Educational policy Essay

On Tuesday May eleventh, 2010 David Cameron became the British Prime Minister after forming a Conservative and Liberal Democrat coalition. This followed five days of negotiation as the general election had produced a hung parliament. While the Conservatives were the largest party, they held an inadequate number of seats to meet the threshold for majority rule, and so formed a coalition with the Liberal Democrats, (guardian.co.uk, 2010). Even prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives’ education election manifesto by announcing plans to attract the most educated professional teachers into the classroom. Central to his party’s focus on education was his party’s desires to improve the standard of teacher’s education, he said, â€Å"The most important thing that will determine if a child succeeds is not their background, the curricula, the type of school or the amount of funding, it’s the teacher,† (daily mail.co.uk, 2010). This paper intends to examine the evolution of the Academy school system under the current coalition government, make a comparison between the current the education policy under the coalition government and the tripartite system of the 1944 Butler Education Act. It will examine the effects of both systems on the pupils within them, whether in fact pupils will benefit from the Academy and free school systems or is it the case that there are also be some pupils who are disadvantaged by this  system. There will also be an examination of what will happen to pupils who are not educated in either the academy or free school systems and the influence that market forces will have on the establishment and success of schools. Education is the delivery of knowledge, skills and information from teachers to students; the process of becoming an educated person, (Carr & Kemmis, 1986). Education promotes the abilities to perceive accurately, think critically and act effectively to achieve self-sele cted goals and aspirations, (Gelber Cannon, 2011). It allows individuals to map their experiences and provides a variety of reliable routes for individual’s to return to optimal states when they find themselves facing difficult decisions and life events. Crucially in modern era, education itself is seen as a vital resource for global economies, in fact most first world economies are characterised as ‘learning economies’, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that drives global economies which, in previous generations, were based entirely on pure market forces, (Avis, 1996). Consequently an economy based exclusively on market forces would be unable sustain learning and innovation, (Morgan, 1997). For modern economies to flourish they must develop a combination of a ‘learning economy’ with market forces, (Beckett & Hager, 2002). It is for these reasons that successive governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even Prior to the Coalition Government taking power, there had been a move towards Neoliberal ideology from the previo us two governments. From 1997 New Labour brought about changes within educational policies that Tony Blair stated were part of the ‘Third Way’. This was intended to evolve social democratic ideals into encompassing the Neo-liberalism that had been prevalent for the decade under Thatcher’s Government, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such, redistributive policy, taxing the very wealthy, defending equal opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifications of professional groups (such as teachers) and regulating these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national curriculum which has had a strong influence from central government. So for instance, Margaret Thatcher insisted that events of the previous twenty years had not to be included in history lessons, (Thatcher, 1980). Even today many teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testing regime, (McCormick & Burn, 2011). Neo-liberalism encourages the competition of schooling through supporting market forces with the spread of selective `specialist schools’, (Hursh, 2005). New Labour called these ‘Modernising’ comprehensive education’ by encouraging ‘selection and diversity’, (Kassem et al, 2006). One important area of neo-liberal ideology is marrying of private organisations with public services such as education; New Labour termed these `creating new partnerships’, (Clarke et al, 2000). These ideologies question of `standards’ achieved in school tests expecting that education focus on achieving good test results and making these a requirement for entry into Higher Education, (Rowden, 2011). There are concerns that neo-liberal education policies increase in inequalities in terms of social class, (Hill, 2003). In many ways the new school systems will create winners, those who attend new inspiring buildings that are full to the brim with facilities and opportunities for the pupils, however there will also be losers, those who continue to attend buildings possibly built in the 1950’s with teachers who are not amongst the highly paid or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on education is considered `increased public expenditure’, from a neoliberal approach, (Goodwin, 2011). The Importance of Teaching, The Schools White Paper 2010, was published 24th November 2010, its intention was to improve the standard of education for teachers and allowing head teachers to recruit and set pay for the highest educated teachers. Following this the Coalition formulated their plans for the future of education in the UK. This would in some respects follow on from New Labour’s neo liberalistic approach of including private organisations in the creation of new ‘Academy Schools’, (Gunter & Forrester, 2008). The first academies were introduced under the Labour government in 2002, (Higher Standards, 2005). Academy schools are independent from local  education authorities and are state funded with assistance from external organisations; these can include businesses, charities or other governmental bodies. The idea followed the inception of charter schools in USA, (Budde, 1988). They were also influenced in part by the Swedish School system. Charter schools are American schools which are independent from their ‘public school system’, (Finn et al, 2000). They were intended to allow the schools themselves more freedom to be more innovative, while being accountable to local education boards for improved student achievement. Charter schools were meant to create partnerships between educators, parents and students. Many Charter Schools began in the 1990’s; however there has been widespread criticism of the Charter school system. One criticism is that funding has in fact not followed the schools, which were often built within deprived areas. This in fact has meant that many have actually lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into ‘Knowledge School’s and currently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model behind a number of the UK academy schools. The Kunskapsskolan model was based on personalised learning with every student following a long-term learning and attainment plan which is formulated between the student and the student’s Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are offered the opportunity to work at their own pace, using their own learning style to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively engage in their children’s education, participate in setting goals and are able to monitor their child’s progress through online reporting systems, (Ball, 2008). New Labour intended that the establishment of academies would drive up standards by replacing failing schools in struggling education authorities, (Chitty, 2009). Under New Labour’s guidelines the academy schools could be established only if they held a sp onsor and could raise two  million pounds in independent funding. The government would then contribute  £25 million, (Pennell & West, 2007). The academy would then run the school outside of the local education authority’s (LEA) funding control, but still operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalition Government has greatly expanded the number of Academy schools. The Secretary of State for Education, Michael Gove, initially asked every head teacher in England if they would be interested in achieving academy status. By 31st August 2010, 170 mainstream schools had made an application to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill opened up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial  £2 million, (Wilson, 2011). All other schools, irrespective of their ‘Ofsted’ rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing successful academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Standards in Education. It monitors and is the overall regulatory body for the provision childminding, child day care, children’s centres, children’s social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012). It also monitors the work of the Independent Schools Inspectorate. Following this, The Coalition Government introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and received Royal Assent on 15th November 2011, (legislation.gov.uk, 2011). The Education Act specified that from now on all new maintained schools must be setup as either an academy or ‘free schools’. So in effect there will be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed ‘Free School’s into the education arena. Free schools are proposed and governed by local community groups such as groups of parents, faith groups or other interested parties. They are free at source to parents and are all-ability state-funded schools set up in response by local people to meet the needs of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first Free Schools opened in September 2011. Alongside Academies and Free schools, The Government also proposed other types of secondary educational settings governed by local community groups such as the University Technical Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State entering into an Academy Arrangement with a person, group of people, or an organisation. These arrangements usually take the form of an â€Å"Academy Agreement†. In this agreement, the government agrees to provide funds for the school in exchange for certain undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, science or the arts, and that the pupils are drawn wholly or mainly from the area in which the school is located, (Gunter, 2011). One concern voiced is the claim that Academy schools will be completely outside of the control of not only education authorities but national overarching governmental control, (Woods, 2011). However even the regular state schools have increasingly less control by local education authorities and it is certainly the case that successive reforms over the past two decades have given all schools much greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. LEA’s continue to be responsible for the provision of school places, sitting appeals when a child does not gain a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEA’s also continue to have responsibility for the provision of educational psychologists and special educational needs support. Nonetheless, Academy schools system does provide an increasing  amount of freedom not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to adapt the national curriculum and the freedom to vary the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBC’s Mike Baker in 2010, â€Å"what exactly makes an academy different?† The Former Schools Commissioner, Sir Bruce Liddington, stated that they are more, â€Å"a state of mind more than anything else†, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act (formerly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britainâ⠂¬â„¢s most deprived areas. However critics have voiced concerns in regards to E-Act’s expansion plans in that they wish to create a â€Å"super-chain† of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of intellectual property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that â€Å"outstanding† schools may possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between â€Å"outstanding† schools and Academy schools, by allowing all â€Å"outstanding† schools to automatically achieve Academy status. Clearly this equates academies with quality, (Dept. of Education, 2010). New academy schools will not be able to select purely on ability, however Grammar schools which have converted to Academy status c an continue to do so, (Miller, 2011). Nonetheless Academies can and do select according to the behaviour of the child, (Sales et al, 2010). Much available research points to there being an increase in challenging behaviours amongst children and young people who come from deprived backgrounds, (Wickham, 2011). Michael Gove himself stated, in a speech at Durand Academy in London, ‘There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive in  secondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class’, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, ‘the Educational underclass’, who he believed would ultimately continue on to become, ‘NEETS’ (not in education, employment or training), again making the links between behaviour and social and economic deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, (Hall, 2011). However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include ‘Free Schools’ and the thinking behind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent concept introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions Code of Practice, other than that they are permitted to accept only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the National Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expected to offer a broad and balanced curriculum. They are still su bject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011) The first 24 free schools opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition government’s school reform policies in England. There is some degree controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the application process, the governance of free schools, and their effect on local authorities, (Hatcher, 2011). There are also some concerns that some free schools will be run for profit. So for example, it was reported in The  Guardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch; who is currently being investigated on charges of telephone hacking had had secret meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor. The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which offers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had cross party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, â€Å"We want to forge a partnership between vocational education and universities, further education colleges and employers.