Learning Framework Assignment Example | Topics and Well Written Essays - 4250 words

Learning Framework - Assignment Example irected, reflective learners Learning Goal 2: Be knowledgeable in their major field of study Learning Goal 3: Be critical enquirers and problem solvers Learning Goal 4: Be able to think and act ethically Learning Goal 5: Be able to work collaboratively Learning Goal 6: Be effective communicators The Learning Framework is the first stage of your assessment programme that culminates in your Oral Brief and Co-operative Education Report. In your Co-operative Education Report you will critically reflect on, analyse and evaluate your development throughout your Co-operative Education Placement and work on and complete a discipline research topic of your choice. Instructions for completing this document You are required to address all of the points which relate to each of theBBus Learning Goals. You may either answer each point individually or you may choose to respond to all points in the one discussion of paragraphs using appropriate headings and sub-headings. Learning Goal 2: Be knowledg eable in your major field of study demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement In this Learning Goal you will explain how knowledge from your major(s) might apply to your tasks and discuss the value of your role. You are required to address both of the points below. You may include further comments or discussion that is relevant to this Learning Goal. You must integrate relevant concepts, models, frameworks, theories and/or technical competencies (use in text references) to support your discussion. 1. Provide a brief overview of your role and your Co-operative Education Placement Organisation (CPO) 2. Briefly describe each of your key tasks or activities that relate to your major(s). For each key task or activity, identify a comprehensive range of theories, concepts, models, frameworks and/or technical competencies from your major(s) and explain how they could apply. 3. Discuss the value that your role and personal attribute s may add to your CPO. 1. Provide a brief overview of your role and your Co-operative Education Placement Organisation (CPO) 2. Briefly describe each of your key tasks or activities that relate to your major(s). For each key task or activity, identify a comprehensive range of theories, concepts, models, frameworks and/or technical competencies from your major(s) and explain how they could apply. 3. Discuss the value that your role and personal attributes may add to your CPO. 1. I have already worked in a branding and advertising agency in Riyadh, Saudi Arabia and I became interested in functional attributes of branding and advertising career during my tenure in Brand House Advertising Service. It has been already mentioned that I am going to join Brand House Advertising Service in Riyadh as Co-op Placement in temporary basis. During the short tenure of

Writing Assignment on Dopamine Transporter Research Paper

Writing Assignment on Dopamine Transporter - Research Paper Example Due to these sufferings, the veterans find it hard to adjust and gain acceptability in society. Their mental condition hampers their chances of finding jobs within US and due to this, their emotional status becomes worse. They fail to provide for their family and due to ample amount of stress and feeling of alienation from society, they end up taking steps that have dire consequences such as suicide. The government and the private sector need to join hands together to solve this problematic issue. Government has plans and budget to deal with the issues experienced by veterans, but these plans and budgets are not making much of a difference (Woodhead et al., 2011). The private and public sectors need to treat these patients of war through several treatment options available. This writing will focus upon how counseling can assist in solving the problem of anxiety disorder among war veterans and how well this method performed in the past. Cocker conducted a study on the war veterans of the Gulf War in which he studied over 1,000 veterans. The outcome of his study proved that around 59% of the veterans were diagnosed with some kind of mental and physical disorder; around 387 members of the study had some kind of illness and diagnosis of whether these illnesses were mental or physical could not be concluded; and only 90 or 9% of the veterans were not diagnosed with a health condition. A total of 195 were suffering from some kind of cognitive disorder which was caused just because of PTSD (Post Traumatic Stress Disorder), and 16% and 18% of the members suffered from some kind of respiratory issue and muscular disorder respectively (Coker, Bhatt, Blatchley, & Graham, 1999). According to Dobson’s research, when the Australian government started its community counseling services for the Australian veterans of the Vietnam War during the period of 1987, more than 5,000 veterans signed up for the program (Dobson, Grays on,

