Respond to a Letter of Complaint

To: [emailâ protected] co. uk From: [emailâ protected] dk Subject: I feel sorry to learn that your family excursion to Tivoli ended up being a baffling one. The facts confirm that lone 11 of the 24 different diversion rides were running on that day lamentably because of the specialized disappointments of the machines. By further checking the amusement rides we found that we were unable to hazard utilizing the machine that day and needed to change a few sections for the machine to run again.We couldnot illuminate at the passageway as the experts were all the while taking a shot at the machines(you may likely have seen individuals attempting to fix the machines) and there was an expectation that we could run the machine that day. However, on late evening, we discovered that the machine couldn't be fixed that day so we educated at the entryway. we are hearing a smidgen of issues at a portion of the food outlets. Also, we came to think about your story from one of the associate of that outlet. I again apologize for the bother that you needed to endure because of some specialized issues and the terrible client service.After perusing your letter and knowing the conditions I had discussion with chiefs of Tivoli and we chose to give your family free passes to enter and play all the amusement games with a free supper in any of the eateries for your family when Tivoli opens again the following summer. I have encased the free goes to enter and play the diversion ride alongside the FREE DINNER FOR YOUR FAMILY IN ANY OF THE OUTLETS. We expect to fulfill our clients with quality in diversion, food and administration. I am looking forward observing you again the following summer in Tivoli and getting a charge out of with your family.

Greek and Roman Theatre Terms Flashcard

Greek and Roman Theater Terms

How to Cite YouTube and Other Videos in APA Format

How to Cite YouTube and Other Videos in APA Format Student Resources APA Style and Writing Print How to Cite YouTube Videos in APA Format By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on August 07, 2019 damircudic/Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers In This Article Table of Contents Expand APA Format for a YouTube Video Common Questions Citing a Video Podcast Other Basic APA Rules to Follow View All Back To Top APA format is the official writing style format used by the American Psychological Association. Researchers use this style when publishing articles in professional journals. Students also use this style when writing papers for psychology and many other social science courses including education and sociology. Video content is becoming an increasingly important source of information, so how exactly would you cite something like a YouTube video or other online video in APA format? One challenge that students may face is figuring out how to cite different types of sources. A citation for a book reference, for example, will look somewhat different than that of an online source. APA Format for a YouTube Video The APA format for online videos is similar to that of other types of digital media and online content. The format you use should look like this: Basic Video Citation: Author, F. N. [Screen name]. (year, month day). Title of video. [Video file]. Retrieved from http://www.webaddress/include/full/url/ Some types of electronic sources need to be surrounded by brackets. According to the APAs official style guide, the brackets should surround the necessary content with no spaces between the text and the brackets [like this]. Because many online video creators utilize pseudonyms online, you should include the author’s screen name in brackets. Common Questions As you can see from just looking at the basic format, there might be times that you will run into questions about how to include the required information. What if the author’s screen name is spelled wrong? Online users often have all types of screen names, some that conform to grammar and spelling rules and some that do not. When citing a YouTube or other video, always type the creator’s screen name exactly as it appears, including both spelling and capitalization. What if the author’s full name is not listed? In this case, just include the uploader’s screen name, but do not put it in brackets. Video With No Author Listed: PsychologyRules22. (2018, June 7). Psychology is life. [Video file]. Retrieved from https://www.youtube.com/watch?v939027757802937 Why is it so important to include the screen name? On YouTube and many other video websites, users must publish their content under a screen name. Sometimes users might create a screen name that is exactly the same as their real name, but it most cases, users create some type of name that represents the content they post or some other personal characteristics.   In order for other people to find a specific video, they might be able to search the video title and find what they are looking for, but in many cases, people also need to screen name or user name in order to locate the right channel or video. Should video content be used as a reference? Whether videos are allowed as sources depends on the guidelines your instructor gives you. If you are unsure, ask. There are many reasons why you might want to cite a YouTube video in your writing. The video may contain information not available elsewhere, may feature an interview with an expert on a topic, or may present unique examples that you want to refer to in your paper. What about including the name of the interview subject in the reference? If the name of the person who is interviewed is not mentioned in the title of the video, do not include it in the reference. One way to get the information across is to refer to the name of the interview subject in the text where you cite the reference. For example, Philip Zimbardo noted that... (Psych Interview, 2013). Citing a Video Podcast Video podcasts are another type of video format that you may want to cite at some point. Such podcasts often feature interviews with experts on various topics, which can be a great source of unique information for your paper. If you are citing a video podcast, whether it is hosted on YouTube or published on the author’s own website, use the following format: Video Podcast Example James, S. (Producer). (2019, March 1). Examining the bystander effect [Episode 9]. This Week in Psychology. Podcast retrieved from http://www.psyyweekly.com As you can see in the example above, you should begin by listing the author, then identifying them as the producer of the program in parentheses. Next, include the date, the title of the episode, and the episode number in brackets. This should then be followed by the name of the video podcast and URL of the website where the podcast was retrieved. Also note in the above example that the title of the video podcast is in italics. The official APA publication manual states that when written, video, or audio post is part of an overarching work (such as a blog or podcast series), the title of the total work should be included in italics. This follows the same format that you would use if you were citing an individual chapter that was part of a book. Other Basic APA Rules to Follow In addition to following the specific rules for citing and referencing electronic sources, there are a number of other basic APA rules you should observe. Type and double-space your paper on a standard-sized paper. Your reference page should be double-spaced as well.The first line of each reference should be flush-left, with each additional line of the reference indented.Use a 12-point, Times New Roman font.Each page of the paper should include a page header known as a running head as well as page numbers. The running head should be a shortened version of your paper title, in all caps and followed by the page number, located in the upper-right hand corner of each page. A Word From Verywell APA format has many different rules and guidelines for citing various types of sources, so you should always check the official guidebook to make sure that your citations and references are correct. Whenever you cite an online source, whether its a web page or a video, you should follow the basic rules for citing electronic sources. This includes listing the author or authors (when listed), the date, the title, and the online location of the information.

