Mix design report Essay Example | Topics and Well Written Essays - 500 words

Mix design report - Essay Example The education at the high school level is a strength that can translate to economic boost since there is about 90% of the populations aged 25years and above with this basic education. This is a true since when majority of natives have basic education they are keen and understands the work they do hence quality services Another strength that the city of London enjoys is that few people (8%) leave below poverty index. There is promise that this figure could go down due to the presence of royal opera house which creates job to many young people. The figure is also smaller nationally. The poverty index used here was an index of 1.5. Another weakness is seen in marginalization and gender disparity. Although the ratio between women to men is almost 1:1, women are restricted in owning farms and occupying leadership positions. The data under London county was suppressed implying that there were confidentially with the data for public access which is a weakness The increase in population is a weakness to the government .This is because the government should put up measures to curb the ever rising rate of population. The more the population the more burdensome and budgetary constraints to the government. The priority for the government is to create more resources for development and infrastructural alignment. Comparatively, the population keeps rising from 2000 upto 2003 projection. The manufacturer’s shipment stands at about $300Million. This although still below the expected level of industrialization, it offers the opportunity for more shipments and revenue generation for the states. This is also seen as a pointer towards creation of jobs for the young people. It is also seen as an opportunity to increase the bilateral trades and ties with the regional and counterparts countries The number of retail sales also offers the opportunity for business and trade. It can be seen that the number of retails sales significantly

Leveraged Buyouts and Private Equity Essay Example | Topics and Well Written Essays - 3250 words

Leveraged Buyouts and Private Equity - Essay Example According to the research findings leveraged buyout first came into the picture as an important phenomenon in 1980s. It was predicted that these types of organizations would form the major portion of organization which will eventually become the dominant one. These types of private equity firms involved themselves in various measures like providing incentives based on managerial abilities, and introduced the concept of active governance. They relied upon the possibility of junk bond financing. A few years later the junk bond market crashed resulting in bankruptcy of several leveraged buyouts and the leveraged buyouts of public to private transactions vanished in the starting phases of 1990s. But the market of leveraged buyout was also suffering a gloomy phase as the private equity firms continued their operation by acquiring private companies. The US experienced the boom in market of leveraged buyout in the mid 2000s. The evidences supported by various researches on some selected com panies reveals that private equity investors took the advantages of time factor between the debt and equity markets. The importance of leveraged buyout lies in the usage of financial leverage in order to strengthen the acquisition of the company that has been targeted. The generated cash flow from the bought out business is used to cover he debt incurred in the acquisition. The debt holders are usually expected to earn affixed return while the equity holders seem to grasp all the benefits in a successful buyout. The factors that influence a good leverage buyout includes strong consumer base, small amount of debt on balance sheet, the management team consisting of dependable hands and continuous cash flow (Tuck School of Business at Dartmouth , 2003, p.p. 7-8). Private equity firms Private equity firms are characterized by firms where general partners take the initiative to manage funds while the other partners take the responsibility to provide capital. The limited partners comprise of pension funds, wealthy individuals, and companies operating in the insurance sector. It is important for a partner to contribute to at least 1 percent of the wealth of the firm. The private equity firms has the opportunity to invest the committed capital for at least five years but the period can be extended to ten to thirteen years to return the capital. Again the fund has the life of ten fixed years but can have the extension to thirteen. The limited has little liability in the working of the capital as long as the initial agreements are met. The agreements include restrictions on the amount of capital that can be invested in a company, the particular form of securities in which to invest, and on the level of debt. There are three ways to compensate a general partner. With an annual management fee which is usually a portion of the committed capital and then as a portion of capital employed when the investments are realized. The general partners also earn a share of the profits and they can also charge fees for deal and monitoring to the companies where they put their money in. Portfolio

