.
Chapter 6 Case Study The chapter began with a review of the cu.docxrobertad6
Chapter 6 Case Study
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed. The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000. The college serves a student ← 142 | 143 → population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male. Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies. The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases. The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders. As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test. Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, i.
Chapter 6 Case Study The chapter began with a review of the cu.docxketurahhazelhurst
Chapter 6 Case Study
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed. The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000. The college serves a student ← 142 | 143 → population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male. Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies. The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases. The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders. As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test. Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, i ...
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
4
Discussion 3: Higher Education Institution Policy Proposal
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 3: Higher Education Institution Policy Proposal
According to Farber (2016), enrollment in colleges is continuously declining. This trend can be attributed to various factors such as failure to be accepted to one's school of choice, high tuition, and low diversity, among others. Hence, institutions are seeking ways of increasing students' enrollment rates. In this regard, a faculty in the business school can offer a vital perspective in enacting such changes in an institution since it facilitates direct interaction between administrators and students. There are three major themes, which higher education administrators should address if they want to increase students' access to higher education. First, there is the rise of online degree programs, which offers one with the flexibility to learn from remote locations at convenient times. Second, there is the aspect of diversity, which makes people from various backgrounds feel valued in an institution. Finally, there is the issue of high tuition fees, which locks out students from low socioeconomic backgrounds.
A policy that a faculty in a business school can enact to enhance students' access to affordable and high-quality education is to offer high-quality degree programs on online platforms. Currently, there is a limited number of quality degree programs that can be accessed on online platforms. However, an institution that fully adopts online programs can cover all the three themes identified above. Online applications will ensure that there is no limit to the number of students that can enroll in an institution since there are no considerable infrastructure demands to host the learners. Such a policy will ensure that a student can enroll in an institution of his/her choice at considerably low tuition rates. More so, such a system will increase diversity in a learning institution. For lessons that require practicals, the institution can liaise with local partners so that there is a schedule on when a batch of students goes for practicals. A faculty in a business school is best placed to consider the logistics of student learning in such a setup.
Reference
Farber, M. (2016). College enrollment dips as more adults ditch degrees for jobs. Retrieved from https://fortune.com/2016/12/19/college-enrollment-decline/
Ronald Discussion:
Hello Everyone,
Student access is an ongoing task that every institution faces. Some of the first things that pop into my mind on this topic include college readiness, cost to access, and support systems. College readiness includes early identification of those who may not be quite ready to perform at the college level and college prep courses for the identified. Access to higher education is impacted by students who get into a higher education institution and are not really ready to perform at the approp ...
SB-191 - An Overview to Implementing Effective Evaluation CASELeaders
School leadership ranks second only to classroom instruction among school-based factors that influence student achievement, according to Wallace Foundation research. Many of the things that happen inside school buildings, when examined separately, affect learning in small ways. But a strong principal can create an environment in which individual factors have a synergistic effect when blended, producing considerably better results.
Recognizing the importance of school leadership, federal and state policymakers a few years ago began to push for reforms aimed at ensuring that each public school has an effective principal. The Colorado General Assembly passed legislation in 2010 that thoroughly overhauled the evaluation process for both principals and teachers. The bill was designed to increase educator effectiveness by making evaluations more meaningful and the feedback from them more useful, with the end goal of improving student achievement.
SB-191 goes into effect statewide in the 2013-14 school year and requires that at least half of a principal's evaluation be based on the academic growth of students in that principal’s school and that at least half of a teacher’s evaluation be based on the academic growth of his or her students. The remaining portions measure how well they meet the new standards that define what it means to be an effective principal or teacher. The law also mandates that evaluations be conducted annually, promotes new opportunities for professional development and requires that teachers and principals be rated in one of four categories: highly effective, effective, partially effective or ineffective. To get or keep non-probationary status (tenure), teachers must show that they are effective or better.
This issues brief from the Colorado Association of School Executives (CASE) is the first in a series of briefs that will begin to explain the new rules and how they are being implemented. The paper focuses on how principals are to be evaluated. It also provides an overview of the new law, some history behind the legislation and a short guide to similar reforms in other states. In addition, it offers some perspective and advice from administrators in Colorado school districts that are piloting the revamped system.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docxeugeniadean34240
1The CounCil of STaTe governmenTS
Does Merit Pay For Teachers Have Merit?
Pros And Cons Of New Models For Teacher Compensation
o
C
T 2011
The Council of State Governments
CAPITOL reSearCh
eduCaTion
The CounCil of STaTe governmenTS
Twenty-five years ago, two recent college graduates
entered the teaching profession and began work-
ing at the same school. It didn’t matter if they were
male or female; black, white or Latino; whether they
graduated from a state teaching college or a presti-
gious Ivy League school. In nearly all public school
districts, both teachers would earn the same amount,
provided they had the same level of education and
number of years teaching.
Throughout their teaching career, the amount
they would be paid would remain identical, firmly
controlled by a tidy salary schedule determined
exclusively by those two factors: the number of years
of teaching experience and level of education. Their
salaries could increase for sponsoring extracurricular
activities or taking on additional duties, such as serv-
ing as department chair, coaching an athletic team or
teaching summer school.
Whether one teacher had consistently higher
evaluations wouldn’t alter his or her compensation.
The teacher’s pay also wouldn’t increase if his or
her students consistently outperformed the other
teacher’s students in annual end-of-year assessments.
The times, however, appear to be changing. Since
2007, legislatures in at least 28 states have intro-
duced legislation that would replace the traditional
pay system with an alternative based on evaluations
and/or student achievement. (See map on page 9.)
Performance pay also appears to have struck a chord
with the public. According to a TIME magazine poll
released in September 2010, 71 percent support the
idea of paying teachers based on their effectiveness
in the classroom—not automatic step increases based
on how long they’ve been teaching.1
Although popular in public opinion polls, merit
pay, also called performance pay, when linked to
student test scores, faces stiff opposition from teacher
organizations. Critics contend compensating teachers
based on evaluations and student test scores could
be a slippery slope leading to abuse. Clearly, when
determining which teachers are effective and which
are not, and how to reward those who are, policymak-
ers will face numerous complex issues.
The Development of Teacher Pay
Performance pay, if enduring, would mark at least
the fourth major evolution of teacher compensation
in the U.S. Until the late 19th century, teacher pay
was largely based on a so-called “boarding round”
system. Because most of the U.S. population lived in
rural farming communities with one-room school-
houses and few students, teacher compensation was
limited to a small stipend. Their pay was supple-
mented by room and board that involved rotating
teachers’ residences weekly from one student’s home
to another.2
By the late 1800s, th.
With regards to this article, I agree and disagree on certain leve.docxalanfhall8953
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
More Related Content
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Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
4
Discussion 3: Higher Education Institution Policy Proposal
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 3: Higher Education Institution Policy Proposal
According to Farber (2016), enrollment in colleges is continuously declining. This trend can be attributed to various factors such as failure to be accepted to one's school of choice, high tuition, and low diversity, among others. Hence, institutions are seeking ways of increasing students' enrollment rates. In this regard, a faculty in the business school can offer a vital perspective in enacting such changes in an institution since it facilitates direct interaction between administrators and students. There are three major themes, which higher education administrators should address if they want to increase students' access to higher education. First, there is the rise of online degree programs, which offers one with the flexibility to learn from remote locations at convenient times. Second, there is the aspect of diversity, which makes people from various backgrounds feel valued in an institution. Finally, there is the issue of high tuition fees, which locks out students from low socioeconomic backgrounds.
A policy that a faculty in a business school can enact to enhance students' access to affordable and high-quality education is to offer high-quality degree programs on online platforms. Currently, there is a limited number of quality degree programs that can be accessed on online platforms. However, an institution that fully adopts online programs can cover all the three themes identified above. Online applications will ensure that there is no limit to the number of students that can enroll in an institution since there are no considerable infrastructure demands to host the learners. Such a policy will ensure that a student can enroll in an institution of his/her choice at considerably low tuition rates. More so, such a system will increase diversity in a learning institution. For lessons that require practicals, the institution can liaise with local partners so that there is a schedule on when a batch of students goes for practicals. A faculty in a business school is best placed to consider the logistics of student learning in such a setup.
Reference
Farber, M. (2016). College enrollment dips as more adults ditch degrees for jobs. Retrieved from https://fortune.com/2016/12/19/college-enrollment-decline/
Ronald Discussion:
Hello Everyone,
Student access is an ongoing task that every institution faces. Some of the first things that pop into my mind on this topic include college readiness, cost to access, and support systems. College readiness includes early identification of those who may not be quite ready to perform at the college level and college prep courses for the identified. Access to higher education is impacted by students who get into a higher education institution and are not really ready to perform at the approp ...
SB-191 - An Overview to Implementing Effective Evaluation CASELeaders
School leadership ranks second only to classroom instruction among school-based factors that influence student achievement, according to Wallace Foundation research. Many of the things that happen inside school buildings, when examined separately, affect learning in small ways. But a strong principal can create an environment in which individual factors have a synergistic effect when blended, producing considerably better results.
Recognizing the importance of school leadership, federal and state policymakers a few years ago began to push for reforms aimed at ensuring that each public school has an effective principal. The Colorado General Assembly passed legislation in 2010 that thoroughly overhauled the evaluation process for both principals and teachers. The bill was designed to increase educator effectiveness by making evaluations more meaningful and the feedback from them more useful, with the end goal of improving student achievement.
SB-191 goes into effect statewide in the 2013-14 school year and requires that at least half of a principal's evaluation be based on the academic growth of students in that principal’s school and that at least half of a teacher’s evaluation be based on the academic growth of his or her students. The remaining portions measure how well they meet the new standards that define what it means to be an effective principal or teacher. The law also mandates that evaluations be conducted annually, promotes new opportunities for professional development and requires that teachers and principals be rated in one of four categories: highly effective, effective, partially effective or ineffective. To get or keep non-probationary status (tenure), teachers must show that they are effective or better.
This issues brief from the Colorado Association of School Executives (CASE) is the first in a series of briefs that will begin to explain the new rules and how they are being implemented. The paper focuses on how principals are to be evaluated. It also provides an overview of the new law, some history behind the legislation and a short guide to similar reforms in other states. In addition, it offers some perspective and advice from administrators in Colorado school districts that are piloting the revamped system.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docxeugeniadean34240
1The CounCil of STaTe governmenTS
Does Merit Pay For Teachers Have Merit?
Pros And Cons Of New Models For Teacher Compensation
o
C
T 2011
The Council of State Governments
CAPITOL reSearCh
eduCaTion
The CounCil of STaTe governmenTS
Twenty-five years ago, two recent college graduates
entered the teaching profession and began work-
ing at the same school. It didn’t matter if they were
male or female; black, white or Latino; whether they
graduated from a state teaching college or a presti-
gious Ivy League school. In nearly all public school
districts, both teachers would earn the same amount,
provided they had the same level of education and
number of years teaching.
Throughout their teaching career, the amount
they would be paid would remain identical, firmly
controlled by a tidy salary schedule determined
exclusively by those two factors: the number of years
of teaching experience and level of education. Their
salaries could increase for sponsoring extracurricular
activities or taking on additional duties, such as serv-
ing as department chair, coaching an athletic team or
teaching summer school.
Whether one teacher had consistently higher
evaluations wouldn’t alter his or her compensation.