† Each university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the university’s a rea of excellence. The colleges are intended to be small, with numbers no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds; however, their assistance is needed for curriculum development, teaching support and guiding student’s education progression. These sorts of courses are intended to reflect a normal weekday and the students will embark on high quality vocational courses rather than purely academic ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other related qualifications, (edge.co.uk, 2012). There have been  some concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, â€Å"Academies and UTCs are predicators of the kind of pessimism that kids are forever destined for one or other route. It sorts the sheep from the goats, which I’m very opposed to†, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. â€Å"Nobody wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if it’s not, there are 76 other schools in this area to choose from†. However the Department of Education has strict selection criteria which currently allow UTC’s to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011). The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students; and with year-round opening and a 9-5 working day, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will have the option to go on to university, further training, and into employment. There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). Evidence in the past has suggested that this has a negative effect on children’s education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of businesses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set these  schools up but ultimately withdrew support as the area’s the schools were built in, were not in positions to sustain market involvement. It appeared that many were unlikely to become self-sustaining without on-going support from philanthropic communities, (Minow, 2000). It is the frailty of involving market forces into education that causes concerns for many. There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a bank and who experienced the full weight of that bank’s marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers with new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? Will they ‘suffer’ from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some selections which state schools cannot, they can also select out children who have behaviou ral problems. As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the ‘tripartite system of education’ was charged with in the 1960’s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free system of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was divided into three stages; Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally optional post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the further education route. The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed three  different types of schools; grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartite system. The tripartite system did allow for a small number of schools to combine all three types of school into one ‘Comprehensive system’, however in reality this did not happen, (Francis, 1995). Pupils were assessed by a tests called ‘the eleven plus’ which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to allocate pupils to the schools best suited to their â€Å"abilities and aptitudes†. However increasingly there were many criticisms directed at this system. For instance, the once only test decided a child’s future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly true that the test which was given by more or less exclusively middle class teachers was biased towards middle class children, for example it might ask a question which related to classical composers, something a middle class child would be more likely to answer right than a working class child, (Moore,1996). The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as ‘Technical’ were denied the opportunity to attend Secondary Technical schools as very few were built. As a result Technical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were granted the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). Ultimately the result that vast majority of children went to Seco ndary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools. Consequently the majority of children were automatically considered to have  Ã¢â‚¬Ëœfailed’ the eleven plus, (Simon, 1986). Middle class children certainly derived the most benefit out of the tripartite system, and this was directly at the expense of the working class. Children from middle class homes were more likely to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system. For instance the eleven plus was seen as culturally biased towards the middle class; questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. Curriculums were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external examinations to be taken at the end of the pupil’s education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the 1950s there was a growing tendency to do so. Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary education was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The Tripartite System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability. This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choose  the best pupils, (Chitty, 1989). In 1986 the first City Technology Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Government the impetus to propose â€Å"Beacon Schools†, â€Å"Advanced Schools† and an â€Å"escalator† or â€Å"ladder† of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts; often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009). As was discussed earlier, there has been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a consequence these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has often made the link between non-academy schools and ‘failure’. Immediately thrusting these children in a position of being ‘written off’ as ‘no hopers’ and failures; destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212). Will these children in the future, become ‘the rest’ who under the tri-partite system ended up in secondary modern schools, those who were never quite good enough to meet the standards for a grammar school education? In April 2012, the National Association of Schoolmasters Union of Women Teachers’ union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teacher’s pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, â€Å"happy with failure†, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding educational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school system  were more likely to, ‘provoke a crisis than to sustain the last government’s drive for improved effectiveness’. There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his biggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The United Kingdom (UK) can no longer rely on its manufacturing base or the products of commonwealth nations. In the future the UK’s most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UK’s current market is dominated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued inn ovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself. The importance of education to children and to British life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Government’s led by individuals who most understand what it means to teach children; teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can feel valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. Modern education policies should not continue to do the same, because as Ghandi said, ‘You must be the Change you wish to see in the world’. 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S., Growing Gaps: Educational Inequality Around the World, Oxford University Press, 2011 Avis J.,Work-Based Knowledge, Evidence-Informed Practice and Education, British Journal of Educational Studies, Vol 51, Issue 4, 2011 Avis J., Knowledge and Nationhood: Education, Politics, and Work, Continuum International Publishing Group, 1996 Ball S.J.,Education Plc: Understanding Private Sector Participation in Public Sector Education, Taylor & Francis, 2008 Bangs J., Galton M. & MacBeath J., Reinventing Schools, Reforming Teaching: From Political Visions to Classroom Reality, Taylor & Francis, 2010 Barber M. & Mourshed, Shaping the Future: How Good Education Systems Can Become Great in the Decade Ahead, Report on the International Roundtable, Singapore, 2009 Bassett D., Haldenby A.,Tanner W. &Trewhitt K., Reform, 2010 Bassett D., Lyon G. & Tanner W., Plan A+ Unleashing the potential of academies, The Schools Network, The Specialist Schools and Academies Trust, 2012 Beckett D. & Hager P.J., Life, Work and Learning: Practice in Postmodernity Psychology Press, 2002 Bonell C., Fletcher A., Sorhaindo A., Wells H. & McKee M.,How market-oriented education policies might influence young people’s health: development of a logic model from qualitative case studies in English secondary schools, J Epidemiol Community Health, 2011 Boyle E., The Politics Of Secondary Sschool Reorganisation: Some Reflections, Journal of Educational Administration and History, Vol 4, Issue 2, pp 28-38, 1972 Bradley S. & Taylor J., Diversity, Choice and the Quasi-market: An Empirical Analysis of Secondary Education Policy in England, Blackwell Publishing Ltd and the Department of Economics, University of Oxford, Vol 72, Issue 1, pp 1–26, 2010 Brighouse T., Comprehensive Schools Then, Now and in the Future: is it time to draw a line in the sand and create a new ideal?, Forum, Vol. 45, No. 1, 2003 Buckley J. & Schneider M., Charter Schools: Hope Or Hype?, Princeton University Press, 2007 Budde R., Education by Charter: Restructuring School Districts. 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M., the State and Education Policy: The Academies Programme, Continuum International Publishing Group, 2011 Higher Standards, Better Schools for All: More Choice for Parents and Pupils, Great Britain Dept. for Education and Skills, The Stationery Office, 2005 Hall S., The Neo-Liberal Revolution, Cultural Studies, Vol 25, Issue 6, pp 705-728, 2011 Hatcher R., The Conservative-Liberal Democrat Coalition government’s â€Å"free schools† in England, Special Issue: â€Å"Education, Education, Education†: New Government, New Policies?,Educational Review, Vol 63, Issue 4, pp 485-503, 2011 Heath A., In Defence of Comprehensive Schools, Oxford Review of Education, Vol 10, Issue 1, pp 115-123, 1984 Hendrick H., Children, Childhood, and English Society, 1880-1990, Cambridge University Press, 1997 Hill D., Global Neo-Liberalism, the Deformation of Education and Resistance, Journal for Critical Education Policy Studies,Vol 1, No 1, 2003 Hursh D., Neo-liberalism, Markets and Accountability:transforming education and undermining democracy in the United States and England, Policy Futures in Education, Vol 3, No 1, 2005 Kassem D., Mufti E. & Robinson J., Education Studies: Issues And Critical Perspectives, McGraw-Hill International, 2006 Little A. & Westergaard J., The Trend of Class Differentials in Educational Opportunity in England and Wales,The British Journal of Sociology, Vol. 15, No. 4 pp. 301-316, 1964 Lupton R., ‘No change there then!’ (?): the onward march of school markets and competition, Journal of Educational Administration and History, Vol43, Issue 4, pp 309-323, 2011 Marwick A., British Society Since 1945, Volume 13, Penguin, UK, 2003 McCormick B. & Burn K., Special Issue: Reviewing the National Curriculum 5–19 Two Decades On, Curriculum Journal, Vol 22, Issue 2, pp 109-115, 2011 Miller P., Free Choice, Free Schools and the Academisation of Education in England Department of Arts & Education, Middlesex University, London, United Kingdom, Research in Comparative and International Education, Vol. 6, No. 2, 2011 Minow M., Partners, Not Rivals: Redrawing the Lines between Public and Private, Non-Profit and Profit, and Secular and Religious; 80 B.U. 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COM 200 Communication building a Relationship Essay