The Brazil, Russia, India and China (BRIC) Economic Systems Reformation Essay Example for Free

The Brazil, Russia, India and China (BRIC) Economic Systems Reformation Essay In recent years, developing countries have been transformed from very low economic development to being among the highest ranked economically developed states. Examples include Brazil, Russia, India and China (BRIC). This economic growth has been realized due to the adoption of the market socialism structures from their earlier systems which were centrally planned. Besides, a consensus was arrived at that the countries ought to build democracy whose basis was the rule of law and private ownership. As a result, these countries have greatly benefited and continued to expand in their economies day in day out. Some of these key success factors in the adoption of the BRIC economic systems are highlighted as under. The adoption of market socialist structures have led to market freedom, consequently making transactions to be monetary, carried out in the market and being reasonably free. Besides, these countries have their inflation rates decreasing, measurably to single digits. This has also been facilitated by the large national output being attained from enterprises that are privately owned. Market socialism also saved the countries from the slumping output and the resources misallocations that the rent seekers, who were the rivals of the radical reformers, had caused. Additionally, the actions of the rent seekers aimed at amassing wealth to themselves by disorganizing the economy and subsidizing the credits which had adverse effects on the rates of inflation. A radical market system ensured macroeconomic stabilization, deregulation, new social safety formation and privatization. However, the successes achieved were remarkably diverse in each country resulting from the different choices of policies that these countries implemented. Additionally, these policies have been the determinants of the prevailing conditions in these countries. For instance, the Central European countries adopted privatization and normal market economies and this has seen the elimination of corruption in their economies. Besides, democracy is unimpeachable. Asian countries, the likes of China and Russia realized low rates of taxes, labor markets which were liberal and their social transfers were limited. The low taxes have hastened the growth rate of the economies of these countries to the current high levels. Additionally, the income taxes are low and flat while the corporate profit taxes are decreasing with time thus the labor markets have proliferated (Aslund, 2007). These factors were a replica in Latin America, specifically in Brazil. China had started her reforms in the agriculture sector that proved to be successful, although this sector was considered to be small in the Soviet economy. Due to market socialism, deregulation in prices was born and this fostered the growth of the country’s economy. Moreover, her macroeconomic stability still remained even after the hyperinflation that occurred in the Soviet Union. Due to this success in china, Russia sought to follow suit. Privatization is a precondition of both democracy and market economy and this has led to the virtual economic growth. The underlying relationship between privatization and economic growth is the ability of the private enterprises to perform better than their public counterparts. These countries, by privatizing their enterprises, saved both human and physical capital from irreversible destruction. To add on, market socialism propelled the achievement of macroeconomic policies that are sound, reforms in the market structures, commodity boom and reductions in the public expenditures in all members of the BRIC. Researches by economists have greatly been attracted in these countries, especially China, India and Russia on these countries impact on the global economy and also the factors that led to the realization of this success. In China, market socialism led to the investment of capital on a large scale basis which is financed by not only the domestic savings that are huge but also by the foreign investors. Through the Special Economic Zones (SEZ) and the Township and Village Enterprises (TVEs), household savings were expanded (Jonathan, 2010). This shift greatly promoted exports, made measurable increment in the country’s Gross Domestic Product (GDP) and fostered the development of infrastructural facilities. In the case of India, improvement in the productivity of labor was held liable for the economic growth. The registration of the manufacturing companies and privatization brought about positive economic effects. Russia, on the other hand, benefited from the increased international oil prices and the appropriate levels in the exchange rates thus earning high profits from her exports. Brazil, like Russia, benefited from her exports. Socialist’s efforts in Brazil enabled the realization of public policies that led to creation of more jobs and stronger