Improving Reading Performance of Students with Learning Disabilities

Improving Reading Performance of Students with Learning Disabilities Introduction Students who read well typically do well in school (Shaywitz Shaywitz, 2008). Nearly 10% of students in the American education system find it hard to improve performance (Printz, 2006).Advertising We will write a custom proposal sample on Improving Reading Performance of Students with Learning Disabilities specifically for you for only $16.05 $11/page Learn More A child who does not read well has a higher possibility of being labeled with a learning disability, dropping out of school, or later having less success in work (Herberg, McLaughlin, Derby, Weber, 2012). Regrettably, teachers continue to differ as to how to enhance children’s reading knowledge so all the children will be literate when leaving school (Kaufman, McLaughlin, Derby, Waco, 2011). Consistent with the research literature, there are many successful and valuable teaching methodologies to enhance reading performance and word acquisition. Such methodologies consist of ski ll-centered programs like Direct Instruction (DI) (Erbey et al., 2011). Direct instruction involves explicit using lectures that contrast sharply with tutorials, and inquiry. Instead of using models, educators use demonstrations of the subject materials. Precision coaching that allows children to increase knowledge vigorously and monitor day-by-day performance (Ruwe et al., 2011) is part of these coaching and evaluation methodologies. In precision coaching, the educators aim is not abstract and general. Rather, it is focused and trained on getting particular results. Teacher-and children-coordinated drill (a live session where students and teachers engage at a personal level to solve pertinent issues) and practice techniques like feedback cards (the cards provide valuable guided feedback), detailed notes, constant reading (McLaughlin et al., 2009), and Direct Instruction flashcards (Falk et al., 2003; Ruwe et al., 2011) have been certified for their efficiency. The utilization of cl ass-based peer coaching (Erbey et al., 2011) has enhanced classroom social and educational behaviors across an extensive range of behaviors and children categories.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Development in word knowledge and fluency is associated with a drill and practice process known as reading racetracks (Erbey et al., 2011; Green et al., 2010). Reading racetracks (which are tools that help students increase reading fluency by capturing their attention) use mistake elimination, timing, group or tutor comment, and plotting of children performance (McLaughlin et al., 2009). A racetrack is made of 24 units or squares arranged in circle like a racetrack. Two pictures of Ford Mustangs appear at the upper and lower side of the track. The coach places in the drawings a list of word sets (Ruwe et al., 2011). The children are usually instructed by the teacher with flashca rds first, then are allowed to practice individually utilizing the track. After that, the instructor times the child for 60 or 120 seconds to see how quick he or she can verbally read the words around the racetrack. Care is taken not to insert two words beside one another, which are phonetically alike. The child and instructor count the number of right or mistakes and plot this result on standard or conventional graph paper. After the initial three racetracks, an assessment racetrack is made to provide further practice and maintenance of treatment outcomes over time (Printz et al., 2006). The following methodologies are included in this proposed study, but contain an original extension of many of these data-centered methods. This study employs the â€Å"outline, guide, examine, and re-examine† found in Direct Instruction methods. The precision training strategies (Printz et al., 2006) of timed reading practices, fluency developing, survey sheets, and child self-reading of per formance are employed. The utilization of drill and practice processes similar to McLaughlin et al. (2009) is also adopted. Finally, a token strengthening program (Printz et al., 2006; Green et al., 2010) will be appraised and adopted. This study will use a â€Å"reading track† system (Printz et al., 2006; Ruwe et al., 2011) and precision coaching (that allow students to monitor each day’s performance) methods to improve the fluency and correctness that children read words in isolation. The racetracks that will be adopted conform to the direct instruction practice of not incorporating words, which are visually and phonetically similar in the same session (Hyde et al., 2009).Advertising We will write a custom proposal sample on Improving Reading Performance of Students with Learning Disabilities specifically for you for only $16.05 $11/page Learn More The purpose of the present research is to assess the efficiency of utilizing Reading Racetrack s to improve the reading of words found on the K-2 list key phrases adopted in the school district. A token strengthening program is as well engaged as further motivation for the research. During a one-minute timing of verbal reading, right and wrong phrases will be measured. Literature Review Introduction The study of the art and science of reading focuses on understanding the relationship between mind growth, social relationship, and learning by borrowing concepts and concluded studies from the fields of education and neuroscience (Printz et al., 2006). The results of the present