Why I wish to attend Virginia Commonwealth University Essay

Why I wish to attend Virginia Commonwealth University - Essay Example When it comes to quality of education offered at VCU, I think there is nothing to worry about. It's a world class university, and I know my certificates will be recognized and respected wherever I find myself across this world. For that reason, I feel that is the right place for me to study. I developed this interest after a summer visit to the campus and consultations with other students who had graduated from this university. They students gave me an insight of what life in this university is really like. And I liked it. The security standard in this school, as well as its proximity to my home is all an added advantage. Emergency telephones across the campus give me a sense of security. It's difficult to study in an insecure environment. I wish to make a name for my self and I am convinced that Virginia Commonwealth University will help me achieve this dream. The university's international student population would also give me the privilege to study in a culturally diverse environment. That means I will study about the cultures of different peoples without having to travel out of this country. After talking to a representative who came to my school to inform me about VCU, my intentions were clear and I 'm ready to attend VCU. He clearly brought out the advantages of studying at VCU compared with the other universities. They were just enormous. And the difference was absolutely clear. I just saw my dream university in VCU.

Policing Functions Paper Essay Example | Topics and Well Written Essays - 750 words

Policing Functions Paper - Essay Example Commonly to gain many duties these standards/levels and organizations work together. Whilst every level of law enforcement has its personal obligations and methods, there functions have quality of comparison (Dempsey and Forst‎, 2011). The occupation of law enforcement officers are commonly for police officers who arrest the felons and investigate felony. One significant view is to settle the functions are the organizations/agencies of police. The structure of functions are enforcing the laws, seizing the offenders, obstruct the crime, at the time of need provide the service and maintain the peace. The government made enforcing the law sometimes comprises to arrest the criminals and maintain the peace in those results. It can help to maintain the peace in future by preventing the crimes. The main function of the agencies of police contain law enforcement, arresting criminals, stopping crime, maintain command and equipping other services to the citizens at the time of need. Most of these functions can tally with one another. Like a sample when enforcing the laws, to arrest the criminal by officers is a demand, hat is the results of maintaining the command. These functions successively help to stop the crime in future. The government of federal preserves different agencies of law enforcement with the aim of dealing with trouble spreading over lines of state and pretending territory of the country, if not the integrity of the United States. The agencies of federal law enforcement contain the FBI, Drug Enforcement Administration, Bureau of Alcohol, Tobacco, Firearms and Explosives, and Border Patrol. These agencies treat with problems like immigration, sales of drug and its importation, rule of weaponry and dangers to native security like terrorism. Agencies of federal law enforcement have competence on the agencies of local and state. The department of local police is the extremely usual

Gulf Stream Assignment Example | Topics and Well Written Essays - 250 words

Gulf Stream - Assignment Example There is a fundamental challenge in ensuring the allocation of the shortest time to the route, in seeking to reduce the duration taken in transporting cargo between Europe and North America. In the event of a possible turn off of the Gulf Stream, the shipping corporation should establish a contingent plan. The plan would be based on the effects of the event on the shipping time in seeking to ensure continuity of the services provided by the corporation. Many of the upcoming schedules could be considered for establishment of different route in seeking to avert the imminent danger presented by the event. The regulations existing within the shipping routes would become fundamental elements of consideration in the establishment of a contingent plan. The best available options would be weighed on a cost-benefit analysis for evaluation of the services (Roemmich et al., 2007). This will enable the development and adoption of a plan which best suits the operations of the

Media Studies Case Study Example | Topics and Well Written Essays - 2500 words

Media Studies - Case Study Example Advertising is persuasive and informational and is designed to influence the purchasing behavior and/or thought patterns of the audience. Advertising is a marketing tool and may be used in combination with other marketing tools, such as sales promotions, personal selling tactics, or publicity" (Advertising, p.1). In our everyday lives, we are surrounded by advertisements all over. It is nearly impossible to save ourselves from one or the other kind of advertisements whether it might be the most recent offer put forward by the local supermarket or perhaps even an advertisement on the television even if we stop reading the newspaper, stop watching television or even stride around with our eyes closed. As mentioned previously, the chief rationale of marketing is to advertise and sell products, but if one ponders, we come to realize the fact that the advertisement not only sells the product to people, but it also puts forward an image of our future which is extremely attractive and full of opportunities and advantages. For this particular essay, an advertisement will be analyzed with respect to semiotic terms and techniques and discourse analysis, and discover how denotation is constructed. The methods chosen for the analysis of the advertisement are the most appropriate methods. This is because through the semiotics and discourse analysis, the advertisement of Chrysler 300C chosen can be best analyzed as it contains the language and signs that require appropriate understanding and analysis that can only be done through the use of semiotics and discourse analysis.The next section presents the concepts of semiotics and discourse analysis that is discussed through the analysis of the literature present in different books, journals, periodicals and internet sources. The literature is reviewed through these sources and then discussed and critically analyzed. Semiotic and Discourse Analysis In the course of the method of being advertised, merchandise turns into an illustration of anything and everything that is desirable for the general public or at least the target market. The basic working of an advert basically is to indicate, to correspond to us, the object of our most unavoidable desires. We can therefore argue that the most important aspect of an advertisement is of what is important to us. For an advertisement to be successful it needs to put forward an image of us and to tell us ways by which we can use the product to make ourselves even more tempting, striking etc. In this way the product is given individuality, communicating to the target market not just plain information but also representation. The advert under consideration is the Chrysler 300C advertisement. The methods that have been taken up are known as Semiotics and Discourse Analysis. A commonsensical way to start here would be by defining Semiotics first. Basically, Semiotics was developed in the 1960s and has its roots in English literature and structural linguistics.