Sacudir Conjugation in Spanish, Translation, and Examples

The Spanish verb sacudir means to shake. It is a regular -ir verb, so it follows the same conjugation pattern of verbs like cumplir, vivir and subir. In the tables below you will find the conjugations of sacudir in the indicative mood (present, past, future, and conditional), the subjunctive mood (present and past), the imperative mood, and other verb forms. Using the Verb Sacudir Sacudir means to shake, and this verb can be used in most situations when you would use to shake in English. For example, you can talk about shaking something to clean it, as in sacudir el polvo de la alfombra (shaking off the dust from the rug). You can also use sacudir to talk about shaking any object, such as sacudir las maracas (shaking the maracas), or it can be used to talk about shaking in the sense of scaring someone. For example, you can say El crimen sacudià ³ a la gente del pueblo (The crime shook the people of the town). Sacudir Present Indicative Yo sacudo I shake Yo sacudo los muebles sucios. Tà º sacudes You shake Tà º sacudes la alfombra de la entrada. Usted/à ©l/ella sacude You/he/she shakes Ella sacude el instrumento para hacer mà ºsica. Nosotros sacudimos We shake Nosotros sacudimos a la clase con las tristes noticias. Vosotros sacudà ­s You shake Vosotros sacudà ­s la cabeza en desacuerdo. Ustedes/ellos/ellas sacuden You/they shake Ellos sacuden la caja para adivinar su contenido. Sacudir Preterite Indicative The preterite is one of two past tenses in Spanish. It is used to talk about completed actions in the past. Yo sacudà ­ I shook Yo sacudà ­ los muebles sucios. Tà º sacudiste You shook Tà º sacudiste la alfombra de la entrada. Usted/à ©l/ella sacudià ³ You/he/she shook Ella sacudià ³ el instrumento para hacer mà ºsica. Nosotros sacudimos We shook Nosotros sacudimos a la clase con las tristes noticias. Vosotros sacudisteis You shook Vosotros sacudisteis la cabeza en desacuerdo. Ustedes/ellos/ellas sacudieron You/they shook Ellos sacudieron la caja para adivinar su contenido. Sacudir Imperfect Indicative The imperfect tense is used to talk about habitual or ongoing actions in the past. It can be translated as was shaking or used to shake. Yo sacudà ­a I used to shake Yo sacudà ­a los muebles sucios. Tà º sacudà ­as You used to shake Tà º sacudà ­as la alfombra de la entrada. Usted/à ©l/ella sacudà ­a You/he/she used to shake Ella sacudà ­a el instrumento para hacer mà ºsica. Nosotros sacudà ­amos We used to shake Nosotros sacudà ­amos a la clase con las tristes noticias. Vosotros sacudà ­ais You used to shake Vosotros sacudà ­ais la cabeza en desacuerdo. Ustedes/ellos/ellas sacudà ­an You/they used to shake Ellos sacudà ­an la caja para adivinar su contenido. Sacudir Future Indicative Yo sacudirà © I will shake Yo sacudirà © los muebles sucios. Tà º sacudirà ¡s You will shake Tà º sacudirà ¡s la alfombra de la entrada. Usted/à ©l/ella sacudirà ¡ You/he/she will shake Ella sacudirà ¡el instrumento para hacer mà ºsica. Nosotros sacudiremos We will shake Nosotros sacudiremos a la clase con las tristes noticias. Vosotros sacudirà ©is You will shake Vosotros sacudirà ©is la cabeza en desacuerdo. Ustedes/ellos/ellas sacudirà ¡n You/they will shake Ellos sacudirà ¡nla caja para adivinar su contenido. Sacudir Periphrastic  Future Indicative   The periphrastic future is formed with the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive sacudir. Yo voy a sacudir I am going to shake Yo voya sacudir los muebles sucios. Tà º vasa sacudir You aregoing to shake Tà º vasa sacudir la alfombra de la entrada. Usted/à ©l/ella vaa sacudir You/he/she isgoing to shake Ella vaa sacudir el instrumento para hacer mà ºsica. Nosotros vamosa sacudir We aregoing to shake Nosotros vamosa sacudir a la clase con las tristes noticias. Vosotros vaisa sacudir You aregoing to shake Vosotros vaisa sacudir la cabeza en desacuerdo. Ustedes/ellos/ellas vana sacudir You/they aregoing to shake Ellos vana sacudir la caja para adivinar su contenido. Sacudir Present Progressive/Gerund Form The gerund or present participle for -ir verbs is formed with the ending -iendo. Present Progressive of Sacudir està ¡ sacudiendo Is shaking Ella està ¡ sacudiendo el instrumento para hacer mà ºsica. Sacudir Past Participle The past participle can be used as an adjective or to form compound tenses with the verb haber, such as the present perfect. For regular -ir verbs, the past participle is formed with the ending -ido. Present Perfect of Sacudir ha sacudido Has shaken Ella ha sacudido el instrumento para hacer mà ºsica. Sacudir Conditional Indicative To talk about possibilities, you can use the conditional tense, which in English is usually expressed as would verb. Yo sacudirà ­a I would shake Yo sacudirà ­a los muebles sucios si me gustara limpiar. Tà º sacudirà ­as You would shake Tà º sacudirà ­as la alfombra de la entrada si estuviera sucia. Usted/à ©l/ella sacudirà ­a You/he/she would shake Ella sacudirà ­ael instrumento para hacer mà ºsica, pero no le gusta el sonido. Nosotros sacudirà ­amos We would shake Nosotros sacudirà ­amos a la clase con las tristes noticias, pero preferimos no decepcionarlos. Vosotros sacudirà ­ais You would shake Vosotros sacudirà ­ais la cabeza en desacuerdo si no os gustara la idea. Ustedes/ellos/ellas sacudirà ­an You/they would shake Ellos sacudirà ­anla caja para adivinar su contenido si se lo permitieran. Sacudir Present Subjunctive Que yo sacuda That I shake Mamà ¡ espera que yo sacuda los muebles sucios. Que tà º sacudas That you shake Andrea quiere que tà º sacudas la alfombra de la entrada. Que usted/à ©l/ella sacuda That you/he/she shake El director sugiere que ella sacuda el instrumento para hacer mà ºsica. Que nosotros sacudamos That we shake Los padres de familia esperan que nosotros no sacudamos a la clase con las tristes noticias. Que vosotros sacudà ¡is That you shake El jefe sugiere que vosotros sacudà ¡isla cabeza en desacuerdo. Que ustedes/ellos/ellas sacudan That you/they shake La nià ±a espera que ellos sacudan la caja para adivinar su contenido. Sacudir Imperfect Subjunctive The imperfect subjunctive has two different conjugation options, shown in the tables below. Option 1 Que yo sacudiera That I shook Mamà ¡ esperaba que yo sacudiera los muebles sucios. Que tà º sacudieras That you shook Andrea querà ­a que tà º sacudieras la alfombra de la entrada. Que usted/à ©l/ella sacudiera That you/he/she shook El director sugerà ­a que ella sacudiera el instrumento para hacer mà ºsica. Que nosotros sacudià ©ramos That we shook Los padres de familia esperaban que nosotros no sacudià ©ramos a la clase con las tristes noticias. Que vosotros sacudierais That you shook El jefe sugerà ­a que vosotros sacudieraisla cabeza en desacuerdo. Que ustedes/ellos/ellas sacudieran That you/they shook La nià ±a esperaba que ellos sacudieran la caja para adivinar su contenido. Option 2 Que yo sacudiese That I shook Mamà ¡ esperaba que yo sacudiese los muebles sucios. Que tà º sacudieses That you shook Andrea querà ­a que tà º sacudieses la alfombra de la entrada. Que usted/à ©l/ella sacudiese That you/he/she shook El director sugerà ­a que ella sacudiese el instrumento para hacer mà ºsica. Que nosotros sacudià ©semos That we shook Los padres de familia esperaban que nosotros no sacudià ©semos a la clase con las tristes noticias. Que vosotros sacudieseis That you shook El jefe sugerà ­a que vosotros sacudieseisla cabeza en desacuerdo. Que ustedes/ellos/ellas sacudiesen That you/they shook La nià ±a esperaba que ellos sacudiesen la caja para adivinar su contenido. Sacudir Imperative The purpose of the imperative mood is to give direct orders or commands. There are slightly different conjugations for the positive and the negative commands. Positive Commands Tà º sacude Shake!  ¡Sacude la alfombra de la entrada! Usted sacuda Shake!  ¡Sacuda el instrumento para hacer mà ºsica! Nosotros sacudamos Let's shake!  ¡Sacudamos a la clase con las tristes noticias! Vosotros sacudid Shake!  ¡Sacudid la cabeza en desacuerdo! Ustedes sacudan Shake!  ¡Sacudan la caja para adivinar su contenido! Negative Commands Tà º no sacudas Don't shake!  ¡No sacudas la alfombra de la entrada! Usted no sacuda Don't shake!  ¡No sacuda el instrumento para hacer mà ºsica! Nosotros no sacudamos Let's not shake!  ¡No sacudamos a la clase con las tristes noticias! Vosotros no sacudà ¡is Don't shake!  ¡No sacudà ¡is la cabeza en desacuerdo! Ustedes no sacudan Don't shake!  ¡No sacudan la caja para adivinar su contenido!

Public Policy And Slave Security - 798 Words

1) Identify the question that the article is trying to answer In this article, the three authors Marl Yanochik, Bradley Ewing and Mark Thorton, discuss how public policy and slave security played a significant role in the profitability of antebellum slavery. When looking into this, the authors aim to determine whether there was an economic relationship that existed between public policy and slave prices. 2) Explain how the author tries to answer the question The authors have recognized that most economic historians have overlooked the impact of public policies and slave security on the profitability of the Antebellum South. The authors take a close look on information about the political economy of slave security, slave patrols, manumission laws, and slave prices during the Antebellum. The information and data the authors gathered were mostly about Louisiana from 1825 to 1860. This is because Louisiana was the economic center of the antebellum slave trade and plantation economy. Once the authors compiled enough information, they decided on two propositions to test to establish whether or not there was an actual economic correlation between public policies and slave prices. The two propositions the authors came up with were â€Å"An increase in real wages should reduce the relative prices of slaves† and â€Å"A decrease in the proportion of free blacks to the overall black pop ulation should have a positive impact on the market value of slaves†. To test these propositions, theShow MoreRelatedHuman Trafficking And The Civil Rights Movement909 Words   |  4 Pagestrafficking, is currently spanning the globe and affecting millions of people in hundreds of countries but is widely ignored by society. According to a reporter for National Geographic Magazine, â€Å"There are more slaves today than were seized from Africa in four centuries of the trans-Atlantic slave trade. 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Finance Foundation Free Essays

