Feasibility Studies for Bookstore and Coffee Shop

CHAPTER I The Project and Its Background This chapter provides all necessary information on the company’s background and nature of business. This includes the company name, location, nature of the business, historical background, mission, vision and core values statement, company objectives and feasibility criteria. Company Name During ancient times, leaves are used as a writing instrument in the form of â€Å"papyrus† which provides the knowledge and ideas that built the early civilization of mankind. It is an instrument which made people survive and improve their everyday life, and also, to help exist the world today.It became our inspiration in putting up a bookstore, the idea of which is to provide information, knowledge, and ideas that will help in supplementing the complex thinking of every person. The Leaflets Bookstore is then formed because of the said conceptualized idea and inspiration. Just like a leaf that produce food for a tree, Leaflets Bookstore will al so serve as an instrument in educating people and equip them with knowledge that will help them in forming their own idea of life. Location â€Å"A good location is as important as the product†.Strategically located in Northridge Congressional Avenue Quezon City, Metro Manila with the size of 237 square meters. More than adequate parking space. Reasonably priced per square meter. Rental Payments as well as additional payments shall be stated within the leasing terms including registration of utilities and amenities. Nature of the Business Leaflets Bookstore’s goal is to serve our customers with resources with that will enrich their minds and improve their skills. It also aims to provide them with the most efficient way of book shopping.The bookstore will offer a large variety of books including published and second-hand/used books. It shall also offer a â€Å"book bank service† which will provide used books for rent intended mainly for those customers who cannot afford to buy the books for sale and for those who want to â€Å"stop, sit and read†. A mini-cafe will also be established providing snacks and drinks that will make our customers’ reading experience more enjoyable. Historical Background An idea to enrich every mind by gathering and providing reading materials created our will to pursue a bookstore business.We know that by giving such service, this generation will have their minds filled with necessary information and knowledge. A generation with a good readership will create a responsible generation. Also, a bookstore that is filled only by books and other reading materials makes it plain and regular. We taught that by providing other services more people will come and will be encourage to read. With these little ideas, Leaflets Bookstore came to be. Mission, Vision and Core Values Statement Mission:Leaflets Bookstore aims to provide wide variety of books and other reading materials with prices fair enough for the yo uth and middle-class households. Our purpose is to give the best services a bookstore can have with a very relaxing ambience suitable for reading moods complemented by light meals and hot-and-cold drinks through our mini-cafe. Vision: Leaflets Bookstore endeavor to become the most innovative in providing wide variety of books; offering the best place for reading that will give satisfaction to our valued customers. And to be able to extend our services to other parts of the country who are in need of our offerings.Core Values: Quality, integrity and service are the utmost concern of Leaflets bookstore. We aim to provide our customers with books of good quality and give them excellent service. Company Objectives: 1) To gain an identifiable market share by 35% in the first 2 years of operation. 2) To increase the company’s profit margin by 10% per year. 3) To gain the company’s overall return-on-investment before its 10th year of operations. 4) To reach out to class A-B a nd C customers through extensive promotional tools and services. Feasibility Criteria Innovation.All innovation begins with creative ideas. We define innovation as the successful implementation of creative ideas within an organization. In this view, creativity by individuals and teams is a starting point for innovation; the first is necessary but not sufficient condition for the second. Originality. An original work is one not received from others nor one copied based on the work of others. Accessibility. Accessibility is a general term used to describe the degree to which a product (e. g. , device, service, environment) is accessible by as many people as possible.The products that we offer must be accessible to our market at all times Creativity. Creativity is typically used to refer to the act of producing new ideas, approaches or actions, while innovation is the process of both generating and applying such creative ideas in some specific context. CHAPTER II Management Aspect This chapter contains information on the company’s management aspect. It includes the pre-operating period, form of business organization, management control, financing, liabilities of the owner and personnel requirements. A.Pre-operating Period [pic] Figure 1 Gantt Chart B. Form of Business Organization Leaflets bookstore is organized by people who bind themselves through the aid of a written legal agreement to contribute their resources to create a common fund and later divide the profit based on the portion of contribution to the fund. It is advantageous for the businessmen to form a partnership because the unlimited liability of the partners make it attractive from the point of view of the creditors to extend loans beyond the capacity of the partnership to pay.The combined personal liability of the partners also offers a better proprietorship. Since more than one person participates in the business, closer supervision of all its activities will be attained. All partners direc tly involve in the management of the business and each has specific tasks and responsibilities to perform. The partnership will be composed of three (3) partners. It is a general partnership. All three partners are general-industrial partners who will contribute money and property as their capital. C. Management ControlThe firm will establish two major positions that will handle the firm’s operation. A General Manager, who is a major shareholder in the partnership, entitled to establish the company policies and is responsible for supervising the company’s direction and growth; and the Operations Manager, who is also a general partner, entitled to supervise all of the company’s existing systems and is responsible for executing the general manager’s policies and instructions in line with the company’s direction. To