Sequestration Essay Example | Topics and Well Written Essays - 250 words

Sequestration - Essay Example Sequestration idea was implemented as part of 2011-budget control act. In fact, both parties agreed that approximately $1 trillion to be cut from the federal government; however, they did not agree on the next steps to salvage the nations fiscal budget (Genovese, 2010). Moreover, there some quarters that proposed the increment of the national borrowing toward creating defaults that could have emerged from the damages of the Sequestration. Borrowing from the Reagan era law, there was an argument that there was needed to achieve goals including raising the borrowing limit but improving the national fiscal standing (Genovese, 2010). Sequestration idea is simple; it only calls for scheduling for automatic cuts for the future national budgets. However, Sequestration may be harmful for everyone; therefore, the congress should implement better and smoother cuts before implementing Sequestration fully (Genovese, 2010). Sequestration was planned to start this year but the lawmakers have delayed it; nonetheless, it is expected to take effect as of this

Strategic Plan Part III Financial Plan of Health Care Organization Term Paper

Strategic Plan Part III Financial Plan of Health Care Organization selected in part 1 and 2 - Term Paper Example Financial planning provides projection of expected expenses and income aimed at establishing the project feasibility. Financial planning helps eliminate doubts regarding the success of projects through the provision of viable information regarding financial income and expenditures. The Bayshore hospital financial plan aims at establishing the costs for initiating the intended changes following formulation of a strategic plan. Numerous elements are considered in developing the financial plan to enhance detail accuracy of the provided estimations. The financial plan could be divided into two main sections of expenses and income (Ireland, 2006). Though these figures have been estimated, these predictions include market based values of item costs. Utilisation of market based costs should ensure closeness of the estimated budget to actual figures during operation. The budget presented here is an expansion project concerning diagnostic imaging project, intended for introduction into the hospital. These allocations can, therefore, be identified as departmental allocations for the diagnostic imaging department. The expenses section of this financial plan includes all the expected activities that shall involve the use of capital available at the disposal of the hospital. During the initial stage, a capital outlay of 2.5 million shall be invested into the purchasing of equipment and setup of the essential amenities necessary for undertaking the required diagnostic procedures. This shall become the overall project capital investment. Salaries of employees to be hired have been considered as the main expense. Salaries constitute the largest section of the budgetary allocation. Within this financial plan, they constitute 65% of the revenue collected from the project. 4% Salary increments are expected to be implemented during the third year, hence increasing

International Terror Attack Article Example | Topics and Well Written Essays - 500 words - 7

International Terror Attack - Article Example Cell members from a terrorist group such as the Islamic Jihad causes harm to other people through the use of explosives and in the process causes harm to himself or loses his/her life (Malcolm 2008): An example occurred in 2004 when the Spanish SWAT raided a bomb factory but lost their lives in the process when an Al-Qaeda suicide bomber blew himself and killed a number of people. Additionally, there is the use of the explosives that may be rigged on strategic terror targets such as public places and buildings. An example is the death of the US ambassador to Libya after a terrorist group propelled explosives towards the American consulate on the 11th September 2012 (Infoplease n.d.). There are a variety of training techniques employed by the terrorist groups in order to ensure that they achieve their ill-motives. These are inclusive of Self education whereby the members acquire skills from channels like videos as well as written materials. This has been mostly witnessed in Afghanistan where members of a terrorist cell gather in hidden places to watch terrorist videos in order to gain knowledge on terror missions. There is also the use of commercial school training characterized by shooting classes, surveillance and fighting by use of other swords and knives. The third technique involves the use madrasa classes to spread information concerning terrorism among new members; these classes are mostly used to masquerade as religious teaching classes; such cases has been experienced in Somalia where youths are trained on terrorist missions upon attending madrasas (Hepner and Medina 2008).

