Understanding Delphi Class (and Record) Helpers

A feature of the Delphi language added some years ago (way back in in Delphi 2005) called Class Helpers is designed to let you add new functionality to an existing class (or a record) by introducing new methods to the class (record). Below youll see some more ideas for class helpers learn when to and when not to use class helpers. Class Helper For... In simple words, a class helper is a construct that extends a class by introducing new methods in the helper class. A class helper allows you to extend existing class without actually modifying it or inheriting from it. To extend the VCLs TStrings class you would declare and implement a class helper like the following: type TStringsHelper class helper for TStrings public function Contains(const aString : string) : boolean; end; The above class, called TStringsHelper is a class helper for the TStrings type. Note that TStrings is defined in the Classes.pas, a unit that is by default available in the uses clause for any Delphi forms unit, for example. The function were adding to the TStrings type using our class helper is Contains. The implementation could look like: function TStringsHelper.Contains(const aString: string): boolean; begin result : -1 IndexOf(aString); end; Im certain youve used the above many times in your code - to check if some TStrings descendant, like TStringList, has some string value in its Items collection. Note that, for example, the Items property of a TComboBox or a TListBox is of the TStrings type. Having the TStringsHelper implemented, and a list box on a form (named ListBox1), you can now check if some string is a part of the list box Items property by using: if ListBox1.Items.Contains(some string) then ... Class Helpers Go and NoGo The implementation of class helpers has some positive and some (you might think of) negative impacts to your coding. In general you should avoid extending your own classes - as if you need to add some new functionality to your own custom classes - add the new stuff in the class implementation directly - not using a class helper. Class helpers are therefore more designed to extend a class when you cannot (or do not need to) rely on normal class inheritance and interface implementations. A class helper cannot declare instance data, like new private fields (or properties that would read/write such fields). Adding new class fields is allowed. A class helper can add new methods (function, procedure). Before Delphi XE3 you could only extend classes and records - complex types. From Delphi XE 3 release you can also extend simple types like integer or string or TDateTime, and have construct like: var s : string; begin s : Delphi XE3 helpers; s : s.UpperCase.Reverse; end; Ill write about Delphi XE 3 simple type helper in the near future. Wheres MY Class Helper One limitation to using class helpers that might help you shoot yourself in the foot is the fact that you can define and associate multiple helpers with a single type. However, only zero or one helper applies in any specific location in source code. The helper defined in the nearest scope will apply. Class or record helper scope is determined in the normal Delphi fashion (for example, right to left in the units uses clause). What this means is that you might define two TStringsHelper class helpers in two different units but only one will apply when actually used! If a class helper is not defined in the unit where you use its introduced methods - which in most cases will be so, you do not know what class helper implementation you would actually be using. Two class helpers for TStrings, named differently or residing in different units might have different implementation for the Contains method in the above example. Use Or Not? Yes, but be aware of the possible side effects. Heres another handy extension to the above mentioned TStringsHelper class helper TStringsHelper class helper for TStrings private function GetTheObject(const aString: string): TObject; procedure SetTheObject(const aString: string; const Value: TObject); public property ObjectFor[const aString : string]: TObject read GetTheObject write SetTheObject; end; ... function TStringsHelper.GetTheObject(const aString: string): TObject; var idx : integer; begin result : nil; idx : IndexOf(aString); if idx -1 then result : Objects[idx]; end; procedure TStringsHelper.SetTheObject(const aString: string; const Value: TObject); var idx : integer; begin idx : IndexOf(aString); if idx -1 then Objects[idx] : Value; end; If youve been adding objects to a string list, you can guess when to use the above handy helper property.

Is Online Banking A Good Thing Or Bad Thing - 1524 Words

Is online banking a good thing or a bad thing? Online banking is now a part of almost all the banks in the developed world, and even banks in developing countries, and in tax haven countries, are getting online. They are reacting to market demand, and since demand is so high, it is fair to say that online banking is currently a good thing and that it is probably here to stay unless there is a large security breach that shatters people’s confidence in online banking. Here are the pros and cons of online banking. Pro - It Is A Convenient Way To Check Your Balance Being able to hop online and see your balance is very convenient and is certainly better than having to wait for an email statement or paper statement. It is also better than†¦show more content†¦For example, you may have to dig out online statements and send them over, or may have to scan your ID so you can send it over. There are often far more steps involved when signing up online and opening your account online. Pro - There Is A High Degree of Ubiquity If you have a problem with your account or your money, and even if you abroad, you are able to hop online and deal with it yourself in some cases. This is possible because there are some banks, companies and financial institutions that give you online tools to deal with your own problems. The fact the account is accessible via the Internet means your current location doesn’t have a negative effect (in some cases), and you are subsequently able to access your account and fix things as you wish. Con - Support Is Harder To Get If you sign up in a branch, then you can ask questions in the moment and have the process explained to you. If you apply online, then you may have to call their customer service department to get answers, plus they may ask you questions on the website that you do not know the answer to, which means you have to contact their support team or check their FAQ section. Pro - Transaction Speeds Tend To Be Faster When things happen as a result of your actions online, you are not the one that actually â€Å"Actions† the transaction, but you are the one that sends the instruction. This

