Research proposal on Prospects of establishing a new garments factory in Khulna city of Bangladesh

Prospects of establishing a new garments factory in Khulna city of Bangladesh

 

Introduction

Establishing a company needs a lot of requirements to fulfill and needs a lot of research to be able to know whether the firm will be able to maintain its status or not. . In addition, a number of factors must first be considered so as to adapt the establishment to current market and business trends. Thus, a feasibility report must first be done so as to assess the potentials of the project to succeed and to last. In this feasibility report, the project on a establishing a new garment factory will be assessed based on the business environment.  Moreover, the problems that could possibly be encountered during the construction process as well as how these challenges can be resolved will be included One of the most important thing to consider when establishing a new firm or new garments factory is to consider a study regarding the place that you wil locate your business.  The main goal of this propose study is to identify the whether Khulna City in Bangladesh. In addition, it also aims to determine the ways in which the garment factory can use to overcome the challenges they are facing in the global market This part of the research study provides the analysis on analysing the capabilities of this city to hold a garment factory.

Accordingly, Khulna city is far from capital of Bangladesh and majority of the garments factories have been established in Dhaka and Chittagong. Khulna City has been described to have a very cheap labour and good transportation port. The land value of the city is also relatively low which makes it conducive to different industry.

 

Statement of the Research Problem

This researcher finds the necessity for a study that specifically tackles the prospects of establishing a new garment factory in Khulna City in Bangladesh.  This study also intends to explore the factors to be considered in garment factory in relation to the immediate resources of the city and its capabilities. Therefore this study attempts to answer the primary query:

1.            What are the positive and negative factors in Khulna City in Bangladesh in connection to establishing a garment factory?

2.             What are the strength and weaknesses of the Khulna City?

3.            How can Khulna City provide the needs of the garment factory to have smooth and efficient operations?

 

Research Methodology

Basically, this study, as a whole, can be classified as a descriptive research, whose objective is to portray an accurate profile of persons, events or situations, and may be an extension or a forerunner to a piece of exploratory research, a research that tries to establish causal relationship between variables. (Robson, 2002; Saunders et al, 2003) Accordingly, with the descriptive research, it is necessary to have a clear picture of the phenomena on which a researcher wishes to collect data prior to the collection of the data. (Saunders et al, 2003)

            Further, even if many project tutors are often wary or work that is too descriptive, and they will want a researcher to go further and draw conclusions from the data gathered, description in management and business research has a very clear place, although, it should not be thought of as an end in itself, but only as a means to an end. (Saunders et al, 2003).

The research described in this document is based solely on qualitative research methods. This permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan.

During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan. Qualitative models are more able than traditional models to express states of incomplete knowledge about continuous mechanisms (Benjamin, 1994). Qualitative simulation guarantees to find all possible behaviors consistent with the knowledge in the model. This expressive power and coverage are important in problem solving for diagnosis, design, monitoring, and explanation

 

 

Reference

Creswell, J.W. (1994) Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage.

 

Biogas Plant

1.0  Abstract

The paper discusses in brief the research proposal on the subject organic wastes in biogas plant and its treatment. In particular, the research will focus on how biogas plant treats its own organic wastes. In this proposal, the background, the research questions and objective and the research methodologies are presented.

 

2.0  Title

The working title of this research is drafted as: AN EXPLORATORY STUDY OF HOW BIOGAS PLANTS TREAT ORGANIC WASTE: CASE STUDY OF CHINA

 

3.0  Introduction

The management of waste is one of the major problems of most countries most. The premise is that this type of waste adverse environmental effects such as contaminating the land, water and air resources as well as having harmful effects on human health if not disposed properly. A biogas plant on the other hand is simply refers to an anaerobic digester that treats farm wastes and energy crops. A mainstay of a biogas plant is fermenter or reactor which is made out of a gas-tight, closed steel and cement chamber. Organic wastes are turned into biogas and with energetic substance of methane. After which, the biogas is burned in a combined heat and power palnt in order to produce electricity and heat.

In this research, how Chinese biogas plant treats organic wastes to make such useful for everyone will be explored. In 1958, China began using biogas digester for the purpose of exploiting the multiple functions of biogas production. This was perceived to be the first important step in the modernisation of agriculture. Today, the status and development of biogas plant in China with respect on these plants treat organic waste in not yet explored.    

