Help! Should I Go to Graduate School

I was grading midterm exams in my office one frigid day in March when I was surprised to see Marco, a former student, standing in my doorway. He had that all too familiar â€Å"deer in headlights† look on his face. I invited him to step in and asked how I could help. He proceeded to look up at the ceiling (almost as if he was seeking divine intervention) and mumbled, â€Å"I don’t know where I am and what I should do.† Since I knew that he would earn his bachelor’s degree in May, I sensed that he was probably experiencing some of the usual emotions associated with college graduation. Most college students can’t wait to â€Å"get out† until the reality of the â€Å"getting out† hits them. That’s when they begin to question — what next? Marco confirmed my assumption when he said that he needed to make some plans, and he didn’t know where or how to start. All of his questions, concerns, and fears for the future came flying out in machine gun-like fashion. He finally took a deep breath and said that â€Å"getting it all out there† was actually a relief and that he was now ready to ask, â€Å"How do I decide if graduate school is the right path for me?† From my experience leading graduate school workshops I was sure that I could successfully guide Marco through this process. I told him that in order to find the answers he was seeking, he would need to ask himself the right questions. I promised to develop a problem-solving plan for him and we scheduled a follow-up meeting. I decided to â€Å"borrow† some of the critical thinking and problem solving techniques I use in the interpersonal communications classes that I teach at the undergraduate level. I was planning to use the â€Å"Three E’s,† as I have coined them, involved in the brainstorming process. At our next meeting I told Marco that I had developed a 3 â€Å"E† (explore, examine, evaluate) brainstorming strategy that he would need to apply to four graduate school-related questions in order to find his answers. He would, by answering all four questions utilizing this strategy, be in the best position to successfully make an informed decision about his future. Here’s how we did it: QUESTION #1: What are your short and long-term goals/objectives? †¢ Explore: Make a list of what you believe are your short and long-term goals as well as your educational and professional objectives. Try not to over-think this question. In other words, list everything that comes to mind. †¢ Examine: Once you have listed everything and anything you can think of, you will be ready to carefully examine your list. Did you omit anything? Did you include items that may not really belong in this category? Would you like to revise a list item? †¢ Evaluate: You are now ready to evaluate and prioritize all of the items in order of importance to you. You may well be surprised by how much you learn about yourself. This three step process is even more important for those who have been out of school for a few years, hate what they are currently doing, and have no idea of what they want to do. For this group an additional list of what they do well and enjoy doing will help to facilitate their decision-making process. QUESTION #2: Will graduate school help you to reach your goals? †¢ Explore: Conduct some field research. Gather information from current and/or former professors, attend a graduate open house or info session, participate in content-specific breakout sessions, request feedback from graduate students in a variety of programs, make contact with people who are currently employed in your area of interest and, of course, seek additional assistance from graduate admissions consultants who are experts in the field. †¢ Examine: Compile an all-inclusive breakdown of all of your findings. Read the results and look for patterns in the responses from different sources. Once you note any patterns or lack thereof, you will be ready to evaluate. †¢ Evaluate: Place some sort of weight or value by priority next to each of the responses you received. Take the reliability/ credibility factor into consideration in each case. Whose opinion do you trust? Is she or he a credible source of information? And last, but not least, what really â€Å"grabbed† your interest. Have some fun with this—use emoticons (happy faces, winky faces, angry faces, fist pumps, hearts, etc.) – whatever works for you and helps you to evaluate the information you have collected. QUESTION #3: Is now the right time? †¢ Explore: The answer for this question is somewhat dependent on the field you think you may want to pursue. You will need to explore the admissions’ criteria as this may vary from program to program. For example some MBA programs require 2-3 years of business experience in order to apply, while other MBA programs welcome applications from students who have just earned their bachelor’s degrees. An Executive MBA program will require that applicants present with 5-7 years of higher level management experience. Another example might be Ph.D. programs that will only consider those who will earn a  master’s degree enroute to the Ph.D. Other programs will consider both categories in making admission decisions. Clearly, you