How to the Methods of Calculating Banks Marketing Budget Essay Example for Free

How to the Methods of Calculating Banks Marketing Budget Essay How to Decide Banks Marketing Budget? Introduction Now a day under taking marketing activities is compulsory and a key to exist in the business environment especially in the financial sector where competition is strong. In Ethiopia there are 16 private commercial banks and three public owned banks. There is strong competition among these banks to take market share and earn profit especially for those banks that enter the market recently. In addition according to the National Bank of Ethiopia Directive, all commercial bank have to reach 500 million paid up capital in the coming four years. In order to achieve this amount of capital these banks must sell new share, persuade their existing share holders to fully pay the subscribed amount and retain the earning instead of paying the dividend. These are achieved by undertaking strong marketing campaign. All the banks have marketing budget and the budget differs based on the size and depth of their capital. However, determining the size of marketing budget is not an easy task. It is big question often asked by marketers and bank executives. In Ethiopia it is common to see Television program and football events sponsored by commercial banks, advertisement of banks products and services in any time on electronics and print media especially money transfer adverts during the holiday season, distributing giveaway materials and entertaining their customers. The marketing budget for a bank generally includes expenditures for five different activities: Advertising Debub Global Bank, MPPE Department Compiled by: Behaylu Wondafrash Promotional activities Sales promotion Marketing research Sales/customer service training and Public relations: How a bank allocates its total marketing budget among various marketing activities depends largely on bank size in terms of capital and branch distribution and advertising cost (production and air time cost). Most the Banks in Ethiopia spends about 80% of their total marketing budgets on advertising. The rest activities took 20 percent of the budget. Most banks are currently using sales promotion activity like commercial bank of Ethiopia which provide awards for who save 1000 birr and above in any branch of it and promotional activities like sponsoring Ethiopian Great Run and donating to children aid. Advertising took about 80 percent of the budget. This due to the fact that time to time increasing cost of advertising rate and production cost. The lion share of the budget is goes to the Ethiopian radio and Television Agency and then to the private FM radio stations especially Fana FM and Sheger FM. Most banks also use print media like reporter and fortune news paper. But how does a bank determine how much it should spend for marketing in general and advertising in particular? There are methods of calculation. Methods of calculation According to author of Marketing Financial Services, there are different ways to calculate a banks marketing budget. Banks use at least four methods to determine what they will spend on marketing in general and on advertising in particular: Debub Global Bank, MPPE Department Compiled by: Behaylu Wondafrash The percentage method, The competitive parity method, The incremental method and The objective-and-task method. 1. Percentage method: the percentage method states banks advertising budget is 1/10th of 1 percent of a banks total assets. This percentage method has several drawbacks or flaws. First, it is based on the banks past performance rather than on objectives for the future. Second, it views assets or deposits as the cause of advertising rather than recognizing that increases in these variables might be, to some extent, the effect of advertising. Third, it discourages aggressive advertising and reduces advertising expenditures in periods of economic slowdown. Research indicates that firms that maintain or increase their advertising during periods of recession do better after the recession. 2. Competitive parity method this method is also known as follows the leader. A bank determines what its competitors are spending on advertising and simply follows their lead. This method is based on the erroneous assumption that the market responds in the same way to the same volume of birr spent by different banks. It fails to take into account the effects of variations in creativity, different uses of media, the timing of campaigns, and a banks image and recognition level in its market area. Furthermore, a banks competitors probably use no more rational a system for determining their advertising expenditures than does the bank that is following their lead. 3. Incremental Method: under this method a bank simply increases its advertising budget by a certain percentage each year. The percentage may take Debub Global Bank, MPPE Department Compiled by: Behaylu Wondafrash into account the rate of inflation or the growth rate of the bank or it may be dictated by a planner or budgeter whose primary objective is to make the bottom line show a targeted return on assets. Whatever the percentage increase, this method does not take in to account the desired objectives of advertising and the most cost effective ways to attain them. 4. Objective-and-task method. Using this method, the bank bases its advertising budget on what it will cost to meet the marketing objectives it had defined. The bank then weighs this cost against the expected net benefit of the new business to ensure that the cost of advertising will not reduce the profit margin on the newly acquired deposits or loans beyond acceptable limits. For example, Let us take Debub Global bank (DGB) and assume that a banks goal is to increase its one-year deposit volume by 100 million birr over its expected normal growth during a promotion period. It calculates that the profit margin on those funds (deposits) will be 6 percent (or 6,000,000 birr). The bank must then decide how much it is willing to invest in advertising in order to generate an extra 6,000,000 birr of income. The selected amount will vary from bank to bank. This method also has its drawbacks. While it works for specific promotions that have immediately measurable results, such as increased deposit or loan volume, it cannot be used to determine the level of advertising necessary to build awareness of the bank and to develop and maintain an image for it. A bank that advertises only when it has a specific promotion to communicate may be out of the media for considerable periods of time. Most marketers agree that some maintenance level of advertising, either product or institutional, is a necessary investment, simply to keep the banks name in front of its publics.

