Visa para jóvenes para trabajar como staff campamento

Visa para jà ³venes para trabajar como staff campamento Una de las mejores opciones para jà ³venes para trabajar  en Estados Unidos y practicar inglà ©s con una visa de intercambio J-1 en el programa de staff de un campamento de verano. En este artà ­culo se explican cules son los requisitos para disfrutar de esta oportunidad de trabajar como monitor (staff) en un campamento de verano, cules son las precauciones que deben tomarse para evitar problemas migratorios y cules son otras posibles opciones en programas similares.  ¿Quià ©nes Pueden Aplicar Por Visa J-1 Para Trabajar Como Staff de Campamento? Pueden trabajar en campamentos de verano como staff los extranjeros con una visa J-1 de intercambio los extranjeros que viven habitualmente fuera de Estados Unidos y  que reà ºnan todos los requerimientos siguientes: Tener al menos los 18 aà ±os cumplidosSer estudiante universitario o de un programa acadà ©mico semejante. O ser un trabajador joven o un maestro o una persona adulta con habilidades adecuadas para este trabajo  Tener conocimientos de inglà ©s suficientes para poder supervisar y relacionarse con adolescentes y nià ±os americanos Pasos  Para Trabajar Como Monitor de Campamento en USA Antes de pedir  esta modalidad de la visa J-1 de intercambio en la Embajada o consulado que corresponda es necesario encontrar un patrocinador para ese trabajo. Para ello hay que contactar con una de las organizaciones autorizadas por el Departamento de Estado para patrocinar  extranjeros para este programa.   Este es el listado de organizaciones designadas para patrocinar. Encontrars el nombre de la organizacià ³n, pgina web, su ubicacià ³n (ciudad y estado) y nà ºmero de telà ©fono. Puedes contactar a los que quieras y es posible que tengan un colaborador en tu paà ­s. Pero verifà ­calo por correo electrà ³nico o por telà ©fono con la organizacià ³n en Estados Unidos. Cuando una de estas organizaciones decida patrocinar  te enviar un documento que se conoce con el nombre DS-2019. A  partir de lo  cual puedes iniciar a tramitar la visa por internet llenando el formulario DS-160 y pagando la cuota correspondiente. Y sà ³lo ms tarde tendrs que ir al consulado o a la Embajada a la entrevista.   Si tu solicitud es aprobada, se te dar la visa. Si la solicitud es negada no podrs recuperar el dinero pagado al aplicar por el visado. Cà ³mo Evitar Problemas Migratorios Con Visa de Intercambio Aà ºn cuando se te entregue la visa, no puedes utilizarla para ingresar a Estados Unidos sino hasta que falten 30 dà ­as o menos para la iniciacià ³n del programa de campamento en el que se va a participar. La fecha exacta de comienzo es la que establece el documento DS-2019 que te entregà ³ la institucià ³n que te patrocina. Una vez que finaliza el programa tienes 30 dà ­as para salir de Estados Unidos. A menos que hayas pedido a tiempo una extensià ³n y se haya aprobado. Otros Programas de Intercambio J-1 Que Quiz Te Puedan Interesar Si eres joven y buscas mejorar tu inglà ©s y conocer Estados Unidos y la cultura americana de primera mano puede que te interesen programas similares al de monitor de campamento y que tambià ©n requieren de una visa J-1, puede que consideres de interà ©s los siguientes programas. Por ejemplo, la visa para  trabajar  y viajar en verano, tambià ©n conocida como SWT, por sus siglas en inglà ©s, o la de  Au-pair, tambià ©n conocido en algunos paà ­ses como nià ±era o canguro. Finalmente, los muchachos que han finalizado sus estudios universitarios pueden estar interesados en programas de prcticas profesionales, que estn disponibles para distintos campos de trabajo, como salud, arquitectura, arte, ciencias, etc. Es muy importante entender que cada programa dentro de la visa J-1 tiene sus propias reglas. De hecho, pueden tener requisitos muy diferentes. Lo fundamental es cumplir con los requerimientos del programa al que se aplica. Las Visas de Estudiantes Como una Excelente Opcià ³n Para Jà ³venes Para los muchachos interesados en estudiar en Estados Unidos estn a su disposicià ³n las visas F-1 para estudiantes de idiomas o en instituciones acadà ©micas  y las visas M-1 para estudios vocacionales o en escuelas no acadà ©micas. Adems, para los mexicanos y canadienses transfronterizos est a su disposicià ³n la visa F-3. En la actualidad Estados Unidos es el paà ­s del mundo con mayor nà ºmero de estudiantes internacionales. Los 3 estados preferidos de los alumnos internacionales son, por orden de mayor a menor, California, Nueva York y Texas. En cuanto a las universidades ms populares son New York University, University of South California y Columbia University. Para los que desean estudiar en una universidad estadounidense, sin duda el primer paso es hacerse una idea completa de los requisitos que se necesitan para aplicar con à ©xito a la institucià ³n elegida. Este es un artà ­culo informativo. No es asesorà ­a legal.

School Visits A Librarians Perspective

School Visits A Librarians Perspective My high school usually welcomes two authors every year. They come at the request of the language departments. Everything is planned between the teachers and the authors, and I have nothing to do except making sure the library is available on the scheduled dates – at least in theory. Surprises always pop up minutes before the presentation is due to start. One author might suddenly request a white board and markers, another a projector, sometimes all three. Ive learned to be ready for anything, but what if I – superior librarian that I am – had not been there to save the day? In all instances, these near setbacks could easily have been avoided with simple communication. Heres a little insider tip: Schools are not the most proficient at passing along information. First, find out where your presentation will take place – library, classroom, auditorium, gym? If your presentation will be held in the library, ask for the name of the librarian. Then tell her what youll need ahead of time: white board, screen and projector, audio, etc. Do you want the chairs set up in a semicircle facing you? If its a hands-on workshop, will the participants need tables to work on? Dont skip this step even if the teacher or whichever staff member youve been communicating with knows all the details. Although the information might reach the librarian, it could do so at too short notice to do much good. Heres another insider tip: Schools can take an amazingly long time to get stuff done. This is due in large part because most things need the approval of several people or committees before they can get under way. And as all these dedicated people have a lot on their plate, the process is slowed even more. So make sure you start the ball rolling way ahead of your scheduled visit. If your presentation is to take place in another part of the school, ask whether the school has a library and who is responsible for purchasing books. Get in touch and say hello. Why? Simply because the library staff may not be aware of your coming at all! If your presentation catches the students interest, theyll likely ask the librarian to order your books. Make it easy for her. Send her a list of your published titles along with the age group and reading level of each. None of the presenters have done this for me yet, which is a huge oversight. Librarians are busy people. Dont assume they have nothing better to do than look you up, or that theyll remember to do so once the dust has settled and youre long gone. At my school, I oversee every aspect of the library including selecting and buying the books that end up on the shelves. Like most school libraries, my budget is modest so be aware that Im the one you need to impress if your books are to make it on my limited to-buy list. Finally, to generate extra publicity and sales, give the librarian lots of bookmarks. Kids love them and my supplies always need replenishing. Its a great way to reach out to readers, no matter what they happen to be reading as well as making a lasting impression both on the students and librarian!

