Discipline-Based Art Education Curriculum

Discipline-Based Art Education Curriculum The discipline-based art education program relies on several different curriculum theories. At times, the theories overlap and contradict each other, which is a reason why the DBAE has endured much criticism, as well as praise since its inception. The focus of this paper is to connect the theories to the four disciplines of DBAE by using the readings from EDU-707, Curriculum Theory, and Research. Introduction The aims of the discipline-based art education are to provide art educators with a curriculum that is equal in vigor as the core curriculum subjects. Noddings (2003) would conclude that the DBAE curriculum, which parallels with core subjects, is rationalized through planned objectives and goals. Constructing a school curriculum, or a set of courses, must begin with a purpose or at least knowing the answer to why is this important to teach and learn? Eisner (1967) states, if one is to build curriculum in a rational way, the clarity of premise, end or starting point, would appear paramount (p. 250). In the early 1900s, school curriculum was questioned and mainly because of the changes that were taking place in society. There was a tremendous growth in popular journalism, the rapid advancement of railroads, and the migration of people from a predominately rural base moving into more urban locations (Kliebard, 2004). The industrial revolution was replacing the farm-based way of life and students needed a different type of education to help society in the future. The purpose of education is summed up neatly by Bobbitt who states, [Education is] the function of training every citizen, man or woman, not for knowledge about citizenship, but for proficiency in citizenship (Flinders Thornton, 2004a, p. 11). Additionally, Eisner (2001), DBAE founder and Stanford University Professor of Education and Art, offers, the function of schooling is not to enable students to do better in school. The function of schooling is to enable students to do better in life (p. 369). The DBAE curriculum is shaped by connecting different and at times conflicting beliefs. Few can argue that the main purpose of DBAE is to offer teachers a theoretical framework for learning and teaching the arts (Patchen, 1996). However, the foundations of DBAE have been under constant scrutiny since its inception. The criticism focused around being too prescriptive, eliminating individual creativity, and not representing all cultures. The differing analysis from academic experts is likely because the arts require a novel or creative response. Therefore, developing the particular behaviors needed for students to be successful it is hard to identify (Eisner). Another factor in the construction of the DBAE is how the world viewed art education in the 1960s. During prior decades art was influenced by national and political issues reflecting on post-war thinking. The approach was a belief of independence and democratic personality, which shaped art activities (Freedman, 1987). Therefore, the DBAE creators found a necessity for a disciplined approach. By definition, the term discipline means a field of study, as well as gaining control by enforcing the order. Both descriptions of discipline imply a set of parameters. Setting restrictions on instruction is designed to help teachers uniformly teach art education, which includes a responsibility of providing foundational knowledge. Art teaching in DBAE focuses on four disciplines: art production, art history, art criticism, and art aesthetics. Art Production Art production is students learning skills and techniques to produce personal, original artwork. This change signifies a different model from one of creative self-expression which had controlled art education throughout the previous decades and one in which Greene (1995) would contend that to be yourself is to be in process of creating a self, an identity (p. 20). Greene is certainly an advocate for individualism, creativity, and an awareness of oneself. However, the creators of the DBAE saw creativity through the lens of an essentialist. The orientation of an essentialist classroom should revolve around the teacher. The teacher should also be the model to which students should try to emulate. If the teacher is the focus of an essentialist classroom, Counts (Flinders Thornton, 2004c) believes that they should take the next step and reach for the power and help construct the curriculum. The DBAE founders value the art product by using known exemplary works of art and treat art as a p rocess moving from the outside inward. The founders contend that students view aspects of the exemplary as a process of discovery about responding, understanding, and thus creating. There is a flaw in this methodology because which of the many different societies have excellent pieces of art for students to follow? Kliebard (2004) suggests that what a society values and incorporates it into the curriculum is tough because it cannot take into account the different segments of society and what they feel is worthy of study. The emphasis of DBAE art production is for students to create art physically. The problem for teachers lies with assessing students levels of achievement in their art creation. Eisner (2001) proposes that creating standards and the measures of performance help teachers and school administrators to be accountable. Dweck (2000) offers that there are two different types of goals to assess; one is a performance goal or how well students completed the assignment and the second is a learning goal, which assesses what the student learned while creating. In an ideal setting, educators should strive to evaluate both performance and learning goals. An assessable performance goal in a DBAE classroom is the students demonstration of proper techniques used in the exemplary pieces to create a new work of art. Because art instruction uses exemplary work, teachers can assess the performance of a student who is developing intuition and reasoning behind why a piece is considered exemplary. Assessing a learning goal is more difficult because of individual experiences. Sumara and Davis (1999) suggest learning is an act of (re) cognition, meaning that people who see things for the first time helps them make meaning to what they already know. Conversely, Greene (1995) offers that students have to develop their imagination for learning to take place. Depending on a students previous experiences, an art teacher using the DBAE approach would need to create individualized rubrics to assess learning. Furthermore, a student self-reflection would be of great benefit to the assessment process. Art History Art history is studying the artistic accomplishments based on culture and history. Students educated through DBAE instruction begin with observing exemplars. The choices of exemplars have received the most criticisms because of the lack of representation in different societies, gender, and minorities. The section of curriculum devoted to art history has roots with Perennialism qualities. From a Perennialist perspective the exemplars are mainly chosen from Western European artists; predominately individuals who are white and male. The program meritoriously excluded other genres and narrowed students ability to think critically by telling them the exemplars were the only necessary or worthy pieces of work to study. Taliaferro Basziles (2008) statement regarding the lack of diversity is powerful as she writes, Cartesian rationality, which à ¯Ã‚ ¬Ã¢â‚¬Å¡attens out the role ones racial history plays in considering a rational line of thought (p. 381). What she is offering is without diver sity and representation of multiple the points of view, the consumer is knowledge is incomplete, and they forced to take the perspective provided. In effect the lack of representation oppresses, even eliminates many cultures and genders from history. bell hooks (Darder, Baltodano, Torres, 2009) reminds us of the importance of hearing each others voices, individual thoughts, and sometimes associating these voices with personal experience makes us more acutely aware of each other (p.138). Unfortunately, the designers of the DBAE rely heavily on the great works specifically within Western European art history, in essence taking the status quo route of it was good for previous generations, so it must be good for the next generation. The Perennialist teacher is supposed to focus on personal development, but it appears that the art history framers of the DBAE approach are interested in developing one point of view, one level of emotion, and providing one genre of great work. Wang (2008) would argue this narrow focus further perpetuates the social hierarchy that exists in a predominantly