facilitate all financial records of the business an accountant will be hired.Our day to day cash and credit transactions will be taken ca re of by the cashiers. Sales Representatives will be hired to assist our valued customers. The organizational structure systems and design id formulated by the firm to allocate system operations and responsibility to every designated part of the organization. Making it possible to maintain the company’s organizational unity in its working capabilities. D. Financing The business will have an initial capital of P30,000,000. This excludes the personal assets of the partners which will later be used in case of insolvency.The capital will cover the financing from the pre-operating period up to the start of the normal operation. This includes the acquisition of the book supplies, furniture and fixtures, cash registers, utensils etc. This also covers the rental fees, advertising and promotional fees, operational expenses and other miscellaneous expenses. Table 1 Capital Contributions |Elmer Rico C. Jimenez |P 10,000,000 | |Daryl L.Deita |P 10,000,000 | |Rafael B. Nepomuceno |P 10,0 00,000 | | | | |TOTAL |P30,000,000 |E. Business Relations Leaflets will maintain good mutual affairs with its suppliers—Book City, a used book supplier, Rex Publishing, Goodwill Bookstore, CLC Philippines and Anvil Publishing which will provide us with various types of published books that we will sell and Convenient Distribution Incorporated, Del Monte Philippines and Nestle Philippines for our food products. We will also keep a cordial relationship with our customers especially to those who provide us with used books through buy-and-sell transactions.F. Business Secret Bookstores are very common nowadays and as a newbie in the market, Leaflets has to have an edge among its competitors. We offer a book bank service in which the customers can rent some of our books. We put value to our customers. We keep our prices as affordable as possible and we make sure that our products are available all the time. G. Liabilities of the Owner Each partner contributed to the capital in order to sustain the needs of the partnership.In case the possibility of loss or if bankruptcy occurs, the partners are obliged to either contribute their own personal assets in order to comply with the demand of the creditor, accept a new partner or dissolve the business. H. Legal Requirements Before the start of the business operation, legal requirements are to be sought. Listed below are the following requirements and the respective agencies where they can be acquired: Table 2 Legal Requirements AGENCY |REQUIREMENT | |Securities and Exchange Commission (SEC) |Business Name Registration, Articles of Partnership | |Department of Trade and Industry (DTI) |Registration for Partnership | |Quezon City Hall |Business Permit | |Bureau of Internal Revenue (BIR) |BIR Registration number, Tax payer Identification | | |Number(TIN),Registration of book invoice and OR, VAT Certificate | | |number | |Social Security System (SSS) |Certificate of Membership; SSS Employer ID number | |PhilHeal th |PhilHealth Insurance Form | I. Organizational Chart Figure 2 Organizational Structure of Leaflets Bookstore J. Personnel Table 3 Personnel Requirements: POSITION |DUTIES |QUALIFICATIONS |SALARIES & FRINGE BENEFITS | |Accountant |Responsible for the preparation |20-35 years old, male or female |P15,000 | |(1) |of the financial statements and |CPA or a BS Accountancy graduate |SSS, PhilHealth, Pag-ibig | | |other business transactions. |with at least two years if | | | |Supervises and coordinates |experience and has a pleasing | | | |activities relative to the |personality. | | |maintenance of complete, | | | | |accurate and up to date | | | | |accounting records of | | | | |transaction, control and | | | | |handling of funds, preparation | | | | |of required reports and costing | | | | |of products. | | | |Cashier |Responsible for all the daily |18-25 years old |P15,000 | |(2) |payment transactions and cash Preferably female, |SSS,PhilHealth, | | |register operation |College leve l or a graduate of |Pag-ibig | | | |any course with good | | | | |communication skills, highly | | | | |trainable and has a pleasing | | | | |personality. | |Sales Representatives |In-charge with the assortment |18-23 years old |P9,000 | |(3) |and monitoring of books, |At least college level, highly |SSS, PhilHealth, | | |clearing the area and assisting |trainable, with pleasing |Pag-ibig | | |the customers with their needs. |personality and hardworking. | | Hiring Policies: The recruitment process will include the following activities: 1. Print ads to inform that employees are needed to by the newly established bookstore. 2.Screening, interview and examination will be conducted upon submission of application forms. Employment Procedures: 1. Qualified applicanres:eas clease training areas cleas all the timeinaryn the customers with their needs. an instrument in educts will be notified within the day during the application process and scheduling of training. 2. Physical and medical e xamination, NBI clearance, SSS number and 2Ãâ€"2 pictures should be submitted within one week. 3. Newly hired employees shall undergo an orientation. 4. A contract is to be signed by the employees upon fulfillment of the conditions. Training Procedures: 1. Trainees are required to wear proper uniform during training. 2.One week training period will be given to the trainees. 3. They are given a one-hour break during trainings. 4. They are expected to arrive 30 minutes before their shifts. 5. Trainees caught doing unlawful activities such as smoking and sleeping is subject to immediate disciplinary action. 6. Trainees are expected to keep the training areas clean all the time. Rules and Regulations: 1. All employees are expected to wear complete uniforms and observe proper hygiene. 2. Employees are expected to arrive an hour before their respective time of duty. 3. Visitors are not allowed during working hours. 4. Employees must consult the supervisor in charge in case of customer co mplaints. 5.Cellular phones/ Telephone calls are strictly prohibited during working hours except in case of emergency. 6. All employees covered by this agreement shall strictly observe and adhere to faithfully comply with the company rules and regulations. 7. No covered employees shall be discharged, suspended or otherwise subjected to disciplinary action without being informed of the act or violation. Working Days and Hours of Work: 1. The established regular days of operation shall be seven (7) days a week from 9am to 9pm equal to twelve (12) hours a day (a total of eighty-four (84) hours a week). 2. The company shall prescribe its regular or official work day, working time, work shift and rest day of employees. 