The Influence of Information Literacy on Scholarship, Practice and Essay

The Influence of Information Literacy on Scholarship, Practice and Leadership - Essay Example It is evidently clear from the discussion that biased and false information are some of the components considered in determining the relevance of the information. Information literacy influences a number of fields especially the professional field for different reasons. Some of the uses of information literacy include research, determination of consumer choices, academic reasons. In addition to that, it helps in understanding the political arena. The effect of information literacy is such that over the decades, countries have introduced programs that ensure students are equipped with skills to not only operate in an information-rich society but also acquire and rightly apply that information. Different models have been designed to understand the ever-growing body of literature. A closer look at information literacy shows that it has an influence on scholarship, practice, and leadership. Scholarship refers to lifelong learning. This means that a person is constantly learning to improv e his or her skills in their area of specialty. On the other hand, practice refers to one’s behavioral patterns within their workplace. In other words, the practice not only looks at one’s technical skills but social skills in a work environment. Leadership explores one’s ability to have a positive influence in their academic, professional, and personal lives. Thus, information literacy analyzes one’s ability to recognize the need for information. This is critical for any leader as they are called upon to locate, evaluate, and apply the knowledge they have for the benefit of the society. Leadership greatly determines the success or failure of an institution. Time has proven that poor leadership only leads to an institution’s downfall.

Apostolic Worship (African Amercian) Essay Example | Topics and Well Written Essays - 750 words

Apostolic Worship (African Amercian) - Essay Example The traditional worship involves significant holiness and extensive reference on the Lord Jesus Christ’s name. These rituals are reflected in dress code during baptism, use of wine in communion, strong interpretation of the scriptures within the New Testament, and ordination. During worship, we use the authorized version of the Bible, which is King James. The commonly used version is the English Version to serve the congregations. Usually, the New Testament is highly adhered to as; it reflects on the life and suffering that Jesus underwent. Unlike other churches, we conduct worship on Sundays. The worships allow us to welcome the presence of the Holy Spirit. We usually sing various songs to cleanse our presence before the Lord. The church concentrates on worship, as it welcomes the Holy Spirit, which leads us during the service. Mostly, the congregation silently prays together to ask for the Holy Spirit to lead in the service (Alexander 58). The leadership of our Church is concentrated on the male members. The tradition is governed by the New Testament, which influences the male dominated leadership within the church. Prior to 1961, the Church leadership concentrated on one prelate leader. However, after the death of Lawson, Bonner proposed different governance within the church. Bonner’s proposal meant that; the church will involve the governance of different archbishops, and apostles who will form a board (Clark 146). Additionally, Bonner found it suitable to establish two more boards to account to the Apostle’s board. These boards involve the Boards of Presbyters and Bishops. When dealing with women and leadership within the church; our congregation remains adamant. The church holds that the scriptures never provide room for women to preach. The argument presented against women preaching is that; she seizes the authority given to a man. Women who preach are discouraged in First Corinthians 2:12. However,

A Preview Of The Twentieth Century Essay Example for Free

A Preview Of The Twentieth Century Essay History tells us so much that the essence of humanity would be of a void nature without it. We can safely say that history is the collective experience of humanity itself. Thus, a distortion made upon history is irreverence to our collective experience. If one distorts history, he/she changes humanity’s life story. There is a need to preserve history as it happened. From history we learn lessons and avoid doing things that lead us to our own destruction. Take for example the two world wars that happened, if a third world war happens, then we, humanity, did not learn and care at all about our own history. History distortions commonly happen in the ideological and political arena. These distortions kill human lives. Conflicts that happen in the Europe and the Middle East as well as in America are caused by differences on the way people view religion and faith. Infamous of these are bombings caused by Muslim fundamentalists. Hence, history should be taught as it happened. History should be taught with clarity and vividness. People are intelligent enough to discern between the good and bad events that happened. Respect given for each other’s perspective and ideology should be encouraged to avoid conflicts. An integration of history arriving at the closest description of events as they happen should be done taking into consideration the differences in the religious and political beliefs of different races. Research should be done in order to correct the mistakes made on writing history. Yet, the most important of these is respect. If people cannot agree on a particular issue of history, then their only option is to respect its other’s views. There is no other alternative, they must respect each other. History is what we are. If we distort our perception of history, we change our very lives’ meaning.

Al Capone Essay -- essays research papers

Al Capone I: Al Capone was born in New York City in 1899. His father, Gabriel and his wife, Teresa, came to America in 1894. They brought their two kids, Vincenzo, and Raffaele. In 1895 their third son was born, who they named Salvatore. II: The Capone family was nice and quit, Gabriel never hit the kids, he just "preached" to them and they'd listen. "...nothing about the Capone family was inherently disturbed, violent, or dishonest." Gabriel became an American citizen in 1906, his children all had Italian names but for the outside world they'd have different names. III: After Al was born Gabriel moved the family to an apartment above his barbershop in Brooklyn. This move would influence Al forever, he was exposed to other nationalities, Swedes, Irish, Germans, and Chinese lived in the neighborhood instead Italians as it had been. Education didn't mean much for many in New York, after you got out of high school you'd probably get a job. Al had good grades until he entered 6th grade. When he was fourteen he yelled at a teacher who hit him, he hit her back and was expelled from school, he never went to school again after that. About the same time that happened his family moved to a neighborhood that had a long lasting impression on him. This is where he met his first crime boss, Johnny Torrio and his future wife, Mae. IV: Johnny Torrio was a smart crime boss. He realized you needed brains and allies to survive. Many young boys worked for him, running errands mainly. But he started to trust the young Al Capone and gave him larger jobs to do. Many kids were in gangs, wether it be gangs of nationality, Irish, Italian, German, or ones of religion, Jewish gangs. V: Al was a good kid, came home on time and helped the family. No one would have suspected Al of becoming a mob boss. For awhile he worked at regular jobs, first a munitions factory then worked as a paper cutter. Frankie Yale was another crime boss except just the opposite of the "peaceful" Johnny Torrio. He built his gang off muscle. Yale opened a bar on Coney Island called the Havard Inn. Johnny Torrio got Al a job working there as a bartender. VI: Capone’s job at the Harvard Inn was to be a bartender, a bouncer and even wait on tables. One day he was waiting on a young couple and he leaned over and said to the woman "Honey, you have a nice ass and I mean that as a c... ...Jack Guzik and Frank Nitti. Later that year Ralph was indicted on tax evasion charges, he wasn't smart about covering up his money like Al was. "The Untouchables" had enough evidence to get permission from judges to take down Capone's breweries. The government realized they need a man inside and sent Michael J. Malone and another agent. XXI: Records from a raid on Hawthorne Hotel showed financial operations of the Hawthorne Smoke Shop. Al Capone opened a soup kitchen for those who lost their jobs in the great depression to try and restore his image in 1930. XXII: The Untouchables had taken over forty-five of Capone's trucks and raided tons of breweries. Wiretaps proved how bad things were going, a big blow was when a brewery was raided that produced 20,000 gallons a day. XXIII: Capone was arrested and brought to trial. He didn't worry too much since he had bribed the jury, the judge found out about this and changed the jury so it would be a fair trial. Capone was convicted of a few counts and was sentenced to 11 years in prison and a $50,000 fine. http://www.crimelibrary.com/gangsters_outlaws/mob_bosses/capone/index_1.html?sect=15