Database Needs for Early Learning Programs Essay Example for Free

Database Needs for Early Learning Programs Essay The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable, accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be used in the 2007-2008 school year. Hosted by the state of Washington, it is accessible to each agency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP program substantially changed its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the change came so late in the year, that it was not feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP. ELNIS was designed in 2005 with the hope of having a single early learning data base for ECEAP, Step Ahead, and Child Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with each other, but all ECEAP children are also in ELNIS. In 2010 Creative Curriculum substantially change the child assessment tool, such that in the final year of the levy 2010-2011 the child assessment data is no longer uploaded into ELNIS. Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the new levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attendance and assessment data be delivered on the last day month following the month reported. In the MOA each year between OFE and HSD the data elements are negotiated. The data reporting required for early learning in 2010-2011 is on pages 5 8 of this report. These will still form a substantial part of the required data, but there will be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the next school year. This process begins by creating a large data set of assessments matched to each child who has been served. The early vision was that the data would be stored in ELNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile Assessment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS. Increased needs for data and new data elements The new levy includes six components of which are three are new and three are expanded: †¢Professional Development †¢Family Engagement and Outreach †¢Preschool †¢Kindergarten Transition †¢Home Visiting Program †¢Health and Mental Health Support for Children The new required elements for reporting are expected to include the following indicators of progress toward the outcomes: †¢Parent-Child Home Program (PCHP) Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢PCHP Children will meet standard on the Child Behavior Traits (CBT) and the Teacher Rating of Oral Language and Literacy (TROLL). †¢Family Friend and Neighbor’s (FFN†S) Care Providers Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢Step Ahead Preschool Programs Children enrolled will meet the Standard Score and/or make gains on the Peabody Picture Vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year. †¢Step Ahead Preschool serving children who are English Language Learners: Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. †¢Step Ahead Preschool Children will meet age level expectations at the end of the preschool year on Teaching Strategies Gold Child (TSG) assessment. †¢Children served by Step Ahead and SEEC and enrolled in full-day kindergarten Children will meet the age-level expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) . †¢SEEC Pre-K Classrooms will meet the Environmental Rating Scale (ERS) standard at the end of the program year. †¢SEEC Pre-K Teachers will meet standard on the Classroom Assessment Scoring System (CLASS) at the end of the program year. †¢Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. †¢Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. †¢Number of early learning and child care settings receiving targeted consultation or training. †¢% of children who enroll in kindergarten on time. †¢% of children enrolled in full day kindergarten. †¢% of children who attend 90% of school days. †¢% of children who meet the birth to 3-year indicator for health (TBD). †¢% of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early Learning Health †¢Number of early learning and child care settings and providers receiving targeted consultation or training. †¢Number of children in early learning and child care settings receiving developmental assessments. †¢Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. †¢Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments †¢Child: Teaching Strategies Gold (administered fall, winter and spring of the pre-k year) †¢Classroom: Curriculum-embedded classroom checklist (administered annually) †¢CLASS: Annual voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. Summative Assessments †¢Child – PPVT-4 (administered fall and spring of pre-k ) †¢Child – WaKIDS ( administered fall and spring of kindergarten) †¢Classroom ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of Students Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an average of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90%. Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions: ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for improving outcomes, or to manage data for contract payment purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased. Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. Data will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning – Pre-K Source: HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Child’s Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table. SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I – Step Ahead, Tiny Tots, Refugee Women’s Alliance, and Jose Marti Tier II – Denise Louie Education Center/Head Start Tier III – Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV – Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month. ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS – Met StandardYes/No/Null ECERS average score of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom score based on years of experience and training 1st Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR. 1st Child Assessment – Cognitive DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning – Peabody Picture Vocabulary Test, Fourth Edition PPVT Source: HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric. Child AgeXX-XXChild’s age at time of test in years and months 1st assessment – standard scoreNumeric/NullStudent’s standard score from the 1st Peabody Picture Vocabulary Test. 1st assessment – raw scoreNumeric/NullStudent’s raw score from the 1st Peabody Picture Vocabulary Test 1st assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 1st Peabody Picture. Vocabulary Test 1st assessment – percentile scoreNumeric/NullStudent’s percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment – standard scoreNumeric/NullStudent’s standard score from the 2nd Peabody Picture Vocabulary Test. 2nd assessment – raw scoreNumeric/NullStudent’s raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment – percentile scoreNumeric/NullStudent’s percentile score from the 2nd Peabody Picture Vocabulary Test. SEEC Early Learning – ECERS Source: HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table. 1st ECERS score – Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score – Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score – Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score – Activities Numeric/NullAverage score for subscale 1st ECERS score – Interaction Numeric/NullAverage score for subscale 1st ECERS score – Program StructureNumeric/NullAverage score for subscale 1st ECERS score – Parents and StaffNumeric/NullAverage score for subscale 1st ECERS cumulative classroom scoreNumeric/ NullAverage score across all subscales 2nd ECERS Score – Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score – Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score – Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score – ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score – InteractionNumeric/NullAverage score for subscale 2nd ECERS Score – Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score – Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales. Early Learning – Parent-Child Home Program Source: HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month. Parent-Child Home Visitor Program Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program – Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment Cooperation with Adults Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment Attention to Task Domain. Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment Engagement in Developmentally Appropriate Tasks Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment Attention to Task DomainNumeric/NullScore ranges 1-4. 2nd CBT Assessment Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4. 1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item) 2nd TROLL Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item; one Yes/No item scored 1/0 ) 2nd TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).