How media influences sport Free Essays

string(113) " We have a range of different social media options with in Olympic athletes can use to help promote their image\." Watching replays we Improve our knowledge and understanding. Participation In sports covered by the media Is always higher than for those that are not. This amount of sports coverage can have positive and negative effects. We will write a custom essay sample on How media influences sport or any similar topic only for you Order Now The first ever Olympic games that were televised were the 1936 games, held In Berlin, Germany, were televised by means of closed circuit television to various viewing halls located across the city. Media coverage of sport helps athletics to have the money to pay to have their rights to show the sporting events on the television. Also athletics being hon.. On the television helps the athletes to gain sponsorship, sponsors such as Aids or Lola who sponsor the Olympic gold medalist Jessica Nines would have seen Jess’ potential as an athlete and approached her manager to ask for her sponsorship. Thus giving Jessica money through her sponsors. If there was a ‘face’ of London 2012, Ennui’s is It, and it’s not something she feels particularly comfortable with. She says she felt embarrassed when she went to her local newsagents and saw herself on the cover of a row of glossy magazines. Jess was being promoted by esters, television adverts and anything that the media could put her face on to promote the Olympics. Even In the Olympic village there was no escape for Nines, she was constantly being asked for photos from foreign athletes or to sign things. Jess was constantly in and out of press conferences as everyone wanted to hear what the face of the Olympics had to say. She gave very little away but spoke well, with a nod and a smile at the end of every sentence. Competitors started to see the pressure she was under. To some extent that extra pressure had been created by Team Nines ND the desire to market her. Could she live up to all that love the nation had shown here is what people wondered before the 2012 Games. So why would she do this if its added pressure and almost an embarrassment to see her face everywhere? The career of a athlete Is short lived, to make the most of their career they most make the biggest profile for themselves as possible In the short amount of time. In the Olympics Lola loved her, so used It to sell moisturizer. Jaguar praised her speed and grace and supplied a black five-litter car. Omega took care of her time-keeping needs. Powered, BP and Aviva put their money behind her. Aids gave her a deal said to be the most lucrative of any Team KGB athletics competitor, at IEEE,OHO. So just from the one competition she has managed to gain a awful lot of sponsorship and money. Athletics has a range of deferent events within the sport, each having different rules in which the athletes must abide by. The media give you an idea about these rules because each and every person will witness athletics on the television or read about it in the newspaper. From this people are able to analyses and evaluate the event and main an understanding of the event. For example, a person may pick up the rule the he atheist begins the running events from a gun start. The event that receives the highest amount of media coverage at the Olympics games other then the Olympic opening and closing ceremony, was Susan bolt winning the mom finial. Susan Bolt’s with the Jamaican historic gold in the 200 meters final taking eighth place in the London games top 10. However, Jamaica may have had an amazing time in the Olympics winning May gold medals but now they are in the media for a different reason. Safe Powell, the former mom world record holder, was the biggest name to test positive, but four others, including Bowel’s training partner Sharon Simpson, the Olympic relay gold medalist, also failed tests at the country’s national trials in June. Both Powell and Simpson claim they took supplements that might have been contaminated with the banned stimulant Chlorine. This was a big shock o the world of athletics and changes all opinions of the Jamaican athletics team, making people not look up to them as role models anymore. Another constructive effect the media has on athletics is it helps to improve the articulation levels at grass roots as these people that enter at grass roots will have witness elite athletes in athletics being promoted as role models by the newspapers. This use of a role model is the reason athletics has 1 million new athletes start each year. Once a athlete has started they can only keep working their way up the performance pyramided to be exactly like their role models. Athletics can be a huge inspiration on people’s lives through the media of television. Many people don’t have the chance to watch sport on satellite television as there is normally a subscription e or a form of payment. Terrestrial television can bring athletics to those who have no access to satellite TV for one reason or another. People that won’t normally see athletics, get the chance to watch it and be inspired. Once inspired, anybody may then be encouraged to get involved into athletics and see how much of an amazing sport it really is. But what about when television isn’t an option? There are a variety of other forms of media that promote sport, such as; newspapers, radio, books or the internet. A radio channel radio five live is a commentary and chat show. During the Olympics this radio station covered every inch of the Olympic Games so when you were driving on the way to and from work you never had the chance of missing a single bit of the 2012 games. Another great form of media is the internet, this is starting to get more and more popular over the years as technology advances. We have a range of different social media options with in Olympic athletes can use to help promote their image. You read "How media influences sport" in category "Papers" Jess Nines uses the social media site Twitter this allows the athlete to share a bit more of themselves with friends and fans, while teaching hem to behave responsibly and act as an ambassador and role model that she is. Also, by Jess being on the twitter it will benefit her sponsors; fans that follow their favorite athletes on social media are 55% more likely to purchase a brand if an athlete mentions it on twitter Have you ever watched athletics and seen Lawrence Kooky do a very technical spin before launching a discus? And thought- I’d love to know how to do that? Through the new technology of the media, we have the ability to go back to that moment and watch it over and over again to look at each and every event, before that throw. We can stop and start our television screens on whatever movement we want to see; hence we have our visual guidance from the professional. Therefore, we can take it to the next level and give it ago. This way, the media has managed to make itself its own coaching aid, so we can use it to help us with our athletics. For example, Sky HAD sports allows you to watch your favorite watch over and over again to see those techniques in action. However, it could be argued that media doesn’t always help athletics. To start with, athletics is a popular port but it seems to still in the shadow of other sports such as: football or rugby. Therefore, it does not get as much attention through the media, such as terrestrial television. Also, we have two very negative, yet different, effects that the media has on athletics. The first being- lack of attendance to live events- take the 2012 Olympics for example. The BBC had said that It sold 7 million tickets to people all around the world, but this was only 80% of the total amount of tickets that they wanted to sell. You may be thinking only 80%? Well it comes down to the media! Every single event at he Olympics was shown on terrestrial and satellite TV, therefore many people chose to watch the events from the comfort of their own home rather than purchase tickets and watch the events live from the different venues. This led to a reduced number of tickets sold and people experiencing the atmosphere and witnessing the sports live. What was amazing though was the support for the face of the Olympics Jess Nines because on day 1 as she started the crawl two days competing in seven different events in the heptathlon there was a full crowd at the Olympic stadium who came to support her on the opening day of her events. This Just shows how much of an impact Jess had on the Olympics, for a time unusual to see the stadium full- it was jam-packed! Everyone wanted to see this girl compete. She is something special. The second being often the media can over load us with sport on television. Using the Olympics again as a great example- the month that it was on- everywhere you looked, people would be watching the Olympics, listening to the Olympics, talking about the Olympics and thinking about the Olympics. This could be argued-overload. By the time that it had got to half way through the Olympic period many people could abate that seeing another Olympic event was becoming tedious. The media were trying to use the Olympics to get people into sport, when really it could be seen as forcing people to be interested in sport. The media pushed and pushed that the Olympic Games legacy was it would leave behind for the host city new and upgraded sports facilities and venues. This would create more Jobs, more area for recreational activities and the chance for people to develop into the next athletic star. Carrying on with the media overloading us with sport there were various campaigns set up to peep us involved and interested by the Olympic Games. Nikkei created a television campaign called find your greatness’. They created an ad that showed people from all over the world participating in sports in cities that happened to have London in their name, including London, Ohio, London, Norway, and East London, South Africa. McDonald’s, a huge fast food brand known all around the world decided in America they would promote the Olympics by offering when you purchase items that have under 400 calories, you can win prizes, some as big as 25,000 dollars and a trip to London. The way it works? An American athlete’s name appears on all food items that are less than 400 calories, and if your Olympic athlete wins a gold medal, you win a prize. You may not think of McDonald’s to be the best Olympic sponsor as most of its food isn’t exactly suitable for a training athlete. Nevertheless, McDonald’s best target audience wasn’t necessarily athletes, but they were able to create an Olympics campaign that caters to their customer base nonetheless. Often it can feel that the example, in a previous Olympics, the marathon was run at a time which suited TV impasses, even though it was at the hottest time of day! The organizers had no control over when the event was run because they wanted it to suite them. Finally, the media does have an interest in promoting British athletics and other national governing bodies for sport as they are showing high profile sporting events more and more, whereby people can become encouraged to take part in these sports. However, they must be aware of overloading prime time television slots which could have a negative impact on young sports people of the future Also in this report I want to look t not only the positive and negative effects the media has on sport but ways in which the media can improve our modern sport. The media’s improved Olympics over the years. 0-50 years ago most fans would have to wait until the next days papers came out to find out the scores of the day before games. Or they might have access to the radio. The increase in televising the Olympic Games has brought more fans as they are able to follow their favorite Olympic event more closely. Over the years technology has increased to the point where even if your team is not on the television, you can still et up to the second game details through the internet. The media has been the driving force for certain changes in the game as well. For instance the ability to have the world record line run across the pool on our television as the Olympic swimmers travel through the water, has come from the media complaining the swimming wasn’t exciting enough as we didn’t know what they were fighting for. So now allowing for the possibility of seeing the world record line. The media, by exposing events, teams and athletes more intimately to the public have brought many more fans to the Olympic Games and allowed the Games to drive p the costs of attending a game and in essence that is partly why the facilities are so ridiculously outstanding. The media can account for another reason for outstanding facilities, they have so many commentaries and editorials about every event that the athletes compete in, giving more exposure and their sponsors use this perceived popularity to help them in getting more money. There has been an influence in creating and then helping to correct problems as well. Steroids is a perfect example. In the Olympic 100 meter sprint athletes such as Ben Johnson thought steroids helped create an atmosphere in the game where everyone felt they needed to be improving on their times in each race to gain the approval of the media and the fans. They turned to steroids when natural regimens were not making them enough gains. The media turned a blind eye for a while and then decided to expose the steroid problem in the game. By exposing the problem they basically made it impossible for Ben Johnson not to address the issue. Now there is random testing and ramifications for getting caught. Sports. They promote the Olympic Games and make them more popular without the media the Olympics would not have the popularity they enjoy today. How to cite How media influences sport, Papers