Performance Appraisal Systems Essay Example | Topics and Well Written Essays - 1500 words

Performance Appraisal Systems - Essay Example Managers apply the most suitable appraisal methods in order to assess and evaluate the performance of employees. Performance management is all about sharing expectations (Mike, 2010). Appraisal systems not only monitor the performance of employees but also play a crucial role in the selection of suitable employees for any specific task. Performance management is a whole working system that begins when a job is defined as needed and ends when an employee leaves the organization (Shahzad, 2010). Two of the most common objectives of appraisal systems include developing and improving the skills of the employees and increasing the productivity of the organization through selecting best employees for high-value tasks. Plessis (2010) asserts, â€Å"The performance appraisal process is something that every business needs to do if they want to improve efficiency†. Performance appraisal plays a vital role in the success of any company or organization because it supports the management in taking various critical decisions. Bacal (1999, p.34) asserts, â€Å"The performance appraisal process involves manager and employee working together to assess the progress that the employee has made towards the goals set in performance planning†. Employee performance appraisal is done once or twice a year (Chandler, 2005). Effective performance appraisal systems improve employee loyalty, morale, and general productivity (Ndunuju, 2009). An appropriate performance appraisal not only m akes the employees aware of their deficiencies but also helps them improve the required skills and knowledge. The four major components included in the performance appraisal system are senior management’s support, a design of the system’s procedures, system implementation, and management training (Grote, 1996, p.189).

A bachelors degree Essay Example for Free

A bachelors degree Essay After obtaining a bachelors degree in marketing five years ago I never imagined myself going back to school and trying to pursue a masters degree in early childhood education. Every since I can think back to my childhood I have had so many great teachers. I have always value them not only as an educator but as a strong and compassionate individual. My interest in education began with my daughter, and spending a great amount of time as a parent volunteer in her classroom. In the classroom is where I developed a passion for working with kids, and helping them learn in a creative manner. I feel that children bring out the best in me. As a parent and educator I find myself not just a person who nurtures and cares for children, but someone who is excited to see children learn. I have taught my children how to be someone with good morals and ethics. I have helped them view education in most positive way. I strong believe that the early years of a childs life are crucial when it comes to education, and this is a time at which information can most effectively be absorbed. In order to ensure that our children the future of our society get the best education possible, it is vital that appropriately qualified, skilled, and knowledgeable educators are available to provide this knowledge and development. Two factors have contributed to my decision to pursue my education at the graduate level. First, by attending graduate school, I would have the opportunity pursue a position as director or admistative coordinator at a preschool. In addition, I seek further education in order to refine and improve my level of knowledge and skills educating young children. I feel that graduate school will enable me to discuss and research contemporary issues that are of chief importance to an educator practicing in todays society. 2. How do you perceive the process of graduate study in early childhood education helping you attain your personal and professional goals? The process of graduate study in early childhood education will strengthen my ability to lead as a director in quality programs in early childhood education. It will provide me with the tools and skills need to provide leadership and manage the day-to-day activities in schools, preschools, day care centers. Secondly, the process of graduate study will help me understand and perseve the importance of theories used in early childhood education. It will give me a chance to explore and apply those theories and practices used in a classroom setting. Third, the process of graduate study will help me gain knowledge so I can effectively conduct research studies pertaining to young children. Some studies which I am egger to conducted are studies concerning the long term benefits of children who attend preschool, how preschool can help in the development of children, and how teaching children though play can help children enjoy learnering. My personal benefits that I will gain from graduate study in early childhood education are, it will help me be able to understand and perceive social and cognitive development of my own children. It strengthen my relationship with my children and with children in general and, make it easier to perceive there way of thinking. 