Inventory Control Essay

Read the case study below â€Å"Harvey Industries†. Provide reasoning for the current financial distress of the company and make recommendations for improvements to the new company president. Include at least one specific recommendation for both Supply Chain Management (chapter 15) and Inventory Management (chapter 13), as well as any other recommendations you deem necessary from your reading. Provide your recommendations in a 2-4 page APA style paper. Harvey Industries Background Harvey Industries, a Wisconsin company, specializes in the assembly of high-pressure washer systems and in the sale of repair parts for these systems. The products range from small portable high-pressure washers to large industrial installations for snow removal from vehicles stored outdoors during the winter months. Typical uses for high-pressure water cleaning include: AutomobilesAirplanes Building maintenanceBarns EnginesIce cream plants Lift trucksMachinery Swimming pools Industrial customers include General Motors, Ford, Chrysler, Delta Airlines, United Parcel Service, and Shell Oil Company. Although the industrial applications are a significant part of its sale, Harvey Industries is primarily an assembler of equipment for coin operated self-service car wash systems. The typical car wash is of concrete block construction with an equipment room in the center, flanked on either side by a number of bays. The cars are driven into the bays where the owner can wash and wax the car, utilizing high-pressure hot water and liquid wax. A dollar bill changer is available to provide change for the use of the equipment and the purchase of various products from dispensers. The products include towels, tire cleaner, and upholstery cleaner. In recent years Harvey Industries has been in financial difficulty. The company has lost money for three of the last four years, with the last year’s loss being $17,174 on sales of $1,238,674.  Inventory levels have been steadily increasing to their present levels of $124,324. The company employs 23 people with the management team consisting of the following key employees: president, sales manager, manufacturing manager, controller, and purchasing manager. The abbreviated organization chart reflects the reporting relationship of the key employees and the three individuals who report directly to the manufacturing manager. Current Inventory Control System The current inventory control â€Å"system† consists of orders for stock replenishment being made by the stockroom foreman, the purchasing manager, or the manufacturing manager whenever one of them notices that the inventory is low. An order for replenishment of inventory is also placed whenever someone (either a customer or an employee in the assembly area) wants an item and it is not in stock. Some inventory is needed for the assembly of the high-pressure equipment for the car wash and industrial applications. There are current and accurate bills of material for these assemblies. The material needs to support the assembly schedule are generally known well in advance of the build schedule. The majority of inventory transactions are for repair parts and for supplies used by the car washes, such as paper towels, detergent, and wax concentrate. Because of the constant and rugged use of the car wash equipment, there is a steady demand for the various repair parts. The stockroom is well organized, with parts stored in locations according to each vendor. The number of vendors is relatively limited, with each vendor generally supplying many different parts. For example, the repair parts from Allen Bradley, a manufacturer of electrical motors, are stocked in the same location. These repair parts will be used to provide service for the many electrical motors that are part of the high-pressure pump and motor assembly used by all of the car washes. Because of the heavy sales volume of repair parts, there are generally two employees working in the stockroom- a stockroom foreman who reports to the manufacturing manager and an assistant to the foreman. One of these two employees will handle customer orders. Many customers stop by and order the parts and supplies they need. Telephone orders are also received and are shipped by United Parcel Service the same day. The assembly area has some inventory stored on the shop floor. This inventory consists of low-value  items that are used every day, such as nuts, bolts, screws, and washers. These purchased items do not amount to very much dollar volume throughout the year. Unfortunately, oftentimes the assembly area is out of one of these basic items and this causes a significant amount of downtime for the assembly lines. Paperwork is kept to a minimum. A sales slip listing the part numbers and quantities sold to a customer is generally made out for each sale. If the assembly department needs items that are not stocked on the assembly floor, someone from that department will enter the stockroom and withdraw the necessary material. There is no paperwork made out for the items needed on the assembly floor. There were 973 different part numbers purchased for stock last year and those purchases amounted to $314,673. An analysis of inventory records shows that $220,684 was spent on just 179 of the part numbers. Fortunately for Harvey Industries, most of the items they purchase are stocked by either the manufacturer or by a wholesaler. When it is discovered that the company is out of stock on an item, it generally takes only two or three days to replenish the stock. Due to the company’s recent losses, its auditing firm became concerned about the company’s ability to continue in business. Recently the company sold off excess vacant land adjoining its manufacturing facility to generate cash to meet its financial obligations. New President Because of the recent death of the owner, the trust department of a Milwaukee Bank (as trustee for the estate) has taken over the company’s affairs and has appointed a new company president. The new president has identified many problem areas- one of which is improper inventory control. He has retained you as a consultant to make specific recommendations concerning a revised inventory control system. What are your recommendations and rationale? Harvey Industries is a Wisconsin company that specializes in the assembly of high-pressure washer systems and in the sale of repair parts for these systems. With the recent death of the owner, the trust department of a Milwaukee Bank, the trusty for the estate, has taken over the company’s affairs and has appointed a new company president who has identified many problem areas such as improper inventory control and has asked me as a consultant to make specific recommendations concerning a revised inventory  control system. After reviewing the company’s current inventory control I would recommend that it would be very important for them to establish good communication with the supply chain because they need to know what the demand would be for each of the parts so that they can forecast the needs so that they can plan ahead and order the necessary materials and supplies do that they do not have to wait three days for the messing parts. Currently the inventory control â€Å"system† consists of orders for stock replenishment being made by the stockroom foreman, the purchasing manager, or the manufacturing manager whenever one of them notices that the inventory is low. An order for replenishment of inventory is also placed whenever someone (either a customer or an employee in the assembly area) wants an item and it is not in stock. I would recommend changing this system, they need to establish the number of parts that would be needed in a weekly basis and replenish as the item is used so that they do not run out of the necessary parts and supplies. The company currently employs 23 people with the management team consisting of the following key employees: president, sales manager, manufacturing manager, controller, and purchasing manager. The abbreviated organization chart reflects the reporting relationship of the key employees and the three individuals who report directly to the manufacturing manager. I would recommend having different departments manufacturing, sales department for repair parts and sales department for supplies. All three departments need to be in communication with the purchasing manager that will need to be informed in order to make all the necessary purchases to maintain an appropriate inventory for all three departments. This will help save the company some money on payroll. I would also recommend that the inventory for the manufacturing department be kept in the warehouse as well as the other items that way there can be more control on the parts that go out so that they can be promptly replenish. Currently the stockroom is well organized, with parts stored in locations according to each vendor. The number of vendors is relatively limited, with each vendor generally supplying many different parts. However they could also separate the parts and supplies per department so that it would be easier to find and less man power would be needed creating a saving in payroll and payroll taxes. References Stevenson, W.J. (2011). Operations management (11th Ed.). New York, NY: McGraw Hill/Irwin