Strategy Recommendation to the Woolworths - Myassignmenthelp.Com

Question: Discuss About the Strategy Recommendation to the Woolworths? Answer: Introduction Woolworths Group has opted to seek opportunities in the international marketing. This is because; the domestic market is becoming saturated and the need to beat fierce competition in the region. India offers the best destination for investors because the Indian government has emphasized on the significance of investing in its domestic market (Indian Brand Equity Foundation, 2017). With globalization taking the centre stage, expanding the business operations into India is no longer optional. Woolworths Group has discovered that by invading the Indian market, it will improve its competitive edge. As explained by Peng, Wang, and Jiang (2008), the new environment will help the organization to improve its organizational culture by incorporating the new values and ideas as practiced in India. Based on the issues at hand, the article provides the strategic recommendation that the company should employ to succeed in the Indian market. Indeed, the direct foreign investment should be the best strategy to enter the market because the Indian market has promoted it. As a tradition in the international business, the investors have to comply with the established government policies, regulations, and rules. The strategic recommendation, therefore, forms the basis of this paper. Background The Woolworths Limited Woolworths Group is a publicly traded Australian company that has established extensive retail interest beyond the Australian market. Since its inception in 1924, this company has dominated the Australian and New Zealander retail industry. Hatch (2016) and NZPA (2007) reported that it is among the largest companies in New Zealand and Australia based on revenues. The company operates in the liquor retail, gaming poker machine operator and hotel retail businesses (Moore, 2006). By 2008, the Woolworths Limited was among the 20th largest retailers globally. The company has incessantly operated supermarkets, pubs, discount department stores, umbrella, and hotels. In 2016, the company had posted $1.235 billion in revenue. The company has recognized that its operations should never compromise the social welfare and the economy. To this effect, it has remained committed to serving the Australian communities responsibly. For instance, the company had donated $31.3 million worth of meals to the needy in form of relief food (Woolworths Group, 2017). Woolworths Group values its people who define its business. For example, it depends on them to operate its distribution centres, stores, and support offices so that it offers consumers exceptional services, prices, and products. To this effect, it is making the environment the best place to work. Despite its strength in the region, the need to expand into the emerging markets has become eminent. This is because; the emerging markets offer new opportunities for the organization. Although opportunities were inevitable in many countries, India provides the best destination for now. The move will see the company maximizing the opportunity available in the Indian ma rket. As reported by Daniels, Radebaugh, Sullivan, and Salwan, 2009), the Indian market offers cheap capital and labour thus becomes beneficial to the firm in increasing its profit. India The rise of India as an economic powerhouse has attracted attention of many foreign investors who are expressing their willingness to unearth the mystery. The intrigue at the centre of the attraction is the availability of consumer market. The demographics of the country are also favourable thus making the global corporations to view this destination as the best market offering the growth of the market (Bennett Joshi, 2014). It is thus evident that India is among the leading country in terms of industrial production. For instance, it boasts of being the country with the fastest growing automobile industry worldwide. This is evident its 35 percent expansion rate as reported in the first quarter of 2010 financial year. The recent findings by Bennett and Joshi (2014) showed that the countrys market growth rate is twice the global average. Indeed, the impulse food industry seems to grow faster in this country than any other country. Many companies are at their pace to expand their distribution networks to cover the retail outlets across India (Dunning, 2012). The Salted Snacks, for instance, is growing at about 30 percent relating to the modern trade format (Bennett Joshi, 2014). Woolworths Group has realized that there is need to benefit from the emerging nation whose economic growth rate is projected at 7.7% in 2017 due to the high rate of private consumption. With the Indian government favouring foreign direct investment, Woolworths Group benefit significantly. The country has also adopted favourable domestic policies that support the growth. Economic Analysis Rising disposable incomes and economic growth In the last five years, India has reported a 7.7 percent of its average annual growth rate (Bennett Joshi, 2014). The economists have projected the growth to be faster than the current state. With the current rapid growth rate, the country is enhancing business and employment opportunities thus improve the disposable incomes. Indisputably, the trickling effect of the economic growth is felt on the ground thus guaranteeing many Indians to improve economically by joining the middle class. Therefore, the middle-class forms the largest market segment in India due to improved incomes and employment rate. It is also believable that the affluent group will increase is size and value. Bennett and Joshi (2014) have reported that MGI predicted that the by 2025, the middle class population will reach 583 million thus form about 41 percent of the Indian population. The middle class, in the Indian context enjoys a disposable income of about Rs 200,000-1,000,000. Currently, 70 million of Indians are within the middle class bracket. Unfortunately, the country continues to struggle with the high poverty indices. By 2025, Bennett and Joshi (2014) projected that the countrys extreme rural poverty will reduce to 26 percent up 61 percent in 2005. By 2025, the affluent class will increase their disposable income by two percent. These indications are positive to any country or investor willing to enter the Indian market. For instance, the Woolworths Group will benefit from the households whose disposable income is high. In fact, it is projected that the national private consumption rate will increase to 20 percent by 2025. Hence, investing in Indian would be the best opportunity for it. Social Analysis Demographics Since 1970s, the Indian government had adopted an improved birth control and medical care services to reduce its birth rates. The government feared the swelling population that would become unsustainable. With improved healthcare services, the majority of the population have managed to live beyond their retirement age. This has affected many countries where the baby boomer population is threatening the future as they stare at the worst shortage of workforce. The working age is also falling slowly thus making it possible to predict the growth in the labour force. Interestingly, the country population is most youthful, with fifty percent proportion. With the increasing productive population, the personal consumption rate has increased. According to Dastoor (2008), an empowered and young population would increase consumer demand and value-conscious demand. The pro-growth demographics continue to expand the Indian consumer market. Woolworths Group stands a greater chance to benefit from the increased consumption rate in the Indian market. Indian consumer The current consumer market in India has attracted investors beyond the borders. Indeed, with globalization, many foreign investors are been drawn to the Indian market. The tectonic shifts experienced in the demand forces have become the attraction point for the investors like Woolworths Group. The market is being reshaped by the improvements experienced in the lower economic strata. Nobody can avoid the rising inspirations related to better life, increasing incomes and urbanization to be driving the consumer market. The modern Indian customers are ready to spend money on convenient and quality brand operating in an organized retail market. Aspiration for a better life Many Indians are still stuck in the lower strata and they can rarely afford quality products. With the growing demand and supply in the market, these economically deprived individuals can now improve their lifestyles because of the increasing penetration of various companies. The intense competition among the companies dealing in consumer goods has exposed the Indian rural thus improving the living standards. The likelihood of pushing the demand is high when both the rural and urban consumers join hands. Political Legal Analysis Political factors In business, the political factors are the defining factors in the market. These factors determine the decision that an organization takes before entering the new market. Czinkota, Ronkainen, Moffett, Marinova, and Marinov (2009) affirmed that political factors have disrupted the business operations. Nevertheless, the ideological factors embraced by the government define the business environment. For instance, the government sets economic policies that any investor must adopt when making any investment decision. Without a doubt, political stability is the best factor that defines the business environment. Such an environment is favourable for investment thus attracts the international companies. Countries facing conflicts and turmoil have found it impossible to attract foreign investors. The situation in India is attractive to the foreign investors because of its political stability aspects. Additionally, the government has taken the initiative to market Indian as the best investment destination in the region. The government believe that such investments expands its economy thus creates employment opportunities. The geopolitical factor has also favoured Indian because it is at peace with nearly every nation. For instance, the relationship between India and Australia is cordial thus gives an opportunity for the investors from both countries to do business. Kolk and Van Tulder (2010) maintained that investors, like Woolworths Group would find it easy to invade the Indian market. The new relationship will ensure the company establishes its business unit in the country without difficulties. Legal factors The Indian government has formulated various legislations and Acts to guide the investors in the market. With these legislations, the government has ensured it reduces any illegal business activities that can jeopardize its economy. For instance, the country embraces the FEMA (Foreign Exchange Management Act) to facilitate the foreign exchange activities (Ramola Bhasin, 2014). It has also adopted the policy on Foreign Direct Investment that has guided the foreign investors entering the country. In 2002, Indian adopted the Competition Act that saw it promote fair business environment where the businesses avoided underhand dealings. It has easily regulated the foreign trade based on its regulations and policies. The country has also established various regulatory agencies to handle the foreign investment issues. Therefore, Woolworths Limited must completely value comply with these provisions. Culture and Ethics Culture Woolworths Group must also consider the culture and ethics as embraced in the Indian market. These two factors have incessantly affected the operations of the foreign investors. According to Wild, Wild, and Han (2014), many Indian customers continue to embrace traditional lifestyle. The Australian retailer must value the Indian tradition and culture as practiced in India (Johnson, Lenartowicz, Apud, 2006). This will guarantee it successful operations because it shall have accommodated the interests of the local customers. As a multi-ethnic country, the foreign investors have found it knotty to meet their expectations. Nonetheless, an organization willing to enter this unique market must consider these unique elements. By launching products based on the market needs, the company will have the potential of succeeding. Ethics Business activities depend on the ethical principles as applied by the companies involved. In fact, in the international business, fair play is guaranteed and respected at all costs. However, each country operates on socio-cultural conditions and responsibilities. To this effect, the investors must analyse these factors before making an entry. Regarding the Indian market, the cultural issues are essential for the investors (Rugman, Collinson, 2009). Woolworths Group must consider these issues before venturing into the Indian market. For instance, the company stands to benefit upon accommodating the tastes and preferences of consumers thus get assured of customer loyalty. Woolworths Group is also known for its corporate responsibilities. It must be ready to replicate this policy in India so that it can gain the required citizenship (Audi, 2009). Competition is also an ethical issue that Woolworths Group must consider when making the decision to invade the Indian market. To this effec t, the organization should avoid engaging in an illegal or underhand dealing to gain unfair advantage in the Indian market. Therefore, the policies the policies that the firm intends to adopt should be based on ethical practices. Foreign Direct Investment Foreign direct investment (FDI) is a critical driver of the Indian economy. In fact, the Indian government view FDI as the primary non-debt financial resource that has boosted its economic growth and development (Rugman Collinson, 2009). Many foreign investors have taken advantage of the countrys tax exemptions, special investment privileges, and cheap labour to invest in India directly. With the huge FDI, the country has managed to achieve technical innovation and employment. The policy regime that the government favours has helped in the creation of a robust business environment through steady flow of foreign capital. Recently, the Indian government introduced new policies that have realized the FDI norms in many sectors of the economy, such as power exchanges, telecom, consumer goods, retailing, and stock exchange among others. Routes The Indian government has recognized two major routes that the investors have used to enter its market. For instance, through the automatic route, the foreign investors can enter the Indian market without seeking the permission of the relevant authorities including Reserve Bank of India (Ramola Bhasin, 2014). The other strategy is the government route, where an investor is compelled to seek the approval of the Indian government before entering the country. According to the Indian Reserve Bank (Ramola Bhasin, 2014), the government had established the Foreign Investment Promotion Board that has the powers to oversee the government route. Government initiatives The government of India has taken positive steps to support the FDI policy. It recognizes the significance of the policy in improving the economy. To this effect, it had opted to amend the policy to increase the inflow. For example, the government increased the upper limit of foreign investment to 49 percent, notably for insurance industry. The Make in India policy also liberalized the economy beyond the reproach (Gupta Bhaskar, 2016). With the Make India Initiative, the country reported an increased flow of FDI by 48 percent (Gupta Bhaskar, 2016). In 2014, the country was in ninth position based on the FDI inflow as reported by Gupta and Bhaskar (2016). By 2015, the country emerged the best destination for the foreign investors (Gupta Bhaskar, 2016). Conclusion Doing business in India offers numerous opportunities for many foreign companies. Without a doubt, many multinational corporations are rushing into India to expand their market share and benefit from the government incentives. Woolworths Group has an opportunity to increase its revenues by expanding into the Indian market. However, the company must understand the context and the customer behaviours in this new environment. Given that India is a multi-ethnic society, conducting proper research and development will be critical. Based on this article, it is important to note that the FDI would be the best bet for the organization. The paper has thus highlighted the most important factors that Woolworths Limited must consider before entering the Indian market. References Audi, R. (2009).Business Ethics and Ethical Business. New York: Oxford University Press. Ball, D., Geringer, M., Minor, M., McNett, J. (2012).International Business. New York: McGraw-Hill Higher Education. Bennett, I. Joshi, S.P. (2014). Indian Consumer Market. Retrieved 17 May 2017, from https://www.australianbusiness.com.au/international-trade/export-markets/india/indian-consumer-market Czinkota, M. R., Ronkainen, I., Moffett, M. H., Marinova, S., Marinov, M. (2009).International Business. New York: Wiley. Daniels, J. D., Radebaugh, L. H., Sullivan, D. P., Salwan, P. (2009).International business. Delhi: Pearson Education India. Dastoor, B. N. (2008). Customer Satisfaction Delight: The Success Mantra of the 21st Century. New Delhi: Excel Books. Dunning, J. H. (2012).International Production and the Multinational Enterprise (RLE International Business). New York, NY: Routledge. Girija, T. (2012). Marketing Strategies for Organized Retailing. HRD Times, 14(12), 17-18. Gopal, R., Pradeep, M. (2010). Retail Management: An Indian Perspective. New Delhi: Excel Books. Gupta, S. Bhaskar, A.U. (2016). Doing Business in India: Cross-Cultural Issues in managing Human Resources. Cross Cultural Strategic Management, 23(1), 184-204 Hatch, P. (2016, Mar 7). Coles Owner Wesfarmers Moves Up to Australias Top Company by Revenue, Beating Woolworths, Rio Tinto and BHP. The Sydney Morning Herald. Retrieved 16 May 2017, from https://www.smh.com.au/business/retail/coles-owner-wesfarmers-moves-up-to-australias-top-company-by-revenue-20160306-gnc449.html Indian Brand Equity Foundation. (2017, April). Foreign Direct Investment. IBEF. Retrieved 18 May 2017, from https://www.ibef.org/economy/foreign-direct-investment.aspx Iqbal. S. (2017). Indian Retail Sector: An Appraisal of Marketing Strategies. International Journal of Applied Research, 3(3), 95-95. Jasmeen, K. (2013). Customers Perception Towards Global Retailers Influencing the Indian Organized Retailing. The Indian Journal of Commerce, 66(3), 41-50. Johnson, J. P., Lenartowicz, T., Apud, S. (2006). Cross-cultural Competence in International Business: Toward a Definition and a Model.Journal of International Business Studies,37(4), 525-543. Kolk, A., Van Tulder, R. (2010). International Business, Corporate Social Responsibility And Sustainable Development.International business review,19(2), 119-125. Mobertz, L. (2014, Nov 19). RD Partnerships: Benefits and Considerations. LinkedIn. Retrieved 18 May 2017, from https://www.linkedin.com/pulse/20141119195459-128708255-r-d-partnerships-benefits-and-considerations Peng, M. W., Wang, D. Y., Jiang, Y. (2008). An institution-Based View of International Business Strategy: A Focus on Emerging Economies.Journal of international business studies,39(5), 920-936. Ramaswamy, V.S., Namkumari, S. (2002). Marketing Management: Planning, Implementation and Control. New Delhi: MacMillan India Limited. Ramola, B.G. Bhasin, R. (2014). Winning in Indias Retail: Factors for Success. PwC. Retrieved 18 May 2017, from https://list2.pwc.fr/assets/files/lettre_retail-and-consumer/pwc_winning_in_india_retail_sector_1.pdf Rugman, A. M., Collinson, S. (2009).International Business. New York: Pearson Education. Wild, J., Wild, K. L., Han, J. C. (2014).International Business. New York: Pearson Education Limited. Woolworths Group. (2017). Woolworths Limited. Retrieved 17 May 2017, from https://www.woolworthsgroup.com.au/ NZPA. (2007, Oct 26). Commission: Red Shed Takeover Would Create a Pure Duopoly. nzherald.co.nz. Retrieved from https://www.nzherald.co.nz/business/news/article.cfm?c_id=3objectid=10472143