study may aid in enhancing training practices for all children and assisting teachers in the development of more successful methods to teaching students with learning disabilities. Some of the general design elements built into certain hardware and software provide simple but strong techniques to back-up students’ requirements, both at home and in class. This literature review provides a synopsis o f learning technology practice and methodology with tangible examples of how parents, instructors, and children can utilize technology to improve reading performance of students with learning disabilities. Learning Technology Technology is often integrated into learning interventions and policy with a purpose of facilitating education for children with learning disabilities. As specific elements (Direct Instruction flashcards, Precision Coaching, feedback cards etc) are provided within conventional products, children with learning disabilities are gradually able to interact with educational technologies and instructors are gradually able to modify content for changing children’s preferences or requirements. Moreover, novel technology applications and learning software exclusively for children with learning disabilities emerge on a daily basis from curriculum developers, parents, instructors, and even learners themselves.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More These features are contributing to a global need for changes in policy and teaching methods that can influence when and how technology is utilized to improve reading performance of students with learning disabilities (Ruwe et al., 2011). The 2004 approval of the Individuals with Disabilities Education Act (IDEA) summarizes the needs and resources for students with learning disabilities in the United States. The IDEA requires Personalized Learning Intervention (PLI) groups, which consist of parents, to re-examine and recommend Educational Technologies (ETs) and establish needed features for an individual child. This consists of specific technologies needed for children with learning disabilities to produce learning materials, interact with syllabus content, or relate to their peers and instructors (Erbey et al., 2011). Differentiation and Technology Differentiated teaching requires instructors to present content that is customized correctly for the range of children in each category, to instruct utilizing flexible methods that provide varying means for learners to interact with the content and with one another, and to offer learners a choice of techniques to document their learning (Romjue et al., 2011). Within both instructor coaching and career development, special instructors are gradually trained to acquire necessary knowledge in their teaching methods. Given that, some special students may opt to learn normally, and the push for affirmative action in this area, General Education Instructors require Special Education knowledge to offer the bulk of daily instruction for learners with disabilities in normal classrooms, with resources and back up from special education professionals (Hyde et al., 2009). In addition, institutions are gradually offered technology-based syllabi that offer excellent ways of interaction and comprehending for learners with disabilities. Many of these syllabi integrate flexible lesson plan methods based on brain studies and/or genera l lesson plan practices. For instance, Richard Mayer (2008) suggests evidenced-centered media design practices that demonstrate how learning is improved when educational practices foresee the cognitive procedural load needed at every level of education. He provides detailed media design suggestions that support critical production of main features and strategies, reduce irrelevant production, and promote generative production to improve learning skills. Mayer’s results show that the correct mixtures of resources – like animation with recitation or pictures with the appropriate phrases beside them – can enhance learning than when notes are presented using an informal rather than a formal method, indicating that our social interaction with the content influences how we learn. Technology Use at Home and In Class Four to six percent of learners in United States institutions have been diagnosed with learning disabilities, totaling 2.7 million learners in 2007 (McLaug hlin et al., 2009). Over 50% of those children spend most of their day in general learning classrooms. Technology inputs that support learners with learning disabilities are becoming more accessible, but class consumption remains behind because general education instructors have not been trained to use such technology effectively. Approximately 35% of learners with disabilities access supportive technology to enhance learning as illustrated by Metzloff et al. (2009). Specific knowledge of supportive technology may be needed to satisfy the requirements of children with certain learning disabilities, but technology reviews even in such instances are often missing. Special technology reviews are occasional checks by perennial instructors and developers of supportive technology to ensure that such technology captures the needs of the intended users. A study of 400 instructors who teach children with learning disabilities found that below 33% of their children had ever had a supportive t echnology review (Ruwe et al., 2011). Research carried out by the Harvard Family Research Program proposes eight methods in which instructors and administrators can