The teacher’s pay also wouldn’t increase if his or
her students consistently outperformed the other
teacher’s students in annual end-of-year assessments.
The times, however, appear to be changing. Since
2007, legislatures in at least 28 states have intro-
duced legislation that would replace the traditional
pay system with an alternative based on evaluations
and/or student achievement. (See map on page 9.)
Performance pay also appears to have struck a chord
with the public. According to a TIME magazine poll
released in September 2010, 71 percent support the
idea of paying teachers based on their effectiveness
in the classroom—not automatic step increases based
on how long they’ve been teaching.1
Although popular in public opinion polls, merit
pay, also called performance pay, when linked to
student test scores, faces stiff opposition from teacher
organizations. Critics contend compensating teachers
based on evaluations and student test scores could
be a slippery slope leading to abuse. Clearly, when
determining which teachers are effective and which
are not, and how to reward those who are, policymak-
ers will face numerous complex issues.
The Development of Teacher Pay
Performance pay, if enduring, would mark at least
the fourth major evolution of teacher compensation
in the U.S. Until the late 19th century, teacher pay
was largely based on a so-called “boarding round”
system. Because most of the U.S. population lived in
rural farming communities with one-room school-
houses and few students, teacher compensation was
limited to a small stipend. Their pay was supple-
mented by room and board that involved rotating
teachers’ residences weekly from one student’s home
to another.2
By the late 1800s, th.
With regards to this article, I agree and disagree on certain leve.docxalanfhall8953
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
Windows Server Deployment ProposalOverviewEach student will .docxalanfhall8953
Windows Server Deployment Proposal
Overview
Each student will create a detailed, organized, unified technical solution given the scenario described below. The submission will be in a written format, with at least one diagram, and may include additional diagrams, charts or tables. The assignment is meant for students to enhance their mastery of the material and to provide a creative and realistic way in which to apply knowledge from this course.
Scenario
Worldwide Advertising, Inc. (referred to as “WAI”) has hired you as an IT consultant for implementing their Windows network infrastructure. WAI is a new advertising firm, and they are currently hiring staff, establishing two locations, and have a need to get their internal IT services configured. They do not yet have an IT staff, but when they do, the IT staff will take over all aspects of IT administration. You are required to supply WAI with a solution which describes the implementation and configuration of their core IT services. Cost is not a significant concern – WAI wishes to implement the “right” solution to fit their needs now and for the next 2-3 years.
There are several details about WAI which will have an impact on your choices:
· WAI will start with 110 employees, in the following departments:
· Executives (9 employees) – manage and run the company
· Accounts and Sales Department (15 employees) – perform market research and maintain accounts
· Creative, Media and Production Department (59 employees) – advertising
· Human Resources and Finances (17 employees) – perform HR and financial duties
· IT (10 employees) – manage IT for the company
· WAI will have two sites, one in Seattle and one in New York. Most staff will be located in Seattle, with at least 1 person from each of the departments above located in NY.
· Networking equipment is already in place for both sites. A secure tunnel (using IPSec) will be established between the two sites so that inter-site traffic will be securely tunneled over the Internet. You may make whatever other assumptions you wish about intra-and inter-site connectivity.
· Security mechanisms (e.g., firewalls, intrusion detection) will be handled separately, and there is no need to describe them.
· Some departments will want their data to remain private from other departments (e.g., Finances personnel will not want Production staff to see the company’s financial details). Your team may make assumptions about how data should be shared or kept private.
· Assumptions can be made regarding any information not included here; all assumptions should be identified, however.
Topics to Cover
Your document should cover the content presented in the course. The outline below contains recommended points to cover. You are free to add other related information.
Describe the technical and business reasons for each choice, citing other resources as appropriate.
The Windows Server 2012 operating system should be used for all aspects of the solution.
The topics inclu.
Willowbrook SchoolBackgroundWillowbrook School is a small, pri.docxalanfhall8953
Willowbrook School
Background
Willowbrook School is a small, private school in the Midwest United States. For the past 20 years, it has offered a curriculum for preschool through 6th grade. Five years ago it expanded to offer after-school care, usually referred to as after care, on premises. After care is not only offered to Willowbrook’s students, but also for students of other schools in the area.
As an independent systems analyst working as a team, you work as an IT consultant, specializing in developing IT solutions for small businesses. You have been contacted by the director, Victoria Owens, to discuss the possibility of setting up a computer system to handle some of the school’s administrative and financial tasks. She explains to you that Willowbrook is experiencing significant increases in enrollment applications for all programs. Increases in applications, coupled with increased demand for after-school care, have led to a very high workload for the administrative personnel and staff. The principal and teachers have stepped in where possible, but the demand is becoming too great. Willowbrook School is a non-profit, and is not in a position to hire another full-time administrative position, which is what the principal and director think would be needed to handle the increased workload. You agree to meet with Victoria and the principal, Kathy Gilliard next week to discuss the school and its need for an information system.
You sit down with Victoria and Kathy on Wednesday to ask them some questions to help you determine what type of information system they need. You explain to them that information systems bring computer hardware and software together with people, processes, and data to produce specific results. They are excited to tell you about their situation and what they have in mind for a computer system to help with some of the work load. To help you with planning for the information system, you ask them about what personnel they have, as well as some questions to determine what types of information each person needs to do their job.
Victoria explains her role as the executive director of the school. She administers the activities of the school in accordance with the mission, vision, and policies established by the Board of Directors. She supports the educational staff and oversees the financial, payroll, and human resources functions for the school. She also prepares all necessary reports and evaluations for the state and local school boards. Kathy says that as the principal of Willowbrook she handles the academic and curricular issues that arise, and ensures that the school meets all federal and state educational standards. Kathy and the teachers who report to her make decisions jointly about admissions and assignments to classrooms. The two kitchen staff personnel, a head cook and an assistant, also report to the principal. She also coordinates students’ bus transportation schedule. The school contracts with a local bussing co.
Wind PowerUsed For Millennia Variations in alb.docxalanfhall8953
Wind Power
Used For Millennia
Variations in albedo
Wind
The Uneven Heating of the Surface
Annual average net radiation from the Earth’s surface 1995 - 1986
Areas of heat gain and loss on Earth’s surface
Re-distribution of Excess Heat
Atmospheric Circulation on a Non-rotating
Earth
One cell in each hemisphere.
Warm air rises at the equator and moves north.
Cool air sinks at the poles and flows toward the equator.
Coriolis Effect
Coriolis Effect: tendency of a fluid (water or air) to be deflected from
its straight-line path as it moves across the Earth’s surface.
Deflection of a moving object is to the Right in the Northern
Hemisphere and Left in the Southern Hemisphere.
High Pressure
High Pressure
Low Pressure
High Pressure
Rising air
Descending air
Low Pressure
Descending Air
Rising air
Low pressure
Descending air
Atmospheric Circulation on a Rotating Earth
InterTropical Convergence Zone
(another source of wind)
Wind Generation
Turbine Blades
Inside of Wind Turbine
Size Scale of Wind Turbines
Small Scale Wind Power (Domestic systems)
Large Scale Wind Power (Grid Systems)
Wind Characteristics
Highly variable at several different timescales:
From hour to hour
Daily
Seasonally
High demand may not correspond to peak winds.
Instantaneous electrical generation and consumption must remain in
balance to maintain the grid stability.
Intermittent winds pose problem for wind power. Backup generation
capacity (fossil fuels) or energy storage (pump storage) may be
needed.
Turbine Size
Domestic size Grid size
Early Wind Farms
Limited output per turbine.
Required large numbers of turbines.
Large Scale Wind Turbines
Note bus
New Wind Turbine Designs
Learning From Nature
Humpback Whale Blade design
Potential Wind Energy Regions
Wind & Water
Ocean wind farm off Denmark
Energy Output Vs. Wind Velocity
Each potential wind farm has its own wind characteristics
Advantages of Wind Power
• No fuel consumed.
• No air pollution.
• Energy used to build a wind power plant equals the
energy produced by the plant in a few months time =
pays for itself.
• Allows for multiple land use in farming and electrical
generation.
Surprising Resistance to Wind Power
Environmental Effects
Danger to birds and bats.
Noisy (whooof, whooof)
Medical problems
Aesthetics (Cape Cod).
Danger to birds and bats
Danger to birds and bats
Birdwatchers in UK flock to see rare
bird, then watch it killed by wind turbine
Bird Friendly Compressed Air
Turbine
Perceived Wind Noise
San Gorgoino Pass, California
Near Palm Springs, popular resort
New Wind Farm Proposal
Cape Cod Wind Farm
Against
Against
Can’t Please Everybody
Artist Rendition of Proposed Cape
Cod Wind Farm
Cape Cod wind farm would not be visible for
more that 7 - 8 months a year due to haze.
Isle of Lewis, Scotland
Isle of Lewis Standing Stones
La Venta,.
winter 2013 235 CREATE A CONTRACTInstructionsI will giv.docxalanfhall8953
winter 2013 235
CREATE A CONTRACT
Instructions:
I will give you a fact scenario below that involves some college students who are having difficulty living together as roommates.
Your task will be to create a contract to solve the problems and issues that the fact pattern raises. Hint I had (sixteen) 16 issues when I did the assignment.
After you create the contract, you will then include around a two page written description about WHY you chose to design the provisions of the contract the way you did.
Your grade will be based on:
1. Whether your contract identifies and solves the problems
2. Whether your contract is realistic
a. (ie a clause that says no roommate shall ever enter the room of another roommate is not practical because what if you hear them yelling for help, or if you haven’t seen them in 14 days.) I want you to think about “loopholes” and the “what if” types of things that can go wrong.
3. Language… Really in this assignment PLEASE pay attention to the words you type because one missing word can make the contract really silly… In last year’s contracts I had someone write… A roommate can eat any food in the apartment that has their name on it… (Great give me a pen and I’ll just put my name on everything).
4. Your explanation, did you have sound reasoning for putting in something in the contract.
5. Following the LAW:… This assignment requires you to have a general understanding of what a contract is and how it works… That is, after all, what we have been studying.
a. Do not include items in your contract that are illegal or are not a contract… For example do not say if the roommate leaves the toilet seat up, they will place their hands on the toilet and have their fingers slammed 10 times by the toilet seat. (That’s not enforceable)
b. Do NOT include something like… If roommate “brion” doesn’t like the punishment he can change it to what he wants, or if I don’t want to follow this rule I don’t have to”… (It is not a contract if one person can CHOOSE to not follow something, It also not a contract when you leave punishments, requirements ect for the “future to be determined”
6. Creativity/problem solving/format of contract
a. You must follow the general format of a contract I have included after the fact scenario… Trust me I am including the sections that ALL your contracts must have for your benefit. It will make organizing it a lot easier for you.
b. You must CHOOSE to write your contract from the viewpoint of one of the four people below or as a disinterested outside party… This is critical because if you are writing the contract from the perspective of one of the people it should FAVOR that person (in a reasonable way), if you are writing as a disinterested third party (an attorney) you should try and be as fair to all as possible.
c. In your explanation tell me from what viewpoint…actually make that your first sentence.
******************************************************************
.
WinEst As 1. Es2. Tassignment stInfo (Esti.docxalanfhall8953
WinEst As
1. Es
2. Ta
ssignment
stInfo (Estim
a. Name
b. Due:
c. Estima
d. Start
e. Estima
f. Rate
i.
ii.