Beware of Whom

Beware of Whom Beware of Whom Beware of Whom By Maeve Maddox I just read a mystery by Sue Grafton in which her character Kinsey Millhone mentally corrects a maid who responds to her phone call by asking Who may I say is calling? The Millhone character thinks Whom, sweetheart, Whom shall I say is calling This passage illustrates the fact that even an excellent writer can have trouble with when to use who and when to use whom. In this case, the maid was right and the detective was wrong. If you want to know why, read on. Like most pronouns, who has two forms: a subject form, who, and an object form, whom. To understand the use of pronoun pairs such as who/whom, he/him, she/her, I/me, they/them, and we/us when used with a verb, one must recognize whether the word is being used as the subject of the verb or as its object. Every verb has a subject. The subject is the doer of an action: I sing. We shop in town. Who knows the secret? Some verbs have objects. The object receives the action: The ball hit me. Dont forget us. Whom do you like best? Most of the time we have little trouble recognizing subject and verb because the subject usually comes before the verb and the object comes after it. The difficulty with who/whom arises from the fact that in a question, word order is reversed. We say Where are you going? and not You are going where?, Whom do you like best? and not You do like whom best? Things get really sticky when a sentence contains more than one clause (i.e., more than one set of subject and verb). The maids response is made up of two clauses. That is, it has two verbs: shall say and is calling. The subject of shall say is I. The subject of is calling is who. The clauses can be constructed in various ways: Who is calling, shall I say? Shall I say who is calling? Who shall I say is calling? The irony of Graftons criticism of the maids use of who is that elsewhere in the novel, Millhone doesnt always use whom when it would be appropriate. Conclusion The use of whom as the object form of who is on its way out of the language. More and more educated speakers and writers use who as both subject and object. There doesnt seem to be any reason not to. Who do you want? has become acceptable. Indeed, to the American ear, Whom do you want? sounds excessively proper. Personally, I like to observe the difference between who and whom in my writing, but I rarely do in speaking. Whatever you do, dont use whom as a subject! Ive seen it done, further proof that this particular point of grammar has lost its significance. If you arent sure whether to use who or whom, go with who. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesAt Your Disposal

