Career in Accounting

Career in Accounting Tammy Doll Everest University Online September 2012 Career in Accounting I have always wanted a career in Accounting. I was always good in math and keeping things organized. Although it is not what my parents wanted for me. They wanted me to become a nurse. There are quite a few steps that I must take to become an accountant. Through minimal education requirements and continued education I will better myself and grow within my career. As an Accountant I would have a multitude of responsibilities depending on what field that I decided to go in.There are several fields I could go into, Auditing in which I would go into a business or to an individual and do a complete audit on their financial history. There is a Budget Analysis career option in which I would be responsible for the financial plans of a business. Another career field would be Management Accounting which is basically running a business, deciding when and where to spend the money. The career that I woul d like to have in the accounting field would be to become a Certified Public Accountant.A certified public accountant is responsible for preparing and auditing annual financial statements. I would also be responsible for completing tax returns for businesses and personal income taxes. (Accounting coach, 2004-2012) There are several things that I have to accomplish before I get my CPA. First I must get my Associates degree in accounting, which will allow me to get some experience. Then I will go for my bachelor’s degree. Just a bachelor’s degree in accounting is not enough to qualify for my CPA license. Accounting coach, 2004-2012) I would need to have 150 college credits and also pass an ethics exam in order to sit for the CPA exam. Different states have different requirements to maintain my CPA license, but generally I would have to take so many higher education credits per year to recertify. To get where I want to be there is a lot of steps that I must climb, I am up to the challenge. There is a wide range of opportunities for me, depending on the degree I obtain in Accounting.Just having an associate’s degree in accounting certifies me to be a bookkeeper or an accounting clerk. The salary I could expect to make is $18,000 to $40,000 per year. Going on with my dream and pursuing my bachelor’s degree and ultimately my CPA I could earn $40,000 to $80,000 per year depending on experience. (Accounting coach, 2004-2012) Accountants must be well organized and be knowledgeable of financial documents. They must also be trustworthy, honest, have strong communication skills and be very attentive to detail. (Ford) Smith, 2012). It is also very helpful that I am knowledgeable of using Excel and similar computer programs, because spreadsheets are the core of accounting organization. After completing this paper and doing extra research, I still want a career in Accounting. I have a lot of hard work ahead of me. Organization and math was always one of my stronger qualities. I am ready to better myself through further education and be the best that I can be in my career. ReferencesAccounting Coach. (2004-2012). CPA requirements, accounting jobs and opportunities. In Accounting Coach (Ed. ), Retrieved from http://www. Accountingcoach. com/careers/CPA-requirement. html Careers in business. In (1997). Careers in Accounting. Retrieved from http://www. Career-in- Accounting. com (Ford) Smith. (2012). Traits, skills, and personal characteristics for an accountant. In Retrieved from http://www. chron. com/traits-skills-personal-characteristics-accountants-9716. html

Critical theory and professionalism Essay

In what ways can critical theory shed light on professionalism? This presentation explores how critical theory can provide a perspective for critiquing professionalism in education. In so doing the nature of the relationship between the professionalisation and social movement trends in education is addressed. An attempt at a definition of professionalism is going to be the focus of the first part of the presentation. Several concepts articulated within critical theory are discussed for their relevance to the issue of professionalism. The work of the Frankfurt School is underlined, drawing parallels to the work of Gramsci and Freire. In the final analysis, specific issues and questions raised by the perspective of Critical Theory are reflected upon as they apply to the professionalisation of education. The concept of professionalism Literature on professionalism is in its abundance. There have been many attempts at providing a clear definition, including the government-led agendas calling for higher degrees on professionalism in education. It can be noted at the outset that attempts at coming up with a definition of professionalism in education have struggled to agree on a particular one. Freidson (1994) has concluded that the use of the term professionalism is inconsistent. He argues that professionalism is ‘The Third Logic’, claiming that professions are occupational groupings that exercise relatively high degrees of control over the conditions as well as how they carry out their work. This kind of arrangement provides a mechanism for organising some aspects of social life in a way that properly deploys specialist knowledge. Professionalism is therefore viewed as a mode of social coordination and competes with, and provides some insulation from, both market and bureaucratic forms of organisation. It has also been viewed as â€Å"a state of mind† or