Redbox Current Situation free essay sample

Current Situation Redbox is leading the way in the premier industry of DVD rental kiosks. With Coinstar as its established parent company, Redbox is currently surpassing its competitors with its number of self-service kiosks. Redbox’s growing popularity is facilitated by its physical distribution, which places the kiosk in high traffic locations such as Wal-Mart, Kroger, McDonalds and Walgreens. Due to Redbox’s standing as the progressive option for DVD rental, its decision to target the 18-24 year old in household’s demographics. This demographic embodies the idea of innovation, experimentation, and dependency on technology, all of which are imperative to transform an introductory product into a nationwide brand. The following report provides secondary and primary research in order to construct an accurate glimpse of Redbox and its emergent status within the 18-24 year old target market of the DVD rental industry. This report includes the description and results of eighty self-administered surveys completed by samples of the target market. We will write a custom essay sample on Redbox Current Situation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Based on an analysis of these results, the report concludes with recommendations designed to assist Redbox in more effectively reaching its 18-24 year old target market. This targeted market share common interest such as hobbies, taste in movies, and games they play. 63% of the family oriented People that range from 33-44 have at least one child, 51% have a house hold of at least four people. The primary market is Low income –Middle Class, $30-60k whether in the City or Suburbs. Redbox targets people with the same motivations and aspirations living a comfortable life with lots of family security. That cares about financial security, safety, social etiquette, time, and trust. Their lifestyle is slightly conservative and old-fashioned. When it comes to education levels 43 percent of Redbox target market goes to people with a college degree. 44 percent goes to people without one and 12 percent goes to student in graduate programs. Redbox’s secondary target market is gamers. The age group includes the people of the ages of 18- 34 with the education levels of college students and graduates. The type of income they would have to make is middle class so that would be a total of around $50- 100k. It is targeted by the Y generation living in a city area. Redbox’s motivation is to have a sense of accomplishments and social recognition. They care about the social involvement, trying new things, being efficient and progressing. Redbox are also willing to explore the new media and innovate in technology as well. When it comes to the product, because Redbox does not have too many games to choose from, the product usage is low and is rental occasionally to none. The benefits of renting games from the box are cheap, convenience, easy and quick. Now and days there are so many different types of game stations like the Xbox 360, PS3, PSP and many more and the more updated your system is the more expensive the games are. Wal-Mart is a good place to buy games for the cheapest price possible when a new game comes out but most of the time when a game is outdated that is when you have to go to GameStop, where the games are expensive. At GameStop it is possible to buy and trade in games but a lot of times they do not give you a good deal for your traded in game. That is when the creation of Gamefly was invented and gave gamers more choices, better prices and easier ways to getting games for every PlayStation out there. Redbox saw how successful Gamefly was and decided to give them a run for their money. Unlike Gamefly, with Redbox there are no hidden fees and no membership, therefore you do not have to pay monthly for games and the game rental are cheap. One thing about Redbox, unfortunately, is the fact that they do not have too many movies to choose from which can really be irritating to a real gamer.

