Role of Local Authorities in Urban Regeneration Essay

Role of Local Authorities in Urban Regeneration - Essay Example While urban re-generation is seen as an agent for economic change and reform by many, several also consider it as means of control and leading to destruction of neighborhoods. However, if done properly, urban regeneration is seen in a favorable light and is beneficial for societies. In this report, I’ll discuss the role of local authorities in urban regeneration and how they can help to enhance this process and make it more useful for their particular areas. Impact of Urban Regeneration: Change is an on-going process. Cities go through a constant phase of change whether it is slow or fast. In the past few decades Many European cities have undergone very rapid change which has led to suburbanization and the restructuring of the economic base of the cities (Couch et. al, 2003). Urban regeneration is the answer to these problems. While it may have a downside, but if proper urban re-development plans ate launched, they can solve a lot of urban environmental problems, bring areas to beneficial use and also bring about economic change by creating lost jobs. As external changes occur in a country, various social, economic and other problems are faced by cities. Many states in the UK faced the need of urban regeneration as they faced problems in the post-war period (Jones & Evans, 2008). From now to then, urban regeneration has become a central part of governments combined with various businesses. Role of Local Authorities When cities face problems like people moving out and as a result property prices and the value of that area declining, urban regeneration becomes the need to revive that particular city. Various UK cities have gone through this problem. For example, the city of Salford is going through the same trend and people are moving out. As officials devise regeneration plans for the city, to make these plans successful, the support of all partners, the community and local authorities is very important. While various stakeholders are involved in the process and bring capital and other resources to this process, the role of the loc al government is essential for effective regeneration. Local authorities can better tackle regeneration and integrate this process with their other programs as well to obtain positive outcomes through their core services. Since local authorities are dealing with the issues of their particular city, they can also embed this process and use their service department outputs to handle this process effectively. Local Authorities and the Role of Stakeholders When the local authority shows interest in this process and takes charge of it, various other stakeholders also support them. Some of the examples of these stakeholders are: If local authorities own the regeneration process for their particular city, then their word will act as a strong factor in attracting financiers and other private companies to come forward and be part of the process. The local people have ideas about what the community wants and if they are supported by the local authorities, they can act as a responsive medium f or constructive and cost-effective services

Riverview Regional Medical Center Research Paper

Riverview Regional Medical Center - Research Paper Example takeholders are impacted by revenue losses, such as with the closing of the Women’s Pavilion dedicated to obstetrics, that impact potential job security. Another group of stakeholders are the nurses that must now comply with the Nurses First philosophy of patient care. Nursing proficiency and visibility as a primary point of contact now makes them responsible for enhancing (or hindering) brand reputation. Job role changes impact issues such as motivation and performance when compliance to change practices is demanded internally. The Federal government represents yet another stakeholder involved with RRMC. Changing or otherwise deteriorating economic conditions pose a risk to RRMC for revenue production in the event that Federal allocations are slashed to fulfill budget needs. Since the Federal government gains taxation revenues from successful business models, this branch of the government has a vested interest in sustainability for RRMC. Shareholders holding common stock in Health Management Associates are also important stakeholders. Stock issuance and valuation represent potential funding opportunities to improve operations, engage in strategic expansion, or procure important service-related assets. Therefore, operational efficiency and strategy development will greatly impact the financial portfolios of these stakeholders. Currently, stock value of HMA is only $10.55 per share (Yahoo! Finance, 2013). Finally, a sixth stakeholder at RRMC is William J. Schoen, the chairman of the board at the facility. This position is regulated by corporate governance laws related to ethical and moral businesses and those outlined in the Sarbanes Oxley Act. Schoen is an accountability figure in the event of improper business practices and must also answer to shareholder inquiries about managerial performance and strategic direction. There are risks associated with compliance for this important, highly-visible stakeholder. The most important target market are local

Learning in mathematics and science