ideology that reflects a way of thinking about the cognitive aspects of a profession and the characteristics that typify a professional (Van Ruler, 2005). In other words, in the case of teaching, professionalism is the cultural means by which we give meaning, purpose, definition, and direction to work as professionals and the place of practitioners in society. It can therefore be claimed that there is no universal agreement of the concept. It has been implored by some authorities for teaching to become evidence-based profession like medicine and law. Hargreaves, for example describes teaching as the â€Å"paradoxical profession†. He asserts that of all the jobs that are, or aspires to be professions, only teaching is expected to create the human skills and capacities that will enable individuals and organizations to survive and succeed. (Hargreaves, 2003). Carr (1992) has suggested that in this ‘extended’ view of educational professionalism, education and teaching are to be understood by reference to the elaborative network of public duties, obligations and responsibilities in which teaching as a social role is implicated. It can be asserted that if teaching is a profession, there has been an assumption that teachers should be equipped with capacities for autonomous judgement and the freedom to exercise this judgement. It could be considered inappropriate for politicians or employers to dictate to teachers what is or is not worthy of inclusion in the school curriculum, or what kinds of knowledge and skill are crucial for the professional conduct of teaching. It is with this view in mind that Flinders (1980) has argued that teaching is an open-ended activity. Helsby (1995) claims that professionalism is subject to geographical and cultural differences and it can be understood as relating to exceptional standards of behaviour, dedication as well as a strong service ethic. This view is supported by Bryan (2003) who argues that professional work can be seen to be increasingly influenced by politics. This can be justified by the claim that the policies of governments are ideologically driven, hence professionalism may be understood as constructs which develop in response to ideological influences. Thomas (2012) uses professionalism as a descriptor of a combination of teachers’ specific capabilities and knowledge, the purpose and ethical underpinnings of their work, the extent to which they are able to exercise independent and critical judgement, their role in shaping and leading changes in their field, and their relationship to other stakeholders. Despite the vicissitude of the notion of professionalism in education, standard analyses of how this concept can be applied in public services such as teaching and nursing have stressed the importance of specialist knowledge  and expertise, ethical codes as well as procedures concerned with training, induction and continuing professional development (Flexner, 1915; Larson, 1977; Langford, 1978; Eraut, 1994). Attached to this view of professionalism is the assumption that in exchange for a greater say in matters related to school and teaching, teachers are expected to submit to greater levels of scrutiny and work roles that go beyond classroom teaching (Stone-Johnson, 2013). In this exchange there is a shift of power whereby as the work of the teachers becomes increasingly professionalised, teachers appear to have surrendered degrees of professionalism. The critical project in education supervenes from the postulation that pedagogical practices are linked to social practices, and that it is the task of the critical intellectual to identify and address injustices in these practices. The Frankfurt School’s perception of Critical Theory was driven by an underlying commitment to the notion that theory as well as practice must inform the work of those who seek to transform the oppressive conditions that exist in the world. Their ideas influenced other great critical theorists such as Freire and Gramsci. If the notion of critical theory is to be linked to the debate on professionalism, it can be argued that the development of critical pedagogy out of critical theory has changed the way through which the role of the teacher is seen, particularly the professional position of the teacher in the society. It has been argued that there has been a widespread erosion of professional autonomy in recent years (Barton et al, 1994, Whitty et al 1998). This has been a result of the centralisation of control over all aspects of teacher’s work such as curriculum (National Curriculum, literacy and numeracy hours), assessment, (SATs, QAA/ Ofsted Inspections) and conditions of service (imposed by the employers in a controlled quasi-market regulated by centralist funding formulae, league tables and inspection regimes.) (Freidson, 2001). This can be corroborated by a survey of teachers carried by Helsby and McCulloch (1997) as it showed that the government onslaught of edicts and initiatives demolished professionalism. It has been argued the formulation of policy documents have positioned the teacher as fundamentally impotent in terms of curriculum design. The teacher  has been reduced to a mere curriculum deliverer. This is mainly to system of communication that is viewed as one-sided by educational critiques. Murphy and Fleming (2010) have attempted to deal with this issue by using the Habermas’ notion of communicative action. They argue that, for Habermas, the essential feature of communicative action is that it aims at