Communication is going to be the cornerstone of any relationship; trust is going to be the heart of what makes any relationship beat and overwhelming love will be how any relationship will last. Taking the opportunity to learn more in depth about your interpersonal relationship with yourself and your partner can strengthen a relationship; therefore, taking such opportunities should be looked upon as a rehabilitation tool or a hinder on what you need to possibly improve to make a relationship work. One feature that interferes with communication with anyone whom you want to have a conversation with is barriers. Barriers are typically the reason that communication falters between individuals; therefore, it’s important to have an understanding of the conversation and be a listener. A recent article from the website skillsyouneed.com.uk mentions â€Å"Barriers may lead to your message becoming distorted and you therefore risk wasting both time and/or money by causing confusion and misunderstanding.† Overcoming barriers involves effective communication, especially when barriers hinder conveying a clear and concise message. Being aware of language barriers, physical outside sources like noise to nonverbal communication can and will effect a conversation. Have you ever tried to hold a conversation with a friend or family member while in a crowded restaurant, that not only had screaming or crying children but adults yelling at a television that was mounted and playing a sports show such as an NFL game will in this establishment? Under those circumstances, it’s rather amazing that a conversation can be heard, let alone understood. Many people may rely on nonverbal communication during times like those via using mediated communication such as text messaging between one another. A downfall during media communication is that your true emotions cannot be correctly stated when they are read, but so many individuals rely on mediated communication devices instead of face-to-face time. Increase of media communication has benefitted the majority of society to keep in touch with their family members, â€Å"A majority of those surveyed (83%) considers going online to be a â€Å"helpful† form of communication among family members† (Connecting Generations (2012)). Another negative about media communication is how people portray themselves through such social networks like facebook, myspace to name a few. Unfortunately, our world is not a safe place, and thanks to pedophiles, neither are social networks. Even having the knowledge of barriers that are being conducted during your conversation does not mean the receiver acknowledges the sender’s message and is willing to participate with the conversation. Some individuals just have the lack of interest in the topic at hand and decide not to maintain communication between others. You need to make sure that each person has a desire to have a rappaport and animated feelings about the conversation or you could end up with receiving a lot of â€Å"Umm†, â€Å"Yea† or a head nod. The impact that our nonverbal communication can provide a conversation and enlighten someone to what is actually going through the other person’s mind can drive a conversation instead of just relying on the power of words. It can be the simplest nonverbal communication as holding hands will driving down the road, leaving a simple gesture as a flower or having someone just smile that can impact how your day may go or end. â€Å"The best communicators are sensitive to the power of the emotions and thoughts communicated nonverbally. Nonverbal communication is the single most powerful form of communication,† stated Susan Heathfield (2013). You don’t have to say any words for what you feel you need to gesture, it’ not always necessary too. Without realization of what you are doing with your body language, facial expressions or hand gestures, you are providing the other person your true thoughts and feeling without having to say a single word. It’s about being able to read an individual with your eyes instead of listening to how they are speaking to you. One of the most important emotions someone can provide you is the sense of touch: on the cheek to trace a tear, a hug for comfort or a kiss on your lips just because they were overwhelmed with the fact that they miss you. One experience I have found with nonverbal communication is the rolling of eyes during a conversation. It shows the lack of interest, platen disrespect to the person talking and how uneducated someone is in common courtesy. I have been experiencing this particular nonverbal disrespect in my line of work for years and I have noticed how my own children have started to pick it up with some of their peers. Needless to say, we have talked about it and we are trying to improve. Unless you learn how to curb your nonverbal communication, you are capable of being read like an open book; however, there are those that flaunt nonverbal communication which is read incorrectly leading to perception, which can hinder a relationship. Perception is one of the biggest evils when it comes to any type of relationship, friend or romantic, because it’s showing a lack of trust, which is the heart of any relationship. Without perception, I believe people wouldn’t have a way to gossip or speculate about what they don’t have a clue about. The only people that truly know what is going on is those directly involved in the situation at hand; therefore, perception is what others think and want others to believe about said relationship based of their gossipy words. Words have the magical capability to create and affect attitude, behavior or perception of an individual that is being looked at from the outside; therefore, communication and the builtment of trust before judgment would accommodate any relationship. Attitude in a relationship can hinder it, even if said attitude is not specifically coming from your intimate partner. Your attitude from work can continue until you are home, during a nice dinner with your significant other and cause a conflict that wasn’t present before. I recommend establishing a rule that allows each individual to vent about their day for a maximum of ten minutes, and then they can’t mention it anymore and must enjoy their family time. We realized this works great for all family members since it’s a controlled release of all of our emotions that is not directed to anyone specific. Nan Russell wrote in his article for JobsBankUSA, â€Å"Communication that builds trust is a dialogue, with a fountain built from integrity, forthrightness and honesty.† Without those three, you can’t build trust which results in the lack of communication and therefore, no relationship. Possessing integrity and never waiving from it shows that you have principles and you will do what is right at all times. If you waive from it, your forthrightness should be direct about what you did wrong, regardless of how petty it may seem to you, because it may mean everything to the other individual. Honesty is going to be what holds your relationship together; lies are never welcomed in any type of relationship. But you need to realize outside judgment may weight heavier with your significant other or your closest friends. Outside judgment of an individual can drastically affect their attitude, behavior and how they are perceived, not just from others, but how they see themselves; therefore, they seek communication with someone they trust. Nothing hurts more than unkind words, regardless if the person knows you personally or not. People don’t realize that some take what they hear about themselves literally, and some have taken to the bullying they have endured over the years by, unfortunately, taking their lives. Projecting a better attitude than what those people are saying shows that you are the bigger person and that you feel that regardless of what any one individual may say about you, you have your own best interest at heart, and perception doesn’t mean anything to you. Finding that someone that you can trust full heartedly is a task in itself. You let all your guard down when you are fully comfortable with an individual, hoping they are not judgmental about what they hear about your past and when you find the one that doesn’t perceive you how others may do, then you can realize that they won’t ask you to place your integrity into jeopardy and take your friends at face value, instead of placing them on the back burner. Lack of trust and communication can destroy friendships, families, marriages, jobs and romantic relationships; the things that people find to be the most important in their lives. Without trust in a friend, you will feel like they are just associates. Without trust in family, you will feel like an outsider when visiting for a family get-together. Lack of trust and communication in a marriage may result in a divorce. Lack of trust and communication in the job force could lead to unemployment or a death of a co-worker. Lack of communication in a romantic relationship could mean the end before it even began. Without knowing who you are as an individual, it may affect any type of relationship you have the desire for. With the understanding of your self-concept, you are able to appreciate yourself, how your partner sees you and vice versa; however, the opinion of how others see you may affect how you see yourself. There is nothing more appreciative then someone who is confident with who they are, as long as it does not come across as cocky. When an individual realizes who they are in this life, or who they want to be, it can be the driving force of their happiness, and happiness can be contagious. According to a quote in our textbook written by Sole (2011), â€Å"Your self-concept is learned, it is organized, it is dynamic and it is changeable (Purky, 1988).† Self-concept has been part of us since we were born; we were taught to respect ourselves and respect those that are older. It’s organized due to the understanding of how we approach who we want to be. Dynamic for the impact of how our own self-concept can change other’s opinions of themselves and of us and changeable because we simply don’t know what tomorrow will bring to our lives or take away. The environment that you decide to place yourself in is going to affect you as an individual. It will help mold you into the person you feel you are, build your self-esteem and self-image; you are interchangeable to provide adaption. Wherever and however you grew up in society does not mean you have to be the same later in life. Placing yourself in an environment that makes you happy, regardless if it’s your home or occupation, is going to affect who you are going turn out to be. It will assist you in some way of how you mold your life, but it’s up to you in how you end up getting molded. Having a high self-esteem can be the driving force of how you want the world to see you, and as a couple, having self-esteem as a unit is going to be how other couples want to be you. Self-image is the appreciation of yourself, how you carry your knowledge, confidence and maturity. Self-image is the impact of how others may see you, want to be you or feel threaten by you. Having a self-image that is threatening towards others can be the cause of many individuals not having the desire to converse with you, let alone be friends with you. The abilities we have to change assist us with any environmental adaption we may come across in our lifetime. We never know what type of situations we may be in five minutes from bow, but our self-esteem and self-image could mean the difference of how the circumstances may play out. Regardless, it’s how you want to see yourself and how you project yourself to the world. Even with the input of your partner, your family and friends, you are the one responsible for you; therefore, you need to figure out what makes you happy, take their opinions with a grain of salt and that you will change only when you feel it fits the situation. Making changes to your appearance, the way you talk or how you spend your time or money to impress someone isn’t going to win them over; therefore, you are making yourself miserable in the process when you can’t be your true self. When someone can’t accept you for who you are, what you do or how you act as a human being, that relationship may need reevaluated. When a family member or friend can’t understand why you behave the way you do, or come across as outspoken and confident, sit down and explain to them why you feel that certain way about the topic. Losing a family member or a dear friend over a few choice words or lack of understanding can be heart wrenching, so keep all forms of communication open without losing yourself in the mix of it all. Self-disclosure of each individual in a relationship, especially with your significant other, will help you reinforce what you thought about who you are as a couple and as yourself. Self-disclosure about what happened to you in your past that made you who you are today can be the most significant information to your partner, and have a better outcome then what you expected. How you want to purse a college degree, where you want to visit in the world or how many kids you want (adopted, fostered or natural) is some of the insight people are looking for when they decide to enter into a relationship. Holding back about how you may feel about situations that arise can be the uttermost biggest mistake when looking at any relationship you are trying to have in your life. Research study in 2010 by BMC Medical Research methodology found that â€Å"readiness for self-disclosure† was associated with higher relationship quality. Being able to disclose yourself by sharing your fears, doubts, private thoughts and how you perceive yourself can and will impact your relationship to the fullest extent. Who wouldn’t want someone to cling to when you come upon a fear? Nothing is better than having the comfort of someone’s arms around you when you need it most. To provide you words of encouragement when you start doubting yourself? Simply words can make the biggest impact when you feel that regardless of what you do, you are going to fail. Share your private thoughts with and knowing that they won’t be divulged regardless of the circumstances? Having that person you can tell any secret to, and know that it won’t be told, even under the worst circumstances, is one reason people have best friends from such a young age. Without self-disclosure, no one really knows who they are keeping company with or who they are. It’s the difference between a fake individual and a real friend. Without divulging information and hiding how you feel about any situation with your partner can be seen as breaking the trust in which your relationship was built, showing no care of how the other may feel and showing the lack of communication that could be built. Who would want to be with someone who simply broke your trust on a daily basis or showed the lack of caring about what you were discussing? I have found myself in these circumstances throughout my life. I have had a family member break my trust, communicated the most horrible words that could be spoken to a child and since have not communicated any words with that individual in over eighteen years. I have had the best partner in the world, who did everything in his power to bring a smile to my face, showed when I least expected it and showered me with hugs and kisses. He took his time to leave me notes on my door, made dinner arrangements at the weirdest locations and made the most beautiful impact in my life that I have actually compared others to him upon his death. I have raised a child that doesn’t communicate at all with his father, who doesn’t take the time to call his son or write a letter. Instead my child has the pleasure of communicating with his dad’s ex-girlfriend, has extended family that is not blood reach out to him and has realized at a tender age of eleven that not everyone is who they say they are or will be. He is lucky to have numerous people in his life that want to be a part of it. I have learned to remove myself from environments that impact my moods and attitude, learned to step back and appreciate my friends (regardless how few) and my family and come to realize that if a person doesn’t like me for being me, they don’t deserve to be part of my life or my children’s lives. May people have asked me why I have disconnected myself from so many, besides those that I work with, and I have come to explain to them that there is enough stress, unwanted drama in this world that I don’t want it in mine, and if they can respect that, they are more than welcome to remain in my life. I am trying to show my children that communication is a two way street, just like respect, and that both is needed to make our world a better place. There is no need to speak negatively about anyone they don’t know or towards one another, that action does speak louder than words at times and that regardless of any situation that they may come upon, I will be there. Enlightenment of any aspect of a relationship, regardless of if it’s with yourself or your significant other, can benefit either party with the knowledge that they may have been seeking or possibly feared. It’s about having the confidence of communication and understanding between two individuals that influences the lasting years between couples. â€Å"Love is to trust, hope and endure whatever may come (Bible).† References: Bible Heathfiled, Susan M. (2013). Listen with Your Eyes. Tips for Understanding Nonverbal Communication. Retrieved from: http://humanresources.about.com/od/interpersonalcommunicatio1/a/nonverbal_com.htm Russell, Nan (2006). Six Tips for Trust-Enhancing Communication. Retrieved from: http://www.jobbankusa.com/CareerArticles/Executive/ca111506b.html Schoenberg, Nara (2011, Jan). Can We Talk? Researcher Talks about the Role of Communication in Happy Marriages. Retrieved from: http://search.proquest.com.proxy-library.ashford.edu/docview/840600645/fulltext/13CBA1F7DFE34D3C383/1?accountid=32521 Skillsyouneed.com.uk. Barriers to Effective Communication. Retrieved from: http://www.skillsyouneed.co.uk/IPS/Barriers_Communication.html Sole, K. (2011). Making Connections: Understanding Interpersonal Communications. San Diego, CA: Bridgepoint Education, Inc.