Fall of Communism From Different Perspectives Essay -- History Analysi

When a major event takes place in history it is not surprising that many interpretations of these events will arise. As humans we tend to have different feelings and therefore different interpretations, especially on events that impact our lives and society. The fact that our judgments are different does not entail that either of our interpretations are wrong. Rather, it means that our different judgments can be combined in order to gain a new form of knowledge that envelops various points of view. This is the case with the interpretations of the groundbreaking fall of Communism that took place in eastern European countries in the late 20th century. The book The Magic Lantern is Timothy Garton Ash’s interpretation of the Revolutions of 1989 that took place in Warsaw, Budapest, Berlin and Prague. Bonnie G. Smith offers a similar but distinct contemporary interpretation of the Revolutions of 1989 in her book Europe in the Contemporary World. Lastly, John K. Glenn’s †Å"Competing Challengers and Contested Outcomes to State Breakdown† offers his opinion about the events that led to a democratic Czechoslovakia. In Ash’s account of the fall of communism in Warsaw, Poland he focuses on the behind the scenes propositions and decisions that were pondered by organizations such as Poland’s Solidarity group. Ash had close relationships with the leaders of the Solidarity group. In describing their actions, he calls them his â€Å"friends† on numerous occasions and even describes instances when he spent times with individuals such as Jacek Kuron, who was the co-founder of the Worker’s Defense Committee. Ash reports that he â€Å"†¦had a drink with Jacek Kuron, who passed the time before his results came in by giving a hilarious account on his first trip t... ...at are not influenced by personal beliefs or feelings. Above all the combination of their work allows us to absorb information that envelops all their points of view which makes for a better understanding of the Revolutions of 1989. I dare say that ultimately that was the main goal of Timothy Garton Ash, Bonnie G. Smith and John K.Glenn. Works Cited †¢ Garton, Ash Timothy. The Magic Lantern: the Revolution of '89 Witnessed in Warsaw, Budapest, Berlin, and Prague. New York: Random House, 1990. Print. †¢ Smith, Bonnie G. Europe in the Contemporary World, 1900 to the Present: a Narrative History with Documents. Boston: Bedford / St. Martin's, 2007. Print. †¢ Glenn, John K. "Competing Challengers and Contested Outcomes to State Breakdown: The Velvet Revolution." Social Forces 78.1 (1999): 187-211. JSTOR. Web. 10 Dec. 2010. .

Lieducation in preliterate societies Essay

Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method.