“Crow Lake” and “Students” by Tom Wayman Essay

In the two tests â€Å"Crow Lake† and â€Å"Students† by Tom Wayman both show the students and their teachers, but the teachers have not the same ways to teach them. In the two tests there are examples of person vs. person conflict as well as person vs. society conflict. In â€Å"students† and â€Å"Crow Lake† both speakers experience person vs. person conflict in their lives. In the story â€Å"Crow Lake† the narrator is in conflict with himself as well as his teacher in his life. In the test the narrator say, â€Å"My job—assistant professor, invertebrate ecology—has a number of components: carrying out research, analyzing and writing up my findings, writing up my findings, writing papers for publication, giving papers at conferences, supervising graduate students, teaching undergraduates, plus a ridiculous amount of administration.† There is also person vs. person conflict in the poem,† The freshman class first printout s showed birthdatehs so recent.† In the first example, the narrator Mary Lawson is in conflict with his teacher because his teacher teaches him, but their age has many years, even though they have many questions for this, but his teacher’s lesson did not any so boring, it’s so interesting about his teacher’s lessons. He liked his teacher’s lesson. In the second example, the narrator is in the conflict with his teacher, this text also between the teacher and students. As we can see, from these two texts both speakers experience person vs. person conflict in their lives. There is also person vs. society conflict in both â€Å"Crow Lake† and â€Å"Students†. For example in â€Å"Crow Lake† it says, â€Å"Teaching I don’t enjoy at all.† As well in â€Å"Students† it says, â€Å"Wayman observed many clung to the vaccination theory of education, he remembered: once you have had a subject you are immune and never have to consider it again.† The speaker in â€Å"Crow Lake† is the student don’t like his teacher’s teaching way. He thought it was so boring. In the second text â€Å"Students† the speaker is liked his teacher because his teacher has interesting way to teach students. As we can see, both tests reveal the conflict that the speaker undergo when dealing with independence in their new lives through this they both experience person vs. society conflict as they come to grips with the change. In both texts â€Å"Crow Lake† and â€Å"Students† speakers use their teachers to compare, one  teacher’s lesson is so interesting, the other teacher’s lesson is so boring, although their teachers ages would older than them but their class had difference way, and make students had different feeling to listen the lessons. As we can see from these two example, a difficult situation can into a person victory if you continually believe in yourself.

Using Instructional Materials to Sustain Pss2 Secretarial Students’ Interest in Office Practice Subject at Joy Professional Academy, Kumasi Essays