LB5212:03 FINANCIAL FOUNDATIONS FOR MANAGERS Singapore Campuses Study Period 3, 2012 LB5212:03 Financial Foundations for Managers SUBJECT GUIDE 2012 Study Period 3, Singapore Campuses Contents Contents1 1. School Overview0 2. Subject at a Glance0 3. We will write a custom essay sample on Finance Foundation or any similar topic only for you Order Now Subject Details0 4. Subject Readings and Resources0 5. Assessment Details0 6. Grading Criteria0 7. Student Assistance0 8. Important Policies Guidelines0 9. Postgraduate Skills Qualities0 10. Lecture Tutorial Schedule0 11. Annexure0 School Overview The School of Business is at the forefront of innovation in business and information technology education. With a focus on internationalisation, growth and innovation, the school exploits its unique regional location and expertise in courses that combine discipline-based excellence with practical application. JCU aims to empower responsible managers with practical skills underpinned by cutting edge theory. The school is one of the largest schools at JCU in terms of student numbers and offers programs at Brisbane, Cairns, Singapore and Townsville. Graduate coursework degrees include the flagship program the Master of Business Administration (MBA), Master of Professional Accounting (MPA), Master of Economics (ME), and Master of International Tourism and Hospitality Management (MITHM). The school also includes Information Technology, offering a Master of IT (MIT and MIT Extended). Within the coursework masters suite of degrees there are opportunities for joint degree combinations. JCU’s recently ‘refreshed’ MBA is committed to an agenda of responsible management, in which all our activities are consistent with sustainable and ethical business practices. Across the four campuses, there are majors available in Marketing, Human Resource Management, Managerial Accounting, Dispute Resolution and International Tourism. Research degrees are also available at honours, masters, and Doctoral levels. Honours students from JCU have an outstanding record of gaining quality jobs in government and consulting circles and a number of students have won Australian Postgraduate Award scholarships and progressed into doctoral courses. There are a number of different pathways into the postgraduate study areas, with direct entry for those already holding an undergraduate degree. For those who do not have a first degree but have relevant work experience and professional experience, the pathway to postgraduate study starts with a Graduate Certificate, progresses through the Graduate Diploma, and reaches the Masters level and above by following these indirect entry strategies. Our staff are friendly and approachable and our degrees are designed to help you develop skills for application anywhere in the world in the dynamic business environment of the twenty-first century. A number of our staff have been recognised through independent rankings as world leaders in their field. School of Business staff have also recently won national awards for teaching excellence, and are committed to helping students achieve their career goals. JCU’s School of Business is committed to working towards achievement of genuine and sustainable reconciliation between Aboriginal and Torres Strait Islander peoples and the wider community, as outlined in the JCU Reconciliation Statement at http://www-public. jcu. edu. au/study/indigenous-students/JCUPRD_039193 ____________________________________________________________________________________ Prepared by D. Smorfitt for the School of Business, James Cook University. Copyright 2012 This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission. This subject guide was last revised on 20 October 2012. Subject at a Glance The followin g summary provides a quick reference to the most important aspects of this subject. Please ensure that you have read the entire guide in full. Staff Contact Details The following staff members are responsible for the preparation or delivery of this subject. Please contact the relevant staff member if you have any concerns during the study period. | Name| Room| Phone| Email| Consultations*| | | | | | | Lecturers:| | | | | | Singapore| Teoh Teik Toe| | 65-97905202| teik. teoh@jcu. edu. au| | * Other consultation times by appointment only. Class Times and Contact Details A 3 credit point subject will require a 130 hour workload of study-related participation over the duration of the study period irrespective of mode of delivery. Students enrolled in LB5212 should attend the three hours of contact time set aside for each session. | Time| Day| Room| Assessment Summary A summary of the assessable items for LB5212 is provided in the table below. Please read through the assessment details presented later in this subject guide. Assessment| Supervised individual assessment| Weight| Due Date| Assessment 1 – Test| x| 20%| Week 6 in lecture – 60 minutes in duration| Assessment 2 – Assignment| | 30%| | Assessment 3 – Final Exam| x| 50%| To be advised (2 hours in duration – emphasis on application and interpretation)| You are not required to satisfy the examiners in all assessment tasks but you must obtain a final mark of at least 50% to pass the subject. In addition, you must obtain at least an average of 50% over all supervised individual components within a subject to pass the subject overall. No individual assessment piece should be taken as an indication of your final grade. Raw marks may be subject to moderation or scaling. To be eligible to pass this subject, participants are required to attempt all forms of assessment and must demonstrate a reasonable degree of competence in the required subject learning outcomes as examined in each form of assessment. To be eligible to pass this subject, participants are required to complete all forms of assessment and must demonstrate a reasonable degree of competence in the required subject learning outcomes as examined in each form of assessment. Please note that in the event that you miss a piece of assessment, you will be allocated a zero unless the appropriate documentation such as a doctor’s certificate is provided. If such documentation is provided, the end of semester ‘Final Exam’s’ weighting will be increased accordingly. Subject Details Welcome from the Subject Coordinator Welcome to the subject of Financial Foundations for Managers. The history of accounting can be traced back to traders in ancient times who sought to keep account of their business dealings and wealth. Today, organisations from small to large utilise the skills of accountants to help them in their decision-making and to report their financial performance to shareholders, creditors, employees and other stakeholders. Accounting skills are also utilised in a wide range of related jobs including financial analysts, auditing, professional practice, tax agents, financial planning, stockbroking and investment banking. This subject is designed to provide an understanding of the related applications of accounting in the contemporary environment. Financial information about corporate performance is critical not only to the success of individual companies but to the success of global capital markets. Accounting topics covered will include the preparation and interpretation of financial reports, budgeting and performance evaluation. It should be recognised that this subject is concerned with developing an understanding of accounting concepts, issues and problems rather than with educating you to undertake the role of a professional accountant. Our Master of Professional Accounting program or combined Master of Professional Accounting and MBA program is better designed for the latter task. Since the 1980s, many developments have occurred in the field of accounting such as the integration of cashflow statements into financial reporting, development of international accounting standards, and environmental and social reporting. The number of practitioners, academics and students engaged in this field has grown substantially, reflecting the perceived value of the study to business practice and the many financially rewarding careers that the area promises. The principles and concepts of accounting, once the exclusive preserve of financial controllers and finance staff, are now being applied to units and functions within a business. Managers at all levels are expected to have financial skills such as the capacity to understand financial reports and budgets and to be able to analyse business decisions not just from a strategic viewpoint but from a financial one as well. You have chosen an important subject to study. No matter what your level or position in an organisation, you will find yourself involved in some way with decision-making from a financial viewpoint. Whether your career goal is to be part of a top management team or you plan to apply your technical training in some functional area of the business, you will be expected to understand and apply basic financial skills such as the capacity to interpret financial statements, budgets and measure financial performance of divisions/markets/products. We do hope that your studying this subject will significantly improve your financial skills and you will find studying this subject interesting and rewarding. Subject Description This subject provides students with an understanding of the fundamentals of accounting. The aim is to build on basic concepts to develop a clearer understanding of financial statements, their uses and limitations in decision-making. The capacity to analyse financial statements and make decisions based on them will be emphasised. The subject examines decisions on cost structures and the implications for operating leverage and thus the financial statements. An introduction to capital budgeting and the application thereof to various cases is also covered. This subject is a core requirement for the MBA and thus must be completed by all MBA students. Subject Learning Outcomes As a student it is important for you to understand how the learning outcomes identified by the subject coordinator are achieved throughout the subject. The following table shows the alignment between content, assessment and learning outcomes. Subject Learning Outcomes| Related Content / Assessment| 1. Understand the nature of assets, liabilities, equity, income and expenses in the context of the accounting model. | Lectures, tutorials,test andassignment| 2. Develop an understanding of and ability to prepare asic accounting statements such as the statement of financial position and the statement of financial performance| Tutorials and assignment | 3. The ability to analyse and interpret financial statements and an understanding of the relationship between the different statements. | Lectures, tutorial and exam| 1. Ability to produce and interpret budgets and understand the various ways in which a business assesses capital investments, develop its capital budg et and make long term resource allocations. | Lectures, tutorial and exam| 2. Understand the behaviour of costs and know how to conduct analysis of impact of changes in sales and costs on profits. | Lectures, tutorial, assignment and exam| 3. Understand operating leverage, its measurement and the impact it has on financial statements through the cost structures as well as the use of cost structures in short-term decision regarding resource usage. | Lectures, tutorial and exam| 4. Understand the various ways in which a business assesses capital investments develop their capital budget and make long term resource allocation decisions. | Lectures, tutorial and exam| These are the learning outcomes for the subject. Specific learning outcomes for each assessment item will be provided with the detailed assessment item. Approaches to Teaching and Learning in this Subject A number of teaching-learning approaches will be used in this subject in order to achieve the above-stated learning outcomes. * Lectures: They are used to introduce basic concepts, principles, and issues related to accounting foundations. Generally, lectures are arranged to lead each session. At the beginning of the lectures, participants will be made aware of session objectives and specific session learning outcomes. A set of current financial statements will be used to provide students with an on-going example of the applicability of the topics covered in real life. * Class exercises: We will work through class exercises in most sessions. These are used to check your understanding and grasp of some fundamentals of the subject. The list of exercises is on the last page of the subje ct outline. The exercises referred to are at the end of the respective chapters or provided on LearnJCU. * Prior study: Study prior to the start of the class is essential, otherwise deep learning is unlikely to occur. It is understood that all of you have a very busy work schedule. However, it cannot be over-emphasised that this pre-class study (especially pre-reading and attempting set class exercises) is absolutely essential and should be taken seriously. * Application of class learning to real world issues: In this subject, it is our intention to extend the learning beyond the classroom and hence you are expected to apply what you have learnt in the classroom to the real world issues. This is done by relating the subject assessment to financial analysis for a real world business or industry. A practical assignment in which the operational budgets and accrual based Income Statement and Balance Sheet are produced are required. The effectiveness of the class sessions for the above teaching-learning approach depends importantly on your participation in and contribution to the class. Your involvement in the class can be the most effective way of improving your understanding of the subject matter. It is strongly recommended that you regularly participate in the class and actively engage yourself in class activities. Subject Readings and Resources Prescribed Texts (Compulsory) * ————————————————- Atrill, P. , McLaney, E. , Harvey, D. and Jenner, M. (2009), Accounting: an introduction, 4th edition, Pearson, Frenchs Forest NSW. * Jenner, M. and Silvester, M. (2009), Workbook to accompany Accounting: an Introduction, 4th edition, Pearson, Frenchs Forest NSW. * ————————————————- Copies of financial statements of an entity is provided to you – also available at http://www. cpaaustralia. com. au/cps/rde/xbcr/cpa-site/2010-financial-report. pdf There is an expectation that you will read the appropriate chapters in your text prior to the lecture they relate to. The Jenner workbook provides you with chapter by chapter questions and solutions that I strongly encourage you to work through in your own time. Further Reading Please note the following URL http://libguides. jcu. edu. au/content. php? pid=117627sid=2226980 contains additional information applicable to this subject. The literature on accounting is ever expanding. There are a large number of publications available at the JCU library. Books in this area are also readily available in business sections of many bookshops. Provided below is a list of selected titles for your information. You may not have the time to read through many books. Nonetheless, it will be useful even if you have a quick flip over some of them. We do encourage you to consult some other books or buy some good ones for your own library. * * Some useful materials for further reading have been selected for you and will be placed on LearnJCU or handed out in class from time to time. Hope you will find it interesting to read them. * Accounting Texts such as * Bazley, M. and Hancock, P. (2010), Contemporary Accounting, 7th Edition, Cengage Learning, Australia. (ISBN: 9780170181587) Birt, J. , et al. 2010). Accounting: business reporting for decision making, John Wiley Sons Australia, Milton, Qld. Hoggett, J. R. , Medlin, J. Edwards, L. , Tilling, M. Hogg, E. (2012). Accounting, 8th Edition, John Wiley Sons. * * Useful Electronic Databases available at JCU library: * ACCOUNT   1982 –  via Informit –  An index with abstracts produced by the Institute of Chartered Accountants in Australia. Subject coverage includes accounting, auditing, taxation, insolvency, financial management, corporation law, banking, electronic data processing, management and superannuation. Source documents are Australian journal articles, conference papers and academic research papers. * ABI/Inform (1971-1997) – International business, management and marketing. * AUSTROM (1990-1998) – Australian databases, particularly APAIS (Australian Public Affairs Information Service). * EconLit (1969-2002) – Citations with abstracts of the world’s economic literature. * DatAnalysis – This database provides comprehensive information for all Australian Stock Exchange listed companies. These reports are updated daily from relevant ASX announcements. Full text. Subject Website on LearnJCU Access the subject website through LearnJCU at learnjcu. jcu. edu. au for all relevant materials. Login using your JCU email username and password. The site for this subject is opened to all participants enrolled in the subject at least seven days prior to the commencement of the subject. Browser requirements for LearnJCU are provided on the opening webpage of LearnJCU. Assessment Details There are three pieces of assessment. 