An Evaluation of Teaching Methodology in Economics for Non-Business Students

An Evaluation of Teaching Methodology in Economics for Non-Business Students Free Online Research Papers THE PROBLEM AND ITS BACKGROUND Introduction This paper describes the development and prospective applications of new strategies on effective and efficient teaching of Economics to non business students. This psychological construct is defined as the extent to which the teacher believes he or she has the capacity to affect student performance. The researcher reviews some techniques that teachers might use to improve their classroom teaching. The techniques are drawn primarily from my research on university teaching and best practices adopted in most schools. Prior teaching experience has extended researcher understanding of this research to a relatively mature level. The proposal presented here is designed for use as a professional educator training and for possible use as a variable in economic education learning models that seek to explain the teaching process. Understanding, then enhancing, the teaching process in economic education poses challenges similar to those in disciplines like mathematics or accounting that researcher believes that it requires abstract thinking and reflective learning. Characteristics of persons on both sides of the classroom, the means and modes of the teaching process and the influence of environmental factors combine to produce performance results. Should this new paper prove valuable in this study, perhaps by way of providing significant explanatory power in economic learning models, teacher-training interventions could gain a new meter to measure their impact. Teaching requirements imposed by the school show how it affects the students’ performance in teaching the non business students and could benefit them. The Problem Is the methodology effective in teaching Economics in drawing appreciation, interest and good performance among non business students in TIP? In the last 8 semesters 80 percent of non business students who are taking up Economics are performing poorly and therefore there is a need to evaluate the current teaching methodology, curriculum, course content and the faculty. Rationale The rationale for this research is for better appreciation and interest for Economics as an essential requirement of the study in Engineering course. General Objective To evaluate the teaching methodology in Economics for non-business students enrolled at the TIP engineering courses. Specific Objectives 1.To describe the current situation of the teaching methodology used. 2.To analyze issues, gaps, problems of the current system 3.To analyze how it affects the students performance, review teaching styles, facilities used, books used, qualification of teachers. 4.To identify the best practice in effective teaching in Economics subjects locally and internationally. 5.To develop a more effective methodology in the teaching of Economics for the students to appreciate. Conceptual Framework Diagram 1. Causes and Effects of Ineffective Teaching The diagram above shows that the ineffective teaching is caused by inadequate instructional material, failure of proper orientation program on the kind of attitude the students should exercise towards the study of Economics, unqualified teachers for the lack of training and seminars, subject not appreciated for lack of creativity and motivations. The effects of these are the unfavorable performances of the students with regards to their initial knowledge in economics. These are insufficient knowledge and understanding of the concepts and principles in economics. Second is an undeveloped skill of identifying the circular flow of economic activity. Third is inability to organize the resources well which also results to less productivity. Fourth is the inability to solve problems specifically determining the concepts of supply and demand. Diagram 2. Causes and Effects of Effective Teaching The paradigm above shows that the effective teaching is caused by adequate instructional material and teaching aides, proper orientation program on the kind of attitude the students should exemplify towards the study of economics, qualified teachers with adequate and useful training and seminars, subject is interesting and appreciated. The effects of these are the favorable performances of the students with regards to their initial knowledge in economics. These positive effects are sufficient knowledge and sound understanding of the concepts and principles in economics. Second is that the students manifest a developed skills equipped of identifying the basic circular flow of economic activity. Third is ability to organize the resources well which will bear more productive results. Fourth is the ability to solve problems specifically determining the concepts of supply and demand and what causes it to decrease and increase considering the non price factors affecting demand and supp ly. Hypothesis (Ho) – Whether the teaching Economics in the Engineering course improve the non business student’s appreciation of Economics or not it will substantially increase understanding and ability to solve Economic problems and issues. (Ha) -An improved teaching methodology of Economics in the Engineering course increases non business student’s appreciation, understanding and the ability to solve economic problems and issues. Definition of Terms Course content- complete course outline or lessons coverage in Economics to be taken in the whole semester. Methodology- method or way of teaching in the class to encourage active participation from the students. Gaps- difference in student performance on teacher’s assessments between high and low performing students Economics-subject enrolled by the students for learning how to organized their resources well into productive use to satisfy their basic needs and wants. Best practice- teaching standard frequently used by most schools and universities here in the Philippines and abroad. TIP- Technological Institute of the Philippines, an academic institution offering tertiary level of education in the field of accounting, management, education and engineering courses. WLAP- Weekly Lesson Activity Plan used by TIP faculty for their lesson plan used to aid the faculty in teaching his students for the lessons he prepared for the whole week. Non business majors- these are students enrolled in engineering courses other than accounting and management courses. Performance towards Economics-It is a disposition of response favorably or unfavorably towards economics subject. In this study, the performance of the students toward Economics is measured which strategy they learned better. Economic problems- this include issues on organizing, distribution, consumption and production of our basic resources. Resources- these are economic resources which include land, labor, capital and entrepreneurship Lecture- also known as traditional method of teaching which is a teacher-oriented and is characterized with less student participation. Scope and Limitation Scope and limitation of the study considers performance for non business major taking up Economics for school year 2008-2009 because of limited time, funds and resources. The researcher will cover 30% of the total population of Engineering students taking up Economics enrolled in top 5 engineering schools. These include TIP-Technological Institute of the Philippines, Letran, Mapua , Don Bosco and RTU-Rizal Technological University. Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Description of Current Situation The TIP is a private, non-sectarian college that specializes in Engineering and Architecture programs. It also offers Business Education, Information Technology Education, Maritime Studies and Teacher Education. (TIP Manual) Beginning in 2006, the Technological Institute of the Philippines economic educators recognized that traditional teaching approaches in undergraduate economics too often failed to achieve the desired knowledge comprehension or subject matter interest. The Technological Institute of the Philippines address those deficiencies by education research, teacher training and materials development at all educational levels. Based on the testimonials shared to me by the faculty of TIP, large number of students from engineering section who took up economics have really low grade. In first semester of school year 2008-2009 alone 86 percent of the total engineering students under Economics subjects have gotten below average grades. The head of Commerce of Business Education which is our Department chair Mr. Angeles De Guzman had confirmed the said observation based on the school records and manifested from the grades of the students. Out of this existing dilemma there is a need to explore a new aspect of a teachers own perceived influence on students- whether control of teaching reinforcement lies within them or in the environment. Theorists labeled this new psychological construct self-efficacy. The idea was that teachers with high self-efficacy believed they could strongly influence student achievement and motivation, while those with low self-efficacy perceived the environment to have the greater influence. TIP faculty research made by Teves 2004, he said in the early management strategist and economist had already been advocating productivity improvement in the business world. It is an irony that up to this time, the academe, whish is supposed to be the molder of the youth who will soon maneuver the wheels of business and the economy of the nation, has remained silent on this issue. The TIP school administration is reviewing the existing business curricula and syllabi to ensure that these answer the current needs of the industry in terms of productivity concepts. In the faculty manual of TIP 2003, it stated that a wise teacher is guided by the effective principles of teaching at all times. Learning task are the main responsibility of the learners/ students while the teacher is entrusted to lead as facilitator of the learning process. To achieve this, the faculty member is required to prepare a weekly lesson/ Activity Plan (WLAP). Every teacher should establish an environment that promotes a high level of learning. A learner feels compelled to pay attention and learn more if he sees the purpose behind and the practical application of the subject and learning activities ahead. The teacher shall enlighten students about the course description and behavioral objectives, content and target dates of completion, methodology course requirements and schedules of submission which are integral to the development process and the school’s mission and vision. Analysis of Issues, Gaps and Problems In an international journal study, according to Bruner, the term scaffolding is used to describe the teacher doing for the student what the student could not currently do for him or herself. For example, the teacher can keep hold of the global aim of an investigation or an attack on a problem while the student attends to details of employing requisite techniques. The term scaffolding goes in and out of favor, but its essence lies in the fading away of the teacher’s structuring so that students come to internalize what the teacher was doing for themselves. When the student takes over what the teacher has been doing, scaffolding can be said to have taken place, and the teacher can attend to more sophisticated awareness which again the student will be scaffold and then faded into doing for themselves. Ralph 1998, in his study said that experienced instructors give careful attention to the reliability of their assessment and grading of students’ learning over time. They seek to eliminate any contextual factors that might bias or distort the objectivity of their judgment. To do this they: provide clear, concise directions and instructions about all course activities; they establish and explain the expectations and assessment standards by which these activities will be evaluated; and they gather data from multiple sources using a variety of methods, media and measurements to provide a more comprehensive, composite, and reliable picture of a students learning progress. Too, effective teachers recognize the reliability of grading is enhance when students are given the opportunity to submit or perform several smaller assignments or tasks than to base the grade on one or two larger tasks. In related study made by Genus 1998, he specifies a number of carriers of know-ledge in Economics to deal with another problem concerning the degree to which there has been a preoccupation with internal organizational processes for stimulating learning, to the neglect of other wider sources of knowledge creation and development within industry sectors, networks or occupational communities. These operate at individual, work group, organizational and inter-organizational levels. Keeping in mind what has been presented on the subject of flexibility and learning Economics. Here, it is now possible to make connections to other treatment of change which further highlight the strategic significance of knowledge or routines and also generate an insight into potential sources of and barriers to their development. Analysis of Students’ Performance In one of the finding study made by Firth 1999, he clarifies actions that identifies the signs of low performance. These actions can be depicted by less socializing, procrastinating, being talkative, less participating, not showing up for class meeting, creating ridicule, refuse to recite, resist to do homework and other negative attitudes that shows legitimate concerns and results to low performance in Economics class. He said, we must learn to handle these manifestations. Change threatens people and they can defend themselves by attacking you. If you sense that you are really being criticized in an unhelpful way rather than receiving interesting feedback, then there are six ways to respond. First is clarifying. An example is â€Å"What exactly in Economics that you do not understand?† Second is confronting. An example is â€Å"I need to let you know how your comments relate to Economics subject..† Third is columboing. An example is â€Å"Tell me again.., did you mean†¦ let me ask you one more question about Economics.† Fourth is confessing. An example is I take full responsibility for my actions. Here’s what I am going to do to help you understand Economics.† Fifth is Confirming. An example is â€Å"I agree with some of what you say about Economics. I also think about these†¦Ã¢â‚¬  Sixth is comforting. An example is â€Å"Good point. How can I help you by putting things right that Economics is†¦Ã¢â‚¬  Hayes 1997, reviews research into performance among students, argued that many groupings measures were unreliable, unnecessarily complex, and measured variables which were actually irrelevant to the process. The lack of appropriate techniques in Economics for measuring performance, according to Dyer, it means that most research into groupings suffered from the weaknesses of the tools which were used to evaluate the group and so was not able to provide an accurate, or even halfway accurate picture of group performance. According to Andal 1991, he kept in mind what the average student would need to know to have a basic understanding of current economic issues. He said, â€Å"we tried to keep the book as user friendly as possible, that is, we wanted to build on knowledge that students could easily grasp.