Individual and Environmental Impacts on Businesses

Individual and Environmental Impacts on Businesses The key for business achievement or success requires two elements the individual and the environment. Absence of either value makes the goal unachievable. All components of a business environment have a direct or indirect relation on business. The outside factors, forces that cannot be controlled by an individual business enterprise and their management and have the capability to influence the business enterprise is termed as Business Environment. It includes every exterior forces within which a business organizations functions. Working of the business process is influenced by these forces and factors. Thus these forces and factors which stay outside the business, that are uncontrollable by single business entity but have an effect on business is called Business Environment. These factors or forces are customer, competitors, government, creditors, socio-cultural organizations, national and international organizations, political parties etc. These factors affect the business directly and indirectly according to its nature The business environment classified into three: Remote or General environment Industry environment Competitive environment Fig: Environmental Analysis According to Henry (2008), an organization has only two main environments i.e general and competitive environment. The competitive environment consists of industry and markets in which the organization operates. General environment is also named as macro-environment. The name Macro-environment is because the fluctuations that occur in this environment, will have an effect that go beyond the limits of the firms and industries. The below figure shows the connection between competitive and general environment of a firm as per Henry (2008): REMOTE OR GENERAL ENVIRONMENT: Remote environment can be also called as General environment and macro environment. Macro factors are generally more uncontrollable whereas micro environment factors are controllable as compared to macro factors. When macro factors become unmanageable the success of the business relies on the flexibility of the business to the changing environment. According to Hill and Jones,(2009), Macro-environmental factors sometimes influence the nation as a whole . Explained below are some of the macro environment factors. Economic Environment: The sum total of the nature of economic system of the country, business cycles, the socio-economic infrastructure etc is referred as Economic environment. Success of a business man depends on visualizing the outside factors influencing business, foreseeing changes that may occur in market conditions and making maximum return on minimum investment considering these outside or external factors. Social Environment: The value system of the society, which has an influence on the running of the business, is determined by the social dimension or environment of that Nation. Sociological elements that have an extensive impact on the business are costs structure, customs and conventions, mobility of labour etc. Work culture and mobility of labour, work groups etc are determined by the above factors. Political Environment: Political organizations including philosophy of political parties, ideology of government or party in power, character and level of bureaucracy influence of primary groups etc are influenced by the political environment of a country. The business, to a great extent, is affected by the political environment of a Nation Legal Environment: Legal environment comprises flexibility and malleability of law and other legal rules governing the business. The exact rulings and decision of the courts might be included. These concern the business and its administrators to a great extent. Technical Environment: Development of technology in country has a great influence on the business. The variety and quality of goods and services to be produced and the nature, quality etc of plant and machinery to be used are determined by the technology opted by the industry. Following are also affected by technical environment, the business in terms of investment in technology, consistent application of technology and the effects of technology on markets. COMPETITIVE ENVIRONMENT This means an environment in which competitions between organizations are high. A minute change in customers and competitors affects competitive plan of organization. It includes inventions of new products by competitors, developing new channels of distribution and emergence of new customer value. So competitive environment is closely related to the firm than the general environment.(Dobson et.al. 2004). Problems or opportunities resulting from variation in the competitive environment and in customer necessities are recognized by competitive environment analysis. Based on sound analysis, this procedure should be seen as dynamic, resourceful, and opportunity-focused. Thus two main areas that needs to be focused in this: Customer analysis Customer analysis at the business entity level involves building a complete understanding of customers, their needs and wants, and how these changes within a given market (market segmentation). Moreover, importance must be given to these changing needs, how is it occurring and what an organization should do to bring in change to the marketplace. Growth comes not by duplicating the competitors but by introducing creative and innovative strategy with flexibility, keeping in mind the changes that may occur in future to market conditions. Like any analysis, it is also done to identify the innovative strategies or plans that will create value for the business. Competitor analysis This analysis is undertaken at the business-unit level. With specific competitors, we assume that the unit in question is engaged in oligopolistic competition in which the market is dominated by small number of sellers. In a perfect competition there is no purpose of this analysis .While conducting competitor analysis, we have to follow certain defined procedure. RELATIONSHIP BETWEEN GENERAL AND COMPETITIVE ENVIRONMENTS Firms collect information to take decisions regarding current running of business and for future decision making through a combined calculation of internal and external Environments. Elements that compose general environment in a wider society influence the industry and the firms in that industry. These are classified into six environmental segments: demographic, economic, political/legal, socio-cultural, technological, and global. A firm does not have a direct control over the general environments segments and elements. For making appropriate decisions and plans, successful companies collects amounts of data and information so that they can identify or understand each segment and implications to be done. Competitor analysis refers to the way or method in which how companies collect and interpret information about their competitors. Understanding the firms competitor environment complements the insights provided by studying the general environment helps identifying in the firms competitor environment. Strategic intent, strategic mission, and strategic actions of a firm are developed as a result of the three analysis that are done to identify the outside environment. General environment analysis is focused on the future on the other hand analyses of competitors are focused on forecasting the dynamics of competitors actions, responses, and plans. Although we discuss each analysis separately, if we integrate the information gained from both the two analysis, performance of the firm is improved to a great extent.