reaching agreement. Furthermore in order for that agreement to be not only mutually acceptable but satisfactory, its participants must be willing to make and defend validity claims such as claims of truth, rightness and truthfulness. Habermas’ notion accedes to the fact that while validity claims are raised automatically in everyday communication, it is only when communication aims primarily at reaching consensus, and when participants provide reasons for their argument, that rationality actually manifests itself. It can be argued that in the case of professionalism, Critical Theory is meant to herald a liberatory education that empowers stakeholders, fosters curiosity and critical thinking, and provides a means for crucial successful bottom-up, top-down engagement in the political arena. The introduction of a prescriptive and centralised National Curriculum has greatly weakened the professional confidence of teachers, (Helsby and McCulloch, 1997). It has also left them uncertain of their ability to cope and of their right to take major curriculum decisions. This has resulted in the government having more control over the teaching profession, (Meyer- Emerick, 2004). Critical theory prefers to call this process ‘one-dimensionality’ of life. Thus this extended the existing understanding of power and its impact on the construction of knowledge. Gramsci was deeply concerned with the manner in which domination was undergoing major shifts and changes within the industrial western societies. He developed a theory of hegemony, whereby he sought to explain the manner by which these changes were exercised more and more through the moral leaders of the society (including teachers) who participated in and reinforced universal ‘common sense’ notions of what is considered to be truth in society. This is consonant with Foucault’s questioning of what he termed ‘regimes of truth’ that were upheld and perpetuated through the manner in which particular knowledge was legitimated within the context of a variety of power relationships within the society. Foucault’s perceptions of power is not  solely at play in the context of domination, but also in the context of creative acts of resistance and these are produced as human beings are interact across the dynamic of relationship and shaped by moments of dominance and autonomy. Such a viewpoint challenges the dichotomised standpoint of either domination or powerlessness of power as enticed by radi cal education theorists. Thus it can be argued that Foucault’s writing on knowledge and power shed light on a critical understanding of the teaching profession in relation to authority. More so it does open the door to a better understanding of power relations within the context of teaching practice.

The Ultimate Guide to the 5-Paragraph Essay

A five-paragraph essay is a prose composition  that follows a prescribed format of an  introductory paragraph, three  body paragraphs, and a concluding paragraph,  and is typically taught during primary English education and applied on standardized testing throughout schooling. Learning to write a high-quality five-paragraph essay  is an essential skill for students in early English classes as it allows them to express certain ideas, claims, or concepts in an organized manner, complete with evidence that supports each of these notions. Later, though, students may decide to stray from the standard five-paragraph format and venture into writing an  exploratory essay  instead. Still, teaching students to organize essays into the five-paragraph format is an easy way to introduce them to writing literary criticism, which will be tested time and again throughout their primary, secondary, and further education. Writing a Good Introduction The introduction is the first paragraph in your essay, and it should accomplish a few specific goals: capture the readers interest, introduce the topic, and make a claim or express an opinion in a thesis statement. Its a good idea to start your essay with a hook (fascinating statement)  to pique the readers interest, though this can also be accomplished by using descriptive words, an anecdote, an intriguing question, or an interesting fact. Students can practice with creative writing prompts to get some ideas for interesting ways to start an essay. The next few sentences should explain your first statement, and prepare the reader for your thesis statement, which is typically the last sentence in the introduction.  Your  thesis sentence  should provide your specific assertion and convey a clear point of view, which is typically divided into three distinct arguments that support this assertation, which will each serve as central themes for the body paragraphs. Writing Body Paragraphs The body of the essay will include  three body paragraphs in a five-paragraph essay format, each limited to one main idea that supports your thesis. To correctly write each of these three body paragraphs, you should state your supporting idea, your topic sentence, then back it up with two or three sentences of evidence. Use examples that validate the claim before concluding the paragraph and using  transition words to lead to the  paragraph that follows — meaning that all of your  body paragraphs should follow the pattern of statement, supporting ideas, transition statement. Words to use as you transition from one paragraph to another include: moreover, in fact, on the whole, furthermore, as a result, simply put, for this reason, similarly, likewise, it follows