      

4.0  Research Questions and Objective

The main purpose of this research is to investigate the various practices of Chinese biogas plants in converting organic wastes into utilizable energy resources. To achieve this aim, the paper will seek to answer the following questions:

1)    Are the processes employed by the Chinese biogas plant sustainable?

2)    What are the existing problems and barriers that need to be addressed towards further effectiveness of the biogas plants?

3)    How does the government provides support especially in terms of policies and regulations?

4)    What is the future of organic waste treatment in China?

  

5.0  Research Methodology

The research philosophy that this research will going to use is the realism perspective since the researcher believe that there is a reality that exists independent of human thoughts and beliefs. As such, these are critical to know reality with certainty. The inductive research will be also used since it focuses on building theories rather than testing them. Inductive research, in addition, emphasizes a close understanding of the research context and focuses on a more flexible structure to permit changes of research.

Primarily, the research is exploratory which aims at finding out what is happening or seeking new insights by asking questions to experts or conducting focus-group interviews. The exploratory study starts with a broad set of questions and then narrows them down as the research progresses. In addition, the research will be also experimental. The findings of these processes will be the primary data of the research and the secondary data will come from the literatures that the researcher plans to collate including published articles from science journals, books and related studies on biogas production.

The research will be divided into five chapters. In Chapter 1, the nature of the problem, background of the study, research objectives and methodologies will be presented. The next Chapter will be devoted to review of literature on biogas and medical wastes. Chapter 3 will discuss the methodologies utilized. The result of the experiment and qualitative analysis will be presented on the fourth Chapter and Chapter 5 will provide significant conclusions and insightful recommendations.   

 

What Would Motivate The Regulators To Develop The New Rules When It Comes On Financial Reporting Standards

 

 

 

 

 

 

There are numerous reasons why do regulators develop new rules when it comes on financial reporting standards. One of the motivations is that the stringent approach to accounting policies and standards is a tool for the government to measure the legitimacy of an entity with regards to its relationship with the public and environment. Actually, financial reporting, let’s say IFRS or IFRS2 is one of the factors that needs consideration not only by the UK business organisations but also by the global community to regulate accounting practices.  Regulators develop new rules because of conformity. The values reported by a certain company should conform to the standards given by AASB, IFRS or GAAP.  Fair values given to companies should also comply with their status in the market.  Meaning, fair values should reflect to the factors in business like its earnings, growth and market. The discussed case in Accounting Headline 7.8 stated that the arrival of IFRS2 will make the means of bonuses largely neutral in profit and loss account terms between cash and shares or share options.  The objective of this IFRS is to stipulate the financial reporting by an entity when it undertakes a share-based payment transaction.  Particularly, it obliges an entity to reflect in its profit or loss and financial position the effects of share-based payment transactions, as well as expenses combined with transactions in which share options are arranged to employees.

 

For regulators, the new rules are needed to serve as guidance on how entities should decide fair value assessments for financial reporting purposes. The new rules are created because of the issue of consistency. A situation case where some financial statement items are accessible at fair value, while others are offered at cost may confuse financial statement readers.

 

The motivation of regulators with regard to the development of new rules is to illustrate the economic value of each class of assets and liabilities as if they were independent from each other and other entity resources; these values were linearly additive and as far as potential purged of super profits and managerial purpose. This outlook relies on neither a strong theory nor on empirical evidence. It is really based on an economy with all relevant markets being well organised and in perfect equilibrium, which results in markets consistent with the standard-setters' scenario and in market prices that reflect economic values.  As shown, Accounting Headline 7.8 has examined the issues pertaining to IFRS 2 which is most likely to require an entity to recognise share-based payment transactions in its financial statements, including transactions with employees or other parties to be settled in cash, other assets, or equity instruments of the entity.  The regulators major argument for the creation of new rules should, ideally, recognise the amount of asset cash flows and their timing and expectations of changes therein, the time value of money, the price of the risk inherent in assets, and other factors.