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e: Driveway
1 month fro
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Date: Toda
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Tables:
Sample L
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Submitted
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Page 1 of 2
COMPU
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Page 2 of 2
3. Adding Markups
a. Add Net Markup
i. Name: Overhead and Profit
ii. Type: 15%
b. Add Sales Tax
i. Name: Sales Tax
ii. Type: 6.5%
iii. Restrict this Tax Markup to: Material
4. Print Report
a. Report 1:
i. Sheet View, set Filter to “’95 Div Details”
ii. File -> Print Preview -> Style
1. Layout: Landscape
2. Header/Footer -> Custom Header
a. Left Text (Use Field Tags…)
i. Est Info – Project Name
ii. Est Info – Start Date
iii. Est Info – Due Date
b. Center Text (Use Field Tags…)
i. Est Info – Type
ii. Est Info – Status
c. Right Text
i. Name
ii. Professor Name
iii. Class
iv. Date
b. Report 2:
i. Totals View
ii. File -> Print Preview
1. Ensure the Layout and Headers match Report 1
5. DUE: Monday, April 7, 2014 by 5:00 pm
1
Getting Started with WinEst
Sample Exercise v10.1
Professional Cost Estimating and Budgeting
Things you need to know about WinEst
Pull Down Menus & Tool Bars
There are different ways to view your toolbar in WinEst. Here are 2 examples. If you prefer large toolbar buttons,
select ‘Preferences’ from the ‘Tools’ menu option. Now select the Toolbars option from the displayed list of
preferences. To the right, under ‘Style’, change the Images to ‘Large’. Click OK.
Toolbar - Small Images with Short Text
Toolbar - Large Images with Text
WinEst has pull down menus for each of the following - File, Edit, View, Filters, Tables, Tools, Database, Reports,
Custom, Window and Help. When the mouse is clicked on one of these menu items, a list drops down and the
available commands display for that menu. Scan the menus to see the features available in the WinEst program.
Help
Help is always available. You can select the Contents command on the Help menu or press the F1 key to view
help.
2
Navigating in WinEst
WinEst has three main views. These enable you to follow a structured method for building and reviewing your
estimates. You can move from view to view at any time by clicking one of the corresponding toolbar buttons
(‘Takeoff’, ‘Sheet’ and ‘Totals’) or by making selections from the ‘View’ Menu.
Takeoff View
This view is for adding items to your estimate from the price book Database. From here you can:
• Lookup items in the database
• Perform takeoff calculations
• Assign Work Breakdown Structures (WBS) to items
• Analyze the Item takeoff audit trail
• Enter unique, “one time” items
• Add notes to it.
Wiley Plus Brief Exercise 6 –Accounting 100Brief Exercise 6-1B.docxalanfhall8953
Wiley Plus Brief Exercise 6 –Accounting 100
Brief Exercise 6-1
Brief Exercise 6-1
Farley Company identifies the following items for possible inclusion in the taking of a physical inventory.
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Goods shipped on consignment by Farley to another company.
(b)
Goods in transit from a supplier shipped FOB destination.
(c)
Goods sold but being held for customer pickup.
(d)
Goods held on consignment from another company.
Brief Exercise 6-2
Wilbur Company has the following items:
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Freight-In
(b)
Purchase Returns and Allowances
(c)
Purchases
(d)
Sales Discounts
(e)
Purchase Discounts
Brief Exercise 6-8
Pettit Company reports net income of $90,000 in 2014. However, ending inventory was understated $7,000.
What is the correct net income for 2014?
The correct net income for 2014
$
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Brief Exercise 6-9 (Part Level Submission)
At December 31, 2014, the following information was available for A. Kamble Company: ending inventory $40,000, beginning inventory $60,000, cost of goods sold $270,000, and sales revenue $380,000.
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(a)
Calculate inventory turnover for A. Kamble Company. (Round answer to 1 decimal place, e.g. 1.5.)
Inventory turnover
times
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Modify Show Work
Exercise 6-1
Tri-State Bank and Trust is considering giving Josef Company a loan. Before doing so, management decides that further discussions with Josef’s accountant may be desirable. One area of particular concern is the inventory account, which has a year-end balance of $297,000. Discussions with the accountant reveal the following.
1.
Josef sold goods costing $38,000 to Sorci Company, FOB shipping point, on December 28. The goods are not expected to arrive at Sorci until January 12. The goods were not included in the physical inventory because they were not in the warehouse.
2.
The physical count of the inventory did not include goods costing $95,000 that were shipped to Josef FOB destination on December 27 and were still in transit at year-end.
3.
Josef received goods costing $22,000 on January 2. The goods were shipped FOB shipping point on December 26 by Solita Co. The goods were not included in the physical count.
4.
Josef sold goods costing $35,000 to Natali Co., FOB destination, on December 30. The goods were received at Natali on January 8. They were not included in Josef's physical inventory.
5.
Josef received goods costing $44,000 on January 2 that were sh.
Winter 2011 • Morality in Education 35Workplace Bullying .docxalanfhall8953
Winter 2011 • Morality in Education 35
Workplace Bullying: Costly and
Preventable
By Terry L Wiedmer
W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient
way of working that is both costly and preventable. Senior management and executives are
ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be
stopped if employees and employers work together to establish and enforce appropriate workplace
policies and practices. This article presents information about workplace bullying, including its
prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent
bullying. In the end, leadership and an environment of respect provide the ultimate formula for
stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and
workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or
can fly under the radar and is conducted by practiced and malicious individuals who seek
power, control, domination, and subjugation. The impacts of such actions—in terms of
finances, emotions, health, morale, and overall productivity—are destructive, and the
ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of
being subjected to bullying in the workplace, this topic merits further review and analysis
(Van Dusen, 2008). :
To combat workplace bullying, often referred to as psychological harassment or
violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of
policies in place and means available to them to create and maintain a healthy workplace
culture and climate. Although they are not generally for-profit endeavors, schools and
school systems are purposeful businesses that share the same concerns and have the same
responsibility to ensure that each employee works in a respectful environment and is not
subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is
the repeated, health-harming mistreatment of one or more persons (the targets)
by one or more perpetrators that takes one or more of the following forms: verbal
abuse; offensive conduct/behaviors (including nonverbal) which are threatening,
humiliating, or intimidating; and work interference—sabotage—which prevents
work from getting done. (Definition of Workplace Bullying, para. 1)
Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal
relationships. The behaviors of bullies harm people and ravage profits.
36 The Delta Kappa Gamma Bulletin
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts
to an estimated 54 million Americans, which translates to nearly the entire population of
the states of Wash.
With the competitive advantage that Crocs’ supply chain holds, the.docxalanfhall8953
With the competitive advantage that Crocs’ supply chain holds, the company also wants to be able to sustain their customers’ satisfaction. In doing this, they must make sure that their transformation process is producing consistent output especially when new products are introduced. This can be achieved by having a solid quality control system.
With the quality control system, inspections are to take place at three critical points. The first one is before production, which involves the raw materials in Crocs’ case that would be the raw materials, or chemicals that they purchase in pellet form. This first step can be eliminated by through supplier certification. The second critical point is during the production process. Process quality control takes place, which involves statistical process control. Periodic samples are taken from a continuous production, as long as sample measurements fall within the control limit the production will continue. However, if the samples fall outside the control limits, the process is stopped and a search is made for an assignable cause. In this case, the process will use a quality control chart known as an attribute control chart. The whole purpose is to find the natural random variability in the output oppose to unnecessary variations. The company must maintain that natural random variability to be under statistical control. The last critical point is after production. Following these inspections is process capability. Process capability is assessed once the process is under statistical control. It is the ability of the process to meet or exceed customers’ specifications. Process capability is determined by using the process capability index. If the process is unable to meet the customer specifications the following step is continuous improvement in which case seven tools are used including a flow chart, check sheet, histogram, Pareto chart, cause and effect, scatter diagram and a control chart. These tools are then incorporated into an improvement approach known as Six Sigma. Six Sigma includes five steps:
1. Defining a process for improvement
2. Measuring the variables and setting goals for improvement
3. Analyzing the root causes in which case the seven tools are referred to
4. Making improvements
5. Implementing a control plan to ensure that changes are permanent
In furthering research on Crocs, it has been stated in online reviews by various customers that they have experienced defects in the seam of their shoes, cases in which their shoe had shrunk or didn’t fit at all, Crocs’ flip flops tearing apart, holes appearing in their shoes, and the smell of the shoes. These reviews are accessible to many consumers, and are capable of tainting the reputation of Crocs. Reviews such as these are important to pay attention to because it’s proof of the importance of solidifying an efficient quality control system. It is especially important when introducing new products, and the use of different materials. .
Wind power resources on the eastern U.S. continental shelf are est.docxalanfhall8953
Wind power resources on the eastern U.S. continental shelf are estimated to be over 400 GW, several times the electricity used by U.S. eastern coastal states. The first U.S. developer proposes to build 130 large (40 story tall) wind turbines in Nan- tucket Sound, just outside Massachusetts state waters. These would provide 420 MW at market prices, enough electricity for most of Cape Cod. The project is opposed by a vigorous and well-financed coalition. Polling shows local public opinion on the project almost equally divided. This article draws on semistructured interviews with residents of Cape Cod to analyze values, beliefs, and logic of supporters and oppo- nents. For example, one value found to lead to opposition is that the ocean is a special place that should be kept natural and free of human intrusion. One line of argument found to lead to support is: The war in Iraq is problematic, this war is “really” over petroleum, Cape Cod generates electricity from oil, therefore, the wind project would improve U.S. security. Based on analysis of the values and reasoning behind our interview data, we identify four issues that are relevant but not currently part of the debate.
Introduction
Recent assessments of renewable energy show that wind power has, since the turn of the century, become cost-competitive in the sites with the most favorable wind regimes (Herzog et al., 2001). Until very recently, large-scale North American wind resources were believed to exist in the Great Plains of the United States, northern Canada, and central Canada only (Grubb & Meyer, 1993). Although these huge resources are enough to meet the entire continent’s electrical needs, they are distant from the large coastal cities where electricity is primarily consumed—imposing a need for costly large-scale transmission lines (Cavallo, 1995). In just the last couple of years, it has been recog- nized that the Atlantic Ocean also has a large wind resource on the continental shelf, close to East Coast cities. Three or four manufacturers have developed large wind elec- tric turbines designed to be placed offshore, in waters up to 20–30 m in depth. To date these have been placed only in European waters. By late 2003, the resources, the tech- nology, and the economic viability had all come together in the Eastern United States, potentially allowing large-scale deployment to begin by 2005.
The furthest advanced of a handful of proposed U.S. offshore wind developments is in Nantucket Sound, off the Southern coast of Cape Cod, Massachusetts. This proposal has engendered a widespread, well-organized, well-financed, and politically potent op- position. This movement’s strength, and the apparent contradiction of such opposition coming from a population thought of as politically liberal and environmentally con- cerned, have garnered national press coverage (e.g., Burkett, 2003). A second project was proposed by the Long Island Power Authority for the southern edge of Long Island, with an .
Wilco Corporation has the following account balances at December 3.docxalanfhall8953
Wilco Corporation has the following account balances at December 31, 2012.