privileged white society. She would advocate for a teacher to use caution, but to introduce other great works by minorities, females, and other marginalized individuals to provide students with a broader intellect. Additionally, if we look at Freires idea of an educational banking system, the DBAE is in full compliance. Freire (2003) describes the banking concept as education that regards men as adaptable, manageable beings (p.73). The use of exemplars, solely based on one society, provides students with the knowledge they may or may not need or use. The teacher deposits the notion that exemplary x IS a piece of great work and the student accepts and memorizes it and later regurgitates it back to the teacher. There is a complete lack of variety and opinions given toward the exemplars. Freire (2003) believes the students have to work at storing the deposits delivered to them not to d evelop an awareness which may result in transforming the opinion. Certainly, the teacher engages students in a dialogue, but the conversation revolves around what the teacher believes is important and offers no other alternatives. The criticism of the art history strand using the DBAE approach is justified. The lack of women, people of color, and modern artists exemplars gives students a disproportionate view of art history. The heteronormative thinking of art history in DBAE, as Sumara and Davis (1999) remind us, does not broaden a viewers perception or increase their understanding of what makes a piece of work worthy of being an exemplary. Students need to be able to develop various frameworks; this could occur through the study of designated, restricted art examples. Maybe even more than the advancement of multiple lenses, students need the capability to be instinctive regarding artistic choices and develop relations among those choices to help shape his or her reality. Art Criticism The goal of art criticism is to be able to interpret and evaluate for the purpose of understanding and appreciating works of art. To be able to interpret and assess art, students must be able to experience and process the art; additionally, teachers need to place a high level of importance on student perception and decision making. Therefore, art criticism relies on Existentialist and Constructionist theories. An existentialist teacher encourages student responses and desires student self-awareness, and hooks (Darder, Baltodano, Torres, 2009) reflects these traits when she describes her classroom as a place where everyone has a voice and students continually practice self-awareness to reinforce their position on a topic. Baszile (2008) offers that literature suggests reflection is a racially neutral practice. However, she would strongly disagree because of her experiences while attending a predominately White campus for preservice teachers. Her reflection experiences demonstrate a d ismissal of race and background, which left a void in her growth process. As a DBAE teacher, it is imperative that their voice and reflection be neutral to encourage honest and open dialogue between the students. The more students review and discuss art the more they build their knowledge base to think critically about art. Largely based on interest and critical thinking, it is the DBAE teachers responsibility to foster an environment where students can question ideas and have the flexibility ability to develop competencies in areas that interest them. Doll (1993) uses the term recursion to describe developing competence through reflective practices and building upon previous knowledge, in essence, he is suggesting that students are critically thinking. Dewey is an advocate for building on prior learning which involves experiential, hands-on learning. He would appreciate students in a DBAE classroom would have ample opportunities to connect art to other subjects during their experimentation and analysis. Dewey offers that school departmentalizes subjects and nothing could be worse for students as they quickly pass from one subject to the next, often with no conscious isolation. For students t o effectively interpret and analyze art, they have to be able to draw from many experiences. The experiences must repeatedly occur, because the childs present experience is in no way self-explanatory. It is not final, but transitional (Dewey, p. 279). Greene (1995) calls the experiences bringing the unknown to consciousness, which can provide pure enjoyment for students. Students who revel in the learning process are far more likely to find success with Blooms upper levels of critical thinking skills of creating, analyzing, and evaluating art. Art Aesthetics Art aesthetics is defining, making judgments, and exploring the relationships between art and ideology and morality. The existential properties of students working toward finding personal meaning and value in art is a basic foundation of art aesthetics. Students are responsible for determining if the art is beautiful or ugly and if the art is an accurate or poor example of the period it was intended to represent. Doll (1993) proposes that thoughts on thoughts is the way we make meaning. He continues by suggesting for one to have a sense of self they must interact with the environment, with others, and with culture. Addams (Flinders Thornton, 2004b) defines culture as things that are passed through generations and have value and meaning. For a student to appreciate and be able to provide an appropriate aesthetic point of view they have to develop a deep understanding of themselves and their culture. Students who have not developed the skills can often base their opinions on preconcep tions and biases when they are engaging in objective criticism of art. According to hooks (Darder, Baltodano, Torres, 2009), biases shape the way knowledge is given and received. An incorrect belief on a piece of art does not help a student achieve an understanding of a culture or how that culture fits within the world. Furthermore, ideas based on falsehoods often transfer to next generations that further perpetuate the bias and the need for future correction. The preservation of untruths can be dangerous because as Baszile (2008) offers the false self-system works from within and often convinces people that it is normal or fact. In the world of art, DBAE teachers have a responsibility to their students to help them understand falsehoods and how to break the cycle of biases and ignorance. In essence, DBAE teachers are Social Reconstructionists in that they are contributing to reshaping society by providing students with necessary skills to make qualified judgments and finding relationships between the art world and real world. Counts (Flinders Thornton, 2004c) states that if teachers could locate the courage, intelligence, and vision, they could become societal change-makers. At the very least, teachers touch the future each day and have the ability to help students view culture and society in different ways. Counts is adamant about teachers making a stand, making a difference. His statement, If the schools are to be really effective, they must become centers for the building, and not merely for the contemplation (Flinders Thornton, p. 32) should resonate with DBAE teachers. As their students find new relat ionships between art and society, and art and their thinking, they are also building a capacity for intellect and appreciation of different cultures. Freire (2003) saw teaching and learning as a method of examination in which the child conceives and reinvents the world. Furthermore, he stresses education consists in acts of cognition, not transferals of information (p. 79), which is precisely what DBAE art aesthetics strand aims to achieve. Conclusion Viewing discipline-based art education from the perspective of different curriculum theories offers the reader a chance to make connections to what and why the founding writers of the DBAE saw to be important. The origins of the DBAE stem from previous decades of art instruction being a break for regular classroom teachers, and an arts and craft slice of the students educational day. By creating an art curriculum that includes rigorous standards, art education benefits art instructors by focusing their efforts, and more importantly all students because of the critical thinking. While there are still flaws within the DBAE approach, the successes require schools to provide the necessary, valuable time for art instruction and learning in mainstream education. References Baszile, D. T. (2008). The oppressor within: A counterstory of race, repression, and teacher reflection. Urban Rev, 40, 371-385. doi:10.1007/s11256-008-0090-1 Darder, A., Baltodano, M., Torres, R. (2009). 