 

Research Proposal on The Effect of Training Grade Eight Students on the Algebraic Problems: Solving Strategy on Their Ability to Solve Other Mathematical Problems and Learning Retaining

The Effect of Training Grade Eight Students on the Algebraic Problems:  Solving Strategy on Their Ability to Solve Other Mathematical Problems and Learning Retaining

 

Introduction

Students in algebra classes face many difficulties. Among them are an inability to apply algorithmic knowledge to novel problems, poor arithmetic skills, and difficulty with the abstract content associated with higher-level mathematics. With this in mind, I have explored some of the research on the algebra performance of students with disabilities and reasons for their difficulties. In addition, we discuss pedagogical practices that best serve students with learning disabilities in algebra.

 

Problem representation strategies are needed to process linguistic and numerical information, comprehend and integrate the information, form internal representations in memory, and develop solution plans (Silver, 1985). These strategies facilitate translating and transforming problem information into problem structures or descriptions that are verbal, graphic, symbolic, and/or quantitative in nature (Janvier, 1987; Mayer, 1985). These verbal and visual representations in turn assist in organizing and integrating problem information as the problem solver develops a logical solution plan. Specific problem representation strategies include (a) paraphrasing or restating problems in one's own words; (b) visualizing problems by drawing pictures, constructing diagrams or charts, and making mental images; and (c) hypothesizing or establishing goals and setting up a plan to solve the problem.

 

Research has also suggested that academic performance may be influenced not only by cognitive factors such as ability to represent problems, but also by noncognitive factors, for example, self-perceptions of ability or academic competence and perceptions of task difficulty (Heath, 1996; Montague, 1997). Students' self-perceptions may directly influence how they approach a task and the amount of effort they put forth.

 

Partially in response to previous research, developmental educators began to question traditional methods of teaching mathematics (Hackworth, 1994), and to experiment with other instructional techniques (Ahmed, Barks, & Dolega, 1996; Higbee & Thomas, 1999;), including strategies for reading math texts (Campbell, Schlumberger, & Pate, 1997), writing assignments (Williams, 1995), studying word problems (Dooley & Sundeen, 1997), testing (Glover, 1995), and grading (Mollise & Matthews, 1996). Many developmental mathematics educators began to shift from predominantly lecture to a more collaborative learning environment (Higbee & Thomas, 1998).

 

The difficulty with symbolic reasoning can be heightened when teachers introduce algebra concepts that are more difficult than arithmetic instruction. According to some researchers, educators need to attend to the following instructional techniques to help students make connections between arithmetic to algebra and understand algebraic notation (Brownell, Smith, and Witzel, 2001).

Although it is easy for experts to advocate for the use of explicit, relevant math instruction, it is difficult for teachers to do. One possible way to make instruction relevant and use explicit instruction is to provide students with hands-on experiences. Hands-on experiences allow students to understand how numerical symbols and abstract equations are operating at a concrete level, making the information more accessible to all students (Devlin, 2000; Maccini & Gagnon, 2000).

 

Problems of mathematics underachievement are greatest for students with mild disabilities and those at risk for mathematics failure (Parmar, Cawley, & Frazita, 1996). Specifically, word-problem solving is difficult for mathematics students who evidence problems in reading, computation, or both (Dunlap, 1982). As a result, some of these students reportedly spend more than one third of their resource room time studying mathematics (Carpenter, 1985).

 

The importance of providing quality word-problem-solving instruction for students with mild disabilities and at-risk students is clear. Although mathematics instruction in general, and word-problem solving in particular, has not received as much in-depth study and analysis as reading (Bender, 1992), a reasonable number of mathematics word-problem-solving intervention studies with samples of students with learning problems is now available. A recent narrative review of word-problem-solving research (Jitendra & Xin, 1997) provided information of practical importance but was limited by its reliance on published studies only, and by a lack of quantitative techniques for analyzing the magnitude of intervention effectiveness.

 

In this proposed study, I shall investigate several variables that may influence the mathematical problem solving of eight grade students. These included perceptions of problem difficulty, problem-solving accuracy, persistence as measured by time taken to solve the problems, use of problem-solving strategies, and problem-solving method (silent problem solving versus thinking aloud). I propose that enabling the students to adopt a learning strategy on algebra and how they perceive the mathematical problems will result to lesser time in solving problems, get more correct answers, and use more problem-representation strategies.