Common stock, $5 par value
$555,600
Treasury stock
90,720
Retained earnings
2,426,200
Paid-in capital in excess of par—common stock
1,321,900
Prepare Wilco’s December 31, 2012, stockholders’ equity section. (For preferred stock, common stock and treasury stock enter the account name only and do not provide the descriptive information provided in the question.)
WILCO CORPORATION
Stockholders’ Equity
December 31, 2012
$
:
$
Sprinkle Inc. has outstanding 10,050 shares of $10 par value common stock. On July 1, 2012, Sprinkle reacquired 107 shares at $89 per share. On September 1, Sprinkle reissued 61 shares at $90 per share. On November 1, Sprinkle reissued 46 shares at $85 per share.
Prepare Sprinkle’s journal entries to record these transactions using the cost method. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
7/1/12
9/1/12
11/1/12
Graves Mining Company declared, on April 20, a dividend of $519,800, on its $5 par common stock, payable on June 1. Of this amount, $133,700 is a return of capital.
Prepare the April 20 and June 1 entries for Graves. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Apr. 20
June 1
Apr. 20 Retained Earnings = ($519,800 – $133,700) = $386,100
Abernathy Corporation was organized on January 1, 2012. It is authorized to issue 10,290 shares of 8%, $65 par value preferred stock, and 544,000 shares of no-par common stock with a stated value of $2 per share. The following stock transactions were completed during the first year.
Jan. 10
Issued 80,330 shares of common stock for cash at $6 per share.
Mar. 1
Issued 5,670 shares of preferred stock for cash at $113 per share.
Apr. 1
Issued 24,730 shares of common stock for land. The asking price of the land was $90,540; the fair value of the land was $80,330.
May 1
Issued 80,330 shares of common stock for cash at $9 per share.
Aug. 1
Issued 10,290 shares of common stock to attorneys in payment of their bill of $50,620 for services rendered in helping the company organize.
Sept. 1
Issued 10,290 shares of common stock for cash at $11 per share.
Nov. 1
Issued 1,940 shares of preferred stock for cash at $115 per share.
Prepare the journal entries to record the above transactions. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 10
M.
Wilson Majee Technology Diffusion, S-Curve, and Innovation.docxalanfhall8953
Wilson Majee
Technology Diffusion, S-Curve, and Innovation-Decision Process
In this week's reflection report I will discuss technology diffusion, S-Curves and innovation
decision process. I will use the healthcare industry as an example. Our healthcare system is ever
evolving - new technologies, insurance models, and information systems are shaping the system
on a daily basis. Despites these changes and the huge healthcare expenditures (16 of GDP in
America compared to 8 in United Kingdom), Americans are comparatively not any healthier
than citizens in most other developed nations (Merson, Black, & Mills, 2012). The disconnect
between investments in technology and health outcomes is a concern of us all. It makes as
question technology diffusion within the healthcare system: are investments in health system
being spent efficiently? Are consumers really resistant to changes that benefit their health? Or
are there issues with technology diffusion as a practice.
Diffusion is the process by which an innovation is spread through a population. Ironically,
people and institutions, generally, do not like change. Change is viewed as painful, difficult and
times creating uncertainties. Because of this, and for the healthcare industry, huge amounts of
resources are devoted either to promoting innovations (for example, selling the latest drug,
imaging system, medical device etc.) or to preventing innovations from disrupting the status quo.
Although many successful healthcare innovations are aimed at making people healthier, at
relatively smaller increases in costs, IT usage in healthcare has always lagged other industries -
ERH are a good example. Adoption of ERH was slow. Literature on technology diffusion states
that successful implementation is influenced by the compatibility and complexity of the
innovation, organizational context, and the characteristics of the implementation strategy (Cain
M, & Mittman, 2002; Rogers, 1995). People respond to these factors differently resulting in an
S-shaped curve illustration of the adoption process.
The S-curve model shows that any innovation is first adopted by a few people/organizations and
as more use it, and confidence is built around the technology, other will begin to use it. Because
of the inherent uncertainty to new innovations, the decision to adopt an innovation takes time.
However, "once the diffusion reaches a level of critical mass, it proceeds rapidly. Eventually a
point is reached where the population is less likely to adopt the innovation, and spread slows
down. The S-curve implies a hierarchy of adopters, starting with innovators, early adopters, early
majority, late majority and laggards (Rogers, 1995). In other words the S-curve explains the
innovation-decision process: the process through which an individual/organization passes
through from when they gain knowledge of an innovation, to forming an attitude, to the decision
to accept or reject the innovation, .
WinARM - Simulating Advanced RISC Machine Architecture
Shuqiang Zhang
Department of Computer Science
Columbia University
New York, NY
[email protected]
Abstract
This paper discusses the design and imple-
mentation of the WinARM, a simulator imple-
mented in C for the Advanced RISC Machine
(ARM) processor. The intended users of this tool
are those individuals interested in learning com-
puter architecture, particularly those with an inter-
est in the Advanced RISC Machine processor fam-
ily.
WinARM facilitates the learning of computer
architecture by offering a hands-on approach to
those who have no access to the actual hardware.
The core of the simulator is implemented in C with
and models a fetch-decode-execute paradigm; a
Visual Basic GUI is included to give users an in-
teractive environment to observe different stages
of the simulation process.
1. Introduction:
This paper describes how to simulate an
ARM processor using the C programming lan-
guage. In the course of this discussion, the reader
is introduced to the details of the ARM processor
architecture and discovers how the hardware
specifications are simulated in software using
execution-driven simulation. Execution driven
simulation is also know as instruction-level simu-
lation, register-cycle simulation or cycle-by-cycle
simulation [3]. Instruction level simulation con-
sists of fetch, decode and execution phases [4].
ARM processors were first designed and
manufactured by Acorn Computer Group in the
mid 1980’s [1]. Due to its high performance and
power efficiency, ARM processors can be found
on wide range of electronic devices, such as Sony
Playstation, Nintendo Game Boy Advance and
Compaq iPAQs. The 32-bit microprocessor was
designed using RISC architecture with data proc-
essing operations occurring in registers instead of
memory. The processor has 16 visible 32 bit regis-
ters and a reduced instruction set that is 32-bits
wide. The details on the registers and instructions
can be obtained from the ARM Architectural Ref-
erence Manual [2].
2. Related Works:
This section discusses different types of
simulators available today and their different ap-
proaches in design and implementation. Most
simulation tools can be classified as user level
simulators: these simulate the execution of a proc-
ess and emulate any system calls made on the tar-
get computer using the operating system of the
host computer [5]. WinARM is an example of this
type of simulator; it executes ARM instructions on
a host Pentium x86 processor using a
fetch-decode-execute paradigm. KScalar Simulator
[Moure 6], PPS suite [7], CPU Sim3.1 [8] and OA-
Mulator [9] are simulators best suited for educa-
tional purposes. They show the basic ideas of com-
puter organization with relatively few details and
complexity. They are specifically designed for stu-
dents who have little or no background in com-
puter architecture and who need a.
William PennWhat religion was William PennWilliam Pen was fr.docxalanfhall8953
William Penn
What religion was William Penn?
William Pen was from an Anglican family that was very distinguished. His father was Sir William Pen who was a landowner. At twenty two, Penn decided to join the Quakers which was also referred to as the Religious Society of Friends. The Quakers used to obey the inner light and they believed that the inner light came directly from God. They refused to take their hats off or even bow for any man. They also refused to take their arms up. Their beliefs were completely different as compared to the beliefs that the other Christians had (Barbour & Frost, 1988).
The Oxford University in England expelled Penn in the year 1662 since he refused to conform to the teachings of the Anglican Church. He could publicly state his beliefs and he could also print some of the things that he believed in.
Quakers’ founder was George Foxx who was a close friend to Penn. Cromwell’s death was a time of turmoil to the Quakers since they were suspected for the death. They were suspected because they had beliefs that differed from the religion that had been imposed for the state. They had also refused to swear a loyalty oath to Cromwell, who was the king. Quakers did not swear since Christ had commanded people not to swear.
The religious views that Penn had were a distress to his father. Naval service had helped him earn an Ireland estate and he had always hoped that the intelligence and charisma that his son had could help him in winning favor at the Charles II court. However, that could not happen since his son was always arrested. Penn and George Foxx were frequent companions since they could always travel together in order to spread their ministry. He also wrote a comprehension that was detailed and comprehensive regarding Quakerism. After the death of his father in 1670, Penn inherited the estates of the family and he could frequently visit the court of King Charles II where he was always campaigning for freedom in religion (Penn, 1794).
Where was William Penn born?
William Penn was born in London, United Kingdom. He was born on fourteenth of October in the year 1644. He was a privileged son since he was born by a gentleman who was a land owner. Thomas Loe, who was a Quaker minister, greatly affected Penn by his teachings.
In 1677 a group of important men all from Penn’s religion received a land area in the Colonies for them to settle. Penn himself remained in England but wrote a government for this new community. In what part of the US was this land area located?
In the year 1677, the Quakers relocated to another land. The city of Burlington is located in the Burlington County in New Jersey. It is Philadelphia’s suburb. The Quakers settlers moved to Burlington. Burlington served as West Jersey’s capital until the year 1702. The Quakers were able to formally establish their congregation in the year 1678. Initially, they could meet in private homes. However, between 1683 and 1687, a hexagonal house that was made .
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Well, no one could say that it was dull, thought Dr. Jeff Fo.docx
1. W
ell, no one could say that it was dull, thought Dr. Jeff Foreman
as he left the
dean’s June 10 meeting of the department chairs. Who could
complain
when there is actually merit money for pay raises? But then
there was the
question of how the raises would be allocated. The group had
talked about handling
salary increases differently this year, giving fewer people more
money rather than dis-
tributing pay increases to more faculty members as had been the
case in recent years.
Most of the department chairs had offered their opinions, at
least preliminary ones,
about changing the system. But Foreman thought this was
something that the chairs
needed to carefully consider because so many factors were
involved. They didn’t have
much time because the dean wanted the chairs’
recommendations within the next 48
hours.
BACKGROUND
Jeff Foreman was professor and chair of the Marketing
Department at Carroll State
University, a large school in the Southeast. The Marketing
Department was one of five
departments in the College of Business and consisted of thirteen
faculty members who
2. taught courses in marketing, advertising, sales, and marketing
research. The college
offered both undergraduate and graduate degree programs.
Like many state universities in recent years, Carroll State had
received only modest
funding increases from the state to support its academic
programs. The state had been
addressing priorities other than higher education, such as K–12
education, health care
programs, expansion of the prison system, and highway
construction. Enrollment at the
university level had been generally stable although the College
of Business enrollment
had declined about ten percent in the last five years. The
percentage of state funding for
the university budget had been declining in recent years, having
dropped to about 33
percent of the budget from over 40 percent only five years ago.
The options for offset-
ting the reduction in state funding were two: tuition increases
for students, for which
there now was considerable resistance, and increased private
contributions. At the uni-
versity level, a further challenge to the administration was the
accumulated deferred
maintenance on buildings and facilities that now demanded
attention.
Although the budget picture was challenging, the university had
provided small pay
raises nearly each year for faculty and staff. Some increases
were “across the board”
The Proposed Merit Pay Program: Should the Winners Take
All? 1
4. “behind the market” with
their salaries compressed (or even inverted) relative to new
faculty members hired into
their departments. In response to the demands of the
marketplace, Carroll State, like
many other schools, often paid higher salaries for new hires
than experienced faculty
members were earning.
