Planning and Enabling Learning †Pel Essay

Wilson (2008:01) asserts that – â€Å"A learner can be aged from 14 upwards and learning can occur in any suitable environment. Learners in the sector may be funded by government bodies, by their employers, by funding councils or by their own finances. Some are supported by student loans, bursaries or scholarships. In a nutshell, lifelong learning covers everything that is not compulsory education. † Theory – Initial assessment Initial assessment happens at the time of a learner’s transition into a new learning programme. It is a holistic process, during which a teacher/ trainer starts to build up a picture of an individual’s achievements, skills, interests, previous learning experiences and goals, and the learning needs associated with those goals. This information is used as a basis for negotiating a course or programme. TASK 1 – (i)b: Which services are available for learners who need extra help and support? Venue evaluation case study The College welcomes students with additional learning needs on to its courses and seeks to ensure that whenever possible those needs are met. The selection criteria and procedures are kept under review to ensure that all applicants and students are treated fairly. Students are selected and treated on the basis of their relevant merits and abilities. TASK 1 – (ii). Evaluate ways of planning, negotiating and recording appropriate learning goals with learners Theory – Planning and negotiating learning goals â€Å"If you don’t know where you are going, it is difficult to select a suitable means for getting there†, Mager (1955). A learning goal is what a learner wants to achieve, by attending a relevant programme of learning with his/ her teacher/ tutor. The learning programme will be determined by the qualification content, published by an Awarding or Examining Body. The teacher/ tutor need to know what he/ she is going to teach, and their learners need to know what they are going to learn. These should be formally negotiated and agreed. A supportive and respectful relationship between the learners and the teacher/ tutor will ensure realistic goals and targets are agreed, along with how the learning progress will be assessed and recorded. Recording learning goals A teacher/ tutor should encourage his/ her learners to take ownership of the process of planning their learning journey. To help promote them to be independent learners, the teacher/ tutor will need to negotiate and agree their goals and targets, and assess their progress along the way. It is important that all targets are recorded whether they are hard targets, i. e. directly based on the curriculum or soft targets, i. e. personal and social goals. If the teacher/ tutor is teaching a programme, which does not lead to a formal qualification, he/ she will still need to record learner progress. This is known as recognising and recording progress and achievement in non-accredited learning (RARPA). TASK 2 – SCHEME OF WORK TASK 2 – (i). Devise a scheme of work in your own specialist area for a minimum of 4 weeks or eight sessions, ensuring that it includes all the information indicated on the Performa on p21 Theory – Scheme of Work Every teacher/ tutor has a scheme of work, but it may exist only inside her head, and it may be incomplete. Just as the curriculum is the answer to the learner’s question, â€Å"Why do we have to learn this? † the scheme of work is the answer to the teacher’s question, â€Å"What am I going to do? †. It is the teacher’s equivalent of the builder’s plan and the engineer’s blueprint. Scheme of Work is a working document. It is not immutable, just as building plans can be changed up to a point. It is made to be messed with, to be annotated and scrawled all over. It is the most useful evaluation tool you can have, because given that most of us repeat courses year on year, reference to last year’s well-worn Scheme (and the year before’s) is the best guide to how to change things for this year (particularly if the teacher/ tutor are conscientious enough to enter in the findings from your evaluation exercises). TASK 2 – (iii)a. Justification – The selection and sequencing of topics, and, when relevant, how this met curriculum/ syllabus requirements Theory – Brief introduction to Marketing and Marketing mix Marketing is at the heart of every organisation’s activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. â€Å"Marketing refers to the social and managerial processes by which products, services and value are exchanged in order to fulfil individuals’ or group’s needs and wants. These processes include, but are not limited to, advertising, promotion, distribution, and sales. The marketing mix is a broad concept, which includes several aspects of marketing which all, inquires to obtain a similar goal of creating awareness and customer loyalty. The marketing mix is not only an important concept, but a guideline to reference back to when implementing the price, promotion, product, and distribution†, (wikipedia. com). Justification – Selection and sequencing of topics, and, when relevant The selection and sequencing of the topics is based upon the learning aims, purpose and objectives that the unit involves. The aim and purpose of this unit is to give learners an understanding of how marketing, research and planning and the marketing mix are used by all organisations. The five units delivered in the five weekly sessions enable the tutor to cover the unit of ‘Marketing mix’, which is part of the module ‘principles of marketing’, besides covering the focused subject area, the other significant advantage is that it can also be used as a basis for further study of specialist marketing units depending on interest and availability of the unit as specialist subject area. The ‘Marketing mix’ unit is a mandatory syllabus requirement, delivered through the 5 weeks classroom sessions providing a comprehensive understanding of the practical issues involved in Marketing using 4Ps tool of marketing mix. From this unit, Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the legal requirements and voluntary codes that affect marketing. Secondly, Learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service. How the tutor’s scheme of work plan met curriculum/ syllabus requirements: †¢Selected and adapted, a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met. Analysed the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning. †¢Identified literacy, language, numeracy and ICT skills, which are integral to own specialist area, reviewing how they support learner achievement. TASK 2 – (iii)b. Justification – The use of resources and how they promoted inclusive learning Theory – Inclusive learning Inclusive teaching means re cognising, accommodating and meeting the learning needs of all the students. It means acknowledging that the students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning. TASK 2 – (iii)c. Justification – Differentiation Theory – Differentiation in practice in the curriculum â€Å"The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations†, Janet Spillman (1991). Differentiation is about teaching and learning styles and teachers should be using all three types of differentiation in order to have a variety of teaching approaches to accommodate the different learning styles in the classroom. Teachers who only organise in the ‘ability group’ way are limiting the learning of many pupils in their classes, particularly those with special educational needs. All pupils should experience all three types of differentiation in order for teachers and pupils to maximise the teaching and learning that occurs in the classroom. Accelerated Coverage of Material promote interactive methodology for learner tutor involvement, Supplementary Materials provided as the course subject material for developing understanding and highlighting key issues, Graphic diagrams provided for visual assessment and absorption by the learners of the concepts and theory, Group and independent Study held for working cooperation and discussion of diverse views from the mass participation, Recommendation of relevant Books from various expert in the field – it is important to read specialised book from a pool of books available from the same subject area which is not easy for the learners to identify. TASK 2 – (iii)d. Justification – How the minimum core (literacy, language, numeracy and ICT) supported learning Theory – Minimum Core Since September 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners’. The requirement for all trainee teachers to meet the minimum core of literacy, language, numeracy in all post-16 teacher initial teacher education (ITE) programmes was first defined by FENTO in 2004. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT that are essential to teachers who work in the lifelong learning sector. Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, olleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organis ations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams. Justification – Minimum core (numeracy and ICT) supported learning By introducing various ways of interaction with and using ICT and Web ICT systems independently, learners can research organisations and their marketing activities, enabling them to understand approaches to complex classroom task needs. Calculation techniques, formulas and tabulating information about organisations allow learners to use numerical methods of learning and assessment. Exploration, investigation and evaluate of the relevant marketing topics from the provided information and case studies, and data from the from websites about business organisations and their marketing activities help the learner get involved with the key issues of the subject area. TASK 3 – LESSON PLANNING TASK 3 – (i). Design and include a lesson plan on the Greenwich proforma (p 19-20), which you would use in your specialist area, completing all aspects of this proforma (150 words limit) â€Å"To fail to plan is to plan to fail†, (Petty, 2004:422, cited by Wilson, 2008). According to a definition at Wikipedia. com, a ‘lesson plan’ is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. TASK 3 – (v). Discuss the reasons for the inclusion of aspects of the minimum core (literacy, numeracy and ICT) in this lesson plan (150 words limit) Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, colleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organisations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams.

Education and Philosophy Essay

Introduction Critical to an advancing society is the need for teachers to recognize and utilize best teaching practices. Teaching requires knowledge of the subject matter and the skills to effectively engage learners. The best educators conceptualize teaching as anything that might promote student learning. Therefore, the teacher is the engineer of the learning environment (Bain, 2004). Many educators believe that learning is the purpose of all education, however educators differ substantially in how they engineer the learning environment through their classroom teaching styles and educational philosophies. Some educators consider the role of the teacher that of transmitting knowledge through a teacher-centered approach, while others consider the role of the teacher that of leading the student to construct knowledge through a learner-centered approach (McCarthy & Anderson, 2000). The teacher’s role in the learning process is often defined by educational philosophy. The manner in which they view their role in the classroom, how they view the student-teacher relationship and the method of instruction, all reflect their philosophy and beliefs about education (Petress, 2003; Youngs, 1979). Educational Philosophy At the most basic level, philosophy is a quest for wisdom and understanding (Ozmon & Carver, 2007). It â€Å"†¦raises questions about what we do and why we do it† (Elias & Merrium, 1995, p. 5). A philosophy of education is â€Å"†¦a set of ideas and beliefs that guides teachers’ 1 actions and provides a framework for thinking about educational issues† (Kauchak & Eggen, 2011, p. 197). Educational philosophy is the basis that shapes the structure and goals of the relationship between the faculty and the student. â€Å"When considering the inter-relationship of philosophy and activity it is clear that philosophy inspires one’s activities and gives direction to practice† (Elias & Merrium, 1995, p. 5). Faculty beliefs about the purpose of education, expectations in the student-teacher relationship, the teaching-learning process and what methods of instruction to use, are all guided by their educational philosophy (Kauchak & Eggen, 2005; Petress, 2003). A clear understanding of philosophy provides a solid foundation for effective analysis of educational practices and professional growth (Conti, 2007; Elias & Merrium, 1995). The five traditional western philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. These western philosophies serve as a foundation and perspective for analysis of educational practices (Ozmon & Craver, 2007). There are five educational philosophies which were identified as having roots in traditional schools of western philosophy which form the structure of most educational practices. The five educational philosophies are: liberal, behaviorist, progressive, humanistic, and radical (Zinn, 2004). Professional educators are likely to be influenced in their actions by one or more of these five philosophies. Regardless of teachers’ awareness of their educational philosophy, their beliefs are reflected in their behavior (Youngs, 1979). â€Å"True professionals know not only what they are to do, but are also aware of the principles and reasons for so acting† (Elias & Merriam, 1995, p. 9). What teachers believe and practice in the classroom is related to educational philosophy and to teaching style. 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001). Conti (1998) describes teaching style as the qualities and behaviors displayed by a teacher which are consistent from situation to situation regardless of curriculum content. Teacher-centered teaching styles are consistent with traditional philosophies of idealism and realism, and the educational philosophies of liberal and behavioralism (Conti, 2007; Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanism and realism (Conti, 2007; Zinn, 2004). Teacher-centered style is defined as a formal, controlled, and autocratic instructional style which assumes the learners are passive (Conti, 2004). Learner-centered style is defined as a pattern of instruction that is responsive, problemcentered, democratic and employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators’ teaching styles, their beliefs should be evident in their teaching (Heimlich & Norland, 1994). Teaching style is the application of an educator’s philosophy demonstrated in classroom practices. Teaching style includes the â€Å"implementation of philosophy; it contains evidence of beliefs about, values related to, and attitudes toward all the elements of the teaching-learner exchange† (Heimlich & Norland, 1994, p.40). College of Education Teacher Education Program Teacher education programs are expected to refer to the mission and goals of their colleges in defining excellence in teaching for their own program, course development and teaching styles (National Council for Accreditation of Teacher Education, 2008). This study investigated a comprehensive university in the Midwestern part of the United States of America. 