that, naturally, by comparison, surely, and yet. Writing a Conclusion The final paragraph will summarize your main points and re-assert your main claim (from your thesis sentence). It should point out your main points, but should not repeat specific examples, and should, as always, leave a lasting impression on the reader. The first sentence of the conclusion, therefore, should be used to restate the supporting claims argued in the body paragraphs as they relate to the thesis statement, then the next few sentences should be used to explain how the essays main points can lead outward, perhaps to further thought on the topic. Ending the conclusion with a question, anecdote, or final pondering is a great way to leave a lasting impact. Once you complete the first draft of your essay, its a good idea to re-visit the thesis statement in your first paragraph. Read your essay to see if it flows well, and you might find that the supporting paragraphs are strong, but they dont address the exact focus of your thesis. Simply re-write your thesis sentence to fit your body and summary more exactly, and adjust the conclusion to wrap it all up nicely. Practice Writing a Five-Paragraph Essay Students can use the following steps to write a standard essay on any given topic. First, choose a topic, or ask your students to choose their topic, then allow them to form a basic five-paragraph by following these steps: Decide on your  basic thesis, your idea of a topic to discuss.Decide on three pieces of supporting evidence you will use to prove your thesis.Write an introductory  paragraph, including your thesis and evidence (in order of strength).Write your first body paragraph, starting with restating your thesis and focusing on your first piece of supporting evidence.End your first paragraph with a transitional sentence that leads to the next body paragraph.Write paragraph two of the body focussing on your second piece of evidence. Once again make the connection between your thesis and this piece of evidence.End your second paragraph with a transitional sentence that leads to paragraph number three.Repeat step 6 using your third piece of evidence.Begin your concluding paragraph by restating your thesis. Include the three points youve used to prove your thesis.End with a punch, a question, an anecdote, or an entertaining thought that will stay with the reader. Once a student can master these 10 simple steps, writing a basic five-paragraph essay will be a piece of cake, so long as the student does so correctly and includes enough supporting information in each paragraph that all relate to the same centralized main idea, the thesis of the essay. Limitations of the Five-Paragraph Essay The five-paragraph essay is merely a starting point for students hoping to express their ideas in academic writing; there are some other forms and styles of writing that students should use to express their vocabulary in the written form. According to Tory Youngs Studying English Literature: A Practical Guide: Although school students in the U.S. are examined on their ability to write a  five-paragraph essay, its  raison dà ªtre  is purportedly to give practice in basic writing skills that will lead to future success in more varied forms. Detractors feel, however, that writing to rule in this way is more likely to discourage imaginative writing and thinking than enable it. . . . The five-paragraph essay is less aware of its  audience  and sets out only to present information, an account or a kind of story rather than explicitly to persuade the reader. Students should instead be asked to write other forms, such as journal entries, blog posts, reviews of goods or services, multi-paragraph research papers, and freeform expository writing around a central theme. Although five-paragraph essays are the golden rule when writing for standardized tests, experimentation with expression should be encouraged throughout primary schooling to bolster students abilities to utilize the English language fully.

How to Write a Descriptive Essay Excellently

How to Write a Descriptive Essay

Juvenile Delinquency A Controversial Issue Within The...

Juvenile delinquency has become a controversial issue within the Criminal Justice system. In the United States, juvenile delinquency refers to disruptive and criminal behavior committed by an individual under the age of 18. In many states, a minor at the age of 16 to 17  ½ can be tried as an adult. Once the individual reaches adulthood, the disruptive and criminal behavior is recognized as a crime. However, the criminal justice system has divided juvenile delinquency into two general types of categories that has brought upon controversial issues of inequality and corruption. Yet, putting young individuals in juvenile detentions facilities seems to open the door for them to commit more crimes in the future. Therefore, under certain circumstances juveniles should be tried as an adult. Juvenile delinquency incorporates two general types of behaviors. Status offenses is one of the general types of behaviors that are considered harmful or inappropriate for the children and adolescents. The behavior is consider harmful and inappropriate because of the age of the offender. An example of a status offense would be running away from home, ditching school, violating curfew, and smoking or drinking. As a result, this puts the burden on the parent to take care of their child. However, if an adult commits the behavior it’s considered not illegal. Though, there are parents