Unlike faculties at some schools, professors at Carroll State
were not represented by
a faculty union, thus no collective bargaining agreement
governed faculty workloads,
compensation, and other terms and conditions of employment.
When merit money was
available, there typically were sizable variations in the pay
increases that faculty mem-
bers received, related to their individual performance
evaluations.
The compensation problem had become particularly acute as the
university, and the
College of Business, had lost several productive faculty
members who took positions at
other schools for significantly higher compensation. In a few
cases, the university
responded to the competitive offers of other universities for its
mobile professors and
successfully retained them by making extraordinary salary
adjustments. Although this
was beneficial in maintaining services of certain faculty
members, it exacted a cost in the
morale of others who felt their work was not properly valued
and appreciated. Because
of the state’s “open records” law, employee salaries and pay
raises could not be kept con-
5. fidential. And as open positions remained unfilled generating
demands for higher teach-
ing loads for the remaining faculty, the dissatisfaction
increased.
FACULTY EVALUATION AND SALARY INCREASE
PROGRAMS
Faculty members at Carroll State University were evaluated in
the spring of each year by
their department chairs. Each faculty member submitted a
portfolio that summarized
his/her efforts and accomplishments for the year (papers
published, teaching innova-
tions, student ratings of instructor performance, course syllabi,
grants received, docu-
mentation of program development and service activities, etc.),
and the respective
department chair assessed the level of their contributions in
each of these seven cate-
gories:
1. Instruction
2. Dissertation/Thesis Committee Assignments
3. Advising
4. Research and Scholarly Activities
5. Academic Administration
6. Public and Professional Service
7. University Service
The combination of assignments in each of the categories above
was determined
early in the fall in a meeting of Professor Foreman with each
faculty member in the
Marketing Department. The objective of this session was to
reach a mutual agreement
6. This document is authorized for use only in B453c -
Compensation Administration by Dev Team at Rasmussen from
September 2014 to March 2024.
The Proposed Merit Pay Program: Should the Winners Take
All? 3
on the faculty member’s assigned responsibilities for the year
and the expected out-
comes. Not all faculty members had assigned responsibilities in
each of the above cate-
gories, and there were variations of duties within the Marketing
Department.
The negotiated load of one faculty member might involve
teaching only two courses
per semester and spending much of his/her time conducting
research with the objective
of publishing research results in scholarly journals, along with
mentoring doctoral stu-
dents. Another faculty member’s load might involve teaching
three courses per semes-
ter, advising MBA students, and sponsoring the student
marketing club. And yet anoth-
er faculty member would be focused almost entirely on
undergraduate teaching, with a
four course load per semester and several committee
assignments within the depart-
ment. To the extent possible, Foreman attempted to work with
the faculty members to
enable them to pursue their personal professional strengths and
interests while at the
7. same time meeting his obligation to fulfill the teaching,
research, and service responsi-
bilities of the department.
For most professors, the major responsibilities were in the
categories of instruction
and research and scholarly activities; thus these factors were
heavily weighed and were-
highly influential in their annual performance evaluation
ratings. These factors typical-
ly accounted for about 70 to 85 percent of one’s assigned
responsibilities and therefore
had a corresponding impact on their evaluation.
In each category, the chair assigned one of five ratings to the
professor’s performance:
• Excellent
• Very Good
• Good
• Improvement Needed
• Failure to Meet Responsibilities
The overall evaluation consisted of a weighted average of one’s
performance in the seven
categories of activity totaling 100 percent. Thus, if one received
75 percent “Excellent”
ratings and 25 percent “Very Good,” the overall rating would
fall into the “Excellent”
category.
Since Carroll State had become a research-oriented university
over the last twenty
years, with rare exception faculty members who were strong
publishers received the top
ratings and thus, the top pay raises. From a faculty retention
8. standpoint, this made sense
because professors with strong publication records were those
likely to be sought by
other research universities which offered higher salaries.
The evaluation of a faculty member’s performance is complex,
multi-faceted, and
controversial. The system used in the College had been
developed by a University-level
faculty committee and provided for use of multiple measures of
performance in each of
the broad areas of teaching, research, and service. After the
department chair had com-
pleted his/her evaluations of faculty performance, the chair met
with the faculty mem-
ber to review and discuss the evaluation. Although not all
faculty members liked the
evaluation system and each year there were several appeals of
department chair evalua-
tions to the Dean, the performance appraisal system had gained
general acceptance by
the faculty.
Until four years ago, when the present merit pay system was
introduced, the guide-
lines for merit pay programs at Carroll State varied
significantly from year to year. In one
year, for example, the guidelines mandated that all faculty
members who received a Very
Good or Excellent evaluation had to get a certain percentage
increase, and everyone who
This document is authorized for use only in B453c -
Compensation Administration by Dev Team at Rasmussen from
September 2014 to March 2024.
9. 4 Case Research Journal • Volume 28 • Issue 3 and 4 •
Summer/Fall 2008
got a Good had to receive some merit pay. In another year, the
rules gave the department
chair and Dean wide latitude to use funds for salary
compression (to provide increases
for those whose pay was sharply below others with the same
academic rank). Still
another year, the guidelines emphasized rewarding faculty who
were perceived to have
the greatest mobility and most likely to leave the university.
However, following a study by the provost’s office of the use of
merit pay, the provost
introduced the present performance-based system that he
believed would promote the
university mission to rise in academic stature by seeking
excellence in teaching, research,
and service. In particular, he wanted to provide greater financial
incentives for those fac-
ulty members who worked to achieve excellence in their
professional activities. The pro-
gram that emerged from this analysis had the following key
elements:
1. Based on their performance ratings, the faculty would be
divided into three groups,
the top third, a middle third, and a bottom third.
2. The salary increase pool would be divided into two parts, one
with two-thirds of the
pool and the other with one-third of the pool.
10. 3. Faculty members in the top third of the evaluations would
receive two-thirds of the
salary increase pool.
4. Faculty members in the middle third of the evaluations would
receive one-third of
the salary increase pool.
5. Faculty members in the bottom third of the evaluations would
receive no merit
funds.
The transition to this program had generated much more faculty
interest in the
accuracy of evaluations since they had a significant impact on
one’s pay. Anyone in the
lower third of evaluations would receive no merit pay and
would be dependent upon
across-the-board raises for any increase in salary. Prior to this,
the tradition had been
that almost everyone got some merit pay that went into their
base salary, albeit some-
times a small amount.
THE NEW PROPOSAL
Early in the spring, Foreman had heard about the possibility of
a new pay plan at a
meeting of the department chairs and deans with the provost. He
recalled the provost’s
exhortation to the group that they really needed to look
carefully at the merit pay pro-
gram and consider whether it was doing what we needed it to
do. In his remarks, he
cited several points:
11. • University funding for salaries was always limited and was not
likely to change.
• The university needed to retain its most productive and
valuable faculty members.
• Stronger incentives should be provided for outstanding faculty
members who con-
tribute the most to moving the university toward its goals.
Foreman was looking forward to the scheduled discussion on
the issue at the June
10 chairs’ meeting with Dr. Fred Simon, dean of the College of
Business. At the meet-
ing, Dean Simon confirmed that there would be merit pay this
year, in addition to the
two-percent ATB increase (effective July 1) that had been
announced to the faculty in
April. The merit pay would be four percent, on average, and
would become effective the
next January. Foreman and his colleagues were pleased to get
this news officially, con-
firming the grapevine information that had been circulating.
Simon reviewed the expe-
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Compensation Administration by Dev Team at Rasmussen from
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rience of recent years with the merit pay plan based on the
distribution of raise money
into the three categories of faculty performance ratings. He said
that it helped to reward
12. the high producers, but that this approach might not “do
enough” for them.
The dean then made the suggestion that the ccollege follow
through on the provost’s
request to become “more aggressive” in the use of merit pay,
emphasizing the provost’s
point that the college needed to retain its high-performing
faculty. He proposed to the
group a plan that the deans discussed at their last meeting with
the provost. Rather than
provide merit-pay increases to two-thirds of the faculty based
on their performance rat-
ings, this approach would use the merit pool to reward the top
20 to 25 percent of the
faculty who scored highest in each department, a major policy
change for handling
salary increases in the college.
The proposal provoked immediate and diverse reactions from
the department
chairs, some of which were rather emotional:
Nancy Alton, chair of the General Business Department, thought
it was a terrible
idea:
I think it would cause major morale problems if we just give the
raise money to the top
20 percent. Why, in my department that would mean only three
or four people would
get merit raises! I have faculty members who are good,
productive contributors who
would be very upset with this arrangement, and I can’t say I
would blame them.
13. Lawrence Dollinger, the Finance Department chair, took a
different view:
Look, we don’t get merit money every year, and we need to use
it to the best advantage
when we can. I have a few faculty members who consistently
publish their research in
the top journals, and they are very mobile. Their services are in
demand. I don’t think I
can keep them here unless I can give them significant increases.
And, like the rest of you,
some of my high producers are making less than the more recent
hires. Giving everybody
about the same pay raises won’t help us keep the strong
contributors, especially the stars.
The chair of the Management Department, Kevin Morgan, took
more of a middle
ground:
I think we might be better off staying with what we have. I see
the need to incentivize
the faculty to produce, but this could have a huge impact on
faculty morale. Think of it,
here is someone who is rated “very good,” but yet he doesn’t
get a merit raise since he is
crowded out by the top few in the department. This is especially
problematic since the
across the board raises have been less than the cost of living
increases. It doesn’t seem fair
to do it this way.
In response to Morgan, Dollinger weighed in again:
Kevin, now look, a “fair” is where they judge cows, knitting,
and homemade pickles.
14. We’ve got to live in the real world, and the top faculty members
have to be rewarded to
keep them. And remember, when we have across the board
raises, everybody gets them
regardless of their record of performance. So we’re a little bit
socialist already!
Randy Foster, chair of the Economics Department, thought the
proposed plan did
have some safeguards in that the college used a three-year
average of performance rat-
ings for merit increases:
Well, your top producers over a three-year period are the ones
who ought to get rewarded.
Our system adjusts somewhat for the year-to-year variations in
one’s ratings, say, if some-
one has a bad year or a “dry spell” and doesn’t get anything
published. I think this idea
deserves a good look because it’s the high producers that will
put us on the map.
The Proposed Merit Pay Program: Should the Winners Take
All? 5
This document is authorized for use only in B453c -
Compensation Administration by Dev Team at Rasmussen from
September 2014 to March 2024.
And the discussion continued. Having heard from the other
department chairs,
Dean Simon asked Professor Foreman what he thought. Foreman
winced and a
15. moment later began to speak:
Fred, I’m not sure how I feel about this. I really want to look at
how this actually impacts
faculty salaries with real data and consider the implications. If
we move to something like
this, what will be its effect over the years compared to the
“system of thirds” that we’ve
been using? How much grief would we get from the faculty?
Following more conversation, Simon concluded the discussion
and told the chairs
that he wanted their recommendations—along with their
justifications—by the day
after tomorrow. Then, after he had reviewed them, they would
meet again and the col-
lege would either stay with what it has currently or implement
the more aggressive merit
pay plan. The meeting adjourned.