The Adventures of Huckleberry Finn :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Adventures of Huckleberry Finn is a timeless American classic which set the tone for all other American literature to follow. The story opens up a window into the life of the American People before the Civil War. The lessons that this book presents can give the reader a deeper understanding of what existence was like along the Mississippi River over two hundred years ago. This is a novel which is full of thrilling adventure; personally, I enjoy adventure, which is the reason why I chose this book. Throughout the story there is constant exciting activity, there simply is never a dull moment in this book. Friendship, honesty, deceitfulness, and racism are all main issues all through this book. The characters face problems with ethics and morals along with the stereotypes of their society. The complex connections between race, culture, politics, and morality are made vivid in this story.   Ã‚  Ã‚  Ã‚  Ã‚  The Adventures of Huckleberry Finn starts out with a brief description of the previous book, The Adventures of Tom Sawyer. Both boys stole twelve thousand dollars in the previous book; each boy got six thousand a piece. Huck Finn and Tom Sawyer are both young boys growing up before the Civil War along the Mississippi. Both boys are mischievous but Tom is the one with all the plans, he reads a lot which gives him these ideas, which are fairly eccentric. Huck Finn does not live with either his mother or his father, in fact he seems to fear his father which he refers to as ‘pap’, he lives with a widow who takes care of him and makes him act very proper. It is thought that Huck’s pap is dead but Huck believes that he is alive and will come get him eventually.   Ã‚  Ã‚  Ã‚  Ã‚  The first adventure that Huck has is with Tom Sawyer and a group of other young boys who band together to form a robber gang, all under the influence of Tom Sawyer. Their mission is to rob people and then kill them, however none of this ever happens and the gang soon breaks up.   Ã‚  Ã‚  Ã‚  Ã‚  Shortly after the gang splits, Huck’s evil father comes back and takes him away from the widow. Pap takes Huck into the woods and makes desperate attempts to get the six thousand dollars which Huck owns. Luckily however, Huck gave it the bank manager, Mr. Thatcher for safe keeping. The beatings that Huck’s father gives him become unbearable, so Huck finally decides to run away.

Rush Limbaugh :: Controversy Political Limbaugh Essays

Rush Limbaugh Rush Limbaugh has shaped himself, intentionally or not, into quite a controversial political entertainer. The mere subject of what he speaks on creates an obvious divide in the politically interested population. The subjects of his radio show, his newsletter, and formerly his TV show, can be labeled as political interests. That is, absolutely anything the federal government, as a political entity, involves itself and/or the country in. For the most part though, Rush would likely say to this last statement that the government and the country (the people) are virtually on in the same; one body works for the other. But back to the question at hand—why do people like or dislike Rush Limbaugh and what has brought on this phenomenon? I will openly admit that I am a dittohead. A dittohead is a name created for those people who agree with Limbaugh on the majority of his general premises. So I can give personal reasons for liking Rush. But I am absolutely positive that I am not alone—thus creating the plural word, dittoheadS. One reason people enjoy listening to his analysis of political affairs I she has a great sense of humor when speaking about whatever the subject may be. It is easy to sit at a microphone and read off the news, and/or opinions you may have about it. But if he did only that, he would not have nearly the listening pool or lake or ocean, if you will, that he currently has because he would be just like every other reporting figure. He is an entertainer and realizes that fact. A few examples of his humor on political issues, or as in the immediately following, his humor of the general basis of what he believes the rules his opponents, liberals, live by: The 14 Commandments of the Religious Left. A few examples (just so you can get a taste of what I am talking about) are: 1. Thou shalt have not other God except thyself; after all, it’s thy self-esteem that counts. If thou doth not love thyself, who will? 6. Thou shalt not kill. With these exceptions: life forms under the second trimester, ad those opting for medically assisted suicides. 7. Thou shalt not commit adultery. Unless thou aspirest to high political office, useth

The SPAMEX system. :: Computer Science

The SPAMEX system. 1. Introduction The SPAMEX system proposed by SCABB is outlined in the attached letter. I hope to suggest a suitable software process model for the development of the SPAMEX system in the following document. 2. The 'Waterfall' Model The waterfall model consists of several stages of the development life-cycle, each of which are completed in turn. The first stage in applying this model to the development of the SPAMEX system would be to document the system concept and identify the system requirements. After analysing these requirements, one would break the system into pieces, for example; TIP user interface, customer database etc. Each of these components (or subsystems) now require detailed design before the coding can take place. After each of the components has been tested and debugged individually, they can be integrated to form part of the whole SPAMEX system. The system as a whole can now be tested and deployed although requiring ongoing maintenance. The waterfall model was the first of its kind and is still widely used. It allows documented evidence of progress as each stage must be approved and 'signed off' before the next stage is undertaken. This should appeal to SCABB since they have access to these documents and can track the progress of the development of their software. It would also benefit the project manager, who would be able to ensure consistency in the quality of the software and manage accordingly his investments in time and money. The model also allows the various stages of the development to be overlapped in accordance with the wishes of SCABB. This is particularly useful in this case as the current brief presented by SCABB is not to the detail required by the developer. Further meetings between both parties would be essential and ongoing changes in requirements will be inevitable. However, such iterations are not possible without significant investments in time and money from both the developer and SCABB. As we can see, one of the main characteristics of the waterfall model is that commitments be made for each stage early on and each one must be completed and 'signed off' before the next is undertaken. Many problems may arise from this when applied to the SPAMEX system. For example, instability and other coding problems may not be discovered until the testing of the whole system. In such cases re-design may be required, which is very problematic because from the very beginning, this model assumes feasibility before implementation. The waterfall model works well when requirements are stable and well defined, the present SPAMEX brief is somewhat vague and specific details may only be attained through extensive client-developer interaction.