High Court Ruling Only Tweaks Sarbanes-Oxley Act

ARTICLE SYNOPSISThe â€Å"High Court Ruling Only Tweaks Sarbanes-Oxley Act† article is about the Supreme Court ruling in Free Enterprise Fund vs. PCAOB indicating that Sarbanes-Oxley (SOX) will remain â€Å"fully operative as a law† with the exception to remove members of the Public Company Accounting Oversight Board. Prior to the SOX Act, the removal of member was said to violate the appointments clause of the Constitution. In addition to discussing the ruling, the following will explain how the Sarbanes-Oxley act affects ethical decisions in today’s business and the criminal penalties that it provides. ETHICAL DECISIONThe process of making decisions consists of ethical attribute that include integrity, transparency, and accountability. The Sarbanes-Oxley Act has the effect of ensuring investor confidence through the existence of regulatory provisions effective in enhancing ethical standards. In the case of Free Enterprise Fund v. PCAOB shows the extent to which the issue of separation of powers is upheld. The main argument in the case was the excess power granted to the board as it was appointed by Securities and Exchange Commission (SEC) other than the president. This means that the board had regulatory non-restricted power by the executive. According to the ruling, PCAOB has the power to continue overseeing public company audits with the intention of protecting investors interest (Jaeger, 2010).This is a major development as it relates to ensuring that proper measures supports the scope of executives ensuring that proper decisions are effective in  protecting the interests of investors. The court’s ruling indicated that PCAOB board members will be removed from office by SEC at will other than for good cause (Jaeger, 2010). However, other programs of PCAOB remain unaffected by the decision of the court.It is important to note that the enactment of the SOX Act is a major development that has ensured integrity in decision-making p rocess essential in protecting the integrity of investors. As a result of maintaining proper books of accounts and ensuring proper internal controls are in place, the SOX Act ensures ethical decisions are made enhancing the integrity and transparency. Ultimately, the impact of the SOX Act is to protect the interest of investors through prevention of accounting frauds.CRIMINAL PENALTIESThe SOX Act provides for various criminal penalties under certain sections. Section 802 of the SOX Act provides criminal penalties for influencing the United States agency investigation, which is also known as proper administration. The criminal penalty punishes any person who knowingly falsifies information or document with the intention of obstructing a particular investigation. An individual can be put in jail if found guilty of this criminal offense for a period not exceeding 20 years. Another criminal penalty under the SOX Act is retaliation against whistleblowers (Jaeger, 2010).This relates to an y person who takes harmful action against another person with the intention to retaliate. A fine or imprisonment for a period not exceeding 10 years can be placed if a person is found guilty for this criminal offense. Section 906 of the SOX Act provides for criminal penalties for CEO or CFO financial statement certification. According to this section, any corporate officer who fails to certify financial reports is liable for a jail term not exceeding 20 years.Reference Jaeger, J. (2010). High Court Ruling Only Tweaks Sarbanes-Oxley Act. Accessed

Competitive Dimensions of Operations and Supply Chain Strategies Assignment

Competitive Dimensions of Operations and Supply Chain Strategies - Assignment Example These factors influence the level of satisfaction between the company and the customers. The characteristics of the supply chain that influence this level of satisfaction also gives directions the strategies to be put in place. They include speed, flexibility and quality. All the structural strategies/approaches to improve the supply chain should be based on increasing the speed of flow of information and products in the market, enhance its flexibility as well as maintain a top-notch quality level. The structure of the supply chain should ensure that the product moves from one end to the other within the shortest period. All through the logistic activities, prompt information flow between departments should be smooth (Chi, 2010)On the flexibility issue, the structural designer of the supply chain should bear in mind and include alternative ‘routes’ to be used in case a problem is encountered along the primary route. For instance, in case of delays in transportation of a product to a customer may be due to mechanical challenges, are there any other alternatives that can be promptly applied? This concept also applies to information sharing. The last factor is the quality, whereby it is achieved through the combined subtotal of speed and flexibility. If an approach in the supply chain is highly flexible and ensures fast movement of products and information, then the whole chain is considered of quality (Sukati, I., Abdul H 2011). The decision on the approaches to monitoring the movement of products and information should be aimed at increasing speed and maintenance of flexibility. This way the management of a supply chain will be facilitating quality and hence meeting customers’ as well as company requirements. Sukati, I., Abdul H (2011). An investigation of the relationship between supply chain management practices and competitive

Educational Assessment of a Public School in U.S Essay

Educational Assessment of a Public School in U.S - Essay Example Jeffco Public School, situated in Colorado, is one of the renowned public school in the United States. It consists of near about 85,000 pupils and is branching over 148 segments altogether. Among these branches, it comprises of 129 neighborhood schools, 9 option schools focusing on special education and 10 charter schools. According to school census (2005-2006), the population of students in school combines 1.1% American Indians, 3.6% Asians, 1.9% Blacks, 17.4% Hispanics and 76.1% Whites. Purpose of EducationA purpose can be defined as the ultimate goal of the process of education. In some instances, the transmission of knowledge has been considered as the primary purpose of education, while the application of knowledge acquired from school setup to the real world is occurred as a result of the processing of knowledge, a phenomenon identified as the function of the education (Oakes, 1986). According to the vision statement ascribed by Jefferson County, the system believes in equality of learning for all students. The ideology of the school is to focus on the areas where students become able to attain their highest potentialities, as reported by the community. Now, as it is quite evident that, the purpose itself is an articulated objective, thus effort needs to be put towards attainment. On the other hand, function is a subjective aspect and assumed to take place without direct intervention. Hence, the design of the purpose needs to facilitate few significant components. – Acquirement of knowledge in the frame of past of present context inclusive of mathematics, science, literature and history Enhancement of decision making policies by means of promoting capabilities for evaluation of information Development of behavioral education focusing on building both psychological and physical health and abilities Promotion of programming into cultural context Enhancement on knowledge of moral exercises and ethical standards pertinent to culture and society Development of self-esteem, self-efficacy, personal development, rational decision-making strategies The Jeffco Public School focuses on the essential ingredients of education and it focuses on the instructional services assuring the standardization of content and educational equity along with norms defining family literacy, corresponding with the body of research supporting the efficacy of family literacy initiatives (Lesar, et al., 1997) and multiracial education by enhancing equality, stability and autonomy with an understanding of cycle of education. Administrator