† In a related findings made by Rosas 2004, First chair, Board for Professional Teachers, providing early exposure to the realities of the classroom is essential to the success of the student. The student teaching guarantees exposure to the realities of the classroom as a requirement for graduation. However, it comes rather late and the time for field experience on and off campus is quite limited. Dr. Rosas enumerated the long starting problems with traditional teacher education programs which have been documented. These problems can be made to improve in teaching Economics subjects to Engineering students. These difficulties include inadequate time, fragmentation, uninspired teaching methods, superficial curriculum and traditional views of schooling. He emphasized that teacher education in the Philippines has to reengineer, reinvent and restructure its existing programs to address global realities. In a related study conducted by Sutaria, former Innotech Director, many of the schools at all levels are still stuck in the past. They still cling to the traditional paradigms of teaching as telling, learning as listening, and knowledge as facts. Learners in Economics are asked to remember what they are told or lectured on and how they are taught to perform specific learning tasks and are judged as excellent learners if they did especially well on the recall tasks. Students are treated like sponges that absorb learning tasks and replay them when squeezed. They do not experience the joy of discovery, of constructing new meanings, of identifying and sowing problems, of creating new forms. of learning with a group that is self propelled, and thus are not adequately prepared for life in the more complex world of tomorrow. According to Watson 1994, he quoted Iain Mangham: Organizations are created, sustained and changed through talk. There is nothing good or bad in this world or any other but talking makes it so. Organizations, enterprises of great pitch and moment, are constituted by active, willful individuals talking to each other. It is through words that we teach Economics, appeal, persuade, request, coax, cozen, assign, declare, debate, agree, insult, confer, teach, advise, complain, irritate, anger, correct, socialize, recruit, threaten, promise, praise, ridicule, condemn and dismiss. In a proposed findings made by Baker III 2000, he said that the relationship between the use of plus/minus grading and it’s actual and perceived impact on grades has received considerable attention on all educational levels. The author examined the overall effect of plus/minus grading system on management students and faculty at a mid-sized public university. The effect of the grading system on students was examined mathematically by determining the grade distribution of students under both the old grading system and the new system was examined through responses to a questionnaire. The results of the study showed that both students and faculty in Economics had negative perceptions of the plus/minus system the university adopted when it was introduced and that the new system had virtually no effect on the aggregate GPA of the students. Identification of Best Practices A journal study conducted by Philippine Association of University Women, they cite Dewey, Lewin, and Piaget as the foremost exponents of experiential learning. Everyone Dewey suggested that to learn from experience one â€Å"essentially makes a backward-forward connection between what he does to things and what he learns from these things†. Experience alone is not sufficient for best learning in Economics. It should be analyze to enable a learner to formulate concepts and principles in Economics applicable to new solutions. Based on the findings made by Eggen and Lavechak 2001, they outline useful strategies for teaching Economics. According to them, Economics teachers have three interconnected goals when they utilize the Discussion Model in their classroom. They want student to think about Economics content in a deeper, more analytical, and critical manner. They also want to develop students thinking skills. In addition, they want to help students develop their social interaction skills and thus learning more effectively about Economics. Discussion have definite content focus, and teachers use this strategy to help students develop deeper insights into topics in Economics they have been studying. Research suggest that learning increases when use ideas in meaningful activities. Discussion provide opportunities for students to connect ideas, take positions and defend these position with others. Students’ ability to think Economics issues increases when thinking skills are embedded in content-rich, meaningful activities, Discussions provide opportunities for students to examine and integrate ideas, analyze different perspectives and evaluate alternate solutions. In the same study made by Bean 1996, in his book Engaging Ideas, one of the best ways to coach critical thinking and to promote the kind of productive talk that leads to thoughtful and elaborative writing in Economics is a goal directed use of small groups. Economics teachers who have tried small groups but others prefer to use class time for lecturing, leading whole class discussions, or conducting other activities that involve the whole class rather than autonomous groups. Small groups can be a strategy for Economics teachers to be considered. It is best characterized as a goal oriented use of small groups aimed at giving students supervised practice in disciplinary thinking under the tutelage of the teacher as coach. This method has a consistent rhythm: the teacher presents a disciplinary problem requiring critical thinking; students work together in small groups to seek a consensus solution to the problem; and the teacher coaches students performance by observing their process and critiquing their solutions. A related study on teaching made by Andresen 2000, he said that it requires a spirit of enquiry, critique, reflection and most of all passion. Teaching Economics which is not accompanied by our own enquiry, reflection and passion for a subject matter in which we are wholly engaged becomes merely a technical service for customers and is stripped of its critical and moral purposes. In teaching Economics there is to be an equally intense caring, but it is one which through the personal discipline requisite to making it accessible, intelligible, fascinating and worthy of being loved by students, will serve to demonstrate something significantly beyond a caring for subject matter at such. It demonstrates, a passionate caring for learners as persons and for their growth. Coade 1997, he emphasized that in developing creative people. â€Å"You should train and develop students to have an imaginative approach toward problem solving on their own. Encourage students to search for an operational problem in Economics affecting performance. The aim should be to develop a set of students who can focus on the skills needed to exhibit initiative and implement business ideas in the real setting. Recognition is also one form of a direct opportunity for an individual access to another project which interest the individual or the chance of presenting a set of ideas or new concepts to their class. Recognition is used to build flexibility, which is important at all levels in school specifically in college levels. The recognition system has to recognize the importance of the flexibility required to work among groups and to take on new skills and knowledge. A related journal of innovative higher education made by Mc Daniel 2000, he proposed that innovative models in Economics that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resource s, structures and models. According to Platter 1995, predicts a transformation to new roles in which faculty in Economics first define the product of educational programs in terms of specified standards and competencies at a certified level of quality. Second, assess student learning in light of explicit objectives and learning outcomes in courses and relate them to larger more comprehensive learning goals. Third, mentor students to take the most efficient and meaningful path toward these stated learning goals. In a journal study of faculty development made by Polirstok 2007, she said that faculty members at colleges and universities nationwide are required to develop an academic record that includes numerous publications in peer reviewed journals. The old adage †publish or perish† continues to provide an important lens for viewing faculty qualification for tenure and promotion. Ironically most new faculty in education typically arrive from doctoral programs with little publication experience and often without a research plan for how to develop their dissertations into several publishable manuscripts. â€Å"Despite the pressure to publish, faculty receives little instruction in academic writing. Facilitating the development of writing skills and an understanding of the writing process can improve writing productivity among faculty.† Developing an Effective Methodology A journal study made in Southeast Asia and Pacific, one observes that the world is constantly and rapidly changing. A small country needs to be aware of the emerging trend and act early and decisively. I would like to quote from this report, on the topic of skills development. Our education system should in the longer term be re-oriented in three important ways. First it must be more broad-based and focus on educating â€Å"the whole person.† Second, it must allow for more creativity; and third it must stress the need for continuous training or re-training. I am in full agreement with the above farsighted view. According to Bingham 1990, he introduces what economics is and then he goes with a check list with what the student should be able to know for the whole chapter. An example to this is that the checklist could include, the student should be able to write the formal definition of economics, give two good reasons for studying economics, define descriptive economics, economic theory and policy economics, distinguish between induction and deduction in economic reasoning. He proceeded with chapter outline, with the principles and theories, He also outline important terms to remember. A short fill-in questions is followed. problems and projects are also given for the students to enhance their skills in problem solving. This is really to immerse the students and familiarize themselves with the lesson. In the book of Pagoso 2004, an Introduction is given just like most of the presentation of any other books. What I like most is that he presented first the importance of Economics to instill to the minds of students the relevance and significance of the subject in our times. He said, â€Å" To have a working knowledge of economics is to understand a very important part of human life. We go through life concerned with learning a living, earning money and what money can buy. Thus an understanding of economics is an understanding of life’s principal preoccupation. A working knowledge of economics would make the students and the citizens economically literate. A big part of the new and the contents of the newspapers are concerned with the economics decisions of business and the government. If people make no effort to understand economics issues and do not make intelligent issues and do not make intelligent position about them, they surrender all power to those who claim to understand.† Morgan 2000, said that one powerful influence of technology in our culture is the trend to move away from works and language and towards pictures and symbols. This trend may be dangerous since it has long being recognized that verbal thought is vital in many aspects of high culture within existing civilizations. It is interesting to note that one of the most compelling aspects of the world wide web is its emphasis on non text media, such as visual images and sounds. To many, this raises the concern about whether technology is shaping us into passive consumers rather than active producers. In an inspiring study made by Klumer 2000, he said that it begins to address exactly what people want to know. The UNESCO work plan states to identify elements of unsustainable development that concern them and how to address them. Students specially in Economics need to learn how to reflect critically on their place in the world and to consider what sustainability means to them and their communities. They need to practice envisioning alternative ways of development and living, evaluating alternative visions, learning how to negotiate and justify choices between visions, and making plans for achieving desired ones, and participating in community life to bring such visions into effect. These are the skills and abilities which underlie good citizenship, and make education for sustainability part of and process of building an informed, concerned and active populace. In this way, education for sustainability contributes to education for democracy and peace. Chapter 3 RESEARCH METHODOLOGY Design of the Study This research is basically an evaluative study on the current methodology in teaching Economics for non business students for the school year 2008-2009. An interview on the faculty and engineering students taking up economics in top 5 engineering schools in NCR will be conducted to address the objectives of the study. This research method is designed to describe the nature of a situation, conditions, and practices of teaching Economics in top 5 engineering schools. It is appropriate to employ the survey questionnaire to the present study as it seeks to obtain information about the practices of the current teaching methodology . Sampling Technique A randomized sampling of 50 faculties and 30% of the total population of Engineering students taking up Economics enrolled in the five schools offering engineering courses will be used in the study. Only those students who are enrolled in the school year 2008-2009 will be chosen to participate in the study. They were asked to relate their practices in their respective school on the current teaching methodology used. The researcher will conduct interviews with the sample size mentioned above. The participants of the study all came from the 5 engineering schools specifically in TIP-Technological Institute of the Philippines, Letran, Mapua, Don Bosco and RTU-Rizal Technological University. Research Instrument/ Tool The instrument to be used in this research for data collection is a questionnaire with two major parts. The first part of questionnaire is for the faculty in Economics teaching in the top 5 Engineering schools and the other part is for the Engineering students taking up Economics subjects. The questionnaire parts include Demographic characteristics, current situation of the teaching methodology used, issues, gaps, problems of the current system, students performance, review of teaching styles, facilities used, books used, qualification of teachers. best practices in effective teaching in Economics subjects locally and internationally and the effective methodology in the teaching of Economics for the students to appreciate. Respondents of the Study The researcher will ask 30% of the total population of Engineering students taking up Economics enrolled in 5 engineering schools specifically in TIP-Technological Institute of the Philippines, Letran, Mapua, Don Bosco and RTU-Rizal Technological University. Faculties of these 5 schools mentioned above will also be my respondents and will be asked to answer the questions in the evaluation of current teaching methodology used. Study Site This study will be conducted in TIP QC campus, TIP Manila Campus and the campus of the top engineering schools: Letran, Mapua, Don Bosco and RTU-Rizal Technological University. Statistical Test The kruskal-wallis test of independence is the appropriate tool to be used in deciding the result whether you teach Economics in the Engineering course improve the non business student’s appreciation of the subject or not, will substantially increase understanding and ability to solve Economic problems and issues. Expected Output At the end of the research, a new methodology in teaching Economics non business students would have been proposed and implemented. Questionnaire No.