3. In what ways do you plan to make a contribution to the profession of early childhood education? As a profession of early childhood education a plan to make a difference though committing to enhancing the education, development, and well-being of young children. I will educate others about the importance of well-rounded preschool and the long term benefits it can have on a child. I plan to use what I have learned though graduate program and apply into the preschool environment. After completing graduate studies I plan to continue researching how we can continue to improve our early childhood education programs for the future generations. 4. What are your expectations from the Masters program in Early Childhood Education at California State University, Long Beach? First of all I think it would be not only an honor but a privilege for me to attend a graduate school that is so highly recognized professionally. My expectations from the Masters program in Early Childhood Education at CSULB are it will give me an opportunity to effectively communicate about theories and practices I have learned though out the program. It will give me a chance to conduct research and implement my research and incorporate that research into a preschool setting. It will broaden my understanding about the importance of cultural diversity in a classroom setting. It will give me a chance to further explore other areas which I can possible specialize in. The masters program will give me a chance to be a well recognized individual among peers and colleagues within my profession. Thinking back to my childhood, I have had many great teachers. I have always valued them not only as educators but as strong and compassionate individuals. I have helped them view education in the most positive way. I strongly believe that the early years of a childs life are crucial when it comes to education, and this is a time at which information can most effectively be absorbed. In order to ensure that our children, the future of our society, get the best education possible, it is vital that appropriately qualified, skilled, and knowledgeable educators are available to provide this knowledge and development. First, by attending graduate school, I would have the opportunity pursue a position as director or administrative coordinator at a preschool. It will provide me with the tools and skills needed to provide leadership and manage the day-to-day activities in schools, preschools, and day care centers. Secondly, the process of graduate study will help me understand and perceive the importance of theories used in early childhood education. Some studies which I am eager to conduct are studies concerning the long term benefits of children who attend preschool, how preschool can help in the development of children, and how teaching children through play can help them enjoy learning. The personal benefits that I will gain from graduate study in early childhood education include understanding and perceiving social and cognitive development in my own children, strengthening my relationship with my children and with children in general and, making it easier to perceive their way of thinking. This sounds rather repetitive; you are overusing perceive and being a little too general here. As a professional in early childhood education, I plan to make a difference though committing to enhancing the education, development, and well-being of young children. I will educate others about the importance of well-rounded preschool and the long term benefits it can have on a child. I plan to use what I have learned through my graduate program and apply it to the preschool environment. After completing graduate studies I plan to continue researching how we can continue to improve our early childhood education programs for the future generations. Again, this is rather vague. First of all, I think it would be not only an honor but a privilege for me to attend a graduate school that is so highly recognized professionally. My expectations from the Masters program in Early Childhood Education at CSULB are that it will give me an opportunity to effectively communicate about theories and practices I have learned throughout the program. It will give me a chance to conduct research and implement my research and incorporate it into a preschool setting. It will give me a chance to further explore other areas in which I can specialize. The masters program will give me the chance to be a well recognized individual among peers and colleagues within my profession. Try to come up with some more specific goals. When you are vague, it makes it sound as if you really dont know much about the field you want to specialize in. You might want to read some articles about issues in early childhood educationwhat is controversial in the field? what is cutting edge? and include some information you have gained from your reading, to show that you are well-versed in this area.