need to explore all of the options that may be available to you as well as their requirements. †¢ Examine: Compile all of your research on the timing of graduate studies in terms of field of study and personal needs. Create a balance sheet listing the timing based on field of study on the left and your personal needs on the right. This will help you to compare/contrast, organize and visualize, so that you can move on to the assessment/evaluation step. †¢ Evaluate: At this time you should weigh each of your needs and plans in order to assess, under what circumstances, the timing and your needs intersect or appear to be oppositional. This is not quite as easy as it sounds since there are so many variables to consider. For example, what do you do if you need to start right now, need to cut costs and stay in your home city but all of the programs in your city require 2 or more years of experience. Something has to give. As a result, you may need to be open to all possible options in order to decide the best course of action for you. QUESTION #4: What are the benefits/costs of pursuing an advanced degree? †¢ Explore: Since costs and benefits vary from person to person, you will, once again, need to explore the personal benefits and costs based on your expectations. For some the costs will be strictly financial, while, for others, the costs may include time to degree, lost earnings, energy, and impact on interpersonal relationships. Just as with costs, the benefits are also subjective. Some will perceive the value of an advanced degree strictly in terms of salary levels while others will view it in terms of how the advanced degree will expand them intellectually. I suggest that you fold a sheet of paper in half and list what you consider the benefits on one side and the costs on the other side. You are now ready to examine the information that you have compiled. †¢ Examine: Once you have listed all costs/benefits that came to mind, you are ready to carefully examine the items on both sides of the page. Did you miss something? Are all of the items relevant to the question? Is there something you wish to eliminate or change in some way? †¢ Evaluate: Now you will need to weigh the level of importance of each cost and benefit. In fact, I suggest you use â€Å"Interpersonal Exchange Theory.† This theory is based on a very simple equation (Benefits-Costs= + or – gain.) If we deduct the costs we pay from the benefits we receive we can come up with either a positive or negative outcome. Clearly if the benefits outweigh the costs then will have a positive gain. Keep in mind that this is not strictly a â€Å"numbers† game. The weight of each benefit and cost must also be carefully considered. You may have many more benefits but the costs, though few, may carry a greater weight. Even though this equation may seem somewhat simplistic, it can be one more helpful technique in the decision making process. Marco couldn’t wait to get started and thanked me for the help. About 4 weeks later he once again appeared at my office door. This time the â€Å"deer in the headlights† look was replaced by a huge smile. He said he had decided to pursue a master’s degree and wondered if I had a plan that would help him identify graduate schools that would be a good fit for him. I smiled and said, give me some time to develop a strategy for you. His answer, â€Å"You got it!† As a Dean of Graduate Admissions for over 10 years, Carol Drummer, signed off on over 4,500 graduate applications annually. She is a communication professor and author of "College Is Not 13th Grade-- An Easy to Read Guide for Parents of College Bound Students." Carol has helped clients get accepted to Ph.D. Psy.D, DOT, DPT, PA, MHA, MSW, and masters in Speech Language Pathology, Business Analytics, Accounting, Global Affairs, Counseling, Architecture, Design Engineering , Nutrition, Exercise Physiology to name a few.   Want Carol to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  Graduate School Admissions Consulting and Editing Services †¢Ã‚  Admissions Straight Talk Podcast for Grad School Applicants †¢Ã‚  Which Graduate Schools Should You Apply To?, a podcast  episode Help! Should I Go to Graduate School I was grading midterm exams in my office one frigid day in March when I was surprised to see Marco, a former student, standing in my doorway. He had that all too familiar â€Å"deer in headlights† look on his face. I invited him to step in and asked how I could help. He proceeded to look up at the ceiling (almost as if he was seeking divine intervention) and mumbled, â€Å"I don’t know where I am and what I should do.† Since I knew that he would earn his bachelor’s degree in May, I sensed that he was probably experiencing some of the usual emotions associated with college graduation. Most college students can’t wait to â€Å"get out† until the reality of the â€Å"getting out† hits them. That’s when they begin to question — what next? Marco confirmed my assumption when he said that he needed to make some plans, and he didn’t know where or how to start. All of his questions, concerns, and fears for the future came flying out in machine gun-like fashion. He finally took a deep breath and said that â€Å"getting it all out there† was actually a relief and that he was now ready to ask, â€Å"How do I decide if graduate school is the right path for me?