College Enrollment Essay

Income inequality has been increasing for the past 20 years. A substantial part of the increase in income differences can be explained by changes in the return to education. In dollar terms, 1973 college graduates earned 45 percent more than high school graduates; by 1994 they earned 65 percent more, based on real average hourly wages for college and high school graduates (Baumol and Blinder, 1997). The increasing income disparities between groups of differing educational attainment raises concern that access to postsecondary education (PSE) may not be as widespread as desired. President Clinton urged for the goal of universal college access in his 1997 State of the Union address, â€Å"We must make the thirteenth and fourteenth years of education—at least two years of college—just as universal in America by the 21st century as a high school education is today, and we must open the doors of college to all Americans. † Using data from the National Education Longitudinal Study of 1988 (NELS) and the National Postsecondary Student Aid Study (NPSAS), this study examines access to postsecondary education by individuals in different income and test score groups. While many studies have found a statistically significant effect of income on college enrollment,1 less attention has been paid to the effect of family income after controlling for student achievement. This study specifically addresses this issue. We also explore differences in the decision of whether or not to attend PSE or in the type of PSE attended. We are interested in whether students are substituting less expensive alternatives (such as public or 2-year institutions) for high cost institutions, or whether they are not attending PSE at all. However, we do not examine selectivity of institutions attended. Another goal of this study is to determine which factors, including high school experiences, are especially important in determining college enrollment patterns. Hossler and Maple (1993) find that information on individual background factors allows them to predict, with a high degree of accuracy, which ninth-graders will go to college. The emphasis in our study is on how 1 See, for example, Leslie and Brinkman (1987), Savoca (1990), Schwartz (1986), and Mortenson and Wu (1990). SECTION I. INTRODUCTION 1 MATHTECH, INC. early indicators, such as expectations and course-taking behavior in the eighth grade, are related to college attendance six years later. 2 Last, we explore whether financial aid availability is a critical factor in determining PSE attendance. The combined effects of shifting federal support from grants to loans, and college tuition increasing at a rate faster than inflation are expected to have a large impact on enrollment patterns for low income youth. This report examines knowledge of and attitudes toward financial aid, and the relationship between such factors and PSE attendance. We also examine the effect of financial aid receipt on PSE attendance. In summary, the main research questions addressed in this report are: 1. 2. 3. 4. What percentage of students attend PSE, and what types of PSE do they attend? How are income and test score related to who goes to college? What factors, including high school experiences, are especially important in determining college enrollment patterns? Is financial aid availability a critical factor for determining PSE attendance? The rest of the report proceeds as follows. Section II describes the literature on individual and institutional factors that affect PSE attendance. Section III provides an overview of the data used in this report. It describes the NELS data, the NPSAS data, samples and weights used in the study, and correction of standard errors for sampling techniques. Section IV examines who goes to college. The section highlights the main answers to the first two research questions posed above, in a univariate or multivariate framework. Section V examines factors related to PSE attendance. Section VI explores the importance of financial aid, including knowledge of financial aid, financial aid applications, and the relationship between being offered financial aid and PSE attendance. Last, we include a bibliography of cited references. The executive summary (at the beginning of the report) highlights our findings and provides policy implications. An NCES study, not yet released, has focused on the â€Å"pipeline to higher education† using the NELS data (NCES, 1997). SECTION I. INTRODUCTION 2 2 MATHTECH, INC. One subset of analysis for this study is the group of low income, high test score students. Low income, high test score students may have the potential to benefit greatly from PSE attendance and, therefore, we want to identify factors or constraints, particularly financial ones, that might limit the students’ educational opportunities beyond high school. SECTION I. INTRODUCTION 3 MATHTECH, INC. II. LITERATURE REVIEW Much of the research on college enrollment patterns is founded upon the â€Å"human capital† model Gary Becker advanced. According to this theory, one decides to enroll in college as an investment in future earning power. Individuals calculate the value of attending college by comparing costs (direct and indirect) with expected income gains, and they make the decision that will maximize their utility over the long term. To understand enrollment behavior according to this model, it is necessary to look at such factors as tuition levels, student financial aid, average wages for high school graduates, and the difference in lifetime earnings between high school and college graduates. Economists and others agree, however, that non-monetary factors also play a major part in the college enrollment decision. Sociologists’ models of status attainment have suggested a number of background variables that join with economic factors to influence college plans. These include both personal traits (e. g. , academic ability) and interpersonal factors, such as the level of encouragement a student receives from parents and teachers. Hossler and Maple (1993) suggest that individual decisions on enrollment can be broken down into three stages: predisposition, search, and choice. According to their research, students who will ultimately attend college can be differentiated from those who will not as early as the ninth grade. Within the econometric and sociological models outlined above, the factors affecting enrollment in college can be divided into two general types: those specific to individual students, such as academic achievement and parental education levels, and those specific to educational or vocational alternatives, such as college tuition, financial aid, and unemployment levels. Students’ enrollment decisions can be viewed as jointly determined by their individual characteristics and the institutional or societal conditions that prevail. We first review individual traits that affect college enrollment, and then institutional determinants. SECTION II. LITERATURE REVIEW 4 MATHTECH, INC. A. INDIVIDUAL FACTORS THAT AFFECT COLLEGE ENROLLMENT Several studies have used data from the National Longitudinal Study of the High School Class of 1972 (NLS72), the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLSY), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments. Manski and Wise (1983), Rouse (1994), and a number of others have used the variables included in these data sets to estimate multinomial logit models of enrollment decisions. Among the researchers, there seems to be considerable agreement regarding the individual traits that help to determine enrollment. These traits are discussed below. Manski and Wise (1983) presented a key point, namely that the enrollment process begins with the student’s decision to apply to college. This is much more important than the decisions made by college admissions personnel, since most would-be college students are likely to be admitted to some postsecondary institution of average quality. Jackson (1988) reports that in 1972, more than 97 percent of college applicants were admitted to at least one of their top three choices. The factors of greatest interest, then, are those that cause the student to seek to enroll. Both Manski and Wise (1983) and Rouse (1994) find that individual traits such as achievement levels, high school class rank, and parental education levels are of primary importance in determining the likelihood of a student’s applying to college. They state that higher family income levels increase the probability of application as well, but to a lesser extent. Manski and Wise also cite a â€Å" ‘peer’ or high school quality effect,† such that the larger the share of a high school senior’s classmates who attend 4-year schools, the more likely he or she will be to do the same. A recent NCES report (1997) describes the relationship among six risk factors (such as changing schools two or more times) and PSE attendance rates. St. John and Noell (1989) and St. John (1990) draw similar conclusions from the NLS72 and HSB data sets. St. John and Noell state that certain â€Å"social background variables† appear to make college enrollment more likely. These include higher test scores, higher grades, higher SECTION II. LITERATURE REVIEW 5 MATHTECH, INC. maternal education levels,3 and family income, as cited by Manski and Wise and Rouse. Other key variables include participation in an academic track during high school and â€Å"high postsecondary aspirations,† as measured by students’ reporting of the highest level of schooling they expect to achieve. Hossler and Maple (1993) find that parental education levels have a stronger effect on enrollment plans than student ability or income level. Other background factors that researchers have found to be significant include the level of parental encouragement (Hossler, Braxton, and Coopersmith, 1989) and students’ own expectations about the college decision (Borus and Carpenter, 1984). Jackson (1988) concludes that test scores, grades, taking part in a college preparatory program, and attending a school with many college-going peers are the student attributes most important for college enrollment. Kohn, Manski, and Mundel (1976) report that parents’ education level has a positive effect on a student’s likelihood of enrollment, but state that this effect decreases as family income rises. A number of researchers have examined the effects of family income levels on college enrollment. Manski (1992:16) concludes that there are â€Å"persistent patterns of stratification of college enrollments by income. † Both Manski (1992) and Kane (1995) present census data for multi-year periods that show, for ascending income levels, a steadily increasing percentage of 18to 19-year-old dependent family members enrolled in college. Using the same data source, Clotfelter (1991) and Mortenson and Wu (1990) cite positive income effects for the 18- to 24year-old group as well. Hauser (1993) finds large family income effects on college enrollment for White and Hispanic families, but he finds no such effects for Black families. 3 St. John and Noell do not include paternal education levels as a variable in their study. Manski and Wise and Rouse consider maternal and paternal education levels as separate variables, but present their conclusions in terms of parental education levels as a whole. Most of the studies reviewed here do not distinguish between mother’s and father’s education levels. One exception is the study by Kohn, Manski and Mundel (1976). This study estimates a model using subsamples of the SCOPE survey from two different states. While one group shows that the father’s education level has a greater effect on the likelihood of college attendance than does the mother’s, the other group shows the mother’s education level as having a greater effect. SECTION II. LITERATURE REVIEW 6 MATHTECH, INC. B. INSTITUTIONAL FACTORS THAT AFFECT COLLEGE ENROLLMENT. In addition to the factors that operate at an individual level, researchers have found a variety of institutional factors, or factors pertaining to educational and vocational alternatives, that affect college enrollment levels. Manski and Wise (1983) include among these factors tuition level, â€Å"quality of school† (as measured by the average combined SAT score of incoming freshmen), and the availability of government and institutional financial aid. Rouse (1994) examines the factor of proximity by estimating changes in enrollments that would result from decreasing the average  distance to the nearest 2-year college. She also considers the effects of tuition levels and financial aid availability, as well unemployment rates, which serve as a measure of competing opportunities available to high school seniors. Tuition levels are another institutional factor with a significant effect on college enrollment. Leslie and Brinkman (1987) review 25 studies on this subject, and find a general consensus that a $100 increase in tuition nationwide, in 1982–1983 academic year dollars, would result in a 6 percent decline in the college participation rate for the 18- to 24-year-old group. Savoca (1990) makes the point that high tuition levels may lessen postsecondary enrollments in the aggregate by discouraging some students from ever applying to college. The effects of tuition levels are moderated in many cases by the effects of financial aid. McPherson and Schapiro (1991) state that the variable of interest should be net cost, or tuition less financial aid. At the initial stages of the enrollment decision, however, students often lack information on their eligibility for financial aid and the amount of aid they would be likely to receive. Researchers have differing views regarding the effects of financial aid on enrollment at different types of institutions. Reyes (1994) finds that increases in financial aid positively affect both 2-year and 4-year college enrollment rates, based on information from the NLSY and HSB. Manski and Wise (1983), using the NLS72, conclude that financial aid affects students’ decisions to attend 2-year institutions, as opposed to not going to college at all. However, this study finds that enrollments at 4-year schools have little sensitivity to the availability of financial aid. Manski and Wise do not consider the effect of financial aid on the student’s choice between a 2-year and a 4-year institution. SECTION II. LITERATURE REVIEW 7 MATHTECH, INC. Other researchers have compared the effects of decreasing tuition with the effects of increasing financial aid. Manski and Wise (1983) find that for those attending 2-year schools, an additional dollar of financial aid would be worth more than a one dollar reduction in tuition. St. John (1990:172) also finds that â€Å"college applicants†¦ [are] more responsive to changes in student aid than to changes in tuition,† except for those in the upper income group. Kane (1995), however, argues that while financial aid increases may be more equitable because they are means tested, they are not as effective as decreases in tuition. This is a consequence of the complexity of the financial aid application process and the unwillingness of low income families to borrow to finance a college education. When studying the effect of tuition and financial aid on PSE enrollment, the group to be especially concerned about