Learning in mathematics and science Rationale A cross curricular resource box designed to develop childrens understanding of scientific and mathematical concepts, through The Rainbow Fish theme has been produced. The box contains activities for Reception children exploring counting in Mathematics and material and properties in Science. This rationale explains how activities based from the rainbow fish provide conceptual learning in Maths and Science. Counting is important in providing a foundation for Mathematics. Children will always experience situations where counting skills are vital. The National Curriculum states, counting helps develop skills applicable in everyday life and context. Using the Primary Numeracy Strategy (2006, online) using mathematical methods and ideas to solve practical problems and identifying numbers that are one more or less than a given number are mentioned in EYFS (2007,online) and developed throughout childrens schooling experience (5B,4B,2B,1E) Anghileri (2001, p.6) says counting is learnt suddenly. Children may spontaneously learn counting because they should be experiencing counting in different contexts: cross curricular, play etc. Anghileri (2001) assumes the above occurs because children are making links through context. Yet this is a generalisation, children are different and may need reinforcement or interaction, to firstly understand how they are learning, which then allows making links. Both Askew and Wiliam (1995, p.5) declare learning to count as mechanical. Askew and Wiliams proposition lacks clarity as to how and why counting is mechanical and what the implications are towards childrens learning. One cannot say children feel and experience this. From experience, I applied Anghileris theory. Counting was placed into contexts: songs and games etc, allowing activities to be seen informal. Childrens understanding of counting developed because principles and understanding came naturally. Science creates opportunities for children to understand the world through play and exploration, using their senses. Although it is classified as Knowledge and Understanding of the World, skills (questions, describing, predicting, sorting, investigating) and attitudes develop (Ward 2005, p.9). Identifying and understanding properties of different materials encourages children to question and become aware of their surroundings. Through EYFS requirements Investigate materials through use of appropriate senses, materials encourages children to develop a simple KS1 level of understanding SC1 2a,b,e,f,g,i,j,   SC3: 1a,b,c, 2a (QCA 1999, online). An implication of scientific learning is that of misconceptions, such as distinguishing between materials, to the object made from the material. Guest (2003,pp.2-6) argues that children may develop Paigets (2005) constructivist approach towards scientific learning (Smith 2005, p.459). Children may construct their own understanding through their own experiences. Henceforth there are no set principles towards teaching material, other than creating strategies to elicit childrens understanding and misconceptions to then extend. Below explains how the box could be used (see appendix too). Activity one allows mixed ability pairs of children to play a board game, using a 1-6 dice. Instructions should be read with children. Children add or remove scales(Extension: +/-3) from their fish, depending on the position landed on the board. The child with the most scales left at the end of the game wins. This develops their counting skills to ten. Number scales and plastic fish can be used as an aid for counting Activity two involves children using a fishing rod to catch fish, therefore developing their hand eye co-ordination. The fish contain single numbers from 1-10. Children keep the fish if they correctly answer questions from the teacher: What is one more than 6, one less than 3etc? If incorrect, the answer is modelled, and the fish go back into the pond. Teachers can change the questions around for children who need extension such as, What is 3 more or less than 5?  Ã‚   Activity three helps children identify and describe properties of material (plastic, paper, wood, velvet, playdough and wool). Children independently group these using sorting rings. Questions can be asked: Why have you put velvet and plastic here..Children then group the materials into five properties. I chose transparency, stretchiness, squishiness, softness and hardness. Explain and allow children to test out materials and their properties before grouping. Can we see through plastic? As an investigative game with the teacher, in turn children (mixed ability groups4) are to feel fish in a feely box, made from material used in the previous activity. A child feels a fish(using sight and touch senses) and responds to questions other children ask(based on first- hand experience activity) to conclude what material the fish are made from- The material is soft As an aid to investigate what material the fishes are made from, raw material would be displayed for visualisation and for children to test when they receive responses to their questions. Principles must be considered when teaching and learning about counting and materials. For Maths, in more or less counting, consideration has to be given to one-one, where children need to understand that each items has a name and is counted once. Then stable order, where children need to understand that the order of numbers must stay consistent when counting, followed by the third principle, cardinal where children state the total number of items. The fourth principle is, abstraction where children need to understand that all items are counted despite their different properties. The fifth principle, order irrelevance demonstrates that items can be counted in any order (Thompson, 1997, p.35-37). Teaching the concepts for counting and materials can now be used. Relating counting (one more or less) to addition and subtraction, and materials and their properties to scientific inquiry, may reflect EYFS principles. The activities provide children the opportunity to make connections through using practical apparatus (e.g. material fish/fish with numbers). HMI emphasise that learning depends on ones ability to recognise relationships between concepts (Koshy 1999, p.17). As activity one should allow children to make connections independently, as it is student led. Yet it is difficult to say whether children could make links between concepts as there is no guidance or questioning to stimulate thinking and association. William reports (2008) in child led activities, children need time and space to discover mathematical ideas and concepts. If time and independent exploration is provided, links may eventually be made (Williams 2008, p.60). In activity two and first part of three, Harlen (1993) concludes, questions should enable response and inquiry from children, How can we work out what two more than eight is? Why have you grouped the wood with plastic? Such responses may enable misconceptions to surface, which should structure initial starting points to build concepts, (1993, p.83) as interaction and formative assessment are demonstrated (Black and Wiliam2001, pp.2-14).   