Living with a long-term urinary catheter Essay Example | Topics and Well Written Essays - 2250 words

Living with a long-term urinary catheter - Essay Example This particular subject was chosen because I am interested in it. Throughout my Health Care Assistant experience I was involved in looking after patients with urinary catheters. My role was to ensure cleanliness, catheter function, monitoring output and emptying catheter bag. As a Trainee Assistant Practitioner (TAP) female catheterisation is one of my competencies. This has made me more aware about patient perception and psychological feelings when living with a long-term catheter (Godfrey, 2008, p. 181). I work in Highcare Unit where I look after patients with varying ages and sex. Some of them are quite reluctant to having a catheter. Other patients view it as an embarrassment and consider discussion about the device undignified. In critiquing the research regarding a patient's personal experiences, it enables me to relate, understand and empathise with the patient's situation and predicament. This enables me to give support, advice and information not only with the physical side implications but also the psychological impact in living with a long-term catheter. I think that being able to understand patients' perspectives about living with long term urinary catheters, enables healthcare professionals to sympathize and understand with what the patient is experiencing. It is obvious that research needs to be carried out and compare. This way the study will develop strong and valid evidence based research and implement the conclusions into practice that can assist these patients (Godfrey, 2008, p. 180). CRITIQUE RESEARCH: UTILISING EVIDENCE BASED CARE In the 1990's at McMaster University in Ontario, Canada, developments were made regarding Evidence Based Practice (EBP) movement, which underpinned the Research and Development Strategy in the UK in 1991. Factors like the rise in the cost of healthcare, unnecessary intervention and variations in healthcare, influenced the EBP movement in the UK (Parahoo 2006). EBP advocates the best available evidence should be us ed when making clinical decisions, to improve the effectiveness, efficiency and health outcomes for patients (Kings College London 2009). Its origins date back to the mid-19th century, when concerns were raised because healthcare interventions were not being proven or evaluated (Lloyd et al 2007). Since the 1970's the term proof-based medical care has increased with the advancement of being capable of having a right to entry to a variety of data. Other aspects that have brought about the usage of EBP medical care comprise of; adjusting of communal anticipations, governmental consensus, cost stresses and expertise responsibility (Hammer Collinsonsn2005, cited by Cutcliffe W. & J. Ward M, 2004). EBP is an approach where healthcare professionals are able to use current evidence and research to back up. This support provides an accurate reason for their care they provide for patients. EBP is highly significant to me because it enables me to offer the best recent physical healthcare I ca n deliver for my patients. It also makes it possible for me to use proof to aid my understanding and comprehend the reasons behind my decision along with the performance of definite facets of medical practice that I am responsible for. There are many reasons why EBP is specifically relevant to engage in as a part of a nurses' role. Nurses need to make more informed judgements as part of a multi-disciplinary team. This initiative increases the number of complex healthcare decisions that need to be made. The Department of Health's (DOH) directives of best evidence collectively highlight the reason for EBP’s momentous nature. This questioning is accompanied by further cognitive research behind its