7 Confronting Class in the Classroom. In The critical pedagogy reader bell hooks (2nd ed.). New York and London: Routledge. Dewey, J. (1976). The Middle Works, 1899-1924. In The child and the curriculum. London and Amsterdam: Southern Illinois University Press. Doll, W. E. (1993). A post-modern perspective on curriculum. New York and London: Teachers College, Columbia University. Dweck, C. S. (2000). 3 Achievement Goals: Looking Smart Versus Learning. In Self-theories and goals: Their role in motivation, personality, and development. New York and London: Psychology Press. Eisner, E. W. (1967). Help or hindrance? The School Review, 75(3), 250-260. Eisner, E. W. (2001). What does it mean to say a school is doing well? The Phi Delta Kappan, 82(5), 367-372. Flinders, D. J., Thornton, S. J. (2004a). 1 Scientific Method in Curriculum-Making by Franklin Bobbitt. In The curriculum studies reader (2nd ed.). New York and London: RoutledgeFalmer. Flinders, D. J., Thornton, S. J. (2004b). 3 The Public School and the Child Immigrant by Jane Addams. In The curriculum studies reader (2nd ed.). New York and London: RoutledgeFalmer. Flinders, D. J., Thornton, S. J. (2004c). 4 Dare the School Build a New Social Order by George S. Counts. In The curriculum studies reader (2nd ed.). New York and London: RoutledgeFalmer. Freedman, K. (1987). Art education and changing political agendas: An analysis of curriculum concerns of the 1940s and 1950s. Studies in Art Education, 29(1), 17-29. Freire, P. (2003). 2. In Pedagogy of the oppressed (30th Anniversary ed.). New York and London: Continuum International Publishing Group Inc. Greene, M. (1995). 2 Imagination, Breakthroughs, and the Unexpected. In Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass. Kliebard, H. M. (2004). 1 Curriculum Ferment in the 1890s. In The struggle for the American curriculum, 1893-1958 (3rd ed.). New York and London: RoutledgeFalmer. Noddings, N. (2003). 4 The Aims of Education. In Happiness and education. Cambridge, UK: Cambridge University Press. Patchen, J. (1996). Overview of discipline based music education. Music Educators Journal, 83(2), 19-27. Sumara, D., Davis, B. (1999). Interrupting heteronormativity: Toward a queer curriculum theory. Curriculum Theory, 29(2), 191-208. Wang, H. (2008). Red eyes: Engaging emotions in multicultural education. Multicultural Perspectives, 10(1), 10-16. doi:10.1080/15210960701869330

Biodiesel Business Financial Plan

l pabiodiesel financial plan Start-up Expenses| Â  | Land to buy| Â  | Office to buy| Â  | Renovation expenses| Â  | Design works| $10 000 | Assembly operations| $200 000 | Placing into operation| $53 000 | Oil processing equipment (incl. storage and loading)| $100 000 | Seed storage equipment (incl. installation)| $350 000 | Glycerol purification equipment (including installation)| $0 000 | Tanks| $100 000 | Biodiesel production equipment (incl. delivery and installation )| $250 000 | Utility network| $000 |Advertising/Promotion| $5 000 | Land leasing| $0 | Raw materials (1 quarter of operations)| $660 000 | Salaries| $353 000 | Biodiesel production costs (chemicals, utilities, maintenance for 1 quarter) | $84 000 | Rent | $0 | Total Start-up Expenses| $000 | | Â  | Start-up Assets Needed| Â  | Cash Balance on Starting Date| Â  | Start-up Inventory| $0 | Other Current Assets| $0 | Total Current Assets| $0 | Long-term Assets| $0 | Total Assets| $0 | Total Requirements| $3 095 000 | Sales Forecast|Sales| 2007| Â  | 2008| Â  | 2009| Â  | 2010| Â  | 2011| Â  | Price per ton| Sum| Price per ton| Sum| Price per ton| Sum| Price per ton| Sum| Price per ton| Sum| Biodiesel| Â  | $2 800 000 | $700 | Â  | Â  | $2 800 000 | Â  | $2 800 000 | $700 | $ | Glycerol| Â  | $280 000 | $700 | $280 000 | $700 | $280 000 | Â  | $280 000 | $0 | $280 000 | Seeds| Â  | $0 | $220 | Â  | $220 | $0 | Â  | $0 | $220 | $0 | Press cake| $180 | $1 440 000 | $180 | $1 440 000 | $180 | $1 440 000 | $180 | $1 440 000 | $180 | $1 440 000 | Total Sales| Â  | $4 520 000 | Â  | $4 520 000 | Â  | $4 520 000 | Â  | $4 520 000 | Â  | $4 520 000 | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  |Direct Cost of Sales| Â  | 2006| Â  | 2007| Â  | 2008| Â  | 2009| Â  | 2010| Seeds| $220 | $2 640 000 | $220 | Â  | $220 | $2 640 000 | $220 | Â  | Â  | Â  | Oil| $600 | $0 | $600 | $0 | $600 | $0 | $600 | $0 | 600 | $0 | Subtotal Direct Cost of Sales| Â  | $2 640 000 | Â  | $2 640 000 | Â  | $2 640 000 | Â  | $2 640 000 | Â  | $2 640 000 | Sales and costs in tons| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Biodiesel| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Glycerol| $700 | 400| $700 | 400| $700 | 400| $700 | 400| $700 | 400| Seeds from own farm| $220 | Â  | $220 | Â  | $220 | Â  | $220 | Â  | $220 | Â  | Press cake| $180 | Â  | $180 | 8 000| $180 | 8 000| $180 | 8 000| $180 | 8 000| Total sales, ton| Â  | Â  | Â  | 12 400| Â  | 12 400| Â  | 12 400| Â  | 12 400| Procurement of raw materials| Â  | Â  | Â  | Â  | Â  | Â  | 0| Â  | 0| Â  | Seeds| $220 | 12 000| $220 | 12 000| $220 | Â  | $220 | 12 000| $220 | 12 000| Oil| $600 | Â  | $600 | Â  | $600 | Â  | $600 | Â  | $600 | Â  | Total, raw materials, ton| Â  | Â  | Â  | 12 000| Â  | Â  | Â  | 12 000| Â  | 12 000| Personnel Plan| Daily wage| 2007| 2008| 2009| 2010| 2011| Director general| $100 | $24 000 | $24 000 | $ 24 000 | $24 000 | $24 000 | Production and procurement director| Â  | Â  | $24 000 | $24 000 | $24 000 | Â  | Farm supervisor| Â  | Â  | $24 000 | $24 000 | $24 000 | Â  | Sales manager| Â  | Â  | Â  | Â  | Â  | Â  | Controller| Â  | Â  | Â  | Â  | Â  | Â  | Chief Technologist| $80 | Â  | $19 200 | $19 200 | Â  | Â  | Secretary| $56 | Â  | $13 440 | $13 440 | Â  | Â  | Operators, production, 5 employees | $56 | $67 200 | $67 200 | $67 200 $67 200 | Â  | Laboratory technician, 1 employee | Â  | $13 440 | $13 440 | $13 440 | $13 440 | $13 440 | Farming, 5 employee| Â  | $67 200 | Â  | $67 200 | $67 200 | $67 200 | Drivers, 2 employee| $56 | $26 880 | Â  | $26 880 | $26 880 | $26 880 | Electrical fitter| $56 | $13 440 | Â  | $13 440 | $13 440 | $13 440 | Storeman, 2 employee| $56 | $26 880 | $26 880 | $26 880 | $26 880 | $26 880 | Total Payroll| Â  | $353 000 | $353 000 | $353 000 | $353 000 | $353 000 | Production headcount| Â  | 5| 5| 5| 5| 5| ROI Ana lysis| 2007| 2008| 2009| 2010| 2011| Sales| $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | Cost of Sales| Â  | Â  | $3 326 000 | $3 326 000 | $3 326 000 | Gross Margin| $1 186 000 | $1 194 000 | $1 194 000 | $1 194 000 | $1 194 000 | Gross Margin %| 26. 24%| 26. 42%| 26. 42%| 26. 42%| 26. 2%| Operating Expenses| $434 667 | $101 667 | $101 667 | $101 667 | $121 667 | Operating Income| $751 333 | Â  | Â  | $1 092 333 | $1 072 333 | Net Income| $470 283 | Â  | Â  | $708 983 | $750 633 | Net Income to investor| $244 639 | $368 809 | $368 809 | Â  | Â  | Current Assets| $3 029 283 | $3 804 933 | $4 339 917 | $5 115 567 | $5 137 867 | Long-term Assets| $843 333 | $776 667 | $710 000 | $643 333 | $576 667 | Long-term Liabilities| $795 000 | $795 000 | $795 000 | $795 000 | $0 | Equity| $3 077 617 | $3 786 600 | $4 254 917 | $4 963 900 | $5 714 533 | ROE| 0. 15| 0. 19| 0. 17| 0. 14| 0. 13| ROI| 0. 11| 0. 16| 0. 16| 0. 16| 0. 17| Shares offered to investor| 52. 2%| Â  | Â  | Â  | Â  | Investor financing| 74. 31%| Â  | Â  | Â  | Â  | Loan financing| 25. 69%| Â  | Â  | Â  | Â  | Pro Forma Profit and Loss| | 2007| 2008| 2009| 2010| 2011| Sales| $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | Cost of raw materials| $2 640 000 | Â  | Â  | $2 640 000 | $2 640 000 | Farm maintenance (fuel, fertilizer, etc)| $5 000 | $5 000 | $5 000 | $5 000 | $5 000 | Production Payroll| $353 000 | $353 000 | $353 000 | $353 000 | $353 000 | Methanol| Â  | Â  | Â  | Â  | Â  | Potassium hydroxide| $8 000 | $8 000 | $8 000 | Â  | $8 000 | Utilities| $80 000 | $80 000 | $80 000 | Â  | $80 000 | Equipment Maintenance| $8 000 | $0 | $0 | Â  | $0 |Cost of Goods Sold| $3 334 000 | $3 326 000 | $3 326 000 | $3 326 000 | $3 326 000 | Gross Margin| $1 186 000 | $1 194 000 | $1 194 000 | $1 194 000 | $1 194 000 | Gross Margin %| 26. 24%| 26. 42%| 26. 42%| 26. 42%| 26. 42%| Other Expenses: | Â  | Â  | Â  | Â  | Â  | Design works| $10 0 00 | $0 | Â  | $0 | $0 | Renovation expenses| $100 000 | Â  | Â  | Â  | $20 000 | Assembly operations| Â  | Â  | $10 000 | $10 000 | $10 000 | Placing into operation| $53 000 | $5 000 | $5 000 | $5 000 | $5 000 | Advertising/Promotion| $5 000 | $20 000 | $20 000 | $20 000 | $20 000 | Depreciation (service life 12 years)| $66 667 | $66 667 | $66 667 | $66 667 | $66 667 | Land leasing| $0 | $0 | $0 | $0 | $0 | Rent| $0 | $0 | $0 | $0 | $0 |Total Other expenses| $434 667 | $101 667 | $101 667 | $101 667 | $121 667 | Profit Before Interest and Taxes| $751 333 | $1 092 333 | $1 092 333 | $1 092 333 | $1 072 333 | Interest Expense| $79 500 | $79 500 | $79 500 | $79 500 | $0 | Taxes Incurred| $201 550 | $303 850 | $303 850 | $303 850 | $321 700 | Other Expense| Â  | Â  | Â  | Â  | Â  | Net Profit| Â  | Â  | $708 983 | $708 983 | $750 633 | Net Profit/Sales| 10. 