DETERMINING THE BETTER PLAN
When Foreman got back to his office he pulled the faculty
performance evaluations for
the last three years from the files as well as the current salary
roster for his department
and began to study them. The department had a diverse group of
faculty in different
specializations, including instructors who typically had master’s
degrees and the assis-
tant, associate, and full professors who held doctoral degrees.
He grimaced as he noted
the pay inconsistencies among faculty members in the
department. These included cases
of pay compression, and even pay inversion, as some assistant
professors had higher
16. salaries than faculty members with higher ranks (associates and
full professors).2 But, he
thought, that is a problem for another day.
In the next forty-eight hours, he needed to come up with a
recommendation on the
two merit pay options and defend it. He began to put together a
worksheet that com-
bined this data with the information from the faculty roster (see
Exhibit 1). He entered
the salaries of his faculty, including the 2 percent ATB raise to
be paid beginning in July.
He also entered the performance evaluation ratings for each
faculty member for the pre-
vious two years (Eval #1 and Eval #2) and the current year
(Eval #3), since the college
used the average rating of the last three years (or fewer for
recently added faculty) as the
basis for awarding merit pay. The college committee which
developed the system had rec-
ommended the three-year average as a way of moderating year-
to-year swings in ratings.
As he studied the data on the worksheet, he referred to the notes
he had made from
the meeting. He knew this was going to be a challenge. He was
thinking about the phi-
losophy underlying this approach to compensation and the
implications of rewarding
only the top performers; but he also wanted to look at the
impact of the proposed
change to see how it would affect his department faculty. What
would it mean motiva-
tionally and what would it do to salary differentials? What was
the best way to connect
the merit pay philosophy and theory with the practical realities
17. of this situation?
NOTES
1. The proper names in the case have been disguised. This case
study was prepared as
the basis for class discussion rather than to illustrate either an
effective or ineffective
handling of an administrative situation. The author thanks the
editor of the Case
Research Journal and three anonymous reviewers for their
valuable comments and
6 Case Research Journal • Volume 28 • Issue 3 and 4 •
Summer/Fall 2008
This document is authorized for use only in B453c -
Compensation Administration by Dev Team at Rasmussen from
September 2014 to March 2024.
suggestions to improve the case. An earlier version of the case
was presented at the
annual meeting of the Southeast Case Research Association
(SECRA), February
2007, Myrtle Beach, SC.
2. Academic rank is based on a faculty member’s academic
credentials and professional
accomplishments. The faculty ranks in ascending order are:
instructor, assistant pro-
fessor, associate professor, and professor. Faculty salaries that
are inconsistent with
one’s rank within a department have become a common
18. occurrence and can present
a significant human resource problem. The major factor causing
pay compression is
that pay adjustments of existing faculty members have not kept
pace with those of
newly hired faculty members. Over time, this leads to reduction,
elimination, or
even inversion of pay differentials between experienced faculty
members of higher
academic rank and newer faculty members who hold junior
rank.
The Proposed Merit Pay Program: Should the Winners Take
All? 7
Exhibit 1 Professor Foreman’s Worksheet for
Department of Marketing Faculty
Name Rank Salary Eval #1 Eval #2 Eval #3
Radhika Bose Assistant 104,496 Very good Excellent Excellent
Jack Carr Professor 132,665 Very good Very good Excellent
Monica Chu Associate 110,114 Very good Excellent Very good
Janice Deitz Instructor 48,825 Good Good Good
Brian Fisher Assistant 103,798 N/A Excellent Excellent
Carla Hertz Associate 82,744 Good Very good Good
Paul Jackson Associate 77,015 Very good Very good Very good
Fred Northern Associate 71,566 Very good Very good Very
good
19. Alex Phillips Instructor 48,741 Very good Good Good
Joan Randall Professor 125,869 Very good Excellent Excellent
Ken Mehra Professor 97,110 Very good Excellent Very good
John Young Professor 102,034 Excellent Very good Excellent
Brent Warder Associate 89,975 Excellent Very good Good
This document is authorized for use only in B453c -
Compensation Administration by Dev Team at Rasmussen from
September 2014 to March 2024.
Visual Pleasure and Narrative Cinema
Laura Mulvey
I Introduction
A. A Political Use of Psychoanalysis
This paper intends to use psychoanalysis to discover where and
how the fascination of film is reinforced by pre-existing
patterns
of fascination already at work within the individual subject and
the
social formations that have moulded him. It takes as starting
point
the way film reflects, reveals and even plays on the straight,
socially
established interpretation of sexual difference which controls
20. images, erotic ways of looking and spectacle. It is helpful to
under-
stand what the cinema has been, how its magic has worked in
the
past, while attempting a theory and a practice which will
challenge
this cinema of the past. Psychoanalytic theory is thus appro-
priated here as a political weapon, demonstrating the way the
un-
conscious of patriarchal society has structured film form.
The paradox of phallocentrism in all its manifestations is that it
depends on the image of the castrated woman to give order and
meaning to its world. An idea of woman stands as lynch pin to
the
system: it is her lack that produces the phallus as a symbolic
presence, it is her desire to make good the lack that the phallus
signifies. Recent wrting in Screen about psychoanalysis and the
cinema has not sufficiently brought out the importance of the
representation of the female form in a symbolic order in which,
in
the last resort, it speaks castration and nothing else. To
summarise
briefly: the function of woman in forming the patriarchal uncon-
scious is two-fold, she first symbolises the castration threat by
her
real absence of a penis and second thereby raises her child into
the
symbolic. Once this has been achieved, her meaning in the
process
is at an end, it does not last into the world of law and language
except as a memory which oscillates between memory of
maternal
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plenitude and memory of lack. Both are posited on nature (or on
7
anatomy in Freud's famoas phrase). Woman's desire is subjected
to her image as bearer of the bleeding wound, she can exist only
!
in relation to castration and cannot transcend it. She turns her J
child into the signifier of her own desire to possess a penis (the
condition, she imagines, of entry into the symbolic). Either she
must gracefully give way to the word, the Name of the Father
and
the Law, or else struggle to keep her child down with her in the
half-light of the imaginary. Woman then stands in patriarchal
culture as signifier for the male other, bound by a symbolic
order
in which man can live out his phantasies and obsessions through
linguistic command by imposing them on the silent image of
woman still tied to her place as bearer of meaning, not maker of
meaning.
22. There is an obvious interest in this analysis for feminists, a
beauty in its exact rendering of the frustration experienced
under
the phallocentric order. It gets us nearer to the roots of our
oppression, it brings an articulation of the problem closer, it
faces,
us with the ultimate challenge: how to fight the unconscious
structured like a language (formed critically at the moment of
arrival of language) while still caught within the language of
the
patriarchy. There is no way in which we can produce an
alternative
out of the blue, but we can begin to make a break by examining
patriarchy with the tools it provides, of which psychoanalysis is
not the only but an important one. We are still separated by a
great gap from important issues for the female unconscious
which
are scarcely relevant to phallocentric theory: the sexing of the
female infant and her relationship to the symbolic the sexually
mature woman as non-mother, maternity outside the
signification
of the phallus, the vagina. . . . But, at this point, psychoanalytic
theory as it now stands can at least advance our understanding
of
the status quo, of the patriarchal order in which we are caught.
B. Destruction of Pleasure as a Radical Weapon
As an advanced representation system, the cinema poses
questions
of the ways the unconscious (formed by the dominant order)
struc-
tures ways of seeing and pleasure in looking. Cinema has
changed
over the last few decades. It is no longer the monolithic system
based on large capital investment exemplified at its best by
23. Holly-
wood in the 1930's, 1940's and 1950's. Technological advances
(16mm, etc) have changed the economic conditions of cinematic
production, which can now be artisanal as well as capitalist.
Thus
it has been possible for an alternative cinema to develop.
However
self-conscious and ironic Hollywood managed to be, it always
restricted itself to a formal mise-en-scene reflecting the
dominant
ideological concept of the cinema. The alternative cinema
provides
a space for a cinema to be born which is radical in both a
political
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and an aesthetic sense and challenges ti e basic assumptions of
24. the
mainstream film. This is not to reject the latter moralistically,
but
to highlight the ways in which its formal preoccupations reflect
the psychical obsessions of the society which produced it, and,
further, to stress that the alternative cinema must start
specifically
by reacting against these obsessions and assumptions. A
politically
and aesthetically avant-garde cinema is now possible, but it can
still only exist as a counterpoint.
The magic of the Hollywood style at its best (and of all the
cinema which fell within its sphere of influence) arose, not ex-
clusively, but in one important aspect, from its skilled and satis-
fying manipulation of visual pleasure. Unchallenged,
mainstream
film coded the erotic into the language of the dominant
patriarchal
order. In the highly developed Hollywood cinema it was only
through these codes that the alienated subject, torn in his
imagin-
ary memory by a sense of loss, by the terror of potential lack in
phantasy, came near to finding a glimpse of satisfaction:
through
its formal beauty and its play on his own formative obsessions.
This article will discuss the interweaving of that erotic pleasure
in film, its meaning, and in particular the central place of the
image of woman. It is said that analysing pleasure, or beauty,
destroys it. That is the intention of this article. The satisfaction
and reinforcement of the ego that represent the high point of
film
history hitherto must be attacked. Not in favour of a
reconstructed
new pleasure, which cannot exist in the abstract, nor of intel-
lectualised unpleasure, but to make way for a total negation of
25. the ease and plenitude of the narrative fiction film. The
alternative
is the thrill that comes from leaving the past behind without
rejecting it, transcending outworn or oppressive forms, or
daring
to break with normal pleasurable expectations in order to
conceive
a new language of desire.
II Pleasure in Looking/Fascination with the Human Form
A. The cinema offers a number of possible pleasures. One is
scopophilia. There are circumstances in which looking itself is a
source of pleasure, just as, in the reverse formation, there is
pleasure in being looked at. Originally, in his Three Essays on
Sexuality, Freud isolated scopophilia as one of the component
instincts of sexuality which exist as drives quite independently
of
the erotogenic zones. At this point he associated scopophilia
with
taking other people as objects, subjecting them to a controlling
and curious gaze. His particular examples centie around the
voyeuristic activities of children, their desire to see and make
sure
of the private and the forbidden (curiosity about other people's
genital and bodily functions, about the presence or absence of
the
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penis and, retrospectively, about the primal scene). In this
analysis
scopophilia is essentially active. (Later, in Instincts and their
Vicissitudes, Freud developed his theory of scopophilia further,
attaching it initially to pre-genital auto-eroticism, after which
the
pleasure of the look is transferred to others by analogy. There is
a close working here of the relationship between the active
instinct
and its further development in a narcissistic form.) Although the
instinct is modified by other factors, in particular the
constitution
of the ego, it continues to exist as the erotic basis for pleasure
in looking at another person as object. At the extreme, it can
become fixated into a perversion, producing obsessive voyeurs
and
Peeping Toms, whose only sexual satisfaction can come from
watching, in an active controlling sense, an objectified other.