Using Instructional Materials to Sustain Pss2 Secretarial Students’ Interest in Office Practice Subject at Joy Professional Academy, Kumasi Essays Using Instructional Materials to Sustain Pss2 Secretarial Students’ Interest in Office Practice Subject at Joy Professional Academy, Kumasi Essay Using Instructional Materials to Sustain Pss2 Secretarial Students’ Interest in Office Practice Subject at Joy Professional Academy, Kumasi Essay Background to the Study A teaching method may be described as the standard procedure in the presentation of instructional materials and the content of activities. It is the way and manner in which the teacher presents his/her lesson to enable his/her students acquire knowledge in the subject under consideration. Any teaching method a teacher uses has advantages, disadvantages, and requires some preliminary preparation. Often times, a particular teaching method will naturally flow into another, all within the same lesson, and the excellent teacher can develop the skills to make the process faultless to their students. The classification of a teaching method as being right for a particular lesson depends on many factors such as, the age and developmental level of the students,  their experiences, interests and goals, what they already know, and what they need to know to succeed with the lesson, the subject-matter content, the objective of the lesson,  the available number of students, time, space and material resources, and the physical setting. However, another, more difficult problem is to select an instructional method that best  fits ones particular teaching style and the lesson-situation. There is no one right method for teaching a particular lesson, but there are some criteria that pertain to each lesson that can help a teacher make the best decision possible. Individuals learn in different ways. According to Dale (1996) from the www. dol. gov website, a person remembers 10% of what they read, 20% of what they heard, 30% of what they seen and 50% of what is seen and heard. The percentage increases for those fortunate enough to read, hear, see and do things in actual or practical experiences. A teacher has many options when choosing a style to teach by. The teacher may write lesson plans of their own, borrow plans from other teachers, or search online or within books for lesson plans. Teachers know that students learn in different ways. Students take in information and demonstrations of knowledge differently too. Teachers use multiple means of knowledge to help students learn and strengthen understanding. Teachers use a variety of strategies and methods to ensure that all students have equal opportunities to learn. Teaching methods vary as to the conditions they can create and different types of learning objectives require different conditions for achievement, the choice of teaching methods should therefore be based primarily on the type of learning objective. First, a single teaching method typically cannot create all the conditions necessary for a given learning objective. Second, learning objectives involving complex skills require teaching methods that promote active learning on the part of students, while learning objectives involving simpler skills can be achieved with more passive teaching methods. However, most teachers of Accounting have been using the lecture method to teach students various concepts and materials in accounting. Students thus become passive learners as they only become receptors of knowledge and are allowed very limited participation in the lessons. This has been one of the contributory factors of a significant number of students failing or performing abysmally in the Accounting paper. This method also suppresses the thinking abilities of the students and affects their abilities to analyse and work problems accurately. Meanwhile, a lot of teaching methods abound and so the researcher would like to find out if the participatory method of teaching can help improve students understanding of the Double Entry Principle in accounting. Statement of the Problem Although there is a growing emphasis on accounting education and a growing awareness for students to acquire greater knowledge of the concepts in accounting, most teachers who teach the subject mostly use the lecture method in the delivery of lessons. Students thus do rote learning and find it very difficult to analyse and solve most problems in accounting. The aim f the researcher therefore, is to attempt to use the participatory method to assist students in their efforts to acquire more knowledge and improve their understanding of the complex nature of the Double Entry Principle. Objective(s) of the Study The specific objective of the study is to use participatory method in teaching the double entry principle in accounting. Purpose of the Study Th e purpose of the study is to find out whether the participatory method of teaching can help to improve Post Secondary School (PSS) 1 students at Joy Professional Academy understanding of the Double Entry Principle in Accounting. Research Questions The following research questions were used for the study (1) How can the participatory method of teaching improve students’ understanding of the Double Entry Principle in Accounting? (2) Is the participatory method of teaching the best for teaching the Double Entry Principle in accounting? Significance of the Study The significance of the study are as follows: (i) This action research would help teachers teach double entry principles to improve upon the learning of accounting to PSS1 students at Joy Professional Academy, Kumasi by using participatory based method. ii) It would help teachers strive to improve their teaching methods in accounting. (iii) It would help increase the students’ level of learning and understanding. When there is an emphasis on teaching for meaning, there is student’s greater retention and an increased likelihood that the ideas will be used in new situations. (iv) It would serve as literature for review in further studi es. Delimitations of the Study Due to time and material constraints, the study is limited to the Post Secondary School (PSS) 1 class at Joy professional Academy, Kumasi. Only the members in this class were used for the study. Organisation of the Study This study is divided into six chapters. Chapter one is the introduction. It looks at the background of the study, the statement of the problem, the purpose of the study and significance of the study. It also briefly looks at the research questions and delimitations of the study. Chapter two is the literature review. Literature is reviewed according to the research questions. Chapter three presents the methodology used for this study. It also looks at the research design. It explains the population, sample and sampling procedure and the instruments used in collecting data for the study. It also discusses how data was collected and analysed. Chapter four presents the intervention design and implementation of the problem identified Chapter five presents the results of the study. It also analyses the results of the study. Chapter six presents the summary, conclusions and recommendations of the study. CHAPTER TWO LITERATURE REVIEW Introduction This chapter is the review of literature. It presents the literature according to the research questions. In presenting the literature review, the researcher would like to give a brief detail about the Double entry Principle In accountancy, the double-entry bookkeeping (or double-entry accounting) system is the basis of the standard system used by businesses and other organisations to record financial transactions. Its premise is that a businesss (or other organisations) financial condition and results of operations are best recorded in accounts. Each account maintains a history of changes in monetary values about a particular aspect of the business. This system is called double-entry because each transaction is recorded in at least two accounts. Each transaction results in at least one account being debited and at least one account being credited, with the total debits of the transaction equal to the total credits. This requirement has a benefit to the bookkeeper, because the accuracy of the accounts can be checked quickly for, when all the accounts that have debit balance are summed, they should equal the sum of all the accounts which have a credit balance. Without this requirement, there would be no quick means to check accuracy. The double entry system is the base or fabric for a full fledged financial accounting information system. Financial accounting information system comprises all the documents, records and evidence of financial transactions between the business, its employees and the outside world. Advantages of double entry principles i. Entry for every transaction is made twice, one on the debit side and the other at the credit side. This provides an automatic check on the correctness of the records. If cash is misappropriated, other things being equal, it would be revealed by the accounts ii. A picture of the company’s financial obligations and the resources to meet them is always in focus. iii. All transactions are suitably divided into a personal and in personal group. iv. A double entry system facilitates the setting out of the financial position of the business at any moment in time. v. The double entry system helps the business to associate each person or business with the area of operation to which he is connected with the business and the amount due on such operation. Disadvantages of double entry principles i. It is time consuming and expensive since every transaction should be recorded at least twice ii. It is complicated; it is not easy for a layman to understand and interpret an account, e. g. edger accounts and cashbook. iii. Single entry system avails itself to everyone who can read and write to keep his own records of his transactions. Double entry can be properly done only by an expert. iv. The double entry system gives an unreliable assurance that if the trial balance and the balance sheet agree at the two sides then some accuracy prevails in the recording pr ocess. Using the participatory method of teaching to improve students’ understanding of the Double Entry Principle in Accounting The quality of education depends, to a large extent, on the quality of teachers involved in its development and delivery. A quality teacher will acknowledge the needs and interests of the pupil, permit the pupil to learn at his/her own pace, encourage learning through doing and where necessary provide remedial and enrichment instruction among others. The methods and techniques used by the teacher will help their students realise the understanding of any topic. Jones (1987) in Andersson Bendix (2006) states that participatory teaching methods are â€Å"those which draw the student into the classroom learning process. † A good learning experience can be borne out of the interaction between the participants freely exchanging their knowledge and ideas. Participatory teaching methods can increase both the teachers’ and students’ motivation, as the awareness of what is going on in the classroom increases through interaction. According to Jones (1987) participatory teaching methods include, for example, brainstorming to create ideas spontaneously, directed dialogues as examples of problem solving, small group discussions for preparing food for thought for the whole group, role playing as a stimulation, games as thematized interaction, panel discussions for airing ideas, debates for learning argumentation, and Socratic dialogues as a way to explore the theme further. Scharff and Brown (2004) add learning communities to participatory teaching methods as a way to integrate together students with heterogeneous backgrounds. In theory of situated learning both learners and teachers are considered to form a community of practice together (Wenger, 1998). Similar to apprenticeship, the learner participates in the community, first to learn legitimate ways to communicate within it, and gradually to participate as a full-fledged member in transferring knowledge and skills. The situated learning approach enlightens us on the idea