Assisted Suicide and Culture - Free Essay Example

Sample details Pages: 3 Words: 822 Downloads: 4 Date added: 2019/06/12 Category Law Essay Level High school Topics: Assisted Suicide Essay Did you like this example? Assisted Suicide is a topic that a lot of people try to avoid. However, it has been a topic that you see a lot in the news and in newspapers, articles in magazines and on some radio stations. The big debate is whether Assisted Suicide should be legal or banned. Don’t waste time! Our writers will create an original "Assisted Suicide and Culture" essay for you Create order Some people view Assisted Suicide as a gentle and humane way to end someoners life that is suffering from a terminal illness while other people view it as murder. There are several ways to assist someone with assisted suicide but first the person requesting to die must go through a process. The process is extremely hard and it is a long process to get through(Oregon Right to Life, 2018). The person requesting to die must first be diagnosed with an illness that is not going to improve, with a diagnosis of 6 months or less to live. The person then has to make sure that they get a second opinion from a separate physician. If they dont get two doctors to agree then they cannot go through with the process of ending their life through assisted suicide(Oregon Right to Life, 2018). After getting the two doctors to agree that the end is at least 6 months or less for the person to live then the patient has to ask their physician twice for the drugs to end their life. This request must be in written form, not verbally(Oregon Right to Life, 2018). The written request also has to be verified by two other people who then have to sign the request before the doctor will release the medication to the person(Oregon Right to Life, 2018). At no time does the doctor administer the medication, this has to be done by the person requesting the dosage(Oregon Right to Life, 2018). There is one definition that is used interchangeably with Assisted Suicide and that is Euthanasia(Nordqvist, 2017). Although Euthanasia or Mercy Killing is used interchangeably there is a difference between the two. The main difference is that with Assisted Suicide the act of ending oners life is always done by the patient where in Euthanasia or Mercy Killing it might be done by the patient or it could be done by someone else who is assisting them to end their life(Drexel University, 2018). Depending upon the religious beliefs of people, it determines whether or not they believe in Ass isted Suicide. Various religions throughout the world have different beliefs in how they think about Assisted Suicide. Some of those beliefs vary greatly while some share the common belief that Assisted Suicide should be a personal choice and not one decided by someone other than the terminally ill patient. In the Catholic faith they believe that a person should pray and spend time with family and friends and spend time in church if they have an illness that is terminal. They do not believe that ending your life with Assisted Suicide should be done and that it is a sin to end your own life(Donovan, 1997). Judaism believes that not under any circumstances should someone be allowed to take their own life or have someone do it for them(Steinberg, 1988). In the Unitarian Universalism religion believes in the personrs right to choose how they are to die when they are terminally ill. They believe that people in their congregation can choose to end their life if there are no options left for them to choose from(The Right to Die With Dignity, 1988). Mormonism is totally against Assisted Suicide but look upon a life as precious and if death is inevitable then one should not use outside means to prolong their life(Euthanasia and Prolonging Life, 2018). Assemblies of God Churches are totally again st Assisted Suicide and believe that the only one who can decide when someone dies is God himself, no one else has that right to decide when they are to die(Pew Research Center, 2013). The Evangelical Lutheran Church In America believes that a persons life is very valuable and that they should not end their life by using Assisted Suicide, however they also believe that the persons life who is terminal should not be prolonged either(ELCA Message, 1992). The Episcopal Church believes that no one has the right to take a life, under any circumstances but they also like the Evangelical Lutheran Church do not believe in prolonging life if there is no cure in sight(Episcopal Church Resolution, 1991). Hinduism does not necessarily believe in Assisted Suicide but they do believe that if there is no hope for a dying person that there life should be ended, but most do not believe in this point of view in the Hinduism world(Nimbalkar, 2009). Islam believes that every life is sacred and therefore should not be taken by Assisted Suicide(Aramesh, 2007). The Southern Baptist Convention is also against Assisted Suicide and does not believe that a person should end their life due to a terminal illness(Southern Baptist Convention, 2017).

Women s Rights Women Of Color Organize For Reproductive...