Class ethos may develop, as assessment for learning is undertaken directly with children, allowing more time for interaction and observation rather than typical assessment requirements, e.g. collecting work. Though appealing, Harlen (1993 p.83) and Westwood (2000,p.51) suggest language used in questions could affect childrens understanding. Language may produce open/closed questions, which creates false observation and assessment, because the way questions are constructed determines whether children are asked how can we find two more than eight..?, or we solve it by As there is a strong relationship between the importance of language in learning, one could portray Harlen and Westwoods view as an opinion, as neither provide statistics and further evidence to prove how language use in questions demotes learning. From experience, my questions helped children reflect and achieve objectives, but I didnt consider whether the language I used in my questions easily allowed children to achieve objectives, as I may have given them the answer through my questions to figure this out, we need to add Drawing upon Harlen and Westwoods principles, a reflective and evaluative approach to questioning should be adopted. Practioneer can identify and evaluate how their language is used within questions, and consider improvements needed to allow children to think through an approach, highlighting Brunels (1976) child led approach towards constructive thinking and learning (Smith 2003, p.405). Williams and Vygotsky (1962,p.405) deem discussion as encouragement towards childrens   conceptual learning. Activity one allows children to work together as they are in charge of the situation. Exploratory talk develops childrens teambuilding and communication skills as children rephrase and correct each other. Positive relationships form and children learn together. A point to consider is that Williams and Vygotsky may be biased, they are using words (rephrase/correct) that favour children working together. Children are unique some may be shy or do not like helping each other, therefore wont rephrase or correct each other. The gap in this evidence could make us question the reliability of Williams and Vygotsky view, as one could question what is happening to children who are not getting help from peers. Barnes (1976,pp.31) believes in activity one, children working independently may not do the activity due to lack of authority figures. Not all children get off task, thus a balance of when to leave and when to refocus children on the game must be considered, here children not receiving help, would. Williams states learning should be developed through childrens experiences of games and play (Williams 2008, p.36). An aspect of teaching in foundation settings is to encourage childrens learning through exploratory play. The second part of activity three should stimulate and promote understanding as children are clarifying, extending and reinforcing ideas (Oliver 2006,p.144). If she can stretch thisit will not be wood Olivers (2006) view is achieved through children conversing, especially to those in need of encouragement. Both Williams and Olivers view overcome inclusion barriers, as all children are involved in the game and are helping one another reach learning outcomes, allowing Vygotskys ZPD (2003, p.497) where peer-scaffolding can develop childrens ability to do a task. Children experience Froebels (1906,p.229) theory of successful learning because learning is influenced through play than rote learning approaches. As a result, supporting Waite (2006,p.12), play may allow children to fit into class and may explain the importance of personal and social learning (Wood 2001,p.12) rather than support towards self-actualisation (Maslow 1987,p.12). Far from just learning, activity three allows children to have fun and embrace ECM (2009,online) enjoy and achieve through games and EYFS build concepts and skills through play outcomes (2007,online). Scotts (1985) physics games study reflects Williams and Olivers argument, as games provided opportunities for discussion and negotiation amongst girls and boys (Bentley 1989, p.127). One could query whether this condition took into consideration the communication amongst diverse children and the barriers to communication. Regarding secondary physics, questions could surface as to whether the results would apply for primary children, as from experience, secondary students like working co-operatively and many primary children like working independently. Investigations are used throughout the activities. Investigations in activity two and second part of three relate to problem solving, in that they are focused by a problem which requires childrens questions and explanations. Both VESP (1992,p.48) and Aksis (1998,pp.4-6) evaluate thinking and responding allows children to engage themselves within the activity and acquire interpreting, questioning, predicting and hypothesising skills to propose explanations and solutions. Yet VESP