† From my experience leading graduate school workshops I was sure that I could successfully guide Marco through this process. I told him that in order to find the answers he was seeking, he would need to ask himself the right questions. I promised to develop a problem-solving plan for him and we scheduled a follow-up meeting. I decided to â€Å"borrow† some of the critical thinking and problem solving techniques I use in the interpersonal communications classes that I teach at the undergraduate level. I was planning to use the â€Å"Three E’s,† as I have coined them, involved in the brainstorming process. At our next meeting I told Marco that I had developed a 3 â€Å"E† (explore, examine, evaluate) brainstorming strategy that he would need to apply to four graduate school-related questions in order to find his answers. He would, by answering all four questions utilizing this strategy, be in the best position to successfully make an informed decision about his future. Here’s how we did it: QUESTION #1: What are your short and long-term goals/objectives? †¢ Explore: Make a list of what you believe are your short and long-term goals as well as your educational and professional objectives. Try not to over-think this question. In other words, list everything that comes to mind. †¢ Examine: Once you have listed everything and anything you can think of, you will be ready to carefully examine your list. Did you omit anything? Did you include items that may not really belong in this category? Would you like to revise a list item? †¢ Evaluate: You are now ready to evaluate and prioritize all of the items in order of importance to you. You may well be surprised by how much you learn about yourself. This three step process is even more important for those who have been out of school for a few years, hate what they are currently doing, and have no idea of what they want to do. For this group an additional list of what they do well and enjoy doing will help to facilitate their decision-making process. QUESTION #2: Will graduate school help you to reach your goals? †¢ Explore: Conduct some field research. Gather information from current and/or former professors, attend a graduate open house or info session, participate in content-specific breakout sessions, request feedback from graduate students in a variety of programs, make contact with people who are currently employed in your area of interest and, of course, seek additional assistance from graduate admissions consultants who are experts in the field. †¢ Examine: Compile an all-inclusive breakdown of all of your findings. Read the results and look for patterns in the responses from different sources. Once you note any patterns or lack thereof, you will be ready to evaluate. †¢ Evaluate: Place some sort of weight or value by priority next to each of the responses you received. Take the reliability/ credibility factor into consideration in each case. Whose opinion do you trust? Is she or he a credible source of information? And last, but not least, what really â€Å"grabbed† your interest. Have some fun with this—use emoticons (happy faces, winky faces, angry faces, fist pumps, hearts, etc.) – whatever works for you and helps you to evaluate the information you have collected. QUESTION #3: Is now the right time? †¢ Explore: The answer for this question is somewhat dependent on the field you think you may want to pursue. You will need to explore the admissions’ criteria as this may vary from program to program. For example some MBA programs require 2-3 years of business experience in order to apply, while other MBA programs welcome applications from students who have just earned their bachelor’s degrees. An Executive MBA program will require that applicants present with 5-7 years of higher level management experience. Another example might be Ph.D. programs that will only consider those who will earn a  master’s degree enroute to the Ph.D. Other programs will consider both categories in making admission decisions. Clearly, you need to explore all of the options that may be available to you as well as their requirements. †¢ Examine: Compile all of your research on the timing of graduate studies in terms of field of study and personal needs. Create a balance sheet listing the timing based on field of study on the left and your personal needs on the right. This will help you to compare/contrast, organize and visualize, so that you can move on to the assessment/evaluation step. †¢ Evaluate: At this time you should weigh each of your needs and plans in order to assess, under what circumstances, the timing and your needs intersect or appear to be oppositional. This is not quite as easy as it sounds since there are so many variables to consider. For example, what do you do if you need to start right now, need to cut costs and stay in your home city but all of the programs in your city require 2 or more years of experience. Something has to give. As a result, you may need to be open to all possible options in order to decide the best course of action for