encourage parents’ participation in homework to assist students to improve and reinforce learning skills. Four of the proposed ways need considerable parental capability and/or parent-centered coaching and instructor support. These consist of parents’ direct participation in assignments and completion of homework. In addition, it consists of parents’ development of helpful strategies that match classroom roles to their children’s understanding, skills, and capabilities. Studies offer suggestions that propose an affirmative impact from parent-to-parent support teams and instructor-parent partnerships in improving and supporting individualized assignment systems for all children (Lolich et al., 2012). Technology Appropriateness Technologies that aid children with disabilities tackle physical and time challenges can have a quantifiable impact on the children’s interaction with learning. Children who strive to understand image, print, and audio resources are less capable of experiencing deep interaction while absorbing new content since the decoding procedure uses an uneven share of active memory (Wall Siller, 2002). Education instructors, researchers, and professionals agree that special children ought to know how their specific impairment affects their education. Howard Gardner’s (2000) research on several intellects supports learner self-recognition of preferences, strengths, and weaknesses in various fields of learning: rational, spatial, intrapersonal, and naturalistic (Gardner, 2000). Future brain studies may recommend individualized reviews that could quantify varying degrees of learning through utilization of diverse technology-centered approaches at diverse levels in a child’s development. Method Participants Participants of this study are chil dren aged 14 years who have been diagnosed with any specific disabilities that may impair learning. The diagnosis is a procedure carried as per Wechsler Intelligence Scale for Students-III and children with disabilities score lower than the outcomes of that intelligence scale in one or all of the scales. Outcomes of the Wechsler Intelligence Scale for Students-III (Printz et al., 2006) are Oral 90, Performance 104, and Full Scale 102. The schoolteacher will administer the Wechsler Intelligence Scale for Students test two weeks before data gathering begins. The study will take place in the coaching classroom of an elementary school in a rural area. The Special Education Instructor, the teaching assistant, and the first author will be present in the coaching room. The authors will select the participant based on the average level of reading performance and readiness to contribute to the study. Such data will be provided as part of the graduation requisites of the first author from a p ublic university. Materials Resources required for this research are two reading racetracks, conventional plotting paper, a stop watch, data compilation checklist, blue and black pens, list of words, and instructor-made flashcards. A representative sample for a reading racetrack is as shown below. Figure 1: A model Reading Racetrack (Lolich et al., 2012, p. 247) Variables and measurement processes The dependent variables are the number of words the child reads accurately or in inaccuracy. The first author records the number of accurate and inaccurate words read for a one-minute period. Prior to each period, the child is allowed 120 seconds (3 minutes) to practice the racetrack in isolation. The child is timed once in a day based on the number of words they read. This study will take one week. The participants will be awarded points based on a token education program for a specific number of accurate responses. The number of rights required to earn points increases overtime as the i ntervention itself becomes more rewarding. Study Design and Requirements To evaluate the efficiency of the racetracks paired with Direct Instruction, precision coaching and a personal token program, the researcher will utilize the following. Data Collection Survey Pursuant to the measurement processes and variables discussed above, the researcher will embark on original data collection. As proposed above, this study consists of presenting a list of key words and requesting participants to read the words orally for one minute. The researcher makes a check on a conventional graph paper for each inaccurate reading and the total number of readings. An accurate ‘answer’ is defined as reading the word accurately (consisting of self-corrections). A wrong ‘answer’ is defined as reading a word wrongly, skipping a word, or pronouncing another word. The researcher will collect the data for two days. Reading racetracks As noted before, reading racetracks are tools that enable students (especially those with disabilities) to eliminate mistakes in reading through practice. In this research, the researcher selects six words from a universal record of key words for each racetrack, being careful not to incorporate two phonetically similar words. The researcher confirms that the child has previous reading experience with 60% of the words from practice, as mentioned above. The researcher utilizes a growing number of words in the course of the program. The program takes a week as mentioned above. At the start of each day’s session, the child is given 120 seconds to practice the reading system individually. If the participant asks help to decode a word, the researcher offers help. After 120 seconds of practice, the student is timed for 60 seconds. An