How to Use phpMyAdmin for Your Database

How to Use phpMyAdmin for Your Database Abhilash writes I am using phpMyAdmin†¦ so how can I interact with the database? Hi Abhilash! phpMyAdmin is a great way to interact with your database. It allows you the flexibility of using the interface, or simply using SQL commands directly. Lets take a closer look at how to use it! First navigate to your phpMyAdmin login page. Enter your username and password to access your database. Now that you have logged in, you will see a screen that has all of your databases basic information. From here there are several things you can do. Lets say you want to run a bit of SQL script. On the left hand side of the screen, there are some small buttons. The first button is a home button, then an exit button, and the third is a button that reads SQL. Click on this button. This should prompt a popup window. Now, if you wish to run your code you have two options. Option one is to type or paste in the SQL code directly. The second option is to choose the Import Files tab. From here you can import files full of SQL code. Often when you download software they will include files like this to help you install it. Another thing you can do in phpMyAdmin is browse your database. Click on the database name in the left hand column. It should expand to show you a list of tables within your database. You can then click on any of the tables it contains. There are several tabs of options on the top of the right page now. The first option is Browse. If you select browse, you can view all of the entries in that table of the database. You can edit, or delete entries from this area of phpMyAdmin. It is best not to change data here if you arent exactly sure what its doing. Only edit what you understand because once deleted it is irreversible. The next tab is the Structure tab. From this table you can view all of the fields within the database table. You can remove or edit the fields from this area too. You can also change the data types here. The third table is the SQL tab. This is similar to the pop up SQL window that we discussed earlier in this article. The difference is that when you access it from this tab, it already has some SQL pre-filled in the box pertaining to the table from which you accessed it. The forth tab is the Search tab. As its name implies this is used to search your database, or more particularly the table form which you accessed the tab. If you access the search feature from the main phpMyAdmin screen you can search all of the tables and entries for your entire database. This is a very useful feature, that could be completed using only SQL but for many programmers as well as non-programmers its nice to have the simple to use interface. The next tab is Insert which allows you to add information to your database. It is followed by the Import and Export buttons. As they imply they are used to import or export data from your database. The Export option is particularly useful, as it allows you to make a backup of your database from which you can restore if you ever have an issue. It is a good idea to backup data often! Empty and Drop are both potentially dangerous tabs, so please use them with caution. Many a novice has clicked through these tabs only to have their database disappear into the great unknown. Never delete unless you are absolutely sure it wont break things! Hopefully that gives you some basic ideas of how you can use phpMyAdmin to work with the database on your website.

How to Get a Job Without Connections

How to Get a Job Without Connections Networking is probably the number one way to get yourself a job if you are looking. Referrals account for nearly 40% of all hires- and referred employees often get jobs quicker and make more money out of the gate. But what if you don’t have anyone to refer you to a particular company or within a particular industry? If this is the case, then you’ll need to figure out how to get a job without connections. Luckily, we’ve got the right information to accomplish that. So, what do you do if you don’t have any inside connections? What if you’ve moved to a new city and your social circle is nonexistent at the moment? What if you’re fresh out of college and you didn’t network as well as you may have wanted? Don’t worry. Even when you don’t know anyone, getting a referral that lands you an interview is a lot easier than you think.Message mutual friends on social mediaFacebook is clearly the dominant social media outlet, and itâ₠¬â„¢s likely to stay that way for the foreseeable future. As such, it’s a surprisingly great resource for finding employment leads. Your suggested friends’ list is a potential job referral gold mine. You can also use the search function on Facebook in clever ways to aid in your new career quest. Find individuals by the city they live in, where they went to school, which friends you both have in common, as well as where they work.I suggest mixing and matching a few of these filters.Start off with finding people that work at the company you’ve been eyeing, and also went to the same university as you.Then transition to friends of friends that work where you’d like to apply.If you come up empty-handed with either of those combinations, just search for people by workplaceThe biggest hurdle with seeking job referrals, particularly if you’re an introvert, is reaching out to someone that you barely know. It seems intimidating (maybe even a bit rude) to mes sage someone you’re unfamiliar with, but it’s actually in their benefit to have you brought onto the team. Many companies have lucrative referral programs that incentivize current employees to suggest new hires.When striking up a conversation with someone you barely know or don’t know at all, remember not to jump head first into a sales pitch – be tactful. Break the ice by bringing up a commonality. Build a relationship before you solicit them for a job.Scan their Facebook page and see what pages they follow, what music or movies they’re interested in, anything that will make the inevitable questioning about their work much more acceptable.Open up with a message like this:â€Å"Hey there, I saw that we both know [mutual friend]. I also noticed you’re into the same [musician, book, movie] as I am. That’s awesome, I love them! I don’t mean to bother you, but I was curious if you’d be interested in chatting for a bit about [company]? Whenever  you’re available, of course. No rush. I was looking to apply there and I wanted to get your thoughts on a few things before I sent in my resume. I’d love to know what you thought about [album, novel, ending of movie] too! Thanks so much.