 

Background of the Problem

Mathematics is very sensational for each person. It would be very difficult to live normal life in very many parts of the world in 21st century without making use of mathematics of some kind.

 

Beginning algebra students are required to move from arithmetic thinking to algebraic thinking. This transition is believed to involve a move from knowledge required to solve arithmetic equation  to knowledge required to solve algebraic equation. This transition is referred to as pre-algebraic thinking, the cognitive gab or didactic cut between arithmetic and algebra  (1997;Boulton-Lewis, Cooper, Atweh, Pillay and Wilss, 1998;Boulton-Lewis, Cooper, Pillay and Wilss, 1998).

 

Algebra can be thought of many ways, as pattern, functions and relation, as language, representations and structures based on generalised arithmetic, or as a tool for modelling mathematical ideas and problems” National Council of Teachers of Mathematics, 1998.p221)

 

Students face difficulty in solving mathematical word problems in general and Algebraic word problem solving in particular (Batler1976). Many capable Australian students experience difficulties with school algebra (Pegg and Hadfield, 1999).

 

Developing a strategy to problem solving may contribute to enhance the scientific approach among students to solve their problems and to choose the appropriate method to solve any problem (Scandura.1978, Wheatley, 1980).

 

Teaching students how to solve algebraic word problems is the most difficult task that faces mathematic Teachers (Batler, 1970). One of the most important goals for teaching mathematics is to train students to use some strategy to problem solving and to get feedback how this will reflect the improvement in solving other mathematical problems (NCSM 1988).

 

Many previous studies have searched for strategies to teach algebraic problem solving and the influence on student’s ability to solve mathematical word problems (Christian, 1985,Perez, 1986). This research will try to develop a strategy to teach algebraic problem solving and apply it on year eight. This study will determine the effects of these strategies on students’ performance and achievement and it can lead to designing better strategies.

Conceptual Framework

This proposed study shall utilize the concrete to representational to abstract (CRA) method in testing the student’s ability to solve algebraic problems and in enhancing the algebra education of grade eight students as proposed by Mercer and miller (1994, 1997). A highly touted instructional method for students with disabilities is the concrete to representational to abstract (CRA) sequence of instruction, which incorporates the use of hands-on materials and pictorial representations. The CRA method facilitates abstract reasoning by moving students through three phases of instruction: concrete, representational, and abstract. The concrete phase involves manipulatives, such as toothpicks for counting. The representational phase uses pictures, such as tally marks. Pictorial representations relate directly to the manipulatives and set up the student to solve numeric problems without pictures. Matching pictorial representations to abstract problems, such as using tally marks to solve multiplication problems helps students understand the abstract concept of multiplication.

 

Students learning basic mathematics facts using the CRA sequence of instruction show improvements in acquisition and retention of mathematics concepts (Miller & Mercer, 1993). This CRA sequence of instruction, although successful for basic facts, can tie directly to algebra when the materials match up specifically with each component to algebra equations. For basic algebra, it is important to include aids to represent arithmetic processes, as well as physical and pictorial materials to represent unknowns (Miller and Mercer, 1997).

  Hypothesis

            This proposed study shall test the following hypothesis:

Training positively affects the strategy formulation and retention of 8th grade students in solving algebraic and geometric word problems

There is no significant difference in the effects of training on gender

  Statement of the Problem

The purpose of this study is to explore grade eight students' perceptions of problem difficulty, persistence, and knowledge and use of problem-solving strategies in solving mathematical word problems in algebra. This shall be the basis of the proposed strategy that shall be developed and tested in this research using 8th grade students.

Specifically, the following research questions shall be addressed:

1.    What are the levels of capability of 8th grade students in terms of their knowledge on equivalent equations and their identification of other known equations?

2.    What is the degree of comprehension of 8th grade students in solving simple to complex equations?

3.    What is the degree of competence of 8th grade students in solving word problems?

4.    How effective is training in their skills in developing strategy problem solving and retention in solving algebraic word problem and geometric word problem?