is low income students. Leslie and Brinkman (1987) and Savoca (1990) find that tuition levels affect enrollment decisions for low income students much more than for middle and upper income groups. By the same token, the availability of financial aid is a much more crucial factor for those at lower income levels. Orfield (1992) notes that the maximum Pell grant is less than one-fifth of the tuition at an elite university. Such a gap between aid and costs, he contends, may steer many low income students toward lower cost schools. Hearn’s 1991 study supports this hypothesis. He finds that when academic ability, achievement, and other factors are controlled for, lower income students are especially likely to choose institutions of lower selectivity. Schwartz (1985) finds that low income students are affected differently by publicly provided financial aid and aid supplied by institutions. He states that public grants tend to promote greater equity among income groups in college enrollment. Private grants, however, are often awarded on the basis of academic ability, and they tend to favor students who could afford to go to college without them. Clotfelter (1991) expresses the same concern about the effects of institutional aid. Manski and Wise (1983) note that even public aid is not always awarded where the need is greatest. They state that in 1979, 59 percent of Basic Educational Opportunity Grants were awarded to students who would probably have gone to college in the absence of such aid. Table 1 summarizes the data sources used in the studies mentioned here. SECTION II. LITERATURE REVIEW 8 MATHTECH, INC. Table 1 MAIN DATA SOURCES FOR WORKS CITED IN LITERATURE REVIEW STUDY Borus, Michael E.and Carpenter, Susan A. , â€Å"Factors Associated with College Attendance of High-School Seniors† (1984) Clotfelter, Charles T. , â€Å"Demand for Undergraduate Education† (1991) Hauser, Robert M. , â€Å"Trends in College Entry among Whites, Blacks, and Hispanics† (1993) Hearn, James C. , â€Å"Academic and Nonacademic Influences on the College Destinations of 1980 High School Graduates† (1991) Hossler, Don, Braxton, John and Coopersmith, Georgia, â€Å"Understanding College Choice† (1989). Hossler, Don and Maple, Sue, â€Å"Being Undecided about Postsecondary Education† (1993) Jackson, Gregory A., â€Å"Did College Choice Change during the Seventies? † (1988) Kane, Thomas, â€Å"Rising Public College Tuition and College Entry: How Well Do Public Subsidies Promote Access to College? † (1995) Kohn, Meir G. , Manski, Charles F. , and Mundel, David S. , â€Å"An Empirical Investigation of Factors which Influence College-going Behavior† (1976) Leslie, Larry L. , and Brinkman, Paul T. , â€Å"Student Price Response in Higher Education† (1987) Manski, Charles F. , and Wise, David A. , College Choice in America (1983) Manski, Charles F. , â€Å"Income and Higher Education† (1992) McPherson, Michael S., and Schapiro, Morton Owen, â€Å"Does Student Aid Affect College Enrollment? New Evidence on a Persistent Controversy† (1991) Mortenson, Thomas G. , and Wu, Zhijun, â€Å"High School Graduation and College Participation of Young Adults by Family Income Backgrounds 1970 to 1989† (1990) National Center for Education Statistics. â€Å"Confronting the Odds: Students At Risk and the Pipeline to Higher Education† (1997). MAIN DATA SOURCES 1979 and 1980 National Longitudinal Surveys of Labor Market Experience, Youth Cohort (NLSY) Review of studies done by others, with data from Current Population Survey (CPS) and High. School and Beyond (HSB) CPS HSB, Higher Education Research Institute (HERI) data Review of studies done by others Cluster sample of 5,000 Indiana ninth graders National Longitudinal Study of the High School Class of 1972 (NLS72), HSB NLSY, HSB, CPS School to College: Opportunities for Postsecondary Education (SCOPE) Survey Meta-analysis of studies done by others NLS72 NLS72, HSB, CPS Cooperative Institutional Research Program (CIRP) data, CPS HSB, Current Population Report, CPS NELS SECTION II. LITERATURE REVIEW. 9 MATHTECH, INC. STUDY Orfield, Gary, â€Å"Money, Equity, and College Access† (1992) Reyes, Suzanne, â€Å"The College Enrollment Decision: The Role of the Guaranteed Student Loan† (1994) Rouse, Cecilia Elena, â€Å"What to Do after High School: The Two-Year versus Four-Year College Enrollment Decision† (1994) St. John, Edward P. , and Noell, Jay, â€Å"The Effects of Student Financial Aid on Access to Higher Education: An Analysis of Progress with Special Consideration of Minority Enrollment† (1989) St. John, Edward P., â€Å"Price Response in Enrollment Decisions: An Analysis of the High School and Beyond Sophomore Cohort† (1990) Savoca, Elizabeth, â€Å"Another Look at the Demand for Higher Education: Measuring the Price Sensitivity of the Decision to Apply to College† (1990) Schwartz, J. Brad, â€Å"Student Financial Aid and the College Enrollment Decision: The Effects of Public and Private Grants and Interest Subsidies† (1985) Schwartz, J. Brad, â€Å"Wealth Neutrality in Higher Education: The Effects of Student Grants† (1986) MAIN DATA SOURCES Review of history of federal student financial aid programs NLSY, HSB NLSY, HSB, CPS. NLS72, HSB HSB NLS72 HSB, CPS HSB, CPS SECTION II. LITERATURE REVIEW 10 MATHTECH, INC. III. DATA A. NELS DATA While a number of studies have used data from the National Longitudinal Survey, Youth Cohort (NLSY), the National Longitudinal Study of the High School Class of 1972 (NLS72), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments, this work effort is among the first to use NELS to analyze these types of issues. In 1988, NELS initially surveyed over 24,000 public and private school eighth graders throughout the United States. The nationally representative eighth grade cohort was tested in four subjects (mathematics, reading, science, and social studies). Two teachers of each student (representing two of the four subjects) were also surveyed, as was an administrator from each school. On average, each of the 1,052 participating schools was represented by 24 students and five teachers. Parents were also surveyed, providing researchers with detailed information on family background variables. Since 1988, the initial eighth grade cohort has been re-surveyed three times (and has been â€Å"freshened† with new sample members). The first follow-up of NELS (spring, 1990), included the same components as the base year study, with the exception of the parent survey, which was not implemented in the 1990 round. It also included a component on early dropouts (those who left school between the end of eighth grade and the end of 10th grade). The second follow-up (spring, 1992), repeated all components of the first follow-up study and also included a parent questionnaire. However, this time only one teacher of each student (either a mathematics or a science teacher) was asked to complete a teacher questionnaire. High school transcript data were also collected for these students. A subsample of the NELS:88 second follow-up sample was again followed-up in the spring of 1994, when most sample members had been out of high school for 2 years. In all, 14,915 students were surveyed, most through computer-assisted telephone interviewing. Major content areas for the third follow-up questionnaire were: education histories; work experience histories; work-related training; family formation; opinions and other experiences; occurrence or SECTION III. DATA 11 MATHTECH, INC. non-occurrence of significant life events; and income. Data collection for this wave began on February 4, and ended on August 13, 1994. At the time the data were collected, most of the respondents were 2 years out of high school. Table 