Retail management Research Paper Example | Topics and Well Written Essays - 750 words

Retail management - Research Paper Example The proponent of the concept allege that driving to work is a result of poor city planning owing to the cost and environmental implications of the practice. As a social concept, neotraditionalism influences enhances social interaction as people ride in buses or walk to work instead of driving themselves in private cars. In New York for example, the number of people walking or riding bicycles to work is still low but the trend has taken effect in most of the European countries and is slowing infiltrating the American society. Most people in the city prefer riding in buses or trains to work both of which are features of the concept. At least three of every five American uses a public means of transport to work. One in every of the five either walks or rides a bicycle to work while the remaining one in every five American drives to work. The statistical representation implies that whether knowingly or unknowingly, the American population exhibits features that portray their preference of the features of neotraditionaalism. The use of public transport either to or from work implies that human population within the city is predictable at various times of the day. Such times are either evening or mornings when the people rush either to or from work. Walking or riding on bicycles to work on the other hand depends on the distance to an individual’s office. When purchasing a residential property, most urban residents consider the distance to their places of work. This results in most people preferring flats closer to their offices in order to enable the either walk or cycle to work. Walking or cycling is a lifestyle feature that encourages healthy living thus the increasing demand to such features. Furthermore, a closer proximity to the place of work is a cost effective way of accessing the lace of work owing to the minimal cost implications. Observing such a pattern should

Absorption costing and marginal costing compared Assignment

Absorption costing and marginal costing compared - Assignment Example In contrast to this, marginal costing, which is also called variable costing, takes into account only the variable cost as product cost for the calculation of profit. The profit calculation under this method involves two stages, namely contribution and profit. Contribution is the difference between sales proceeds and variable costs. The calculation of contribution is essential in certain types of firms where there are many period costs and also it is necessary to calculate the costs of each product and / or department or process. Once contribution is ascertained, the next step is the computation of profit of the business, which represents the overall profits of all product, department or process, by deducting fixed expenses from the contribution so achieved. If the contribution exceeds the fixed costs, the resultant figure is known as profit. When it is negative, the firm is incurring a loss. There are also chances of both contribution and fixed expenses being the same, such a situat ion is called no profit no loss point or technically, break-even point. Under absorption costing, all costs whether fixed or variable are treated as product costs. The cost units are made to bear the burden of full costs even though fixed costs are period costs and have no relevance to current operations. Under the marginal costing technique, however, only variable costs are treated as product costs and the fixed costs are transferred to costing profit and loss account in full to be deducted from the contribution to ascertain profit/loss Under absorption costing technique, inventories of work-in-progress and finished goods are treated at full costs, while marginal costing values finished and work-in-progress inventory at their variable cost. Naturally, the method of valuation has the effect of carrying over fixed cost to the subsequent period under absorption costing and this will not happen in the case of marginal

Is there 'one best way' to manage an organisation Essay

Is there 'one best way' to manage an organisation - Essay Example Organizational management is not one but a set of practices aimed at managing the business or an organization,its employees and other stakeholders.The set of practices for organizational management intends to bring the people of the organization into a common platform and instill common objectives in order to achieve the organizational goals.Managing an organization or a business includes an underlying plan of optimal allocation of resources in the business process and then establishing systems to control the performance of the organization in line with the set standards (White, 1926). Managing an organization effectively indicates good management of the employees and getting them aligned with the mission and vision of the organization. The roles and responsibilities of the manpower resources are allocated and expectations from the people of the organization are explained in the process of organizational management. Managing an organization The organization is a place where people fr om diverse background and having varying educational levels come to work in a common platform with their individual vested interests. It is obvious that the people in the organizational workforce would have different culture, habits, beliefs and ideologies. This would create differences between the manpower resources as well as alignment between manpower resources of same ideology. The result is the formation of several groups among similar people in the organization (Singla, 2013). ... The ways of managing an organization involve a set of practices which include planning, organizing, staffing, leading, control, management of time and motivating people to meet the organizational goals. Planning is the foremost step of managing an organization. In order to achieve the goals in line with the objectives of the organization, a proper plan should be prepared for implementation that takes into account the opportunities, limitations and risks associated with the process (Hatten, 2011). The planning not only includes the ways to manage the people and the workforce for carrying out the activities but also considers finances required and the available assets to carry out the business functions. The plan involves the budgeted expenses and the sources of finance in order to meet the expenses. Both the financial and the non-financial aspects are planned in order to effectively manage the organization. The next step is the organization of the resources as per the plan in order to fulfill the required usage. The resources that have planned for usage are allocated in the appropriate paces according to the fulfillment of the suitability criteria (Keith and  Gubellini, 1958). The organization of the resources including land, labor, capital and enterprises leads to the outcome of optimum results in the business process. The productivity levels of the organization are enhanced with proper organization and marshalling of resources. The tasks of the business process are completed in due time and this result in the increase in the business turnover. The profitability of the business could be maximized and this results in the generation of the desired cash flows. The