accurate answer is defined as reading the word in each unit accurately or self-correcting whereas an inaccurate answer is defined as skipping a word, reading a word inaccurately, or pronouncing a word from a different unit as noted above. At the end of the one-minute session, the participant will aid the researcher to compute the number of accurate and inaccurate answers, in addition to recording the information. After calculation, a number of points are awarded to the participant (e.g. one point for every 5 accurate reading answers and then progressively increased during the program to one point for every 10 accurate answers). Immediately following data collection, the researcher uses the Direct Instruction System, which models, instructs, examines, and re-examines for a support effect, such as timing, sign language teaching, or a pen. When the participant completes a racetrack with 100% correctness, a different racetrack is implemented on the next day. Data is gathered roughly three times in a week for a total of six weeks. Reliability of Data The data collected has to capture the parameters and requirements of this research. To fulfil this requirement, the researcher carries o ut an Inter Observer Consistency (the inherent coordination between participant and the researcher(s)) once during data collection. In this paper, there is likely that a number of people may be involved in collecting data. Each time a participant pronounces a word, the researchers record an accurate or inaccurate mark individually throughout the one-minute durations. This may result in different recordings. Hence, the researcher has to make effort to ensure data reliability. To achieve inter researcher conformity, the researcher in this paper divides the number of conformities per researcher by the total number of conformities and non-conformities and multiplies that number by 100. ‘Conformity’ is defined as researchers having a similar response captured for each word pronounced verbally. ‘Non-conformity’ is the instance where researchers have dissimilar responses for a word pronounced verbally. Process of Assessing a Disabled Participant Constructing or de veloping an assessment tool is a process. The process chronologically involves the following steps according to Mayer (2008). Identifying the area of difficulty for the learner. For instance; a childs habitual omission of letters while reading Determination of the frequency of the problem and its gravity with regard to its effect on reading. Sampling of relevant tests commencing with the easiest level until one derives the items, which are at the learner’s level. Carefully paying attention to motor or sensory difficulties and letting the learner to react in the way they function best. Preparations Before the introduction of the learner to experience, proper preparedness of the professionals conducting the testing to administer and score the same and a friendly environment should be ensured first. Most learners are test phobic. To alleviate this problem, they should be explained all the steps to be involved in the testing, the testing items, and procedures clearly. This help s clarify any misconceptions to them and other participants. It would be equally important to involve the parents, as this would in turn help them understand the test and its importance. Hence, win them as part of the assessment support team. Their knowledge about the learner should also be embraced, as it would render the test more meaningful to the learner and their family. Besides establishing a rapport with the learner, it would also help minimize their test stress or phobia, before the test a lot. Ensuring the test is at their level would also help in this a lot. Once everything is in place, the assessment should be done and the results got something that should usher in the following step. Conclusion To facilitate planning for the assessment, the team members should work collaboratively and in a participative manner too to ensure a wholesome assessment. Additionally, the assessments should be carried out in learner’s school or at home unless the learner proves to have b oth educational and other problems calling for specialized attention. Prior to the commencement of the learner, the teacher, and other team members should have a planning schedule for the determination of what is to be assessed and how the information is to be gathered as well as assessment objectives. Assessment objectives entail areas to which forces should be prioritized. Besides this, it should also give clarifications for referral questions, review regarding learners’ information (particularly from parents and other teachers, locate rules and responsibilities of member for diverse information collection across multiple setting. References Erbey, R., McLaughlin, F., Derby, M., Everson, M. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), 213-226. Falk, M., Band, M., McLaughlin, F. (2003). The effects of reading racetracks and flashcards on sight word vocabulary of three third grade students with a specific learning disability: A further replication and analysis. International Journal of Special Education, 18(2), 51-57. Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education That Every Child Deserves. New York: Penguin Putnam. Green, C., McLaughlin, F., Derby, K., Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research, 13(2), 84-98. Herberg, J., McLaughlin, F., Derby, K., Weber, P. (2012). The effects of repeated readings and flashcard error drill the reading accuracy and fluency with rural middle school student with learning disabilities. Academic Research International, 2(3), 388-393. Hyde, C., McLaughlin, F., Everson, M. (2009). The effects of reading racetracks on the sight word fluency and acquisition for two elementary students with disabilities: A further replication and analysis. The Open Social Science Journal, 2(1), 50-53. Kaufman, L., McLaughlin, F., Derby, K., Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and reward to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34(2), 27-50. Lolich, E., McLaughlin, F., Weber, K. (2012). The effects of using reading racetracks combined with direct instruction precision teaching and a token economy to improve the reading performance for a 12-year-old student with learning disabilities. Educational Sciences, 3(2), 245-249. Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. McLaughlin, F., Williams, F., Williams, L., Peck, M., Derby, K., Bjordahl, M., Weber, K. (2009). Behavioural training for teac hers in special education: The Gonzaga University program. Behavioural Interventions, 14, 83-134. Metzloff, N., Kuhl, P., Movellan, J., Sejnowski, J. (2009). Foundations for a new science of learning. Science, 325, 284-288. Printz, K., McLaughlin, F., Band, M. (2006). The effects of reading racetracks and flashcards on sight word vocabulary: A case report and replication. International Journal of Special Education, 21(1), 103-108. Romjue, H., McLaughlin, F., Derby, K. (2011). The effects of reading racetracks and flashcards for teaching sight words. Academic Research International, 1(2), 134-146. Ruwe, K., McLaughlin, F., Derby, K., Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23, 241-255. Shaywitz, S., Shaywitz, A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental Psychopathology, 20(4), 1329-1349. Wall, R., Siller, M. (2002). Quick facts on the use of multimedia presentations and technology. American Foundation for the Blind, 19(1), 201-216.

11 Main Challenges Faced By Admin Assistants

11 Main Challenges Faced By Admin Assistants Administrative assistants work in every industry, and their jobs are  extremely demanding. If youre not one, you might not know how hard they work, but don’t underestimate the grueling nature of their day-to-day or the amount of education they needed to get there! And if you are one, you know all too well the struggles that come from this often underappreciated job.Here are a few challenges admin assistants face on the regular.1. Difficult PersonalitiesEver had a bad boss? Yeah, well, administrative assistants are tasked to those bad bosses 24/7. Their whole job is to deal with those demanding, aggressive, socially awkward, self-important, micromanaging lunatics. So show a little respect.2. Devaluation of their JobIf you’re an admin assistant, everybody just assumes you’re not qualified enough to get a real job. That’s mostly because they have no idea what your job actually entails. No one multitasks or juggles better. But admin assistants are too humble to correct you. They know what they know.3. Clean-up Responsibilities for AllThe task of office clean-up, and also the general putting out of everybody else’s fires and fixing of everybody’s messes, almost always falls to admin assistants. Next time you see a handwritten sign taped over the festering sink, think of how many weeks of suffering in silence went on before that sign even went up.4.  Youre Always on CallEven though admin assistants have little authority, they are expected to know almost everything and they can be blamed for almost everything that happens to go wrong. And they are expected to be available whenever anybody needs them.5. Inconsistent Whims and DemandsAdmin assistants aim to please and are always trying to carry out a boss’s wishes and anticipate his or her needs. But so often bosses keep moving the goalposts and changing the rules. It can be enormously frustrating to keep up.6. Inappropriate RequestsIt’s bad enough having to ba bysit your boss and your colleagues. Sometimes you’re asked to actually babysit children when a coworker or your boss brings theirs to work. Or you’re asked to go get someone’s dry cleaning (someone you dont report to) or run another ridiculous errand.7. Shooting the MessengerEven if you didn’t screw up, you’re the one who usually gets yelled at- by everyone. Admin assistants are constantly in the direct line of fire.8. Lack of Trust and TimeYou could either end up with a boss who rides you on every little detail, or even worse, one who doesn’t have any time for you. It’s very hard to do your job if you don’t get at least a few minutes a day of face time to make sure you know what’s needed of you.9. Theres Rarely a ThanksOf all the things you’ll hear said or shouted at you as an admin assistant, â€Å"thank you† is almost never one of those things. Even and especially when you were the one who saved the day .10. No Time to Do It AllAs an admin assistant, your list of tasks- and the stack of papers on your desk- is gargantuan. You make deadlines just fine, but the to-do list never seems to shrink.11. No MoneyPerhaps the biggest injustice done to admin assistants is the egregious lack of compensation. Nobody gets paid less given their work and worth.So next time you feel like yelling at an assistant- or just dumping some thankless jobs on their desk, don’t! Imagine what their day must be like first and show a little love. And if you are one, thanks for all you do. We appreciate you.