that learning is a two-way process of interaction. The way and manner a teacher would deliver his/her content to his/her students would be informed by the kind of teaching method he/she is using at the particular point in time. Factors like the size of the class, the objectives of the lesson, the time allocated for the lesson, the nature of the topic being treated and its content, among others would help the teacher to know which teaching method to use (Baffour-Awuah, 1992). Perrott (1988) commented on teachers’ characteristics that promote teaching and learning as follows: teachers should be enthusiastic, businesslike and task oriented. She said further that teachers should be clear when presenting instructional content. She added that teachers should also use a variety of instructional materials and procedures and should provide opportunities for students to learn the instructional content. Farrant (1982) said that to promote effective teaching and learning in schools, the teachers should be knowledgeable or qualified and be able to adopt the appropriate instructional methods to bring about desired objectives. The best teaching method for presenting the Double Entry Principle in Accounting According to Baffour-Awuah (1992), there is nothing like the best teaching method for teaching one or all topics in any subject. It needs a combination of two or more methods for one to teach effectively. Francoise et al (1995) suggested that instructional choice can improve comprehension and memory of concepts and procedures while affording students an opportunity to develop their thinking skills, principles and concept demanded by the accounting students. Cooper and Mucks (1989) described group learning as a structural systematic instructional strategy in which small groups work together towards a common goal. When establishing a basis for constructing an appropriate response to the afore-mentioned description, it is important for an instructor to use group learning in the teaching and learning of accounting. Feldman and Dow (1997) supported the idea that group activities that enhance students’ communication and interaction encourages more active learning environment. Larson (1990) revealed that the educational philosophy behind the development of accounting is that learning occurs most effective when students are actively involved. He said the goal is for students to use much of their study time as possible in active behaviour such as answering questions and solving problems. The above statements suggest that to promote effective teaching and learning in school, teachers should involve students actively in lessons especially concerning problem solving and workings on class exercises. Tamakloe et al (1996) said that it is important to note that the rate of learning of the average student is not the same as that of the very fast learner, or the one who learns at a slow pace. They said this calls for the recognition of the potent role which individual differences play in the learning process. They have suggested that programmes of learning should be designed to cater for individual dispositions so that each student can learn at his own pace. Teachers, of course, aim at the best possible product, such as students passing their exams and getting a degree. Students, nowadays, are both customers and users of teaching. The students know their own rights, and capabilities or limitations, and the value of this should be put in to use in getting the students involved during the teaching/learning process (Vuokko and Berg, 2007). According to Andersson and Bendix (2006) in university traditions, students are usually approached as teaching subjects. Smith (1999) disclosed that good relationship between students and instructors and the establishment of conducive environment in the classroom have the tendency of improving students’ performance in accounting for the objectives to be achieved. This framework recognizes the need to first establish the learning objective and the material needed to accomplish the objectives. Brunner and Piaget (1993) who advocated for learning by discovery believed that students learn best when they have the opportunity to discover for themselves what they do not know. Hence, concrete learning should precede abstract learning. Farrant (1982) stressed that motivational methods can bring about desired objectives. He therefore mentions motivational techniques such as awarding arks and praise, and giving special gifts like books and sweets, doing practice and repetition and individualised learning are important in promoting effective learning. Ehiametalor (1990) suggested that to improve upon the performance of the students, the presentation of accounting information should be followed by assignments. Moore (1989) maintained that teachers should be enthusiastic in their teaching, because enthusiastic teachers produce higher academic achievers all things being equal. Whitehead (1991) suggested that to improve the ability of students in schools, students should concentrate on areas in which they are least competent. He said the competencies required of the accounting students are the ability to master the processes involved which include the ability to explain concepts. Davidson (1994) charged all stakeholders in education to lay a strong foundation in education to enable students do well in school. Borich (1988) also suggested that the teacher could concentrate on the middle level or average students while giving individual attention to the weak students. He recommended that the above average students could be encouraged to work ahead of their colleagues. Finally, accounting students need to apply accounting principles and concepts in tackling accounting questions. Johnstone and Biggs (1998) mention problem-based learning, identification of problem-solving skills, critical thinking skills and case method as ways to develop accounting studies. CHAPTER THREE METHODOLOGY Introduction This chapter presents the methodology used for the study. It also looks at the research design. It explains the population, sample and sampling rocedure and the instruments used in collecting data for the study. It discusses how data was collected and analysed. Research Design The research design used for the study was the evaluative study. This method sought to make judgement about the effectiveness and relevance of the participatory method of teaching in Accounting. Population The population was made up of students of the PSS 1 Accounting Class and teacher s in the school who taught Accounting. This population was chosen because they would be able to provide the researcher with the relevant data needed for analysis. Sample and Sampling Procedure The sample for the study was made up of twenty five students drawn from the PSS1 Accounting Class. The simple random sampling method which is a probability sample in which each population element has a known and equal chance of being included in the sample was used to select the respondents. It also helped the researcher to identify and enumerate the finite population. Instruments The researcher used questionnaires, interviews and observations as its key instruments in the study. Questionnaires Questionnaire was used to obtain information from a number of the students and teachers who were sampled for the study. The items in the questionnaires were written in a clear language to enable respondents understand and answer the questions objectively as possible. The choice of the questionnaire for the study was that the researcher did her internship in the school in which the research took place and so the identification of the population for the study was not difficult. The only weakness was that it some of the respondents did not return their questionnaire for the analysis of data. Interview schedules Students and teachers’ views on the double entry principle in accounting were sought. The interview sought to find out students perception, interest, attitude and their performance in accounting. It also sought to find students views on the various methods employed during the teaching of the subject Observations Personal observations were carried out during the one year internship programme. The purpose was to find out how students behave towards the teaching of accounting and how to improve upon students’ performance in the subject. Again, it was aimed at observing methods and strategies employed during the teaching of accounting. In addition, the researcher also observed the relationship between the teachers and students during accounting lessons. Data Collection Procedures Data was collected through questionnaires and interviews. Data was also collected through books, journals, and articles written by specialist in the fields of education mostly especially on teaching methods. Data Analysis In an effort to make the presentation of the findings succinct and comprehensive, the data was organised into tables and the results were analysed using mean mark. The difference in mean mark helped the researcher to make meaningful conclusions for the study. CHAPTER FOUR INTERVENTION DESIGN AND IMPLEMENTATION Introduction This chapter presents the intervention design and implementation for this study. Intervention Design The following factors are the interventions designed to use the participatory method of teaching to improve students’ understanding of the Double Entry Principle in Accounting. The participatory method of teaching involves teaching methods that involves learners or students in the teaching/learning process. There are a lot of participatory teaching methods but the ones the researcher used were: (i) The Activity Method (ii) The Demonstration Method (iii) The Discussion Method Implementation of the Intervention Designs (i) The Activity Method This is a way of working that allows investigation, experience or study in which the student is allowed to develop and express his own ideas, thoughts and activities. This method is learner-centred in that it lays more emphasis on the active participation of the student with a minimum intervention or interference by the teacher. Implementation of the Activity Method The researcher selected the sub-topic â€Å"Recording transactions in the assets and liabilities accounts† under the Double Entry Principle and all the materials and teaching aids like charts and prepared questions for the group. The researcher prepared the environment (i. e. the classroom) where the lesson was held to facilitate teaching and learning. The researcher gave the exact and clear instructions to the students as to how to go through the lesson. This was done during the introduction of the lesson. The rule or instruction for the double entry concept states that every debit entry in the book of accounts must have a corresponding credit entry and vice versa. The rule for entering transactions into the assets and liability accounts was explained to the students. The rule for entering transactions in the assets accounts states that: (a) to increase an asset, debit the accounts and (b) to decrease an asset, credit the accounts and while the rule for entering transactions in the liability accounts states that: (a) to increase a liability, credit the account and (b) to decrease a liability, debit the account. The students were grouped into five groups with five members in each group for the activities. Each group was given a prepared question and was told to discuss and enter the transaction into the appropriate accounts correctly showing the double entry effect of each transaction. For example, the questions that were given are as follows: a) Kwame started business with cash GH? 400 b) Paid loan from outside party by cash GH? 20 c) Introduced capital deposited into the business bank account GH? 100 d) Purchased stock in trade on one month’s credit for GH? 30 from Ato e) Bought a motor van GH? 0 paying by cheque The researcher moved among the groups to guide and supervise their work. The researcher called the group leader to present the solution of each group on the chalkboard. Students were then asked to give their opinions on each solution that had been presented. They discussed the solutions that had been presented. The