governance (Shikida, 2005). Although the economic successes in these countries seem to be arising from the adoption of similar market strategies, some divergences are notable. In both India and China, areas with the greatest growth are mainly located in the coastal regions as compared to their landlocked backward regions in the rural areas. In Russia, hydrocarbons are identified as the cause of the divergence and these are mainly concentrated in West Siberia. In addition, all countries adopted the liberalization strategy at different timings. China first went through a period of pro-market liberalization and reformed through the pro-business approach. India started with privatization and later indulged in international trade while Russia underwent the big bang reforms; characterized with simultaneous economy opening and privatization (Alessandrini Bucellato, 2008). Russia later simplifies its tax systems, reconstructed the legal, health and pension systems, regulated her natural monopolies and made the land resources tradable. References Aslund, A. (2007). How Capitalism was Built: The transformation of Central and Eastern Europe, Russia and Central Asia. Cambridge: Cambridge University Press Alessandrini, M. Bucellato, T. (2008). China, India and Russia: Economic Reforms, Structural Change and Regional Disparities. London: Oxford Press Jonathan (2010). China and the Global Business System. Retrieved on 17 August 2010 from http://www. vub. ac. be/biccs/site/assets/files/apapers/20100202%20-%20Story. pdf Shikida, C. (2005). Brazil from Import Substitution to the 21st Century. What is left to do? Retrieved on 17 August 2010 from http://www. ceaee. ibmecmg. br/wp/wp30. pdf

Significant Sociological Research In Relation To Educational Change Education Essay

Significant Sociological Research In Relation To Educational Change Education Essay The Educational changes in United Kingdom are basically the tripartite system, comprehensive education and the changes that have taken place since 1979 to 1988. The tripartite system was introduced in Britain in 1944 which set up three types of schools: grammar, secondary modern and technical school for pupils up to the age of 15. Each schools ordering a different type of education, was based on the idea that there were different kind of intelligence, each needing a different kind of schooling. Grammar school offered an academic education leading to qualification; secondary modern gave pupils a practical education with few opportunities to get qualification. Pupils were allocated to school via the 11+, better pupil were creamed off to grammar school while the rest attending secondary modern schools. The system was more bipartite than tripartite. [Gidden, A. p482] Comprehensive school were introduced in 1965 by labour along with grammar school. The aim of the government is to remove many of inequalities of the tripartite system and to end the selection at 11+via the 11+ exams and to break down the class barrier in society as one schools for all pupils in a particular area meant that all social classes would be brought together. Pupils would have more opportunities to gain qualification. The biggest changes in education took place in 1988 under Thatcher regime. They saw that education was failing to provide a sufficiently skilled workforce. They also believed that schools were failing pupils and needed to raise the standard of education. The education policy that took place under Thatcher regime were National curriculum in England and Wales, The Act also brought Standard Assessment Tests [SAT] at 7, 11, 14 and 16. School could opt out of their LEA and become Grant Maintenance School, Parent empowerment to choose school for their children, formula funding of schools and vocationalism education such as NVQ, GNVQ CTC and New vocationalism. In conclusion, tripartite system shows a class division in schools for creaming off the bright student in school to grammar school and the rest to secondary modern and technical school. Eleven + culturally favoured the middle class and majority of student in grammar school came from middle class background. Grammar school received more money per student than other types of school and girls have to achieved higher pass than boys before they can get to grammar whereas comprehensive school remove the inequalities that existed under the tripartite system and higher proportion of pupils gained more qualification and GCSE and A level rate have all risen and brighter pupils are not held back. According to Ball et al [1994] the government education policy encourage the parent choice, creation of new types of school- Grant Maintained, CTCs, Technology college status, publishing of the national testing and league tables of exams results and decision for a school to opt of LEA control was given to parents of pupil at school. The New Right thinking is about competition and choice[Haralambos and Holborn p616-621] 3.3 EVALUATE THE CONTRIBUTION OF SOCIOLOGICAL THEORY AND UNDERSTANDING OF PROCESSES