1. Semester test (20% Weighting) The semester test covers the content from the first three sessions. It is a good opportunity to start off the semester by writing a test on a relatively small portion of the semester’s work and gain a good understanding of the concepts covered and hopefully achieve a good result. 2. Group Assignment (30% Weighting) Students are required to submit a group report in groups of two. Students will be allocated into teams in the second session. You will submit one report per group of two. The Topic and associated details are provided in Section 6 below. 3. Final Exam (50% Weighting) You will be required to complete a two-hour end of semester exam covering sessions 4 to 12 inclusive. However, the material in sessions 1 to 3 may be examined indirectly and thus a good understanding of this material is essential. Grading Criteria ASSIGNMENT: TASK The assignment consists of the development of the financial component of a financial plan for a ‘new start business’ that you establish. REPORT Grading Criteria – The report should include the following: * Student group work documentation as per the Annexure at the end of this document. No documentation will result in a zero mark attributed to the group. * Contents page * Introduction and explanation of the business venture. 5 marks) * Executive summary (One page limit) – this is important as in many instances this is where you ‘sell’ your firm and the application for finance and this will determine whether or not the financiers will look at the rest of the document. (5 marks) * Assumptions – these must be documented, clearly presented and must be realistic e. g. you cannot sim ply say I will achieve 10% market share. You need to justify how and why you will achieve this. This may require you researching various sources for information regarding the type of business, the market size as well as consumption patterns for the service your new firm will provide. 10 marks) * Budgets* for two years on a monthly basis. The budgets should at the very least include: (30 marks) * ————————————————- Sales budget (volume) * ————————————————- Sales revenue budget ($) * ————————————————- Debtors budget ($) * ————————————————- Cash b udget ($) * Budgeted Statement of Financial Performance for two years (PL). (15 marks) * Budgeted Statement of Financial Position for two years (Balance Sheet). 15 marks) * Ratios analysing the firm’s liquidity, solvency, profitability and efficiency. ( 5 marks) * Comment and analysis of ratios (this would obviously have to be a favourable commentary! ) i. e. an opportunity to ’sell’ your business. (10 marks) * Conclusion(5 marks) Total: 100 marks ————————————————- ————————————————- Note: Attention should be paid to: * ————————————————- not materially exceeding word limits; * ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- spelling, grammar and structure; ————————————————- professional presentation including tables and figures where appropriate; and * ————————————————- use of other resources, appropriate referencing and provision of bibliography. Assignment requirements: * All assignments are to be typed to a professional standard on standard A4 paper using 1. 5 line spacing. * Binding of assignments is not required – staple top left hand corner. * Word limit of 3,500 words (approximately 10 pages) – remember quantity need not reflect quality. * Any appendices are not included in the page limit. Reports should follow (generally) a format for a professional report. * All calculations are to be pro vided in the appendix to your report. * You should make good use of tables where applicable. * You are expected to research the topic in other relevant accounting/finance texts. This research should be well referenced. Do not rely solely on the assigned text for interpretations. * Sources should be appropriately referenced, acknowledging all sources of information that are not yours. * Please clearly indicate the make-up of the formula used. Some useful sites The following may assist you in this assignment: AusInfo – Department of Finance and Administration (1994), Style Manual for Authors, Editors and Printers, 5th Edition, Australian Government Publishing Service, Canberra. * Australian Tax Office http://www. ato. gov. au/businesses/content. asp? doc=/content/45518. htmpage=2#P15_738 * Look at the Institute of Chartered Accountants website: http://www. charteredaccountants. com. au/ * CPA magazine – available on the web as well on the CPA website: http://www. cpaaust ralia. com. au/cps/rde/xchg/cpa/hs. xsl/index. html * Small Business Development Corporation (WA): http://www. sbdc. com. u/index2. asp * The Queensland State Development: http://www. business. qld. gov. au/index. html * NSW State Development Department: http://www. smallbiz. nsw. gov. au/ * Australian Bureau of Statistics: http://www. abs. gov. au/ausstats/abs@. nsf/mf/1321. 0 * Cairns city council websitehttp://www. cityofcairns. qld. gov. au/ * Cairns Port Authority website – http://www. cairnsport. com. au/ * Tourism Tropical North Queensland – http://www. ttnq. org. au/ General information regarding the assignment The ability to adhere to deadlines is a key feature of any competent professional. Right from the beginning, new students should acquire the habit of meeting deadlines for their work, by organising their study time appropriately. The following points apply to the submission of this assessment: Students are required to submit a group report (groups of two). Students will be allocated into teams in the second lecture. You will submit one report per group of two. Assessment Criteria and Skills Development: Assessment will be based on the criteria provided above. This exercise will teach you the skills needed for formal written communication in a business setting, as well as organising information in a structured format. Team Conflict and Disbandment: The ability to â€Å"lead, manage and contribute effectively to teams† is a key JCU Generic skill and an important skill sought by employers. Working in teams, under proper conditions, encourages peer learning and peer support. Sometimes members of a team will not contribute equally to the task, resulting in some students carrying the full load or the team effort. On other occasions team members have left the subject. This subject uses a peer evaluation sheet to alleviate student concerns about the contribution of individual team members. This will be made available on LearnJCU. Should you have conflict in your team it is important to advise the lecturer as soon as possible. Submission and Return of Assessment: The ability to adhere to deadlines is a key feature of any competent professional. Right from the beginning, new students should acquire the habit of meeting deadlines for their work, by organising their study time appropriately. The following points apply to the submission of this assessment: * Hard copies of the assignment are to be submitted by the due date as per ‘Assessment Summary’ on page 2. The submission is via the School of Business assignment box. (Rooms A1. 09 for Cairns and DA027-317 for Townsville). * Please ensure that you have attached the School of Business Assignment Coversheet and stamped your assignment with the date stamp. All written assignments must use the standard School of Business coversheet and all authors must sign this coversheet. A copy of the cover sheet is available online at: www. jcu. edu. au/business/JC UDEV_011380. html * An electronic copy of your report and spreadsheet must also be emailed to your lecturer as part of the assessment process. The file should be named as follows: Subject, year, surnames, document For example: LB5212_2012_Smith and Jones_Report. ocx LB5212_2012_Smith and Jones_Spreadsheet. xlsx * No extensions will be granted due to the time frame and advance warning provided concerning the work to be undertaken. * The assessment will be returned with feedback. * The mark allocated to the group for the written component will also be the mark allocated to the individual members of the group adjusted as per the peer assessment documentation as provided to the lecturer. The lecturer’s decision on the allocation of marks is final. * See Annexure for peer assessment documentation. Student Assistance Studying at university typically involves many challenges. You may experience academic, professional or personal situations that are difficult to deal with. However, there are many options for you to pursue including academic advisers, counsellors or study skills advisers. The following table provides a summary of some of the services you may access at JCU. If you have any concerns please talk to someone! Support Needed| Who to Contact| Information for Current Students| www. jcu. edu. au/student/| Accommodation| www. jcu. edu. au/accommodation/| Childcare | www. jcu. edu. au/student/JCUPRD_017384. html| Computers, IT, Library and Email| http://www-public. jcu. edu. u/libcomp/assist/infohelp/JCUPRD_033554 | Equity and diversity| http://www. jcu. edu. au/studentequity/| Students with disabilities| http://www. jcu. edu. au/disability/| Indigenous students| http://www-public. jcu. edu. au/study/indigenous-students/index. html | Employment| www. jcu. edu. au/careers/| Enrolment| Faculty Student Office www. jcu. edu. au/newstudent/studyabroad/jcut st_057853. html | Exams| www. jcu. edu. au/student/assessment/| Financial| Student Loans www. jcu. edu. au/student/Loans/studentloans/| International Student| http://www. jcu. edu. au/international/| Personal / Emotional Support| Counselling Service www. cu. edu. au/student/counselling/| Library| http://www-public. jcu. edu. au/libcomp/index. htm Faculty Librarian [Insert here. ]| Spiritual Support| http://www. jcu. edu. au/chaplaincy/| Learning Skills / Language Help| Language ; Learning Services http://www. jcu. edu. au/learningskills/ | Equity Statement James Cook University is committed to encouraging equity and diversity. In particular, JCU aims to provide an optimal learning environment to students from a variety of backgrounds: * Aboriginal and Torres Strait Islander students * People from rural and isolated areas * People from low socio-economic backgrounds People with disabilities * People from non-English speaking backgrounds. Information relating to scholarships, bursarie s and services is available at www. jcu. edu. au/studentequity or by free call 1800 300 064. Important Policies ; Guidelines Role and Responsibilities – JCU Student Charter The Charter outlines the reasonable expectations that students can have of the University while studying and also what the University expects of its students. Refer to the JCU website. Assessment Policies There are a number of assessment policies that you should be aware of as a student of JCU. The most important policy is the university’s Assessment Practices Policy, which specifies the requirements of assessment practice for undergraduate and postgraduate coursework subjects. This policy can be accessed from: http://www. jcu. edu. au/policy/teaching/coursemanagement/JCUDEV_016741. html You should also be familiar with the policies and procedures that relate to your right of access to assessment marks and materials and the request for review of assessment. These rights are detailed in the Review of Assessment and Student Access to Scripts and Materials policy which can be viewed at: http://www. cu. edu. au/policy/teaching/coursemanagement/JCUDEV_005333. html Referencing and Plagiarism Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism is a form of cheating and any instances of plagiarism will be dealt with promptly according to University procedures. Instances of student academic misconduct are handled using a four stage procedure: Stage 1: Referral of the allegation; Stage 2: Preliminary investigation; Stage 3: Hearing; Stage 4: Appeal. If plagiarism is detected, the lecturer will immediately notify the Head of School in writing. The Head of School is then responsible for further actions, and will notify you of their decisions about the penalties. Working together, discussing ideas, or helping one another with references is fine. However, the piece of work that you finally submit for assessment must be your own. It should contain your ideas and your assessment of other people’s ideas, and be written in your own words. Students who are found guilty of plagiarism will be subject to the provisions of the Student Academic Misconduct Requirements which can be accessed from: http://www. cu. edu. au/policy/teaching/coursemanagement/JCUDEV_005375. html It is important that you reference your work correctly. In the School of Business different disciplines may require different ways of referencing your sources, but in general most subjects within the school will use the APA (American Psychological Association) Style. Please confirm this with your lecturer. APA referencing guidelines are provided in the library l ibguide which can be accessed from: http://libguides. jcu. edu. au/referencing Submitting Written Assignments Unless advised otherwise by the subject coordinator, all written assignments must use the standard School of Business coversheet and all authors must sign this coversheet. A copy of the cover sheet is available online at: www. jcu. edu. au/business/JCUDEV_011380. html The assignment and coversheet must be stamped using the time/date stamp located adjacent to the assignment boxes in Townsville and Cairns. Different submission processes are in place for students in other locations. The assignment boxes will be cleared at 5. 00pm each day and the date/time stamp on each assignment will be checked. Any assignments received after the due date and time will be deemed to be â€Å"late† and will not be collected until 5. 