Since the dawn of American culture, women have been oppressed. Due to inequalities in the hierarchy of social power, women have been targeted for discrimination. However, women have not sat quietly and let the â€Å"man† dictate their lives. Through movement raised through women of all cultures, change has come to all American women. Racism, homophobia and classism created hardships for the American women who rebled through reproductive justice organizations, anarcho-syndicalism, and embracement of their sexual orientation. These helped efforts created the foundation that we live in today and continues to inspire and mold the environment . Racism, in particular to the African American, can be traced back farther than the days when slavery thrived. After the slaves were freed and the phrase â€Å"All men are created equal† was not applied to the African American race. Women continued to experience this even after their gender counterparts received semi equal rights. Jael Silliman, chronicled this struggle in her novel Undivided Rights: Women of Color Organize for Reproductive Justice†. The book opens up with the quote â€Å"We’re sick and tired of being sick and tired†(Silliman 1). This quote rings true, even to this day African American women continue to use this quote. These words however, were said by Fannie Lou Hamer as she presented at a gathering of over 1500 African American women. This gathering of thousands of African American women spoke about the inequalities African Americans

Child Labor Insight On The Human Rights Violation Today

Isabella Piergiovanni Modern Global Studies Period 4 Ms. Radovic 17 May 2016 Child Labor: Insight on the Human Rights Violation Today Worldwide child labor originated during the Industrial Revolution first in England then the U.S.; many families sent their children to work or else they could not survive because they were poor and many hazardous jobs at the time were considered appropriate for children, even though now many people (but not enough) know better. Everyone had the belief that children should be working and no one was concerned if they didn’t get a formal education, an ideology that has somehow become instilled in the minds of many â€Å"employers† of these children today without any moral question or concern. Now, children are used as cheap and efficient labor capital by governments and corporations around the world and it is a direct human rights violation that could be easily avoided. Currently, 168 - 215 million children internationally are involved in child labor, and 85 million of those children are in hazardous work. Out of all the children currently working, 98 million of them work in agriculture (59%), 54 million work in services, and 12 million work in industries. Both services and industries are counted in the informal sector of the economy, and child labor plays an extremely large part in the economies of impoverished countries where it is extremely hard to break the poverty cycle because of this particular human rights violation. All over the worldShow MoreRelatedChild Labor was a Ghastly Result of the Industrial Revolution1185 Words   |  5 PagesEVOLUTION OF CHILD LABOR Child labor has come to be regarded as a ghastly by-product of the industrial revolution. The cruelty described in much of the historical literature has made the employment of children the industrial revolution’s most despised feature. Poverty is the root cause of child labor. 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Business Valuation and Analysis Qantas Airway