Leininger's nursing theory research article summaries Paper

Leininger's nursing theory article summaries - Research Paper Example The qualitative research design used focus groups guided by Leininger’s theory of culture care diversity and universality. The setting for the study covered three different regions of a southeastern state in the United States. The participants included fifteen self-identified African American women who had recently breastfed; they were recruited by lactation consultants and by word of mouth. The research study on three focus groups was undertaken with initial guiding questions. New ideas that emerged were thoroughly investigated in the group, and included as a guiding question for the next group. The categories identified from the data included reasons to start and stop breastfeeding, advice about breastfeeding whether useful or not useful, and cultural issues pertaining to breastfeeding distinctive to African Americans. The three main themes identified for all categories were â€Å"perceived lack of information about benefits and management of breastfeeding, difficulties breastfeeding in public, and lack of a supporting system for continued breastfeeding† (Lewallen & Street, 2010, p.667). The authors concluded that women should be taught early in their pregnancies about the benefits of breastfeeding. They should also be provided with continued support and teaching once breastfeeding is established. Further, it was considered The socio-cultural factors that influence care and caregiving vary in different places, with both beneficial and harmful effects on the caregivers. The cultural and social structural factors that impact caregivers of people living with HIV/ AIDs in Addis Ababa, Ethiopia were found to be religious beliefs, economic issues, education, and social stigma and discrimination. Leininger’s culture care diversity and universality theory helps provide caregiving by family in a culturally congruent manner to those requiring nursing assistance (Aga et al, 2009b). A second research study

Ethical and Legal Problems & Employee Benefits Assignment

Ethical and Legal Problems & Employee Benefits - Assignment Example Thus, protocol ethics are closely associated with equity-based recognition. In addition, employees have to make key decisions either as an employee or as a shareholder. Each of these levels requires different reasoning and responsibilities. Ethics related to loyalty towards the company comes into consideration. For instance, an employee may have knowledge of some sensitive information about the company. However, he is not expected to release such information to ordinary shareholders. Equity-based recognition plan also attract a number of legal issues. Worker, who upgrades their status into shareholders of the company, requires a new set of legislation to protect their interests. For instance, legal issues related to bankruptcy of the company are applicable in the recognition plan. Workers need to know their accountability to the company’s liabilities. Leaders should be aware of possible abuse of employee’s that might result from equity-based recognition. In order to prevent any form of abuse, leaders should ensure that company employees understand their responsibilities and rights both as company employees and as a shareholder. In addition, leaders should ensure that legislation and ethics associated with the plan are clearly stipulated in workers contracts. Retirement benefit authority is a scheme managed by the government to provide financial support to the elderly population. Although the government and other social welfare encourage organization to enroll their employees for retirement benefits, most of them do not provide the benefit. Retirement benefit scheme divide industries into two categories. The first category is for industries that provide the service to their employees while the second category consist industries that do not provide the service. There is also a significant inclination of certain

Opus Dei and Vatican Essay Example | Topics and Well Written Essays - 1000 words

Opus Dei and Vatican - Essay Example The organization is officially endorsed by the Roman Catholic Church. It grew rapidly in membership and power. Templar knights, known as the Holy Crusaders, were among the most skilled fighting units of the Crusades. The non-combatant members of the Order managed large economic establishments, introduced new financial techniques that were noted in the literature as formation of banking, and built many fortifications across Europe and the Holy Land. When the Holy Land was lost, King Philip IV of France who was deeply in debt to the Order, pressured Pope Clement V to move against the Order. Pope Clement disbanded the Knights Templar in 1312. In the early 20th century , the Roman Catholic church in Spain was anxious on the growing anti-religious skepticism and a great fear of losing the bourgeoisie evolved. A Spanish priest, Jos Mara Escriv de Balaguer, decided to start a new Catholic movement and founded the Opus Dei or "Work of God" in 1928 to face struggle against perceived enemies including secularism, Republicanism, communism and Freemasonry. Opus Dei was formed as a new Catholic group that combine traditional theology with modern methods of spreading the Word of God (Beckett, 2005). The Opus Dei is primarily a lay movement, 98% of which are lay Catholics with some priest members. It is governed by an apostolic convention headed by a bishop. The lay people are taught to sanctify their daily lives, especially in work. It places great emphasis that God should be a part of daily life. Opus Dei is centrally organized with specific categories and classes for its members. It is very powerful and influential to the Catholi c Church and well-funded and very wealthy. The organization gained power by recruiting agents of influence within the banking, industry, communications and the academic professions. It exerted significant influence on church policy. The movement found favor from Pope John Paul II who elevated the order to the status of "Personal Prelature, "meaning that it is ultimately accountable only to the Pope. This authorizes the organization to go on with their business without being regulated by the bishops. Opus Dei is considered as the elites of the conservative wing of the Vatican, surpassing other Orders such as the Society of Jesus (the Jesuits) in influence. Opus Dei is able to influence the Vatican's agenda through the presence of its members in secular governments and institutions, academic, medical and grassroots sectors of society. From this perspective, Opus Dei is the Roman Catholic is like the Knights Templar in the Middle Ages. It is also the equivalent of militant Christian Re constructionist Protestant groups and other religious dominant groups who claims mandate from God to take dominion of governments, societies, nations and all individuals. Its rapid success brought suspicion/speculation about new Opus Dei takeover of Rome" (Allen, 2001). The Opus Dei is facing a lot of criticisms. Their desire for secrecy, their overreliance on authority like having people read their mail if a full member, and having people tell you what you can read or not read if you are a subordinate, and the heavy-handed recruiting techniques, made the Opus Dei appear like a cult. The press in the United States describe Opus Dei as secretive, powerful, cultlike, dangerous, and mysterious. The Opus Dei claim that their belief is the only way to holiness for a lay person. Another practice of Opus

Employment Policies and Practices Assignment Example | Topics and Well Written Essays - 1500 words

Employment Policies and Practices - Assignment Example Once the applicant clears this initial test, the organization goes into the selection process. This selection process, the organization usually comes into the direct contact with the applicants. The organization works on the resume of the applicants, try to get some background information of the applicants, verify their prior qualification, their past experience etc. After this, usually members of human resource (HR) department, takes the interviews of the applicants of the applicants in which they want to look the aptitude of the applicants, their presentation styles, confidence etc. In most of the organizations, interview is the last process, but in some organization e.g. arm forces, there are physical tests conducted to determine the physical and mental abilities and strengths. Once the applicants pass through of these procedures, they are selected as employees in the organization. One important activity that the organization must perform is to check the applicants past record. This task is not only to check the background information of the applicant, but to check other useful information as well, such as the employee's past report in previous organizations, i.e. is to check weather or not, the employee was fired from the any previous organization on the bases of poor performance, dishonesty or fraud etc. The references of the employees are verified. In most of the government organization, a social security check of the employee is conducted to weather the employee has any criminal record against him or not. If the person is has a clean past record, only then he should be selected. Post Employment Checks: Post employment checks are as important as pre employment checks. These checks include the noticeable change in the lifestyles of the employees, their important financial statements such as income statements, drug usage etc. The organization should make sure that the employees are punctual and giving to their best productivity level. The organization should keep an eye on the activities of the employees, on and off the work. Acquiring help from third party can be useful in these situations and these checks must be perform from time to time. Post employment check is one of the most important part of organization's risk management. If any employee found guilty in any of these checks, the organization must deal the matter seriously and treat the employee according to degree of activity. Monitoring of Employees: Monitoring of subordinates or employees is considered to be as sensitive issue. Monitoring of employees involves ethnicity. It is the right of the managers to supervise their subordinates, but on the other hand, most of the employees complain that they are monitored secretly. There are several ways of monitoring. On of the most common monitoring method is seeing the actions of your employees through surveillance cameras. But this monitoring need constant viewing and is mostly used

Comparative Essay between Machiavelli is The Prince and Erasmuss The Term Paper

Comparative Essay between Machiavelli is The Prince and Erasmuss The Education of a Christian Prince - Term Paper Example During his duties at work, he travelled on missions to various governments France, Germany and Italy. As a result, he acquired a lot of knowledge on government affairs and various state procedures. He also witnessed the callous diplomacies that politician Cesare Borgia used as a tool to seize and control cities. He was against the unprincipled and immoral policies enacted by the rulers in order to ensure control and expand the safety and well-being of his sphere. Consequently, this made him face a lot of opposition from those in power and was tortured, jailed and banished for a whole year. This motivated him to write The Prince. On the other hand, The Education of A Christian Prince was written in 1532.This reminiscence book was meant for Princes and particularly It was a dedication to Prince Charles who later became the Emperor of Habsburg. Erasmus emphasized that teachers should possess unimpeachable morals. He was against enforcement of corporal punishment to the unruly naughty st udents. Through his works he attempted to merge the critics of antiquity with those of the Christian principles during his time. This essay compares and contrasts Machiavelli is The Prince and Erasmus’s The Education of a Christian Prince.... He emphasized that the ruler must be devoted to administration of justice and doing what is right at all times. He was against loss of human life and violence that was as a result of differences between Catholics and the Protestants during the Religious Reformation era. Machiavelli uses Classical Rhetoric styles in his writing which creates a big gap from traditional rhetoric styles. For example, In his introduction which stated that â€Å"I have not embellished or crammed this book with rounded periods or big, impressive words ,or with any blandishment or superfluous decoration of the kind which many are in the habit of using to describe or adorn what they have produced†(Machiavelli 37).He also sourced his information from Cicero’s rhetoric works.In Chapter 18, for instance, His use of a metaphor of a lion and a fox as examples of cunning and force (Machiavelli 56).. It offers a model of an ethical system that not only condones the practice of force and deception but a ppears to regard them as habitual and indeed germane to political activity(Machiavelli 62). Machiavelli was greatly influenced by the classical pre-Christian philosophers. He often referred to Xenophon who was a writer of the classic mirrors of princes, The Education of Cyrus. The experience at work in The Free Republic of Florence, which has created a firm base where his arguments are founded. He recapitulates his transactions with the soldiers and statements during his reign. This supplied sources of characters and the diverse experiences illustrated in The Prince. The missions he went in the line of duty helped in putting across some of the principles in his book. A good example is his very first mission in 1499 to Catherine Sforza, â€Å"my lady of