that don’t care for their children causing this to be a serious issue. Delinquent offense is the second general typeShow MoreRelatedThe Development Of A Juvenile Criminal Justice System1740 Words   |  7 Pagesantisocial behaviors. Therefore, the development of a juvenile criminal justice system was crucial as it is tailored to distinguish the judicial process related to juvenile crimes. Various facilities such as specialized detention centers and youth centers are also put in place in order to provide a proper rehabilitative environment to address the needs of the youth offenders. However, in the recent past, the trend has changed, and the distinct justice system for the youth offenders has been under attackRead MoreThe Effects Of Incarceration On The Social Of African American Juveniles1487 Words   |  6 PagesDisciplinary changes applied to the juvenile justice system in addition to negative impressions of juvenile males have caused juvenile male incarceration rates to surge. African American male juveniles encounter racial differences in socie ty everyday due to view that media portrays them to be. Racial bias amongst these juvenile African American males is the principal cause of their incarceration rates climbing higher each year. The lives of these juveniles are seriously altered after being incarceratedRead MoreLabeling Offenders Within The Criminal Justice1551 Words   |  7 Pagesoffenders within the criminal justice is cleverly, labeling theory. Mentioned lightly above, was the premise behind labeling theory. This theoretical paradigm is predominantly interesting in exploring labeling of offenders, due to the fact that it both targets the offenders, as well as the individuals who are placing labels or stigmatizing the offenders in the first place based off the perceived deviant action. Labeling theory is truly prevalent, and is still occurring every day within the criminal justiceRead MoreThe Juvenile Justice System Is Not Reflective Of Their National Population1612 Words   |  7 Pagesare roughly 79,000 adole scents held at juvenile facilities all across the United States (Sickmund Puzzanchera, 2014). Of that population, Latino and African American youth represent the majority of those in confinement. This is a problem because the overrepresentation of minorities within the juvenile justice system is not reflective of their national population percentages. Nationally, Latino and African American youth only comprise 38% of the total juvenile population combined, while CaucasianRead MoreThe Origins Of Juvenile Justice1385 Words   |  6 Pagesthe origins of juvenile justice, from the house of refuge to the juvenile programs of today. Ans: In the early nineteenth century, the idea of reforming youth offenders took root in the United States. The House of Refuge in New York, which opened in 1824, was the first juvenile house of reform in the United States. This was the first attempt to house juvenile offenders in a separate facility and other States, like Maryland, would soon follow suit. The idea was not to punish juveniles offenders as adultsRead MoreJuvenile Justice and Delinquency Prevention Act6750 Words   |  27 PagesIntroduction The Juvenile Justice and Delinquency Prevention Act (JJDPA) is the principal federal program through which the federal government sets standards for juvenile justice systems at the state and local levels. It provides direct funding for states, research, training, and technical assistance, and evaluation. The JJDPA was originally enacted in 1974 and even though the JJDPA has been revised several times over the past 30 years, its basic composition has remained the same. Since the actRead MoreFuture of the Juvenile Justice System Proposal2603 Words   |  11 PagesFuture of the Juvenile Justice System Proposal Gina Tompkins, Marcus Hall, Terri Washington, Victor Jones CJA 374 November 24, 2013 Bruce Clingan Future of the Juvenile Justice System Proposal The juvenile justice system is designed to correct and change the behavior of juvenile offenders. Change in behavior is an indication the system is working. If there is no change, the system is deemed ineffective and a team of juvenile justice consultants are called in to make corrections. In realityRead MoreEssay on Juvenile and Adult Courts1740 Words   |  7 PagesJuvenile and Adult Courts: A Comparative Analysis Zanetta Eave, Tasha Harris, and Lee Blackmon CJA/374 July 29, 2013 Cory Kelly Introduction The â€Å"Juvenile and Adult Courts: A Comparative Analysis† paper will compare juvenile courts with adult courts. This paper will present an overview of the juvenile justice system, a point-by-point comparison between juvenile and adult courts. The adjudication process by which a juvenile is transferred to the adult court system. This paper will also discussRead MoreRunning Head : Consequences Of Crime1077 Words   |  5 PagesRunning Head: CONSEQUENCES OF CRIME †¨ CONSEQUENCES OF CRIME by Morgan Robinson CJA 3700-001 CONSEQUENCE OF CRIME The criminal justice system is meant to punish those who commit crimes yet when people are sentenced to serve time in either jail or prison everyone in that persons life is affected by it in some way. Women are incarcerated for the same reasons as men but the problems that they face while incarcerated are vastly different. The number of women being incarceratedRead MoreEffective Tactics to Reduce Juvenile School Shootings Essay2779 Words   |  12 Pagesmurders and homicides, the American society tends to react in a sense that justice should be brought to the victim(s) by giving extensive punishment to the offender(s); this is assuming adults are the players of these specific violent crimes. However, if the tables are turned to juveniles, specifically involving schools, the reactions seem to change. Rather than feeling little empathy while depending on the justice system to carry out decisions expected by society, the American society tends to