____ Interviewer:___________ Date:________________ AN EVALUATION OF TEACHING METHODOLOGY IN ECONOMICS FOR NON BUSINESS STUDENTS IN TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES Questionnaire for Teachers Direction: Provide a check mark on the space provided that best fits your answer. I. Demographic Characteristics of Respondents Name : (Optional) Age : ___below 21 yrs. ___21-30 yrs. ___31-40 ___41-50 ___51-60 Civil Status: ____Single ____Married ____Separated Educational Attainment: ___Undergraduate ___Masters Degree ___Doctoral Course Major: ____Economics ____Management ____Accounting ____Engineering Employment: ____Regular ____Part-time Income Level: ___ Below P10,000 ___10,000-14,999 ___15,000-19,999 ___Above 20,000 Are you currently teaching? ___Yes ___No If yes what school/university? ___Mapua ___TIP ___Don Bosco ___RTU ___Letran ___Others pls. specify What subjects do you teach? ___ Economics ___Accounting ___Management ___Engineering Subjects ___General Education ___Others pls. specify How long are you teaching Economics? ___Less than 3 years ___ 3-6 yrs. ___7-10 yrs. ___ more than 10 yrs. II. Current Situation Is Economics part of Engineering Curriculum? ___Yes ___No If yes, why? ___prescribed by the school ___ prescribed by the CHED ___Others pls. specify If no, why not? ___minor subject ___electives ___not relevant to the curriculum ___not prescribed by the institution ___Others pls. specify Is Economics subject regularly taught? ___1st yr 1st Semester ___3rd yr 1st Semester ___2nd yr 2nd Semester ___3rd yr 2nd Semester ___2nd yr 1st Semester ___4th yr 1st Semester ___2nd yr 2nd Semester ___4th yr 2nd Semester Is Economics taught effectively? ___Yes ___No If yes, why? ____ Proper methodology used ____Teachers are effective ____Appropriate syllabi used ____Proper references used ___Others pls. specify If no, why not? ___Inappropriate syllabi used ___Teacher not effective ___Improper references used ___Methodology incorrect ___Others pls. specify Is there a method used in teaching this subject? ___Yes ___No If yes, what are these methods? ___Expository ___Exploratory ___Enquiry Based ___Others pls. specify If Expository, does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems If Exploratory, does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems If Enquiry based, does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems If others, please specify________ .Does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems III Students Performance What sort of responses do the students show towards Economics subjects? ___Clearly understand ___Difficulty in understanding ___Others pls. specify Are there any factors that caused poor performance of these students? ___Teacher not effective ___Instructional aides are lacking ___Subject outline is boring ___Books used are not updated ___Facilities are insufficient ___Others pls. specify If the teacher is not effective, what are the proofs? ___Teacher cannot motivate ___Teacher do not give relevant examples ___Teaching style is boring ___Teacher is too traditional ___Others pls. specify If Instructional aides are lacking, what are the proofs? ___There is no weekly lesson activity plan ___There is no seat plan ___There is no class card ___There is no grading sheet ___There is attendance sheet ___Others pls. specify If books used are not updated, what are the proofs? ___Old edition is used ___No worksheet is provided ___No updated case study ___No approved textbook used ___Others pls. specify If facilities are insufficient, what are the proofs? ___Not ventilated rooms ___No air condition rooms ___Not enough working tables ___Not enough light ___No powerpoint projector ___No blackboard/chalk ___No DVD/VCD player ___Others pls. specify If others pls. specify, what are the proofs? ___________ IV. Issues, Gaps and Problems Do the students find difficulty in understanding? ___Yes ___No If yes, why? ___lack of reading, ___ lack of explanation given ___Others pls. specify ___lack of initiative to learn, ___not listening well ___inadequate materials If no, why? ___Students can solve problems ___Students can recite correctly ___Students can write an essay on the subject ___They participate well ___Students can explain the subject ___Others pls. specify What are the problems encounter? ___Students keep on absences ___Students not reciting ___They are not participating ___Students are complaining ___Others pls. specify What teaching methodology can be used to solve these problems? ___Expository ___Exploratory ___Enquiry Based ___Others pls. specify Will those suggested mechanism will improve? ___Yes ___No If yes, why? ___Students increase their interest on the subject ___Students will be motivated to study ___Students have freedom to ask and reason out. ___Others pls. specify V. Best Practices in teaching Economics Are you aware of how they teach Economics in other Engineering Schools? ___Yes ___No If yes, what do you know? _____________________ What have you heard? _____________________ Are you aware of teaching methodology used in other countries? ___Yes ___No If yes, what are the teaching methodologies used? ___Expository ___Exploratory ___Enquiry Based ___Experiential ___Portfolio ___Lecture ___Others pls. specify Have you tried these teaching methodology before? ___Yes ___No If yes? what are these methodologies? ___Expository ___Exploratory ___Enquiry Based ___Experiential ___Portfolio ___Lecture ___Others pls. specify Are these teaching methodologies applied before effective? ___Yes ___No If yes, what are the results: ___motivated students ___new learning ___new experiences ___increase performance ___create interest ___students take initiative ___Others pls. specify If no, why not? ___demotivated students ___students not learning ___decrease performance ___lower interest ___bad experiences ___conflicting behavior ___Others pls. specify VI. Proposed Methodology in the teaching of Economics to non business students. Are there other ways of improving in teaching Economics? _____________________________________________________ Can you suggest concrete examples to a more interactive teaching? _____________________________________________________ Do you think students will like ___more PowerPoint presentation ___more relevant examples ___more case study ___more economics activities ___more economics exercises ___more economics problem solving ___more instructional materials ___more references ___new textbooks ___simplified graphing exercises ___more illustrations ___interactive teaching styles ___Others pls. specify Which do you think is the most effective teaching methodology should be used? ___Expository ___Exploratory ___Enquiry Based ___Experiential ___Portfolio ___Lecture ___Others pls. specify If yes, why do you think in your assessment it is the most effective teaching methodology? ___Students will increase their interest on the subject ___Students will be more motivated in their study ___Students develop their organization skills ___Students will be able to solve economic problems ___Students will gain more knowledge on the subject ___Others pls. specify If no, why not? ___There are other methodology that is not discovered. ___There are other methodology that is not introduced ___ There are other methodology that is yet to study ___Others pls. specify Is there any methodology you want to suggest you think can be effective aside what we mention above?___Yes ___No If yes, what are they? ___constructivist method ___dialectic method ___performance based ___portfolio ___project based ___Others pls. specify If no, why not? ___ No other methodology can be effective ____No other methodology can be used ____All methodologies are mention ____Others pls. specify TIMETABLE (June 2009 – June 2010) ACTIVITY DATE PERSONNEL IN-CHARGE I. Preparatory Phase 1. Organization of Working Group June 1-20 Project Leader 2. Questionnaire Design (including revisions) June 20-30 Project Leader/Statistician 3. Preparation of Field Operation and Processing Manuals and Other Administrative Forms July 1-19 Project Leader/Statistician 4. Printing of Questionnaires and Manuals July 20 – Aug. 16 Project Leader 5. Procurement of Survey Supplies and Materials Aug. 17 – 31 Project Leader 6. Preparation/Evaluation and Finalization of Field Operation Plan and Target Dates for Submission of Survey Forms Sept. 1-15 Project Leader 7. Computer System Design and Program Development Sept. 16-30 Project Leader/Programmer 8. Recruitment of Interviews and Allocation of Survey Materials October 1-15 Project Leader II. Briefing 1. Enumeration October 16-30 Project Leader 2. Manual and Machine Processing November 1-15 Project Leader III. Field Operation Nov. 16-30 Project Leader IV. Data Processing 1.Manual Processing Dec. 01-Dec.. 15 Project Leader/Statistician 2.Machine Processing Dec.16-Dec. 30 Project Leader/Statistician V. Data Evaluation, Tabulation and Final Analysis Jan. 5, 2010-March. 31, 2010 Project Leader/Statistician VI. Finalization and Submission of the Project Proposal April 01, 2010- June 15- 2010 Project Leader BUDGET (June 2009 – June 2010) I. Personnel †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. P230,000.00 1 Project Leader for 5 months @ Php20,000/mo †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 200,000.00 1 Statistician for 4 consultations 2 Php2,000.00/consultation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8,000.00 1 Economist for 4 consultations 2 Php2,000.00/consultation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8,000.00 1Programmer †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4,000.00 Interviewers for 100 questionnaires @ P100/questionnaire †¦.†¦Ã¢â‚¬ ¦. 10,000.00 II. Transportation Expenses †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ P35,000.00 30 Trips to Libraries in Metro Manila †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15,000.00 30 Trips to Selected Engineering Schools in Metro Manila †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10,000.00 30 Trips from residence to TIP campus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10,000.00 III. Supplies and Materials †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. P15,360.00 6 reams bond paper @ Php250/ream .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,500.00 2 boxes Mongol #2 pencil @ 50/box †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100.00 3 pcs. Staedler eraser @ 15/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 45.00 3 pcs. Sharpener @ 10/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30.00 1 pc. Puncher †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 250.00 10 pcs. Plastic folder @ 10/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100.00 10 pcs. Cartolina @ 5/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 50.00 2 pcs. Stapler with staple remover @ 175/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 350.00 6 pcs. Computer Ink (blackcolored) @ 1,500/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9,000.00 5 pcs. Internet Pre-paid card @ 100/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 500.00 10 pcs. Pre-paid card @ 300/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3,000.00 2 pc SIM pack @ 100/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 200.00 5 pcs. Blank CD @ 8/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 40.00 1 bot. paste †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 35.00 1box fastener .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 160.00 IV. MOOE (Maintenance and Other Operating Expenses) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ P40,000.00 Rental of computer facilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5,000.00 Rental of Vehicles †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30,000.00 Gasoline †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5,000.00 V. Sundry †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. P20,000.00 Tokens (to be given to selected respondents) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10,000.00 Entertainment Cost †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10,000.00 GRAND TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ P340,360.00 Literature Cited Andal Jr., Sergio M Cuyegkeng, Jose Mario I. Discovering Economics, Cacho Publishing House Inc. 1991 p 1-2 Andresen, Lee W. Journal of Teaching in Higher Education Taylor and Frances Ltd 2000 Vol. 5 No. 1 2000 p. 24-26 Bean, John C. â€Å"Engaging Ideas: The Professor’s guide to integrate writing, critical thinking and active learning in the classroom(1st Edition) San Francisco Jossey-Bass Publishers 1996 p 183-184 Coade, Neil. Be Creative International Thomson Business Press 1997 p. 87-89 Eggen, Paul D. Lavechak, Donald P. Strategies for Teachers 4th Edition Copyright 2001 by Allyn and Bacon. A Pearson Education Company p 92-93 Dr. Rosas, Nilo L. Philippine Normal University Journal on Teacher Education Vol 1 No. 1 June 2004 Center for Research and Development in Education p.12-15 Faculty Manual TIP –Technological Institute of the Philippines October 2003 p.14-15 Fien, John Maclean, Rupert. Journal of Science Education and Technology. Vo. 9 No. 1 March 2000 Klumer Academic/ Plenum Publishers p.43-44 Firth, David Smart Thing to Know About Change. Capstone Publishing Limited 1999 p. 93-95 Journal of Engineering Education Vol.23 No.1 2 Sept. 93. Association for Engineering Education in Southeast Asia and the Pacific 23-24 Mason, John. International Journal of Mathematical Education in Science and Technology Volume 31 No.1 January –February 2000 Taylor Frances Ltd. p. 98-99 Mc Daniel, Elizabeth A, et al. Innovative Higher Education Vol. 25 No. 2 Winter 2000 Human Sciences Press Inc. p. 143-145 Morgan, Konrad et al. British Journal of Educational Technology Vol.31 No.1 by British Educational Communications and Technology Agency January 2000 p. 76 Pagoso, Cristobal M Benito, Virgilio R. Principles of Economics 2004 Edition Nelson Publication Polirstok, Susan R. Digley, Annette D. Journal of Faculty Development Vol. 21 No. 2 May 2007 by New Forum Press, Inc. p. 109 Ralph, Edwin G. Phd Motivating Teaching in Higher Education: A Manual for Faculty Development. New Forum Press Inc. 1998 p.8-10 Teves, Victor G. Research Journal Vol.1 No.1 Research and Development Office TIP April 2004 p. 7-8 Watson, Tony J. â€Å"In Search of Management† International Thomson Business Press 1994 p. 165-166 Research Papers on An Evaluation of Teaching Methodology in Economics for Non-Business StudentsStandardized TestingInfluences of Socio-Economic Status of Married MalesResearch Process Part OneOpen Architechture a white paperRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalThree Concepts of PsychodynamicThe Project Managment Office SystemCapital PunishmentThe Relationship Between Delinquency and Drug Use