AND STRUCTURES WITH IN SCHOOLS. The Interactionist view on processes of schooling and the relationship between teachers and student seems to be very important for the effectiveness of education since social class influence in educational attainment. Teachers tend to share an image of ideal pupils whereas teachers perceived middle-class pupils as close to the idea, and lower working class pupils as furthest from it. Label is a major feature placed on a person by others. Teacher tends to label middle-class as good student this may discourage working -class pupils. When pupils labelled as bright others will tend to respond to them and interpret their actions in term of this label, there is a tendency for a self-fulfilling prophecy to result. The hidden curriculum refers to the message schools transmit to pupils without directly teaching them or spelling them out, it consists of values, norms, beliefs and ideas which are embedded in the normal routines and procedures of school life. In functionalists view, the transmission of society core values can be seen as part of hidden curriculum such as the value of individual achievement, pupils are encouraged to achieve good grades, qualification, it prepares them to achieve as individuals in the wider society. In Marxists view, the hidden curriculum of schools is the transmission of ruling class ideology, producing next of generation of workers schooled to accept their roles in the society. [ Haralambos and Holborn p603] Marxists are very critical of the role played by the education system. They do not agree with functionalists and others that it is a meritocratic system but rather it keeps the inequalities found in capitalist society going. It does by pretending to give everyone an equal chance but the reality is that those from middle class background do better at school than those from working class background. This is why Marxists often talk about the myth of meritocracy [Haralambos and Holborn p 604]. In functionalists view, education is a meritocratic that is a system in which social positions are filled on the basis of individual merit and achievement, rather than ascribed criteria such as inherited wealth, sex or social background. [Haralambos and Holborn p601]. In conclusion, Each of the theories have their own view on education but no one theories can stand on his own and we cannot blame the structure of schooling underachievement to outside influence. Functionalists think that education is needed and if it wasnt there, society wouldnt function properly and they teach the skills and knowledge needed in peoples future lives. Marxists think that education reinforce class divide and that it maintains inequality in society. Feminist thinks that education is bad as it clearly divides and separate girls from boys. They think it is more suited for boys. 4.14.2 EXPLAIN DIFFERENTIAL EDUCATIONAL ATTAINMENT SCHOOLS. AND ANALYSE CULTURE AND STRUCTURAL EXPLANATIONS OF DIFFERENTIAL ACHIEVEMENT. Education Attainment refer to as been able to complete a course successfully and obtain a qualification that may lead to employment. Children educational attainment from various background can be influenced by in school factor [human, physical, financial resources] and out-school factor [poverty, parental interest, language difference, cultural capital, positional theory] are related to background of the childs parent. Studies found that some student performs better than others. Evidence shows that class position; gender and ethnicity play an important role in determines the educational achievement of some and failure of others. The following sub section will explain those aspects in full details. CLASS AND ATTAINMENT/ACHIEVEMENT Social class differences in educational achievement are not purely the outcome of cultural factors, such cultural deprivation and cultural difference. There are many factors that contribute to the determination of why working class student tend to achieve less. Cultural deprivation is one of the reasons why working class student are generally achieving less than middle class student. It attributes to working class underachievement to the fact that they have often been brought up with a negative attitude towards education. According to J.W.B Douglas [1964] which focuses on the key role of parental aspirations, claiming that working class parents are less interested in formal education of their children and hence in their success[Haralambos and Holborn p629-630]. Boudon positional theory [1974] suggest that it is harder for working class children to aspire to university and high status professions because there is no parental role model to follow, hence expectations of parents, teachers and peers are lower[Warren,K. et al p242]. Cultural difference theorists, however suggest that there is a natural difference between working class culture and middle class culture, inevitably placing working class children at a disadvantage in schools. For example, Peter Bourdieu[1977] argues that middle