you. QUESTION #4: What are the benefits/costs of pursuing an advanced degree? †¢ Explore: Since costs and benefits vary from person to person, you will, once again, need to explore the personal benefits and costs based on your expectations. For some the costs will be strictly financial, while, for others, the costs may include time to degree, lost earnings, energy, and impact on interpersonal relationships. Just as with costs, the benefits are also subjective. Some will perceive the value of an advanced degree strictly in terms of salary levels while others will view it in terms of how the advanced degree will expand them intellectually. I suggest that you fold a sheet of paper in half and list what you consider the benefits on one side and the costs on the other side. You are now ready to examine the information that you have compiled. †¢ Examine: Once you have listed all costs/benefits that came to mind, you are ready to carefully examine the items on both sides of the page. Did you miss something? Are all of the items relevant to the question? Is there something you wish to eliminate or change in some way? †¢ Evaluate: Now you will need to weigh the level of importance of each cost and benefit. In fact, I suggest you use â€Å"Interpersonal Exchange Theory.† This theory is based on a very simple equation (Benefits-Costs= + or – gain.) If we deduct the costs we pay from the benefits we receive we can come up with either a positive or negative outcome. Clearly if the benefits outweigh the costs then will have a positive gain. Keep in mind that this is not strictly a â€Å"numbers† game. The weight of each benefit and cost must also be carefully considered. You may have many more benefits but the costs, though few, may carry a greater weight. Even though this equation may seem somewhat simplistic, it can be one more helpful technique in the decision making process. Marco couldn’t wait to get started and thanked me for the help. About 4 weeks later he once again appeared at my office door. This time the â€Å"deer in the headlights† look was replaced by a huge smile. He said he had decided to pursue a master’s degree and wondered if I had a plan that would help him identify graduate schools that would be a good fit for him. I smiled and said, give me some time to develop a strategy for you. His answer, â€Å"You got it!† As a Dean of Graduate Admissions for over 10 years, Carol Drummer, signed off on over 4,500 graduate applications annually. She is a communication professor and author of "College Is Not 13th Grade-- An Easy to Read Guide for Parents of College Bound Students." Carol has helped clients get accepted to Ph.D. Psy.D, DOT, DPT, PA, MHA, MSW, and masters in Speech Language Pathology, Business Analytics, Accounting, Global Affairs, Counseling, Architecture, Design Engineering , Nutrition, Exercise Physiology to name a few.   Want Carol to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  Graduate School Admissions Consulting and Editing Services †¢Ã‚  Admissions Straight Talk Podcast for Grad School Applicants †¢Ã‚  Which Graduate Schools Should You Apply To?, a podcast  episode

Essay on Tafe Assmt 3 - 840 Words

CHCCS400C – Work within a relevant legal and ethical framework: Assignment What you have to do Students need to complete all four (4) tasks: Task A Complete 12 short answer questions based on the learning material. Task B Complete five (5) short answer questions based on the learning material and the case study Task C Complete three (3) short answer questions based on the learning material and the case study Task D Complete two (2) short answer questions based on the learning material and the case study You need to have read through the learning material for CHCCS400C Work within a relevant legal and ethical framework and any additional resources on the OLS before commencing this assignment. Please reference your work. Referencing†¦show more content†¦Case study John Williams is an 88 year-old resident of your aged care facility and has entered the palliative care stage of his life after being at your facility for eight years. He has been well liked by all the staff and has many regular visits from immediate family and friends. His immediate family are his two sons and three daughters. You have been caring for John exclusively for the past four weeks on day duty. John has expressed in writing to the facility that he does not want any medical intervention in the last stages of his life and does not want to move from the facility to a hospital. As John’s condition has worsened friction is showing between the family members as one of his sons and two of his daughters’ want him moved to a hospital as they feel medical intervention will prolong his life. Questions Answer the following questions based on the case study: 1. How would you find out what your roles and responsibilities are as an aged care worker? 2. What would be your roles and responsibilities as the aged care worker in this case study? 2 LA015357 Assignment - CHCCS400C Ed 1  © New South Wales, Department of Education and Communities 2012, Version 1, September 2012 3. Identify and discuss two (2) ethical dilemmas that you might experience as the worker from this case study. 4. Identify a problem solving model for managing an ethical dilemma. 5. Discuss your duty of care to John and his children. Task C Read the case

