Business Inventory control Essay Example | Topics and Well Written Essays - 500 words

Business Inventory control - Essay Example At the same time, money which is tied in inventory can’t be used for other purposes (Dubrin, 2011, pg: 211). Because of these reasons, it is very important to monitor and keep a control over inventory. Inventory control takes all the more importance because of the following reasons (Jawahar – Lal, 2008, pg. 118): a. Demand fluctuations –Demand for an organization’s products vary from season to season. In times of fluctuating demands, inventory plays a very critical role. Insufficient inventory will lead to frequent stock-outs whereas a very high inventory will lead to huge costs for storage and maintenance of inventory. b. Uncertainty in receiving the item from the supplier – Often there can be uncertainties in receiving inventory items from the supplier. An organization should keep buffer against such uncertainties by keeping sufficient stocks of the inventory. Inventory is one of the most critical components of the order to cash conversion cycle. It is important for an organization to have a control over the inventory because the same affects the profitability of the firm considerably. A less amount of inventory will lead to stock-outs and customers being returned without the sales while a high amount of inventory on the other hand leads to high cost in storage and

TAXATION POLICY AND TAX REFORMS IN VIETNAM Assignment

TAXATION POLICY AND TAX REFORMS IN VIETNAM - Assignment Example The taxation policy of an economy has a major impact on its economic condition. Understanding the taxation policy of a country helps in assessing the role of income taxes on the economic growth. Countries constantly engage in debate to strike the right balance of taxes for the planned economies progress (Miller, & Oats, 2009). Economic analysts suggest that economic policies are very important for the growth of an economy. Taxes are important sources of finance for the governments. Governments implement combination of direct and indirect based to generate effective results and higher revenues for meeting capital and public revenue expenditure (Jones, Rhoades-Catanach, & Lemler, 2010). The governments which have more opportunities for generating finance from revenues of public enterprises besides tax implementation attempt to design the lenient taxation policies which attain effective results. Vietnam was a developing economy and it had shown dramatic development over the years. This dramatic growth of the country with the passage of time is centrally attributed to its economic policies. One major component of these is the taxation reforms. ECONOMIC OBJECTIVES AND TAXATION STRUCTURE OF VIETNAM After the war in 1954-1975, Vietnam adopted a market oriented strategy for development. The process of the reforms was initiated during the mid 1980’s. Before these reforms were proposed, the state was playing a very important role in the economic development of the country. The government’s revenue collection from the enterprises was linked to profit sharing with the organizations. For achieving the objectives of efficiency in government organization, it was mandated for the managers to abide the directives and the policies proposed by the state. This was aimed at improving the performance of the economic performance of the government and private enterprise in local and international market (Yui, n.d.). New legislations were enacted and the promulgations of the company law were also implemented. The changes were made to the foreign Investment Law, Private Enterprise Law and the Company law. During this time the first phase of the reform was implemented. At this time th e government was in dire need of implementing the policies and overcoming the economic challenges such as controlling the effect of hyper inflation. Implementations of the policies were forced with reforms in the import and export taxes, special consumption taxes and profit taxes etc. The enterprises that were non state owned were levied with registration tax, excise tax and agricultural taxes. This in result had direct impact on the FDI and increased the overall productivity of the economy. These reforms were considered for contribution in the economic improvements and these practices made the tax system more transparent. The overall series of measures of growth contributed to the economic development significantly and growth of the Vietnam economy over the years. Through these reforms the overall growth in the revenue of the economy increased by more than five times. The report here after focuses on the reform in the taxation policies of the Vietnam (Yui, n.d.). REFORMS IN THE TAX ATION POLICY OF VIETNAM The taxation system plays a very important and critical role in structuring the macroeconomic conditions of the economy. . The initial measures mentioned above had significant impact on the economy of Vietnam. It contributed towards the success of Vietnam with its social and economic developm

Contemporary Future Trends Executive Memo Essay Example | Topics and Well Written Essays - 500 words