3 For the purposes of this study the university was given the fictitious name of Newton State Univeristy (NSU). The long history of the teacher education programs at NSU was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The influence of professional national and state accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Commission for Teacher Preparation (OCTP), was evidenced by the university’s College of Education (COE) having a well-defined conceptual framework and educational philosophy. The Philosophy of the Unit statement, the COE Conceptual Framework, and other documents, informed the field of educational ideology for the college. Through an inspection of the language and expressed expectations contained in these documents, it was apparent to the researcher that the COE advocated an educational philosophy and a teaching style preference consistent with learner-centered teaching style and humanistic and progressive educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education faculty may be like many other higher education faculty and may not believe in such classroom practices and philosophies (Labaree, 2005). This potential dichotomy of beliefs between the teacher education faculty and the COE could be a possible source of conflict. What was not known was whether this was typical of the teacher education faculty at this Midwestern state university. For those colleges with clearly defined mission statement, like that of the COE, it is necessary that any fissure between the faculty and college be made apparent. Based on the COE mission statement, Philosophy of the Unit statement, the Conceptual Framework and the rubric criteria, it was implied that the teacher education faculty use 4  compatible teaching approaches to instruct their teacher candidates. However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. Through an assessment of the faculty beliefs, their teaching style preferences may be made apparent. Such a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and foundation for its employees and stake holders (Velcoff & Ferrari, 2006). If there is tension or conflict between the beliefs and values of COE and the teacher education faculty the foundation of the university could become ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the degree of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education. Purpose The purpose of the study was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the university’s College of Education educational philosophy and preferred teaching style. Research Questions 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3. What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education faculty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the stated education philosophy and preferred teaching style of the College of Education? Theoretical Framework The theoretical framework constructed for this study was underpinned by two theoretical constructs: philosophy and teaching styles. There were five educational philosophies; liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each have a basis in five traditional western philosophies (Ellias and Merriam ,1995). The concepts of teaching styles include teacher-centered and learner-centered teaching (Conti, 1989; Kauchak & Eggen, 2008). The theoretical constructs of andragogy is influential in this study due to the nature of the relationship of the teacher education faculty and their adult learners who are pre-service teacher candidates (Muirhead, 2007). One of the central objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a part of the theoretical framework; however they are beyond the scope of the study’s research questions. The theoretical constructs and the theoretical framework will be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full-time and part-time graduate and undergraduate teacher education faculty were asked to participate in the study; however all did not choose to participate. The on-line survey contained the Philosophy of Adult Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic questionnaire. The concept of educational philosophy was measured with PAEI. The concept of teaching style was measured with PALS. Descriptive statistical methods were used to establish the profiles for each instrument and demographic variables. Frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of variance was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi Square analysis was used to examine the relationship between educational philosophies and teaching styles. Frequency distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Questions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3. Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 ANOVA ANOVA Chi-Square Education Philosophy & Teaching Styles 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the Study This research has the potential to benefit both teacher educator faculty and teacher education programs by helping them understand the importance of relationship of educational philosophy and teaching style. This study focuses on previously unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this study’s significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A strengthening of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the study’s significance. Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to enhance the NSU teacher education program and provide professional growth. Key Terms Philosophy: Belief about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy: Ideas and beliefs that guide teachers’ actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005). The educational 8 philosophies are based on five western philosophies. The five educational philosophies: liberal, behaviorist, progressive, humanistic, and radical. Teaching Style: Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered: An interactive learning process in which the learners are actively engaged in experiences and role of the teacher is to serve as a facilitator who is focused on the students’ abilities and needs. Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995; Conti, 2007). Teacher-Centered: A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-centered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995; Conti, 2007). Newton State University (NSU): A fictitious name given to the Midwestern state university where the study was conducted. Andragogy: The art and science of teaching adult learners (Knowles, Holton, Swanson, 1998). Pedagogy: The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy Rene Descartes’ famous declaration, â€Å"Cogito ergo sum,† â€Å"I think therefore I am,† (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their unmindful connection between their teaching and their philosophy of education. A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A common organizational practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional leadership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medicine and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002). Whether or not they are aware of their philosophy, a teacher’s beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002; Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teacher’s educational philosophy (Conti, 1982; Elias & Merium, 1995; Kauchak & Eggen, 2002; Zinn, 1983, 2004). A philosophical orientation to education allows for comparison with beliefs versus practices. A clear understanding of philosophy provides a solid foundation for effective analysis of teaching and  10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have developed answers to questions about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007; Kauchak & Eggen, 2005; Ozmon & Craver, 2007). The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest Western philosophical views. It was established in ancient Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exist independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists’ conviction that ideas are the only reliable form of reality (p. 34). Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and works of literature, history, art, and music (p. 211). It was established in ancient Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adler’s book (1988), Reforming Education: The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler placed more emphasis on the ultimate goal of developing intellectual skills which leads to higher order thinking and awareness, and less on promoting students’ understanding  of content. Teachers serve an essential role for idealists. â€Å"To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas† (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). Realism. Realism is also a historic philosophy, having roots to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007). Realists center their beliefs on the constancy of the physical universe and argue that the â€Å"features of the universe exist whether or not a human being is there to perceive them† (Kauchak & Eggen, 2002, p. 211). Realists claim important ideas and facts can only be taught and learned through studying the material world. The universe and the essence of all things exist objectively and thus they are not an extension of the mind (Harwood, 2010). The learning environment includes emphasis on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). â€Å"Curriculum consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world† (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and critical reasoning in order to learn and understand logical and natural laws. Realism is noted for the scientific method as the central idea of instruction (p. 211). Pragmatism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005). Pragmatism rejects the â€Å"†¦idea of absolute, unchanging truth, instead asserting that truth is what works† (p. 212). Pragmatists contend truth is relative to the experience of the individual. Because experiences change, the perception of truth changes and the methods for dealing with these also change. 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995). Pragmatism philosophy places an emphasis on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995; Kauchak & Eggen, 2005). The process involved in learning is as important as the content in a pragmatist’s classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy â€Å"doesn’t de-emphasize the importance of knowledge, but instead attempts to connect it to children’s interests† (p. 212). As a result, emphasis is placed on the tools of problem-based learning, subject integration, and direct hands-on experiences, which focus on individual accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice. Existentialists assert all people possess total freedom of choice and thus are personally responsible for all aspects of their lives and society (Elias & Merriam, 1995). â€Å"Existentialists stress awareness, consciousness, perception and the total meaning-structure of the individual, his vision and death, his word choices and other aspects of his relating life† (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined destiny (Harwood, 2010; Kauchak & Eggen, 2005). Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010; Kauchak & Eggen, 2005). The existential teacher views education as â€Å"an individual’s search for understanding† (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal function of education is a central premise (Ozmon & Craver, 2007). There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change. The second principle is that social change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address social inequities and to enact the ideals of democracy (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society. Teachers encourage students to become an actively involved force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose hidden bias and on inspiring students to influence the world today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought. Although they have useful implications for the field of education, the traditional philosophies were not developed as philosophies of education. â€Å"A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). † An educational philosophy typically includes, â€Å"terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). † Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Merriam, 1995; Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). Liberal Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004). This philosophy is not associated with liberal political views; liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporary educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). Emphasis is placed on general, liberal humanities education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005). Teachers with the liberal education philosophy might be referred to as the expert ‘sage on the stage’ transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004; Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense â€Å"intellectually, morally, spiritually and aesthetically† (Zinn, 2004, 72). From a practice standpoint, liberal education is oriented toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995). Behavioral Education. Behavioral education is a contemporary philosophy with its foundation in the early 1900’s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). Behaviorism is consistent with the traditional philosophy of realism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in today’s world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). Emphasis is placed on compliance with standards and societal expectations. The teacher’s role is of manager and controller of the learning environment through prediction and direction of learning outcomes. Some teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice new behavior and respond to feedback and reinforcement (Zinn, 2004). Behaviorism is associated with a learnercentered teaching style(Conti, 2007). Generally the process of learning involves the educator diagnosing specific learning needs and evaluating progress towards meeting those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001; Zinn, 2004). Progressive Education. The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing; education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). Prominent educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Dewey’s ideas about education reform in the early part of the 20th’century created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on â€Å"seeing learners actively involved in real-world problems† was considered a stimulating concept in the traditional  16 educational system (p. 200). Critics of Dewey’s reform principles believed â€Å"progressive education seemed to de-emphasize content and cater to student whims† (p. 200). Progressive schools encourage cooperation rather than competition; the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005; Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005). Classrooms are designed for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 2004). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005; Ozman & Craver, 2007). All three, pragmatism, progressivism, and constructivism, â€Å"emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning† (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007). Humanism, which is closely associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well known for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education. He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to facilitate self-actualization (Zinn, 2004). Teachers are facilitators and partners in students’ growth; however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education. Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on â€Å"children’s interests and self-esteem and that knowledge and understanding has been sacrificed † (Kauchak & Eggen , 2005, p. 218). Radical Education. In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Education’s purpose is to bring about, through education, fundamental social, political and economic changes in society. The educational focus is recognition that society needs to be reconstructed and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The exploration of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.