researcher was alert to any unexpected situation that occur red in the course of the lesson and gave prompt solutions to them. The researcher concluded the lesson by reviewing it through questioning and also allowed the students to give a verbal summary of what they did. The researcher gave students assignment on the sub-topic to do at home and present it to her for marking the next day. The advantage of the activity was that it makes learning more interesting, enjoyable but not passive and boring to the students. It encourages pupils to be creative, curious, develop initiative and to discover new knowledge. It also helps to reinforce and revise what is being taught. However, its disadvantages are that it is time consuming and also requires a hardworking and resourceful teacher to handle this method effectively. (ii) The Demonstration Method The demonstration involves showing, telling and doing something can be observed by an individual or group of learners. In demonstration, the teacher is the principal performer or demonstrator while the students are his/her audience. It is usually the major part of all the learning activities which facilitate learning by doing. Implementation of the Demonstration Method The researcher gave the sub-topic â€Å"Account† to the students. She introduced the lesson by telling the students the objectives of the demonstration in order to motivate them to participate in the lesson. The researcher gave an overview of the main steps of the demonstration. This was to allow the students have an idea of what was to be learnt. Steps 1. (i) The definition of the term â€Å"account† was written on the chalkboard (ii) The simplest form of the account was given to the students as the ‘T’-account. It has two sides; the left-hand side and the right-hand side. The left-hand side is debit (Dr. ) side and the right-hand side is the credit (Cr. ) side. The title which is centred at the top of the account gives the particular name of account. (iii) The example of the account format was written on the chalkboard for the students to see as: Machine Account Dr. Cr. 2. The students were shown how to record transactions at the appropriate sides of the respective accounts. For example: Kofi Atta’s Account ? ? Loan 500,000 Purchases 2,000,000 The demonstration method assists in making the results of difficult activities readily available and also can be used to verify observations made previously by students. It also helps students to think and apply what they have learnt in a demonstration to new situations. However, the demerits are that it can result in students initiating a practice without understanding its basis. It also requires much planning and preparation by the demonstrator. iii) The Discussion Method This method involves the exchange of ideas, facts and opinions about a topic between individuals or group of students under the guidance of the teacher. The main mode of interaction between the students is by verbal or oral communication. The discussion was done by the whole class. Implementation of the Discussion Method The researcher mentioned the topic to be discussed to the students. The topic that was for the discussion was â€Å"Ledger,† one of the sub-topics under the double entry system. The researcher announced the procedure for conducting the discussion to the students. The researcher then initiated the discussion and guided students to come out with a definition of a â€Å"ledger. † After the definition of a ledger, the researcher asked the students a series of questions to help them out with the features of a ledger. The researcher led the students through questioning to come out with the functions of the ledger. This stage was very interesting as students came out with several functions of the ledger. The researcher ensured that the students talked about the topic and did not deviate from it. The researcher asked leading questions to come out with the classifications of the ledger. Students were able to come out with these ledgers. The researcher wrote all the important points in the course of the discussion on chalkboard for the students to see and understand what is being discussed. The researcher ended the discussion by summarising all the main points, facts and opinions mentioned in the discussion. The researcher asked the students questions to review their understanding. The merits of the discussion method is that it helps students to explore for answers to problems and it also the students to get clearer views on the ideas they express as it clarifies their thinking. CHAPTER FIVE RESULTS OF THE STUDY Introduction This chapter presents the results of the study. It also discusses the results of the study. This study was to find out how the use of the participatory method of teaching could help improve students’ understanding of the double entry principle in accounting. The study reveals the pre and post intervention results when the various intervention strategies were implemented. Table 1: Results of the students with the use of the Activity Method No. of Students Mean Mark Difference in Mean BeforeAfter 255. 087. 041. 96 From Table 1, the mean mark of the students in series of exercises conducted for the students before the use of the activity method was 5. 08. The mean mark of the students after the use of the method was 7. 04. When the two marks are compared, the mean difference between the two scores was 1. 96. This indicated that the use of the activity method had a greater influence on the understanding and performance of the students in the various tasks. Table 2: Results of the students with the use of the Demonstration Method No. of Students Mean Mark Difference in Mean BeforeAfter 2535. 4862. 426. 76 From Table 2, the mean mark of the students in series of exercises conducted for the students before the use of the demonstration method was 35. 48 while the mean mark of the students after the use of the method was 62. 24. The mean difference between the two scores was 26. 76. This indicated that the use of the demonstration method had a greater influence on the understanding and performance of the students in the various tasks. Table 3: Results of the students with the use of the Discussion Method No. of Students Mean Mark Difference in Mean BeforeAfter 2544. 8069. 8425. 4 From Table 3, the mean mark of the students in series of exercises conducted for the students before the use of the discussion method was 44. 80 while the mean mark of the students after the use of the method was 69. 84. The mean difference between the two scores was 25. 04. This indicated that the use of the discussion method had a greater influence on the understanding and performance of the students in the various tasks. Discussion of the Findings The objective of the study was to use the participatory teaching method to enhance students’ understanding of the double entry principle. The mean mark of the students in the assessment tasks before the use of the intervention strategy (activity method) was implemented was very low. This however, had increased by a significant (greater) margin. This meant that the students had showed much improvement and understanding of the topic that they had being taught. The activity method helped the students to be able to undertake the various activities that were presented to them. With respect to table 2, the story was not much different. The students’ mean mark had increased by a margin of 26. 76. This showed that the method used in delivering the lessons to the students was very effective. From table 3, the pre-intervention mean mark of 44. 80 had increased to 69. 84. The discussion method had helped to improve upon the performance of students in using the double entry principle in accounting. The adoption of all the intervention strategies contributed effectively in diverse ways to help achieve the objectives of the study. For instance, student’s response to questions showed that their improved performance in the various forms of assessment indicates that each of the intervention designs played a vital role. CHAPTER SIX REFLECTIONS, CONCLUSION AND RECOMMENDATIONS Introduction This chapter presents the reflections, conclusion and recommendations for the study. Reflection In reflecting upon this study, the researcher has come out with the following comments. The methods used by the researcher developed in students the spirit of co-operation among the students particularly during the use of the class discussion and the activity teaching methods. It was also revealed that the combination of different teaching methods during the teaching and learning process is a positive step since individual students benefit from different teaching strategies. The researcher identified some peculiar problems students encounter in analysing some concepts in the double entry principle. Students found it difficult, for example, to identify different accounts. The researcher found out that teachers tend to use complex sentences in explaining concepts to students. Most of the teachers did not use simple sentences to explain concepts to the students. The students perceive accounting subject as a very difficult one and so most of them were not punctual to class when it was time for accounting. Again, the lack of up-to-date Accounting textbooks was also a problem. The students used pamphlets and hand-outs that did not treat the very fine details of the subject. Most of the teachers used mostly one teaching method especially, the lecture method. This affected the students’ understanding on most of the topics. They did not involve the students much in the teaching/learning process. Also, the environment in which teaching and learning was not cordial. Students were seen as dull and so the teachers did not accommodate them in the teaching/learning process. Most of the teachers were also not regular in class because of lack of effective supervision by the administrators of the school. Some of the teachers most of the time did not make use of teaching materials in their lessons. They had the impression that the teaching of the topic did not call for teaching and learning materials. Conclusion The following findings were made: It came out the activity, demonstration, and discussion methods helped students to improve upon the learning of double entry principles in accounting and also made them conversant with the accounting policies and concepts. It was also revealed that the students became confident to practise what they had been taught by the teacher with the use of the activity, demonstration, and discussion methods. From the findings, the conclusion drawn is that the use of participatory method assisted students to improve upon their understanding and performance of the double entry principle in accounting. Recommendations It is recommended that: (i) Accounting teachers in the school should be resourceful and use effective instructional methods in teaching in order to improve upon instruction in accounting studies. They use a combination of traditional and contemporary instructional methods in teaching such as co-operative learning, demonstration, discussion and activity based has brought a significant change in the performance of the students. ii) Curriculum developers should also design instructional procedures to serve as a guide for teachers in their use of the suggested syllabus. (iii) Again, the school administrators should organise workshops for the accounting teachers in the school to keep them abreast with current and changing trends in the teaching of accounting. (iv) Teachers should t ry as much as possible to give more exercises to the students. They should also be given more practical work and a lot of homework to help extend students learning time. v) Teachers should use appropriate teaching and learning aids to reinforce the concepts to help enhance students’ interest in the lessons when they are being taught. Suggestion for Future Research In view of the limited area this study covered as a result of time and financial resources constraints, it is suggested that a further research be conducted using a different teaching method to ascertain students understanding in the double entry principle in accounting.