3.The regular or official work day, working time, work shift and rest day of any employee may be changed or modified by the company from time to time upon notification to the employees concerned depending on their circumstances or when the operation of the company requires . Leave of Absence with Pay: 1. Vacation leave 2. Sick leave Maternity leave 3. Paternity leave 4. Educational leave Overtime Pay: Employees who, due to the necessities of the operations, may be required by the company to render the necessary overtime work during the regular work days, rest days, and legal holidays, especially during the store sessions such as school openings, Christmas, etc shall be entitled to the payment of overtime pay in accordance with the law.For the purpose of the overtime pay, the legal holidays shall include the ff: 1. New Year’s Day 2. Araw ng Kagitingan 3. Labor Day 4. Independence Day 5. National Heroes Day 6. All Souls’ Day 7. Bonifacio Day 8. Christmas Day Non-working holidays: 1. Holy Wednesday 2. Maundy Thursday 3. Good Friday 4. Black Saturday 5. December 31 (New Year’s Eve) 6. All Saints’ Day 7. December 24 (Christmas Eve) Bonuses: 1. 13th Month Pay The company shall give 13th month pay to employees who have completed a t least 1 year of continuous and satisfactory service with amount equivalent to his/her monthly basic pay and shall be given on the 15th of December. CHAPTER IIIMARKETING ASPECT This chapter contains information on the company’s marketing aspect. It includes the supply and demand data, prices and the marketing programs to be used to promote the business. A. Demand YC = a + bx a = ? y / n b = ? xy / ? x2 x = years as measured from the middle year(s) n = number of past years covered Y (Demand) = Total population x % Primary target market x % tryers x % users x frequency of purchase A survey was conducted for the purpose of identifying the potential market share of Leaflets bookstore. It is composed of 250 respondents, mostly students and young professionals belonging to the class A-B and C of the market.It also aims to know the readership of the market, the bookstores where consumers usually buy, the number of potential customers interested in a bookstore with a mini-cafe; the consumer preferences in terms of the type of book that they buy, the budget spent for books by the consumers and their income level. [pic] Figure 3 Pie Chart Graph of the Readership of the Market [pic] Figure 4 Pie Chart Graph of the Bookstores where consumers usually buy [pic]Figure 5 Percentage Distribution of potential customers interested in a bookstore with a mini-cafe’ [pic]Figure 6 Percentage Distributions of Consumer Preferences [pic]Figure 7 Percentage Distribution of the Income Level of the Market [pic]Figure 8 Percentage Distribution of the budget spent on books by the consumers [pic]Figure 9 Percentage Distribution of the Sex of the potential consumers [pic]Figure 10 Percentage Distribution of Age Level of the Potential Consumers | | | †¢ Ninety-four percent (94%) of Filipino adults can read (Simple words at least). †¢ Ninety-percent (90%) of Filipino adults have read books, while 68% have read non-school books. †¢ Twenty-two percent (22%) of Fili pino adults read nonschool books at least weekly, while another 22% read nonschool books only a few times a year. †¢ Ninety-one percent (91%) of those who read non-schoolbooks do so to get information or gain additional knowledge, while 9% do so for enjoyment of amusement. Seventeen percent (17%) of Filipino adults, in the past year, read only one non-schoolbook, while 14% read at least ten non-school books. †¢ Filipino adults from ages 18-24 read more non-school books, with five books as average, compared to older ones, in the past year. †¢ Fifteen percent (15%) of Filipino adults bought at least one non-schoolbook for personal reading in the past year. †¢ Forty-two percent (42%) of Filipino adults do not know if a public library exists in their locale. †¢ Seventy-six percent (76%) of those who read non-school books do not borrow from libraries. †¢ Only 4% of Filipinos have home libraries. †¢ Fifty-eight percent (58%) of those who bought non-schoo l books for personal reading spent at most P 200 in the past year. Fifty-seven percent (57%) of Filipino adults prefer to read non-school books in Tagalog, 30% prefer English, and 13% prefer Cebuano. †¢ Romance/love stories (26%) and the Bible (38%) are the most popular non-school books read by Filipino adults. The National Book Development Board commissioned the Social Weather Stations to conduct a survey on the reading attitudes and preferences of Filipinos. This is the most comprehensive study on book readership in the country. The survey was conducted from March 10 to 25, 2003 with 1,200 respondents composed of 300 voting-age adults from every study area: National Capital Region, Balance Luzon (areas within Luzon but outside NCR), Visayas, and Mindanao.The sample size has an error margin of +/-3% for the entire Philippines and +/-6% for every study area. Of the total respondents, 63. 6% are from rural areas, while 36. 4% from urban. Of the total respondents, 7. 7% belong to classes ABC, 67. 4% class D, and 24. 8% class E. Significant Findings of the Book Readership Survey Readership of the 7 -17 years old age group Nationwide, 60% of the households surveyed have family members aged 7-17. Of these households, 35% have at least one member of the 7-17 age group who reads non-schoolbooks. Of the total family members aged 7-17, only 26% read non-schoolbooks, but most of those who read non-schoolbooks read at least weekly.Readership of non-schoolbooks among members aged 7-17 tends to be higher among females, classes ABC, those with a library at home, and those whose household heads have high education. The most popular non-schoolbooks read by the 7-17 age group are the Bible (22%) and romance novelettes (22%). Readership of Filipino Adults The good news is 94% of Filipino adults can read (simple words at least). 90% have read books at least some time in their lives. 68% have read nonschoolbooks. For those who read, 91% read to gain knowledge while 9% read f or enjoyment. Accessibility of Bookstores and Libraries The survey reveals that many of the respondents (42%) are not aware if a library exists in their locale. 