My Apllication form Assignment Example | Topics and Well Written Essays - 1500 words

My Apllication form - Assignment Example The employees bring the main problem on center stage, and we all find a solution to it. The other problem I faced was internal conflicts often in my organization. There were some employees with conflicting ideas. Furthermore, some employees in FORD felt they were left behind when it came to promotion. Some wanted transfers to big retails of the company. They are very simple issues that require the skills that I leant while in college, to sort them out (Senturia, 2013 pg 1). To solve a problem like this, I would understand deeply the problem. I would define the depth of team dynamics. After defining the depth, I would use my position as an IT expert to research on the possible causes of the problem. There are very broad causes that would come up, but I would specialize on the most likely causes (Darr, 2013 pg 8-22). I would then review each of the results and I plan the necessary recommendations to implement. I would prepare a tally sheet to conduct a survey to establish if my plans worked as planned (Maxwell, 2009 pg 25). There are times when I was part of a team and there was a difference of opinion. I viewed our competitors as lucky because they had no conflicts with their administration. My team lacked the skills of airing their views (Bondigas, 2014 pg 1). They opted for aggressive reactions when their issues did not take consideration. During ICT meetings, I could differ with certain opinions that looked oppressive. They were a situation where the Human Resource manager proposed that interns should work during the holidays. It was to keep the business running in any period. Some employees and I differed with this proposal. Furthermore, my team of IT experts differed on the opinion about installation of messaging software. The software was to assist in reducing time spent while passing information from one office to another. I had to find a quick solution (Kennett, 2011 pg 1). I took an emotional state when

Operating System common on the Internet Essay Example for Free

Operating System common on the Internet Essay This paper discusses the various types of operating systems that are commonly used for the internet. The paper explains the general meaning of the operating systems and then discusses the various types of operating systems which support the internet applications. An operating system is a software component of a computer system that is responsible for the management of various activities of the computer and the sharing of computer resources. Operating Systems provide a base software platform on top of which other programs called application programs can run. Operating systems enable user to interact with the computer systems by acting as an interface between users or the application programs and the computer hardware. The different operating systems available in the market offer a wide choice for the user. However, with the increasing internet usage, the choice of operating system greatly depends on how well the OS supports the activities of the internet based applications. The different operating systems provide different types of browsers to enable internet usage. Linux is the most popular operating system for the internet and is based on UNIX, just like the Mac OS X. Linux offers larger amount of free space and open source software and is more equipped than any of the other counterparts. Comparing the features of the various OS, Hughes states that one of the most important features of the Linux operating system is its set of internet clients and servers including mail, news, FTP, web as well as the proxy clients and servers. Owing to the range of Linux distributions to offer, Linux is easily customizable. The use of compatibility layers such as Wine, makes Linux attuned with the windows programs and hence a good choice for the internet. The system is less prone to viruses and hence more reliable, especially for the internet. The system is freely available and far less expensive. This advanced operating system is most popular and recommended for internet users. BSD operating systems are very similar to Linux operating systems and fully support internet access. Both Linux and BSD come with full functionality for regular dial-up, PPP-based, cable modem, and Ethernet connections. Sun Operating system, which is a part of Sun Microsystems Solaris, is yet another OS commonly used for internet networked applications (Linfo, 2004). Although not so commonly used, BSD and IRIX also considered as good operating systems for the internet applications. Linux is considered to be safer for web hosting servers. It is found to b more reliable, stable and efficient (Internet-Web Hosting). Microsoft Windows has been the most common operating system. The series of operating systems started with MS_DOS, Windows 95, Windows NT, XP and the now popular Windows Vista. Owing to the largest library of programs and applications, and the ease of hardware compatibility that it renders, Windows continues to be one of the commonly opted operating systems. However, considering the performance speed and security issues, Windows might not be the best choice for the internet. Windows operating system is prone to viruses and spy ware because of which it necessitates the installation and maintenance of the internet security software. Apple’s Mac OS X is the second most popular operating system based on UNIX. The OS is relatively simpler and more compatible. It offers many advanced features along with an intuitive interface. Mac OS X supports second largest selection of software and is the most reliable operating system. Unlike the Windows Operating system, Mac OS X is not prone to virus or malware and is a better choice for the internet when compared to Windows for certain cases. However, the limited compatibility with the Apple hardware imposes a constraint on the system being used across the internet. Unlike the Windows, the Mac OS X does not require the frequent expenditure on the internet security software subscriptions and is thus less expensive as compared to the Windows. The choice of Operating Systems for running Internet applications primarily depends on the type of user. While Windows may be the choice of home and leisure users, Linux is generally used by professionals. Windows offers ease of use whereas Linux provides Security and Open source. References Hughes, P. , Operating Systems Comparison. Retrieved on April 14, 2009 from http://netshooter. com/linux/oscomp. html The Most Popular Operating Systems. 2004. Linux Information Project Retrieved on April 14, 2009 from http://www. linfo. org/operating_systems_list. html Internet-Web Hosting. Retreived on April 14, 2009 from http://www. internet-webhosting. com/whichplan. php