Meaning and Origin of the Surname Arthur

Meaning and Origin of the Surname Arthur Arthur is an English and Welsh surname with several possible meanings: Last name meaning strong man, from Ar, meaning man and thor, meaning strong.A surname meaning bear man, hero, or man of strength, from the Welsh arth, meaning bear and ur, an ending meaning man.From  the  Gaelic Artair, Middle Gaelic Artuir, both derived from the Old Irish art, meaning a bear. Surname Origin: English, Welsh, Scottish Alternate Surname Spellings: ARTUR, ARTURS, ARTHOR Where in the World is the ARTHUR Surname Found? The Arthur surname is common today in New Zealand and Australia, according to  WorldNames PublicProfiler, especially the New Zealand districts of Stratford, Waimate, Hurunui, Central Otago, and Clutha. The Arthur last name is fairly evenly distributed throughout England, Scotland and Northern Ireland. Surname distribution data from Forebears  indicates the Arthur surname is most prevalent in Ghana, where it ranks as the 14th most common surname in the nation. It is also relatively common in Australia (ranked 516th) and England (857th). Census data from 1881–1901 in the British Isles shows the Arthur surname was prevalent in the Shetland Isles of Scotland, Jersey in the Channel Islands, and Brecknockshire, Carmarthenshire, and Merionethshire in Wales. Famous People with the Last Name ARTHUR Chester A. Arthur - 21st President of the United StatesBea Arthur (born Frankel) - Emmy and Tony Award-winning American actress  Jean Arthur (stage name, born Gladys Georgianna Greene) -  American actress best known for her roles in films such as Mr. Smith Goes To Washington and The More The MerrierTimothy Shay Arthur (T. S. Arthur) - popular 19th-century American authorWilfred Arthur - WWII flying ace of the Royal Australian Air Force (RAAF) Genealogy Resources for the Surname ARTHUR Presidential Surname Meanings and OriginsDo the surnames of U.S. presidents really have more prestige than your average Smith and Jones? While the proliferance of babies named Tyler, Madison, and Monroe may seem to point in that direction, presidential surnames are really just a cross-section of the American melting pot.   Arthur Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Arthur family crest or coat of arms for the Arthur surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. Arthur Family Genealogy ForumSearch this popular genealogy forum for the Arthur surname to find others who might be researching your ancestors, or post your own Arthur query. DistantCousin.com - ARTHUR Genealogy Family HistoryExplore free databases and genealogy links for the last name Arthur. The Arthur Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Arthur from the website of Genealogy Today. Sources Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Research paper Example | Topics and Well Written Essays - 2250 words - 2

Research Paper Example For instance, they offer prescription drugs for treating respiratory illness, HIV, hypertension and others. The parent company of Boehringer Ingelheim is C.H. Boehringer Sohn; in fact, they have affiliates such as Boehringer Ingelheim USA Corporation (Icon Group International, 2000). Nevertheless, this paper focuses on exploring compensation and benefit challenge faced by Boehringer Ingelheim Inc., and other recommendations for addressing this situation. Therefore, by achieving objectives in this research, the paper will make a substantial contribution to training literatures regarding compensation and benefit system. II. A Brief Historical View of the Organization Boehringer Ingelheim Company was established at Ingelheim am Rhein in 1885 by Albert Boehringer; In fact, during this period, this company had capacity to employ twenty-eight employees in Nieder-Ingelheim. Nevertheless, this company has grown over the years to become a multinational corporation, thereby supplying pharmaceu ticals to consumers from different countries around the world. Moreover, this company has a primary focus on various therapeutic areas such as respiratory, virological, metabolic, cardiovascular diseases, and other diseases that affect the central nervous system. In addition, the company has been actively involved in numerous research and development programs aimed at drugs and fine chemicals innovations. III. Assessment of Company’s Compensation and Benefit System Challenges In Boehringer Ingelheim Company, five years ago, their human resource system was decentralized. In this case, company’s human resource system was serving employees from different locations. Therefore, processes involved in offering human resource services to employees were disorganized because these human resource departments were managed by small groups of staff members. Besides, these groups were dedicated to oversee functions of human resource departments in Boehringer Ingelheim, and they could offer support to employees in this company, but they were not efficient. In fact, their inefficiency was caused by lack of required training and human resource tools, which were needed to improve their efficiency. Furthermore, this company experienced numerous errors within their compensation and benefit system, and inconsistency in the process of handling inquiries from their employees. Moreover, company management did not have a solution to these problems; in fact, they were undecided on whether to undertake strategies such as training or hiring more staff to solve these challenges (Icon Group International, 2000). The company management came up with an idea of seeking guidance from an expert in the field of human resource in order to facilitate positive transformation of company’s operations. In this case, the Watson Wyatt Company was chosen as partner experts due to their experience and in-depth knowledge in the field of h