†Always be mindful of how aggressive you’re coming off. Your main goal is to build a bridge with a prospective colleague. If you don’t receive a response as quickly as you’d like, be patient and never be too pushy.Reconnect with your university’s alumni networkUniversity alumni networks aren’t just for reconnecting with old college flames or long-lost roommates, they’re an ideal resource for job referrals. College is, after all, your first major networking pool and reaching out to a fellow university alum is a lot more comfortable than, say, random Facebook users. You already share a common sense of identity. Think of your alma mater as an extended group of potentia l colleagues.Many of these networks are designed with the specific purpose of helping students advance their careers. If you’re still in school, head to the career center on campus. They often maintain large databases of alumni information, so see if they’re able to get you in contact with recent graduates.Scope out the university’s website and find the alumni section. In this digital age, colleges often utilize some form of external platform that you can log into. You should have access to these areas for a lengthy period of time after graduation, but it’s simple to sign back up if you’ve been out of school for a while.Additionally, college career centers host job fairs and similar networking events that are open to the public. Consider attending one whether you live near your old school or you’re in a new city.Scour Linkedin for employeesHopefully, you’ve been diligently growing your LinkedIn network. If you haven’t, well the n, open a new browser tab and either build your profile or start expanding your network immediately. LinkedIn is hands down your best chance at securing a job referral from someone that actually works in the career field your applying to. It’s perfect for when you absolutely, positively don’t know a single person that can refer you for a job.Follow these steps:Search LinkedIn for the job you want.If you already have a profile, browse your first and second-degree connections.Research what you can about the company and find someone currently employed there (either inside or outside your LinkedIn network).Politely introduce yourself and try to set up a meeting over coffee or lunchAsk specific questions related to their business.Once you’ve found a contact in your industry, try and set up an â€Å"informational interview†. This is where you field questions about the nature of the company and their particular position. Not only will you gain valuable insight i nto the business, if you impress the contact well enough, you have an opportunity to be referred for the position you want.You can be far more direct with your LinkedIn pitch as opposed to the Facebook example from earlier.â€Å"Hello [LinkedIn Contact],I’ve been following the work of [company] for some time now and I’m considering submitting my resume for [position]. If you have a moment, I was interested in asking a few questions regarding the application process. It would be great to get an insider’s perspective on [company product] as well. Were there any issues that arose with that project? Has it been successful? I appreciate your time. I look forward to finding out all that I can about [company].†An added benefit of cold-emailing employees like this is that its good practice for when you finally reach the interview stage. Even if you aren’t able to set up a meeting, that person is likely to tell you how to get in touch with someone that can assist you. Ultimately, that’s what you’re trying to accomplish.Join a meetup websiteWhat’s better than a networking event? I know, you’re probably thinking anything is better than a networking event. However, there are a handful of websites out there that make networking much more tolerable.These sites are perfect for chatting with professionals with inside information about your industry and meeting people that can refer you to recruiters:Meetup – Perhaps the largest networking website out there. Meetup has a dedicated job search page to help you find business socials in your areaEventbrite – Used by organizers to promote, plan, and even sell tickets (if necessary) to area eventsEventful – An online calendar and local event tracking website that includes a networking categoryReddit –   The /r/meetups page on Reddit primarily organizes social networking events, but you never know who you might run into.There are a few things to keep in mind when joining a networking website. Be wary of only mingling with other unemployed people. You’re there to find work and neither of you are in a position to help one another at the moment.Events with low attendance can also be an issue, particularly if you’re in town with a small population. Try not to waste your time if it doesn’t seem worthwhile.Avoid sites like Craigslist when looking for gainful employment. While it may help with an entry-level job search, you run the risk of being scammed. I once attended what I originally thought was a networking event which turned out to be a bizarre attempt to pitch multi-level marketing (read: pyramid scheme) to the few confused individuals that showed up.Getting a job referral doesn’t have to be about who you know. It just takes a little initiative.About the Author:  Lauren McAdams is a career adviser and hiring manager at ResumeCompanion. She’s been quoted by sites like Forbes, Huffingt on Post, and TechRepublic. When she’s not busy helping job seekers, she’s sipping on coffee or a glass of wine – depending on the time of day of course.