Why should not the city of Houston issue a bond for 2 million dollar Essay

Why should not the city of Houston issue a bond for 2 million dollar - Essay Example dollar bond wherein investors can be bondholders so that they can pay the city coupons of interest from the two million dollars, making a profit for the city of Houston. To make a profit as an alternative source of capital is just one advantage of issuing bonds. Aside from that, bonds can be used as Leverage; the coupons that are usually paid every three, six, or twelve months are a flexible way to make payments easier by making less payments fit the situation. Also, there is an option to create a fixed interest rate that is unaffected by changes. Aside from being a benefit, there are also some risks and challenges when issuing bonds. Bonds are a form of debt. These debts are financial risks that leave the issuer (in this case, the city of Houston) payment obligations that are enforced by the law. They have to make these payments no matter what financial state they may be in. Compared to shares that may not be paid when it the issuer lacks money, these bonds can create financial problems for the issuer. There is also a refinancing risk wherein the issuer would need to get capital once bonds mature. This might be a problem if interest rates have been increasing, causing the issuer to possibly refinance at a higher rate. The large bullet payment of the principal at a bond’s maturity is a possibly large amount that may be difficult to pay if the principal payment is delayed. The administrative cost of handling the transactions can also be a burden, unlike a loan wherein the details are confidential; bond issuers have to d isclose some details to the public as requirements by the CMD and other regulatory authorities. Bonds are also treated and taxed as income to the shareholder. To keep the bond attractive to bondholders, the issuer has to compensate for the taxes. These are the reasons why Houston should not issue bonds. It is a risk and requires planning and manpower. The administrative cost has to be prepared before issuing the bonds; there has to be a failsafe

Finance in Hospitality Industry Assignment Example | Topics and Well Written Essays - 2500 words

Finance in Hospitality Industry - Assignment Example The businessperson can apart with money to put into the business. This could include savings or start up capital. This method of approach ensures that the person has complete ownership of the business. External sources are another option to funding. There is several of this kind of funding. Bank loan is one example. Banks can offer one capital to fund a business. The loan repayment is spread over a long period of time and one has to pay interest. One can have additional partners when starting a business. An individual may decide to team up with another person in the business venture. The new partner usually pays more capital than the individual. I would go for owner’s capital Friends and family may also be a source of external funding. Family can invest in a business with little or no interest. They can support an individual in the business venture without making demand for shareholding .Small Business Administration (SBA) can generate funds for business setup. In this method the individual access loans that are provided for by the federal government The amount of interest is minimal in SBA’s. The best sourcing for me could be family and friends. Interests, security and shareholding are not demanded for with the approach. To add on, the family can offer counsel and support during the business initiation. Generating income in hotel Business. Venturing in business is usually for the purposes of income generation. Various businesses employ a variety of methods to realize the optimal profits. The enterprises engage in various forms of generation .Fee for service, selling of products, membership dues, tangible and untangible assets are ways that money is earned in an institution. The hospitality industry also can employ these strategies to make economic gain. Services can be sold as a way of making money. Catering services can be provided for by hotels in different contexts .Eatery services can be offered within the organization. Customers visit the ho tel and get food and drinks for which they are charged .Hotels can cater for wedding sand parties in the neighborhood and make profits. Catering services can be taken to institutions of learning by the hotels and the administration reciprocates the service by paying up. Tangible assets can also be used to gain profits. Leasing and renting out of assets such as space, equipment and land. The hotel can hire out rooms for conferences and workshops to other organizations. This ensures that they make for the leasing and the assets remain their own. Space for hosting events such as parties and weddings can also make up for income generation. The grounds can be well lawn and presentable. Consumers can therefore rent the place and pay up for the amount of time they use the place. Furthermore, boarding services can be provided for. The consumers are offered spaces to sleep for a levy .Investment and dividends can offer funds for an organization. The hotel can enroll in the stock exchange and gain accrued interests with time. This is the passive way of income generation as the stakeholders are not directly involved in money making. TASK 2 Costs, gross profit percentages and selling prices fort products and services are important in mapping out a company’s progress. Cost can have various elements to it that need to be considered. These elements include; revenue, Cost of goods sold, formula as well as management. Revenue refers to as ‘sales ‘in companies. This is the receipts and debits over a certain