Concepts of Privilege and Oppression

Concepts of Privilege and Oppression Nathon D. Camacho-Morfin This paper will dissect a passage from Monica Caspers No Justice for Trayvon: White Women in the Jury Box, and argue that those of privilege are blind to the oppression of others or choose to stay ignorant of these matters. It will further argue that racism, capital, and the prison industrial complex, all contribute to sustaining privilege and the oppression of others. In No Justice for Trayvon: White Women in the Jury Box, Monica Casper writes about her experience when she and her colleague, a white woman, had a conversation about the infamous Zimmerman trial. In this conversation, her colleague stated, We need to trust the justice system . . . this was a case we never should have known about it was blown up by the media and it never even should have come to trial (No Justice for Trayvon). Casper goes on to say how they both had different feeling about this matter, she also points out how her colleague uses the term we say that it is used for inclusion as often as it is of exclusion (No Justice for Trayvon). It is the very same we that Dorothy Allison writes about in A Question of Class. Allison talks about how class and privilege are sustained by the Us vs. Them mentality. In that mentality, there is always a we and a they, this creates a disconnect from others and makes one ignorant of what privileges others lack. It also perpetuates the false belief that in order to maintain privilege and security the they must stay oppressed. Allison writes that the horror of class stratification, racism, and prejudices is that some people begin to believe that the security of their families and communities depends on the oppression of others, that for some to have good lives there must be other whose lives are truncated and brutal (35). Allison points out class stratification as one form of the oppression of others, class stratification can be characterized by the three forms of capital, which are economic capital, social capital, and cultural capital. Another form of oppression that Allison points out is racism, which can be seen in the transcript of George Zimmermans call to the police. He looks black Now hes just staring at me These assholes always get away (No Justice for Trayvon). Again, we can see a display of the Us vs. Them mentality in this quote. Another way racism is displayed is in the prison industrial complex as described by Angela Davis in Are Prisons Obsolete?. Davis discusses that prisons are ideologies of the middle class, but most importantly the white middle class. Consequently, the majority of the prisoners are people of color because they are seen as undesirables. This is a tool of oppression, which is then used to exploit prisoner labor force and generate profit for private corporations. Davis states, The fact, for example, that many corporations with global markets now rely on prisons as an important source of profit helps us to understand the rapidity with which prisons began to proliferate when official studies indicated that the crime rate was falling. The notion of a prison industrial complex also insists that the racialization of prison populations and this is not only true of the United States, but of Europe, South America, and Australia as well is not an incidental feature (Davis, p.85) In Racism and Feminism,, Bell Hooks, states that The first white womens rights advocates were never seeking social equality for ALL women; they were seeking social equality for WHITE women (p.124). Indicating that white women did not consider black womens oppression or black womens concerns, as their own concerns. We can see from Caspers colleagues response that she too does not view the Zimmerman verdict at all upsetting like Casper does, showing that she does not consider, or chooses to be ignorant in the oppression of black people, because of her white privilege; just like the early womens rights advocates were. Works Cited Allison, Dorothy. 1994. A question of class. In Skin: Talking about Sex, Class Literature. Ithaca, NY: Firebrand Books; pp. 13-36. Casper, Monica J. 2013. No Justice for Trayvon: White Women in the Jury Box. The Feminist Wire. July 17 Davis, Angela. 2003. Are Prisons Obsolete? New York: Seven Stories Press. 9-21 and 84-104. Hooks, bell. 1981. Ch. 4: Racism and Feminism. In Aint I a Woman? Boston: South End Press. Pp. 119-158.