EMI Corporate Finance Essay

In this Internet age, the consumer is using music content more than ever before— whether that’s playlisting, podcasting, personalizing, sharing, downloading or just simply enjoying it. The digital revolution has caused a complete change to the culture, operations, and attitude of music companies everywhere. It hasn’t been easy, and we must certainly continue to fight piracy in all its forms. But there can be no doubt that with even greater commitment to innovation and a true focus on the consumer, digital distribution is becoming the best thing that ever happened to the music business and the music fan. —Eric Nicoli, CEO, EMI Group1 In early spring of 2007, Martin Stewart drove through the darkened streets of Kensington in West London. As chief financial officer (CFO) for global music giant EMI, Stewart already knew most of the news that would break at the company’s April 18 earnings announcement. Annual underlying revenue for the company was down 16% to GBP 1.8 billion (British pounds). Earnings per share (EPS) had also dropped from 10.9 pence (p) in 2006 to −36.3p in FY2007 (fiscal year). Those disappointing numbers were roughly in line with the guidance Stewart had given investors in February. The performance reflected the global decline in music industry revenues, as well as the extraordinary cost of the restructuring program EMI was pursuing to realign its investment priorities and focus its resources to achieve the best returns in the future. The earnings announcement would include an announcement of the dividend amount, which had not yet been determined. The board would meet soon to review EM I’s annual results, International Federation of Phonographic Industry (IFPI), â€Å"IFPI: 07 Digital Music Report,† January 2007. This case was written by Elizabeth W. Shumadine (MBA ’01), under the supervision of Professor Michael J. Schill, based on public information. Funding was provided by the L. White Matthews Fund for Finance case writing. Copyright  © 2008 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to sales@dardenbusinesspublishing.com. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means— electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation. Rev. 2/09. .2 On an annual basis, EMI had consistently paid an 8p-per-share dividend to ordinary shareholders since 2002 (Exhibit 1). Now in light of EMI’s recent performance, Stewart questioned whether EMI should continue to maintain what would represent a combined GBP 63-million annual dividend payment. Although omitting the dividend would preserve cash, Stewart appreciated the negative effect the decision might have on EMI’s share price, which was currently at 227p. Stewart recognized that EMI faced considerable threat of a takeover. Although its board had recently been able to successfully reject an unsolicited 260p-per-share merger offer from U.S. rival Warner Music, there remained considerable outside interest in taking  over EMI. It seemed that boosting EMI’s share price was imperative if EMI was to maintain its independence. EMI With a storied history that included such names as the Beatles, the Beach Boys, Pink Floyd, and Duran Duran, it was not difficult to understand why EMI considered its current and historical catalog of songs and recordings among the best in the world. EMI, Warner Music Group, Sony BMG Music Entertainment, and Universal Music Group, collectively known as â€Å"the majors,† dominated the music industry in the early 21st century and accounted for more than two-thirds of the world’s recorded music and publishing sales.3 Exhibit 2 contains a list of the global top-10 albums with their respective record labels for the last four years. Recorded music and music publishing were the two main revenue drivers for the music industry. EMI divided its organization into two corresponding divisions. EMI Music, the recorded-music side, sought out artists it believed would be long-term commercial recording successes. Each EMI record label marketed its artist’s recordings to the public and sold the releases through a variety of retail outlets. EMI’s extensive music catalog consisted of more than 3 million songs. Recorded-music division sales came from both new and old recordings with existing catalog albums constituting 30% to 35% of the division’s unit sales. Exhibit 3 contains a list of EMI’s most successful recording artists in FY2007. EMI Music Publishing focused not on recordings but on the songs themselves. Generally, there were three categories of publishing-rights ownership in the music industry: the lyric’s author, the music’s composer, and the publisher who acquired the right to exploit the song. These publishing-rights owners were entitled to royalties whenever and however their music was used. Music publishers categorized their revenue streams as mechanical royalties (sales of recorded 2 In the United Kingdom, companies typically declared dividends twice a year, first with the midyear results and second with the full-year results. Typically, EMI paid an interim dividend of 2p per share and a final dividend of 6p per share. In addition, both EMI’s interim and final dividends were paid out to shareholders in the following fiscal year. In November 2006,  EMI’s board committed to paying the interim dividend of 2p per share following its 2007 fiscal midyear results with actual payment to shareholders expected in April 2007. Both the 2p interim dividend and the recommended final dividend would be reflected in the 2008 financial statements. 3 EMI included a fourth category of royalties labeled â€Å"other,† which included sales of sheet music and, increasingly, mobile ring tones and ring backs. Similar to the recorded-music division, the music-publishing division identified songwriters with commercial potential and signed them to long-term contracts. The division then assisted the songwriters in marketing their works to record companies and other media firms. EMI’s current publishing catalog encompassed more than 1 million musical compositions. Exhibit 3 includes a list of EMI’s most-successful songwriters in FY2007. EMI’s publishing business generated onefourth of the total group revenue. Revenue in the publishing business was stable, and  operating profits were positive. In addition to seeking out and signing flourishing recording artists and songwriters to long-term agreements, both EMI divisions also expanded and enhanced their individual catalogs and artist rosters by strategic transactions. Two key acquisitions for EMI’s recorded-music division were the 1955 acquisition of a leading American record label, Capitol Records, and the 1992 acquisition of Virgin Music Group, then the largest independent record label. Together the transactions added such key recording stars as Frank Sinatra, Nat King Cole, Janet Jackson, and the Rolling Stones. The music-publishing division similarly targeted existing publishing assets with large, proven commercial potential such as the purchase in various stages of Motown founder Berry Gordy’s music catalog in 1997, 2003, and 2004. Since the company’s founding in 1897, EMI’s model had been that of â€Å"constantly seeking to expand their catalog, with the hits of today forming the classics of tomorrow.