Free Sample of Porters Generic Strategies Virgin Atlantic Airlines

Question: Describe about the Porters Generic Strategies Virgin Atlantic Airlines. Answer: Virgin Atlantic Airlines always tries to understand the needs of its customers. Virgin Atlantic Airlines has been rendered to as niche airlines who are seeking value for money The airlines has managed to serve both local as well as international locations. In order to have an edge over its competitors, Virgin Atlantic Airlines has adopted various generic strategies. The porters generic strategies applicable on Virgin Atlantic Airlines as follows: (Source: Virgin Australia, 2016) Cost Leadership: It has been seen that, low cost fares mid - range price airlines are appealing more customers these days. Virgin Atlantic Airlines cannot be covered under the low cost fare airlines but it has certain pioneered features which helps them to differentiate their goods and services from other airlines. Differentiation: It has been seen that, the recent change in the aviation market has changed the needs of the customers. Virgin Atlantic Airlines offers its customers with flexible and customized services to its passengers. Passengers feel delighted when they are offered services of their choices which help in increasing the customer satisfaction levels.At Virgin Atlantic Airlines, differentiation is everything. The upper class passengers are able to access the in house bar area, spa office are. The passengers even have an option to book a limousine or motorcycles for airport transfer (Virgin Australia, 2016). Focus: The focus of Virgin Atlantic Airlines is to enter the niche markets (flight destinations) as well as understand the dynamics of the market. It shall be taken into consideration that, focus strategy does not work alone and hence it shall be teamed with either cost leadership/ differentiation strategy. As mentioned in the case study, the key trends of Virgin Atlantic Airlines shows that the turnover for Virgin Atlantic has risen from 1,630 (2005) 2,870 (2013). The number of passengers using Virgin Atlantic Airlines is on a constant rise but the rise is not huge It shall be taken into consideration that Bowmans Strategy Clock in case of Virgin Atlantic Airlines might lead to negative thinking justify nothing. It can be argued that, the eight different strategies together might hamper the profit levels. The Bowmans Strategy Clock refers to a tool which is biased towards the direct competitor strategy in order to increase the market share. The strategies of Bowmans Strategy Clock are not so clear on the profit front in the customer matrix. Therefore, Bowman strategy clock are not the best strategies for Virgin Atlantic Airlines as compared to the porters generic strategies discussed above. Virgin Atlantic Airlines has been using porters generic strategies in order to be in the competitive airlines run. One of the strategies adopted by Virgin Atlantic Airlines is to promote its brand all over the market place with the help of differentiation. The differentiation strategy has helped Virgin Atlantic to be known as a convenient and well equipped airline locally or internationally. With the help of differentiation, Virgin Atlantic Airlines had over powered other airlines by a deep cut in their service cost and providing outstanding services to their target audience. One of the biggest strengths of Virgin Atlantic Airlines is to use highly modern technology so as to act smart as compared to the other similar airlines (Shaw, 2011). Differentiation in case of Virgin Atlantic Airlines can be seen as mention in the case study, that they were the first airlines to provide personal entertainment to its passengers. Virgin Atlantic Airlines is the first airlines to operate Airbus A3 40-600. They were the first European airlines to operate Boeing 787-9 in October 2014. It is seen that Virgin Atlantic Airlines is hybrid in nature (i.e. amalgamation of cost leadership followed by differentiation). They follow the simultaneous strategy i.e. they customize the products at a price which is similar to those of mass products. Customization can be seen by mix match of the components. Some of the advantages of being hybrid at Virgin Atlantic Airlines is high innovation closely witness the needs of the customers, organizational learning take up strategic decisions. Hybrid strategy has helped Virgin Atlantic Airlines to achieve high levels of differentiation with low prices as compared to its competitors. This hybrid strategy will help the airlines to provide benefits to the customers (Shaw, 2011). Based upon the case study, it can be judges that Virgin Atlantic Airlines is hybrid in nature as it uses a different marketing strategy to market the airlines i.e. each aircraft has a distinguished name usually feminine in nature such as Lady Bird, Ruby Tuesday Island Lady. Competitive Advantage refers to strategies which are looked upon by the businesses in order to have a competitive edge over its competitors. There are various business strategies which helps any given organization to practice competitive