Contemporary Future Trends Executive Memo - Essay Example A common tendency however is to think that current crime trends and violence in prisons and such issues are contemporary because of some social criteria that causes these problems. Security over the years has evolved to a commercial business. Most people have realized the need for commercial security. (Bayley and Shearing, 2001), illustrated on their report that majority of investors who invested in the security industry have got their investment in double. It is important to note that the knowledge, regulation and the impact private security has over the community is evolving daily. While some people have shown interest in the current and future industry trends, the majorities are still fond and prefer the traditional blue-colored police force services (Manning, 2005). The privatization of the security industry is a very delicate matter and if not handled wisely could lead to polarization of security agencies, segregation of some communities especially the marginalized groups. In order to stay informed on the recent developments and trends, it is important to observe its effects on the contemporary world. In keeping up with the current trends, law enforcement agencies and courts have as well been highly influenced to shape up according to the contemporary social expectations. Much influence has been from Hollywood films and television shows. Television shows such as Boston Legal, Law & Order and the like are a major influence on the emerging trends in the courts and Law enforcement. Countries like Russia have eventually adopted the jury system and a lot of credit goes to the television films on the importance of the jury system. It is important for policymakers to decide on the best and most effective way to implement laws and policies and ensure that the social trends expected by the society. There also should be an evaluation of the best approach to take so that a community

MBA project Essay Example | Topics and Well Written Essays - 2500 words

MBA project - Essay Example The study is made on secondary data. Qualitative analysis of the information collected leads to the inference that the bank has excellent human resource practices which is guided by a deliberate overlapping of the business initiatives with the employee training needs for the organizations. Recommendations have been made on the basis of this study. These are aimed at improving the bank’s performance in the future. ... This sector is regulated by â€Å"the Sharia law of Fiqh al-Muamalat (rules of transactions)† (â€Å"Islamic Banking Trends - the Future of Arab Banking†). Employee training and development plays an important role in the banking sector in all the gulf countries. Level of involvement of the employees depend on two most important factors; personal characteristics of the employee as well as the culture in the organization. Training and development of the employees of the banks in the Saudi Arabia takes into account factors such as education and age of the employees and the rank held by them in the organization, tenure in the organizational and the pay received by them (AlKahtani 67-78). 1.1 Background Global The Al Rajhi bank is not only a big financial institution in the Saudi Arabia; it is the biggest Islamic bank in the whole world. It has significant influence in the country’s trade and commerce with the rest of the world. Hence, human resource of the bank casts notable impact on the business sphere at the global level. Continental The gulf region is closely knitted with the banks whose business practices are guided by the Islamic culture and religious beliefs. These banks are a part of the financial system of Saudi Arabia and have majorly contributed to the entire continent of Asia. Indeed, performance of these banks is currently considered as the measure of the economic health of the gulf region and also of Asia (Al-Dukheil 56). According to Al-Dukheil, the private sector is becoming increasingly important in the financial sector and contribution of these banks is set to increase further. National There is high Islamic awareness in the Kingdom of Saudi Arabia (At-Twaijri 11-16). This creates barriers for the organizations in adopting a generalist employee

Game and Football Essay Example for Free

Game and Football Essay When I was a little kid probably around the age of seven, I started playing sports. Sports is a big part of life for my family, and every one of my siblings, including me, started playing sports when we were kids. I played multiple sports while growing up. I played football, baseball, soccer, track and basketball, so I was always going to practice or playing in a game. The sport I loved the most is football. I started playing football when I was seven. At that age I was able to wear full pads and tackle because that was the starting age for full contact football. I had a lot of special moments in football, such as, catching my first interception, and scoring my first touchdown. One special moment changed how I played football, which happened my 8th grade year. Each year I periodically got better and better. My 8th grade year was one of my toughest years of playing football. I didn’t really get to start that much during the season. By mid-season I broke my wrist. During a play I was pushed in the back, and I stuck my hand out to help myself stay up, and my wrist snapped in two places. At first I didn’t feel it, and I thought it was just swollen. I believed I could just shake it off till I went to the sideline to have the coach check it out. He told me that it was broken, and that was when all the pain started. But through it all I managed to stay calm and keep a straight face. That ended my 8th grade year, which was terrible. After recovering I was scared to actually hit someone, so my first two years of high school I didn’t play the way I used to play. My junior and senior year were the best I have played football. Those were the years I started hitting the weights hard, thanks to my dad. My dad was my inspiration for playing football. He also helped me through my recovery. He was the one who got me into playing football and playing to my best ability. He would always lecture me after either a good game or a bad game. He went to every single one of my games and watched me play very closely. After each game he always had something to complain about what I did wrong. It would get annoying, but I understood and tried my hardest to fix the problem. Even if I did well in a game, he would still have something to say. He made me into the player I am today. For half my life I played the sport I loved the most, football. I was disappointed that it had to end my senior year. Football made me into the person I am today, and I am thankful for that. I am also thankful for my dad, who would never give up on me. Even though he was always pointing out the negative things, his advice helped me become better.