†4 Both divisions pursued the goal of having the top-selling artists and songwriters and the deepest, mostrecognized catalog assets. EMI welcomed technological innovations, which often drove increased music sales as consumers updated their music collections with the latest music medium (e.g., replacing an LP or cassette with the same recording on compact disc). But the latest technology, digital audio on the Internet, was different and revolutionary. Digital audio on the Internet demanded rethinking the business model of all the majors, including EMI. Digital Audio and the Music Industry Digital audio had been around since the advent of the compact disc (CD) in the early 1980s, but the 1990s combination of digital audio, Internet, and MP3 file format brought the music industry to a new crossroads. The MP3 format had nearly the same sound quality as CDs, but its small file size allowed it to be easily downloaded from the Internet, stored on a computer hard drive, and transferred to a digital audio player, generally referred to as an MP3 player. Peer-to-peer file-sharing Internet services, most notably Napster, emerged in the late 1990s. First available in mid-1999, Napster facilitated the exchange of music files. The use of Napster’s file-sharing program exploded, and Napster claimed 20 million users by July 2000. EMI Group PLC annual report, 2007. Napster’s swift growth did not go unnoticed by the music industry. While the Recording Industry Association of America (RIAA) was eventually successful in using the court system to force Napster to remove copyrighted material, it did not stop peer-to-peer file sharing. New services were quickly developed to replace Napster. The International Federation of the Phonographic Industry (IFPI), an organization representing the recording industry worldwide, estimated that almost 20 billion songs were downloaded illegally in 2005. EMI was an early presence on the Internet in 1993. In 1999, EMI artist David Bowie’s album, hours†¦, was the first album by a major recording artist to be released for download from the Internet. None of the record labels were prepared, however, for how quickly peer-to-peer file sharing would change the dynamics of the music industry and become a seemingly permanent thorn in the music industry’s side. In the wake of Napster’s demise, the music labels, including EMI, attempted various subscription services, but most failed for such reasons as cost, CDburning restrictions, and incompatibility with available MP3 players. Only in the spring of 2003, when Apple launched its user-friendly Web site, iTunes Music Store, did legitimate digital-audio sales really take off in the United States, the world’s largest music market. Apple began to expand iTunes globally in 2004 and sold its one-billionth download in February 2006. According to the IFPI, there were  500 legitimate on-line music services in more than 40 countries by the beginning of 2007, with $2 billion in digital music sales in 2006. Despite the rise of legally downloaded music, the global music market continued to shrink due to the rapid decline in physical sales. Nielsen SoundScan noted that total album units sold (excluding digital-track equivalents) declined almost 25% from 2000 to 2006.5 IFPI optimistically predicted that digital sales would compensate for the decrease in physical sales in 2006, yet in early 2007, IFPI admitted that this â€Å"holy grail† had not yet occurred, with 2006 overall music sales estimated to have declined by 3%.6 IFPI now hoped digital sales would overtake the decline in physical sales in 2007. Credit Suisse’s Global Music Industry Forecasts incorporated this view with a relatively flat music market in 2007 and minor growth of 1.1% to 1.5% in 2008 and 2009.7 The Credit Suisse analyst also noted that the music industry’s operating margins were expected to rise as digital sales became more significant and related production and distribution costs declined.8 Lehman Brothers was more conservative, assuming a flat market for the next few years and commenting that the continued weakness in early 2007 implied that the â€Å"market could remain tough for the next couple of years.†9 Many in the industry feared that consumers’ ability to unbundle their music purchases— to purchase two or three favorite songs from an album on-line versus the entire album at a physical retail store—would put negative pressure on music sales for the foreseeable future. A Bear Stearns research report noted: While music consumption, in terms of listening time, is increasing as the iPod and other portable devices have become mass-market products, the industry has still not found a way of monetizing this consumption. Instead, growing piracy and the unbundling of the album, combined with the growing power of big retailers in the physical and iTunes in the digital worlds, have left the industry in a funk. There is no immediate solution that we are aware of on the horizon and in our view, visibility on sales remains poor.10 Recent Developments at EMI The last few years had been incredibly difficult, particularly within EMI’s recordedmusic division, where revenues had declined 27% from GBP 2,282 million in 2001 to GBP 1,660 million in 2006. (Exhibits 4 and 5 show EMI’s financial statements through FY2007.) Fortunately, downloadable digital audio did not have a similar ruinous effect on the publishing division. EMI’s publishing sales were a small buffer for the company’s performance and hovered in a tight range of GBP 420 million to GBP 391 million during that period. CEO Eric Nicoli’s address at the July 2006 annual general meeting indicated good things were in store for EMI in both the short term and the long term. Nicoli stressed EMI’s exciting upcoming release schedules, growth in digital sales, and success with restructuring plans. EMI’s digital sales were growing and represented an increasingly large percentage of total revenues. In 2004, EMI