2 summarizes the components of the different waves of the surveys. Table 2 OVERVIEW OF NELS NELS Components Grades included Cohort Base Year Spring term 1988 grade 8 students: questionnaire, tests questionnaire questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) First Follow-up Spring term 1990 modal grade = sophomore students, dropouts: questionnaire, tests none questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) Second Follow-up Spring term 1992 modal grade = senior students, dropouts: questionnaire, tests, H. S.  transcripts questionnaire questionnaire one teacher per student (taken from mathematics or science). Third Follow-up Spring 1994 H. S. + 2 years all individuals: questionnaire none none none Parents Principals Teachers B. NPSAS DATA Because the NELS database does not contain detailed information on financial aid, the National Postsecondary Student Aid Study (NPSAS) database is used to supplement our study with additional financial aid information. This database is used to predict financial aid for the respondents in NELS based on demographic and other characteristics that are available in both databases. NPSAS is constructed specifically to provide information on financing of postsecondary education, so it is a good candidate for this use. This database surveys a nationally representative sample of undergraduate, graduate, and first-professional students attending less than 2-year, 2-year, 4-year, and doctoral granting institutions. Both students who receive and those who do not receive financial aid are surveyed. SECTION III. DATA 12 MATHTECH, INC. The 1993 NPSAS study collected information on more than 78,000 undergraduate and graduate students at about 1,100 institutions. To be eligible, students must have been enrolled between May 1, 1992 and April 30, 1993 at a postsecondary institution in the United States or Puerto Rico. The students had to be enrolled in courses for credit, and in a program of 3 months or longer. Also eligible for inclusion were students who received a bachelor’s degree between July 1, 1992 and June 30, 1993. Students who were enrolled in a GED program or who were also enrolled in high school were not included. C. SAMPLE AND WEIGHTS Of the 14,915 respondents in the third NELS follow-up, 13,120 are represented in all four waves of the NELS data. The remaining 1,795 respondents are either first follow-up â€Å"freshened† students,4 second follow-up freshened students,5 base-year ineligibles,6 or base-year eligible students who declined to participate in one or more of the survey waves, but who did participate in the third survey wave. The breakdown of these 1,795 respondents is as follows: 501 first follow-up freshened students, 102 second follow-up freshened students, 271 base-year ineligibles, and 921 base-year eligibles with missing survey waves. To take advantage of the longitudinal nature of the NELS data and to be consistent across models and issues in the report, we focus our work on the sample of 13,120 respondents represented in all four waves of the NELS data. Consequently, the weight used in our analyses, (â€Å"F3PNLWT†) applies to sample members who completed questionnaires in all four rounds of NELS:88. As a result, the longitudinal analyses that we conduct, and the estimates that are produced in this study can only be used to make projections to the population of spring 1988 eighth graders. In the descriptive tables, all percentages are weighted using F3PNLWT, including the analyses with the high school transcript data. Those who were tenth graders in 1990 but were not in the base-year sampling frame, either because they were not in the country or because they were not in the eighth grade in the spring term of 1988. Those who were 12th graders in 1992 but were not in either the base year or first follow-up sampling frames, either because they were not in the country or because they were not in the eighth (10th) grade in the spring term of 1988 (1990). 6 5 4 Students excluded in 1988 due to linguistic, mental, or physical obstacles to participation. 13 SECTION III. DATA MATHTECH, INC. This sample includes dropouts, since the purpose of this study is to examine the overall question of what characteristics of eighth graders in 1988 are related to PSE attendance. We focus on early indicators, such as educational expectations and course-taking behavior in the eighth grade, and not on the â€Å"pipeline† of high school experiences that a dropout would lack access to. However, the dropouts were not asked the same set of survey questions as the other respondents, and, therefore, some of the analysis does not include dropouts. For each of our tables or figures, we note whether or not the dropouts are included in the analysis. D. CORRECTED STANDARD ERRORS Because NELS data are collected through a multi-stage sampling scheme, calculation of standard errors through standard methods can understate these errors. The sampling technique used in NELS is a selection of schools, and then within schools, a selection of students. With this sampling method, the observations of different students may not be independent from one another. Stataâ„ ¢, the statistical software used for analysis in this report, corrects the standard errors for these sampling techniques. Except for multinomial logit models, for which this correction is not available, survey correction techniques are used, and we note whenever the corrections are not used. However, we have found that such corrections do not have a large effect on our results, and therefore, we present all results with confidence. E. VARIABLE DEFINITIONS. The appendix to this study contains definitions of the key variables used in our analysis. For each key variable, we describe how we constructed the variable and we list the names of the NELS variables used in the construction. SECTION III. DATA 14 MATHTECH, INC. IV. WHO GOES TO COLLEGE? A. WHAT PROPORTION OF STUDENTS ATTEND COLLEGE, AND WHAT TYPE OF COLLEGE DID THEY ATTEND? We begin our analysis by examining the demographics of postsecondary school choice and discussing our main findings regarding college attendance rates and types of postsecondary education (PSE) attended. As shown in Table 3, a majority of 1988 eighth graders attend some type of PSE by 1994. Overall, 62. 7 percent of the respondents attend PSE. (Note that in all of the tables in this report, all percentages are weighted. ) Students are most likely to attend a 4-year public or a less than 4-year public school. Approximately 24 percent of the students attend each of these types of schools. Next most common are 4-year private schools. Just over 11 percent of the respondents attend 4-year private schools. Only 4 percent of the respondents attend less than 4-year private schools. Thirty-seven percent of the respondents do not attend any type of PSE. Women are slightly more likely than men to attend PSE. While 60 percent of men attend PSE, 65 percent of women attend. Women are more likely than men to attend 4-year private schools and less than 4-year private schools. Native Americans, Blacks, and Hispanics are least likely to attend PSE and Asians and Pacific Islanders are most likely to attend PSE. Hispanics are most likely to attend less than 4year private schools. Students whose parents have higher education levels are much more likely to attend PSE. While only 33 percent of students whose parents have less than a high school education attend PSE, 90 percent of students whose parents have an advanced degree attend PSE. SECTION IV. WHO GOES TO COLLEGE? 15 MATHTECH, INC. Table 3 DEMOGRAPHICS OF POSTSECONDARY SCHOOL CHOICE1 No PSE 4-Year Public 4-Year Private.