0% say that bookstores are not within walking distance from their residence, and 18% do not know if there is a bookstore in their locale. Data gathered from the National Library show that there are only 511 municipal libraries out of 1,496 municipalities, and 49 provincial libraries out of 80 provinces. Adult readership of non-schoolbooks tends to be higher among: †¢ those with high levels of education, †¢ those who attended private rather than public schools, †¢ those from upper socio-economic levels, †¢ those with higher personal monthly income, †¢ those from urban rather than rural areas, †¢ those younger in age, †¢ those who are not married, †¢ those who have libraries in their homes and offices, those living nearer to bookstores and public libraries, and †¢ those whose social networks (kith and kin) also like to read. While Filipino adults generally recognize the value of reading books, many (43%) can let a whole year pass without reading a single non-schoolbook. On the other hand, 15% read 2-3 non-school books, and 14% read at least 10 non-school books. Books are read more for gaining knowledge and information, and thus perhaps book reading is considered something to do when the need arises. Watching TV, movies and videotapes, listening to the radio, and going to malls seem much more fun to do. Perhaps parents, educators, publishers, and advertisers ought to do more to portray book reading as fun to do too.Filipino adults generally find books to be good gifts, and although considered costly, a book is not regarded as a luxury item but a necessity. The survey shows that readership of non-schoolbooks is higher among Filipino adults from the upper socio-economic classes who have reached high levels of education and attended private schools, are younger, e ither single or without a partner, and live in the urban areas. Moreover those who live near libraries and bookstores read more often. The Bible (38%) and romance novels (26%) are the most commonly read books by adult readers. The highest percentages of Bible-readers are from Mindanao (51%), class E (43%), females (42%), and 45 and above years old (49%).The highest percentages of romance novel readers are from Balance Luzon (27%) and Visayas (27%), class E (28%), females (37%) and 18-24 years old (46%). After the Bible and romance novels, females like to read about cooking (11%), while males read about politics (10%). Manner of Acquiring Non-Schoolbooks Allowing for multiple answers, the following are the means through which Filipino adults who read non-schoolbooks acquire them: borrowing from other people (52%), receiving books as gifts (40%), borrowing from libraries (24%), renting (18%), and buying (15%). Majority of respondents from all study areas and all socio-economic classes do not borrow from libraries. Buying Non-SchoolbooksThe percentage of those who bought non-schoolbooks for personal reading in the past year increases with social class, educational attainment, and personal monthly income. 58% of Filipino adults who bought non-schoolbooks in the past year spent only a maximum of P200. 16% spent more than P1,000. Among classes ABC, 38% spent more than P 1,000. B. Supply Supply of Book retailers within Metro Manila = 1,399 C. Prices Table 4 List of Books from Rex Publishing Co. |ITEM |AUTHOR | |COPYRIGHT |PRICE |WITH 20% MARK UP | |DESCRIPTION | |QTY. | | | |Rex Publishing Co. | | | | | | |ACCOUNTING | | | | | | |Tax Accounting Digest |Co, Untian Jr, |10 |2008 |420. 00 |504. 60 | |Basic Accounting Concepts and |Garcia, et al |10 |2006 |250. 00 | | |Procedures | | | | |300. 0 | |Bookkeeping Manual for |Galanza, R. M |10 |2006 |151. 00 | | |Merchandising Companies | | | | |180. 20 | |Accounting Principles and | | | | | | |Procedures |Galanza, et al | | 2003 |272. 00 | | |Sole Proprietorship Vol. 2 | |10 | | |326. 0 | |Merchandising | | | | | | |Accounting Principles and | | | | | | |Procedures |Galanza, R. M | |2003 |254. 00 | | |Sole Proprietorship Vol. 1 | |10 | | |304. 80 | |Servicing | | | | | | |Partnership and Corporation |Carillo, J. L | |1997 |207. 00 | | |Accounting | |10 | | |248. 0 | | | | | | | | |BUSINESS LETTER WRITING | | | | | | |Business Finance |R. Medina |10 |2007 |250. 00 |300. 00 | |Business Finance (Philippine |Dela Cruz | |2005 |350. 00 | | |Environment) | |10 | | |420. 00 | |Merger and Acquisition of |Nasution E. | |2005 |344. 0 | | |Philippine Banks | |10 | | |412. 00 | |Business Ethics |Padilla, R. A |10 |2004 |200. 00 |240. 00 | |Integrated Business and |Abulencia, E. | |2001 |223. 00 | | |Technical Communication | |10 | | |267. 60 | |Business Correspondence |Baraceros, E. L |10 |2000 |188. 00 |225. 0 | |CHEMISTRY | | | | | | |Inorganic Chemistry |Miessler, et al |10 |2008 |988. 00 |1185. 60 | | | |10 | | | | |COMPUTER | | | | | | |Application Software |Reyes, F. D |10 |2007 |247. 00 |261. 60 | |Application Software |Reyes, F. D |10 |2006 |218. 00 |282. 0 | |Secret of Designing for |Mangilit |10 |2005 |235. 00 |417. 60 | |Websites | | | | | | | | | | | | | |EDUCATION | | | | | | |Student Teaching Work text |Atienza, et al |10 |2007 |285. 00 |342. 0 | | | |10 | | | | |Principles of Teaching 1 |Acero, et al |10 |2007 |180. 00 |216. 00 | |Introduction to Special |Inciong, T. |10 |2007 |335. 00 |402. 00 | |Education | | | | | | |Foundations of Education |Recto, A. |10 |2005 |164. 00 | | |Vol. 2 | | | | |196. 80 | |Foundations of Education |Recto, A. | |2005 |296. 0 | | |Vol. 1 | |10 | | |355. 20 | |Strategic Planning of Education|Miclat, E. F |10 |2005 |378. 00 |453. 60 | |Foundations of Education |Calderon, J. F |10 |1998 |416. 00 |499. 20 | |Principles an Strategies of |Acero, et al | |2000 |278. 00 | | |Teaching | |10 | | |333. 0 | | | | | | | | |ENGLISH | | | | | | |English for Edu cational |Francisco, S. |10 |2006 |255. 00 | | |Purposes | | | | |306. 00 | |Communication Skills I: |Baraceros, E. L | |2005 |273. 00 | | |Improving Study and Thinking | |10 | | |327. 0 | |Skills in English | | | | | | |Enhancing Basic Research and |Lacia, et al |10 |2004 |164. 00 | | |Writing Skills | | | | |196. 80 | |Fundamentals of English Grammar|Cruz, et al |10 |2001 |456. 00 |547. 20 | |Communication Skills 2 |Baraceros, E. L |10 |2000 |157. 00 |188. 0 | | | | | | | | |ENGINEERING | | | | | | |Engineering, Contracts, |Mendoza, G. | |1998 |385. 00 | | |Specifications and Ethics | |10 | | |462. 00 | |Strength of Materials |Mejia, et al |10 |1998 |169. 00 |202. 0 | | | | | | | | |FILIPINO | | | | | | |Komunikasyon sa Akademikong |R. Dinglasan |10 |2007 |273. 00 |327. 60 | |Filipino | | | | | | |Panitikan ng Lahi |Belvez, et al |10 |2006 |360. 00 |432. 00 | |Kritisismong Pampanitikan |Dimglasan, et al |10 |2005 |279. 00 |334. 80 | |Sulyap sa Panulaang Filipino |Macaraig, M. |10 |2004 |302. 00 |362. 0 | |Makabagomg Balarilang Filipino |Santiago |10 |2003 |279. 00 |334. 80 | |Pagbasa at Pasgulat sa |Casanova |10 |2001 |290. 00 |348. 00 | |Iba;t-ibanf Disiplina | | | | | | |Retorikang Pamgkolehiyo |Casanova |10 |2001 |302. 00 |362. 40 | |Panitikan sa Pilipinas |Rubin, et al |10 |2001 |350. 00 |420. 0 | | | | | | | | | | | | | | | |FOREIGN LANGUAGE | | | | | | |Learn to Speak English, |Belvez, P. M | |2003 |279. 