Meaning of supervision and my professional life Essay Example for Free

Meaning of supervision and my professional life Essay Instructional Supervision Instructional supervision is a very important concept which must be understood by all educators for the sake of achieving their teaching objectives. For this case, the process of instructional supervision must be applied for the sake of delivering effective instructions to the students. Supervision of instruction for example in England began as an external inspection where some people were appointed to go around the school to observe what the students were learning and what the teachers were teaching the students. The main aim of these supervisors was to ensure that the set curriculum was being followed and the students were actually being taught. On the other hand, in United States, supervision began in 1830’s after the formation of common schools. Initially, supervision in schools was undertaken by superintendents after the formation of city school system due to increased population in major cities. Later on, the role of supervision by superintendents became impossible as the number of schools increased. The role of supervision had to be delegated to the principal to oversee that the teachers we following the curriculum in their teaching. In order to promote growth of teachers and recognizing practice of supervisors time restrain, Sergiovanni and Starratt (1998), suggested that a supervisory system be created that would contain a number of processes of supervision even summative evaluation. The system was not to involve direct formal supervision every year for every teacher. This system was to evaluate the teachers within a period of three to five years. In this kind of evaluation, the teachers were to receive a variety of evaluation during the three or five years and finally be evaluated formally only once. Professional growth evidence is required during once-a-cycle formal evaluation. The work of supervision was also attempted to be opened at international involvement by Sergiovanni and Starratt. In a school setting, the principal has the overall responsibility of supervision of the whole school. For this case, he supervises, teachers, students and all the other staff working in the school that include: librarian, gardeners, drivers, cleaners etc. The supervision role is not an easy task especially of teachers and for this case, the principal has to carry out the exercise with intelligent and diplomacy. The teachers of course knows their role and they would feel not motivate if they see they are being supervised like factory workers. This would in turn kill their morale at work and finally they would not deliver the required knowledge to the students and the end result would mean that the teaching objectives will not be achieved. The principal on the other hand has a responsibility of supervising the work of the students and together with their behaviors. Students tend to acquire deviant behaviors from other students like smoking and unless this behavior is corrected at an early stage, the student will not concentrate in his learning. In some situation, the supervision of students gets out of hand as they tend to have acquired more serious behaviors such as carrying of weapons and may be killing of their fellow students. For this case, this becomes criminal offence and is not likely to be handled the principal. Principal should be very strict when it comes to discipline for the sake of ensuring that education objectives are achieved. Since the students are in a crucial stage of adolescent stage where influence of behavior is at high level hence their behaviors should supervised keenly. According to Glickman (1990), there are a number of supervisory approaches within clinical supervision structure. He developed a supervision model that provides theoretical framework that with four supervision approaches that would be found in supervision concept. These approaches are similar in the intended end goal but they differ differs slightly in the power and control that is accorded to the teacher. The four approaches are a follow: The first supervision approach is the nondirective supervision whereby the teacher has the freedom of formulating his own plan on the future development. In such a situation, the supervisor is there to give advice to the teacher when he comes up with his own ideas on the way forward. This kind of approach indeed motivates the teaching staff members as they feel they are in control with their undertakings. For this case it should be encourage at situations where the teachers are experienced in their work and they can work with little or no supervision. (Glickman, 1990) The other supervision approach is collaborative supervision. In this approach, the teacher and the supervisor do share idea before the supervisor makes decision on whatever decision he wants to make. This approach too is a good one also as the teachers feels motivated as they are consulted before any decision can be arrived at. For this case, the teachers contribute their ideas and the supervisor weighs various options before settling on the best idea that has been contributed by the teachers. By merely brainstorming of ideas, the approach is of much help for the sake of choosing the best approach to be used. For this case, this kind of approach should be encouraged at situation where teachers involved are experienced in their work. The third supervision approach is the directive informational approach. In this situation, the supervisor formulates the supervisor plan and it is the responsibility of the teacher to decide if he is going to follow the plan. In this kind of an approach, the teachers are not motivated with it as they feel they are not consulted before a decision is being made in their work. Although some of the approach since it consumes less time before it is formulated, majority of them especially the experienced ones feels that some ideas which are better are overlooked. In this kind of approach, the teachers are given an opportunity to follow or not to follow the approach directives. However, the approach is appropriate mostly to teacher who are not experienced or the novice teachers. Lastly is the directive control approach