The Symbolism Of The Journey

The Symbolism Of The Journey The symbolisms in the poem The Road Not Taken by Robert Frost and the short story I Used to Live Here Once by Jean Rhys have a similar contextual moral aspect. Each piece of literature represents a journey that is taken by the character. The contrasts of the two literary works are the theme and tone of the works. The comparison of both works utilize the third person point of view. The third person view variation in The Road Not Taken is the utilization of the objective point of view. According to Clugston, 2010, The third person technique is used in both the poem The Road not Taken and the short story I Used to Live Here Once; which is successful in allowing the reader to comprehend, empathize and visualize every aspect of the journey and how it was dealt with it. (Kindle Locations 2423-2439) According to Clugston, 2010, these literary works utilize An external narrator who takes a detached approach to the action and characters, usually to create a dramatic effect, and does not enter into their minds is using an objective point of view. (Kindle Locations 2437-2439) The allegory and motif aspects of symbolism used in both; I Used to Live Here Once, and The Road Not Taken provide insight in to the characters present and past life. Another symbolism in the story I Used to Live Here Once, is the after death implication. This story implies the character has moved from life to death. It explores what the deceased is feeling and what they are experiencing after death. Another difference between the poem and the short story is the author Jean Rhys writes with a somber tone, reflecting on death and the afterlife. The depiction of the characters stance reveals the somberness of her spirit. Her arms fell to her sides as she watched them running across the grass to the house. That was the first time she knew. (Kindle Locations 3792-3795) This is also the moment she realizes she has crossed over. While the poem The Road Not Taken by Robert Frost represents life and its choices to pattern or construct your life by or after. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. (Kindle Locations 783-784) The comparative literary works use metaphoric symbolism throughout the content. The use of these metaphors is very simplistic. According to Aragno, 2009, The classical view of metaphor (since Aristotle) as a product of languageà ¢Ã‹â€ Ã¢â‚¬â„¢the device of dramaturges and fruit of the poetic imaginationà ¢Ã‹â€ Ã¢â‚¬â„¢has given way to a modern understanding of metaphor as the way we initially process and articulate new concepts. (p. 1) In the comparative literature the metaphoric symbolism is represented differently. In the poem by Frost, the metaphor is characterized by trees and roads. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. (Kindle Locations 778-780) The allegory concept is displayed through the entire poem, which is a representation of the moral aspect of choices and decisions that are a factor of life. The poem infers two stages of life, younger and older. Frost uses basic allegory references to emphasize his point and view. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference. (Kindle Locations 791-793) According to George, 1991 Readers of The Road Not Taken have been warned by Frost himself against casual readings; he stated that the poem is very tricky and that its subtle mockery contains a hit. (p. 230) This allegory reference in the poem allows the reader to reminiscence on personal choices that were made during similar periods and phases in life. Likewise in the short story I Used to Live Here Once also, allows the reader to envision dà ©jà   vu experiences encountered during life. Pursuant to George, 1991, the literary speaker of this poem refers to an older version of self whom he attacks. In many ways the speaker older and younger selves are alike. (p. 230) This motif is similar to the short story motif where the speaker refers to life and death. Each speaker is referring to a journey in life that must be taken, whether wanted or not. Both literary works use a subliminal symbolism that resonates within the reader. These literary works both implement a metaphoric and persona allusion of the author. Pursuant to Wolfe, 1977, In the short story I Used to Live Here Once, Rhys returns in spirit to the Caribbean home she had revisited materially in the third story of the book, The Bishops Feast, a description of her first homecoming, as a middle-aged woman, in twenty-five years. This is symbolic of the border she has just crossed, and looking at the local landmarks. (p 300) The persona technique utilized all through the poem and short story allows the reader to postulate appearances of the character from the narrative theme. According to Newman, 2009, fictional characters are fully embedded in their discrete fictional contexts, their intelligibility is enlarged by the application of framing principles their study shares with our understanding of real human beings. Newman further claims that fictional characters, in addition to benefiting cognitively from the projection of actual-world structures onto them, contribute to our understanding of actual-world configurations by returning the projection back to their real-world prototypes. (p. 73) This concept thereby provides credence to many readers conceptualizing the characters association to the authors. Each literary work