Quantitative research critique Paper Example | Topics and Well Written Essays - 1500 words

Quantitative critique - Research Paper Example The authors feel that the distinction between these atypical medications and the comorbidity with weight gain and diabetes is an important distinction. Furthermore, this certainly has ramifications for nursing in regards to the diet and importance of monitoring signs of diabetes and increased weight gain in this cohort. The population under study and the quantitative analysis of the data is appropriate and meaningful for this study. Literature Review: The references cited, while not extensive, are suitable for the size of the study. Twenty-two references are used directly. Of these, seven are directly related to the effects the study is analyzing. The others relate to the specific mediations under study as well as the general information regarding diabetes and adiposity. Twenty are current and date from 2002 forward, only two are older, (1) the American Diabetes Association’s â€Å"Report of the expert committee on the diagnosis and classification of diabetes mellitus.† dates from 1997 but is only used as a general reference and (2) Gray and Fujioka (1991) â€Å"Use of relative weight and body mass index for the determination of adiposity,† also for general guidelines. ... In a survey of diabetes associated with clozapine, glycemic control improved after clozapine was stopped in 78% of individuals who developed diabetes; 62% of these patients no longer required hypoglycemic drugs. Of 12 patients who were restarted on clozapine, 9 developed hyperglycemia again. (Cohen, 2004, 3) While other references used generalized this effect there is other literature that directly supports it. For instance, in a study they did not reference, Koller and Doraiswamy (2002) showed in their research that 78% of the group had improved glycemic balance once they stopped taking or decreased the dosage of olanzapine and that if olanzapine was restarted eight out of ten patients had a recurrence of hyperglycemia. So it is clear that there were previous studies which connected the same inferences the authors are stating. There is also some research that counter-indicates their results as to weight gain to some extent: †¦patients taking antipsychotic drugs can develop diab etes without significant weight gain or can lose weight. Furthermore, their diabetes usually improves rapidly when the antipsychotic drug is withdrawn, without significant reduction in body weight, and often recurs rapidly if the drug is started again. (Wirshing, 2001, 8) They do cite another study from Wirshing, Boyd and Meng (2002) which does concur with their weight gain hypothesis. Furthermore, as far back as 1999, the diabetic inducing effects off clozapine and olanzapine were already known: Several cases of new-onset diabetes attributed to clozapine and olanzapine were associated with acute pancreatitis. It is possible, therefore, that antipsychotic-induced diabetes results from chemical damage to the pancreas. However, diabetes

Homeland Security Mod #3 Essay Example | Topics and Well Written Essays - 250 words

Homeland Security Mod #3 - Essay Example Homeland security department has presented comprehensive safety measures that are central in safeguard America from terrorist. The department has set seven procedural ways such as investigating the raise of any problem, setting the goals that are vital in meeting better security objective, the department also has strived in designing security guiding policies (Stojkovic etl and, 2007). The policies set are essential in action planning toward the county security, implementing and monitoring follows the action plan. After implementation and monitoring are fulfilled evaluating the outcome is analyzed for better future decision-making. Finally, reevaluating and reviewing of the whole procedure is done to enhance assessing effectiveness and efficiency of the new programs and policies. The new programs and policies have to a large extent enabled homeland security to thwart terrorist occurrences within the US. In 2010, National security approach homeland security made a coordination among the federal, states and local government with the aim of preventing, protecting US against ant threat (Stojkovic etl and, 2007). Finally, homeland security in 2011 domestic approach for counterterrorism has enabled this security agency to develop defensive effort in ensuring a homeland that is safe, secure and strong in overcoming

Mathematics in the Primary School