Price Elasticity in Air Travel

Price Elasticity in Air Travel Introduction: Elasticity is define as the quality sth has being able to stretch and return to its original size and shape. (Oxford advanced learners dictionary 6th edition). In Physics elasticity is defined as the property of a substance that enables it to change its length, volume, or shape in direct response to a force effecting such a change and to recover its original form upon the removal of the force. (dictionaryreference.com). Suppose that your employer allows you to work extra hours more after your contracted hours for extra pay at the end of the month, the amount of extra money you will earn at the end of the month will depend on how much more extra hours you are able to work. Then how responsive you are to this offer can be seen as elasticity. Therefore I will define elasticity as the measure of degree of responsiveness of any variable to extra stimulus. From my example above elasticity can be calculated as Em = percentage of extra money you earn/percentage of extra hours worked. The concept of elasticity can be used to measure the rate or the exact amount of any change. In economics elasticity is used to measure the magnitude of responsiveness of a variable to a change in its determinants (sloman) such as (demand and supply) of goods and services. For the purpose of this essay am going to be examining the concept of elasticity of demand and supply in the airline industry. Types of Elasticity Price or own price Elasticity of demand Income elasticity of demand Cross elasticity Price or own price elasticity of demand It is the measure of the degree of sensitivity or responsiveness of quantity demanded is to a change in price of a product (Edgar.K. browing). Our assumption often is that all demand curves have negative slopes which means the lower the price the higher the quantity demanded but sometimes the degree of responsiveness vary from product to product. For example a reduction in the price of cigarettes might have only bring about a little increase in quantity demanded whereas a supermarket reduction in the price of washing up liquid will produce a big increase in quantity demanded The law of demand and even Common sense tells us that when prices change, the quantities purchased will change too. However, by how much? Businesses need to have more precise information than this they need to have a clear measure of how the quantity demanded will change as a result of a price change. Price elasticity is calculated as the percentage (or proportional or rate) of change in quantity demanded divided by the percentage (or proportional or rate) of change in its price. Symbolically: Pà Ã¢â‚¬Å¾D=%ΆQ/%à ¢Ã‹â€ Ã¢â‚¬  p Here à Ã¢â‚¬Å¾ denotes elasticity and à ¢Ã‹â€ Ã¢â‚¬   Graphically Elasticity measure in percentage because it allows a clear comparison of changes in qualitatively different things which are measured in two different units (sloman). It is the only sensible way of deciding how big a change in price or quantity, so their calls a unit free measurement. Generally when the prices of good increases the quantity demanded decreases, thus either of the number will be negative which after division will end up in a negative result, due to this fact we always ignore the sign and just concentrate on the absolute value, ignoring the sign to tell us how elastic demand is. The larger the elasticity of demand, the more responsive the quantity demanded is of elasticity. Degrees of elasticity Perfectly elastic Highly elastic Relatively elastic Relatively inelastic Highly inelastic Perfectly inelastic Elastic Demand Elastic demand occurs when quantity demanded changes by bigger percentage than price.(Sloman) Here customer has lot of other alternative. The value is always higher than 1, the change in quantity has a bigger effect on total consumer spending than in price. For example if there is a reduction in the price of a bottle of washing up liquid say from  £1.00 to 50p people will buy more probably to store up, in doing this they will end up spending more on the product than they will do on a normal day. An Inelastic Demand Elasticity in airline industry The airline industry is deeply impacted by the elasticity of demand, externalities, wage inequality, and monetary, fiscal, and federal policies. The elasticity of demand is based purely on current market conditions, thcustomers September 11th tragedy had a negative affect on the entire travel industry. It impacted the fiscal and monetary policies, supply and demand, and it created staffing problems nationwide. The rate of wage inequality is improving due to legislation that has created a pay increase in participating cities across the United States. The airline industry is viewed has being unstable because it is based on current market conditions, and the market is always changing. purpose for travel, and available substitutes. Externalities continue to influence the elasticity of demand. The Elasticity of Demand The airline industry is an extremely unstable industry because it is highly dependant upon current market conditions. Events such as inflation, terrorist attacks, and the price of oil have greatly influenced the demand for airline tickets throughout the years. Competition consistently affects the price of airline tickets because it gives the customer other options. Substitutes that are existence is traveling by train, car, or avoiding travel whenever possible. Customers have resorted to all named substitutes during turbulent times in our economy. The elasticity of demand is greatly affected by the customers purpose for travel. Airline customers typically fly for business or pleasure. With the wave of technology, a large percentage of business travel has been eliminated to conserve spending. Elasticity In the airline industry, price elasticity of demand is separated into two segments of consumers and is considered to be both elastic and inelastic. A good example of how elastic demand is related to the airline industry is in relation to travel for pleasure. Pleasure travellers will be affected by the amount of travel they do based on the demand increase or decrease, affected by prices that lower with high demand or prices that rise with low demand; directly attributed to competition in this market (Gerardi Shapiro, 2007). Inversely, the business traveller would apply to an inelastic demand for this market. This has shown by demand increases or decreases, as well as the price distribution attributed, which has little effect on the buying power of the business person (Gerardi Shapiro, 2007). Furthermore, Voorhees and Coppett (1981) explain that elastic demands exist for the pleasure traveler due to demand increase rising while prices lower and vise versa. The business traveler exper iences an inelastic demand due to the quantity of service demanded and quantity has not decreased as prices have risen. In other words, this travel is seen as a necessary business tool, not affected by price changes in the demand curve. As we have seen, the airline industry is extremely price elastic. Small shifts in prices have dramatic effects on the consumer base. Externalities, such as noise ordinances, can cause negative effects, driving cost upward and threatening loss in demand due to a price sensitive customer base. Since deregulation, competition in the economy have kept prices in the industry low and have caused airlines to force cuts in areas such as wages; contributing to a growing concern of wage inequality. Refrences: Gerardi, K., Shapiro, A. (2007, April). The Effects of Competition on Price Dispersion in the Airline Industry: A Panel Analysis. Working Paper Series (Federal Reserve Bank of Boston), 7(7), 1-46. Retrieved April 30, 2008, from Business Source Complete database. Mankiw, N. G. (2004). Principles of economics (3rd ed.). Chicago, IL: Thomson South-Western. Morrison, S., Watson, T., Winston, C. (1998). Fundamental Flaws of Social Regulation: The Case of Airplane Noise. Retrieved May 8, 2008, from http://www.brookings.edu/~/media/Files/rc/papers/1998/09_airplane_winston/09_airplane_winston.pdf Voorhees, R., Coppett, J. (1981, Summer). New Competition for the Airlines. Transportation Journal, 20(4), 78-85. Retrieved April 30, 2008, from Academic Search Premier database. The airline industry is a private good. Mankiw (2004), states that private goods are excludable and rival goods. One needs to see through the anti-trust laws and regulations that tempt some to call the industry a natural monopoly; airlines still reserve the right to administer price and destination. The airline industry shows that it is an excludable good by having the power to place prices on fares and having the ability to refuse service to any person for whatever the reason. The airline industry also shows that it is a rival good because when someone purchases fare for a seat, it diminishes the ability for another person to get a seat on the plane. Because the airline industry is a private good, in a competitive market place, prices, supply, and demand are very sensitive to new policies or tax incidences placed on them. Associated content.com viewd 18/11/10 WordPress.comThis phenomenal increase in the demand for domestic air travel is not surprising. Airfare is an expensive commodity that few people can afford or are willing to pay for it. Also, a typical consumer may not be able to avail such commodity regularly. It takes time for the consumer to demand for it again. In economics, this scenario is being explained by its ELASTICITY. The concept of elasticity is being referred as the responsiveness of the quantity demanded of a good or service to a change in its price, income, or cross price. This post will provide a better understanding on this matter, specifically the price elasticity. Analysis Below consists of indicators that determines the elasticity of a good/service. Domestic air travel has been employed as a sample commodity. Substitutes. (The more substitutes it has, the higher the elasticity.) Airlines have numerous substitutes such as land or sea transportation. Percentage of Income. (The higher the percentage that the products price is of the consumers income, the higher the elasticity.) Airfares are too expensive relative to household income. Necessity. (Basic goods have lower elasticity.) Airline tickets are luxury goods. Duration. (The longer a price change holds, the higher the elasticity.) Airline fare does not change for a long time. Breadth of Definition. (The broader the definition, the lower the elasticity.) Domestic airline travel has more specific definition than ordinary air transportation. 1. Introduction The purpose of this study is to report on all or most of the economics and business literature dealing with empirically estimated demand functions for air travel and to collect a range of fare elasticity measures for air travel and provide some judgment as to which elasticity values would be more representative of the true values to be found in different markets in Canada. While existing studies may include the leisure business class split, other important market distinctions are often omitted, likely as a result of data availability and quality.[3] One of the principal value added features of this research and what distinguishes it from other surveys, is that we develop a meta-analysis that not only provides measures of dispersion but also recognizes the quality of demand estimates based on a number of selected study characteristics. In particular, we develop a means of scoring features of the studies such as focus on length of haul; business versus leisure; international versus domestic; the inclusion of income and inter-modal effects; the age of the study; data type (time-series versus cross section) and the statistical quality of estimates (adjusted R-squared values). By scoring the studies in this way, policy makers are provided with a sharper focus to aid in judging the relevance of various estimated elasticity values.[4] 2. Elasticity in the Context of Air Travel Demand. Elasticity values in economic analysis provide a units free measure of the sensitivity of one variable to another, given some pre-specified functional relationship. The most commonly utilized elasticity concept is that of own-price elasticity of demand. In economics, consumer choice theory starts with axioms of preferences over goods that translate into utility values. These utility functions define choices that generate demand functions from which price elasticity values can be derived. Own-price elasticity of demand concept airtrav_2e.gif (1,979 bytes) Therefore elasticities are summary measures of peoples preferences reflecting sensitivity to relative price levels and changes in a resource-constrained environment. The ordinary or Marshallian demand function is derived from consumers who are postulated to maximize utility subject to a budget constraint. As a goods price changes, the consumers real income (which can be used to consume all goods in the choice set) changes. In addition the goods price relative to other goods changes. The changes in consumption brought about by these effects following a price change are called income and substitution effects respectively. Thus, elasticity values derived from the ordinary demand function include both income and substitution effects.[5] Own-price elasticity of demand measures the percentage change in the quantity demanded of a good (or service) resulting from a given percentage change in the goods own-price, holding all other independent variables (income, prices of related goods etc.) fixed. The ratio of percentage changes thus allows for comparisons between the price sensitivity of demand for products that might be measured in different units (natural gas and electricity for example). Arc price elasticity of demand calculates the ratio of percentage change in quantity demanded to percentage change in price using two observations on price and quantity demanded. Formally this can be expressed as: Equation(1) where: Equationrepresent the observed change in quantity demanded and price Equationrepresent the average price and quantity demanded. The elasticity is unitless and can be interpreted as an index of demand sensitivity; it is measuring the degree to which a variable of interest will change (passenger traffic in our case) as some policy or strategic variable changes (total fare including any added fees or taxes in our case). In the limit (when Equationare very small) we obtain the point own-price elasticity of demand expressed as: Equation(2) where: Q(P,S) is the demand function P = a vector of all relevant prices p = the goods own-price. q = equals the quantity demanded of the good S = a vector of all relevant shift variables other than prices (real income, demographic characteristics etc.) We expect own-price demand elasticity values to be negative, given the inverse relationship between price and quantity demanded implied by the law of demand, with absolute values less than unity indicating inelastic demand: a less than proportionate response to price changes (relative price insensitivity). Similarly, absolute values exceeding unity indicate elastic or more sensitive demand: a more than proportionate demand response to price changes (relative price sensitivity). The ratio of change in quantity demanded to change in price [equation (1)] highlights that elasticity measures involve linear approximations of the slope of a demand function. However, since elasticity is measuring proportionate change, elasticity values will change along almost all demand functions, including linear demand curves.