Question: Discuss about the Business Valuation and Analysisfor Qantas Airway. Answer: Introduction: A Qantas airway is the largest airline in Australia by fleet size, international destination and international flights. Performance of the organization has been noteworthy, as it has returned $ 1 billion to shareholders over the past 12 months. Company provides generic products that are dominant in both national and international markets. Qantas was established in year 1920 and demonstration rights and joy riding was initial services provided to passengers. Operations were expanded to provide airmail services and the organization was nationalized in year 1947. At the international and domestic level, the main business of Qantas was passengers transportation. Qantas is in 10th position in total scheduled pattern kilometers flown and based on domestic scheduled passenger carried (Aulich 2014). Analysis of competitive forces of Qantas using Porters 5 forces: Supplier bargaining power- In the airline industry, bargaining power of suppliers is low and the reason is attributable to similar kind of services offered by large number of suppliers. Bargaining power of suppliers are lower due to presence of major airlines. Buyers bargaining power- With the increase in competition of airline industry and customers becoming more price sensitive acts as reducing the yield of Qantas. Threat of substitutes- Threat of substitutes is lower for airline industry such as Qantas as air mode is faster way of travelling compared to other mode. Threat of new entrants- Air transport markets in Australia have been profitable and have attracted many new entrants. Many of the competitors such as Virgin Australia have been competing in the market with Qantas by introducing intense competition through flight that is more frequent and larger capacity of Boeing 737 flights (Anderson 2013). Industry rivals- There have been many rivals of Qantas and there is intense rivalry among the airline industry in Australia. The par rates of Qantas have been redundantly high compared to Virgin Australia. These are low cost airlines as they are adapting to much flatter structure of fares. Revenue performance of Qantas is expected to come under increased pressure in future period due to restrictions in revenue growth (McDowell 2014). Evaluating Competitive Strategy using SWOTAnalysis: Strength- Within the Australian air transport industry, Qantas airways is the largest airways. Brand name of the or0ganization is an integral part of its revenue strategy. The acquisition of Australian operations by Qantas has led to balance between Ansett airlines and Australian airlines. It has been able to strengthen its competitive position by integration of timetable and structure of fare. Qantas captures a significant market share and its growth rate is recorded at 7.3%. One of the traditional strength of Qantas is demonstration of being able to offer integrated international and domestic travel. The revenue strategy adopted by Qantas is to position its product as premium by charging premium price (Nguyen 2015). Weakness-In year 2013, expense concerning staffs made up the expense of seconds largest category and achieving the cost reductions is one of the greatest potential of Qantas. There was staff redundancies faced by the organization, which is one of its weakness as it depicts incapability improve work practices and constraints remuneration. Wage rate of Qantas is not effective compared to its competitors as it exceeds by an unreasonable value. There is issue of existing outdated work practices. Opportunity- After the collapse of Ansett, there was major overhaul in market shares of Qantas. Organization can expand its operation in inland domestic and international routes. It can make use of loyalty bonus and netter online promotions to customers for increasing travels. In the huge price competition, operations of jet star competition have to be increased. During peak time of travels, Qantas is capable of achieving greater revenue yield. Threat- The segments of international and domestic passenger transport are subject to market volatility as it is dependent on world events and economic conditions of country. The competitive position of Qantas has been negatively impacted by increase in the international and domestic transport market. Growth of Qantas has been limited by significant expansion of operation of Virgin Australia and has led to creation of downward pressure on price (E. Dobbs 2014). Due to increased competition, the outlook for number of passengers has become limited. Corporate Strategy of Qantas since 1992: The strategy of Qantas since 1992 was to target low cost market and this was done by launching Jet star Airways, which was its wholly owned subsidiary. A two-brand strategy was run by Qantas where it targets the premium full service markets. The transportation of international and domestic passengers remained the main business of Qantas. Revenue strategy of Qantas is an integral part as it has intended to position itself as premium product while charging premium price. Accounting Policy Identification that are Closely Watched by Auditors in Airline Industry: Accounting policies identified by companies in airline industry are the procedures and basis for preparing their financial statements. Auditors needs to identify whether the financial reporting of company comply with International financial Reporting standards and under the historical cost convention, they are prepared on accrual basis. Accounting policy are applied consistently to all periods Revenue generated from aircraft chartering, other services are recognized in income statement, and the amount reflected is in proportion to fair value of services that is delivered in particular period. Financial statements of the company are