bears some resemblance in a stage of the authors life cycle. There is a comparative commonality of the recurring motif of various depictions of familiar and unfamiliar articles in both literary works. According to Aragno, 2009, After Goethe, he showed that scientific, as well as literary, acuity may express itself through poetic imagery: the mark of this vital, spirited envisionment is that it results from the fine-tuned, creative observers efforts to concretize and convey new patterns of understanding. (p. 31) This continual use of symbolism allows the reader to conceptualize different aspects of life. By continually viewing different aspects the reader obtains varied clarifications of the poem. According to Gibbs, 2011, Allegory is a cognitive action in which people apply a metaphoric mode of understanding to situations and discourse that typically does not contain metaphoric language per se. My claim is that allegoresis is not a specialized mode of interpretation, but a fundamental human impulse to draw diverse connections between concrete and more abstract experience. (p. 121) This theory in essence would account for readers interpretation of Robert Frosts The Road Not Taken as a depiction of only one phase of lifes regrets. When in actuality the poem is reflective of lifes entire journey; it is like looking into a mirror at whats behind you. Viewing this same principle with Jean Rhyss I Used to Live Here Once, readers must rely only on the abstract experience to conclude the characters death. This complementary use of the allegory theme allows the writer to draw the reader in for exploration of the poem or storys contextual and conceptual meaning. One comparative stance for these literary works is the use of an inexplicit empathy response from the reader. In The Road Not Taken the readers empathy is piqued by the text, I shall be telling this with a sigh Somewhere ages and ages hence: (Kindle Locations 791-792) This section is inferring regret for choices made during an earlier stage of life, which invokes empathy and thoughts of broken dreams. In the short story I Used to Live Here Once, the readers empathy is vexed with the verse Her arms fell to her sides as she watched them running across the grass to the house. That was the first time she knew. (Kindle Locations 3792-3795) This last stanza of the story leaves the reader empathizing with the characters realization of looking from the eyes of death. According to Coplan, 2004, Several recent empirical studies indicate that readers tend to adopt a position within the spatiotemporal framework of narratives that is based on the position of the protagonist. (p. 141) In addition, Coplan, 2004, also states Empathy integrates cognitive and affective processes, creating a complex and dynamic psychological experience that draws on different capacities we have for connecting and responding to the world and those in it. The cognitive component of empathy involves using the imagination to undergo a shift from ones own cognitive perspective to the cognitive perspective of the target individual. (p. 143-144) This natural psychological perspective trait allows the readers to identify and empathize with the narrative characters in both literary works. By empathizing in their imagination readers can experience the characters pain, emotions, and perspectives. This allows for the readers visual association without actual physical association. This is evident in The Road Not Taken in which it states, Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. (Kindle Locations 778-780) This invokes the readers visual imagination of looking down a road or street. In the poem I Used to Live Here Once, the following excerpt allows the reader to envision the characters excitement of being home. The road was much wider than it used to be but the work had been done carelessly. The felled trees had not been cleared away and the bushes looked trampled. Yet it was the same road and she walked along feeling extraordinarily happy. (Kindle Locations 3759-3761) The metaphoric, allegory and symbolic theme of the poem and short story assists readers in their cognitive and figurative visualization of the characters, their emotions, surroundings and the subliminal tone of the work. According to Gibbs, 2011, he states My aim in this article is to explore some of the ways that everyday language reflects the allegorical impulse, as a general mode of understanding, and to offer some empirical evidence from psycholinguistics that suggests peoples unreflective abilities to draw allegorical connections. (p. 122) In many respects each literary selection provides its own moral conceptualization for the reader to internalize and reflect upon their own lifes experience. New concepts and perceptions are realized as the text is reviewed by the reader. Pursuant to Gibbs, 2011, One of the reasons poetry offers us meaningful insights about our lives is because they, too often allude to enduring allegorical themes. (p. 123) In conclusion, whether it is poetry or short story, a readers perception will determine how the literature is perceived. The comparative view of the poem The Road Not Taken and the short story I Used to Live Here Once, offers similar themes, motifs and symbolisms with a basic moral aspect to lifes journey. The literary works portrayed the facets of the difficult journey of life and the realization of the journey after life.