class culture is more closely linked to that of the school, meaning that pupils are more likely to understand what is being taught. The point is about cultural capital the taste, ideas and knowledge of parents more closely matches that of teachers so their children are on the same cultural wavelength and are therefore rewarded with greater educational success. This was further back up by evidence carry out by Alice Sullivan [2001] who showed a close relationship between cultural capital and social class in terms of reading, access to TV, newspaper, participation In cultural activities and vocabulary used[Haralambos and Holborn p636]. Basil Bernstein [1990] support this idea with his study into speech codes, which suggested that middle class childrens knowledge of a more elaborated vocabulary allowed them to understand the teacher better than working class children, who were confined to a more restricted speech code. Bernstein view is that the middle class language structure is the same that used by teachers in contrast to the working class language structure code, which is far more restricted. Hence, the school system is culturally biased in favour of the middle class. According to Paul Willis [1969] in his study into sub-culture also limits student educational achievement as the student can only do as well as their label allows. Labelling of student by teachers is a theme that was developed by Keddie [1971] he concluded that the educational outcome for different classes becomes a self- fulfilling prophecy. The labelling is of course based less on actual performance than on stereotyped expectation[Warren,K. et al p242-243]. Functionalists believe that an individual academic success depend upon his IQ and effort they apply to their studies. They also believe society works in a meritocratic system. Marxists believe that this is due to social class and that in education only the ruling class values are transmitted. This means that working class people find it difficult to get along with the education system. GENDER ATTAINMENT/ACHIEVEMENT Girls outperforming their male counterpart from primary to university level and the dramatic change happen across culture and continent. In 1970 research focus on girls underachievement within the educational system. According to Oakley [1974] a radical feminist argued that primary socialisation plays an important role in shaping, conditioning boys and girl and help to reinforce existing gender stereotype. This also have impacts on the educational aspiration of girls who are socialised to become passive, submissive and future nest builders. Furthermore, Sue Sharpe [1976] support this view and claims that lower class girls priorities and aspiration is to be in love, get married, have a husband and children are in conflict with their educational success. Radical feminist emphasised on reading materials and the content of textbooks as being sexist in nature and these reinforce gender stereotype. Michelle Stanworth [1983] interviewed teachers and student from seven different classes in the humanities department and found that teachers both male and female displayed certain stereotypical attitudes towards their students. Girls, who were not in the lot of submissiveness, silent and unresponsive, were seen as having the potential to break through a professional career. Moreover, teachers themselves often saw marriage as the outcome of most girls. In term of classroom interaction, it was seen that boys were more assertive and took part in class discussion while teachers gave girls lesser attention, although they outnumbered boys. Functionalist argued that there is tendency to exaggerate over the issue of patriarchy impacting on school curriculum. They pointed out that feminists studies are not enough to rely on and not valid because there have been inadequate samples and weak methodologies to support their claims and make representative generalisation. Statistics have shown that boys and girls do achieve equally well at school and in different fields. Moreover, free and compulsory education has opened door for girls and they are able to compete on equal terms. Later, research by Randall [1987] criticise of Stanworths study by arguing that latters research are bias and unfounded. He also found that in laboratory classes girls are more forthcoming to interact with their teachers [Haralambos and Holborn p642-649]. ETHNICITY AND ATTAINMENT/ACHIEVEMENT Britain is a multicultural society and educational attainment of ethnic minorities has become nature of debate for a long time. The Swan Report [1985] found that there were several significant difference between the achievement of ethnic minorities and whites in Britain [Haralambos and Holborn 2000]. However, this phenomenon has not stagnated since other studies like The Studies Policy Institutes Fourth Survey of ethnic Minorities [1994] reported that there was considerate improvement in educational qualification of ethnic minorities when compared to figure in the 1980s[Modood et