generated group digital revenues of GBP 15 million,  which represented just less than 1% of total group revenues. By 2006, EMI had grown the digital revenue to GBP 112 million, which represented 5.4% of total group revenues. The expected 2007 digital sales for EMI were close to 10% of group revenues. Given the positive expectations for its 2007 fiscal year, financial analysts had expected EMI’s recorded-music division to see positive sales growth during the year. EMI’s surprising negative earnings guidance on January 12 quickly changed its outlook. EMI disclosed that the music industry and EMI’s second half of the year releases had underperformed its expectations. While the publishing division was on track to achieve its goals, EMI’s recorded-music division revenues were now expected to decline 6% to 10% from one year ago. The market and investor community reacted swiftly to the news. With trading volume nearly 10 times the previous day’s volume, EMI’s market capitalization ended up down more than 7%. EMI further shocked the investment community with another profit warning just one month later. On February 14, the company announced that the recorded-music division’s FY2007 revenues would actually decrease by about 15% year-over-year. EMI based its new dismal forecast on worsening market conditions in North America, where SoundScan had calculated that the physical music market had declined 20% in 2007. The investment community punished EMI more severely after this second surprise profit warning, and EMI’s stock price   dropped another 12%. British newspaper The Daily Telegraph reported shareholders were increasingly disgruntled with performance surprises. One shareholder allegedly said, â€Å"I think [Nicoli]’s a dead duck. [EMI] is now very vulnerable to a [takeover] bid, and Nicoli is not in any position to defend anything. I think the finance director [Martin Stewart] has also been tainted because it suggests they did not get to the bottom of the numbers.† EMI analyst Redwan Ahmed of Oriel Securities also decried EMI management’s recent news: â€Å"It’s disastrous †¦ they give themselves a big 6% to 10% range and a month later say it’s 15%. They have lost all credibility. I also think the dividend is going to get slashed to about 5p.†11 Exhibit 6 contains information on EMI’s shareholder profile. As its fiscal year came to a close, EMI’s internal reports indicated that its February 14 forecast was close to the mark. The recorded-music division’s revenue was down, and profits were negative. The publishing-division revenue was essentially flat, and its division’s margin improved as a result of a smaller cost base. The company expected underlying group earnings before interest, taxes, depreciation, and amortization (EBITDA), before exceptional items, to be GBP 174 million, which exceeded analysts’ estimates. Digital revenue had grown by 59% and would represent 10% of revenue. EMI management planned to make a joint announcement with Apple in the next few days that it was going to be the first major music company to offer its digital catalog free from digital-rights management and with improved sound quality. The new format would sell at a 30% premium. EMI management expected this move would drive increased digital sales. Management was pleased with the progress of the restructuring program announced with the January profit warning. The plan was being implemented quicker than expected and, accordingly, more cost savings would be realized in FY2008. The program was going to cost closer to GBP 125 million, as opposed to the GBP 150 million previously announced. Upon completion, the program was expected to remove GBP 110 million from EMI’s annual cost base, with the majority of savings coming from the recorded-music division. The plan reduced layers in the management structure and encouraged the recorded-music and publishing divisions to work more closely together for  revenue and cost synergies.12 One headline-worthy change in the reorganization was the surprise removal of the recorded-music division head, Alain Levy, and Nicoli taking direct responsibility for the division. The Dividend Decision Since the board had already declared an interim dividend of 2p per share in November 2006, the question was whether to maintain the past payout level by recommending that an additional 6p final EMI dividend be paid. Considering EMI’s struggling financial situation, there was good reason to question the wisdom of paying a dividend. Exhibit 7 provides a forecast of the cash flow effects of maintaining the dividend, based on market-based forecasts of 11 Alistair Osborne, â€Å"Nicoli ‘a dead duck’ as EMI issues new warning,† Daily Telegraph, February 16, 2007. Restructuring efforts over the previous three years had collectively saved the company GBP 180 million annually; however, the result was a one-time implementation cost of GBP 300 million. Omitting the dividend, however, was likely to send a message that management had lost confidence, potentially accelerating the ongoing stock price decline—the last thing EMI needed to do.13 (Exhibit 9 depicts trends in the EMI share price from May 2000 to May 2006.) Many believed that music industry economics were on the verge of turning the corner. A decision to maintain the historical 8p dividend would emphasize management’s expectation of business improvement despite the disappointing recent financial news. Forecasts for global economic growth continued to be strong  (Exhibit 10), and reimbursements to shareholders through dividends and repurchases were on the upswing among media peers (Exhibit 11). As Stewart navigated his way home, the radio played another hit from a well-known EMI artist. Despite the current difficulties, Stewart was convinced there was still a lot going for EMI. Historically, there was strong evidence of significant negative stock-price reactions to dividend cancellations (see Balasingham Balachandran, John Cadle, and Michael Theobald, â€Å"Interim Dividend Cuts and Omissions in the U.K.,† European Financial Management 2:1 (March 1996), 23–38, for a study using only British firms, and Roni Michaely, Richard Thaler, and Kent Womack, â€Å"Price Reactions to Dividend Initiations and Omissions: Overreaction of Drift?† Journal of Finance, 50, 2 (June 1995), 573–608, for a larger study using U.S. firms. Both academics and practitioners vigorously debated the impact of dividend policy. In fact, Nobel laureate economists had argued that dividend policy should maintain little relevance to investors. Exhibit 8 contains a summary of Modigliani and Miller arguments.