40%| 15. 69%| 15. 69%| 15. 69%| 16. 61%| Pro Forma Cash Flow| 2007| 2008| 2009| 2010| 2011| Cash from Operations: | à ‚  | Â  | Â  | Â  | Â  | Cash Sales| $3 164 000 | $3 164 000 | Â  | Â  | Â  | Cash from Receivables| $1 356 000 | $1 356 000 | $1 356 000 | $1 356 000 | $1 356 000 | Subtotal Cash from Operations| Â  | Â  | Â  | Â  | $4 520 000 | Additional Cash Received| Â  | Â  | Â  | Â  | Â  | Sales Tax, VAT, HST/GST Received| $0 | $0 | $0 | $0 | $0 | Loan| $795 000 | $0 | $0 | $0 | $0 |New Investment Received| $2 300 000 | $0 | $0 | $0 | $0 | Subtotal Cash Received| $7 615 000 | $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | Â  | Â  | Â  | Â  | Â  | Â  | Expenditures| 2007| 2008| 2009| 2010| 2010| Expenditures from Operations:| Â  | Â  | Â  | Â  | Â  | Salaries| Â  | Â  | Â  | Â  | $353 000 | Payment of Accounts Payable| Â  | Â  | Â  | Â  | $2 973 000 | Subtotal Spent on Operations| $3 334 000 | $3 326 000 | $3 326 000 | $3 326 000 | $3 326 000 | Â  | Â  | Â  | Â  | Â  | Â  | Additional Cash Spent| Â  | Â  | Â  | Â  | Â  | Sales Tax Paid Out| Â  | Â  | Â  | Â  | $321 700 | Principal Repayment (loan)| Â  | Â  | Â  | Â  | $795 000 | Design works| $10 000 | $0 | $0 | $0 | Â  | Renovation expenses| Â  | Â  | $0 | $0 | Â  | Assembly operations| Â  | Â  | $10 000 | $10 000 | Â  |Placing into operation| $53 000 | $5 000 | $5 000 | Â  | Â  | Advertising/Promotion| $5 000 | $20 000 | $20 000 | $20 000 | $20 000 | Land leasing| $0 | $0 | $0 | $0 | $0 | Rent| $0 | $0 | $0 | $0 | $0 | Interest Expense| $79 500 | $79 500 | $79 500 | $79 500 | $0 | Purchase Long-term Assets| Â  | Â  | Â  | $0 | $0 | Subtotal Cash Spent| Â  | Â  | Â  | $3 744 350 | $4 497 700 | Â  | Â  | Â  | Â  | Â  | Â  | Net Cash Flow| $2 788 617 | $842 317 | $842 317 | 317 | $88 967 | Cash Balance| $2 788 617 | $3 564 267 | $4 339 917 | $5 115 567 | $5 137 867 | Annual Break-even, Tons| 961. 34| 961. 34| 961. 34| 961. 34| Assumptions:| Â  | Â  | Â  | Â  | Average Per Tone Revenue| Â  | Â  | $1 130. 00 | $1 130. 00 | Average Per Tone Variable Cost| $742. 00 | $742. 00 | $742. 00 | $742. 00 | Estimated Annual Fixed Cost| Â  | Â  | $373 000 | $373 000 |

Physical Therapy, Pt, And Occupational Therapy - 966 Words

Physical therapy, PT, and occupational therapy, OT, are two careers that help people heal and rehabilitate. PTs and OTs may seem similar at a glance, but they have just as many differences. The job descriptions and history vary, but the salary, requirements, and goals are fairly alike. They both take much skill and expertise, and few people actually understand the difference between the two. Therapy is the treatment of disease or disability through rehabilitation processes. Both physical and occupational therapists treat patients who have injuries or disabilities. A physical therapist treats patients with specifically physical disabilities. They help patients recuperate from pain and injuries, and they are also a huge part of the rehab process after a surgery. WISCareers states that they design treatment programs, teach patients how to do certain exercises, and demonstrate how to use assistive devices (WISCareers Physical). The goal of physical therapy is to help the patient become as independent as possible in their daily activities. PTs play a vital role in treating patients with acquired or inborn disabilities, injuries from playing a sport, or post-surgery pain or weakness. Similarly, occupational therapy oversees rehabilitation and healing physically, however, it encompasses treatment of cognitive disabilities as well. An OT’s goal is to help patients live independently, despite disorders, special needs, or diseases. An article on WISCareers says thatShow MoreRelatedPhysical Therapy ( Pt ) And Occupational Therapy969 Words   |  4 PagesPhysical therapy (PT) and occupational therapy (OT) are two careers that help people heal and rehabilitate. PTs and OTs may seem similar at a glance, but they have just as many differences. The job descriptions and history vary, but the salary, and requirements are fairly alike. They both take much skill and expertise, but few people actually understand the difference between the two. Therapy is the treatment of disease or disability through rehabilitation processes. Both physical and occupationalRead MoreThe Field Of Physical Therapy1539 Words   |  7 PagesA topic that interests me is the field of physical therapy. Ever since I have been playing soccer since of the age of 3, I have always had many different injuries. This has made me want to help people while learning such a unique field. I have had different ankle and knee injuries and having a good physical therapist really makes a big difference in rehab. This also impacted my desire to want to be a physical therapist because being in that environment; it was really fun being in such a good atmosphereRead MoreHow Physical Therapists Provide And Bill Treatments Essay896 Words   |  4 Pagesto regulate how physical therapists provide and bill treatments, Medicare has implemented numerous laws and regulations that providers treating Part B patients must follow and be recorded in documentation. The issue ari sing was considered a â€Å"moral hazard†; physical therapists were able to bill treatments and provide treatments that had the greatest reimbursement rate, for any length of time, without consequence. One on one and group therapy, services provided by physical therapy assistants, co-treatingRead MoreSelecting A Career Is Like Choosing A Character When Playing A Game1668 Words   |  7 Pagesother opportunity is given. As a freshman in college, I still have the chance to switch my major before I make any regrets. I took a self-assessment test and researched the careers that were best suited for me which was a nurse, physiotherapist, occupational therapist, and physician. To become a nurse midwife, one of the advanced practice registered nurses (APRNs), one must earn a master’s degree from an accredited program. However, an individual has to become a registered nurse before he/she canRead MoreThe Profession Of A Physical Therapist Assistant1380 Words   |  6 Pagesprofession of a physical therapist assistant. In addition to that it will assist in learning multiple things about a career in physical therapy. Which include the different careers that may surround the PTA profession? The salary ranges. And other geographical locations best suited for this career choice, in addition to that also the growth pat-tern and education needed for this PTA profession. Lastly the type of experience one should gain by building a career in physical therapy. Read MorePhysical Therapy And Occupational Therapy1633 Words   |  7 PagesPhysical/Occupational Therapy Abstract The history of Physical Therapy and Occupational was first developed in 1912; President Mary McMillan, an executive committee of elected officers, led the association. Physical therapy is a healthcare profession primarily concerned with the remediation of impairments and the disabilities of people. PTs diagnose and treat individuals of all ages with injuries that limit movement and the ability to perform functional activities in their daily lives.Read MorePhysical Therapy And The Medical Field1624 Words   |  7 Pagesor a physical disability occurred due to an accident or aging, there is someone that can help treat these conditions. Physical Therapists! Physical Therapy is a very rewarding and vital profession in the medical field. The average of all occupations is 11%; According to The Bureau of Labor Statistics, Physical Therapy’s projected job outlook in the years 2012-2022 is projected to triple 36%. (Summary Occupational Outlook Handbook) .There are many specialty area s in the field of Physical Therapy butRead MoreThe Role Of Sociocultural, Socioeconomic, And Diversity Factors1414 Words   |  6 Pageslife, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context. (ACOTA Standard B.2.9) Effectively locate and understand information including the quality of the source of information. (ACOTE Standard B.8.2) Use professional literature to make evidence base practice decision in collaboration with the occupational therapist. (ACOTE Standard B.8.3) Demonstrate the skills to read and understand aRead MoreOccupational Therapy : What Puts It Above The Rest1542 Words   |  7 PagesOccupational Therapy: What Puts it Above the Rest Occupational Therapy is one among many other therapeutic ways in which to correct a physical or mental problem. The main goal of this type of therapy is â€Å"to enable people to participate in the activities of everyday life† (Definition of Occupational Therapy). Through Occupational Therapy, there is hope to regain majority to full use in the area that was damaged. There are many different situations in which this type of therapy could be requiredRead MoreEssay on Why I Want to Study Physical Therapy781 Words   |  4 PagesThe occupation that interests me the most is physical therapy. Physical therapy interested me ever since I began getting involved in gyms. My first encounter with a trainer at a gym was when I got trained for an hour for a baseball camp to help protect your rotator cuff, that was the moment I realized I wouldn’t mind having a job similar to what the trainer had. I wanted a job where I could help people recover; a physical therapist. Physical therapists are healthcare professionals who diagnose