al 1997]. Below is the explanation of some studies that tries to explain why ethnic minorities do underachieve in education. Jensen [1974] and H. Eysenck [1971] both have sorted out that black were genetically less intelligent than whites while Herstein and Murray [1994] put forward that IQ scores are caused by both genes and environment factors, since black are more likely to live in poverty. They also found in their research that even if environment are equalised, that is when black and whites of similar income levels and occupational statuses blacks do have a slightly lower IQ test score. The Swan Report [1985] found that linguistic factor in Britain might be responsible for some ethnic minorities since English is not their mother tongue and lack of fluency became an obstacle. Bernard Coard [1971] saw that the British educational system made black children become educationally subnormal by making them felt inferior in every way. Racist stereotypes that exist in society are reinforced by teachers expectation; the latter would negatively label children coming from minority groups. The child comes to see him/herself as such and when he/she is only fit for manual and unskilled jobs[HaralambosHolborn. p649-653]. Bodmer[1972] criticism explained that sometimes it is impossible to control all environmental factors that can affect IQ scores as prejudice and discrimination against black people will always hinders equalisation of environment with whites. Pilkington[1997] challenge the idea of a genetic basis for IQ not fixed by genetics as IQ scores have increasingly been rising among ethnic minorities in many parts of the world and secondly, difference in socio-economic status largely explain educational differences. Coards view must be treated with care as he has over generalised over the issue, there is evidence of Asian children in Britain who have achieved well. However, according to Ken Pryce [1979] Afro-Caribbean preferred to send their children back to their country to study because black are deprived of the value needed for school success. [Warren,K.et al p246]. 4.3 EVALUATE A RANGE OF SOCIOLOGICAL RESEARCH FINDINGS IN RELATION TO ACHIEVEMENT, SOCIAL DIFFERENTIATION. Paul Willis [1977] developed a neo-marxist approach to education. Willis approach focus on how education prepare workforce and adopted a research method by using symbolic interactionism in his study and variety of methods at Midland school in England. He used observation and participation observation in class, school, leisure time and formal interview. Paul Willis carried out his study by observing a group of 12 working class boys in one school in the Midland whom he observed for 18 month and followed them for the first few months at work. These 12 working class boys formed a group with a bad attitude towards school. Willis referred to them as lads. The lads form a counter school culture. They see themselves as superior to teacher and earoles. Having a laff is the most important thing and very sexist and racist, they also see themselves as a real man. Willis argued that the lads failed themselves deliberately in recognition of the inevitable manual working future that awaited them. According to Blackedge and Hunt [1984] they criticised Paul Willis for using small group of 12 pupils to carry out his research and all of them were boys ignoring the aspect of gender [girl]. He did not considered children in society as a whole. Willis ignores other cultures within the school and since 1977 there are few jobs in manual work, therefore many such lad stay on longer and develop same attitude to work. [HaralambosHolborn.p605-608] Michelle Stanworth [1983] interviewed is based on the A level student and teachers of humanities subject. She found that teachers gave more time and attention to boys and expected more from them. Teachers both male and female tend to know the names and expressed more concern and interest in boys. Stanworth conclude that all the attention and interest shown by the teachers both male and female to the boys, the girls do better than boys in the exams. Stanworth research was unethical because the girls did not know that they were been observed. Dale Spender [1983] the invisible woman claims womens contribution is largely controlled by men who use their power to further their own interests. The curriculum favour a male perspective womens contribution to human progress are often ignored. Girls receive less attention than boys in the classroom. Boys are often abusive to girls but are not told off. Male dominance in society is the cause of girls difficulties in education but schools help to reinforce the dominance. According to Randall [1987] he criticised the method used by Stanworth and Spender. Stanworths work was based on interview rather than direct observation. Therefore, it cannot actually establish that teachers are giving less attention to girls. [Taylor, P. et al p306-307] Mac en Ghaill [1992] studied African-Caribbean and Asian student in a sixth form college in Midland. He found that the way student responded to schooling varied considerably and was influenced by their ethnicity, gender and class composition of their former secondary schools. All of the ethnic minorities student experience problem in their educational system but in a different way depending on their gender and ethnic group. The study is important because it shows how class, gender and ethnicity interact with the school system and Mirzas study shows that negative labelling does not necessarily lead you to academic failure. [Kirby, M. et al p204-205]