and Aksis falsely assume that all children acquire these skills. Both researchers views can be convincing if investigations create open learning situations rather than common didactic teaching methods (Bentley1989, p.82). However ASE (1998 p.6) attack the views of both researchers, as skills to be acquired through open learning situations are ignored, because emphasis is on planning and carrying out an investigations rather than evaluating the investigative process how did we come to our conclusion This could be due to difficulties in achieving timely involvement for pupils. ASE concluded Primary schools ask only half the class to carry out investigations. One could argue that we maybe going against ECM and EYFS principles of equal opportunities and participation for children. From experience, supporting ASE, children not involved in investigations have their inherent capabilities disregarded. Activity two and three is not didactic, allows all children to participate regardless to class timing as every child has the right to learn. If not, we are removing childrens potential learning style and forcing them to do work which they may struggle with, but would not if they did the investigation. The activities may produce errors like, counting same spaces twice on the board, difficulty identifying random numbers and counting to/from a number. However Hansen (2005) and Smith (1997) state, these are common errors children make when learning to count. In future, reinforcement must be given to counting principles (Bruce 2005, pp.25). To conclude, I have given explanations to how and why these activities can be carried out, with consideration to issues one should be aware too. Stating how these issues maybe overcome are potential starters. I have realised that interaction and discussion are key to childrens learning, and must be in daily lessons. Children will engage in the activities as they are fun, motivating and creative. Children would share and take turns in throwing the dice and catching fish, as well as talk and share with each other what material the fish are made from. By interaction and observation with children, one can identify childrens understanding of material and counting. As Vygotsky states, children think and learn socially through experience, interaction and support (Smith et al, 2003, p.493). The activities enable children to experiment, make decisions, errors and correct themselves (Bruce 2005, p.64). References Anghileri, J. (2001) Principles and Practices in Arithmetic Teaching: Innovative approaches for the primary classroom. Buckingham: Open Press University Askew, M., William, D. (1995) Recent research in Mathematics education. London: HMSO Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Bentley, D., Watts, M. (1989) Learning and Teaching in school Science. Milton Keynes: Open Press University Black, P., Wiliam, D. (2001) Inside the black box. Raising standards through classroom assesment. London: Kings college London school of education Bruce, T. (2005) Early childhood education. 3rd edition. London:Hodder Arnold DfES. (2007) The Early Years Foundation Stage.[Online]. Available: http://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/33694/0/46384 [12th October 2009] DfES (2009) Every Child Matters [Online]. Available: http://www.dcsf.gov.uk/everychildmatters/ [6th October 2009] Evans,B. (2007) The rainbow fish maths game. [Online]. Available: http://www.tes.co.uk/article.aspx?storycode=3005392 [12 November 2009]. Froebel, F. (1906) The Education of Man. New York: Appleton Guest, G. (2003) Alternative frameworks for Primary Science.[Online]. Available: www.scitutors.org.uk//p4.1_6.0b_misconceptions_primary_science.doc [8th October 2009] Harlen, W. (1993) Teaching and Learning Primary Science.2nd Edition. London: Paul Chapman Koshy, V. Effective Teaching of Numeracy. For the National Mathematics Framework. London: Hodder and Stoughton Maslow (1987) Motivation and Personality, Cambridge, Harper and Row Oliver, A. (2006) Creative teaching science. In the early years and primary classroom. USA and Canada: David Fulton Primary National Strategy (2006) Primary framework for Mathematics: Learning objectives. [Online]. Available: http://nationalstrategies.standards.dcsf.gov.uk/strands/34759/34265/110211 [6th November 2009] QCA (1999) National Curriculum Science KS1. [Online]. Available: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/science/keystage1/index.aspx?return=/key-stages-1-and-2/subjects/index.aspx [26th October 2009] Smith, P., Cowie, H., Blades, M. (2003) Understanding Childrens Development. 4th Edition. England: Blackwell Publishing Sparklebox (2003) Numberlines. [Online]. Available: http://www.sparklebox.co.uk/md/counting/lines.html [6th November 2009] Thompson, I. 1997. Teaching and learning early number. Buckingham : Open University Press Vermont Elementary Science Project (1992) On the run reference guide to the nature of elementary science for the student. Vermont: Burlington Vygotsky, L. (1962) Thought and Language. Cambridge: MIT press Watson, R., Goldaworthy, A.,Robinson, V. (1998) ASE/Kings College Science Investigations in Schools [AKSIS] Project. QCA : London Waite, S., Carrington, V. And Passy, R. (2005) Final report: Evaluation of Excellence and Enjoyment: Learning and teaching in the primary years continuing professional development materials, report for Primary National Strategy Westwood, P. (2000) Numeracy and Learning difficulties. Approaches to teaching and assessment. Camberwell: Australian council for educational research

Current Research Investigations of Corollary Discharge :: Biology Medicine Research Papers