00 |334. 80 | |Japanese and Filipino | |10 | | | | | | | | | | | |HOTEL AND RESTAURANT MANAGEMENT| | | | | |Nutrition and Dietetics |M. McWilliams |10 |2007 |838. 00 |1005. 60 | |A Guide to Meal Management and | | | | | | |Table Service |Soriano, N. N |10 |2004 |182. 00 |218. 40 | |Nutrition and Home Technology |Mortola, et al |10 |1997 |188. 00 |225. 60 | |Fundamentals in Meal Management|Dizon |10 |1994 |191. 00 |229. 0 | | | | | | | | |LITERATURE | | | | | | |Literatures of the World |Sialongo,et al |10 |2007 |318. 00 |381. 60 | |Treasures of the Phi lippine |Viar, et al | | 2006 |218. 00 |261. 60 | |Regional Literature | |10 | | | | |Literatures of the Philippines |Lacia, et al |10 |2003 |344. 00 |441. 60 | |The Literatures of Asia and |Duka, C. R |10 |2001 |242. 00 |290. 0 | |Africa | | | | | | | | | | | | | |MANAGEMENT AND MARKETING | | | | | | |Fundamentals of Strategic |N. A Orcullo | |2007 |265. 00 |318. 00 | |Management | |10 | | | | |Business Organization and |Medina, R. | |2006 |291. 00 |349. 0 | |Management | |10 | | | | |Human Resource Management |Corpuz, C. R. |10 |2006 |281. 00 |337. 20 | |Management Theory and Practice |Lorenzana |10 |2003 |241. 00 |289. 20 | |Marketing Management |Lao, F. M |10 |1998 |470. 00 |564. 00 | |Management |Fajardo, F. R |10 |1997 |308. 00 |369. 60 | |Principles of Marketing |Medina, R. G |10 |1990 |212. 00 |254. 0 | | | | | | | | |MATHEMATICS | | | | | | |Basic Statistics for the |Albert,et al |10 |2008 |286. 00 |343. 20 | |Tertiary Level | | | | | | |Mathematics of Investment |Altares, et al |10 |2007 |308. 00 |369. 0 | |College Algebra |Young, et al |10 |2006 |374. 00 |448. 80 | |Basic Mathematics for College |Benigno, G. D. |10 |2006 |312. 00 |374. 40 | |Students | | | | | | |Plane Trigonometry |Mejia, et al |10 |2004 |305. 00 |366. 00 | |Modern College Algebra |Dayrit, et al |10 |2002 |253. 00 |303. 0 | | | | | | | | |NURSING | | | | | | |Study and Thinking Skills in |Aquino, A. |10 |2007 |282. 00 |338. 40 | |Nursing | | | | | | |Concepts in Biology |Enger, et al |10 |2007 |1299. 00` |558. 80 | |Nurse’s Pocket Drug Guide |Barberio, et al |10 |2007 |625. 00 |750. 00 | |Math and Dosage Calculation for| | |2007 |748. 00 |897. 60 | |Medical Careers |Booth, K.H |10 | | | | |Human Anatomy |Saladin, K. |10 |2005 |1199. 00 |1438. 80 | |NCLEX-RN Review |Dahlhauser, M. |10 |2006 |759. 00 |910. 90 | |Developing Community Nursing |Spencer, et al | |2006 |534. 00 |640. 80 | |Practice | |10 | | | | |Ethics for Nursing |Padilla R. A |10 |2005 |248. 00 |297. 0 | | | | | | | | |PHILOSOPHY, ETHICS AND LOGIC | | | | | | |Business Ethics and Social |F. Roa |10 |2007 |230. 00 |276. 00 | |Responsibility | | | | | | |Logic for Nursing Students ad |Rivas, et al | |2006 |289. 00 |346. 0 | |Professionals | |10 | | | | |Medical Ethics |Padilla, R. A |10 |2006 |291. 00 |349. 20 | |Ethics in the Philosophical |Babor, E. R | |2006 |157. 00 |369. 60 | |Discipline of Action | |10 | | | | |Introductions to Philosophy |Ramos, C. R |10 |2004 |290. 00 |348. 00 | |Business Ethics |Padilla, R. A |10 |2004 |200. 00 |240. 0 | | | | | | | | |PSYCHOLOGY | | | | | | |Introduction to Psychology and | | | | | | |Understanding Human Behavior |Arenas |10 |2004 |501. 00 |601. 20 | |Educational Psychology |Gines, et al |10 |2003 |422. 00 |394. 80 | |Introductory Course in Group |Tria, et al |10 |1999 |220. 00 |264. 0 | |Dynamics | | | | | | |General Psychology |Gines, et al |10 |2003 |422. 00 |506. 40 | |Developmental Psychology |Gines, et al |10 |1998 |260. 00 |312. 00 | |Person ality Development and |Sanchez, C. A | |1996 |219. 00 | | |Human Relations | |10 | | |262. 80 | |Industrial Psychology |De Leon,E. B |1a0 |1993 |326. 00 |391. 0 | | | | | | | | |REFERENCE | | | | | | |Techniques and Strategies in | | | | | | |Taking the Civil Service |O. Yebra |10 |2008 |190. 00 |228. 00 | |Commission | | | | | | | | | | | | | |RESEARCH/THESIS WRITING | | | | | | |Research Methods and Thesis |Calmorin, et al |10 |2007 |357. 00 |428. 0 | |Writing | | | | | | |Principles and Methods of |ARiola, M. |10 |2006 |323. 00 |387. 60 | |Research | | | | | | |Methods of Research |Acero |10 |2006 |187. 00 |224. 40 | |Statistics for Research |Subong, et al |10 |2005 |270. 00 |324. 00 | |Research Methods |Sevilla, C. G |10 |1992 |318. 00 |381. 0 | | | | | | | | |RIZAL | | | | | | |Jose P. Rizal: Isang Aklat sa |Adanza, et al |10 |2002 |218. 00 |261. 60 | |Pandalubhasang Kurso | | | | | | |Jose P. Rizal: Life, Works and |Acibo, et al | |1995 |215. 00 |258. 0 | |Role in the Philippi nes | |10 | | | | | | | | | | | |SCIENCE | | | | | | |Introduction to Biology |M. Melchor |10 |2007 |165. 00 |198. 00 | |Essentials of Physical Science |Malenab, et al |10 |2006 |337. 00 |404. 40 | |Essentials of Anatomy |Singh,I. |10 |2005 |603. 00 |723. 60 | |Environmental Science |Santiago, F. |10 |1996 |202. 0 |242. 40 | | | | | | | | |SOCIAL SCIENCE | | | | | | |Introduction to Sociology and |Palispis, E. S | |2007 |190. 00 |456. 00 | |Anthropology | |10 | | | | |Philippine History |Halili, M. C |10 |2004 |271. 00 |325. 0 | | | | | | | | |PRE- SCHOOL AND CHILDREN’S | | | | | | |BOOKS | | | | | | |Ang Unang Alpabetong Pilipino |Agno, L. N |10 |1990 |90. 00 |108. 00 | |Bumasa Tayo |Agno, L. N |10 |1990 |45. 85 |55. 02 | |Flowers are here and there |Agno, L. N |10 |1990 |47. 50 |57. 00 | |Fruits for Children |Agno, L. N |10 |1990 |44. 50 |53. 40 | |Learning Basic English |Agno, L.N |10 |1990 |79. 50 |95. 40 | |Learning Language the Easy |Cosme. V. |10 |2001 |89. 95 |107. 94 | |Way(P) | | | | | | |Learning English the Easy |Cosme, V. |10 |2001 |80. 00 |96. 00 | |Way(N) | | | | | | |Learning English the Easy |Cosme, V. |10 |2001 |99. 5 |119. 94 | |Way(K) | | | | | | |Learning Math the Easy Way(K) |Munio, A. |10 |2001 |120. 00 |144. 00 | |Learning Math the Easy Way (N) |Munio, A. |10 |2001 |107. 00 |128. 40 | |Learning Math the Easy Way (P) |Munio, A. |10 |2001 |139. 75 |167. 70 | |Learning Reading the Easy Way |Bautista |10 |2000 |99. 75 |119. 4 | |(K) | | | | | | |Learning Reading the Easy Way |Bautista |10 |2001 |130. 00 |156. 00 | |(N) | | | | | | |Learning Reading the Easy Way |Bautista |10 |2001 |118. 00 |138. 00 | |(P) | | | | | | |Mag-isip, Magbasa at Gumawa (K) |Bautista D. |10 |2001 |188. 0 |141. 60 | |Mag-isip, Magbasa at Gumawa (N) |Bautista D. |10 |2000 |99. 95 |119. 44 | |Mag-isip, Magbasa at Gumawa (P) |Bautista D. |10 |2001 |130. 00 |156. 00 | |Mga Pambansang Sagisag Natin, | | | | | | |PRIMER |Agno L. N. |10 |1990 |37. 75 |45. 30 | |Musi cal Instruments |Agno L. N. |10 |1990 |46. 75 |56. 0 | |My Friend Jesus (K) |Terania, A. T |10 |2001 |95. 00 |114. 00 | |My Friend Jesus (N) |Terania, A. T |10 |2001 |69. 00 |82. 80 | |My Friend Jesus (P) |Terania, A. T |10 |2000 |75. 