The Media Dumbs Us Down Essay -- The Dumbing Down of America

The rise of media in our society has many effects on the consumers of the media. Many people propose the question: is this media making us dumber? Today there are a lot more forms of media available to people today. Through the media outlets of television and news, internet and user-generated content, and social media, people have many options as to where they receive their media. As a whole, the mass media dumbs down society, through their attempt to keep up with the changing of times and reach large masses of people. It is up to the consumer of the media what type they want to partake in. How do media compete in such an environment? The only way to compete is to go with it. To become it, and to help it. New forms of mass media is happening, will happen, and will not stop because we are a constantly changing society. The media tries to put a new spin on media that combines older media techniques with a new more advanced form of media that attempts to reach all of society. Even tho ugh they are effective at reaching mass crowds of viewers, and reaching people who may not have ever engaged in issues, they dumb down society by limiting the thoroughness of information presented. The dumbing down is usually applied as a derogatory term that refers to the simplifying of a subject towards the lowest common denominator. Americans consume large amounts of media. The average American spends half or their day watching hours of television, or listening to some sort of mass media. According to Shachtman author of The Inarticulate Society: Eloquence and Culture in America, â€Å"most Americans watch thirty hours of television a week, or 1,550 hours a year, listen to the radio 1, 160 hours a year, spend 180 hours a year reading some part of a ne... ...al_media_stats_kagan_fisch_mcleod Carr, N. (2008, Jul. - Aug.). Is google making us stupid?. The Atlantic, 1. Retrieved February 14, 2012, from http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/ Shachtman, T. (1995). Extracurricular Educators. The inarticulate society: eloquence and culture in America (pp. 95-142). New York: Free Press. Sommerville, C. J. (1999). How the news makes us dumb: the death of wisdom in an information society. Downers Grove, Ill.: InterVarsity Press. Wolf, M. (2007). Proust and the squid, the story and science of the reading brain. New York, NY: Harpercollins. YDSTIE, J. (2007, June 16). Does the internet undermine culture? : NPR. NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Retrieved February 10, 2012, from http://www.npr.org/templates/story/story.php?storyId=11131872

Mapp v. Ohio and Miranda v. Arizona: An analysis

The case of Mapp vs. Ohio [367 U.S. 643 (1961)] was brought to the Supreme Court on account of Mapp’sconviction due to a transgression of an Ohio statute. Mapp was said to have violated the statue for possessing and keeping in her house various materials which are obscene in nature. The obscene materials were found in her house after a search conducted by police officers in her house. Mapp appealed her conviction before the Supreme Court, arguing that the search conducted by the police should be struck down as invalid as the same was conducted without the benefit of a warrant. In Miranda vs. Arizona [384 U.S. 436 (1966)], Miranda was convicted of rape and kidnapping. His conviction was decided by the lower court on account of his confession before police officers. He confessed to having committed the offense when he was investigated upon after being arrested by the police. Miranda appealed his conviction before the Supreme Court, contending that the confession cannot be considered as proper basis for his conviction due to the fact that he was without the assistance of counsel during the interrogation in which the confession was made by him. Section 2 In Mapp vs. Ohio, the Supreme Court set aside the conviction, holding that the search could not validly produce the conviction for the same was conducted without a warrant being issued for the same. The Court, citing Weeks vs. United States [232 U.S. 383 (1914)], supported its decision by saying, â€Å"conviction by means of unlawful seizures and enforced confessions should find no sanction in the judgments of the courts†. In the opinion of the Court, to convict a person based on an invalid search is a denial of the Constitutional rights of the citizens, and hence cannot be permitted by the Courts. The conviction in Miranda vs. Arizona was likewise held invalid by the Supreme Court. In this case, the Court relied on the coercive nature of interrogations conducted by police for saying that one conducted without the presence of counsel to assist the accused is a denial of the constitutional rights of the latter. Hence, any confession made under any un-counseled interrogation cannot be sanctioned as valid evidence against the accused. The Court, in its decision, made clear that â€Å"the person in custody must, prior to interrogation, be clearly informed that he has the right to remain silent, and that anything he says will be used against him in court; he must be clearly informed that he has the right to consult with a lawyer and to have the lawyer with him during interrogation, and that, if he is indigent, a lawyer will be appointed to represent him†. Section 3 It is believed that the decisions rendered in both cases do not handcuff the police so as to restrict them from performing their duties. In fact, it is advanced that the decisions in Mapp and Arizona even seeks to limit, if not to eradicate, the abuse sometimes perpetrated by the police in the course of arrests or investigations. It cannot be said that the doctrines laid down by the courts handcuffs the police for law and jurisprudence provides for valid exceptions to the applications of the doctrines. At most, the decisions only seek to prevent the police from having unbridled discretion in gathering evidence against suspected violators and in obtaining confessions through violation and coercion. Section 4 After an analysis of the case, it becomes apparent that the abuses perpetrated by police officers in the conduct of their duties are the same reasons why the Court has rendered a decision which effectively limits the discretion of the police in conducting interrogations and gathering evidence against suspected violators of the law. In the same way, the cases also gave hope that after the rendition of the cases, the police would no longer be abusive for purposes of prosecuting an offender; that convictions will only be produced by evidence obtained through legally permissible means. Section 5 References Cited: Mapp v. Ohio. 367 U.S. 643 (1961) Miranda v. Arizona. 384 U.S. 436 (1966) Weeks v. United States. 232 U.S. 383 (1914)