Is Reaching A Comfortable Retirement - 870 Words

Reaching retirement is one of the most important life events people will experience. How do you see yourself after retiring? Most people want to be able to retire comfortable, but the reality is that is not possible for some members of society. The reality is that for some seniors, living in poverty is potential issue. Reaching a comfortable retirement varies around the world and can be affected by gender, race, and social class. First, retirement varies according to gender. Women earn less than men in every nation. Full-time working women in the United States average only 72% of what men make and in some countries the percentage is even less (Henslin 300). Women tend to start working later in their life, usually after years of staying†¦show more content†¦Regardless of the changing times, women are earning less than men and therefore it will take them longer to be financially stable in order to reach a sustainable retirement age. Gender isn’t the only thing that affects retirement but so does an individual’s race. Retirement varies among members of society according to race. By 2030, it is projected that 25 percent of older persons will be from ethnic minority groups (â€Å"Fact Sheet†). Up to 23 percent of older African Americans and 19 percent of older Hispanics live in poverty compared with the estimated 8.9 percent older white Americans who live in poverty (â€Å"Fact Shee t†). White Americans typically have better living standards in comparison to African Americans or Hispanics. This is because white Americans are statistically more likely to finish high school and go to college. Statistically, African Americans average only 59 percent of white income and one of every five African American families makes less than $15,000 a year (Henslin 347). White Americans have more opportunities to succeed than African Americans or Hispanics that are living in America. African Americans who do the same work as white Americans make less money. Now imagine being a female and African American and approaching retirement age. Not only are they female who have lower wages than men, but they also are ethnically in a lower wage class too. Retirement is strongly

Tuckman´s Four Stages based on Group Work - 984 Words

In a previous class, we learned about a theory on group dynamics called the Tuckman stages. This theory states that in order for a team to effectively produce at its highest potential, there are four phases that are indispensable and unavoidable. Without giving attention to these phases, Tuckman believed that most teams would concentrate almost solely on content and virtually ignore the process, explaining why outwardly strong teams produce underwhelming results. Summarizing these four phases, Tuckman named them forming, storming, norming and performing. While reflecting on the dynamic for my most recent group collaboration project for this class, it is helpful to consider the Tuckman phrases and whether or not they were†¦show more content†¦However, I believe that our group could have executed our paper more effectively by doing these things earlier on in the process. We would have afforded ourselves more time to really think through the technical aspects of our paper . I’ve found that adult learners really struggle to work effectively in group settings, especially when they do not meet in person. We all lead very full and busy lives, making it difficult to sync our project timelines. I believe that doing a few things differently really would have helped the orange group’s paper. First, our team should have chosen to be more structured and follow a process. In the forming stage, we would have been wise to establish a group leader. Again, in adult learning settings I think students resist to doing so, however, the leader plays a large role in providing direction, encouragement and accountability. Julie was probably the closest thing we had. She did keep us somewhat focused throughout our process. During the storming phase, our group really could have benefitted from setting up and taking time to work together. We could have taken advantage of additional forms of CMC, perhaps via chat room to communicate in real time, rather than v ia email. This may have allowed the group to move more cohesively into the norming stage. We should have been sharing our individual work with one another for feedback, allowing the knowledge of the others toShow MoreRelatedElements Of Primary, Intimate, And Task Groups1731 Words   |  7 Pageslooking at and researching groups that have elements of primary, intimate, and task groups in the storming or conflict stage of group development, it is relatively easy to identify previous literature that has analyzed at least one element of this classification. Previous research has looked at almost every aspect of the three groups, including: dynamics of groups that involve same-sex members, internal group conflict, development of groups, and legitimacy in peer groups. However, most of the researchRead MoreHow Can You Effectively Work in a Team?993 Words   |  4 PagesHOW CAN YOU EFFECTIVELY WORK IN A TEAM? What is a team? As noted by Dwyer (2006) â€Å"The terms ‘team’ and ‘group’ are frequently used interchangeably, since on many occasions that they share almost identical characteristics†. Or in other words, a team is composed of two or more individuals who are working together interdependently and cooperatively towards a common purpose or goal. The team is the most important asset of any project; an effective team hasRead MoreLeadership Theories And Behavior Approaches Of The Service Department Of A Global High Tech Company1578 Words   |  7 Pagesinformation and solutions as well as provide a foundation of knowledge that will foster team spirit with peers and employees to solve these problems. This report will explore different leadership theories and behavior approaches including Tuckman’s group development model in an effort to share that information with peers in an attempt to resolve the issues facing the company. It will also evaluate the importance of the internal environmental factors including the cultural, language, political, andRead MoreGroup Development And Interaction Theory Essay1872 Words   |  8 PagesGroup Development and Interaction Theory Within the business setting, the shift from yesterday’s â€Å"singular† culture to today’s â€Å"team† culture has brought about a new era of learning, development, and innovation. However, this shift has also brought with it a certain amount of dissatisfaction, conflict, and confusion. This paper will focus on the Tuckman Theory, and discuss how Tuckman’s five stages of group development and interaction applies to the work environment and leadership effectivenessRead MoreGroup Development and Interaction Theory1914 Words   |  8 PagesGroup Development and Interaction Theory Within the business setting, the shift from yesterday’s â€Å"singular† culture to today’s â€Å"team† culture has brought about a new era of learning, development, and innovation. However, this shift has also brought with it a certain amount of dissatisfaction, conflict, and confusion. This paper will focus on the Tuckman Theory, and discuss how Tuckman’s five stages of group development and interaction applies to the work environment and leadership effectivenessRead MoreAdvantages And Disadvantages Of Teamwork Essay1523 Words   |  7 PagesDEFINITION OF TEAMWORKING AND ITS ADVANTAGES AND DISADVANTAGES. The definition of teamwork is when a group of people collaborate together to achieve a goal. Teamwork is often a crucial part of a business, as it is often necessary for colleagues to work together. Teamwork means people will cooperate using their individual skills giving feedback. There are so many advantages of team work, one of them being you have access to more ideas. Working in a team will create an environment of support andRead MoreHow Team Dynamics Affect Individual Behavior1727 Words   |  7 PagesTeam work is common in almost all