Mathematics in the Primary School Innumerate school children cost the taxpayer up to  £2.4bn a year. In 2007, Sir Peter Williams the then chair of the Advisory Committee on Mathematics Education (ACME), was commissioned to consider and make his recommendations in response to the teaching of mathematics in early years settings and primary schools, with a view to assessing and improving upon the current practices of mathematics teaching in early years settings (EYS) and primary schools (Adonis 2007). By examining the available evidence, drawing from the best practice nationally and internationally and by working closely with the teaching profession, the Williams final report was published in June 2008. By means of 10 recommendations the report identifies methods by which children in primary schools and early years settings can acquire a greater understanding of mathematics, and a greater appreciation of its importantance with relation to a successful progression through life during and after their school career is over. Through a high-quality curriculum and excellent teaching (Williams, 2008, p61), children should have confidence and feel comfortable with the concept of Mathematics within their day to day lives. In the following, I will explore the implications of the ten recommendations outlined in the Williams Report and will conclude with some reflection on the value of the report and the likely impact it will have on me as a trainee teacher. Recommendation 1 Considers the entry requirements necessary for Initial Teacher Training (ITT). GCSE Grade C mathematics continues to be the mandatory minimum requirement level. However the report argues that grade B in GCSE maths is desirable with the long-term ambition of the government initiative the Training and Development Agency for Schools(TDA), being for all Qualified Teacher Status (QTS) graduates to have reached Masters-level accreditation. However, this is currently deemed inadvisable given the possible risk of falling enrolment of trainee teachers A higher priority is given to teaching experience through teaching placements to increase the students pedagogical knowledge, Williams (2008, p7) states that, a combination of deep subject knowledge and pedagogical skill is required to promote effective learning, a view supported by the research body Mathematical Knowledge in Teaching (2007/2008). The evidence of good grounding in these two fundamental attributes shows; taken together they constitute a necessary condition to progress learning for all children up to the end of Key Stage 2, which prepares them well for Key Stage 3 ((Williams, 2008, p10). The only currently acceptable route to raising mathematical understanding is through properly funded and rewarded continuing professional development (ibid p 12) Q14, Q15, Q19, Q25a,b,c,d Recommendation 2 Local Authorities (LAs) are to continue to up-skill and increase the numbers of their Mathematic Consultants. A continued extensive budget is to be set aside by the Government for local LAs to implement this following the recommendations made by the Primary National Strategy (PNS) (via the National Numeracy Strategy (NNS)), and in partnership with the National Centre for Excellence in the Teaching of Mathematics (NCETM). This funding to be used to develop and track refresher Continued Professional Development (CPD) courses for all LA consultants, evidence being that since the introduction of the NNS, a transformation in the way mathematics is taught can be strongly correlated with the increase in the attainment levels of primary school children (ibid p 16). Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 3 Every school should have at least one mathematics specialist present (or have access to one), whose initial objective is to raise standards and narrow attainment gaps. By utilising the highly-trained (circa) 400 LA Mathematic Consultants to their fullest, a phased proposal is given to have a Mathematical Specialist present in every school which will re-enforce the importance of mathematics within schools and enhance and allow flexibility for CPD provisions available to all teaching and support staff. Small and rural schools benefitting from pooled resources wherever possible. Many of these specialists could be sourced from Newly Qualified Teachers (NQTs) trained to a higher mathematical level through their ITT providers, and all specialists to be monitored by their respective head teacher. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 4 The Department for Children, Schools and Families (DCSF) is to commission a set of materials which will help early years practitioners understand the effect of childrens development as shown through their mathematical mark-making. The resulting report supports the introduction of childrens mathematical graphics (Worthington, M/ Carruthers, E, 2003), at the Early Years Foundation Stage (EYFS). The EYFS adheres to the principles of the central importance of creativity and critical thinking in early learning and development (Mark Making Matters, 2008, p2). By giving practitioners the tools to support and challenge a childs thought process through encouragement and understanding of the young childs mark-making, along-side open ended discussion (sustained shared thinking (Williams, 2008, p34)), the children will become confident and competent communicators, both orally and on paper, in all six areas of learning and development. (Mark Making Matters, 2008, p2) In relationship to mathematics, by encouraging a child to mark-make from a very early age, when children realise that marks can be used symbolically to carry meaning [] they begin to make marks as tools to make their thinking visible (ibid p3). Through drawing the child may develop their concepts in relationship to problem solving, reasoning and