British Airways Marketing Policy Free Essay Example, 7000 words

Convergence in airline industry occurs under many parameters like brand merger, operational alliances, network sharing etc. Deregulation in the airline industry certainly made way to the trend of alliances and co-operation between the various airlines companies. ( Current issues arising with airline alliances , 1999). This is may be due to the reason the companies try to achieve cost reduction by economies of scale, also getting access to a greater network side by side. These alliances help the airlines to obtain efficiencies which are normally associated with merger and acquisition. ( Current issues arising with airline alliances , 1999). From the customer s point of view even these alliances are beneficial as they get access to larger route coverage and beneficial aspects of both the allied companies. Though the background and the types of the alliances, which have taken place are different, a tendency is being observed towards a more complete and integral alliance which incorpor ates almost all the aspects of an airline business. ( Current issue arising with airline alliances , 1999) These alliances work in the favor of reducing competition, even as many smaller players merge with a larger company, distinct competitive powers comes into the scenario. We will write a custom essay sample on British Airways Marketing Policy or any topic specifically for you Only $17.96 $11.86/pageorder now Thus it is better in this way. Competition among the players even pushes up the cost factor in many ways. British Airways can be considered as one of the major players along with many others who are visibly serving the same market, like in the case of Singapore Airlines and Ryan air. (Wit, 2004, p. 233). So such alliances may reduce this competition at least at the national and regional levels. It will give mutual benefit to both the parties. The smaller airlines only operating in the national or regional levels will get an access to a larger network and a bigger international brand name, while the larger companies on the other hand will get access to the local market and network. It seems like a win-win situation for both the segments. Also alliances between companies operating hub-and-spoke network will, enhance market power of the network they are operating in.