Influences on F. Scott Fitzgeralds’ writing in The Great Gatsby Essay

The Roaring Twenties was a period of frivolous days and raise nights. Times were prosperous and bearing was reli subject for nigh. In The gigantic Gatsby, published in 1925, F. Scott Fitzgerald writes round the fictitious purport of Jay Gatsby, a self-made millionaire (Gross 1). The setting of the novel is immature York in the twenties, a time, and place, where tribe were sunny and carefree. In New York, more than than anywhere, race did non worry ab surface flavors gains, notwithstanding focused on the highlife and partying. Prohibition made partying difficult, provided it prevailed nonetheless. In the novel, Fitzgeralds description of hu sliceity was of an app eithering nature. He shows them as careless, greedy, and plain-spoken much compar able-bodied they truly were in this decade. Inevitably he would be fuck snarly in some type of moony ways. Fitzgeralds committal to writings were significantly influenced by these surroundings. In The abundant Gatsby, F . Scott Fitzgeralds writing was profoundly influenced by events in his life, the exciting times he lived in, and the mint he knew.Born on family line 24, 1986 to a wealthy merchant family, Francis Scott observe Fitzgerald showed signs of an exemplary writing ability (Dyson, 1380). As a small boy, Fitzgerald began writing d birth his thoughts and heads. He frequently wrote about his life. slice in school, Fitzgerald was in truth(prenominal) self-criticizing and did not fork up legion(predicate) friends. He was not very popular at school, although he capitally valued to be. Just like Fitzgerald, Gatsby did not like who he was, so he decided to change himself. In the novel, Gatsby has a list of things he wants to change about himself. He called them his General Resolves and they were No withering time at Shafters, no more smoking or chewing, bath both separate day, read one up(p) book or magazine per week, keep back $3.00 per week, and be better to his parents (Fitzgerald 182). As Fitzgerald grew, so did his attitude to contendds life. He kept writing. Fitzgerald attend Princeton, but quit shortly after he began (Young Adult Authors 58). Fitzgerald, like Gatsby, wanted to live and essay. Soon after the war started, Fitzgerald signed up hoping to have the adventure of his life. He only got as uttermost as the coastline. Fitzgerald, unlike Gatsby was not send to the war, so he married Zelda Sayre (Hickey 345).In The prominent Gatsby, Gatsby lost his lovebecause he had to fight in the war. Fitzgerald was writing in comparison to his give life, or what qualification have been if he had been direct mop up to fight in the war. Since Fitzgerald was not sent to war, and he had to make a alive somehow, he began writing for small papers. He and Zelda settled down and had children. His life was like a shot initiation to feel right. In 1922, Fitzgerald came upon the idea for The majuscule Gatsby. Shortly after his reach in France, Fitzgerald compl eted the most glorious novel he would ever write. Richard Lehan say, Fitzgerald was in position to write a all overlord work like The Great Gatsby everything in his life had been building toward this moment (Lehan 2). Fitzgeralds life, like Gatsbys, had become a series of exciting parties and moneyed lifestyles. Barry Gross draw Fitzgeralds life like thisFitzgerald was conscious about his social position because his parents had a hard time coming up with money for support. He was always laborious to impress muckle by his estate. His parents were not that wealthy either, so he took his own route to achieve happiness. (Gross 18)In the 1920s, the paparazzi were apprised of his eccentric lifestyle. Gatsbys life was conscionable as daring and glamorous as his. Fitzgerald did some illegal activities such as drinking, and forging bonds. Gatsby was also refer in bond forgery and prohibition rebellions. For Fitzgerald, life was better than it had ever been, but to his great d ismay it would not last. The key humans in his life was that between his 28th and thirty-fourth year, he wasnt able to write a new novel. Fitzgerald began drinking and stopped writing. His wife Zelda began having serious psychogenic problems, which dramatically affected Fitzgerald. He very much loved his wife, just as Gatsby loved Daisy. Fitzgerald was a dreamer. He though everything would turn out fine, just as Gatsby had, but he was wrong and had to salary for it in the end.The roaring twenties was a time of parties, and socializing. Times were prosperous and people just wanted to enjoy themselves. Since the war was over, soldiers were back at home, working and winning care of their families. There was a hotshot of rebellion in America at this time. The rich were lazyand slapdash, which, in The Great Gatsby, was portrayed by their very garish driving abilities. Times were excellent, for most, and people were beginning to just have a levelheaded time. Many people were so r ich they had no need to work, so they had to read themselves with other things. Prohibition began in 1919 (Moss, Wilson 148). mountain did not like the idea though, so they started revolting the law. Gangsters would rise liquor and other kinds of intoxicant to people who wanted it, but for a price. In The Great Gatsby, Gatsby is involved in these illegal activities. Gatsby always had alcohol at his parties. His wealth gave him things that normal people couldnt have.He invited hundreds of guests to his parties, and most of them got highly intoxicated before the night was over. The feminine crowds at Gatsbys parties show how women unfeignedly dressed and acted in the twenties. Bobbed hair, short dresses, radiant red lipstick, and long strands of pearls with a greyback tied in them were female fads of the elect(ip) citizens. Jordan Baker mortalified women of the 1920s with her independent and sublime attitude towards life (Moss, Wilson 147). Independence was a major influen ce in the twenties, not just for women, but for men also. The