00 |90. 00 | |The Alphabet PRIMER |Agno L. N |10 |1988 |96. 00 |115. 20 | |Unang Hakbang sa Pagbasa |Agno L. N |10 |1957 |9. 50 |11. 0 | |Write It Right (K) |Gocalin G. B |10 |2001 |109. 25 |131. 10 | |Write It Right (N) |Gocalin G. B |10 |2001 |93. 00 |111. 60 | |Write It Right (P) |Gocalin G. B |10 |2001 |93. 00 |111. 60 | |NEW TITLES | | | | | | |Go Bright with Science |Alacar R. |10 |2008 |225. 00 |270. 0 | |Getting Ready to Read (N) |Tugade |10 |2006 |95. 00 |114. 00 | |Fun with Colors and Shape(N) |Tugade |10 |2006 |85. 00 |102. 00 | |Fun with Alphabets and Sounds(N) |Tugade |10 |2006 |135. 00 |162. 00 | |Starting Reader(K) |Tugade |10 |2006 |120. 00 |144. 00 | |Growing Reader(K) |Tugade |10 |2006 |95. 00 |114. 0 | |Thinking Reader (P) |Tugade |1 0 |2006 |80. 00 |96. 00 | |Super Reader (P) |Tugade |10 |2006 |80. 00 |96. 00 | |CHILDREN’S STORYBOOKS | | | | | | |A Gift for Santa Claus |Sulpicio M. C |10 |1997 |80. 00 |96. 00 | |Dalawang Puyo |Sulpicio M. C |10 |2001 |60. 00 |72. 0 | |Olivia the Octopus Princess |Sulpicio M. C |10 |1999 |150. 00 |180. 00 | |Polka Dot Mommy |Sulpicio M. C |10 |2001 |65. 00 |78. 00 | |Princess Oyster |Sulpicio M. C |10 |1997 |80. 00 |96. 00 | |The Guardian Angel’s Christmas List|Sulpicio M. C |10 |1997 |80. 00 |96. 00 | |The Sunflower Queen |Sulpicio M. C |10 |1997 |80. 00 |96. 0 | |Bryan Learns his Lesson |Babao C. B |10 |2004 |130. 00 |156. 00 | |Basura Monster |Babao C. B |10 |2007 |150. 00 |180. 00 | |The Story of Christine |Babao C. B |10 |2007 |150. 00 |180. 00 | |At Muling Ngumiti si Haring Araw |Papasin B. |10 |2008 |130. 00 |156. 00 | Table 5 List of Books from Anvil Publishing ANVIL Publishing |ISBN |ITEM |AUTHOR |QTY. COPYRIGHT |PRICE |WITH | | |Desc. | | | | |20% | | | | | | | |MARK UP | | |MARKETING | | | | | | | | | | | | | | |9712715795 |A Treasury of |Felix Lao |10 |2005 |95. 00 |114. 0 | | |Quotes for | | | | | | | |Marketing | | | | | | |9712714284 |Treasury Quotes- |Felix Lao |10 |2005 |95. 00 |114. 00 | | |Mktg. Practitioner | | | | | | |9712709965 |Art and Advertising|Emmanuel Uy|10 |2000/SB |250. 00 |300. 00 | |9712709957 |Art and Advertising|Emmanuel Uy|10 |2000/HB |595. 00 |714. 0 | |9712714616 |Creative Selling |Felix Lao |10 |2004 |95. 00 |114. 00 | | |Techniques | | | | | | |9712712494` |E- Marketing |Leonardo |10 |2002/BP |395. 00 |474. 00 | | | |Garcia | | | | | |9712712486 |E- Marketing |Leonardo |10 |2002/NP |250. 00 |300. 0 | | | |Garcia | | | | | |9712706664 |Marketing Cases 1 |Dr. Felix |10 |1997/NP |295. 00 |354. 00 | | | |Lao | | | | | |9712710971 |Marketing Cases 2 |Dr. Felix |10 |2001/NP |195. 00 |234. 00 | | | |Lao | | | | | |9712718236 |Pharmaceutical Bus. |Dr. Felix |10 |2006/BP |580. 00 |696. 0 | | |Cases |Lao | | | | | |9712718243 |Pharmaceutical Bus. |Dr. Felix |10 |2006/NP |295. 00 |354. 00 | | |Cases |Lao | | | | | |9712718212 |Pharmaceutical Care|Dr. Felix |10 |2006/BP |585. 00 |702. 00 | | | |Lao | | | | | |9712718229 |Pharmaceutical Care|Dr. Felix |10 |2006/NP |295. 00 |354. 0 | | | |Lao | | | | | |9712711862 |Pharmaceutical | | | | | | | |Eco. ,Adm. & Acctg. |Dr. Felix |10 |2002/NP |220. 00 |264. 00 | | | |Lao | | | | | |9712706656 |Pharmaceutical | | | | | | | |Marketing 2nd Ed. |Dr. Felix |10 |1997/NP |180. 00 |216. 0 | | | |Lao | | | | | |9712705683 |Pharmaceutical | | | | | | | |Marketing 3rd Ed. |Dr. Felix |10 |1999/NP |420. 00 |504. 00 | | | |Lao | | | | | |9712718427 |Pharmaceutical | | | | | | | |Marketing 4th Ed. |Dr. Felix |10 |2006/BP |950. 00 |1140. 0 | | | |Lao |

Christopher Columbus; Hero or Villain Essay

In 1492, Christopher Columbus, discovered America. More than 500 years later Columbus Day is a national holiday. Statues are up, even in Pueblo, and thanks are given for what he has done for us. We learn about him in grade school and we are told of his brave adventures. However twenty years later in my first history class another picture is being painted of Columbus; not from my History book, but from my teacher. I thought it was interesting to be learning these conflicting views of him and researched the facts. Apparently a lot of people feel the same way†¦Christopher Columbus was a villain. Nearly 500 years ago Christopher Columbus carved a new path for Spaniards, which opened up a world of terror and death for the natives of this land, America. We now know that Christopher Columbus did not discover America this is indisputable. What is disputable is what he truly did when he came over to America. To get a better understanding of what was going on with Columbus in late 1400s I will give some back story. During those times, commercial ventures were being offered and Columbus had previous experience being on ships so he saw the opportunity to exploit his beliefs. Christopher believed that the world was round and if he sailed east he could make it to the Indies. What he did not know was how long it would take him to get there. He was alone with his first son, Diego, and set out to get funding for his voyages. He went to Queen Isabella and King Fernando and asked if they would fund him. They said they would need to look into it further. Priests and scholars studied and researched his idea for six years while Columbus and his son followed them to wherever they may travel. Columbus was finally told no his idea was foolish and the earth was too big to sail that way. He continued with his beliefs and tried to change their mind. He presented his idea two more times to no avail. As Carol Gallagher describes  in her Biography of Columbus â€Å"he became a joke at court†. (Gallagher) At last, after the third attempt and being rejected, Columbus rode away on his mule. Only to be caught up with by a messenger of Queen Isabella, he was told that they had changed their mind and would accept the proposal. They granted him three ships with 90 men. Finally Christopher could right his name and prove that he was not a joke. With years of being mocked, and laughed at Columbus had a lot to live up to. Christopher was now feeling righteous in his quest and asked that he be named ‘Admiral of the Ocean Sea’ and a tenth of all riches found to be his. The Queen and King agreed. The voyage had taken thirty-three days to reach land on America. Which Christopher believed it to be the Indies. Christopher writes in his journals his first impression of the natives; he writes that they are naked and young with shapely bodies. The Admiral said that they would be good servants and could learn their language quickly. Columbus named every piece of land they came upon and put up big flags. He claimed it all for Spain; never mind the thousands of people already living there, it was now Spain’s. They took six of the native’s captive to bring home to the Queen. Christopher had seen some men wearing gold rings on their legs and arms and took them to show him where the rest of the gold was. However the natives could not show them directly and Columbus believed they were lying. Columbus wrote to the King and Queen and told them â€Å"There are many spices and great mines of gold and of other metals.