The Great Cascadia Earthquake of 2xxx

Cascadia is Americas own tectonic version of Sumatra, where the magnitude 9.3 earthquake and tsunami of 2004 occurred. Stretching off the Pacific shore from northern California some 1300 kilometers to the tip of Vancouver Island, the Cascadia subduction zone appears capable of its own magnitude 9 earthquake. What do we know about its behavior and its history? What would that great Cascadia earthquake be like? Subduction Zone Earthquakes, Cascadia and Elsewhere Subduction zones are places where one lithospheric plate plunges beneath another (see Subduction in a Nutshell). They create three kinds of earthquakes: those within the upper plate, those within the lower plate, and those between the plates. The first two categories can include large, damaging quakes of magnitude (M) 7, comparable to the Northridge 1994 and Kobe 1995 events. They can damage whole cities and counties. But the third category is what concerns disaster officials. These great subduction events, M 8 and M 9, can release hundreds of times more energy and damage wide regions inhabited by millions of people. They are what everybody means by the Big One. Earthquakes get their energy from strain (distortion) built up in rocks from the stress forces along a fault (see Earthquakes in a Nutshell). Great subduction events are so large because the fault involved has a very large surface area on which rocks gather strain. Knowing this, we can easily find where the worlds M 9 earthquakes happen by locating the longest subduction zones: southern Mexico and Central America, South Americas Pacific coast, Iran and the Himalaya, western Indonesia, eastern Asia from New Guinea to Kamchatka, the Tonga Trench, the Aleutian Island chain and Alaska Peninsula, and Cascadia. Magnitude-9 quakes differ from smaller ones in two distinct ways: they last longer and they have more low-frequency energy. They dont shake any harder, but the greater length of shaking causes more destruction. And the low frequencies are more effective at causing landslides, damaging large structures and exciting water bodies. Their power to move water accounts for the fearsome threat of tsunamis, both in the shaken region and on coastlines near and far (see more on tsunamis). After the strain energy is released in great earthquakes, whole coastlines may subside as the crust relaxes. Offshore, the ocean floor may rise. Volcanoes may respond with their own activity. Low-lying lands may turn to mush from seismic liquefaction and widespread landslides may be triggered, sometimes creeping along for years afterward. These things may leave clues for future geologists. Cascadias Earthquake History Studies of past subduction earthquakes are inexact things, based on finding their geologic signs: sudden changes of elevation that drown coastal forests, disturbances in ancient tree rings, buried beds of beach sand washed far inland and so on. Twenty-five years of research has determined that Big Ones affect Cascadia, or large parts of it, every few centuries. Times between events range from 200 to about 1000 years, and the average is around 500 years. The most recent Big One is rather well dated, although no one in Cascadia at the time could write. It occurred around 9 p.m. on 26 January 1700. We know this because the tsunami it generated struck the shores of Japan the next day, where the authorities recorded the signs and damages. In Cascadia, tree rings, oral traditions of the local people and geologic evidence support this story. The Coming Big One Weve seen enough recent M 9 earthquakes to have a good idea of what the next one will do to Cascadia: they struck inhabited regions in 1960 (Chile), 1964 (Alaska), 2004 (Sumatra) and 2010 (Chile again). The Cascadia Region Earthquake Workgroup (CREW) recently prepared a 24-page booklet, including photos from historic quakes, to bring the dreadful scenario to life: Strong shaking will last for 4 minutes, killing and injuring thousands.A tsunami up to 10 meters high will wash over the coast within minutes.Much of coastal Route 101 will be impassable due to wave and landslide damage.Parts of the coast will be cut off from inland cities when the roads are buried. Roads through the Cascades may likewise be blocked.For rescue, first aid, and immediate relief most places will be on their own.Utilities and transportation in the I-5/Highway 99 corridor will be disrupted for months.Cities may have significant fatalities as tall buildings collapse.Aftershocks will continue for years, some of them large earthquakes in themselves. From Seattle on down, Cascadian governments are preparing for this event. (In this effort they have much to learn from Japans Tokai Earthquake program.) The work ahead is enormous and will never be finished, but all of it will count: public education, setting up tsunami evacuation routes, strengthening buildings and building codes, conducting drills and more. The CREW pamphlet, Cascadia Subduction Zone Earthquakes: A magnitude 9.0 earthquake scenario, has more.