At first glance, the cinema would seem to be remote from the
undercover world of the surreptitious observation of an
unknowing
and unwilling victim. What is seen of the screen is so
manifestly
27. shown. But the mass of mainstream film, and the conventions
within which it has consciously evolved, portray a hermetically
sealed world which unwinds magically, indifferent to the
presence
of the audience, producing for them a sense of separation and
playing on their voyeuristic phantasy. Moreover, the extreme
con-
trast between the darkness in the auditorium (which also
isolates
the spectators from one another) and the brilliance of the
shifting
patterns of light and shade on the screen helps to promote the
illusion of voyeuristic separation. Although the film is really
being
shown, is there to be seen, conditions of screening and narrative
conventions give the spectator an illusion of looking in on a
private
world. Among other things, the position of the spectators in the
rinema is blatantly one of repression of their exhibitionism and
projection of the repressed desire on to the performer.
B. The rinema satisfies a primordial wish for pleasurable
looking,
but it also goes further, developing scopophilia in its
narcissistic
aspect. The conventions of mainstream film focus attention on
the
human form. Scale, space, stories are all anthropomorphic.
Here,
curiosity and the wish to look intermingle with a fascination
with
likeness and recognition: the human face, the human body, the
relationship between the human form and its surroundings, the
visible presence of the person in the world. Jacques Lacan has
described how the moment when a child lecognises its own
image
28. in the mirror is crucial for the constitution of the ego. Several
aspects of this analysis are relevant here. The mirror phase
occurs
at a time when the child's physical ambitions outstrip his motor
capacity, with the result that his recognition of himself is
joyous
in that he imagines his mirror image to be more complete, more
perfect than he experiences his own body. Recognition is thus
overlaid with mis-recognition: the image recognised is
conceived
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io as the reflected body of the self, but its misrecognition as
superior
projects this body outside itself as an ideal ego, the alienated
subject, which, re-introjected as an ego ideal, gives rise to the
future generation of identification with others. This mirror-
29. moment
predates language for the child.
Important for this article is the fact that it is an image that
constitutes the matrix of the imaginary, of recognition/mis-
recognition and identification, and hence of the first articulation
of the ' I *, of subjectivity. This is a moment when an older
fascination with looking (at the mother's face, for an obvious
example) collides with the initial inklings of self-awareness.
Hence
it is the birth of the long love affair/despair between image and
self-image which has found such intensity of expression in film
and such joyous recognition in the cinema audience. Quite apart
from the extraneous similarities between screen and mirror (the
framing of the human form in its surroundings, for instance),
the
cinema has structures of fascination strong enough to allow
tem-
porary loss of ego while simultaneously reinforcing the ego.
The
sense of forgetting the world as the ego has subsequently come
to
perceive it (I forgot who I am and where I was) is nostalgically
reminiscent of that pre-subjective moment of image recognition.
At the same time the cinema has distinguished itself in the pro-
duction of ego ideals as expressed in particular in the star
system,
the stars centring both screen presence and screen story as they
act out a complex process of likeness and difference (the
glamorous
impersonates the ordinary).
C. Sections II. A and B have set out two contradictory aspects
of
the pleasurable structures of looking in the conventional
cinematic
30. situation. The first, scopophilic, arises from pleasure in using
another person as an object of sexual stimulation through sight.
The second, developed through narcissism and the constitution
of
the ego, comes from identification with the image seen. Thus, in
film terms, one implies a separation of the erotic identity of the
subject from the object on the screen (active scopophilia), the
other demands identification of the ego with the object on the
screen through the spectator's fascination with and recognition
of
his like. The first is a function of the sexual instincts, the
second
of ego libido. This dichotomy was crucial for Freud. Although
he
saw the two as interacting and overlaying each other, the
tension
between instinctual drives and self-preservation continues to be
a dramatic polarisation in terms of pleasure. Both are formative
structures, mechanisms not meaning. In themselves they have no
signification, they have to be attached to an idealisation. Both
pursue aims in indifference to perceptual reality, creating the
imagised, eroticised concept of the world that forms the
perception
of the subject and makes a mockery of empirical objectivity.
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During its history, the cinema seems to have evolved a par- 11
ticular illusion of reality in which this contradiction between
libido
and ego has found a beautifully complementary phantasy world.
In reality the phantasy world of the screen is subject to the law
which produces it.. Sexual instincts and identification processes
have a meaning within the symbolic order which articulates
desire.
Desire, born with language, allows the possibility of
transcending
the instinctual and the imaginary, but its point of reference con-
tinually returns to the traumatic moment of its birth: the castra-
tion complex. Hence the look, pleasurable in form, can be
threaten-
ing in content, and it is woman as representation/image that
crystallises this paradox.
Ill Woman as Image, Man as Bearer of the Look
A. In a world ordered by sexual imbalance, pleasure in looking
has been split between active/male and passive/female. The
deter-
mining male gaze projects its phantasy on to the female figure
which is styled accordingly. In their traditional exhibitionist
role
women are simultaneously looked at and displayed, with their
appearance coded for strong visual and erotic impact so that
32. they
can be said to connote to-be-looked-at-ness. Woman displayed
as
sexual object is the leit-motif of erotic spectacle: from pin-ups
to
strip-tease, from Ziegfeld to Busby Berkeley, she holds the
look,
plays to and signifies male desire. Mainstream film neatly
combined
spectacle and narrative. (Note, however, how in the musical
song-
and-dance numbers break the flow of the diegesis.) The
presence of
woman is an indispensable element of spectacle in normal
narra-
tive film, yet her visual presence tends to work against the
develop-
ment of a story line, to freeze the flow of action in moments of
erotic contemplation. This alien presence then has to be
integrated
into cohesion with the narrative. As Budd Boetticher has put it:
' What counts is what the heroine provokes, or rather what she
represents. She is the one, or rather the love or fear she inspires
in the hero, or else the concern he feels for her, who makes him
act the way he does. In herself the woman has not the slightest
importance.'
(A recent tendency in narrative film has been to dispense with
this
problem altogether; hence the development of what Molly
Haskell
has called the 'buddy movie', in which the active homosexual
eroticism of the central male figures can carry the story without
distraction.) Traditionally, the woman displayed has functioned
on
33. two levels: as erotic object for the characters within the screen
story, and as erotic object for the spectator within the
auditorium,
with a shifting tension between the looks on either side of the
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12 screen. For instance, the device of the show-girl allows the
two
looks to be unified technically without any apparent break in
the
diegesis. A woman performs within the narrative, the gaze of
the
spectator and that of the male characters in the film are neatly
combined without breaking narrative verisimilitude. For a
moment
the sexual impact of the performing woman takes the film into a
no-man's-land outside its own time and space. Thus Marilyn
34. Monroe's first appearance in The River of No Return and Lauren
Bacall's songs in To Have or Have Not. Similarly, conventional
close-ups of legs (Dietrich, for instance) or a face (Garbo)
integrate
into the narrative a different mode of eroticism. One part of a
fragmented body destroys the Renaissance space, the illusion of
depth demanded by the narrative, it gives flatness, the quality of
a cut-out or icon rather than verisimilitude to the screen.
B. An active/passive heterosexual division of labour has
similarly
controlled narrative structure. According to the principles of the
ruling ideology and the psychical structures that back it up, the
male figure cannot bear the burden of sexual objectification.
Man
is reluctant to gaze at his exhibitionist like. Hence the split
between spectacle and narrative supports the man's role as the
active one of forwarding the story, making things happen. The
man controls the film phantasy and also emerges as the
representa-
tive of power in a further sense: as the bearer of the look of the
spectator, transferring it behind the screen to neutralise the
extra-
diegetic tendencies represented by woman as spectacle. This is
made possible through the processes set in motion by
structuring
the film around a main controlling figure with whom the
spectator
can identify. As the spectator identifies with the main male1
pro-
tagonist, he projects his look on to that of his like, his screen
surrogate, so that the power of the male protagonist as he
controls
events coincides with the active power of the erotic look, both
giving a satisfying sense of omnipotence. A male movie star's
glamorous characteristics are thus not those of the erotic object
35. of the gaze, but those of the more perfect, more complete, more
powerful ideal ego conceived in the original moment of
recognition
in front of the mirror. The character in the story can make
things
happen and control events better than the subject/spectator, just
as the image in the mirror was more in control of motor co-
ordination. In contrast to woman as icon, the active male figure
(the ego ideal of the identification process) demands a three-
1. There are films with a woman as main protagonist, of course.
To
analyse this phenomenon seriously here would take me too far
afield.
Pam Cook and Claire Johnston's study of The Revolt of Mamie
Stover in Phil Hardy, ed: Raoul Walsh, Edinburgh 1974, shows
in a
striking case how the strength of this female protagonist is more
apparent than real.
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dimensional space corresponding to that of the mirror-
recognition
in which the alienated subject internalised his own
representation
of this imaginary existence. He is a figure in a landscape. Here
the
function of film is to reproduce as accurately as possible the so-
called natural conditions of human perception. Camera
technology
(as exemplified by deep focus in particular) and camera move-
ments (determined by the action of the protagonist), combined
with
invisible editing (demanded by realism) all tend to blur the
limits
of screen space. The male protagonist is free to command the
stage,
a stage of spatial illusion in which he articulates the look and
creates the action.
C.i Sections III. A and B have set out a tension between a mode
of representation of woman in film and conventions surrounding
the
diegesis. Each is associated with a look: that of the spectator in
direct scopophilic contact with the female form displayed for
his
enjoyment (connoting male phantasy) and that of the spectator
fascinated with the image of his like set in an illusion of natural
space, and through him gaining control and possession of the
woman within the diegesis. (This tension and the shift from one
pole to the other can structure a single text. Thus both in Only
Angels Have Wings and in To Have and Have Not, the film
opens
37. with the woman as object of the combined gaze of spectator and
all the male protagonists in the film. She is isolated, glamorous,
on display, sexualised. But as the narrative progresses she falls
in
love with the main male protagonist and becomes his property,
losing her outward glamorous characteristics, her generalised
sexuality, her show-girl connotations; her eroticism is subjected
to
the male star alone. By means of identification with him,
through
participation in his power, the spectator can indirectly possess
her too.)
But in psychoanalytic terms, the female figure poses a deeper
problem. She also connotes something that the look continually
circles around but disavows: her lack of a penis, implying a
threat
of castration and hence unpleasure. Ultimately, the meaning of
woman is sexual difference, the absence of the penis as visually
ascertainable, the material evidence on which is based the
castra-
tion complex essential for the organisation of entrance to the
sym-
bolic order and the law of the father. Thus the woman as icon,
displayed for the gaze and enjoyment of men, the active
controllers
of the look, always threatens to evoke the anxiety it originally
signified. The male unconscious has two avenues of escape from
this castration anxiety: preoccupation with the re-enactment of
the original trauma (investigating the woman, demystifying her
mystery), counterbalanced by the devaluation, punishment or
saving
of the guilty object (an avenue typified by the concerns of the
film
noir); or else complete disavowal of castration by the
substitution
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14 of a fetish object or turning the represented figure itself into
a
fetish so that it becomes reassuring rather than dangerous
(hence
over-valuation, the cult of the female star). This second avenue,
fetishistic scopophilia, builds up the physical beauty of the
object,
transforming it into something satisfying in itself. The first
avenue,
voyeurism, on the contrary, has associations with sadism:
pleasure
lies in ascertaining guilt (immediately associated with
castration),
asserting control and subjecting the guilty person through
punish-
39. ment or forgiveness. This sadistic side fits in well with
narrative.