†(Gallagher), this was in fact a lie. Columbus did not find mines of gold, he did receive a gold belt and felt the Natives where lying to him about the rest of the gold. He decided to return home and get more supplies and men. When he returned to Spain the King and Queen where pleased and wanted more of the riches of the land. I think that the rest of Columbus endeavors to the New World are fueled by greed and an ignorant notion that God gave him this right. When he returned to America, which he thought was the Indies, he returned with 1,200 men and seventeen ships. Gallagher writes in her Biography â€Å"He was given authority to rule. The ships carried soldiers to conquer the Indians, priests to convert them to Christianity, farmers, guard dogs, and farm  animals†(Gallagher), he meaning Columbus. So he now intends to go back to America and take what he wants. However he could not find gold mines or riches. He built a fort in a mosquito infested area and hundreds of his men got sick and died from Malaria. The Natives met them with great resistance and also died by the hundreds from small pox and cruel captors. In 1502, which is ten years after Columbus’s first discovery of America, Spain adopted and made official a policy that Columbus had created, encomienda. What this system meant was an Indian village, all people of 14 years or older could be safe for a period of 3 months with a token. At the end of the 3 months they had to pay with enough gold to satisfy the tribute. If they did not pay them, the natives would get their hands cut off or worse be murdered. The Wikipedia describes this as follows; â€Å"Encomienda was a legal system that was employed mainly by the Spanish crown during the Spanish colonization of the Americas to regulate Native American labor and autonomy†. (Wikipedia) The encomienda system was horrible. It was created by Columbus, in order to get gold. However the system was kept by other conquistadors all over America in the early 1500’s. This is a quote from Van Serima â€Å"They are not, as most of us would like to believe, voyages of discovery. But they are of great significance since they changed the character of the whole world, both the old world and the new.† (Serima 75) What Serima is saying is that Columbus did not discover a New World but a new way of getting what you want when you have more power. There is a big issue of race and differences being ignored by the conquistadors and Spain. So much life and tradition tossed away for selfish purpose, and was done in the name of God. The Encomienda system was not the worst of it; they sold girls as young as 9 to 10 for sex slaves. Here is a piece he wrote in his journal on the subject â€Å"A hundred castellanoes are as easily obtained for a woman as for a farm, and it is very general and there are plenty of dealers who go about looking for girls; those from nine to ten are now in demand†.(Kasum) Columbus had set out to discover the Indies, which was fueled by his love for Marco Polo and his stories of adventures. Instead he discovered an old world and made it his own while killing off everything in his wake. Whether or not Columbus was holding a smoking gun, he definitely had un-locked the gate for others to follow in his self fulfilling prophecy. Armitage, D states that â€Å"Columbus himself was not always asked to carry the  can for the ill-effects of the encounter between the Old World and the New, but there have always been those who have used reflections upon 1492 for their own ends.†(Armitage) this is true everyday in America, and even more so now. Even in our school system, if you are one sixteenth Native American you get some special grant. This is kind of Bizarre to me, Native Americans have not been enslaved for at least a century and have every right we do in America, if not more. This proves that when Columbus and the Conquistadors came things where so bad for the Natives they still need special treatment. Whether or not Columbus is to blame for the way things are for Natives today I do not know, however I do know that the way things where in the early 1500’s Columbus could be blamed for. It was a new world for Columbus and he treated his ‘discovery’ with such disdain, that other follo wers took his lead. Great leaders are people like Edwin Hubble or Martin Luther King. People who have ideas that make us a greater nation, not people who find a new land and kill everyone in it in order to impress the Queen and King. An article I read that was written by two non-ethusastic followers of Columbus believe that Columbus day should not be a day we celebrate at all â€Å"That infamous day should certainly not be celebrated by anyone, especially by local, state, and national governments. Let us not fall into the trap of letting the discussions around this travesty of a holiday revolve around the specific number of people killed.†(Tinker) When I reflect back on everything I have learned in history and even Christopher Columbus, it points to war or some major oppression for every turning point. In my opinion Christopher Columbus was a man of his times who often got things wrong; his morals went sour in the face of the King and the Queen but he led the way for his people into a new world. In his own mind he died a failure, and is later dying a failure in the hearts of America. Works Cited Armitage, D. â€Å"Christopher Columbus And The Uses Of History.† History Today 42.5 (1992): 50. Academic Search Premier. Web. 24 Sept. 2013. Gallagher, Carole. â€Å"Christopher Columbus And The Discovery Of The New World.† Christopher Columbus & The Discovery Of The New World (2000): 6-13. History Reference Center. Web. 24 Sept. 2013. Kasum Eric http://www.huffingtonpost.com/eric-kasum/columbus-day-a-bad-idea_b_742708.htm l October 10, 2010 Tinker, Tink, and Mark Freeland. â€Å"Thief, Slave Trader, Murderer: Christopher Columbus And Caribbean Population Decline.† Wicazo Sa Review 1 (2008): 25. JSTOR Arts & Sciences VII. Web. 24 Sept. 2013. Van Sertima, Ivan1. â€Å"Amendments To Christopher Columbus Quincentenary Jubilee Act: Hearing Before The Subcommittee On Census And Population Of The Committee On Post Office And Civil Service, House Of Representatives, One Hundredth Congress, First Session On H.R. 2309,..† Journal Of Pan African Studies 5.8 (2012): 74-84. OmniFile Full Text Select (H.W. Wilson). Web. 24 Sept. 2013. Wikipedia http://en.wikipedia.org/wiki/Encomienda, 19 September 2013 at 21:23.