in which the teacher formulates the supervisory plan and expects are the teacher to follow it. For this case, the teachers have no alternative on whether to have another idea. They have to follow the supervisory plan that has been formulated by their supervisor. This approach however does not motivate the teachers as they are not given an opportunity to contribute their ideas toward formulation of a supervisory plan. For this case, they have to follow the directives as formulated by their supervisor. This approach is popular where the teachers being supervised are less experiences of novice. It is also very appropriate in situations whereby there is not time to gather in a meeting and brainstorm on the way forward as far as supervisory plan is concerned. Before the supervisor can know on which approach he should use, he should consider knowledge and experience of the teachers concerned before settling on the supervisory approach plan to use. The issue of responsibility and accountability should also be looked into in order to decide on the approach to use for the sake of at least motivate the teacher in their work. Motivation is the inner drive to do something, and unless the teachers have that inner drive to deliver knowledge to their students, teaching objectives might never be achieved Glickman (1990) asserts that collaborative approach is very popular among the teachers and they really enjoy their work if used. For this case, school principal should at least ensure they use this kind of an approach when they are formulating their supervisory plan to be applied in their school. There are three supervisor responsibilities that should be considered in the supervision process. They include: ? The Supervisor to carry our observations to both the teachers and students. ? The supervisor to give guidance and support to teachers and students. ? Lastly is for the supervisor to give feedback to the teachers. According to Knoll (1987), the information that a supervisor gather after carrying out a classroom observation is very important. He is able to have an access to a wide range of skills necessary for teaching which he can in turn share it with other teachers. The main aim of carrying out a classroom observation is to collect data that is necessary for carrying out an evaluative rating which is accurate. As far as supervision is concerned, guidance and support should be the main idea of supervision in the first place. Supervision is not done just to see whether teachers are following the curriculum or not and then note that one down, no. One should continuously offer guidance and support as he supervises. For this case, the supervisors are urged to make correction on the spot while carrying out their supervision roles in order for them to achieve their objectives. In order for teachers to improve on their areas of teaching, the supervisor must ensure that he gives feedback to them on the areas he has observed that would like to be improved. There would be no need of supervision if the teachers are not given the feedback as it is this feedback that they will know what areas they need to improve in while carrying out their duties. There is very big difference between evaluation and supervision though the two terms interrelates. Evaluation is the art of making judgment about the performance of a teacher. On the other hand, supervision is mere the art of ensuring that the teachers are following the laid down rules and regulation in their work. Evaluation comes after one has carried out an observation on the teachers. Appendix Literature Review Instructional supervision improves teaching performance if it is carried out in the manner that is desired by teacher. If the collaborative supervision approach is used according to Knoll (1987) is used, the teachers will be motivated in their work and the overall performance of the school will be felt. In his book Supervision for better instruction: Practical techniques for improving staff performance, Knoll (1987) asserts that teachers are motivated in their work of teaching when collaborative supervisory plan approach is applied in their supervision. Pfeiffer and Dunlap (1982) in their book Supervision of teachers: A guide to improving instruction asserts that teachers need to be motivated in their work for the sake of achieving their teaching objectives. Motivation can only be achieved if the supervisors uses collaborative supervisory plan in their work. On the other hand, Rettig (2000) in his journal Leslie’s lament: How can I make teachers’ supervision meaningful? asserts that unless guidance and support is given to teacher, there is no need of supervision in the first place. He further states that teachers should be given a feedback after they have been successfully evaluated by their supervisor in order for them to improve in their teaching. He concludes that teachers’ supervision will be meaningful after the guidance, support and feedback is given to teachers by their supervisors. References Bourisaw, D. M. (1988): Anticipatory set bias: Effects on teacher observation in Evaluation: Unpublished Doctoral Dissertation, Iowa State University, Ames Glickman, C. D. (1990): Supervision of instruction: A developmental approach, 2nd Edn: Boston, MA: Allyn Bacon. Knoll, M. K. (1987): Supervision for better instruction: Practical techniques for Improving staff performance: Englewood Clif, NJ: Prentice Hall. Odell, S. J. (1986): Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29 Pfeiffer, I. L. , Dunlap, J. B. (1982): Supervision of teachers: A guide to improving instruction: Phoenix, AZ: Oryx Press. Rettig, P. R. (2000): Leslie’s lament: How can I make teachers’ supervision meaningful? Educational Horizons, 79(1), 33-37. Sergiovanni, T. J. (1982): Toward a Theory of Supervisory Practice: Integrating the Scientific, Clinical, and Artistic Views. In Supervision of Teaching, ed. Thomas J. Sergiovanni. Alexandria, VA: Association of Supervision and Curriculum Development Sergiovanni, T. J. and Starratt, R. J. (1998): Supervision: A Redefinition, 6th edition. New York: McGraw-Hill. Shantz, D. , Ward, T. (2000): Feedback, conservation and power in the field experience of preservice teachers. Journal of Instructional Psychology, 27 (4), 288-294.