Your Life Chances And Opportunities

Your Life Chances And Opportunities The likelihood of a child succeeding in life is still largely determined by their familys income and social position. The social circumstances that children are born into can still have major effects on future outcomes and these must be identified in order to enhance Britains goal of equality for all. This essay will begin by introducing the debates which centre on this topic. It will then go on to examine four key domains which affect a Childs future life chances: family income, education, class status and family background and the impact these have on future life chances and outcome before concluding on the topic. The concept of life chances was originally introduced by Max Weber who believed that factors such as low, economic position, status and power were interlinked and together presented the problem of poorer life chances in the future. In current literature life chances signifies the opportunities which are available for people to improve there quality of life in the future for example access to quality education. The importance of parents influences on there childs subsequent achievemnts and therefore there life chances is illustrated by Keane and Wolpin (1997) who found that 90% of the variation in lifetime chances and welfare can be attributed to the inequality in skills at age 16, which suggests that a chuilds life chances is mostly related to the social circumstances and decisions of there parents from birth to the age of 16 This could be directly: well educated parents, all things being equal, will probably provide a more intellectually stimulating home-life than those parents who left school early. Other influences will be indirect: better-educated parents may have higher than average incomes and hence be able to finance educational excursions, or in other ways to provide life enhancing experiences for their offspring. some of these additional opportunities will be cumulative, reinforcing other positive characteristics, while others may serve to compensate for some forms of disadvantage. Some people believe that it is strictly genes that affect our opportunities in life. Research focusing on the causal relationship between genes and subsequent IQ, range from 0 to 80% this provides inconsistent results. Recent research, has suggested that genetic and environmental factors are not distinct determinants of intelligence and life chances. Instead it is the interaction between these two factors which gives rise to a childs intelligence levels. The role that nurture has to play in developing intelligence is clearly demonstrated from data published by Inequality in the early cognitive development of British children. The data suggested that the social circumstances of the family influenced future educational attainment. Those children brought up in families with low Socio-economic Status (SES) with attainment levels ranked as low, at 22 months, were also prone to have low attainment at age ten. On the other hand those children from a high SES background were as likely to sho w high attainment at age ten, even if their attainment was ranked low at 22 months. This data suggests that it is nurture and the social circumstances of the family which influences the future chances of these children and not their initial genetic abilities. Mayer notes that children who are born into low income parents also seem to have less success than those parents who have more money. Children from low income families also tend to score lower on measurers of cognitive ability, more likely to drop put of school, to have behavioural problems and essentially earn less in later life. This is drastically demonstrated in a 1970 British cohort survey showing that at age 26 young adults experience an earnings penalty of 9% if they were brought up in a household with an income below half the average (after controlling for educational attainment) therefore this suggests that young people from poor backgrounds are disproportionately observed at the lower end of the earnings distribution when they are in work. Further research in the US by Isaac (2007) which focused on the intergenerational aspect of income focusing on families economic position and how this is influenced by that of there parents: He found that of the children born to parents i n the bottom fifth of the economic distribution, 42 percent remain in this section as adults with only 23 percent rising to the second fifth, meanwhile 32% of children born to parents at the top of the income distribution remain at the top, with only 23 percent moving downwards to the second fifth. From this research alone it is clear to see that a parents income is influencing there childrens future income opportunities. One possible reason for this difference is that of social class. The role of SES is well-documented in the literature concerning life chances. Using the National Child Development Stufies and the British Cohort study, Carneiro et al (2007) and Blanden et al (2006) illustrated that there is clearly a strong relationship between a childs social and cognitive abilities and their parents SES. This has been demonstrated by Fienstein (2003) who found that those children who were originally brought up in low socio economic status background who scored poorly on cognitive tests at an early age were more likely to remain with low scores as they progressed through the life course, however those children from a higher socio economic status with lowe scores were much more likely to catch up. These results from the NCDS and the BCS do allow for informative feedback However in order to test the validity of these findings it is very important that these relationships are tested throughout generations. This recent research has been carried out by Sylva et al (2007) who analysed data from a recent programme the Effective Pre-School and Primary Education (EPPE) programme which aimed to test childrens cognitive attainment (reading and mathematics) from that age of three to the end of Key Stage 2. This study illustrated that even in recent times the socio economic status of parents is ti ll having huge influences on there childrens mathematics and reading skills from the age of three to then end of key stage 2. This data shows that there is a clear relationship between the SES of parents and the subsequent development and life outcome of there children. Families with a low socioeconomic status very often lack the required social, financial and educational supports that typify families with high socioeconomic statuss. Those families from poor backgrounds are also likely to have inadequate access to resources within the community that promote and support childrens development and school readiness. Education plays a major role in helping children to acquire the skills required for acquiring jobs, at the same time as introducing specific virtues that stratify people from high SES to lower SES. It is one of the most influential factors in demolishing intergenerational characteristics and there are strong patterns between socio economic status and educational achievement The study by the Sutton trust report (2002) found that of the richest fifth of the population 44% of young people had a degree, compared with only 10% from the poorest fifth. Those from high income groups are still over four times as likely to graduate as those from low income groups. These inequalities in degree acquirement persist across diverse income groups, The social economic status of a family can affect children in various one way in which it affects the future outcomes of children is that of social