workplaces educational settings and can often have many benefits but also can have some complications that are lesser known. A team can be defined as a body of people united by a common purpose or joined by a common goal. All groups/teams travel through The 5 Stages of Group Development developed by Bruce Tuckman in 1963. There are many benefits to team work but individuals working alone can be more effective. Team Dynamics can be greatly affected by how membersRead MoreThe Importance Of Management For Ensuring Success1371 Words   |  6 PagesIntroduction: Team work is a group of individual s people that works together in a business Institutions or organisation, and they characterized by integrated skills among themselves, and they have common goals and one purpose, and the reason of setting up a team work is in order to achieve a specific objective or a task requiring a certain coordination and integration among the team members, which can not be achieved individually. Each team member needs to build their knowledge s and abilities informationRead MoreTeam Teamwork And Performance : Maximizing Profits And Minimizing Costs2512 Words   |  11 Pagesbetter understand what makes these groups more or less effective (Miller, 2003). Effective teams can provide many advantages in organizations, and all of the contributions of teams lead to stronger competitive advantages and higher overall organizational performance. In this overview of teamwork, I will apply my university group project example to describe the type and the characteristics of the team that I have been involved with, and to illustrate the five stages of team development. In additionRead MoreProject Management : A Task And Building Interpersonal Skills Essay1448 Words   |  6 PagesHowever Bales (1965) argued that group members in a completion stage will seek a ‘balance between accomplishing a task and building interpersonal skills’ within groups. The focus at this stage will be on the ‘former’ and the ‘latter. Project management is defined as â€Å"the application of processes, methods, knowledge, skills and experience to achieve the project objectives† (APM, 2016) , project management is a way of managing change and applying methods to achieve a set goal or objective, a PM’s

Forrest Gump Chapter Eight Free Essays

string(32) " garden in the bright sunshine\." Chapter Eight We be flyin high over the pacific ocean, an colonel Gooch is tellin me what a great hero I am going to be when we get back to the United States. He say people will turn out for parades an shit an I will not be able to buy mysef a drink or a meal on account of everbody else will be wantin to do it for me. He also say that the Army is gonna want me to go on a tour to drum up new enlistments an sell bonds an crap like that, an that I will be given the â€Å"royal treatment. We will write a custom essay sample on Forrest Gump Chapter Eight or any similar topic only for you Order Now † In this, he is correct. When we land at the airport at San Francisco, a big crowd is waiting for us to get off the plane. They is carryin signs an banners and all. Colonel Gooch look out the winder of the plane an say he is suprised not to see a brass band there to greet us. As it turn out, the people in the crowd is quite enough. First thing that happen when we come off the plane is the people in the crowd commence to chantin at us, an then somebody thowed a big tomato that hit Colonel Gooch in the face. After that, all hell break loose. They is some cops there, but the crowd busted thru an come runnin towards us shoutin an hollerin all kinds of nasty things, an they is about two thousan of them, wearing beards an shit, an it was the mos frightenin thing I have seen since we was back at the rice paddy where Bubba was kilt. Colonel Gooch is tryin to clean the tomato off his face an act dignified, but I figger, the hell with that, cause we is outnumbered a thousan to one, an ain’t got no weapons to boot. So I took off runnin. That crowd was sure as hell lookin for somethin to chase too, cause ever one of them start chasin me jus like they used to do when I was little, hollerin and shoutin and wavin they signs. I run damn near all over the airport runway, an back again an into the terminal, an it was even scarier than when them Nebraska corn shucker jackoffs was chasin me aroun the Orange Bowl. Finally, I done run into the toilet an hid up on the seat with the door shut until I figger they have give up an gone on home. I must of been there an hour or so. When I come out I walked down to the lobby an there is Colonel Gooch surrounded by a platoon of M.P.’s an cops, an he is lookin very distressed till he seen me. â€Å"C’mon, Gump!† he say. â€Å"They is holdin a plane for us to get to Washington.† When we get on the plane to Washington they is a bunch of civilians on it too, an Colonel Gooch an me set in a seat up front. We has not even took off yet, before all the people aroun us get up an go set somewhere else in the back of the plane. I axed Colonel Gooch why that was, an he say it probly cause we smell funny or somethin. He say not to worry about it. He say things be better in Washington. I hope so, cause even a moron like me can figger out that so far, it is not like the colonel say it would be. When the plane get to Washington I am so excited I can bust! We can see the Washington Monument an the Capitol an all from out the winder an I have only saw picures of them things, but there they are, real as rain. The Army have sent a car to pick us up an we is taken to a real nice hotel, with elevators an stuff an people to lug your shit aroun for you. I have never been in a elevator before. After we get squared away in our rooms, Colonel Gooch come over an say we is goin out for a drink to this little bar he remembers where they is a lot of pretty girls, an he say it is a lot different here than in California on account of people in the East are civilized an shit. He is wrong again. We set down at a table an Colonel Gooch order me a beer an somethin for hissef an he begin tellin me how I got to act at the ceremony tomorrow when the President pin the medal on me. Bout halfway through his talk, a pretty girl come up to the table an Colonel Gooch look up an axe her to git us two more drinks cause I guess he think she is the waitress. But she look down an say, â€Å"I wouldn get you a glass of warm spit, you filthy cocksucker.† Then she turn to me an say, â€Å"How many babies have you kilt today, you big ape?† Well, we gone on back to the hotel after that, an ordered some beer from room service, an Colonel Gooch get to finish tellin me how to act tomorrow. Nex morning we up bright an early an walk on over to the White House where the President live. It is a real pretty house with a big lawn an all that look almost as big as city hall back in Mobile. A lot of Army people be there pumpin my han an tellin me what a fine feller I am, an then it is time to get the medal. The President is a great big ole guy who talk like he is from Texas or somethin an they has assembled a whole bunch of people some of which look like maids an cleanin men an such, but they is all out in this nice rose garden in the bright sunshine. You read "Forrest Gump Chapter Eight" in category "Essay examples" An Army guy commence to readin some kind of bullshit an everbody be listenin up keen, cept for me, on account of I is starvin since we has not had our breakfast yet. Finally the Army guy is thru an then the President come up to me an take the medal out of a box an pin it on my chest. Then he shake my han an all these people start takin pichers an clappin an such as that. I figger it is over then, an we can get the hell out of there, but the President, he still standin there, lookin at me kind of funny. Finally he say, â€Å"Boy, is that your stomach that is growlin like that?† I glance over at Colonel Gooch but he jus roll his eyes up, an so I nod, an say, â€Å"Uh, huh,† an the President say, â€Å"Well, c’mon boy, lets go an git us somethin to eat!† I foller him inside an we go into a little roun room an the President tell a guy who is dressed up like a waiter to bring me some breakfast. It jus the two of us in there, an wile we is waitin for the breakfast he start axin me questions, such as do I know why we is fightin the gooks an all, an is they treatin us right in the Army. I jus nod my head an after a wile he stop axin me questions an they is this kind of silence an then he say, â€Å"Do you want to watch some television wile we is waitin for your food?† I nod my head again, an the President turn on a tv set behin his desk an we watch â€Å"The Beverly Hillbillies.