Health Care Within the NHS Essay -- Health Care

‘There is a minimum level of care that every person with diabetes deserves and should expect from their health service’ (DiabetesUK, 2011) During her time of care, Mrs Kaur will be entitled to regular checks of her cholesterol, blood glucose and blood pressure. Also her weight, legs, feet, eyes and kidney function should be regularly monitored and help with accessing educational courses and specialist treatments that are available. Mrs Kaur should also be entitled to emotional support, advice on quitting smoking, psychological support and an individual care plan. Other services that should be made available to Mrs Kaur are free prescriptions, support in managing her condition, access to support groups and the ability to take part in diabetes events such as the ‘living with diabetes day’ event. There are many risk factors for diabetes which include smoking, low HDL levels, high LDL levels, obesity, impaired glucose tolerance, impaired fasting glycaemia, severe mental health problems, high blood pressure, previous heart attacks or strokes and overweight women with polycystic ovary syndrome. Other risk factors are close family members (parents or siblings) with the same condition, women that have had gestational diabetes and the damage of any blood cells of any major organs. The reasons behind Mrs Kaur being at risk are firstly, her high level of junk food intake, as this has caused low HDL levels which is mainly caused by smoking, being overweight, poor diets, high carbohydrate diets, lack of physical activity and uncontrolled diabetes; the level of junk food she consumes has also caused her to have problems with her gallbladder which is most likely to be linked to gallstones as it is the most common reason for problems in this... ...itionist is the consultant nutritionist who is usually in private practice working with patients on an individual level creating meal plans specifically for increasing the patients’ health and losing weight. They also work with sportspeople creating specific meal plans for athletes. Lastly is the management nutritionists that largely work with schools to create healthy meal plans while being responsible for the ordering of all food supplies, keeping track of how all food is prepared and portion control for all meals supplied to students as well as this management nutritionists overseas all meal preparation in hospitals, schools, nursing homes and day care centres. Basically management nutritionists tend to work wherever there are big groups of people i.e. hospitals & nursing homes. Works Cited www.diabetesuk.org.uk www.prospects.ac.uk www.jobdescriptions.net