numeracy. The importance of the Early Years Practitioners taking the time to observe, listen and analyse childrens mark making in order to understand, praise and enrich the childs achievements (ibid p3), is affirmed. However, I must agree with the importance of a young childs mathematical understanding being developed through imaginative play and effective mathematical learning for children in this age group needs to be predominantly social in nature (Williams, 2008, p36). Q15, Q18, Q19, Q20 Recommendation 5 The forthcoming review of the EYSF in 2010 is to consider the inclusion of time and capacity which Williams feel were omitted when the statutory early learning goals set out in the Statutory Framework for EYFS: Learning and Development Requirements (DCSF 2006) were first developed. By using these two extra concepts along with those already required i.e., shape, space, measures along with the use of correct mathematical language, it would enable the child to apply their mathematical knowledge in practical and active ways (Williams, 2008, p36), whilst also enhancing the childs understanding of problem solving. The responsibilities of effective pedagogy for this remit falling to local authorities, leaders, managers and head-teachers. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 6 The DCSF is to continue to increase the amount of graduate practitioners going into Early Years Settings (EYS). The Childrens Workforce Development Council (CWDC) (2010), states High quality early years provision can have a significant impact on childrens development, performance at school and their future life chances (CWDC, 2010, Areas of Work- Early Years) and the early years workforce must be well qualified. (ibid) With reference to the Effective Provision of Pre-School Education (EPPE, 2004), the Millennium Cohort Study (MCS, 2005) and the evaluation of the Neighbourhood Nursery Initiative (NNI, 2000), it recognises the importance of having a good proportion of trained teachers on the staff. The recommendation being for one graduate early years professional per setting by 2010 and with provision for two graduates per setting in disadvantaged areas. A member of staff having Qualified Teacher Status (QTS) and a Graduate Early Years Practitioner who has a specialism in working with early years children could have the most benefit to most childrens development and learning. Standards could also be raised with additional funding given to implementing CPD within the Early Years Workforce where mathematics is given essential priority. It should however be noted that EYFS provisions are currently very erratic throughout the UK. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 7 Engaging the full understanding and commitment of participating children and their parents/carers before the onset of intervention, paying special attention to the integration of intervention in the class room and in a home-school partnership through official home-learning activities. Where research is undertaken, it is proven that the inclusion and understanding of parents/carers before the onset of intervention is paramount in guaranteeing programme success, and parents/carers could support their childs learning progress through official home-learning activities. Equally, children who understand exactly the nature of the programme show genuine delight in their progress and the importance of this factor should not be under estimated for a successful programme (Williams, 2008, p55). In terms of the integration of intervention, the DCSF National Strategy Standards (PNS) (1998) cites; Intervention is not just about additional out-of-class provision. It also includes reviewing what happens in class to make sure it is appropriately tailored to the needs of the children. Q14, Q15, Q18, Q19, Q20 Recommendation 8 The Wave 3 Intervention programme from The Every Child Counts (2008) initiative; a partnership between government, businesses and the charity Every Child a Chance (2007) aims to enhance achievement for approximately 5%-10% of children nationally who are failing to master the basics of numeracy (Adonis, 2007). Adonis (2007) states; there is no single cause of under-attainment and therefore no single answer'(ibid) It is best to summarise the implications, logistics and recommendations of wave 3 intervention in Year 2 as follows:- Intervention should be led by a qualified teacher on a 1: 1 teacher pupil ratio. The benefits of working in pairs or small groups should also be explored. The childs class teacher should be given responsibility to decide whether intervention is necessary. Investigation into of the efficacy of using video tapes for assessment and training should be undertaken. Diagnostic tools should be developed to aid teachers with assessment before intervention and monitor progress after leaving the programme, using for example, Assessing Pupils Progress (APP) and the Early Years Foundation Stage Profile (EYFSP). Intervention should ideally last for one term and be completed by the end of Key Stage 1. Where it is deemed that a child is in need of intervention for both literacy and mathematics, it is imperative that mathematics be given equal