Current Research Investigations of Corollary Discharge Corollary discharge assists both human and non-human animals distinguish between self-generated (internal) and external motor responses. By sending signals which report important information about movement commands and intension animals are able to accurately produce motor sequences with ease and coordination. When a motor command initiates an electric organ discharge, the signal transmits important information to the brain which serves as a feed-back mechanisms which assist with self-monitoring; this is formally defined as corollary discharge(6). Although the corollary discharge system is one of the most important systems which animals possess for the control and detection of motor movements, its specific neurological mapping is largely unknown. Many studies which investigate the specific nature of corollary discharge focus on either auditory or visual sensory perception. Current investigations of corollary discharge are commonly associated with the use non-human primates and humans who suffer from Schizophrenia. By using non-human primates for the investigation of the neuronal network of the corollary discharge system both invasive and non-invasive investigation may be explored. In addition, investigating Schizophrenics who suffer from auditory hallucinations, the inability to differentiate between spoken and thought speech (1), may also significantly contribute to the advancement and increased understandings of the corollary discharge systems. Sommer et. al., proposed a neuronal pathway for corollary discharge in non-human primates. He suggested that this pathway extends from the brainstem to the frontal cortex. Within the pathway the brain was to initiate movement as well as supply internal information which was then used by sensory systems to adjust for resultant changes(5). These adjustments were said to occur within the peripheral receptors and motor planning systems which would then prepare the body for future movements(5). Corollary discharge signals in Sommer's study were identified as movement related activity which projected upstream (up the spinal cord) away from motor neurons, transmitting information but not causing any actual movement (4). By measuring the neuronal firing of the superior colliculus in the frontal cortex during normal and stimulated saccade movements of the eye, Sommer measured the corollary discharge signals in monkeys. The results of Sommer's study suggested that non-human primates did i n fact transmit corollary discharge signals during eye saccades which was suggestive of a brainstem to frontal cortex pathway for transmission. While Sommer's study provided novel and interesting ideas in regard to the specific pathway of corollary discharge, it focused largely of saccadic eye movements in non-human primates.

New Heritage Doll Essay

Introduction Emily Harris is the Vice president of New Heritage Doll Company’s production division. In mid-September of 2010 she was trying to decide on project proposals for the company’s capital budget meeting in October. Of the proposals presented to her, two of them stood out based on their innovation and ability to strengthen the division’s product lines. The first project, Match My Doll Clothing Line Expansion (MMDC), would extend the warm weather products to an all-weather clothing line. The second project, Design your Own Doll (DYOD), would start with a website where customers would choose the doll’s features, color, etc. and then the dolls will be made to order. The firm could decline both of the proposals because of managerial and financial resource constraints. Other divisions in the company are also expected to promote projects of their own. Because of these factors Harris has to choose to promote one of her division’s projects over the other. The fo llowing questions will help Harris make the best decision for her division and help support her recommendation when communicating back with the divisions executives. 1. Set forth and compare the business cases for each of the two projections under consideration by Emily Harris. Which do you regard as more compelling? The Match My Doll Clothing Line Expansions (MMDC) Project involves expanding the existing successful Match My Doll Clothing line. This clothing line originally consisted of a few sets of matching doll and child clothing for warm weather. Given its current success, there is a consideration to expand it to include all season clothing line. Since it is an expansion to existing product line, investment in operating capital, pricing structure and product cost can be based on historical information. The company should be able to use current sales channels like selling to retail divisions or private labels. New Heritage should be able to outsource manufacturing of this product line expansion to Asia, similar to other existing products. The Design Your Own Doll (DYOD) Project involves creation of new customized dolls to customer’s specification. This project will require new web-based doll-design software. Due to lead time constraints, the company will have to consider manufacturing this made-to-order product line in-house or outsource it to contract manufacturers in USA instead of Asia. This would be a new manufacturing channel for the company. Product cost is expected to be high due to low volume and customized set up. New Heritage Doll Company will have to be thorough when they calculate product cost and price structures for this new product line. This new product will probably be sold through on-line channels only. Without any financial information, the Match My Doll Clothing Line Expansions (MMDC) looks more attractive because it involves less risk and less capital investment and utilizes existing infrastructure and well established sales channels. 