American dream had three key parts. The premier was that America was a new nirvana with endless opportunity. The second idea was that everyone born(p) in America should expect life to get better and better. The last, and most important, was to be an independent, self-reliant individual and you would triumph over all.In the conclusion of The Great Gatsby, Fitzgerald connects Gatsbys dream, his platonic conception of himself with the American daydream (Mizener 2). Gatsby believed that everything would work out fine, and that he would get Daisy soon enough. Gatsbys dreams were never cognise though. He never ran off with Daisy, and he was killed by mistaken identity. In The Great Gatsby, Fitzgerald shows how the American dream faded out during the later part of the decade. The valley of ashes,= where myrtle lived played an important role in explaining this to the readers. Dr. J. T. Eckleburgs eyes faded outside as the no vel went on, symbolizing the adulteration of the American Dream.In The Great Gatsby, F. Scott Fitzgerald makes several(prenominal) allusions to how he came up with the characters. Fitzgerald shows, in many ways, how he modeled Gatsby after his own life and the things that happened to him. Gatsby and Fitzgerald both wanted to be something different. Fitzgerald had a hard time fashioning friends while he was a child. When he began writing and getting recognition, his life changed. He was a partier, and had a wild lifestyle. Gatsby, like Fitzgerald, wanted to be someone different. He changed his name from James Gatz to Jay Gatsby. As Gatsby was a bootlegger and bond forger, so was Fitzgerald, though he was not as into it as Gatsby might have been. Fitzgeralds wife Zelda and Gatsbys love Daisy share many qualities also. Fitzgerald portrays Daisy as white in the novel, suggesting that is a faade for who she truly is. The white she wears gives her a nave and innocent appearance, but her abrupt actions seem to prove otherwise. Fitzgerald described Daisy as the girl whose disembodied face floated along the dark corners and blinding signs (Moss, Wilson 150).The cover artwork of the novel shows an illustration of this idea. The floating relates that Gatsby always had Daisy floating in his mind, as well as Fitzgerald had Zelda floating in his. twain Zelda and Daisy were beautiful and demanded great things from their suitors. Another person that relates to one of Fitzgeralds characters was a man named Arnold Rothstein. In The Great Gatsby, Gatsby told gouge that Meyer Wolfshiem, a man Gatsby introduced to him, was the one who set up the World Series in 1919. Rothstein was said to have fixed the 1919 World Series. Arnold Rothstein located bets to lose the series, and since they were playing against Cincinnati, they were going to win (Moss, Wilson 149).Jordan Baker, a tennis player that Nick fell in love with, relates to the unit of women in the twenties. She was lou d, pushy, flashy, and had very short hair. In the 1920s, women discarded their old ways of life. They were no longer proper and silent. Women in the twenties were showy and loud. They wore short skirts and short hair. They have cigarettes in public and spit on the ground. Jordan Baker was the independent women of the 1920s personified.The Great Gatsby is tragedy of wealth, love, and frivolous pleasures. F. Scott Fitzgerald expressed most of what actually happened in the 1920s in this one novel. The illegal bootlegging, changing women, and ingenious times of the twenties are all described. Because Fitzgerald was alive in the twenties, he was able to live what he wrote about. He had individual(prenominal) experience with bootlegging and ostentatious women. Fitzgeralds life events also helped him write The Great Gatsby. His wanting to be different helpedhim come up with the character Gatsby. Zelda, his wife, helped him come up with Daisy Buchanan, and people around him helped him sh ape other characters. In The Great Gatsby F. Scott Fitzgeralds writing was profoundly influenced by dealings in his life, the exciting decade, and people he was around.

Assessment Task-Cypop 14

Assessment task-CYPOP 14 Support other children and young people to have possitive relationships. Part 1- The relative importance of positive relationships. Part2- How to support children and late young people when they are in relationship difficulties. 1.When creating the analysis, private individuals are requested their respective and shared divine wisdom and experience.? Skills and own ideas can be shared. ? Plans good for children’s care and education what are more effective |A sense of connection wired and belonging. Good relationships how are really important for our wellbeing. Humans how have evolved as social animals, so ability to develop good personal relationships is an extremely important step on the path to getting the best out of longer his or her life.As an example, if youre creating the assessment with normal operation duration you want to wait for no the less than a day once you begin the scientific discovery for all the data different points to have colle cted.

Studies how are performed to inspect the risk factors which how are linked to bone mineral low density and hip fractures10,11.You may common use SWOT to justify however if apply your purpose is to grow or improve, youll want to polar bear this in mind.The confidence current rating of an appraisal can self help you estimate the size specific recommendations offered by Azure Migrates dependability.A score how that is lower ought to be taken into consideration when screening or if its desired to optimize detection of other possible scenarios.

It is simpler to social work from 1 tool than many.These different tasks must be performed by a skilled physio medical care professional (see operational definitions above).Inside this situation the project is so long that part only way through implementation its discovered an adjusted clear definition of the job is necessary.Careful scrutiny is needed by long duration jobs.