[6] Estimation of elasticity values is therefore most useful for predicting demand responses in the vicinity of the observed price changes. As a related issue, analysts need to recognize that in markets where price discrimination is possible aggregate data will not allow for accurate predictions of demand responses in the relevant market segments. In air travel, flights by a carrier are essentially joint products consisting of differentiated service bundles that are identified by fare classes. However the yield management systems employed by full-service carriers (FSCs) also create a complex form of inter-temporal price discrimination, in which some fares ( typically economy class) decline and some increase (typically full-fare business class) as the departure date draws closer. This implies that ideally, empirical studies of air travel demand should separate business and leisure travellers or at least be able to include some information on booking times in order to account for this price discrimination, and that price data should be calibrated for inter-temporal price discrimination: for example, the use of full-fare economy class ticket prices as data will overestimate the absolute value of the price elasticity coefficient. Within the set of differentiated service bundles that comprise each (joint product) flight, the relative prices are important in explaining the relative ease of substitution between service classes. Given the nature of inter-temporal price discrimination for flights, the relative price could also change significantly in the time period prior to a departure time. The partial derivative in (2) indicates that elasticity measures price sensitivity independent of all the other variables in the demand function. However when estimating demand systems over time, one can expect that some important shift variables will not be constant. It is important that these shift variables be explicitly recognized and incorporated into the analysis, as they will affect the value of elasticity estimates. This will also be true with some cross-sectional studies or panels.[7] In particular changes in real income and the prices of substitutes or complements will affect demand. In air travel demand estimations, income and prices of other relevant goods should be included in the estimation equation. Alternative transportation modes (road and rail) are important variables for short-haul flights, while income effects should be measured for both short and long-haul. The absence of an income coefficient in empirical demand studies will result in own-price elasticity estima tes that can be biased. With no income coefficient, observed price and quantity pairs will not distinguish between movements along the demand curve and shifts of the demand curve.[8] The slope of a demand function, which affects the own-price elasticity of demand, is generally expected to decrease (become shallower) with: The number of available substitutes; The degree of competition in the market or industry; The ease with which consumers can search and compare prices; The homogeneity of the product; The duration of the time period analyzed.[9] Given the implied relationships above, any empirical demand study should carefully define market boundaries to include all relevant substitutes and complements and to exclude products that might be related through income or other more general variables. In air travel, ideally market segment boundaries should be defined by first separating leisure and business passengers and second long-haul and short-haul flights. The reason is that we expect different behaviour in each of these markets. Within each of these categories, distinctions should then be made between the following: Connecting and origin-destination (O-D) travel; Hub and non-hub airports;[10] Routes with dominant airlines and routes with low-cost carrier competition. In addition, for the North American context, long-haul flights should be further divided into international and domestic travel (within continental North America). These market segment boundaries are illustrated in figure 2.1 below, which also highlights the relative importance of intermodal competition for short-haul travel. While distinctions in price and income sensitivity of demand between business and leisure or long and short-haul travel are more intuitive, other distinctions are perhaps less obvious. If available, data that distinguishes between routes, airlines and airports would provide important estimates of how price sensitivity is related to the number of competing flights and the willingness to pay of passengers utilizing a hub-and-spoke network, relative to those traveling point-to-point, more commonly associated with low cost carriers. To the extent that existing studies assume that each passenger observation represents O-D travel, they will not be capturing fare premiums usually associated with hub-and-spoke networks and full service carriers, nor will they necessarily capture the complete itinerary of travellers utilizing a number of point-to-point flights with a low cost carrier. For example, a passenger who travels from Moncton to Vancouver with Air Canada, and utilizes the hub at Pears on International airport, is being provided with a number of services that includes baggage checked through to the final destination and frequent flyer points as well as a choice in flights and added flight and ground amenities. The fare for Moncton-Vancouver includes a premium for these services. Now consider a passenger that is travelling with WestJet from Moncton to Hamilton, and then with JetsGo from Toronto Pearson Airport to Vancouver. In this case there are no frequent flyer points to be attained and baggage has to be collected and re-checked after a road transfer between Hamilton and Pearson International. Although the origin and destination is the same for these passengers, the itineraries are significantly different. In many cases data used for demand estimates would not able to account for these differences. Route-specific data can also capture competition that may exist between airports and the services they offer as well as airlines. This may be especially true for certain short-haul routes where intermodal competition (road and rail) can play an important role in shaping air travel demand. 3. Measurement Issues Oum et al. (1992) provide a valuable list of pitfalls that occur when demand models are estimated and therefore affect the interpretation of the elasticity estimates from these empirical studies. 1. Price and Service Attributes of Substitutes: Air travel demand can be affected by changes in the prices and service quality of other modes. For short-haul routes (markets) the relative price and service attributes of auto and train would need to be included in any model; particularly for short-haul markets. Failure to include the price and service attributes of substitutes will bias the elasticity. For example, if airfares increase and auto costs are also increasing, the airfare elasticity would be overestimated if auto costs were excluded. 2. Functional Forms: Most studies of air travel demand use a linear or log-linear functional specification. Elasticity estimates can vary widely depending on the functional form. The choice of functional form should be selected on the basis of statistical testing not ease of interpretation. 3. Cross-Section vs. Time-series Information: In the long run demand elasticities for non-durable goods and services are larger in absolute terms, than in the short run. This follows because in the long run there are many more substitution possibilities that can be used to avoid price increases or service quality decreases. In effect there are more opportunities to avoid these changes with substitution possibilities. Data tends to be cross-sectional or time-series although more recently panels have become available. A panel is a combination of cross-section and time-series information on several routes for a multi-year period is a panel. Cross-sectional information is generally regarded as indicating short run elasticities while time-series data is interpreted as long run elasticities. In time-series data the information reflects changes in markets, growth in income, changes in competitive circumstances, for example. Policy changes should rely on long run elasticities since these ar e long run impacts that are being modelled. Short run elasticities become important when considering the competitive position of firms in a highly dynamic and competitive industry. 4. Market Aggregation/Segmentation: As the level of aggregation increases the amount of variation in the elasticity estimates decreases. This occurs because aggregation averages out some of the underlying variation relating to specific contexts. Since air travel market segments may differ significantly in character, competition and dominance of trip purpose, interpreting a reduction in variation through aggregation as a good thing would be erroneous. Such estimates might have relatively low standard deviations but would be also be relatively inaccurate when used to assess the effect of changes in fares in a specific market. 5. Identification Problem: In most cases only demand functions are estimated in attempts to measure the demand elasticity of interest. However, it is well known that the demand function is part of a simultaneous equations system consisting of both supply and demand functions. Therefore, a straightforward estimation of only the demand equation will produce biased and inconsistent estimates. The problem of identification can be illustrated by describing the process by which fares and travel, for example, are determined in the origin-destination market simultaneously. To model this process in its entirety, we must develop a quantitative estimate of both the demand and supply functions in a system. If, in the past, the supply curve has been shifting due to changes in production and cost conditions for example, while the demand curve has remained fixed, the resultant intersection points will trace out the demand function. On the contrary, if the demand curve has shifted due to changes in personal income, while the supply curve has remained the same, the intersection points will trace out the supply curve. The most likely outcome, however, is movement of both curves yielding a pattern of fare, quantity intersection points from which it will be difficult, without further information, to distinguish the demand curve from the supply curve or estimate the parameters of either.[11] Earlier we identified sources of bias that can arise from problems with aggregation, data quality, implicit assumptions of strong separability among others. Almost all demand studies have an implied assumption of strong separability in that they only consider aviation markets in the analysis. Such studies in effect constrain all changes or responses in fares or service to be wholly contained in the aviation component of peoples consumption bundle. The paper by Oum and Gillen (1986) is the one exception where consideration of substitution with other parts of consumption was included in the modelling. It would be difficult to extract a conclusion from this one study as to existence, degree and direction of bias in elasticity estimates when other parts of consumption are and are not included in the modelling. However, having said this, an inspection of the elasticity estimates from this study shows they are not significantly different than other time-series estimates. 3.1 Data Issues Elasticity estimates depend critically on the quality and extent of the data available. Currently, the best data for demand estimation is the DB1A 10 percent ticket sample in the US, but even this data has some problems.[12] The DB1A sample represents 10 percent of all tickets sold with full itinerary identified by the coupons attached to the ticket. However with electronic tickets, as more and more tickets are being sold over the Internet, there is a growing portion of overall travel that may not be captured in the sample. This means that the proportion is not 10 percent but something less.[13] Other important considerations are the amount of travel on frequent flyer points, by crew and airline personnel. In Canada we have poor quality data because it is incomplete, even if it were accessible. Airports collect traffic statistics but these data make it very difficult to distinguish OD and segment data. Airlines report traffic data to Statistics Canada (or are supposed to) but these data do not include fare information or routing. Knowing the itinerary or routing is important because of differences in service quality and hubbing effects. Fare data is also more useful than yield information since it identifies the proportion of people travelling in different fare classes. Yet, in many cases yield information is used as a weighted average fare. There is also the problem that carriers of different size may have different reporting requirements. Some researchers and consultants have been cobbling together data sets for analysis by using the PBX clearing house information. These data are limited and apply only to those airlines that are members of IATA.[14] The current public data available in Canada simply does not permit estimation of any demand models. Besides demand side data it is also important to have supply side information. Elasticity estimates should emerge from a simultaneous equations framework. This data is more accessible through organizations like the OAG[15], which provide information on capacity, airline and aircraft type for each flight in each market.[16] These data measure changes in capacity, flight frequency and timing of flights. One study, which undertook an extensive survey to collect multimodal data,[17] was the High Speed Rail study sponsored jointly by the Federal, Ontario and Quebec governments. This study, which had three different demand modelling efforts, examined the potential for High Speed Rail demand, and subsequent investment, in the Windsor-Quebec corridor. The analysis included intermodal substitution between air, rail, bus and car. The study was undertaken in the early 1980s. However, it is not possible for public access to any of the technical documents that would allow an assessment of the study. Attempts in the past to obtain access to the data have proven fruitless. 3.2 Distinguishing Elasticity Measures As we have stated, price elasticity measures the degree of responsiveness to a change in own or other prices (fares). However, care must be exercised in interpreting the elasticity since they differ according to how they have been estimated. Many empirical studies of air travel demand estimate a log-linear model. In evaluating such studies, it is important to keep in mind that the empirical specification implies a certain consumer preference structure because of the duality between utility functions and demand functions. It is equally important to remember that empirically estimated demand functions should contain some measures of quality and service differences or quality changes over time. Failure to include metrics for frequent flyer programs, flight frequency, destination choice or service levels in estimating an air demand function can lead to downward bias in the price elasticity estimates. Price elasticities can be estimated for aggregate travel demand as well as modal demand. Figure 3.1 illustrates the differences between aggregate and modal elasticities.[18] Our interest is in modal elasticities not the aggregate amo