Nursing Documentation Term Paper Example | Topics and Well Written Essays - 750 words

Nursing Documentation - Term Paper Example The term records is used in this periodical to mean any written by electronic means generated information about a patient that describes the service or duty of care provided to that client. Health records may be paper documents or electronic documents, such as images, electronic medical records, faxes, e-mails and video record or audio. Body Via documentation, nurses converse their explanations, decisions, procedures and consequences of this deed for clients. Records used as exact explanation of what happen and when it happened, hence they give clear information on them. From documentation, information given to individual clients or groups of clients according to the nature of the individuals relates to the consequences of observation. For individual clients, documentation provides entire statement of the status of the client, the proceedings of the nurse, and the client results. Nursing documentation clearly describes an evaluation of the client’s fitness status, nursing inte rventions carried out, and the result of these interventions on client impacts. From nursing health chart, care plan records client’s requirement such as goals of clients and wishes. If care plan, needs any change nurses usually report the information to other health care or physician on behalf of client. For groups of client, this document provides information about therapy groups and public health programs service records hence nurses record overall observations pertaining to the group (Carpenito, 2009). Reasons for nursing documentation Nursing documentation usually help in facilitating communication, it provides good nursing care and it meets professional legal standards. Facilitation of communication Nurses usually communicate with other nurses, client and family members of client. In addition, documents usually show interventions that nurses used and outcome from them and care provided to the client by health team (Lippincot & Wilkins, 2007). Promotion of good nursing c are Documentation is used as a source of fund and it gives management a good picture on how to pay their nurses hence carrying out nursing resources on how nurses produced their job such as if the quality of work given is low or high. Nurses also make decision on work based with outcome information and they make changes from base evidence (Treas, & Wilkinson, 2013). Meeting professional and legal standards Documentation helps management to acknowledge nurses skills and knowledge via nursing client relationship. In a court of law, the client’s health record serves as the legal record of the care or service provided. Measurement of Nursing care and the documentation of that care measures according to the standards. Tools for documentation Documentation has tools such as flow sheets, worksheets and checklists, Care maps and client care plan are some of tools used to describe health records (Treas, & Wilkinson, 2013). Worksheets Nurses use worksheets to classify care provided to manage their time and many rights of the client. They also communicate surgeries, upcoming test and available orders in the clinic. Client care plans Client care plan are outlines of individual care and they make permanent health record I hospital. They also used to record clearly the wishes and needs of client. Flow sheets and checklists Flow sheets and checklists are also used in document routine care, observations and records kept on a regular basis, and there are permanent health

PROJECT Essay Example | Topics and Well Written Essays - 1000 words

PROJECT - Essay Example In most cases, each of the two behaviors occur independently infrequently, symptoms usually beginning to show before the individual is seven years old. According to a Philip, Gilliam, Liverpool, Weddle, Malek, Sharp, Greenstein, Evans, Rapoport and Giedd (2010), ADHD, also known as Attention deficit disorder (ADD), the condition evidently occurs when the behavior lie at the extreme end of a continuous distribution of cognitive impairments and symptoms and that lie below. A significant number of those having ADHD in childhood are likely to retain the symptoms of the condition in adulthood. Indeed according to Howell, Huessy and Hassuk (1985), those children that exhibited behavior related to ADHD in elementary school risked showing the symptoms in high school and as young adults. In fact most of those with the condition performed poorly in school and had social problems later in life (Howell et al. 1985). This study investigates the relationship between various variables and the prese nce of ADHD. The objective of this study was to establish if there is a significant relationship between the existence of ADD-like behavior and IQ score. ... Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed. Procedure All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three assessments were collected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216). Measures Gender. The gender of the child was collected via a questionnaire completed by the child’s second grade teacher. Grade rep etition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade. English level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory. English grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F. Social adjustment problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, or

With reference to the text explain Gilroy's approach to the concepts Essay

With reference to the text explain Gilroy's approach to the concepts of 'race','class' and 'nation' - Essay Example The main source of the problem seems to be the static, non-historical perception of race, class, and nation. As such, some sort of objectivity and timelessness is ascribed to these terms, such that such fossilization results in the freezing of the very problem of racism. To be blind to this root results in not hitting the spot; no matter how hard one tries to be anti-racist, the only result is to ironically preserve racism. To speak of the Black race, Black class, and /or the Black nation aggravates the situation of the Blacks in the UK. Intuitively, we can already sense how this happens: to speak of these terms and to apply them to the Blacks is to set them apart, in a timeless and hence unchanging manner, distinct from the Whites. With this being said, let us now go to what each term refers to. The term class is not a â€Å"long term† category (Gilroy 1987, 35). As we have already stated above, this term should not be ahistorical, static. It cannot be as ahistorical as Karl Marx’s proletariat and bourgeoisie such that the two seem to be eternally divided, and hence, perennially in some clash. Marxists seem to be comfortable assuming such a distinction such they may simplify social dilemmas as that between capital and labor, proletariat and bourgeoisie, without giving room for fuzzying such a divide between the working class and the bourgeoisie. Though the existence of conflict is undeniable, still, Gilroy rightly points out that some of Marx’s seemingly timeless elements are not as timeless, i.e., through time, there are things in the Das Kapital that is already outmoded, and hence, needs to be modernized. For one, it is obvious that such a dialectical and hard distinction between the working class and the bourgeoisie is challenged by the fact that mem bers of the present-day bourgeoisie may even act as the grassroots intellectuals of the working class. Many times, Black teachers, newspaper

Case study National Grid - Developing skills in a large organization Term Paper

Case study National Grid - Developing skills in a large organization through training and development - Term Paper Example In the past, numerous workers with diverse duties employed the name of â€Å"Company analyst† in spite of their responsibilities, backdrop or expertise set. We have established â€Å"business analysts† who are information analysts or scientifically-oriented systems forecasters or even scientific authors. Nowadays, the Global Institute of Company Analysts (IICA) has assisted defining the practice of BAs both more cautiously and more methodically and has created the Business Analysis Body of Knowledge (BABOK Guide) that sets out the information areas significant to the company analyst. This manual has become the acknowledged benchmark for the BA career. Nevertheless, whereas the BABOK Guide comprises important information, it is not a bit by bit procedure that BAs may follow. In other terms, awareness of the Guide’s constituents alone is not sufficient to guarantee success (National Grid, n.d). Analysts who may essentially carry out the BA function as stipulated by the BABOK as well as the IICA are not many and wide. .As the occupation becomes extra famous and trade analysts are perceived as critical affiliates of every project body, the BAs presently in a company cannot have the expertise or knowledge needed to productively carry out significant projects. Or, as is frequently the situation, there are basically not sufficient company analysts to satisfy investment demands. Companies can be compelled to use untrained employees or go devoid of a significant tactical resource on the whole (National Grid, n.d). Organizations that require company analysts may discover it hard to draw and maintain trained venture-tested talent. On the other hand, even when there is a scarcity of funds, the job must be accomplished. The effect may be to rely too profoundly on the know-how of a selected a small number of over-worked, company analyses. This shortage of bench power will cripple a business as major forecasters become too profoundly allocated, or shoddier,

Artical Article Example | Topics and Well Written Essays - 750 words - 1

Artical - Article Example Social media is commonly perceived as effective communication platform. The objective of this study was to understand the diverse role of social media, especially when it has become a common interactive platform. Through analysis of two events of social media, the researchers explored whether social media is just an online slacktivist tool for users or it actually guides and integrates people in hard times. When it is easier for a user to become part of a cause by simply signing a petition online, there is no need to get involved in the cause physically then. Social media has successfully made it easy to participate and be present. From one aspect this is a positive implication, but from another, it makes social media a slacktivist forum and not a real activist. To evaluate this perception, the study tests following two hypotheses. H2: Social media provides easy and faster means of engagement. In social media, people acquire help in no time as there are always sufficient and quick sources available to provide assistance. Social media has much larger scope of communication as people simply post for help and their message reaches to more than billion users on Facebook and twitter. For testing hypothesis, the study covers two main events in social media, Giving-Tuesday and Snowed-out-Atlanta. Giving-Tuesday refers to a day when people give charity to charitable organizations. Snowed-out-Atlanta refers to a Facebook page, which gained attention for help when snow caught whole Atlanta region, causing major trouble to the city life of the region. 16493 tweets were downloaded to see how people responded to Giving-Tuesday. Similarly, researcher downloaded 371 posts on Facebook to relate to the Snowed-out-Atlanta event. People who posted and tweeted both came out as participants of the study. Using main keywords, researcher analyzed