The Saint Leo Core Value Of Excellence - 1563 Words

The Saint Leo core value of Excellence states, â€Å"Saint Leo University is an educational enterprise. All of us individually and collectively work hard to ensure our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our university depends upon a conscientious commitment to our mission, vision, and goals.† These values can be illustrated throughout many aspects of the Roman Empire, including daily life, society, and religion. Daily life in Rome depended greatly upon the individual’s economic status. Wealthy individuals lived in homes located on the hills outside of Rome in order to be away from the chaotic noise of city life and unpleasant odors. They also lived expensive lifestyles by owning fanciful furniture and being pampered by servants and slaves. Underprivileged Romans took up residence within the city and lived in constant filth and decrepit homes which were constantly in danger of collapsing or burning down. Regardless whether rich or poor, tenement or villa, the fundamental social unit throughout the empire was the family, and from the early days of the Republic, the existence of the family centered entirely on the concept of paterfamilias- the male head of the household had the power of life and death over all members of the family. (Wasson, 2013) Over time the immense power of the male of the household would diminish and power was given to the woman of the house. The woman ofShow MoreRelatedIs Saint Leo University Core Value Of Excellence?1099 Words   |  5 Pages Web 2.0 PTA Presentation Frances Perez Dr. Nicole Binder EDU 525 Data Driven Decisions Saint Leo University Smith Data Presentation The YouTube video is located at: https://youtu.be/vK3MytG-AOc Based on the trend data from Smith Middle School, there is a drop in FCAT scores from 7th to 8th grade in both Reading and Math (Binder, 2016). A 40% proficiency in 8th grade Mathematics is not acceptableRead MoreObservational And Social Learning Theory Essay899 Words   |  4 Pagesdiscuss the validity of the Observational/Social Learning Theory. I will investigate what the observational/social learning theory is and its use in an everyday classroom environment. I will also relate this learning theory to any relevant Saint Leo core values. What is the observational/social learning theory? The observational learning theory, sometimes called the social learning theory, states that an individual can learn by observing another person’s (i.e. model) behavior or actions. â€Å"An observer’sRead MoreHow Do the Principles of the United Nations Universal Declaration of Human Rights. Relate to the Saint Leo University Core Value of Community?997 Words   |  4 PagesThe principles of the United Nations Universal Declaration of Human Rights relates to the Saint Leo Universities core value of community in a lot of different ways. Part of Saint Leo’ mission statement is to create a student-centered environment in which love of learning is of prime importance. Members of the community are expected to examine and express their own values, listen respectfully to and respond to the opinions of others, serve the community in which they live, welcome others intoRead MoreWhat Are Human Rights? Essay1152 Words   |  5 Pagesthe United Nations Universal Declaration of Human Rights, this is evident at â€Å"Saint Leo University†. Saint Leo University has incorporated six core values into the heart of the Universities community. These core values are Excellence, Community, Respect, Personal Development, Responsible Stewardship, and Integrity(Saint Leo University, n.d). While evaluating these core values, I thought to myself, what do any of these values have to do with the United Nations Universal Declaration of Human Rights? WhileRead MoreSaint Leo University Core Values and Apa Code of Conduct994 Wo rds   |  4 PagesSaint Leo University Core Values and APA Code of Conduct At Saint Leo University we have a Values Statement that contains six basic core values. They are as follows; Excellence, Community, Respect, Personal Development, Responsible Stewardship, and Integrity, each with a definition of what they mean to the university. As with all core values, these are a set of standards we strive to live by. These values all have individual definitions and meanings, some of which can be subjective to mostRead MoreStds Essay1077 Words   |  5 Pagespopulation through interventions, improving socioeconomic status, surveillance and epidemiologist, our reported rates of STDs will significantly drop down St Leo Excellence The Universities core value of excellence fits right in with community health improvement initiatives to turn the negative of the STD epidemic to a positive. Excellence – Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn theRead MoreCareer Goals And How Will An Mba From Saint Leo University Assist You For Reaching Those Goals?934 Words   |  4 Pages1. What are your professional goals and how will an MBA from Saint Leo University assist you in reaching those goals? I aspire to become an attorney who operates a firm that specializes in matters involving international business and family law. My aspirations of becoming an attorney directly aligns with the Master’s of Business Administration program offered at Saint Leo University. My professional goals as an executive and future attorney requires me to attain the highest level of professionalRead MoreA Glimpse Inside Alcoholics Anonymous1662 Words   |  7 PagesA Glimpse Inside Alcoholics Anonymous â€Å"Animated in the spirit of Jesus Christ, we value all individuals’ unique talents, respect their dignity, and strive to foster their commitment to excellence in our work. Our community’s strength depends on the unity and diversity of our people, on the free exchange of ideas, and on learning, living, and working harmoniously (Saint Leo University Core Values, Respect). Introduction. I decided I wanted to visit an Alcoholics Anonymous group meeting in my localRead MoreThe Vaule of Personal Development in The Divine Comedy, by Dante Alighieri1209 Words   |  5 PagesIn Italian Dante Alighieri (1265) Poem, The Divine Comedy Inferno, Translated by Mark Musa. Dante demonstrates the value of personal development which is the ability to keep a balanced life and continuously learn from past mistakes in order to create a better future. Dante begins the poem wrapped in his own thoughts and suffering but by the end of the poem he begins to understand other’s sufferings beyond his own. In his growth throughout his journey he learns about pain and sorrow that he cannotRead MoreCommunication Management Problems Associated With Advertising And Promotion1302 Words   |  6 Pagesit important to apply the Saint Leo core value of community when working with your peers (both in the classroom and in the work environment)? Give an example of how the core valu e was applied in the discussion. There are different issues with communication in advertising. The class as a whole had a lot of the same communication issues. The main issues that were consistent are clutter of advertisement, the use of emotional connections, and technology. Excellence Saint Leo University is an instructive