† The President is most amused an say he watches it ever day an that I sort of remin him of Jethro. After breakfast, the President axe me if I want him to show me aroun the house, an I say, â€Å"Yeah,† an off we go. When we get outside, all them photographer fellers are followin us aroun an then the President decide to set down on a little bench an he say to me, â€Å"Boy, you was wounded, wasn’t you?† an I nod, an then he say, â€Å"Well, look at this,† an he pull up his shirt an show me a big ole scar on his stomach where he has had an operation of some kind, an he axe, â€Å"Where was you wounded?† an so I pull down my pants an show him. Well, all them photographer fellers rush up an start to take pichers, an several folks come runnin over an I am hustled away to where Colonel Gooch is waitin. That afternoon back at our hotel, Colonel Gooch suddenly come bustin into my room with a hanful of newspapers an boy is he mad. He begun hollerin an cussin at me an flung the papers down on my bed an there I am, on the front page, showin my big ass an the President is showin his scar. One of the papers has drawn a little black mask over my eyes so they can’t recognize me, like they do with dirty pitchers. The caption say, â€Å"President Johnson and War Hero Relaxing in the Rose Garden.† â€Å"Gump, you idiot!† Colonel Gooch say. â€Å"How could you do this to me? I am ruint. My career is probly finished!† â€Å"I dunno,† I says, â€Å"but I am tryin to do the right thing.† Anyhow, after that I be in the doghouse again, but they has not give up on me yet. The Army have decided that I will go on the recruitment tour to try to get fellers to sign up for the war, an Colonel Gooch has gotten somebody to write up a speech that they expect me to make. It is a long speech, an filled with such things as â€Å"In time of crisis, nothin is more honorable an patriotic than to serve your country in the Armed Forces,† an a whole bunch of shit like that. Trouble was, I could not never get the speech learnt. Oh, I could see all the words in my head okay, but when it come time to say it, everthin get all muddled up. Colonel Gooch is beside hissef. He make me stay up till almost midnight ever day, tryin to get the speech right, but finally he thowed up his hans an say, â€Å"I can see this is not gonna work.† Then he come up with a idea. â€Å"Gump,† he say, â€Å"here’s what we is gonna do. I am gonna cut this speech shorter, an so all you will have to do is say a few things. Let us try that.† Well, he cut it shorter an shorter an shorter, till he is finally satisfied that I can remember the speech an not look like a idiot. In the end, all I have got to say is â€Å"Join the Army an fight for your freedom.† Our first stop on the tour is a little college an they have got some reporters an photographers there, an we is in a big auditorium up on the stage. Colonel Gooch get up an he begin givin the speech I done sposed to have made. When he is thru, he say, â€Å"An now, we will have a few remarks from the latest Congressional Medal of Honor winner, P.F.C. Forrest Gump,† an he motion for me to come forward. Some people are clappin, an when they stop, I lean forward an say, â€Å"Join the Army an fight for your freedom.† I reckon they be expectin somethin more, but that’s all I been tole to say, so I jus stand there, everbody lookin at me, me lookin back at them. Then all of a sudden somebody in the front shout out, â€Å"What do you think of the war?† an I say the first thing that come into my mind, which is, â€Å"It is a bunch of shit.† Colonel Gooch come an grapped the microphone away from me an set me back down, but all the reporters be scribblin in they notebooks an the photographers be takin pichers, an everbody in the audience goin wild, jumpin up an down an cheerin. Colonel Gooch get me out of there pronto, an we be in the car drivin fast out of town, an the colonel ain’t sayin nothin to me, but he is talkin to hissef an laughin this weird, nutty little laugh. Next mornin we is in a hotel ready to give our second speech on the tour when the phone ring. It is for Colonel Gooch. Whoever on the other end of the line seem to be doin all the talkin, an the colonel is doin the listenin an sayin â€Å"Yessir† a whole lot, an ever so often he is glarin over at me. When he finally put the phone down, he be starin at his shoes an he say, â€Å"Well, Gump, now you has done it. The tour is canceled, I have been reassigned to a weather station in Iceland, an I do not know or care what is to become of your sorry ass.† I axed Colonel Gooch if we could get ourselfs a Co’Cola now, an he jus look at me for a minute, then start that talkin to hissef again an laughin that weird, nutty laugh. They sent me to Fort Dix after that, an assign me to the Steam Heat Company. All day an haf the night I be shovelin coal into the boilers that keep the barracks warm. The company commander is a kind of ole guy who don’t seem to give much of a damn bout nothin, an he say when I get there I has just got two more years left in the Army before I am discharged, an to keep my nose clean an everthin will be okay. An that is what I am tryin to do. I be thinkin a lot about my mama an bout Bubba an the little srimp bidness an Jenny Curran up at Harvard, an I am playin a little ping-pong on the side. One day next spring there is a notice that they is gonna have a post ping-pong tournament an the winner will get to go to Washington to play for the All Army championship. I signed mysef up an it was pretty easy to win on account of the only other guy that was any good had got his fingers blowed off in the war an kep droppin his paddle. Next week I am sent to Washington an the tournament is bein helt at Walter Reed Hospital, where all the wounded fellers can set an watch us play. I won pretty easy the first roun, an the secont too, but in the third, I have drawn a little bitty feller who puts all sorts of spin on the ball an I am havin a terrible time with him, an gettin my ass whipped. He is leadin me four games to two an it look like I am gonna lose, when all of a sudden I look over in the crowd an who should be settin there in a wheelchair but Lieutenant Dan from the hospital back at Danang! We have a little break between games an I go over to Dan an look down at him an he ain’t got no legs no more. â€Å"They had to take them off, Forrest,† he say, â€Å"but other than that, I am jus fine.† They have also taken off the bandages from his face, an he is terrible scarred an burnt from where his tank caught fire. Also, he still have a tube runnin into him from a bottle hooked onto a pole on his wheelchair. â€Å"They say they gonna leave that like it is,† Dan say. â€Å"They think it looks good on me.† Anyhow, he lean forward an look me in the eye, an say, â€Å"Forrest, I believe that you can do any damn thing you want to. I have been watchin you play, an you can beat this little guy because you play a hell of a game of ping-pong an it is your destiny to be the best.† I nod an it is time to go on back out there, an after that, I did not lose a single point, an I go on to the finals an win the whole tournament. I was there for about three days, an Dan an me got to spend some time together. I would roll him aroun in his wheelchair, sometimes out in the garden where he could get some sun, an at night I would play my harmonica for him like I did for Bubba. Mostly, he liked to talk bout things – all sorts of things – such as history and philosophy, an one day he is talkin bout Einstein’s theory of relativity, an what it mean in terms of the universe. Well, I got me a piece of paper an I drawed it out for him, the whole formula, cause it was somethin we had to do in the Intermediate Light class back at the University. He look at what I have done, an he say, â€Å"Forrest, you never cease to amaze me.† One day when I was back at Fort Dix shovelin coal in the Steam Heat Company, a feller from the Pentagon showed up with a chest full of medals an a big smile on his face, an he say, â€Å"P.F.C. Gump, it is my pleasure to inform you that you is been chosen as a member of the United States Ping-Pong Team to go to Red China an play the Chinese in ping-pong. This is a special honor, because for the first time in nearly twenty-five years our country is having anything to do with the Chinamen, an it is an event far more important than any damn ping-pong game. It is diplomacy, and the future of the human race might be at stake. Do you understand what I am saying?† I shrug my shoulders an nod my head, but somethin down in me sinkin fast. I am jus a po ole idiot, an now I have got the whole human race to look after. How to cite Forrest Gump Chapter Eight, Essay examples

Strategy and Business Model Innovation (BMI) Australian firms