standing to literacy. A wide range of (potentially costly) multi-sensory resources should be made available, for example, Numicom and the interactive whiteboard, to enable the teacher and child to select the appropriate aid to their specific issue. CCD programmes should be developed for the teacher as intervention specialist and for LA intervention specialists. Currently there is only a small cohort of intervention specialists available. Combining the roles of intervention specialist and mathematics specialist should be considered through the pooling of resources wherever possible to limit cost implications. Teaching Assistants could be further trained to lead less intensive wave 2 and 3 interventions. A longitudinal study is to be carried out over the next 10-15 years to assess the success of the programme. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 9 and 10 Refer to the importance of continued building on the currently solid curriculum, with more prominence being given to use and application (Williams, 2008, p60) of Mathematics across all subjects and to give renewed focus to oral and mental mathematics. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Conclusion In conclusion, the above discussion has demonstrated the key features of the Williams Report and has reflected on the implications of the report for EYP, strategies for intervention and the roles of the curriculum, training, accreditation, head-teachers and the family. I have demonstrated how the Williams Report has both drawn on existing regulations, recommendations, policies and practice but crucially, identified the weaknesses in existing legislation. For me the key strengths of the report lie in its emphasis on the role of teacher pedagogy and practice and the shared responsibility of the LAs with schools, in particular the head-teacher, and with the parent/carer. A key recommendation is being pro-active and understanding that every child matters. I feel the weaknesses of the report relate to its over-emphasis on high-levels of formal accreditation, which do not reflect an individuals natural gift to teach and which may jeopardise future recruitment. Of course, the question remains what the effect of recent government changes and the very real and imminent threat of public sector cuts will mean for the practical implementation of the Williams report recommendations.

The Working Girls

Women are entering the labor market in greater numbers and are staying in it longer and for a larger proportion of their work lives (Looking 1996). When asked what they want, women respond in survey after survey† â€Å"pay equity,† â€Å"better wages,† or â€Å"more money† (Looking 1996). In other words, women believe they are not being paid what they are worth (Looking 1996). This is a common response up-and down the income spectrum, â€Å"women from the executive suite to the factory floor, from the office to the washroom,† all feel that they are underpaid (Looking 1996). During the 1970's, women earned 59 percent of what men earned, and today they generally earn approximately 72 percent of what men earn (Looking 1996). However, although women's earnings have risen, about 3/5 of the narrowing of the gap is due to the fall in men's real earnings (Looking 1996). Moreover, the wage gap grows as women and men age, the gap is relatively small for young women and men, but thereafter men's wages increase sharply while women's do not (Looking 1996). In fact, the average woman in her working prime, in her early forties, makes only about the same as a man in his late twenties (Looking 1996). About fifteen years ago, it all seemed possible, to â€Å"bring home the bacon, fry it up in a pan, split the second shift with some sensitive New Age man,† however slowly the upbeat work-life rhythm has changed for professional women (Wallis 2004). Although many countries have given women the right to maternity leave and, sometimes, generous subsidies for child care, and some have even initiated a 35-hour workweek, however, the norm for most executives is still 50 hours a week for women (Wallis 2004). According to Catalyst, a U. S. esearch and consulting group, the average number for executives in the U. S. is roughly 70 hours a week (Wallis 2004). And for dual-career couples with children, the combined work hours have grown from 81 hours a week in 1977 to 91 hours per week in 2002, according to the Families and Work Institute (Wallis 2004). The U. S. Census data reveal an increase in stay-at-home moms who hold graduate or professional degrees, these are the very women who seemed destined to blast through the glass ceiling, yet 22 percent of them are home with their children (Wallis 2004). A study by Catalyst found that one in three women with M. B. A. s are not working full-time, compared to one in twenty of their male peers (Wallis 2004). Sylvia Ann Hewlett, economist and author at Columbia University in New York City, who sees a brain drain throughout the top 10 percent of America's labor force, says â€Å"What we have discovered in looking at this group over the last five years is that many women who have any kind of choice are opting out† (Wallis 2004). According to a new study