capital, this refers to the social connections and attendant norms and values, including aspirations Families are a key foundation for social capital. Those middle class families are likely to have greater access to social capital than working class families: the social networks of the middle class tend to be more diverse than those of the working class. In particular the middle class have more extensive weak ties with e.g. former colleagues, acquaintances and friends of friends. middle class parents can give their children access to these networks of weak ties and associated information and other support. middle class children have further opportunities to develop social networks at university and elsewhere Students from low SES backgrounds who attend poorly funded schools do not perform as well as those from a high SES. Seyfried (1998) stated that low SES students tend to score up to 10% lower on the national assessment of educational programs than those students from Higher SES. This difference has been explained by Eamon (2005) as the low SES of these families prevents access to quality and essential resources which subsequently leads to stress and conflicts within the home this inevitably affects a Childs ability to perform well in educational settings. The relationship between educational attainment and SES also holds for secondary school students. Bradley and Taylor (2004) analyse Youth Cohort Studies data and find that young people whose parents are in highly skilled (particularly professional) occupations are more likely to obtain good exam results than young people whose parents have lower skill levels. The role models and influences of the home are significant and Berliner (2005) attempts to point out that SES is a much larger problem than people like to think. Arguing that socio economic status is just one aspects of a long list of integrated and intergenerational effects this can have on the family and the individual. The social circumstances at home are a huge predicator of later life chances. One key factor which is influencing achievements is the huge changes in family structure over recent years. Increasing numbers of children are being brought up in step families or in lone parent families. And althouh the key factor in developing to the best potential is the family loving environment, this increase kin lone parents is increasing the likelihood of poverty in the future. (Cabinet Office) In the United Kingdom, there are 5.9 million single parents as of 2005, with 3.1 million children At-home good parenting has a bigger effect on childrens achievement at primary level than differences in quality of schools, evident across all social classes and all ethnic groups. Evidence from Demo and Acock (1991) suggests that children from mother only families seem to experience various disadvantages such as higher truancy rates, lower levels of education and more delinquent activity. All of these factors are likely to effect them in the short term and more problematically in the long term effecting there life long chances Emrish and Francesconi carried out a study into the affect of single parenthoods on future outcomes. Almost two in five of the young adults had spent a period of time in a single-parent family. These children tended to obtain poorer educational attainments especially young men.The study found that among men, the probability of children from single parent families is 18% compared to that of a 22% chance for those living in an in tact family. One of the most influential reasons for this was that single-parent-families tended to have fewer economic resources available. This difference wasnt as high for females and this identifies the differences which need to be considered. A further social circumstance of those who live in high SES backgrounds is that they are more likely to have parents who themselves went through to higher education. There exists considerable evidence for the inter-generational effects of parents education on children. Feinstein (1999) stratifies children based on their parents educational qualifications and assesses their progress over time. He uses the BCS and finds that: Children whose parents both have at least A-levels are 14 percentage points higher in the distribution of test outcomes measured at the age of 22 months than those whose parents have no qualifications, and seven percentage points higher than those whose parents are in the middle education group (who have some qualifications, but do not both have A-Levels or higher). Although it seems as though social circumstances of the family have a huge impact on the life course and life chances of an individual. It is important to understand that Individuals do have the freedom to act on their own choices and free will. It is true that people can make a decision to do something whatever way there societal circumstances have been guiding them. One very interesting concept is how some individuals react to the adversity that they face in social circumstances from birth. Resilience means the strategies that people use to cope with adversities, such as income poverty, violent conflict, class differences and education inequalities. There has been a range of research investigating whether these poor social circumstances that children are born into can be overcome in the future. Research into resilience has identified a range pof individual attributes and social contexts associated with high levels of resilience in children throughout there life course with various levels including individual level, level of relationships and community resources. Although there are social circumstances which can put children at high risk of certain life outcomes at birth it can be argues that with the correct relationships and support these can be overcome to intervene in the intergenerational concept. (Masten 1994; Masten, Best and Garmezy 1990) . Some individuals appear to thrive despite sharing the characteristics and conditions of high risk inequalities(e.g., Anthony 1987; Rutter 1985; Werner and Smith 2001 Bernard (2004) analysed research into this matter looking at both qualitative and quantitative research and found that children consistently manage to overcome the social adversities they are presented with in the family and go on to lead positive lives. Most research into this area suggests that on average 70 to 75% of children who seem at risk of intergenerational affects tackle these and go on to lead healthy and positive lives. (Bernard 2004). One study by Werner and Smith (1982) followed a group of 700 children born in Kauai (Hawaii) in 1995 using a longitudinal study. With data collected at six different ages, showed that despite having been challenged with a variety of high risk factors as they grow up they still went on to achieve positive outcomes in adulthood. From the research in this area it is important to understand that there are always individual differences in the way people go on to lead there life course, independent of the social circumstances to which they were born into. Therefore life chances are in part affected by the social circumstances to which you are born into and these circumstances are likely to present risk factors for future achievement however there is always a degree of choice and independence in overcoming the intergenerational affects. McCall, R.B., Owens, E. B. (1996 ). Resilient children: Factors that protect against psychosocial stressors. Developments, 10, 4 (December 1996), 5-10. University of Pittsburgh Office of Child Development. J Ermisch and M Francesconi, Family Matters, Discussion Paper No. 1591, February 1997 single parenbthoss