00pm the following working day. Please note that some lecturers may have specific assignment requirements and it is your responsibility to check these with your lecturer. Penalties for late submission of assignments In the absence of any extension, late submission of work will result in a penalty of 5% of the possible mark for each day late. For example, If you are awarded a mark of 71% for a 30% essay that is handed in 4 days late, your final mark will be 51% of 30, which is 15. . Weekends are treated as a single full day because university buildings are not usually accessible of over the weekend to allow for submission. Assessment tasks will generally not be graded after 14 days past the due date. Supplementary and Deferred Exams If you are unable to sit your examination at the scheduled times due to extenuating circumstances (e. g. medical, trauma, death in the family etc) you may apply to sit a deferred examination. The Head of School has the right to decline an application if they consider the reasons are less than exceptional. Alternately, applying for special consideration is recommended in situations where you feel that your preparation has been/or is adversely affected by certain circumstances before and up to the day of the exam. In this situation you still need to sit the exam on the scheduled day. Special consideration (if approved) means that the lecturer will consider your circumstances when marking your examination. In some cases, you might be awarded the opportunity to complete a supplementary exam. This will be indicated by an ‘NS’ grade on semester results. A supplementary exam cannot be applied for, it is granted at the discretion of the examiner. A supplementary result is based exclusively on the result of the supplementary exam and previous assessment is not included in a recalculation of the student’s result. In accordance with University policy, a student who has completed a supplementary exam can only receive a grade of ‘SP’ (supplementary passed), ‘SN’ (supplementary failed) or an ‘SX’ (failed to sit supplementary). For more information please see: http://www. jcu. edu. au/policy/teaching/coursemanagement/JCUDEV_005344. html Subject and Teaching Feedback We welcome all forms of feedback from our students. If you have something to say about your experience you should visit JCU’s Student Feedback and Complaints web pages www. jcu. edu. au/student/complaints/index. htm JCU staff value and appreciate student feedback as a source of evidence about the quality of our teaching and courses so you are strongly encouraged to provide considered feedback for each of your subjects. Student feedback is one way of gaining recognition of subject and teaching strengths, and provides information on areas that may need further development or change. JCU provides two formal mechanisms for you to provide feedback about your subjects and teachers: Student Feedback about Teaching (SFT) and Student Feedback about Subjects (SFS). The SFT is paper-based, and is conducted at the request of your lecturer or tutor and usually occurs in the latter weeks of semester. The SFS is available to all students through StudentsOnline towards the end of each study period. You can view a sample of the SFS at http://www. jcu. edu. au/teaching/evaluation/JCUPRD_016952. html Other Policies and Guidelines Further information on important policy information is available for all JCU students at the JCU website http://www. jcu. edu. au/policy/student/ Postgraduate Skills Qualities Postgraduate attributes are the skills and qualities that every student should have when they leave the University – irrespective of the qualification they have attained. These skills are often the same competencies that employers expect from graduates. You will not attain all of the JCU postgraduate qualities in this subject because these skills will be developed over the full the length of your degree in various subjects. The table below indicates how the content and assessment in this subject fosters the development of JCU’s postgraduate attributes. Graduate Skills| Related Content / Assessment| Critical Thinking| | 1. 1 the ability to appraise information critically| Lectures, Test, Assignment and Exam | 1. 2 the ability to use independent judgement to synthesise information to make intellectual and/or creative advances| Lectures, Assignment and Exam | 1. 3 the ability to place their research in a broader (preferably international) theoretical, practical and policy context| | Problem Solving| | . 1 the ability to think laterally and be original| Lectures, Test, Assignment and Exam | 2. 2 the ability to conceptualise problems| Test, Assignment and Exam | 2. 3 the ability to conceptualise and evaluate a range of potential solutions to relevant problems| Test, Assignment and Exam | 2. 4 the ability to encompass and use methods and conceptual advances in areas of knowledge cognate to their centra l area(s) of expertise| | 2. 5 the ability to evaluate and extrapolate from the outcomes of their research| | Project Management| | . 1 the ability to plan, conduct and manage research in their discipline| | 3. 2 the ability to identify and take serendipitous advantage of research opportunities| | 3. 3 the potential to lead and contribute to projects effectively and efficiently| Assignment | 3. 4 the ability to conduct their research in an ethical manner| | Interpersonal Understanding and Communication| | 4. 1 the ability to communicate the methodology, results and implications of their research in a manner appropriate to different purposes and audiences| | 4. the ability to make constructive contributions to project teams or collegial activities| Assignment | 4. 3 the potential to resolve conflicts| Assignment | 4. 4 the ability to work individually and independently| Lectures, Test, Assignment and Exam| Lecture Tutorial Schedule Week/Session| Lectures/Session| Content a| Readings | Related Assessment| Tutorials b, c,| 1| Introductory concepts financial systems| Ch 1 Ch 2 self study| Test, Assignment and exam| Def exercise provided, Ch 1: DC – 1. 1; 1. 11; 1. 12; 1. 16; 1. 17; 1. 18; 1. 20; 1. 22; Ch 2: is self study 2. 16; 2. 17; 2. 24; 2. 5; 2. 26. | 2| Accounting equation and transaction analysis| Notes provided| Test, Assignment and exam| Three exercises provided| 3| Income statement and balance sheet| Ch 3 4| Test, Assignment and exam| Financing decisions questions provided and Ch 3: DC– 3. 7; 3. 10; 3. 18; 3. 20; App – 3. 15 Ch 4: DC – 4. 2; 4. 8; 4. 10; 4. 11; 4. 15; 4. 17; 4. 19 4. 28; App – 4. 14| 4| Statement of cash flows| Ch 5| Exam| Guess Who question provided; Ch 5: DC 5. 2; 5. 19; Case study 5. 1 (leave out Q3, 10, 11)| 5| Managing working capital| Ch 13| Assignment and exam| Ch 13: DC – 13. 1; 13. 7; 13. ; 13. 11; 13. 12; 13. 13; 13. 19; App – 13. 2; 13. 8; 13. 12; 13. 13; 13. 14| 6| Mid-Term TEST and Financial statement analysis| Ch 6| Assignment and exam| Ch 6: DC – 6. 4; 6. 5; 6. 6; 6. 27 App – 6. 16; 6. 17; 6. 18ab| 7| Financial statement analysis| Ch 6| Assignment and exam| Ch 6: DC – 6. 2; 6. 3; 6. 7; 6. 12; 6. 13; 6. 16; 6. 21; 6. 23 App – 6. 3; 6. 4; 6. 5; 6. 14; 6. 15; 6. 18c-e; Case study 6. 6| 8| Budgeting| Ch 9 10| Assignment and exam| Ch 9 DC – 9. 2; 9. 3; 9. 5; 9. 6; 9. 8; 9. 11; 9. 13; 9. 17; 9. 19; 9. 20; 9. 27; 9. 30; 9. 31 App – 9. 2; 9. 4; 9. 7;Ch 10 DC – 10. 1; App – 10. 6 Case Study 10. 1| | | Study break (Good time for the groups to get together to work on the assignments as well)| | | | 9| | Cost behaviour| Ch 7| Exam| Questions as provided| 10| | Application of cost structures| Ch 7| Exam| Ch 7: DC – 7. 8; 7. 9; 7. 10; 7. 12; 7. 13; 7. 14; 7. 15; App – 7. 6; 7. 10; 7. 12; 7. 13; 7. 15; 7. 17; | 11| | Capital budgeting methods| Ch 11| Exam| Ch 11: DC – 11. 7; 11. 8; 11. 9 ; 11. 10; 11. 11; 11. 12; 11. 14; 11. 17; 1 1. 18; 11. 21; App – 11. 2; 11. 3; 11. 4; 11. 5; 11. 7| 12| | Capital budgeting application| Ch 11| Exam| Ch 11: App – 11. 8; 11. ; 11. 10; 11. 11; 11. 12; 11. 13; 11. 14| Notes: a The sequence of some topics may change due to availability of staff, resources or due to unforeseen circumstances. b Whilst not all will be covered by the lecturer, students should attempt all. Do as many examples as you can until you personally feel you have a good grasp of the material. Publishers’ solutions are available from the lecturer. There will also be other problems for you to look at from time to time. Also do chapters from publishers Workbook. c Additional readings will be provided from time to time as the semester progresses and are examinable. Annexure PEER ASSESSMENT OF GROUP WORK CONTRIBUTION ————————————————- Employers have clearly indicated the need for their employees to have appropriate social skills including the ability to work in groups. Management (something I assume all of you aspire to) are required to undertake performance appraisal of their employees. For these two reasons alone, the ability to work in groups is a skill the University encourages students to develop. In working in groups there are a number of aspects that need to be managed including: * Identify members of the group. This should be done keeping in mind the skills required to do the assignment as well as your peers’ attitude towards their academic work and their grade expectations; * Elect a leader of the group; * Identify the topic or task to be undertaken; * Allocate the work to be undertaken e. g. topics to be covered, research to be done; * You must set time frames (deadlines) for when the work is to be done and diarise the dates of regular meetings e. g. after every lecture in that subject you should schedule a meeting; * Some people are free-riders – they want the benefit of the group mark but will only put in as little effort as possible. This can be managed by using the Appendices 1 and 2 that follow. Every time (weekly) a meeting is held you should complete Appendix 2 for each group member. This should be kept in a file and submitted weekly together with the minutes of the meeting and any other supporting documentation from that week. * Appendix 2 should also include any emails confirming allocation of work, requests for work to be done by individuals (and was expected of them), identification of any issues and how they were resolved or suggestion son how to resolve them. Essentially you are to document the process so that the full picture can be presented and the results you award can be justified. * Appendix 1 is only completed at the end when you submit your assignment; * Some students may regard this as onerous, but if you do this it allows you to develop workplace skills, leadership skills and also protects those ‘workers’ from the ‘free-riders’. Also include any emails confirming issues, allocating work and requesting people to do what was expected of them i. e. document the process so that the full picture can be presented and the result you come to can be justified. This would be what would occur in any business and the minutes of the meetings are regarded as legal documentation and accepted as such in court cases. The mark you will be allocated will be the proportion of the lecturer’s mark that your colleagues attribute to you based on your contribution. If there are any differences of opinion then the lecturer’s decision will be final, based on the documentation that is presented to him/her. The next two pages provide you with an example of how to use the Appendices; then two blank forms are provided for your use. EXAMPLE: Three members in the group David, John and Mary APPENDIX 1: (Submitted at the end of he process with the assignment) Surname| Initials| Percentage of lecturer allocated group mark you think you should get based on your contribution to the group project| % of allocated group mark you thinkJohnshould get based on their contribution to the group project| % of allocated group mark you thinkMaryshould get based on their contribution to the group project| % of allocated group mark you thinkXXXXshould get based on their contribution to the group project| Assessor’sSignature| | | | | | | | Insert the names of the various group members in here| | Insert the percentage of the mark you think you should be receiving. If you feel your contribution deserves the full mark then insert 100%| An average of the marks you have allocated over the weeks will assist you in allocating a mark here for John| An average of the marks you have allocated over the weeks will assist you in allocating a mark here for Mary| | | Smith | David| 100%| Average of weekly mark out of 50 x 2 | Average of weekly mark out of 50 x 2| | David’s signature here| Jones| John| 100%| Average of weekly mark out of 50 x 2 | Average of weekly mark out of 50 x 2| | John’s signature here| Ngcobo| Mary| 100%| Average of weekly mark out of 50 x 2 | Average of weekly mark out of 50 x 2| | Mary’s signature here| As a means of assisting you in completing the above table, the following table must be completed and where appropriate documentary evidence can be submitted including any written statements. David, John and Mary will all complete and sign this form so everything is transparent. EXAMPLE: APPENDIX 2: (Submitted weekly)NAME OF MEMBER BEING ASSESED JOHN| | GROUP CRITERIA REVIEWED| SCORING| | | (5)Always| (4)| (3)Freq1| (1)| (0)Hardly| Score| 1. | Communication:-| | | | | | 4| 2. | Participation:-(attendance and active: meetings, tasks, workloads, discussions †¦)| | | | | | 1| | | (10)High| (8)| (6)Adeq2| (3)| (0)Lack of| | 3. | Cooperation Shared Responsibilities:-(decisions, milestones, goals, tasks work processes – added to group cohesiveness †¦)| | | | | | 6| 4. Commitment:-(effort to: meet deadlines goals, be flexible, achieve standards of work agreed †¦ ) | | | | | | 6| 5. | Contributions:-(quantity of : work, discussion, dialogue, planning and organising â € ¦) | | | | | | 6| 6. | Performance:-(quality of: work submitted, reliability †¦)| | | | | | 4. 5| Total Score (Max 50):| 27. 5| 1. Frequently 2. Adequate ————————————————- Comments: ————————————————- John has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ————————————————- ————————————————- If the person being assessed (John in this case) does not agree with this peer evaluation – that is fine – because this is his peers’ assessment of him. If this is the case, you must address this issue with the lecturer immediately. ————————————————- Please note: between scores can be awarded by marking two juxtapose circles and thus averaging their score: Becomes (10+8)/2 = 9 The score tally will be used to weight this members assignment grading and adjust accordingly. I attest, as being the member assessed here, that I have seen and read this assessment: Signature: John to sign here Dated: / /2011 oup Members: The following are the individual members who ‘group assessed this member’s performance. N David signs here________ Signature: Mary signs here APPENDIX 1: (Submitted at the end of the process with the assignment)SUBJECT: Surname| Initials| Percentage of lecturer allocated group mark you think you should get based on your contribution to the group project| % of allocated group mark you think_______________should get based on their contribution to the group project| % of allocated group mark you think________________should get based on their contribution to the group project| % of allocated group mark you think_______________should get based on their contribution to the group project| Assessor’sSignature| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | As a means of assisting you in completing the above table, the following table must be completed and where appropriate documentary evidence can be submitted including any written statements. APPENDIX 2: (Submitted weekly)SUBJECT: NAME OF MEMBER BEING ASSESED| | GROUP CRITERIA REVIEWED| SCORING| | | (5)Always| (4)| (3)Freq1| (1)| (0)Hardly| Score| 1. | Communication:-| | | | | | | 2. | Participation:-(attendance and active: meetings, tasks, workloads, discussions †¦)| | | | | | | | | (10)High| (8)| (6)Adeq2| (3)| (0)Lack of| | 3. | Cooperation Shared Responsibilities:-(decisions, milestones, goals, tasks work processes – added to group cohesiveness †¦)| | | | | | | 4. Commitment:-(effort to: meet deadlines goals, be flexible, achieve standards of work agreed,†¦. ) | | | | | | | 5. | Contributions:-(quantity of : work, discussion, dialogue, planning and organising †¦) | | | | | | | 6. | Performance:-(quality of: work submitted, reliability †¦)| | | | | | | Total Score (Max 50):| | 1. Frequently 2. Adequate ————————————————- Comments: ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- Please note: between scores can be awarded by marking two juxtapose circles and thus averaging their score: Becomes (10+8)/2 = 9 The score tally will be used to weight this members assignment grading and adjust accordingly. I attest, as being the member assessed here, that I have seen and read this assessment: Signature: ______________________________ Dated: / /2011 Group Members: The following are the individual members who ‘group assessed this member’s performance Name ____________________________ Signature _________________ ame ____________________________ Signature _________________ Signature ____________________________ Dated: / /2011 How to cite Finance Foundation, Essay examples