Humanism During the Renaissance :: Philosophy

Humanism During the Renaissance During the renaissance, there was a renewed interest in the arts, and the traditional views of society came into question. People began to explore the power of the human mind. A term often used to describe the increasing interest in the powers of the human mind is humanism. Generally, humanism stresses the individual's creative, reasoning, and aesthetic powers. However, during the Renaissance, individual ideas about humanism differed. Writers and philosophers of the Renaissance time period expressed their opinions about human nature and human's roles in the universe through their writings. Pico della Mirandola's "Oration on the dignity of man", which glorifies humanity and praises the human ability to reason, offers the opposing view to Shakespeare's Hamlet and Montaigne's essay "Man's presumption and Littleness" which both suggest that humans are no higher in the universal order of things than any other of God's creatures. Pico begins his essay by informing his readers that he knows where humans stand in the divine order of the world. Pico believes that humans were the last creatures created by God, and that God's purpose, in creating them, was to fulfill his desire for someone to appreciate the great wonders and beauties of his world: When the work was finished, the Craftsman kept wishing that there were someone to ponder the plan of so great a work... therefore... he finally took thought concerning the creation of man. (Mirandola 224) It is also Pico's belief that when Humans were created, they were given qualities both divine and earthly, and could become whatever they chose: We have made thee neither of heaven nor of earth, neither mortal nor immortal, so that with freedom of choice... thou mayest fashion thyself in whatever shape thou shalt prefer. (Mirandola 225) Pico's conclusion about human ranking among the divine order of things was that while some people were almost celestial, others were no better than animals, and that this great variance of character among the human population only served to increase their importance and uniqueness from all other of God's creatures. His essay, which praised human greatness and exalted the powers of humanity, was opposed by more negative views of humanity, as expressed in the works of Montaigne and Shakespeare. Montaigne's essay "Man's presumption and Littleness" belittles the greatness of man so much that he becomes no more than another beast among beasts, possibly even lower than some of God's other creatures.

Gloria Estefans Successful Life :: essays research papers

"There's no growth with out a lot of hard work and little risk." (<a href="http://members.xcom.com./_xmcm/troycities/gebio.htm">http://members.xcom.com./_xmcm/troycities/gebio.htm) This statement is a reflection of what Gloria stands for. However there is more to Gloria, than concerts and videos, her personal life. Which would consist of family and marriage. Then of course there is her fabulous career. Gloria was born in 1959, in Havana, Cuba, her father, was a cuban solder. Gloria left cuba when she was two years old. Gloria wanted to become a psychologist. In 1975 Gloria was singing at a weeding with a local band called "The Miami Latin Boys." the band leader Emilio Estefan was impressed. Eventhough Gloria was a shy person, Emilio enjoyed her smooth voice, and asked her to joined the band. Gloria agreed but only on weekends as a front singer. In September 2, 1977 Gloria married Emilio Estefan. In 1984, Emilio convinced record to release an English only album in the United States and European markets. In 1989 Gloria released her first solo album was released in English and Spanish. In March 20,1990 Gloria was sleeping on her tour bus when a speeding semitrailer smashed into it, Gloria was almost killed. Gloria was in a four hour surgery, and it took a year of physical therapy. Gloria received 4,000 floral arrangements, 11,000 telegrams, and 50,000 postcards and letters, from her fans. In 1993 Gloria had a star on Hollywood walk of fame. In cuba she is known as "nuestra Gloria". Gloria sold four million copies worldwide of "Mi Tierra" which earn Gloria's first Grammy Award. Gloria has a son was born in September 2, 1980, she recently had a baby girl in December 5,1994. Gloria lives in a mansion in Miami's star island. Gloria is now planning a tour, she is also thinking of transition into acting.