Sadism demands a story, depends on making something happen,
forcing a change in another person, a battle of will and strength,
victory/defeat, all occuring in a linear time with a beginning
and
an end. Fetishistic scopophilia, on the other hand, can exist out-
side linear time as the erotic instinct is focussed on the look
alone.
These contradictions and ambiguities can be illustrated more
simply
by using works by Hitchcock and Stemberg, both of whom take
the look almost as the content or subject matter of many of their
films. Hitchcock is the more complex, as he uses both
mechanisms.
Sternberg's work, on the other hand, provides many pure
examples
of fetishistic scopophilia.
C.2 It is well known that Stemberg once said he would welcome
his films being projected upside down so that story and
character
involvement would not interfere with the spectator's undiluted
appreciation of the screen image. This statement is revealing
but
ingenuous. Ingenuous in that his films do demand that the figure
of the woman (Dietrich, in the cycle of films with her, as the
ultimate example) should be identifiable. But revealing in that it
emphasises the fact that for him the pictorial space enclosed by
the frame is paramount rather than narrative or identification
processes. While Hitchcock goes into the investigative side of
voyeurism, Stemberg produces the ultimate fetish, taking it to
the
point where the powerful look of the male protagonist
(character-
istic of traditional narrative film) is broken in favour of the
40. image
in direct erotic rapport with the spectator. The beauty of the
woman as object and the screen space coalesce; she is no longer
the bearer of guilt but a perfect product, whose body, stylised
and
fragmented by close-ups, is the content of the film and the
direct
recipient of the spectator's look. Stemberg plays down the
illusion
of screen depth; his screen tends to be one-dimensional, as light
and shade, lace, steam, foliage, net. streamers, etc, reduce the
visual field. There is little or no mediation of the look through
the eyes of the main male protagonist. On the contrary, shadowy
presences like La Bessiere in Morocco act as surrogates for the
director, detached as they are from audience identification.
Despite
Sternberg's insistence that his stories are irrelevant, it is
significant
that they are concerned with situation, not suspense, and
cyclical
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rather thai, linear time, while plot complications revolve around
15
misunderstanding rather than conflict. The most important
absence
is that of the controlling male gaze within the screen scene. The
high point of emotional drama in the most typical Dietrich
films,
her supreme moments of erotic meaning, take place in the
absence
of the man she loves in the fiction. There are other witnesses,
other
spectators watching her on the screen, their gaze is one with,
not
standing in for, that of the audience. At the end of Morocco,
Tom
Brown has already disappeared into the desert when Amy Jolly
kicks off her gold sandals and walks after him. At the end of
Dishonoured. Kranau is indifferent to the fate of Magda. In both
cases, the erotic impact, sanctified by death, is displayed as a
spectacle for the audience. The male hero misunderstands and,
above all, does not see.
In Hitchcock, by contrast, the male hero does see precisely what
the audience sees. However, in the films I shall discuss here, he
takes fascination with an image through scopophilic eroticism
as
the subject of the film. Moreover, in these cases the hero
portrays
the contradictions and tensions experienced by the spectator. In
Vertigo in particular, but also in Mamie and Rear Window, the
look is central to the plot, oscillating between voyeurism and
42. fetishistic fascination. As a twist, a further manipulation of the
normal viewing process which in some sense reveals it,
Hitchcock
uses the process of identification normally associated with ideo-
logical correctness and the recognition of established morality
and
shows up its perverted side. Hitchcock has never concealed his
interest in voyeurism, cinematic and non-cinematic. His heroes
are exemplary of the symbolic order and the law - a policeman
(Vertigo), a dominant male possessing money and power
(Mamie) —
but their erotic drives lead them into compromised situations.
The
power to subject another person to the will sadistically or to the
gaze voyeuristically is turned on to the woman as the object of
both. Power is backed by a certainty of legal right and the
estab-
lished guilt of the woman (evoking castration,
psychoanalytically
speaking). True perversion is barely concealed under a shallow
mask of ideological correctness - the man is on the right side of
the law, the woman on the wrong. Hitchcock's skilful use of
identi-
fication processes and liberal use of subjective camera from the
point of view of the male protagonist draw the spectators deeply
into his position, making them share his uneasy gaze. The
audience
is absorbed into a voyeuristic situation within the screen scene
and diegesis which parodies his own in the cinema. In his
analysis
of Rear Window, Douchet takes the film as a metaphor for the
cinema. Jeffries is the audience, the events in the apartment
block
opposite correspond to the screen. As he watches, an erotic
dimen-
sion is added to his look, a central image to the drama. His girl-
43. friend Lisa had been of little sexual interest to him, more or less
a drag, so long as she remained on the spectator side. When she
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16 crosses the barrier between his room and the block opposite,
their
relationship is re-born erotically. He does not merely watch her
through his lens, as a distant meaningful image, he also sees
her as a guilty intruder exposed by a dangerous man threatening
her with punishment, and thus finally save her. Lisa's
exhibitionism
has already been established by her obsessive interest in dress
and
style, in being a passive image of visual perfection; Jeffries'
voyeurism and activity have also been established through his
work
as a photo-journalist, a maker of stories and captor of images.
44. However, his enforced inactivity, binding him to his seat as a
spectator, puts him squarely in the phantasy position of the
cinema audience.
In Vertigo, subjective camera predominates. Apart from one
flash-back from Judy's point of view, the narrative is woven
around
what Scottie sees or fails to see. The audience follows the
growth
of his erotic obsession and subsequent despair precisely from
his
point of view. Scottie's voyeurism is blatant: he falls in love
with
a woman he follows and spies on without speaking to. Its
sadistic
side is equally blatant: he has chosen (and freely chosen, for he
had been a successful lawyer) to be a policeman, with all the
attendant possibilities of pursuit and investigation. As a result,
he follows, watches and falls in love with a perfect image of
female
beauty and mystery. Once he actually confronts her, his erotic
drive
is to break her down and force her to tell by persistent cross-
questioning. Then, in the second part of the film, he re-enacts
his
obsessive involvement with the image he loved to watch
secretly.
He reconstructs Judy as Madeleine, forces her to conform in
every
detail to the actual physical appearance of his fetish. Her
exhibi-
tionism, her masochism, make her an ideal passive counterpart
to
Scottie's active sadistic voyeurism. She knows her part is to
per-
form, and only by playing it through and then replaying it can
45. she
keep Scottie's erotic interest. But in the repetition he does
break her down and succeeds in exposing her guilt. His
curiosity
wins through and she is punished. In Vertigo, erotic
involvement
with the look is disorientating: the spectator's fascination is
turned
against him as the narrative carries him through and entwines
him
with the processes that he is himself exercising. The Hitchcock
hero here is firmly placed within the symbolic order, in
narrative
terms. He has all the attributes of the partriachal super-ego.
Hence
the spectator, lulled into a false sense of security by the
apparent
legality of his surrogate, sees through his look and finds himself
exposed as complicit, caught in the moral ambiguity of looking.
Far from being simply an aside on the perversion of the police,
Vertigo focuses on the implications of the active/looking,
passive/
looked-at split in terms of sexual difference and the power of
the
male symbolic encapsulated in the hero. Marnie, too, performs
for
Mark Rutland's gaze and masquerades as the perfect to-be-
looked-
at image. He, too, is on the side of the law until, drawn in by
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obsession with her guilt, her secret, he longs to see her in the
act
of committing a crime, make her confess and thus save her. So
he,
too, becomes complicit as he acts out the implications of his
power.
He controls money and words, he can have his cake and eat it.
HI Summary
The psychoanalytic background that has been discussed in this
article
is relevant to the pleasure and unpleasure offered, by traditional
narrative film. The scopophilic instinct (pleasure in looking at
another person as an erotic object), and, in contradistinction,
ego
libido (forming identification processes) act as formations,
mechan-
isms, which this cinema has played on. The image of woman as
(passive) raw material for the (active) gaze of man takes the
argu-
ment a step further into the structure of representation, adding
47. a further layer demanded by the ideology of the patriarchal
order
as it is worked out in its favourite cinematic form - illusionistic
narrative film. The argument returns again to the psychoanalytic
background in that woman as representation signifies castration,
in-
ducing voyeuristic or fetishistic mechanisms to circumvent her
threat.
None of these interacting layers is intrinsic to film, but it is
only in
the film form that they can reach a perfect and beautiful contra-
diction, thanks to the possibility in the cinema of shifting the
emphasis of the look. It is the place of the look that defines
cinema,
the possibility of varying it and exposing it. This is what makes
cinema quite different in its voyeuristic potential from, say,
strip-
tease, theatre, shows, etc. Going far beyond highlighting a
woman's
to-be-lopked-at-ness, cinema builds the way she is to be looked
at into the spectacle itself. Playing on the tension between film
as controlling the dimension of time (editing, narrative) and
film as
controlling the dimension of space (changes in distance,
editing),
cinematic codes create a gaze, a world, and an object, thereby
producing an illusion cut to the measure of desire. It is these
cinematic codes and their relationship to formative external
struc-
tures that must be broken down before mainstream film and the
pleasure it provides can be challenged.
To begin with (as an ending), the voyeuristic-scopophilic look
that is a crucial part of traditional filmic pleasure can itself be
broken down. There are three different looks associated with
cinema: that of the camera as it records the pro-filmic event,
48. that
of the audience as it watches the final product, and that of the
characters at each other within the screen illusion. The
conventions
of narrative film deny the first two and subordinate them to the
third, the conscious aim being always to eliminate intrusive
camera
presence and prevent a distancing awareness in the audience.
Without these two absences (the material existence of the
recording
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18 process, the critical reading of the spectator), fictional drama
cannot achieve reality, obviousness and truth. Nevertheless, as
this
article has argued, the structure of looking in narrative fiction
film
49. contains a contradiction in its own premises: the female image
as
a castration threat constantly endangers the unity of the diegesis
and bursts through the world of illusion as an intrusive, static,
one-dimensional fetish. Thus the two looks materially present in
time and space are obsessively subordinated to the neurotic
needs
of the male ego. The camera becomes the mechanism for
producing
an illusion of Renaissance space, flowing movements
compatible
with the human eye, an ideology of representation that revolves
around the perception of the subject; the camera's look is
disavowed
in order to create a convincing world in which the spectator's
surrogate can perform with verisimilitude. Simultaneously, the
look of the audience is denied an intrinsic force: as soon as
fetish-
istic representation of the female image threatens to break the
spell of illusion, and the erotic image on the screen appears
directly
(without mediation) to the spectator, the fact of fetishisation,
con-
cealing as it does castration fear, freezes the look, fixates the
spectator and prevents him from achieving any distance from
the
image in front of him.
This complex interaction of looks is specific to film. The first
blow against the monolithic accumulation of traditional film
con-
ventions (already undertaken by radical film-makers) is to free
the
look of the camera into its materiality in time and space and the
look of the audience into dialectics, passionate detachment.
There
50. is no doubt that this destroys the satisfaction, pleasure and
privilege of the ' invisible guest', and highlights how film has
depended on voyeuristic active/passive mechanisms. Women,
whose
image has continually been stolen and used for this end, cannot
view the decline of the traditional film form with anything
much
more than sentimental regret.2
2. This article is a reworked version of a paper given in the
French
Department of the University of Wisconsin, Madison, in the
Spring
of 1973.
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