Financial Accounting Final Exam Study Guide free essay sample

Final Examination Study Guide revised fall 2010 Disclaimer: The Study Guide is intended to provide direction in preparing for the final. It is not intended to be an all inclusive list of everything contained on the final. Choose the one alternative that best completes the statement or answers the question. 1) Which of the following statements is true? A) Treasury stock causes issued shares to exceed outstanding shares. Stanley Corporation uses the effective interest rate method of amortization. Interest is paid each June 30 and December 31. The interest expense recognized for the first semiannual interest payment on December 31 is: A) $9,000. B) $81,900. C) $180,000. D) $75,000. 40) Thunder Corporation had a beginning balance in net plant assets of $220,000. During the year, Thunder purchased $60,000 of new plant assets. Depreciation expense for the year was $30,000 and there was a net gain on the sale of plant assets was $3,000. The ending balance in net plant assets was $170,000.

Sir John Suckling Essays - Aglaura, Sonnet 1, Sonnet, The Goblins

Sir John Suckling Sir John Suckling was an English, Cavalier poet who was born in Twickenham, Middlesex, on February 10, 1609. His mother died in 1613, when he was four years of age. His father, descendant of a prominent Norfolk family, was appointed Comptroller of James I's household in 1622. Suckling matriculated at Trinity College, Cambridge in 1623, but left without taking a degree in 1626. Suckling inherited extensive estates after his father's death in 1627. At the age of eighteen, he pursued a military and ambassadorial career in the Low Countries, and was knighted as a result in 1630. He returned to the English court in 1632 where through his wealth and charm he was known as an "elegant and popular gallant and gamester, credited with having invented the game of cribbage." (MacLean 252) In 1637 Suckling wrote the prose work Account of Religion by Reason. His play, Aglaura, was published in 1638 and performed twice for Charles I. The play had two different endings, one tragic and one happy. Critics did not favor it, but it introduced some wonderful lyrics, such as "Why so pale and wan, fond lover?" (Crofts 51) That same year, Suckling's comedy The Goblins was published. "It was much influenced by Shakespeare's The Tempest and it is generally thought to be Suckling's best." (Andromeda Interactive Ltd.) In 1639, Suckling recruited and equipped cavalry to help the King in Scotland. "He was ridiculed by London wits for the troops' elaborate uniforms (scarlet coats and plumed hats) but was well-esteemed by the King." (Andromeda Interactive Ltd.) In 1640, Suckling sat in Parliament for Bramber and took part in an unsuccessful action against the Scots. Suckling was involved in a royalist plan in 1641 to make use of the army on behalf of Charles I. When Parliament ordered him to account for the movements he made, Suckling fled through Dieppe to Paris. A few months later, he is said to have committed suicide by taking poison. Most of Suckling's work first appeared in Fragmenta Aurea of 1646. As Thomas Crofts writes: "Suckling's verse, of course, smacks of the court: it is witty, decorous, sometimes naughty; all requisites for the courtier poet. But these qualities alone would not have sufficed to "perpetuate his memory." It should be remembered that the court swarmed with now-forgotten versifiers. Suckling has his own voice, a deft conversational ease mixed at times with a certain hauteur or swagger, which qualities were not incompatible with his high birth and military occupation.... Though his oeuvre is comparatively small, Suckling is an exemplary lyric poet, as well as one of the most vivid personalities of his age." (Crofts 51) As was mentioned in many of the biographies that were written about him, Suckling was an exemplary writer and poet. The two pieces of his work that I want to focus on in this paper are Sonnet I and Sonnet II. My purpose is to analyze the piece and explain how it relates to events in his life, or just how it relates to his personality and the type of person that he is. Sonnet I is a piece that focuses on Suckling himself, like most of his work does. It is about Suckling and the fact that he is no longer drawn to a certain woman the way he used to be drawn to her. There was a time, though, where he was infatuated with her. In this piece, he ponders the stages of life, mainly the sexual stages of human life. Sonnet I 1 " Dost see how unregarded now 2 That piece of beauty passes? 3 There was a time when I did vow 4 To that alone; 5 But mark the fate of faces; 6 The red and white works now no more on me, 7 Than if it could not charm, or I not see. 8 And yet the face continues good, 9 And I still have desires, 10 Am still the selfsame flesh and blood, 11 As apt to melt, 12 And suffer from those fires; 13 Oh, some kind of power unriddle where it lies, 14 Whether my heart be faulty, or her eyes. 15 She every day her man does kill, 16 And I as often die; 17 Neither her power, then, nor my will 18 Can question'd be, 19 What is the mystery? 20 Sure beauty's empires, like to greater states, 21 Have certain periods set, and hidden fates." (Crofts 52-53) Lines 1 and 2 of the piece pose a question to someone. It