5.    Is there a variation of the result on the students’ gender?

 

Research Objectives        

Given the relevance of problem solving in today's technologically advanced society, Patton, Cronin, Bassett, and Koppel (1997) recommended teaching students with learning problems to be proficient problem solvers in dealing with everyday situations and work settings. This proposed study seeks to contribute in this literature by first outlining the problems of 8th grade students in algebra and propose a strategy of word problem and retention in solving the problem in algebra deficiency.

Specifically, I aim to accomplish the following tasks:

1.    to determine the areas of weakness of 8th grade students in algebra specifically in simple and complex equations

2.    to illustrate the degree of proficiency of 8th grade students in solving word problems

3.    to evaluate the effects of training in the proficiency and retention of knowledge of 8th grade students in terms of solving algebra and geometric word problems

4.    to evaluate the effects of training on the strategy formulation and retention of 8th grade students based on the students’ gender

5.    to recommend a strategy and approach in improving the algebra and geometric skills of 8th grade students

  Significance of the Study

Previous research indicates that despite a positive attitude toward mathematics, students with are significantly poorer mathematical problem (Montague & Applegate, 1993). Research also suggests that most students have strategy deficiencies that may be related to poor academic performance (e.g., Swanson, 1990). For mathematical problem solving, the most salient deficiency seems to be in problem representation processes and strategies, which are critical to effective problem solving (Hutchinson, 1993; Zawaiza & Gerber, 1993).

This proposed seeks to contribute to the literature by conducting a study involving 8th grade students by assessing their problems in algebra, evaluating their degree of competence in word problems both in algebra and geometry and in their mastery of simple and complex equations and how they relate to each other. Furthermore, by examining the effects of training on the students, I aim to validate the claim by researchers that training can improve the strategy formulation and retention of knowledge of students. Ultimately, I shall be recommending a strategy of training that shall bridge the gap between the gap in students’ knowledge and skills in algebra.

Scope and Limitations of the Study

            This study concerns 8th grade students in a given school. The sample shall be limited to one school and approximately 60 students due to time and financial constraints. Furthermore, only one training program shall be tested. Due to ethical issues, the names of those involved in the study shall be kept confidential. Only when their permission is granted will I divulge personal statements and information. This is in relation to the ethical considerations I apply as a researcher.

 

Definition of Terms   algebra Any formal mathematical system consisting of a set of objects and operations on those objects. Examples are Boolean algebra, numerical algebra, set algebra and matrix algebra.   algebraic equation An equation of the form f(x)=0 where f is a polynomial.   algebraic number A number that is the root of an algebraic polynomial. For example, sqrt(2) is an algebraic number because it is a solution of the equation x2=2.   algebraic expression the variable represents values of a quantity that can vary. We need to define what the variable represents.   word problem

            Refers to algebra problems expressed in words instead of in numbers

 

References

Batler and Wern and Bank -   The Teaching of Secondary Mathematics.;  New York, McGraw-Hill,  5th Edition,  1970.

 

Bender, W. (1992). Learning disabilities: Characteristics, identification, and teaching strategies. Boston: Allyn & Bacon.

 

Brownell, M., Smith, S. and Witzel, B. (2001) How can I help students with learning disabilities in algebra? Intervention in School & Clinic, Vol. 37.

 

Campbell, A. E., Schlumberger, A., & Pate, L. A. (1997). Promoting reading strategies for developmental mathematics textbooks. Selected Conference Papers, National Association for Developmental Association, 3, 4-6

 

Christian, W.Acomparison of the effectiveness of three strategies for the teaching word proplems at the intermediate algebra level to college students. DAI, vo. 45 No.9, 1985 , p. 2790-A.

 

Cooney , Davis and Handerson  Dynamics of Teaching Secondary School Mathematics;  Houghton Mifflin, 1975.

 

Devlin, K. (2000). Finding your inner mathematician. The Chronicle of Higher Education, 46, B5.

 

Dooley, J. L., & Sundeen, T. R. (1997). Facilitating word problems effectively and enjoyably: Can it happen? Selected Conference Papers, National Association for Developmental Education, 3, 17-18.

 

Hackworth, R. (1994). Teaching mathematics effectively. In M Maxwell (Ed.), From access to success (pp.243-251). Clearwater, FL: H & H.