Development of Learning Objectives Through Reflection

Development of Learning Objectives Through Reflection The Williams report is based around educational best practice to enable young learners to acquire an understanding and appreciation of mathematics and its importance to their lives. The foremost concern, drawn from Ofsted and the Primary National Strategy findings is the need to strengthen teaching that challenges and enables children to use and apply mathematics more often, and more effectively (Williams: 2008 para.223) Reflecting on my practice will enable me to recognise my strengths, development needs and improve my practice to benefit all learners. Petty says: Effective teachers are always changing what they do; this is because they are continually learning how to teacher better. (2009: 520) Activating prior learning by constructing links, good planning and the conditions of the classroom can contribute to the effective opening of a lesson. Walker Tileston: Unless connections are made to their prior learning, comprehension and meaning may be dramatically lessened. (2004: 21). Therefore I ensured I revisited previous learning by looking at the way children approach word problems through reading the problem, highlighting the key words/numbers and choosing the appropriate operation before solving it. I then ensured they had chance to apply their skills to some word problems so I could assess their understanding and they could test their knowledge. When children gave correct answers during the mental/oral, I constantly praised them to build their self-esteem and confidence. Fontana says using praise and encouragement has a vital role to play in keeping children involved and interested in their work, and in helping them to build upon current achievements by raising their conf idence and their belief in their own abilities. (1985: 80) Giving children word problems to solve is an important aspect of mathematics because it is an opportunity for them to use their knowledge of operations/ mathematical vocabulary and apply it to real life problems. Bottle says: Giving children a real context for their problem solving gives them the best opportunity to become fluent in using mathematical skills and procedures. (2005: 33) After the mental/oral starter I ensured the learning objectives and success criteria were visible and shared with the children, so they could see what they were learning and what they had to do to be successful. I then asked questions on what methods the children used for addition and subtraction, which gave them a chance to actively participate and broaden their mathematical knowledge. The NNS says: Through a process of regular explanation and discussion of their own and other peoples methods they will begin to acquire a repertoire of mental calculation strategies. (1999: 7) I continued to ask questions throughout the lesson to enable me to assess childrens understanding, assessing common mistakes, analysing their methods and explore their language and vocabulary. Claxton says good learning starts with questions, not answers. (1990: 78) I ensured I was asking open ended questions in the main activity and plenary because I wanted to find out more about pupils understanding and to use their ideas to focus discussion about concepts. Kyriacou says that open and higher-order questions are more intellectually demanding and stimulating. (1995: 38) However during the mental/oral I tended to ask closed questions to keep the pace flowing. I tried to ensure I was giving the children thinking time after each question so they did not feel under pressure. Harries and Spooner say: Being asked to respond at speed is identified as a source of great anxiety. (2000: 36) This is why I decided to give the children number fans to show their answer, so they did not feel put on the spot. However I may have given them too long to answer as the rest of the class lost focus slightly. One strategy I could have used to avoid this was to ask a child a question, give them time to think about an answer, then ask other children in the class questions before returning to the pupil who had been given time for a response. This also would have enabled me to keep the pace flowing and help everyone reach their potential. I had to try and keep the pace of my whole class teaching at the correct level, as the class has a wide variety of learners with different abilities, therefore going too fast could cause the lower ability pupils to become lost and going too slow could mean the higher ability pupils are not being challenged. Wajnryb says: Students whose learning pace is faster than the pace of the lesson are prone to becoming bored, losing motivation and tuning out of the lesson. (1992: 118) When I introduced the new topic of adding or subtracting multiples of ten I could have given the children time to discuss the methods they might use in groups beforehand. This would have given them the confidence to participate more when I gave them