advantage. Competitive Advantage has been referred to as the best approach for any organization as it helps the company to have a competitive edge as compared to its rivals (Kotler Keller, 2008).Some of the ways in which Virgin Atlantic Airlines has attained competitive advantage as compared to its competitors are providing quality services to the customers. The main focus of Virgin Atlantic is to focus upon quality services as compared to prices for the same. The main aim of Virgin Atlantic Airlines is to provide value for money. Thought the tickets are expensive as compared to its competitors but the service provided by the same is commendable much appreciated. It has been seen that, team Virgin Atlantic aims at making the passengers journey memo rable one. Virgin Atlantic Airlines have different product offerings for different passengers (De Kluyver Pearce, 2009). As mentioned in the case study, Virgin Atlantic Airlinesoffers its passengers with three types of cabin configuration i.e. economy, premium economy upper class. As per the facts mentioned in the case study, Virgin Atlantic Airlines was the first airline to provide its passengers with personal entertainment for all the three cabin configurations. Stakeholders Mapping Virgin Atlantic Airlines As a part of commitment so as to operate in a sustainable business Virgin Atlantic engages stakeholders on regular basis. The key stakeholders at Virgin Atlantic Airlines are those who are closely linked or might get affected or the airlines operation might be affected by the same. Some of the main stakeholders of Virgin Atlantic Airlines are employees, guests, shareholders, government regulators, community groups, government, and members of the union major airlines supplier. The summary of the key shareholders at Virgin Atlantic Airlines have been done as follows: Employees Employees have been referred to as the key shareholder at Virgin Atlantic Airlines. The Virgin Atlantic Airlines engages its staff members with direct communication (via emails telephone). An annual staff engagement survey along with quarterly employee road shows are conducted for internal training development (TD) purposes (Porter Phillpot, 2004). Guests The next key shareholders at Virgin Atlantic Airlines are the guests. Virgin Atlantic Airlines engages with their guests in a number of ways i.e. social media, frequent flyer program, websites, guests relation team, in flight magazines, in flight radio channel, guests contact center touch point guests journey (De Kluyver Pearce, 2009). Shareholders investors At Virgin Atlantic Airlines shareholder investors are known the main stakeholders as they might have an impact on the organizations strategy. Virgin Atlantic Airlines engages the investors with the help of survey, annual general meetings (AGM), annual reports, sustainability reports annual briefings (De Kluyver, 2000). Community Groups Virgin Atlantic Airlines engages with the community groups with the help of an official charitable foundation by the name Red Jet Virgin Unite (a non - profit organization of the Virgin group globally). Virgin Atlantic Airlines also engages with the community groups who live nearby the airport area with the consent of Community Aviation Consultation Groups. Virgin Atlantic Airlines also engage directly with the non - government organizations (NGOs) with the help of partnerships and other programs. Government regulator Virgin Atlantic Airlines engage with the government and other regulatory bodies through a well co-ordinated group such as government relations and group executive. The airlines are in direct touch with the regulatory bodies in their consultation process, advisory groups policy forums (Shaw, 2011). Union Virgin Atlantic Airlines engages directly with the members of the union and discuss on the various topics such as internal training development (TD) practices, negotiation, health safety measures and enterprise bargaining agreements (Porter Phillpot, 2004). Suppliers Virgin Atlantic Airlines engages directly with the suppliers with the help of procurement, execution ongoing contract management. Key resources and competencies: Resources (what we have) Competencies (what we do well) 1. Some of the key resources available at Virgin Atlantic airlines are Plant, equipments, cash, borrowing capacity reserves. 2. Human capital in terms of knowledge and skills in case of Virgin Atlantic airlines are goodwill attached along with the airlines and reputation in the airlines industry. 1. Virgin Atlantic airlines shall be able to fly and manage the passengers to reach safely to their destinations. 2. Virgin Atlantic competes on global availability of flights. It has been seen that, the competitors attack them on the basis of price as well as the level of customer service. Shareholder Mapping: Power Interest Matrix: A Minimal Effort Union B Keep Informed Shareholders Investors Government Regulators C Keep Satisfied Community Groups D Key Players Clients/ Guests Employees Suppliers A project is termed to be successful if and only if the stakeholder/ shareholders are satisfied. Shareholders or stakeholders are individuals who have either invested their time, money interest in a particular project. They are the ones who are actively involved with the project and have something to gain or lose in the project. It shall be taken into account that, key shareholders can either make or break the success of the project. Even if all the deliverables of the project are met the objectives are