 

Heath, N. (1996). The emotional domain: Self-concept and depression in children with learning disabilities. In T.E. Scruggs & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 10, Part A, pp. 47-76). Greenwich, CT: JAI Press.

 

Higbee, J. L., & Thomas, P. V. (1998). Daily brainteasers: Promoting collaboration, persistence, and critical and creative thinking. Academic Exchange Quarterly, 2(4), 20-23.

 

Higbee, J. L., & Thomas, P. V. (1999). Affective and cognitive factors related to mathematics achievement. Journal of Developmental Education, 23(1), 8-10,12, 14, 16, 32.

 

Hudgins, B.  Problem Solving in the Classroom;  New York,  The Macmillon Company,  fourth printing,  1968

 

Hutchinson, N. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16, 34-63.

 

Janvier, C. (1987). Problems of representation in the teaching and learning of mathematics. Hillsdale, NJ: Erlbaum.

 

Jitendra, A. K., & Xin, Y. (1997). Mathematical word-problem-solving instruction for students with mild disabilities and students at risk for math failure: A research synthesis. The Journal of Special Education, 30, 412-438.

 

Krulik. S  and  Rudnick. J Problem Solving   Second Edition, Boston, London, Sydney, Toronto, 1987

 

Mayer, R.E. (1985). Mathematical ability. In R.J. Sternberg (Ed.), Human abilities: Information processing approach (pp. 127-150). San Francisco, CA: Freeman.

 

Miller, S. P., & Mercer, C. D. (1993). Using data to learn about concrete-semiconcrete-abstract instruction for students with math disabilities. Learning Disabilities Research and Practice, 8(2), 89-96.

 

Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathe-matics disabilities. Journal of Learning Disabilities, 30(1), 47-56. National Center on Educational Statistics. (1996). National assessment of educational progress: Graduation requirements for math. Washington, DC: NCES.

 

Montague, M. (1997). Student perceptions, mathematical problem solving, and learning disabilities. Remedial and Special Education, 18, 21-30.

 

National Council of Supervisors of Mathematics (NCSM Newsletter,June 1988,Vol. XVII,No 4)

 

Parmar, R. S., Cawley, J. F., & Frazita, R. R. (1996). Word problem-solving by students with and without mild disabilities. Exceptional Children, 62, 431-450.

 

Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178-187.

 

Polya, G.     Mathematical Discovery of Understanding Problem Solving.    New YOrk,  Jowiley,  1965

 

Scandura. J   Problem SolvingAstructural Process Approach with Instructional     Implicaation.;   Academic  press,  New York,  1977.

 

Silver, E.A. (1985). Research on teaching mathematical problem solving: Some underrepresented themes and needed directions. In E.A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 247-266). Hillsdale, NJ: Erlbaum.

 

Williams, A. C. (1995). Connecting mathematics to the students' world: A writing assignment. Selected Conference Papers, National Association for Developmental Education, 1, 41-42.

 

Zawaiza, T., & Gerber, M. (1993). Effects of explicit instruction on math word problem solving by community college students with learning disabilities. Learning Disability Quarterly, 16, 64-79.

 

 

Other Useful References Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching mathematics with understanding. In D.A. Grouws (Ed.), Handbook of research in mathematics teaching and learning (pp 65-97). New York: Macmillan. There is a chapter on Algebra and Geometry as well.   Lawson, M. J. (1991). Testing for transfer following strategy training. In G. Evans (Ed.), Learning and teaching cognitive skills. Hawthorn, Victoria: The Australian Council for Educational Research.   Lesh, R. (1985). Conceptual analyses of problem-solving performance. In E.Silver (Ed.), Teaching and Learning Mathematical Problem Solving: Multiple Research Perspective  (pp. 309-329). Hillsdale, NJ: Lawrence Erlbaum.   Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of Experimental Research: Learning, Memory and Cognition, 17, 398-416.   Owen, E., & Sweller, J. (1985). What do students learn while solving mathematics problems? Journal of Educational Psychology, 77, 272-284.   Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.   Skemp, R.R. (1971). The psychology of learning mathematics. Penguin: Middlesex.

 

 

Appendix 1.