questions to answer. Brown says: The opportunity for children to discuss ideas and express their own opinions is crucial. (1998, 43) Additionally during the questioning I only asked the children who had their hands up for the answers, rather than asking other children to see if they all understood. I could have provided more opportunities for student participation by getting them to write an answer and present it back to the class, which would encourage every child to use mental calculation. The NNS says An ability to calculate mentally lies at the heart of numeracy. (1999: 6) Giving the children mental calculations also contributes to the development of better problem-solving skills and gives them a sense of real life, as Thompson says: Most calculations in real life are done in the head rather than on paper. (2010: 163) The whole group teaching was beneficial as it enabled me to see the capabilities of all those in the class and adapt my practice accordingly. I organised the pupils on the carpet, to ensure everyone could see and so I could monitor behaviour, it also enabled me to notice changes in their posture and facial expressions, giving me clues about their understanding. Whole class teaching also meant I could interest the children in the subject they were covering rather than trying to stimulate their interest individually. Dean says: An important part of the teachers role is to stimulate and interest children in whatever is to be learned. This is a valuable part of working with the whole class (2001: 62) Before I sent the children to their tables to undertake their written activities, I ensured I explained and showed the children what I expected them to do, which aided their understanding. Teachers need to know the extent of their childrens mathematical abilities in order to set appropriate activities, so as this was my first maths session I had to ask the class teacher to help me with this. OBrien and Guiney believe planning towards differentiation is imperative and should be seen as integral to learningIt is a concept that has to be seen in an inclusive way, applying to everyone. (2001: ix) Therefore although children had the same learning objective, they recorded their answers in different ways. The lower ability pupils had to colour in the requested numbers on a number square, where as the other children had to write the numbers, which tested all children whilst allowing them to work at their own pace. When the children applied their mathematics on their tables I ensured myself a nd the LSA worked with different groups in different sessions, so all children did not become too reliant on support and have the opportunity to work independently. Ball agrees saying you have a choice between killing your pupils interest and giving them a taste for independent thinking. (2002: 17) The activities the children were completing all involved adding and subtracting multiples of ten, however children had completed addition problems first so assumed the whole activity contained addition problems. Briggs and Davis say: Here the child immediately sees something familiar within the task and assumptions about the level of attention needed to complete the task. (2008: 47) In future I will inform the children that there is a variety of symbols within their work so they need to read the number sentence before working out the answer. Giving children a number square to use, however, did assist them with their learning as they could visually picture the numbers and see what they had to do to get the answer. The higher ability pupils struggled with partitioning numbers, so they resorted back to the more familiar method of counting on or back to the required numbers. Although they did not use the required method, they still referred back to their previous knowledge and applied it to their work. Mooney et al say children tend to use those that they have confidence with, which are likely to be earlier strategies that pupils revert to if not clear about new ways of working. (2009: 15) Ofsted (2001) believe that the plenary session is the least successful part of the daily mathematics lesson. Therefore I wanted to ensure my plenary was not occupied by tidying up and that it did not become a reporting-back session for the children I had not worked with. This is why I set up a challenge of matching questions to the relevant answer, which would enable me to see what the children had learned or were struggling with. You have to demonstrate that you enjoy teaching, then challenge and assist children by engaging them with well-paced differentiation and thinking rationally about their needs, before being able to take positive action to increase their quality of learning. I am hoping that as they master information and skills, they not only learn more content, but will also become more able and motivated to take responsibility for their own learning. I am also hoping that I can develop a wider range of skills, and the knowledge of when to use them.