Your Guide to a Successful Second Interview

Your Guide to a Successful Second Interview You’ve survived your first interview. Congratulations! And the hiring manager has called you back in for a second round. Congrats again! You must have done something right, right? But that doesn’t mean you don’t have to prepare as arduously for your second interview as you did for your first. First, understand this is not a guarantee you’ll get the job. If anything, the competition has narrowed and become more fierce. You can’t rest on your laurels yet. You have to fight! You’ll probably be sitting down with someone higher up on the food chain- sometimes a lot higher up- as well, so your preparation and your game have to be top notch. There’s a lot more pressure. The stakes are higher. But you have another, more targeted chance to prove you are the right candidate for the job.Step 1: StrategizeMake sure you know exactly what the job is- what it entails, who you’d be reporting to, etc. Then make sure you know who exactly will be interviewing you- and read up as much as you can on who they are. You’ll want to impress your interviewer(s) with your expansive knowledge of the industry/company/role, but not scare them away. Strike a good balance.Be sure to prepare a brand new list of questions you should be prepared to ask when that section of the interview comes up. Tailor your research to this job in particular, and reach out to your contacts to see if you can chat with anyone who works or has worked in that office. It’s not a bad time to figure out what really matters to you in a job- and make doubly sure you want this one, as you move closer to potentially getting it.Step 2: PlanThere are three types of interviews: one-on-one interviews with a department head, director, or even owner; panel interviews with a group of higher-ups (think firing squad); and group interviews where you’re being interviewed alongside your competition. Each requires a slightly different strategy, so be sure to k now going in which scenario to prepare for. Mock interviewing with friends or current contacts is always a good idea to make sure you’re on your game.Step 3: Ask QuestionsWhether you’re talking to a supervisor, an HR manager, or a potential future coworker, you’ll absolutely need some questions to ask. Prepare a ton and then choose the one that makes the most sense when you’re on the ground. Make a list of questions for each type of person- that way you won’t run into an HR rep and only have questions prepared for your would-be immediate supervisor. When in doubt, ask about a typical day in the office, the work culture, or whether there is potential for professional growth.Your Top 5 Tips for a Second InterviewNo matter which sort of interview you’re facing, or with whom, here are five great ideas to keep you at the top of the heap.1. Be respectfulEven if you think you should be speaking with someone higher up on the food chain, treat whomev er interviews you with utmost respect. Make eye contact, be pleasant, shake hands firmly and warmly. And get a business card. You’ll thank yourself come thank you note time!2. Assess and analyzeRemember, a second interview is also a chance for them to start selling you on the job. Keep an eye out for red flags. Try to get a sense of your potential future coworkers. Ask yourself how you would feel in this environment, with this team. Do you respect the people who would be your supervisors?3. PrepareAs we said before, you have to prepare even more for a second interview than a first. You’ll need more information about the nitty-gritty details of the job, as specifics are much more likely to come up. Do your homework. Show how much you know about the job and about the company and industry.4. BreatheIt’s easy to get so stressed that you hold your breath. Don’t! Figure out what you’re going to say going in, and try to get through it. Take a moment to in ternalize questions before answering so you really make use of your preparation.5. Be honestThis should go without saying, but it bears repeating: no long-term good will come of you telling your interviewer what they want to hear. Be honest about your skills and your needs and you won’t end up in a job you don’t want or can’t handle.

Gulf Cooperation Council Essay Example | Topics and Well Written Essays - 1000 words

Gulf Cooperation Council - Essay Example They signed the agreement to the establishment of the GCC on 25 May 1981 in Riyadh, Saudi Arabia after conclusive discussions that started on 4 February 1981 in Riyadh. They later signed the unified economic agreement on 11 November 1981 in Abu Dhabi. Initially, the Gulf Cooperation Council covered about 630-million-acre (2,500,000 km2) area where Yemen is now under consideration for membership (Low and Salazar, 2010, p.3). The special economic relations of these Arab countries, Islamic beliefs, similar political systems, geographic proximity, and common objectives were the drivers to the formation of the GCC (GlobalSecurity.org 2012, p.1). Indeed, the common objectives to the formation of the GCC include the establishment of scientific research centers, joint ventures, and a common market currency by 2010. Moreover, GCC has an objective of strengthening relations between the member states, creating unified military force among the member states, and advocating for private sector coo peration on economic and social matters. GCC equally seeks to formulate similar regulations in the sectors of economy, trade, legislation, tourism, finance, and administration sectors. In addition, GCC seeks to foster technical and scientific growth in agriculture, mining, and industry resources. Most importantly, GCC advocates for perfect coordination, integration, and interrelations among the Six Arab countries for developing the unity of purpose (The Cooperation Council for the Arab states of the Gulf, 2012, p.1). Subject to its objectives, the Gulf Cooperation Council carries out many activities with an aim of remaining relevant to its goals. For a fact, the GCC members are actually autocratic monarchies that have no political interest whatsoever (BBC News, 2012, p.1). Hence, political turnarounds rarely affect their activities. Indeed, the member states of GCC are the most dominant force in the world’s oil industry. Hence, they control the world economy via oil trade. Ac tually, GCC aims at reducing its dependence on the US security though the measures to achieve this are still a mystery to the council with members divided on how to tackle Iraq, Iran and Yemen security threats. Nevertheless, in 1984, the GCC created the Saudi-based Peninsula Shield that is a joint defense force serving all the GCC members and their interests (GlobalSecurity.org 2012, p.1). However, there is need to expand the force to serve the members effectively as proposed by Oman in 1991though this quest faces a lot of opposition. More so, in 2004, GCC member states signed the intelligence-sharing pact to countering terrorism in their territories. This pact has been very beneficial to the members. Similarly, GCC is very conscious on matters relating to the environment and hence it uses significant resources in promoting knowledge on the importance of the environment in the Gulf region. In this line, GCC appreciates and accords prizes to individuals and organizations for Best Env ironmental Activities (Terra Viva Grants Directory, 2011, p.1). Economically, GCC established a common market in 2008 for its products although the members are yet to realize full benefits to this initiative. At the same breath, the customs union declared in 2003 by the GCC is yet to reach maximum returns. Consequently, the knowledge on the status of the GCC is very fundamental in tackling this paper. Ideally, the six member states signed the charter to the formation of the GCC on 25 May 1981 at Abu Dhabi City, United Arab Emirates.

Comparing Unethical versus Ethical Essay Example | Topics and Well Written Essays - 500 words

Comparing Unethical versus Ethical - Essay Example The leaders were ethical by showing courage and standing for what was right and by deciding to offer these bonuses to the executive in these conditions. Furthermore, AIG leaders showed respect to the executive by honoring their contract, and they strived for fairness, honesty and straightforwardness for the sake of these executives. Giving bonuses to the executives is a way of encouraging and developing them; hence, it is an indication of ethical leadership. Therefore, in this situation AIG leaders can be considered ethical by possessing these attributes, portrayed through the decision of giving bonuses to the executives. According to Kellerman and Matusak (4), participative leaders commit themselves as members of the team, whereby they discuss with the team members in the decision-making process. Therefore, they seek consensus in order to make the final decision. For example, a participative leader seeks a consensus during negotiations, whereby he or she settles at a deal after consulting with the other team members. On the other hand, the authoritarian leadership is known to dictate task and timelines for completing the assignment for group in order to achieve the set objective. For example, authoritarian leadership style can be applied during a crisis, when the leader has to take control of a situation. Nevertheless, these leaders do not involve members of the team in decision-making. Servant leadership focuses on leading through virtue aimed at satisfying the needs of the team members. Therefore, this leader establishes a form of democracy among the team members. For example, democratic leaders are keen to listen to the members of the team, whereby the members are given the chance to offer their ideas to the process of decision-making. Moreover, power is achieved by these leaders through values and ideals, though there are convictions that this style of leadership is behind other leadership styles. Stewardship style of