TIMETABLE

TASK Month

 

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

Select topic

 

 

 

 

 

 

 

 

 

Undertake preliminary literature search

 

 

 

 

 

 

 

 

 

• Define research questions

• Write-up aims and objectives

 

 

 

 

 

 

 

 

 

Select appropriate methodology and locate sources of information. Confirm access.

 

 

 

 

 

 

 

 

 

Write-up Dissertation Plan

 

 

 

 

 

 

 

 

 

Undertake and write-up draft critical literature review.

 

 

 

 

 

 

 

 

 

Secondary and Primary Data Detailed

• Sources

• Consulted

 

 

 

 

 

 

 

 

 

Research Findings:

• Analysed

• Evaluated

• Written-up

 

 

 

 

 

 

 

 

 

Discussion:

• Research findings evaluated and discussed in relation to the literature review

 

 

 

 

 

 

 

 

 

Methodology written-up

(including limitations and constraints)

 

 

 

 

 

 

 

 

 

Main body of the report written-up and checked for logical structure

 

 

 

 

 

 

 

 

 

• Conclusions drawn

• Recommendations made

 

 

 

 

 

 

 

 

 

Introduction and Executive Summary written-up

 

 

 

 

 

 

 

 

 

Final format and indexing

 

 

 

 

 

 

 

 

 

Print

 

 

 

 

 

 

 

 

 

 

 

 

Marriott Hotels International - External Factor Evaluation (EFE Matrix)

 

 

Opportunities

Based on Direct Competitors Comparison 2005, Marriott is the largest market capital capitalization - $16.97bil as compare to its closest rival (Accor, Hilton, IHG).

Demand for more lodging supply in Beijing for the Olympic

Not only in main Beijing city, but suburb/surrounding  cities

New property openings in Asia, Middle East, etc…. (refer AR 07)

RevPAR growth from 2003 to 2007, (show chart from AR07) – portraits the highest among its direct competitors

Marriott is the first company in its industry to serve food without any trans fat in its hotels in North America.

As of Sept 2006, all Marriott properties in N. America are non-smoking

Tab into ‘telecommunication’ market

Threats

Travellers fears of exposure of contagious diseases, such as h1N1 Flu, SARS, etc

Competitors (pricing strategies of Marriott’s competitor)

Terrorism (Aug 2003, terrorists attack, at Bali J.W. Marriotts)

Foreign currency exchange rate – fluctuating

PERSONNEL INFORMATION SYSTEMS/RECORD KEEPING IN A TRAINING AND DEVELOPMENT DEPARTMENT

 

 

 

 

 

 

IT Solution in Human Resource Management

 

 

 

 

 

 

 

 

 

 

 

 

 

PERSONNEL RECORD KEEPING IN A LAW FIRM

 

 

 

 

 

 

 

 

 

 

BY:

March 20, 2006

 

 

 

Table of Contents

 

Page

 

Title Page                                                                                                                 1

 

Table of Contents                                                                                                  2

 

                                                                                                           

 

Importance of Personnel Record Keeping                                                     3

 

Effectiveness of Personnel Record Keeping in the Law Firm                   4

 

Recommendations on IT Solutions to Personnel Record Keeping         6

 

 

 

 

                                                                                               

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Importance of Personnel Record Keeping 

 

            Personnel record keeping is the process of organizing the paper work corresponding to the information on the different personnel of the business organization and the trend in their contribution to the organization according to a system of filing. Personnel record keeping through the utilization of available skills and technology helps in the organization and accessibility of information to the managers of the business organization. A law firm accumulates a lot a paper work and information on the partners and other support staff due to the nature and amount of business activities involved. Keeping records on personnel is important in a law firm for three reasons.

 

            First importance of personnel record keeping is the documentation and organization of the clients and cases handled by the lawyers and the progress of these cases to know which lawyer is handling what cases and facilitates work assignment. The personnel record shows the area of law that a lawyer specializes in, the track- record based on the cases handled, and the amount of past and current workload. The information helps in the assessment of the aggregate ability of the law firm and the individual contribution of the different members.   

 

            Second importance of personnel record keeping is the documentation of the decisions and actions made by the business organization regarding personnel performance. This information covers the personal and work history of individual employees to help the organization determine expectations about the work performance of individuals and the work dynamics among individuals in a group and the decisions and actions made by the individual employees to anticipate their behaviour in a given situation. In law firms, the information are important in matching lawyers with clients, lawyers with other lawyers and lawyers with a particular case.