Historical Policy Comparison - 3057 Words

Historical Policy Comparison Jermaine Hunt, Jason McFadden, Kendra Williams, Michael Dasher CJA/464 December 10, 2013 Ken Jones Historical Policy Comparison Criminal justice policy over the past 50 has evolved. The key issues of criminal justice policies were gangs, drugs, juvenile, root causes of crime, and gun control. Currently, the key issues are terrorism, illegal immigration, and global organized crime. Traditionally, criminal justice policies were issued by state and local governments. However, the federal government plays an important role in implementation of criminal justice policy. The federal government provides grants to local and state governments to support these criminal justice policies. Criminal justice agencies†¦show more content†¦Due process model is like an obstacle course whereas the crime control model is like an assembly line. Conservatives favor the crime control model but liberals favor the due process model. Crimes control model emphasis on efficiency although due process model emphasis on equality. The objective of crime control model is to punish criminals, nevertheless; the goal the due process mod el protects criminals’ constitutional rights. Furthermore, Team A will analyze the Omnibus Crime Control and Safe Streets Act of 1968 and Asset Forfeiture and Money Laundering Statues addressing the following questions. Policing Policing major concerns are keeping citizens safe in their state and community, and enforcing their laws. The law enforcement agencies focus is upholding the law in making sure they intercede on the goal. Once Congress appointed the federal with power to regulate the United States but came with jurisdiction, containing to the United States Constitution for states to hold their own power the people must abide by laws. The police force includes protecting and serving the people and must enforce what the law is mandated. The police have several concerns with trying to protect and serve the public, keeping the communities with peace and not violated the government rules on the United States Constitution rights. The policeShow MoreRelatedEssay on Historical Policy Comparison2211 Words   |  9 PagesHistorical Policy Comparison University of Phoenix CJA 463/Criminal Justice Policy Analysis Historical Policy Comparison In the past fifty years, the American system of criminal justice has undergone a number of critical changes involving policing, the courts and corrections. Landmark Supreme Court rulings, such as Miranda v. Arizona, and Mapp v. 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For example, Congress attempted to strengthen the western border by passing the Illegal Immigrant Reform and Immigrant Responsibility Act in 1996 (Historical Overview). Although the proposed increase in Border Patrol agents seemed promising, insufficient funding kept the act from adequate enforcement (Historical Overview)Read MoreA Comparison Of Advocates And Adversaries Of Animal Research1641 Words   |  7 Pages A Comparison of Advocates and Adversaries of Animal Research Tony Lee April 20, 2015 Dr. Baine Craft Abstract The belligerent perspectives of animal research hold strongly to different goals. Advocates hold the view that animal research is beneficial to science and medicine, which can be applied for humans and animals alike. This is opposite from the perspective of adversaries who value the life of an animal, as well as related lives. History shows the progression of the adversaries

True Reality In Platos Allegory And The Matrix - 873 Words

In the Plato’s Allegory of The Cave, prisoners are kept since child birth in a cave, they are only able to see nothing but shadowy figures move on the wall of the cave. They perceive that as their true reality. A prisoner breaks free from his shackles and is blinded by the light of the sun. He realized that his reality in the cave was not real, he sees people and understands what reality is now. The prisoner goes back to explain to the others what he has seen but they don’t believe him. The Wachowski brothers modernized the allegory of the cave and add a humanistic approach by focusing on human emotions and feelings. Both the Allegory and the Matrix have some similarities with the same metaphysical question of what is real, how do you know†¦show more content†¦The Matrix make people question their reality, you don’t know if your reality is real until you are faced with what is not reality. Plato is not the only philosopher referenced in the Matrix, philosopher’s such as Jean Baudrillard, Descartes and Socrates are used. Baudrillard deals with the imitations of reality have become more real than actual reality also known as hyper-real. Neo is introduced to â€Å"the dessert of the real†, when shown to the real world by Morpheus which hints Baudrillard. The film doesn’t exactly reference Karl Marx but since the humans are being used by a false illusion, Marx says that the working class is being used by a higher class yet the working class does not see themselves being exploited since their occupied by social message to distort their own perception. Descartes is referenced with his famous term â€Å"I think therefore I am.