Vertical integration in studio system Essay -- Economics

Vertical integration in studio system The term "vertical integration" refers to the structure of a marketplace, which is integrated (rather than segregated) at a variety of crucial levels. In the case of the motion picture industry, the studio system established a market in which the studios owned production facilities, distribution outlets, and theaters. In other words, the studios controlled every level of the marketplace from the top down, from production to exhibition. "Vertical integration" began in the 1910s and inspired the postwar consolidation of the studio system as national distribution companies, such as Paramount merged with production companies, such as Famous Players and Lasky and subsequently began purchasing theater chains. All of the major studios in Hollywood (Paramount, MGM, Warner Bros., etc) owned theater chains; the minors, Universal, Columbia, and United artists, did not. The minors, distributed their pictures, by special arrangement, to theaters owned by the majors. The majors booked one another's films in their theaters. Vertical int...

Distracted by Today’s Technology Essay

We are part of a country that is focused on making life easier and faster. Technology is something that is constantly on the rise, we are always looking for that new gadget better than the last that is meant to facilitate the everyday life. As a result, many people are starting to lose the ability to show emotions or even carry on a face-to-face conversation, therefore making it difficult for those individuals to develop appropriate social skills. Unfortunately, we fail to see the damage that is being caused by the amount of time being spent on texting, playing with video games, or spending countless hours on social networks as an alternative to making new acquaintances or spending quality time with their loved ones. Let’s start with text messages, known as one of the most popular method of communication these days. It is an unavoidable fact that the text message has become a necessary part of our lives. Like with new couples, who are unable to attain an appropriate sense of what their new partner is actually like. These couples often prefer the convenience of texting as a way of getting to know each other, as opposed to talking on the phone or going on dates. What they fail to realize is that, by trying to maintain a relationship mostly through texting and with barely any physical interaction they are truly inhibiting their ability to assess reactions, expressions or feelings shown by the other person. Sadly, these couples usually choose to end their relationship before knowing if it truly had a chance to flourish into a something meaningful. Although talking on a cellular phone while behind the wheel of a car has been proven to be dangerous, it has now taken a back seat to those drivers who surf the internet and text while on the road. According to a study done by The American Automobile Association, forty-six percent of teens who were interviewed admitted to being distracted behind the wheel because of texting. Many parents will instruct their children not to text while behind the wheel, when in all reality they are not following what they preach by continuing to put us all at risk. Overall, it is a real source of concern that these individuals are consciously adding to the increasing number of accidents on our roads today. Then we have video games, which have been around for decades. In recent years, the popularity of video games has sky rocketed amongst our youth. Our children are learning how to hijack a car from a pregnant mother with her two kids, shoot a gangster with an automatic weapon, and even drag race down the streets of a quiet neighborhood, all from the comfort of their couch. The days of going outside to play with friends and bike riding have been replaced by sitting in front of a television set and playing with your Nintendo, Xbox, or PlayStation, just to name a few. Homework and chores are often overlooked, but worse are the many parents that are using these gaming devices as babysitters as an alternative to spending quality time with their kids. Many parents remain satisfied by simply knowing that their children are safely in the house, dismissing the possibility their children are becoming couch potatoes with no social skills. Sadly, many of these children are not receiving any