satisfied but the stakeholders are not happy then the nobody would be happy (Kotler Keller, 2008). Virgin Atlantic Airlines have number of resources which would help them to attain competitive advantage over other airlines. The strongest resource applicable to the success of Virgin Atlantic is its strong brand reputation attached along with it. Whereas, other success factors associated with the same, which might be imitated in future are itshigh customer service, better location(flight destination) human resource (HR). VRIO (Value RarityInimitability Organized) framework for Virgin Atlantic Airlines is as follows: VRIO FRAMEWORK Value: Virgin Atlantic Airlines cabin crew is known for its high degree customer orientation one of the best service providers in the airline industry. Rarity: Rarity provides competitive advantage. It has been seen that, the engine technology used at Virgin Atlantic Airlines is rare in nature. Imitability: A strong established brand and reputation attached along Virgin Atlantic Airlines is not easy to imitate. Organized: Virgin Atlantic Airlines tends to support a valuable rare a difficult to imitate resource. This will help the airlines to have benefit in the long run. References De Kluyver, C. (2000).Strategic thinking. Upper Saddle River, N.J.: Prentice Hall. De Kluyver, C. and Pearce, J. (2009).Strategy. Upper Saddle River, N.J.: Pearson/Prentice Hall. Kotler, P. and Keller, K. (2008).Marketing management. New Dehli: Prentice Hall India. Porter, M. and Phillpot, C. (2004).Michael Porter. London: Purdy Hicks. Shaw, S. (2011).Airline marketing and management. Burlington, Vt.: Ashgate. Virgin Australia. (2016).Stakeholder Engagement | Virgin Australia. [online] Available at: https://www.virginaustralia.com/au/en/about-us/sustainability/stakeholder-engagement/ [Accessed 11 Aug. 2016].

Pediatric Urgent Care Clinic Business Plan Proposal free essay sample

With long waits at the emergency room, pediatric urgent care centers have become an alternative to after-hours care for children. It takes great patience, and a big caring and compassionate heart to take care of sick or ill patients. It takes a greater patience to take care of greatly ill or sick children after the hours of your normal pediatrician hours. This is a growing need and urgent request to fulfill as there are not many pediatric urgent care facilities in place at this time. Urgent Care is designed to complement your primary care pediatrician by providing services when your doctors offices’ are typically closed. Pediatric Urgent Care Clinic is designed for treatment of illnesses and injuries for which your child would normally receive care at his or her pediatrician’s office such as ear infections, sore/strep throat, cold/flu-like symptoms, minor cuts, scraps, burns, rashes, sprains, etc. We will offer after hours service as a convenience to you instead of emergency room care. We will write a custom essay sample on Pediatric Urgent Care Clinic Business Plan Proposal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If your childs illness or injury requires emergency care, then we will direct you to the nearest emergency room (UMHC, nd). The Pediatric Urgent Care Clinic of Martinsville, is intended to be formed as a pediatric urgent care located at 2121 Main St., Martinsville, Virginia, 24112, in the heart of the city, which is convenient and accessible to anyone. This is presumed to be a great rapid growth in the healthcare urgent care industry. The Business seeks funding to take advantage of a window of opportunity for introducing a new pediatric urgent care clinic facility. This has the potential to dominate the urgent care market in the area, and nearby surrounding cities. This will be a unique urgent care clinic different from most known, as it will only serve children age newborn to adolescent. Most urgent care facilities see patients from newborn to adult age; this urgent care will be staffed with pediatric emergency medicine trained physicians who are able to address the unique medical needs of children. The level of care that will be given will be driven by evaluation treatment provided by medical staff experienced in pediatric emergency medicine, with continued ongoing training and education. The goal of The Pediatric Urgent Care Clinic is to serve pediatric patients as an after-hours option, at a lesser cost, that could be treated on primary care level. This is a cheaper alternative option than going to the emergency room for illness or injury. II. EQUIPMENT/TRAINING EDUCATION DESCRIPTION â€Å"Although the American Academy of Pediatrics does not encourage the routine use of urgent care facilities because it may undermine the provision of coordinated, comprehensive, family-centered care consistent with the medical home concept, the use of these facilities as part of urgent and emergent care systems is not uncommon (AAOP, 2005).† The Pediatric Urgent Care Clinic, the service will provide walk-in, extended hour access of Monday-Friday: 4:00pm to Midnight and Saturday and Sunday 12pm to Midnight for children with acute illness and injury care that is beyond the primary care practice. We will have a full service organization that will have on-site X-ray and Laboratory services. This service is specifically geared toward treating children only; therefore the equipment needed will have to be suitable for smaller patients. See the below table of pediatric equipment required and is this may not be an all-inclusive list, but well needed equipment