† In his book Meditations on First Philosophy Descartes questions how can we really know that the world we experience is an illusion being forced upon us by an evil being. Descartes says he believes in what he sees and feels w hile he dreams, that he cannot depend on his senses so he and the rest might be or in control of an evil being. The evil being in this case is the Matrix that forces an illusion upon the humans. Descartes also claims that his dreams are very vivid enough to be convinced that his dreams are real, but the human in the MatrixShow MoreRelatedComparison of the Matrix and the Allegory of the Cave Essay1240 Words   |  5 PagesOctober 2012 The Matrix and the Allegory of the Cave What if one were living through life completely bound and facing a reality that doesnt even exist? The prisoners in Platos Allegory of the Cave are blind from true reality as well as the people in the movie The Matrix. They are given false images and they accept what their senses are telling them. They believe what they are experiencing is not all that really exists. 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Learning Curve free essay sample

Are gains from learning realized early in production or at later point? ______ 4 5. A learning curve applies to improvements in the direct labor portion of a process. How does the learning curve differ from the experience curve? ____4 6. What are some factors that might prohibit a supplier from realizing learning curve gains? ___________________________________________________ 4 7. This case describes Vistral as a preferred supplier. What is preferred supplier? What are the advantages of maintaining a preferred supplier list? _________4 8. What type of supply chain relationship supports a buyer and seller working together to identify possible learning curve benefits? ___________________5 1. Given the above data, calculate the average labour per unit given the cumulative total labour hours provided. This model is based on the equation y = aXb where y= time to produce the last unit of output, a= time to produce the first unit, and b= the rate of learning. The rate of learning is calculated by taking the natural log of the percentage of learning and dividing by natural log of 2. Ultimately what this equation is describing, is that the incremental unit time decreases at a constant rate each time the quantity of units produced doubles. VISTRAL LEARNING-CURVE DATA| Units Total Labour Hours Average Labour per Unit Learning Rate_______________________________________________________________________1 6 6. 0 ******2 10. 8 5. 10. 00%4 19. 2 4. 8 11. 11%8 35. 2 4. 4 8. 33 %16 64 4. 0 9. 09 %32 115. 2 3. 6 10. 0%64 211. 2 3. 3 8. 33 %128 384 3. 0 9. 09 %| OVERALL AVERAGE IMPROVEMENT RATE: 9. 4%| APPLICABLE LEARNING CURVE: 90. 6%| 2. Calculate the appropriate learning rate and the overall average improvement rate for this data set. The lower the percentage of learning is, the faster individual units are produced, and thus the faster average time per unit. VISTRAL learning curve shows data: * OVERALL AVERAGE IMPROVEMENT RATE IS 9. 4% * APPLICABLE LEARNING CURVE 90. 6% 3. - Plot the data on an X-Y chart. Label X axis â€Å"Units Produced† and the Y axis â€Å"Average Labor per Unit†. Y-Values – LEARNING CURVE OF VISTRAL 4. Are gains from learning realized early in production or at later point? The gains are realized quite quickly, within the first couple of units. . A learning curve applies to improvements in the direct labour portion of a process. How does the learning curve differ from the experience curve? The learning curve differs from the experience curve because a learning curve applies to the average direct labour required to produce a unit of output, whereby, an experience curve refers to the longer term factors of production that systematically reduce production cost. These factors include the shorter term labour components along with longer term product and process modifications. 6. What are some factors that might prohibit a supplier from realizing learning curve gains? Some factors that might prohibit a supplier from realizing learning curve gains are high workforce turnover thereby causing the workforce to not demonstrate the anticipated rate of learning/or creating an inconsistent rate of learning. The supplier will be unable to realize labour efficiency that may be factored into the sales price of the unit produced. Another factor may be the inaccurate collection of cost and labour data during the early stages of production of a unit. Dismissing any process changes which would lead to continuous improvement such as new production methods, substituting labour with advance automated equipment would also decrease learning curve gains. 