2. Use the operating projections for each project to compute a net present value (NPV) for each. Which project creates more value? We assumed that the Match My Doll Clothing Line Expansions (MMDC) Project is a medium risk project since it is an extension to existing successful product line so we used risk-adjusted cost of capital of 8.4%. We believe that project 2 (DYOD) is a much higher risk project since it is a completely new product line for the company and requires an information technology component, so we used risk-adjusted cost of capital of 9%. According to Exhibit 1, the Match My Doll Clothing Line Expansions (MMDC) Project has a Net Present Value (NPV) of $7,150 and Exhibit 2 shows that the Design Your Own Doll (DYOD) Project has a Net Present Value (NPV) of $7,058. Both projects have positive NPV and would create value for the company. However, the Match My Doll Clothing Line Expansions (MMDC) Project has a slightly higher NPV so it would create more value for the company . 3. Compute the internal rate of return (IRR) and payback period for each project. How should these metrics affect Harris’s deliberations? How do they compare to NPV as tools for evaluating projects? When and how would you use each? The internal rate of return (IRR) for the Match My Doll Clothing Line  Expansions (MMDC) is 24.0% based on the NPV calculated above ($7,150). The IRR for the Design Your Own Doll (DYOD) project is 17.9% based on the NPV calculated above ($7058). The calculated IRRs of the two projects do not eliminate either from consideration. Both projects IRR’s are above their individually assigned discount rates, 8.4% for MMDC and the higher (riskier) 9.0% for DYOD. The MMDC Project has an IRR=24%, MIRR=21%, payback of 7.4 years and discounted payback of 9.1 years. The DYOD Project has IRR=17.9%, MIRR=16.4%, payback of 9.1 years and discounted payback of 9.4 years. The MMDC Project has a higher NPV and better internal rate of returns (both IRR and MIRR) than DYOD Project. The MMDC Project has a shorter payback and discounted payback period than DYOD Project. So based on financial analysis, the MMDC Project is more attractive than DYOD Project. The DYOD Project is more capital intensive and even though it might potentially generate higher revenues, it would take longer to generate free cash flow. The NPV is lower for the DYOD Project in this case because it uses higher risk-adjusted cost of capital than the MMDC Project. One point to mention is that the payback period is less sophisticated than IRR or NPV. The payback period looks at the cash flows and determines when the money paid out will be recovered by the benefits of a project. The payback period looks at a project only until the costs have been recovered. This analysis tool is often ignored because it does not take into consideration the time value of money. The time value of money limitation of the payback period can be modified by using the discounted cash flows of a project for the analysis of when the outflows will be recovered. To make the most informed decision the IRRs and payback periods of the projects should be compared in conjunction with the NPVs of the two projects. The NPV analysis of the two projects under consideration indicates that the MMDC Project is the better of the two projects. 4. What additional information does Harris need to complete her analyses and compare the two projects? What specific questions should she ask each of the project sponsors? When comparing the two projects other than comparing the NPV and IRR of each project Harris will need to look at other factors as well. Among the factors that should be considered along with the NPV and IRR, are the manufacturing capabilities, the company’s core competencies, and ensuring that the project aligns with the company’s corporate strategy. With this being said the DYOD Project is at a disadvantage because the MMCD Project is already a successful operation which allows Harris to analyze the historical data as opposed to the project projections of DYOD. Using the factual data provided by MMCD is a less risky option for Harris to choose. In order to ensure that Harris is making the correct decision on which project to select she should ask the following question of each of the project sponsors: Is manufacturing children’s clothing part of the core competencies of New Heritage? Is your project aligned with the mission and long term strategies of the company? What are the differences in New Heritages current market and the doll market? How will scaling up production affect operating and overhead costs? What is the level of risk of the Design Your Own Doll project? Did they consider all hidden labor costs in the MMDC Line Expansion, which are similar to the extra labor costs in the DYOD project? Additionally, it would also be helpful if Harris had information about projects submitted by other departments to make sure that proposed production department projects are in-line with other department projects and an overall company strategy. Even though financially the MMDC Project is more compelling, maybe there is a good reason to pick the DYOD Project. For example, if one of the other divisions is submitting a complimentary project to the DYOD, maybe that would lower the overall risk of the DYOD Project and make it more appealing strategically. 5. If Harris is forced to recommend one project over the other, which should she recommend? Why? Since Harris can only promote one project during the capital budget meeting we would recommend that she support the MMDC Project. Of the two projects presented by her division it has the highest NPV. Financial Management authors Brigham and Ehrhardt state often ‘‘whenever conflicts exist between mutually exclusive projects, use the NPV method†. The NPV method tells us how much a project will add to the value of the company. This is a stated  goal of the New Heritage Doll Company. Also, this project would seem to further solidify relationships with strong customers and gain new ones by broadening the brand and leveraging existing infrastructure.