Overview Of The Economic Growth Of Poland Economics Essay

Overview Of The Economic Growth Of Poland Economics Essay Polands economy looked bleak during the 1980s. Few would consider Poland as a business hub due to its low economic growth and soaring inflation rate (Nuti, 1986). Fast-forward to the 21st century, Polands economy has changed tremendously. It is not just the only European country to survive the current recession but it is still experiencing rapid growth  [1]  . What could have possibly instigated Polands this drastic change in the time span of only 2 decades? This essay will use the PESTLE  [2]  analysis to understand the positive force that initiated the economic growth and also examine the causes that might hinder Polands future economic growth. Porters Diamond will be used for the critical evaluation and support of the PESTLE analysis. Political Reform The fall of communism in 1989 had led to vast improvements in Polands economy. One might disagree with that because the event took place over 20 years ago, however, the effect of political change does not happen overnight and there would be a time lag involved (Gillespie, 1999). The most significant change after the fall of communism is in stabilising the country. Poland is the 29th politically most stable country with the index score of 4.5 (Economic Intelligence Unit, 2009). This provides a sense of security for investment and business, for example, if Poland is in an unstable situation akin to the current Libyan crisis, people would avoid investing in the country. In contrast to a communist state, a democratic country allows the voice of people to be heard, and their opinions and views to be realised. Citizens in democratic countries tend to have greater respect for the leaders they chose for themselves compared to otherwise. For example, in a company, a bottom-up leadership has a better effect than a top-down leadership because workers would respect the leader and this allows employees to bring out best of their skill set and experience. Similar principle applies for macroeconomic levels. Additionally, a democratic country is highly likely to prosper due to reduced frictional social interactions among citizens (Kariel, 1956). Furthermore, the Polish government has developed a radical program known as the Shock Therapy to curb hyper inflation. Poland was once ruled under a planned economy system. Shock Therapy is a transition from a planned economy system to market economy. It is a sudden release of price, followed by the removal of subsidies and large scale privatisations of previously publicly owned companies (Murell, 1993). This program has both short and long term effects. The planned economy provided employment to almost every citizen but with inflation rates of around 600% (Cottarelli Szapà ¡ry, 1998), low wages and severe shortages of basic necessities. This Shock Therapy suppressed the hyperinflation and stopped the food shortage (Haggard Webb, 1996). However, all these problems are only short term problems. The ideal result lies in the long term measure. One of the key reasons of why Poland economy growth has been so steady in the past few years was because of its market economy (Kornai, 2000). This has provided opportunities for small service firms to contribute to Polands economy (Nunnally, 2010), which was unachievable during the communist era. Market economies encourage international business because the barriers to entry are lowered increasing the opportunity for success and lowering sunk costs. Poland also has excellent relations with foreign countries allowing it to benefit from several advantages such as enjoying tax free zones within the EU since joining it in May 2004 (Papazoglou, Pentecost, Marques, 2006). This is important because imported goods within Europe are cheaper, hence lowering production costs. Another vital factor of entering the EU is curbing the high unemployment rate. Since adopting the free market policy, Poland has high unemployment rates  [3]  . By joining the EU, Polands unemployed workforce is able to look for jobs outside Poland. Lowering unemployment rates is crucial in reducing social problems and creating a better environment for investors. Economic Advantages In addition to political factors, economic factors have also enhanced economic growth. The first step was implementing a floating exchange to curb hyperinflation (Sachs, 1996) which, in addition, helped Poland to survive the current economic crisis by facilitating economic adjustments. During the economic crisis, the Zloty depreciated against the Euro and Sterling. This meant Polish goods were more competitive than European goods both at home and abroad. One might think that there are so many countries with lower exchange rates, so why would investors invest in Poland? The answer lies in the nature of its currency- Zloty is very stable as a currency  [4]  , it only oscillates within a certain range. This is very important for a business because cost of production would not fluctuate and there would be less uncertainty. Investors tend to avoid the risks arising from uncertainty and the Zloty provides a sense of security to businessmen and investors. In planning to adopt the euro i n 2015 (Dnevnik.bg, 2010), Poland will be forgoing the competitive advantage of its currency. To evaluate, this is a good option as the global economy grows as the Euro will provide more advantages (Gulde, Kahkonen, Keller, 2000). Many things have changed since the transitional period of Poland. Polish people have become richer over the years and Poland is one of the richest nations, second only to the Czechs in the Central Europe (Credit Suisse, 2010). Also, an average Polish is three times richer than an average Russian (Jedrzej, 2010). Their wealth leads to strong domestic consumption within Poland  [5]  which led to strong economic growth especially during the recession. Export based countries, such as Singapore, suffered greatly during the recession. The impact of the recession is less in the case of Poland because the domestic market within Poland is large and accounts for more than half of Polands market. Although it is hard to believe, the initial high unemployment rate also boosted economic growth. Polish people are highly educated with 99% of their citizens being educated (TradingEconomics, 2009). Skilled and educated workers tend to be more expensive. However, due to the high unemployment rates, labour costs in Poland are comparatively lower than other countries, such as Germany. This is a strong selling point for investors abroad. These investments are crucial because it has reduced unemployment rates and increased economic activity in Poland, subsequently enhancing economic growth. FDI has increased steadily since 1995 with the exception of 2008 and 2009 due to global economic crisis (United Nation Conference of Trade and Development, 2010). It has boosted economic activities greatly. Other than a cheap but skilled labour force, Special Economic Zones established by the Polish government has also attracted foreign investors. At present, there are 14 Special Economic Zone in Poland (KPMG, 2009). Different areas have different geographical landscapes allowing wide-ranges of businesses to be set up. These areas provide opportunities for tax exemption. The amount of tax exempted will depend on the size of the investment (Nam, 2004). The Special Economic Zones have attracted investors from all over the world, in particular investors from the EU as the benefits are greatly to their advantage to invest. The regulations are more flexible and they share the same benefits as Polish firms. These, combined with the stability exchange rate of Zloty, have attracted FDI from the EU as all investors stand an equal chance. Porters Factor Conditions Although Poland has enjoyed steady economic growth in recent years, there are still a few factors hindering their growth, for example, having poor transportation systems. Having good infrastructures enables a country to fully utilise their resources efficiently and effectively boosting the economy. Therefore for Poland to improve on their economic growth, they must improve on their infrastructure. In my opinion, the infrastructure would not be a concern because Euro 2012 will be held by Poland and funds had been provided by the EU as an aid to improve on their infrastructure (Szafranko, 2010). Evaluation As previously mentioned, political stability is key to economic growth but there are factors that unsettle Polands stability such as corruption  [6]  . This is a significant disadvantage, for instant, if the government invested in a  £10million project but due to corruption, only  £2 million is injected, the project would either be substandard or incomplete due to the amount of money lost. Furthermore, safety will also be a key concern due to the substandard undertakings. With this kind of uncertainties, investors will have their doubts when investing in the country. However, Poland has taken several measures to reduce corruption, and with more effort, corruption can be reduced. Besides that, the countrys high unemployment rate can also be a concern for the country  [7]  . While it is true that the high unemployment rate saved Poland during the recession, it cannot be a long term plan for the country. A high rate of unemployment would cause stress within the country and crime rate would increase causing instability. Furthermore, it would also prevent the country for optimising their resources. Despite the current high unemployment, recent reports show that the unemployment rate is steadily decreasing over the years  [8]  . Conclusion In conclusion, there are many factors driving Polands economic growth such as political stability and stable exchange rates. Polands external competitiveness has been tested by the rise of the BRIC, notably China. There are numerous reasons why Poland has been able to attract large volumes of FDI, one of which is the Special Economic Zones with tax exemptions lowering business costs. Sound macroeconomic policies have sharpened Polands competitive edge and positioned it well to seize opportunities from joining the EU, therefore attracting more FDI leading to further growth. The main difficulty Poland now faces is corruptions. However, the extent to which this has affected Polands economic growth is hard to determine but the pull factors of economic growth outweighs this problem. There is also room for supplementary improvement to further boost the economy especially the developments of infrastructures. Nonetheless, the growth for Poland is sure to progress with the adoption of Euro an d Euro 2012. Critical Reflection The PESTLE analysis allows clear insight of the country in the macroeconomic level. The political and economic aspects of the PESTLE provide a clear framework on how it affects the economical growth and the extent of the influence. However, the usage of PESTLE is limited to the present and does not give a wider picture of the future such as Poland is planning to adopt Euro in 2015. Under some circumstances, analysing the PESTLE is insufficient in certain aspects such as the infrastructure in Poland. Nevertheless, the Porters Diamond Factor Conditions are used to complement the weaknesses of this issue. However, both models fail to address one major factor, the regulatory factor given in the STEER  [9]  analysis which is important given the recent financial crisis. Furthermore, in my opinion, safety of a country is important as well. Safety is indispensable because it provides certainty for foreign investors. Although the PESTLE analysis is widely used and it provides information on various factors, I think a new model that incorporates more factors should be introduced. There are many factors driving Polands economic growth, however, the level of contribution of each factor is uncertain. One might wonder how Hungary suffered from a different fate from Poland despite both having floating exchange rates. In my opinion, it is not just the floating exchange, but the different factors that complement each other that exist only within Poland to have boosted Polands economic growth. Lastly, research was made based on recent statistics for data accuracy. However, sources from research using resources that date back to 20 years were also used. The results are important because this data provides an insight to the initiation of Polands economic growth after the downfall of communism. Some resources are subject to biased views, making it impossible to obtain a perfectly accurate reasoning. Mixed responses can be seen regarding the countrys progress. According to local Polish people in the university, it is said that Polands economy is not very promising. However, according to other reports, the results say otherwise. In my opinion, Polands progress is very promising but the government should provide more social benefits to the local Polish to prevent outward migration which may lead to brain drain. Bibliography Business Monitor International. (2011). Poland Infrastrucuture Report Q1. Warsaw: Business Monitor International. Cottarelli, C., Szapà ¡ry, G. (1998). Moderate inflation: the experience of transition economies. Hungary: International Monetary Fund. Credit Suisse. (2010). Poles getting rich quickà ¢Ã¢â€š ¬Ã‚ ¦. Warsaw: Global Wealth Report. Dnevnik.bg. (2010). Bulgaria, Romania, Poland, Czech Republic to adopt euro in 2015 analysts. Sofiaecho , 50. E, P. M. (1990). The Competitve Advantage of Nations. Harvard Business Review , 73-93. Economic Intelligence Unit. (19 March, 2009). Viewsfire. Retrieved 2011 April, 4, from Viewsfire: http://viewswire.eiu.com/site_info.asp?info_name=social_unrest_tablepage=noadsrf=0 Eurostat. (6 April, 2011). Poland Unemployment Rate. Retrieved 7 April, 2011, from Eurostat: http://sdw.ecb.europa.eu/quickview.do?SERIES_KEY=132.STS.M.PL.S.UNEH.RTT000.4.000 Eurostat. (6 April, 2011). Real GDP Growth Rate. Retrieved 7 Aptril, 2011, from Eurostat: http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=tableinit=1plugin=1language=enpcode=tsieb020 Gillespie, P. (1999). Too early to say if 1989 was a liberation or a revolution. World News , 16. Gulde, A.-M., Kahkonen, J., Keller, P. (2000). Pros and cons of currency board arrangements in the lead-up to EU accession and participation in the Euro zone. International Economic Review , 173. Haggard, S., Webb, S. B. (1996). Voting for reform: democracy, political liberalization, and economic adjustment. New York: Oxford University Press. Jedrzej, B. (13 October, 2010). Poles are at the forefront of nations increasingly rich. Retrieved 7 April, 2011, from Gelda Waluty Finanse, FT: http://forsal.pl/artykuly/458053,polacy_sa_w_swiatowej_czolowce_bogacacych_sie_narodow.html Kariel, H. 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Retrieved 7 April, 2011, from Trading Economics: http://www.tradingeconomics.com/poland/literacy-rate-youth-total-percent-of-people-ages-15-24-wb-data.html United Nation Conference of Trade and Development. (22 July , 2010). World Investment Report 2010. Retrieved 7 April, 2011, from Invest in Poland: http://www.paiz.gov.pl/files/?id_plik=13224 Appendix Appendix 1 Polands economic growth has been steady with the exception of the economic crisis in 2008. Source: Adapted from (Eurostat, 2011) Appendix 2 PESTLE Analysis In this essay, I utilised the Political and Economical factors in the PESTLE analysis. The PESTLE analysis provided me a clear framework to facilitate my research on the essay. Appendix 3 Polands have high unemployment rate. However, over the last few years, unemployment has been decreasing steadily. C:UsersNicoDesktopunemplo.png Source: Adapted from (Eurostat, 2011) Appendix 4 The Polish currency, Zlotych had depreciates against the Euro from 2008 to 2009 which caused the Polish currency to be more competitive in the market. Low currency value reduces the cost of borrowing hence it attracts investors to invest more in the country. Furthermore, the exchange rate is very stable, making it a reliable currency. Source: Adapted from (National Bank of Poland, 2011) Appendix 5 Polands domestic consumption is much bigger than the export. The high domestic consumption is one of the reasons that allowed Poland to enjoy a positive GDP despite the current economic crisis. Source: Adapted from (Laposte, 2010) Appendix 6 Polands is generally stable politically with the exception of corruptions. Source: Adapted from (McKEEVER INSTITUTE of ECONOMIC POLICY ANALYSIS, 2004) Appendix 7 Porters Diamond Factors Condition The Porters Diamond factors condition analyses nations position in factors of production (E, 1990). From there, the key opportunity and threats can be highlighted clearly. In this case, the infrastructure is examined because it is the weak link in Polands economic growth. However, Poland infrastructure has been growing steadily (Business Monitor International, 2011). Appendix 8 STEER Analysis The STEER analysis is the updated version of the PESTLE framework. The main factor that differentiates STEER from PESTLE is the regulatory factor.