prepared on convention of historical cost and this is used for valuation except for financial derivatives instruments that are recorded at fair value (Palepu et al. 2013). Evaluation of Financial Position of Qantas at the End of 2013: There has been a marginal increase in revenue yield of Qantas in year 2013. The total value of liabilities at the end of financial year stood at $ 15289 million. Valuation of total assets stood at $ 21178 million. $ 5889 million represent the value of net assets of company. Total value of equities comprised of $ 5889. Qantas generated total revenue of $ 5.5 million. Total revenue comprised of net freight revenue and net passenger revenue. Net passenger revenue comprise of $ 134 million and some of other revenue stood at $ 125 million. Jetstar while advancing its strategy witnessed a seven percent growth in revenue. Value of expense of Qantas stood at $ 15530 million. $ 106 million further drove up operating cost. Assets, revenue and expenses are recognized net of goods and services tax. Evaluation of Financial Position of Qantas at the End of 2015: The total valuation of assets in the financial year 2015 stood at $ 7015.8 million. Single assets does not represents more than 5% of total value of assets. Equities of Qantas comprised of Global equities, Australian equities and Private equities and the valuation of equities stood at $ 3152.9 million. The total value of revenue stood at $ 15816 million and profit before tax was generated by amount of $ 975 million. Value of total revenue and other income stood at $ 5828 million. Total value of expenditure stood at $ 14768 million at the end of financial year 2015. Total value of assets for financial year 2015 stood at $ 17530 million and liabilities value stood at $ 14083 million. $ 3447 represents net amount of vale of assets. Total value of equity comprised of equities that are attributable to Qantas members and equity in general. Analysis of Similarities and Difference in the Above Findings and Recommendation for Buying or Selling Existing Shares: When comparing the expense of Qantas for both financial years, it can be seen that the total expense reduced in year 2015 and the value fell by amount of $ 762. The value of total assets fell in the financial year 2015 and the amount changed by $ 14162.2 million. Value of liabilities fell in 2015 by amount $ 2016. Qantas witnessed a net increase in total revenue. The underlying profit before tax for the financial year 2015 of Qantas group witnessed an increment to $ 975 million as against $ 646 million in year 2013. Transformation program of Qantas has resulted in increased revenue in the year 2015 and revenue benefits stood at $ 2 million. Amortization and depreciation expense were lower in the financial year 2013 and the value stood at $ 195 million. This was due to non-cash impairment to international fleet of Qantas (Yang and Zhao 2015). It was reported in year 2015 that over the next two financial years, an amount of $ 1.5 billion could be returned to investors. A three percent rise in unit revenue was also reported. Qantas maintains strong balance sheet, announced buying back of $500 million shares and further $ 1 billion in year 2017. During the first half of this fiscal year, Qantas has excelled in its area of business and the company is trading on fully franked dividend of 5.6%. In the recent times, there was a fall in share price and nzit was back to same level and it can be said that shares of Qantas can be a great investment. Therefore, it is recommended to buy shares of Qantas compared to its competitors such Regional express holding limited and Virgin Australia. Conclusion: From the above discussion and analysis, it can concluded that Qantas airlines has performed strongly in both domestic and international segment. However, the organization is facing few threats from its competitors. The group is also witnessing an increase in profit from year to year. Reference: Anderson, P., 2013. The economics of business valuation: towards a value functional approach. Stanford University Press. Aulich, C., 2014. Airport Privatisation in Australia: A Tale of Three Cities. Applied Finance and Accounting, 1(1), pp.1-11. Bourjade, S., Huc, R. and Muller-Vibes, C., 2017. Leasing and profitability: Empirical evidence from the airline industry. Transportation Research Part A: Policy and Practice, 97, pp.30-46. Brooks, R., 2016. A General Option Valuation Approach to Discount for Lack of Marketability. Business Valuation Review, 35(4), pp.135-148. Dobbs, M., 2014. Guidelines for applying Porter's five forces framework: a set of industry analysis templates. Competitiveness Review, 24(1), pp.32-45. Kazlauskien?, V. and Christauskas, ?., 2015. Business valuation model based on the analysis of business value drivers. Engineering Economics, 57(2). McDowell, A., 2014. " What's It Worth?" A Full Business Valuation of a Publicly Traded Company (Doctoral dissertation). Min, H. and Joo, S.J., 2016. A comparative performance analysis of airline strategic alliances using data envelopment analysis. Journal of Air Transport Management, 52, pp.99-110. Nguyen, T.T.T., 2015, June. Porters five forces reconsideration: Model of joint MBA programmes and schools fusion in the industry of Management Education as a counter point of competitive environment model. In LA BIENNALE 2015 COOPERER. Palepu, K.G., Healy, P.M. and Peek, E., 2013. Business analysis and valuation: IFRS edition. Cengage Learning. Sarina, T. and Wright, C.F., 2015. Mutual gains or mutual losses? Organisational fragmentation and employment relations outcomes at Qantas Group. Journal of Industrial Relations, 57(5), pp.686-706. Yang, Z. and Zhao, Z., 2015. Valuation and analysis of contingent convertible securities with jump risk. International Review of Financial Analysis, 41, pp.124-135.