other exercise than what is given during their P.E. class in school. These are the children that will likely end up as obese, anti-social members of our society. Lastly, we are now surrounded by social networking sites like Facebook, Myspace and Twitter that are dedicated to connecting friends and family that live all around the world with the intentions of increasing communication between them. Friends can post pictures, write about what they are doing at the moment, and surf other friends profiles. While we cannot deny the benefits that these sites may provide, we should also not fail to realize the many dangers that can be linked to these social networks. Computer viruses are one of the most common disadvantages seen with social networks, one wrong click and you could send all you personal information to some crook across the country. But more damaging are the ill effects that our children are likely to encounter. Cyber bullying is much more intense and malicious than what some of us may have experienced in our high school hallways. Teasing, harassing, and name calling are now posted on the internet for everyone to see. In 2006, a teenage girl committed suicide for the constant bullying she received from her classmates and even one of their parents, her mother never suspected any of it. More importantly, many children and teenagers are now sharing too much information with strangers that they meet online, believing they are someone of their same age and with their same interests. Unknowingly, they are making themselves easy targets for predators of all kinds. This could possibly be avoided if parents were to limit the time spent online and diligently monitor their internet usage. I understand that some people may disagree with my views on the damaging effects that could be associated with allowing too much technology into all aspects of our lives. At the end of the day, what are the benefits we are receiving from allowing technology to play such a large role in our lives? Are we coming together at the end of the day? The days of â€Å"family dinner time† are slowly becoming memories of the past. Fewer are the families that sit around a table to share a meal, socialize, and relate stories about their day. We are missing out on opportunities to bond with our children and watch them grow. As well as new couples that would benefit from more phone conversations and dates, perhaps giving themselves a better chance at a more meaningful and stable relationship, possibly reducing the current divorce rates. It is a fact that we live in a world that technology has become a must in our lives. We are now dependent on cellular phones, and computers, while our children are consumed by their games. I also agree that all of the advancements made by technology are simply indented to somehow improve the way we function on a daily basis. But there should be a limit to how much technology we allow in our lives. Maybe we should make an effort to dedicate time to our families by turning off the cellular phone and put aside the computer a few nights a week. The benefits we will receive for maintaining a loving and nurturing relationship with our loved ones will continue to be evident for years to come.

Social Media And Its Impact On Marketing And Promotion

Social media use isn’t just an arbitrary ego boost for brands and individuals. It’s a driving factor in business, marketing, technology and so much more. We Are Social reports that 2.1 billion out of the 7.2 billion people in the world now have social media accounts. Americans certainly fall into the mix, with 60% using it for their news fix, but at the same time they’re also doing other things like viewing ads. This means that you absolutely cannot ignore the impact of these huge and varied platforms on advertising, marketing and promotion. Let’s try to look into some examples of smart, creative and efficient use of social media to see what works. Oreo Oreo as a brand absolutely wowed the world during the 2013 Super Bowl in America. When the coverage experienced a lighting blackout, Oreo’s 15-strong social media team were straight on it to provide viewers with relevant content. Given that advertising space during the commercial breaks of the event itself costs as much as $5 million in 2016 (according to Fortune, who states that the cost has increased by 75% since 2005), Oreo virtually managed to capitalize for free. Although their content was not seen by every one of the estimated 114 million viewers of the television broadcast, they did receive 15,000 retweets and 20,000 likes on Facebook, as a result of the immediate coverage, Wired reports. They’re a great example of a brand using its assets to drive a social media strategy. They had copywriters, a strategist andShow MoreRelatedDigital Media and Digital Technology870 Words   |  4 PagesDIGITAL MEDIA AND DIGITAL TECHNOLOGY Many approaches has been deliver one message to buyers across an company promotions, that may contain all types of media they are TV, radio, internet and mobile phones. 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