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

Effect of Government Policies on Pricing Strategies

Effect of Government Policies on Pricing Strategies Long-Term Investment Decisions April Barnes Dr. Bernadette West Abstract In this paper I will outline a plan that managers in the low-calorie microwaveable food company could follow when selecting pricing strategies for making their products as inelastic as possible. I will then examine the major effects that government policies have on production and employment. I will predict the potential effects that government policies could have on the company. Afterwards, I will determine whether or not government regulation to ensure fairness in the low-calorie microwavable food industry is needed and cite the major reasons for government involvement in a market economy. After I will examine the major complexities that would arise under expansion via capital projects and propose key actions that the company could take in order to prevent or address these complexities. Lastly, I will suggest the substantive manner in which the company could create a convergence between the interests of stockholders and managers and indicate the most likely impact to profitability o f such a convergence. Outline a plan that managers in the low-calorie microwaveable food company could follow when selecting pricing strategies for making their products as inelastic as possible. Provide a rationale for your response. The price elasticity of demand affects a company’s pricing strategies by determining the optimal profit margin. Price elasticity of demand defines the degree of change of demand in relation to the change in price of a product. The higher the elasticity, the higher the demand fluctuates in response to price. In general, most companies would like for their products to be inelastic. When a product is inelastic, the price of the good may increase, while the supply and demand of the product are unaffected. In other words, if the price of a product were to go up, consumers would still buy the product, as well as if the product price were to go down, consumers would still buy the product (Investopedia Inelastic, 2014). When considering the inelasticity of a product it is important to select the proper pricing strategy. When it comes to selecting the best pricing strategy, it is best to first understand what consumers are willing to spend on a product. This can be done by conducting m arket research and surveys. Managers can also select the pricing strategy by making reasonable assumptions based on historic purchases and patterns. Then managers should consider the competition and the quality of their products. If the competitor sells a product with high quality at a certain price, it is not feasible to sell a similar product with lower quality at a higher price point. The managers should first plan to sell each unit or product at the lowest price possible while still being able to break even and pay for all of the company’s expenses. When it comes to price strategizing, there is no potential for price discrimination. Price discrimination occurs when a seller sells a product for the highest price the consumer is willing to pay for (Investopedia Price Discrimination, 2014). When it comes to a microwaveable food company, there is no reason to sell products at different prices for each customer as it is also illegal. Examine the major effects that government policies have on production and employment. Predict the potential effects that government policies could have on your company. Government regulations and policies can have a positive as well as a negative impact on production and employment. when imposed on businesses substantially increase production and operating costs of the business which could result in reduced operating and economic profit, earning per share, earning stream, dividend and eventually market equity value for shareholders. The United States regulatory stringency has contributed to loss of U.S. manufacturing firms’ competitiveness in the international markets. This loss of competitiveness is believed to be reflected in declining exports, increasing imports and a long-term movement of manufacturing capacity from United States to other countries. As mentioned, government policies can have a positive impact as well, for example; the food safety regulations. The food safety regulations are standards and procedures that companies must follow to maintain a safe and sanitary environment for employees as well as for the consumers who purchas e the products (Food Safety Program, 2014). Food safety consists of regulating prepping, handling, and storage of food in ways that prevent foodborne illness and other sicknesses. If these rules were not in place, companies would manage food in any way they please and could potentially get consumers sick and face numerous lawsuits. Determine whether or not government regulation to ensure fairness in the low-calorie microwavable food industry is needed. Cite the major reasons for government involvement in a market economy. Provide two (2) examples of government involvement in a similar market economy to support your response. Government regulation is needed to ensure fairness in the low-calorie microwavable food industry. Government involvement is needed in a market economy to maintain social efficiency and equity. Social efficiency is attained at the mark where the marginal benefits to consumers for either production or consumption are equivalent to the marginal costs of either consumption or production. Matters of equity are challenging to evaluate due to the subjective assessment of what is and isn’t a fair sharing of resources (Pearson Education, 2010). As similar to the automotive industry, the government regulates many aspects. The government regulates auto manufacturing, repair, maintenance, recycling, sales and dealerships. The government also has policies regarding environmental, safety, and import regulations and standards (SBA, 2014). Examine the major complexities that would arise under expansion via capital projects. Propose key actions that the company could take in order to prevent or address these complexities. Capital expansion is generally an investment in a major company that wishes to expand or restructure operations without losing control of the business. Some disadvantages that may be faced when undergoing capital expansion would be business owners potentially losing a percentage of the company, investors wanting to be a part of day to day discussions and decisions as well as company secrets revealed (G. Segal, 2013). In order to address these complexities, the company can set up regulations or contracts with the investors or equity partners stating the conditions and ownership of the company. Suggest the substantive manner in which the company could create a convergence between the interests of stockholders and managers. Indicate the most likely impact to profitability of such a convergence. Provide two (2) examples of instances that support your response. One recommendation would be that the stockholders become very careful and adamant about the company’s expenses and cash flow. By creating share owners out of management, executive management will take action in its greatest interest as a shareowner, in which will be of an advantage to all equity investors (M. Anson, 2004). Creating share owners out of management would likely survive a merger or capital expansion because this gives the opportunity for the owners and investors to work together and make decisions that are best for the company. References DOH (2014) â€Å"Food Safety Rules and Regulations† retrieved on March 8, 2014 from: http://www.doh.wa.gov/CommunityandEnvironment/Food/FoodWorkerandIndustry/FoodSafetyRules.aspx G. Segal (2013) â€Å"WHAT ARE THE PROS AND CONS OF USING EQUITY CAPITAL?† retrieved on March 8, 2014 from: http://chironthebusinessdoctor.com/the-pros-and-cons-of-using-equity-capital/ Investopedia (2014) â€Å"Inelastic† retrieved on March 8, 2014 from: http://www.investopedia.com/terms/e/inelastic.asp Investopedia (2014) â€Å"Price Discrimination† retrieved on March 8, 2014 from: http://www.investopedia.com/terms/p/price_discrimination.asp M. 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