Another Man’s Poison and New Broom Sweeps

Better late than never. No discord, no concord. Love me, love my dog. A hedge between keeps friendship green. Good wine needs no bush. A wise goose never lays a tame egg. Money makes the mare go. Man proposes, God disposes. More haste, less speed. Spare the rod and spoil the child. Easier said than done. Grasp all, lose all. Action speaks louder than words. Waste not, want not. Talk of the devil and he comes. Let sleeping dogs lie. Nothing venture, nothing have. First come, first served. East and west, home is best. Home is home, be it ever so homely.Home is where the heart is. Strike when the iron is hot . The grass is greener on the other side of the fence. Where there's a will, there's a way. Where there is smoke, there is fire. Where there is life, there is hope. ‘ He who has health has hope. A burnt child dreads fire. A friend in need is a friend indeed. As you sow, so you shall reap. Barking dogs seldom bite. A bird in hand is worth two in the bush. Birds of a feather flo ck together. Call a spade a spade . Every cloud has a silver lining. All that glitters is not gold. Every dog has its day. God helps those who help themselves. Great minds think alike.He laughs best who laughs last. Never do things by halves . Still waters run deep. Jack of all trades and master of none. Look before you leap. Honesty is the best policy. One man's meat is another man's poison. Once bitten twice shy. Like father, like son, like mother, like daughter . Practice makes perfect . Rome was not built in a day. Robbing Peter to pay Paul. It takes two to make a quarrel. Time and tide wait for no one. To err is human, to forgive divine. What's done can't be undone. Two heads are better than one. When in Rome do as the Romans do. A new broom sweeps clean. To put the cart before the horseThe sky is the limit. A watched pot never boils. Two's company, three's a crowd. One swallow doesn't make a summer. You cant have your cake and eat it. Beauty is in the eye of the beholder. Teac h an old dog new tricks. That's where the shoe pinches. The truth will out. Soon learnt, soon forgotten. Live and let live. All work no play makes Jack a dull boy. Beauty is but skin-deep. Seeing is believing, All is well that ends well. Beggars can't be choosers. Let bygones be bygones. Better safe than sorry. No news is good news. Well begun, half done. A clear conscience is a soft pillow. A fall into the pit, a gain in your wit.A little spark kindles a great fire. It never rains but pours. Do as you would be done by. All men cannot be first. A man can die but once. People who live in glass houses shouldn't throw stones. A man is known by the company he keeps. A man may lead a horse to the water, but he cannot make him drink. An idle youth, a needy age. Apparel makes the man. Clothes make the man. A smart coat is a good letter of introduction. Business is business. Can the leopard change his spots? Count not your chickens before they are hatched. Dont trouble trouble until trouble troubles you. Every man has a fool in his sleeve. Might is right. epare for a rainy day. scratch my back and I will scratch yours. Early bird catches the worm. Walls have ears. Great talkers are little doers. A penny saved is a penny gained. A rolling stone gathers no moss. Charity begins at home. Give the devil his due, When the cat is away the mice will play. Life is Just a bowl of cherries. A thing of beauty is a Joy forever. Prosperity makes friends, adversity tries them. ‘In prosperity our friends know us; in adversity we know our friends. Catch not at the shadow and lose the substance. Fools rush in where angels fear to tread. A man is as old as he feels. Custom makes all things

Guns in School Essay

There should be no guns in class room. Because it may cause more violence in the school and cause more school shootings. Kids may find the gun and use it against others. Also some younger kids may feel threatened with a gun in the class room. However assuming that any teacher and kid would not go on a killing spree yes it could be a good idea, but considering most school shooting are caused by children/teens it is not a logic idea. We do not need more guns in schools I personally think that we need less guns in schools these days. There is no valid reason for there to be guns in schools unless it is owned by a police officer. Guns in schools lead to negative things and it should not happen. Say you have a fresh-faced, doe-eyed new teacher, 22 years old and starting their first day as a teacher. Now you’ve handed them a firearm and tell them that they have to have this gun with them at all times. Now the teacher might have a background with guns and be OK with that, but maybe they don’t. Perhaps they’re one of these ‘pansy liberals’ that get so much flack in the circles that think they should be armed. Well this teacher now has to make a decision, should they carry a gun on themselves and be forced to keep the student at arms length, thus hampering the learning environment, or should they simply let a multitude of kids get right up against the weapon? Well obviously we shouldn’t be giving kids the opportunity to get at the weapon, and we don’t want to hamper the learning experience, so let’s give the teacher a gun safe to put it in. Now a few months pass and this safe is opened once or twice to check on the gun, because after all gun violence is still very minimal in the US despite what people on FB might shout. However this safe has to be readily available so that the teacher can get to it in times of emergency, but that means it’s also readily available to curious and mischievous kids too. A kid will find a way to get into any locked compartment if they are determined to. Anyone who thinks this isn’t the case hasn’t been around kids. So now we have a kid with a gun, maybe the kid shoots a friend, maybe themselves, maybe the teacher. The point is this policy introduced the capability for gun violence. Now of course you can argue that ‘good’ kids wouldn’t do this. And maybe you’re right, but the schools that people always say are most in need for this sort of thing (impoverished, urban, etc) are also those that have the highest amount of children with various mental and behavioral disabilities. If you really think that it is a good idea to bring a gun into a classroom to ‘protect’ students, you haven’t been in a classroom in a long time, or you’re still an ignorant child.