 

            Third importance of personnel record keeping is assessment and accountability. Personnel records covering the personal and work history of individual workers helps the organization in understanding the trend of work performance and contribution of a personnel during the regular assessment implemented by the company to determine the candidates for promotion and other management decisions. Information on the organization’s personnel also provides a background in evaluating accountability. The personal and work history of a person provides an insight into the propensity of the employee to commit infractions of internal rules and regulation or law violations especially in cases where there are complaints from clients, third persons or fellow employees.

 

Effectiveness of Personnel Record Keeping in the Law Firm

 

 

            Personnel record keeping of the law firm complies with the basic requirements for a business organization. Record keeping system of the law firm involves the manual filing of the application documents of current personnel including the resume and recommendations, the cases assigned to the lawyers and their respective billing statement. Generally, the record keeping process is effective because it is utilized in the assessment of the performance and contribution of the lawyers to the firm, determination the specialization of the lawyers, and identification of the cases to be assigned to each lawyer.

 

However, there is no computerized database for the information and the law firm does not have a network program that collates information and making it accessible to authorized personnel. In the law firm, the application records are filed manually, the billing statements are compiled and summed on a monthly basis and the cases assigned to every lawyer is determined through the log book of the lawyer’s support staff. The managers of the law firm have to request information from the different lawyers before doing the periodic assessment. It takes days before all the records are received and additional days are needed in compiling the different reports. The process is time-consuming and costly.

 

The law firm needs a computer-based database that enables the different lawyers to update their current clients, case rosters and billing statements by accessing the firm’s database. The information are then made accessible to the managers or the people in charge of output assessment and task delegation without need of requesting the lawyers to write a report. Assessment can also be made by utilizing applicable computer software.

Recommendations on IT Solutions to Personnel Record Keeping

 

            Developing a database of personnel records is expected to improve the performance of the law firm. The database works as a repository of all personnel information in a uniform filing process. The application information is stored in a single file in the computer, the billing statement of the individual lawyers is updated by logging into the mainframe and the caseload of the individual lawyers is accessible through the computer database. Access to the personnel information in the database is through security codes to provide a safe access to the database. Every lawyer is assigned with an access code and the manager in charge of delegation and assessment has access to the entire mainframe so that all information can be pulled out from the mainframe and organized using computer software to sum up the total amount billed by every lawyer and map out the schedule of caseloads.  

 

            Creating a personnel database is cost-effective because it lessens the time needed in requesting the reports from the different lawyers and tallying these reports as well as requesting the personnel files of employees as needed. It also lessens cost by minimizing the working time needed in compiling personnel files that gives employees time to finish other office work. Managers of the law firm have ready access to information about their personnel that enhances their knowledge and managerial hold over the affairs of law firm. In this way, personnel problems are anticipated and duly addressed. 

 

IT Solution Implementation Plan

 

Law firm

Action

Development of a database system of personnel application documents, client lists, case rosters and billing statements

Who

Database system covers all personnel of the law firm including lawyers, paralegals and other support staff

By

Development of the database system is through hiring a technical support team to install the necessary software to the computers used by the firm and arrange database networking

 Initial inclusion of past personnel information on the database is done by an assigned personnel but the subsequent database updates are done by the lawyers and/or their support staff

When

Development of database system should be done immediately by the law firm subject to the availability of funds to maximize the benefits of database and networking

Cost

IT solution expenses includes the purchase of additional computers, the hiring of technical experts and database and network maintenance

 

The table above shows the IT solution implementation plan. Developing a database and networking system for the law firm is viable and effective because it simplifies the personnel record keeping process of the law firm and enhances the organization of information on the business operations of the firm. Updating personnel records through the database not only helps the managers of the firm but also the lawyers in keeping track with their case schedules, clients and the billing statements. It is a practical solution because it allows the managers of the firm to collate information into a single report by having a network access of the different information and analyzing the information through available computer software. It is also cost-effective because it requires less cost relative to the cost of time and personnel manual personnel record keeping.