released in March 2006 by Accenture, a global management consulting company, women executives around the world still face an uphill battle in workplace equality, despite significant gains during the past ten years (Most 2006). The study, entitled â€Å"The Anatomy of the Glass Ceiling: Barriers to Women's Professional Advancement,† is based on a survey of 1,200 male and female executives in eight countries (Most 2006). The respondents were asked to score factors they believed influenced their career success across three dimension: individual (career planning, competence, assertiveness, etc. , company (supportive supervisors, transparent promotion processes, etc. ), and society (equal rights, government support of parental leave, etc. ) (Most 2006). The differences between male and female respondents' answers were sued to calculate the current â€Å"thickness† of the glass ceiling, a term used to describe an unacknowledged barrier that prevents women and other minorities from achieving positions of power or responsibility in their professions (Most 2006). According to the study, 30 percent of women executives and 43 percent of male executives believe that women have the same opportunities as men do in the workplace, thus supporting the existence of a glass ceiling (Most 2006). Although there has been some progress in shattering the glass ceiling over the past twenty years, organizations and societies need to understand how important it is to capitalize and build upon the skills of women (Most 2006). In the Bem Sex Role Inventory, researcher Pamela Butler focused questions on real problems women face in changing stereotypical perceptions (Merrick 2000). According to Butler, there is intense pressure for professional women to conform to stereotypical roles such as â€Å"cheerfulness,† â€Å"tenderness,† and even â€Å"gullibility† (Merrick 2000). As women move into management in increasing numbers, it has become more apparent that these stereotypical beliefs ten to limit their advancement (Merrick 2000). The ‘Catch 22' is that when women try strategies of gender-reversal and adopt the so-called male characteristics, they often find that they face another set of problems, that of alienation and hostility, because as Butler points out, becoming one of the boys is harder than it looks (Merrick 2000). According to Butler, it takes cooperation from peers on the job to make strategies work, because research shows that attitudes held by those around a woman, even herself, hinder working relationships between women and men, and these attitudes ultimately are realized in losses of productivity and of real dollars to organizations (Merrick 2000). The purpose of Butler's research was to explore the ethics of perpetuating gender stereotypes in management, and to investigate how the woman manager operates under the system with feminine traits that are perpetuated by socialization and, vice versa, as well as how she operates under the system when she adopts masculine traits that break gender roles (Merrick 2000). The choices of leadership styles pose ethical dilemmas for women, because to get along, the new-age woman manager often finds that she has to act one way on the outside while being driven by a very much different psyche on the inside (Merrick 2000). Moreover, she may discover that in the same way, her male colleagues act toward her one way on the outside yet feel very much differently about her on the job (Merrick 2000). The new-age woman manager also might find herself playing a cruel double game in which she is utilized to show the organization has non-discriminatory hiring practices, â€Å"and at the same time she find she has to handle covert hostility from her colleagues in the workplace, who feel they have been forced to work with her to avoid trouble with the powers that be† (Merrick 2000). Data collected by L. K. Brown reveals that 5 percent of the total worldwide managers in 1947 were women, while only 6 percent of all managers in 1978 were women (Merrick 2000). In the United States, the figures were 14 percent in 1947, compared to 22 percent thirty years later (Merrick 2000). However, most of the managerial positions held by women are in the fields of health administration, building supervision and restaurant management, meaning there are more women managers in fields that have traditionally been perceived women's work (Merrick 2000). A survey carried out by Fortune, found that only ten of 6,400 people who worked at managerial positions in 1,300 of the nation's largest companies were women (Merrick 2000). Moreover, according to Brown, only 3 percent of women managers in the United States earn more than $25,000 annually (Merrick 2000). Brown concludes that larger companies are not promoting women on a large scale, and that women seeking top management posts may prefer smaller companies instead of large male-dominated companies (Merrick 2000). According to a Canadian survey, 55 percent believe that it is easier for men to advance in the workplace than women, and 42 percent of female executives who were surveyed believe that gender-based discrimination will never completely disappear from the workplace (Pollara 2000).