Question: Write a Report on Strategy and Business Model Innovation (BMI) for two Australian firms. Answer: First Key Idea- Strategy and its application to Coles Supermarkets The strategy is a key term used in the most of the business organizations for developing a framework to achieve the business objectives and targets by aligning the organizational vision, mission statement, goals, and value proposition with the organizational resources and core competences. The strategy directs the workforce for achieving the business objectives and targets by communicating the organizational vision, mission statement, values, goals, objectives and organizational practices with them. The strategy implementation is a sequence of strategic activities carried-out by the organization for managing the execution of the strategic plan. The strategic implementation is related to provide the firm a competitive advantage by maximizing the resource optimization, utilization, and management for the best organizational practices (IFM, 2015). The strategy influences resources, technologies, product development, and manufacturing operations for offering the unique and valued added products or services that create value to the customers. The strategy provides the firm a sustainable competitive edge by offering the reliable and effective customer service through offering the high-performing and exclusive quality of the products. Application of Brand Positioning strategy to Coles Supermarkets Coles Supermarkets Australia Pvt. Ltd. is the second largest retailing supermarket chains in Australia after Woolworth Supermarkets that is owned by the parent company, Wesfarmers. It was founded by George Coles in 1914 in Collingwood, Melbourne in Australia. It currently has 766 retailing supermarket stores at different locations across the Australian markets and has employed more than 1, 00,000 employees to operate both internal and external business operations. It is a retail subsidiary company that operates in business at different locations across the Australian markets with supermarkets stores as well as re-branded BI-LO supermarkets. The marketing strategy of Coles is aimed at attaining the sustainable competitive advantage by delivering the quality and valued retailing foods products and grocery items through its supermarkets stores (Low, 2016). The brand positioning is used by Coles as its marketing strategy to place itself among the top retailing brands in Australia. Coles brand positioning strategy is aimed at achieving the leading position in the Australian retailing supermarkets chain industry by beating the marketing strategy, product development, and technologies of its closest competitor, Woolworths. The brand positioning strategy includes the fresh and high-quality products, economic pricing strategy, centralized distribution through its supermarkets chains, effective marketing strategy and digital promotional campaigns, technological advancement and innovation, diversification of the service operations and highly integrated market research. The market research is based on analyzing and anticipating the current and future customers needs and demands and representing the specialized products for the targeted market segment (Australian Food News, 2015). It uses the public relationship campaigns, digital advertising ca mpaigns, social media marketing, and promotional sales tactics for maintaining its product positioning and market share in the Australian retail industry as well as developing good customer relationships by creating the high brand awareness and customer loyalty toward its products. Second Key Idea- Business Model innovation and its Application to Vocus Communications The business model innovation (BMI) is redesign or restructuring of the business operations, manufacturing processes, production technologies, and customer service operations for creating something new in order to deliver the value-added and high-end customer service through its supermarkets stores chains. The BMI puts significant changes and innovation to the existing business model for creating, capturing, and delivering values to the products and services. The BMI creates new path for the sustainable growth of the organization. The BMI creates the profitable ventures for Coles by revolutionizing its business operations through the modernization of the business operations, processes, and systems. The BMI is the combination of the strategic statements including organizational vision, mission, goals, values, strategies, core competences, and resource strengths for enhancing the brand image, competitive advantage, and value proposition of the firm in the relevant industry (Design Innovation, 2015). The BMI enhances the suitability, adaptability, survival, sustainability, and acceptability of the products and services to meet the growing market demands and diverse customers needs. The BMI is intended to deliver value to the customers by developing new concepts, and ideas to the existing products or service operations for determining the success of the business firms. The BMI improves the organizational strategic decision-making, value chain management operations, and customer service experiences. Application of BMI to Vocus Communication Limited Vocus Communication Limited is an Australian-based international telecommunication company that offers a range of services, such as mobile and unified communications, broadband services, and data network services, such as Internet, Ethernet, IP, Data Fibre, WAN, VOIP, and submarine data cable. It is a public limited company that is traded as ASX: VOC. It was founded in 2008 and has its business operations in Australia and New Zealand. Vocus owns and operates 18 data centers and an Onshore Network Operations Center (ONOC) for offering the data services to the customers across Australia and New Zealand. Vocus Communications Ltd. applies the BMI to its organization for incorporating changes and innovation to the organizational practices through the development of new ideas and engineering concepts to support the telecommunication technological operations (Hopkins, 2012). The BMI of Vocus Communications Ltd. includes organizational vision, mission statement, goals, values, strategies, core competences, and value proposition for enhancing the supply chain networks, value chain, resource maximization, and customer service experiences. The BMI of Vocus is based on cloud computing technology and Information and communication technologies (ICT) for providing the web-based technologies and range of telecommunication services. It uses the disruption model of innovation for ensuring the highly technological advancements through the use of ICT for offering the reliable, quality, high speed and flexible internet connectivity services at cheaply rates to the clients (Vocus Communications, 2017). The BMI model assists to improve the voice communication in the wholesale market for allowing the clients to capitalize on its significant network growth through the integration of Nextgen network infrastructure. Conclusion From the above discussions, it can be concluded that both key ideas of Business Model Innovation and Marketing strategy were developed for the firms representatively for attaining the competitive advantage in the relevant Australian markets. The BMI is used in the organization of Vocus Communications Ltd. for developing technological advancements and innovation in order to deliver effective customer service. The retailing branding positioning strategy of Coles provides the firm the competitive edge over the competitors in the Australian retailing industry. References Australian Food News (2015). Wesfarmers has Coles supermarket group growth plan strategy. [Online]. Available at: https://www.ausfoodnews.com.au/2015/11/16/wesfarmers-has-coles-supermarket-group-growth-plan-strategy.html. (Accessed: 26 April 2017). Design Innovation (2015). Using Business Model Innovation to Create New Paths to growth. [Online]. Available at: https://www.innovation-management.org/business-model-innovation.html. (Accessed: 26 April 2017). Hopkins, R. (2012). 7 Best practices for Business Model Innovation. [Online]. Available at: https://sandbox.businessinnovationfactory.com/articles/7-best-practices-business-model-innovation. (Accessed: 26 April 2017). IFM (2015). Porters three Generic Strategies. [Online]. Available at: https://www.ifm.eng.cam.ac.uk/research/dstools/porters-generic-competitive-strategies/. (Accessed: 26 April 2017). Low, C. (2016). Wesfarmers Fresh Strategy to Safeguard Coles Growth. [Online]. Available at: https://www.smh.com.au/business/retail/wesfarmers-fresh-strategy-to-safeguard-coles-growth-20160224-gn2dih.html. (Accessed: 26 April 2017). Shephyken (2015). SIX STRATEGIES TO COMPETE IN BUSINESS. [Online]. Available at: https://hyken.com/customer-service-3/six-strategies-to-compete-in-business/. (Accessed: 26 April 2017). Vocus Communications (2017). 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