Coursework Essay Example | Topics and Well Written Essays - 3000 words - 1

Coursework - Essay Example With the introduction of retiring age, employers are now refrained from discriminating on the grounds of age, even at the time of recruitment, training, redundancy and other policies that deals with the employer and the employee’s relationship (Harris, et al 56). Harassment There is no specific law, which deals with the issue of harassment at workplace. However, an affected person can knock at the door of competent court of law to get his or her grievances redressed under the criminal law known as "Protection from Harassment Act†. In refined term, harassment in the workplace can be described as "any unwanted attention that causes offence, embarrassment, humiliation, upset". However, if it is based on sex, race or disability, the concerned discriminatory law can be invoked to get protection. Further, in serious cases, some compensation can be had inclusive of damages to hurt someone’s feelings. Offensive remarks, personal comments, jokes based on racism and sex, to uching, vulgar displays, abusive language come under the purview of harassment (Harris, et al 59). In order to make his case strong against discriminatory attitude by the employer and the harassment at work premise, William may adopt the following course a) keep a diary of the incidents that took place b) witnesses of co workers c) confront harassment d) have a word with HR and e) discuss the matter with Union Representative (Harris, et al 61). It is the responsibility of the employer to protect his workers from harassment irrespective of their backgrounds. William has the option to claim compensation by registering his complain with the employment tribunal on the specified form ETI since it is a mandatory requirement. Mentioned form contains a lot of information e.g. name of the complainant, postal address, reasons for complaint, whether the complainant would like to re-instate or to lodge claim for compensation. William has the option to invoke the jurisdiction of competent Tribun al without bothering grievance procedure. By passing the grievance, procedure may lead to reduction up to 25% in any award granted by the Tribunal (Harris, et al 63). At this point of time, the said victim will send a copy of ETI form to be responded on form ET3 within 28 days. If he fails to respond within the specified period of time, there is apprehension that the Tribunal may issue impugn judgment in favour of the complainant. Before filing the complaint with the Tribunal, employee may exercise his or her option of conciliation. If conciliation fails to materialize, the compelling option for remedy is Tribunal (Harris, et al 63-64). The legal process is cumbersome with reference to calling witnesses, cross examine the witnesses by other side, engage a lawyer and to bear legal expenses. Keeping in mind the time consuming legal process, we advise William to confine himself to the process of conciliation. Q. 2. Where should William go to take action on his personal injury claim? Fr om whom should he seek advice and what formal and informal mechanisms might he use to resolve the dispute? To analyse the claim of William with regard to personal injury, we have to have a look on the law of tort and its provisions, which provide relief to the victim of personal injury besides emotional injury. In accordance with English law,  tort falls under the common law

Fiscal policy and government debt Coursework Example | Topics and Well Written Essays - 2250 words

Fiscal policy and government debt - Coursework Example Through empirical tests, guided by the above representations, Romer and Romer (2010) conclude that irrespective of the given legislation, significant changes in an economy’s tax policy brings about a dominant motivation that fits into the following categories making up for increases in government expenditure, addressing an inherited government deficit and spurring long-term growth (799). Further, the findings illustrate that tax changes largely influence output. The baseline specification implies that one percent of GDP will lower real GDP by almost three percent. Additionally, changes in taxation are very much related to future changes, further, investments decline significantly following exogenous tax increases. Lastly, the study concluded that tax increases to reduce an inherited budget deficit do not have the large output costs associated with other exogenous tax increases. The observation, which points to the fact that improved welfare results from tax cuts are largely a position confounded by the New Keynesian multipliers which indicate that a tax cut should increase welfare mainly because it frees up private resources for spending. This thought is only countered by the initial Keynesian multipliers which have since been replaced by the more contemporary thought (Tsoukis, 2010). Therefore, it seems safe to base thoughts of tax policy changes on the view represented in this study. The main argument in this regard is that higher taxation acts as a disincentive to individuals and firms to work and invest.