Napa Valley Winery Inc

Quintal realized that the quantity of red table wine produced is closely associated to the sales. Ms. Quintal reviewed her past sales in order to predict future sales based on the amount of wine produced in 2008. The issue Quintal faced was the seasonality of wine sales; December being its peak time in sales. After careful consideration, Quintal determined that although her previous forecasting method had worked from an operational standpoint, however, there was still room to improve its accuracy.Quintal has to determine what the forecasting profits will be for the next 16 months (Septet's to DCE 2009) prior to the conclusion of any business deals with Transcontinental. The software that was used in order to predict the future sales was Stools. Stools provided me with four different methods (Moving Averages, Simple, Halt's & Winters' exponential smoothing) of forecasting to identify the most accurate prediction possible. With a Means Absolute Percentage Error (MAPS) of 3. 72% the Hal t's exponential smoothing method was determined to be the best method of predicting monthly wine sales for the next sixteen months (Figure 2).Background/Additional Research on Nap Valley Wineries The Nap valley is known for its stylish and exquisite wine blends. The highly acclaimed Paradox Winery was founded in 1994 and its current wine maker is David Marches'. Paradox is the only winery that is truly devoted to wine blends in the Nap Valley. Paradox has four different estates that produce grapes with distinct attributes that reflect the variations in soil, terrain, micrometer, and exposure. This vineyard has created a blend of zinfandel, Cabernet Sauvignon, along with smaller amounts of Merlot and Petite Sarah to create the first Paradox vintage.One of Paradox's quality wines is the 2006 Postmark Monitor Ledge Vineyard Red Wine. This lend of Zinfandel paired with Cabernet Sauvignon and Merlot originates solely from our Monitor Ledge Vineyard which is known for producing concentrat ed and structured wines. This wine highlights red cherry and rose petal aromas, with notes of blueberry, blackberry, smoky cedar and cola. The flavors of the red fruit and warm blackberry with a dash of cinnamon spice. Analyzing the Problem The data used was gathered from previous sales from Jan. 2000 through Gauge. 2008.This data will be used in forecasting sixteen month time period starting with Septet. 2008 and all of 2009 wine sales. The forecasting tool used was Stools, which eloped in determining the total wine sales for the next sixteen months. The question that will be addressed: What is Northern Nap Valley Winners projected sales for the upcoming sixteen months? To better answer this question there are four different methods of forecasting (Figure 5 Moving Averages, Figure 4 Simple, Figurer Halt's & Figure 3 Winters' Exponential Smoothing) that will be used, of those four one will give the best prediction based on the past data.Forecasting methods where done dissocialized. The Mean Absolute Percentage Error is important when forecasting data. The closer the MAPS is to zero the more accurate the forecast. This will be the catalyst in determining the accuracy of the forecasts. Runs test (Null Hypothesis of Randomness) Prior to doing any forecasting it is important to determine whether or not the data is random or nonrandom. The software used to conduct the Runs Test for Randomness was Stool's. This test was used in order to determine if there were too many or too few runs in a series of data.Figure 5: Moving Averages I I Forecasting Constant I Forecast I Span 13 Mean Abs Err 1683. 03 631. 59 I I Moving Averages 1460. 00 1480. 16 I Root Mean Sq Err 14. 12% By using Stools a graph was formulated to show the fluctuation of sales from Jan 2000 through DCE. 2009. The moving average in this case for the next sixteen months produced a MAPS of 4. 12%. A MAPS of is considered to be very good so 4. 12% has limited forecasting errors and would be considered an exc ellent forecast. Although, the MAPS for the moving average was considerably accurate, the Halt's method produced a MAPS of 3. 2% which indicative of a more accurate forecast. The difference between the Moving Averages method and the Halt's method is the MAPS of . 4%, which makes the Moving Average less accurate than the Halt's Exponential Smoothing Method. Conclusion and Recommendation It is apparent that wine sales fluctuate monthly which could be based upon changes in the economy, climate, or preference. Annual forecasting is not conducive to wine sales since wine fluctuates on a monthly basis. An example of wine lactating would be in August sales are low but, in sales are at its peak.Ms. Quintal should forecast future sales on a monthly basis in order to maintain a more accurate account sales activity. It is recommended that Ms. Quintal utilize Stools as a means of automating her forecasting task and maintaining continuity of records. According to the sixteen month forecast the a mount of wine produced is closely related to the amount of wine sold. Reference Nap valley wineries. (2011, November 16). Retrieved from http:// www. Banqueters. Com/nap_valley_wineries. HTML (2011, November 16). Retrieved from http://www. Wisped. Org/