7. This case describes Vistral as a preferred supplier. What is preferred supplier? What are the advantages of maintaining a preferred supplier list? Identifying and selecting Preferred Supplier is an objective process. Preferred Supplier List helps purchaser’s in selecting suppliers that have completed organization’s review process. Such supplier should deliver a product or service in the manner that is requested, every time or majority of the times. Buyer should ensure, that the Preferred Supplier has the appropriate facilities and technology to provide accurate and consistent goods and services. This process involves a site inspection. Information required may include financial statement, sources of parts, union affiliation, production volumes etc. Preferred Supplier List solution, allows purchasers retain supplier data, reduces sales calls, marketing emails to save time and lower the overall cost associated with sourcing and recruiting new suppliers. Good functioning PSL can lead to solid relationship, which can impact production quality. 8. What type of supply chain relationship supports a buyer and seller working together to identify possible learning curve benefits? In the supply chain a buyer-seller relationships is a very important element of supply chain integration. Creating and maintaining positive relationships in all aspects of supply chain has become a foundation of a business success. Customer demands, unpredictable market and unstable retail industry effects global industry production. Global business is also influence by environmental diversity. Considering those factors retailers are encourage to develop relationships to deal with unexpected market demands and to reduce the dependence on the vendor. *Reference Source Chartered Institute of Purchasing amp; Supply To enhance performance organizations must build strong buyer-supplier relationship. The above diagram shows that a key driver for supply chain is better understanding of the integration process in learning curve. *Reference Source Chartered Institute of Purchasing amp; Supply â€Å"Managing Purchasing and Supply Relationships†

Conceptual Framework Format and Standards

Question: Discuss about the Conceptual Framework Format and Standards. Answer: Introduction: Coca Cola is considered as one of the largest companies in non-alcoholic ready-to-drink beverages industry in the Asia-Pacific region. This company is operating in 6 countries majorly which includes Australia, Indonesia, New Zealand, Fiji, Papua New Guinea and Samoa. This company is offering a great range of product which extends from energy drinks, soft drinks to Fruit juices. Currently it is holding 29% in Coca Cola Amatil Company. Coca cola Amatil Company is operating its business with a vision of making every day, every moment of the customer happy. At the same time, BHP Billiton is considered as one of the biggest mining firms in mining industry which is working in Australia; the main operations of the company is in petroleum segment and metal mining. This company has been known as the largest mining company of the world in terms of the computed value of market in 2015. Along with this the BHP Billiton is the 4th largest company in terms of revenue in Australian market. This Company has been incorporated as a result of merger of the AngloDutch Billiton plc and Australian Broken Hill Proprietary Company Limited (BHP) in the year 2001. As the result of this merger, the company came up into the market with the name BHP Billiton. This firm has diversified its market out of Australia and England, BHP Billiton was incorporated in 2001 by association of Billiton Company and Broken Hill. The headquarters is in Melbourne of BHP Billiton. Conceptual Framework The Coca Cola Amatil Company limiteds main goal is to make profits. The company has been incorporated in Australian market and the shares of the company have listed itself in ASX to trade the shares. The final financial statements of the coca cola have been prepared with the base of Corporations Act 2001 and Australian Accounting standards offered by the Australian board i.e. Australian Accounting Standards Board (AASB). The final financial statements of coca cola are complied with the IFRS (International Financial Reporting Standards). It has been issued by International Accounting Standards Board. The figures recorded in the final financial statements are presented on the basis of historical numbers apart from some particular financial assets and some liabilities. Their figures have been recorded on the basis of its fair value. After analyzing the annual report, it has been made available by the auditor, the financial statements of the company are prepared in accordance with the AASB accounting standards. There has been no evidence in the annual report which states that the management of the company hasnt complied with the accounting standards. References Annual Report of Coca Cola Amatil Limited, 2015, Viewed on 9th Apr 2017, Retrieved from https://www.ccamatil.com/-/media/Cca/Corporate/Files/Annual-Reports/2015/CCA166-CCA-Annual-Report-2015-WEB_final.ashx BHP Billiton Ltd, Annual Report 2015_ Viewed on 9th Apr 2017, Retrieved from, https://www.bhpbilliton.com/~/media/bhp/documents/investors/annual-reports/2015/bhpbillitonannualreport2015.pdf