Meeting an old friend

A man is a Social Animal involved in the intricacies of every social behavior he is expected to involve in. The richness of his social behavior lies in his varied actions which he is expected to behave in the Society-among his family, peers, neighbors, and most sensuous of all friendship. But his mind is a very complex part of the body, which keeps involving the man into varied activities, 24 hours a day. In this hush and bush of your daily chores, one day you come across a person while you are in relax mood and enjoying the Exhibition in a Grand Hall at Park Avenue. He comes in front of you and suddenly speaks in a louder but a very friendly tone, hi, How are you? And you keep on looking at him. This gaze clearly states that you have been engaged so much in your personal affairs that you not only forgot him but also his name, and are now trying to recollect his name. He asked you, â€Å"How are you? And you replied decently, I am very well, fine, Thank You. And then he will say, â€Å"I was longing to meet you but could not get time,† and you will reply â€Å"Oh! how sweet of you, even I was longing to meet you but I got so involved in the pursuit of my career that I did not get time to meet you. It was so hectic in the office that I did not have a single minute to even breathe†. This dialogue dictates your etiquette, though you have forgotten the name of your friend with whom you have spend so precious moments of your life, still you are not trying to show that you have forgotten him. He is making out that you have forgotten him and he will say, â€Å"Hey! I think you have forgotten me, and why not, we are meeting after such a long time, so it is so natural that you may forget me.† I only remembered that we have studied together in school. He started talking of good old school days, when we enjoy a lot, have all the fun, played pranks on teachers and the crushes we had on the beautiful girls in our school and then he involves you so much in conversation that you forgot you don’t remember his name. All of a sudden from my mouth it comes out,   â€Å"Rick.† He stops laughing and began to stare at me. I smelled that something was wrong with the name. He in a very low voice says, â€Å"Hello, I am David, not Rick.†, then only the name strikes in my memory and   I start cursing myself, that he remembered my name and every little things about mine, whereas I completely forgot his name and on the top of it dared not accept the failure to recall his name. I wants to apologize but the words stopped flowing from mouth and I became speechless. He understands the position and to ease the situation, he starts laughing. I asks for his apology and he accepted to give on one condition that in future I would be honest while portraying my feelings. No doubt man feels very embarrassed if he forgets his old time friend but it is also true that with time generally memory fades in many human beings. This behavior in humans is explained by Rethinking Interference theory of G. E. Mueller and Pilzecker who claims that man has to involve in number of activities and his brain is thinking all the time.   With the passing time new experiences enter into the memory the older begin to erase because the process, which is involved in storing new memories generally disrupts the old consolidation processes, which could have traced the events of our lives remained in our memory storage. (Anderson Michael C, pp. 415-455). WORKS CITED Anderson Michael C. â€Å"Rethinking interference theory: Executive control and mechanisms of forgetting.† Journal of Memory and Language, 49(2003): 415-455 Brill A.A. â€Å"In The Psychopathology of Everyday Life (1901) By Sigmund Freud† Internet. Available: http://psychology.about.com/library/psychologyetexts/bl-everyday01.htm , July 30, 2007