Film Adaptations Essay Example | Topics and Well Written Essays - 1000 words

Film Adaptations - Essay Example It is no surprise that a film adaptation of a literary work has some differences from the way it is delivered in the book and this is due to a number of factors: collaboration of ideas, different perspectives, artistic direction, etc. Although a direct translation of a literary work may not really work with a film adaptation, the literary essence of it should be captured. This paper scrutinizes a film adaptation of the literary work of Tobias Wolff, This Boy’s Life, based on his memoirs of his youth. This tackles the important parts of the literary work and examines whether it is portrayed in the film the way it should be delivered. The Bond of a Mother and Son This Boy’s Life is the author’s recollection of his youth. It is a book written in 1989 and adapted in film under Warner Brothers Picture. Tobias Wolff, or better known as Jack in both the book and the film, has an incredible bonding with his mother, Rosemary. His relationship with his mother is shown bril liantly in the film, although, his mother’s name in the book is different in the Last Name 3 film, which is Caroline. In the book, both Jack and his mother travel quite a lot due to his mother’s search for a better life for the both of them. Being left by his father, Jack, together with his mother, struggles hard in order to put an end to their unhappiness and money issues. At the onset of the film, Jack and his mother are in search of uranium, heading towards Salt Lake in their Nash. This scene is an important part in establishing the kind of relationship the two has, which is very well portrayed in the film. In the book, Chapters One and Two of Part I, it is explained that Jack’s travelling with his mother gives him an early exposure to the realities of life, which becomes the foundation of his aspirations to give his mother a good life and put an end their misery, (Wolff, Part I Chapters One and Two) which is delivered well in the film through its wonderful d irection. Father Figure In both the film and the book, it is evident that Jack has terrible father figures. Roy, for instance, is a boyfriend of his mother who follows her from Florida to Utah and tries to get her by befriending Jack. He gives Jack a Winchester 22 rifle as a gift and takes Jack to spy on his mom at work. He makes it seem like a game and through this; he is able to get Jack’s friendship. In the scene where Jack is playing with his new gift from Roy, the rifle, he hears the creaking of the bed in the other room, realizing that Roy and his mother are making out. The musical scoring supports Jack’s realization that Roy only tries to befriend him to get to his mother without having to narrate his thoughts unlike in the book. Although in the film, some scenes like the ‘spying’ and other not-so-major things Roy does in the book are not seen. Overall, the film still does a great portrayal of a terrible father figure in Roy. Immediately after that, they leave Utah for Seattle to Last Name 4 escape Roy. The film is able to adapt well from the book in portraying an image of a mother who is always ready to fall for a relationship for the sake of giving her son a father figure he needs. She falls for the gifts and the company a man gives to her son but when she notices that it is all just to get her, she immediately escapes. â€Å"My mom had her own way of solving problems, she left them behind. That’s what she did with the Nash. She just left it there.† (Wolff, Part I Chapter Two) In the film, Jack’s mother throws the uranium detector in the trash right after she talks to a man who tells her that there is no uranium in Salt Lake. The arrival of Dwight, Jack’s new father figure whom his mother eventually gets married with, is an interesting event in both the book and

5 Porter's Five Forces on Amazon Essay Example | Topics and Well Written Essays - 500 words

5 Porter's Five Forces on Amazon - Essay Example The most significant benefit is charging Amazon only when consumers make the actual purchase. This room for allowance reveals just how willing suppliers are to offer their commodities and services to Amazon. Amazon maintains a low of five items from small suppliers to lower overhead costs. Suppliers reasonably treat Amazon like a pivotal and prestigious partner, which is the source of their explicitly evident and necessary devotion (Cukier, Hodson, and Ryan, 2009, p. 5). Amazon is among the pioneers of the e-commerce sector. This advantage offers amazon a significant degree of presence in the online retail market. Amazon’s superior customer satisfaction guarantees Amazon’s market share in the end. At the same time, Amazon has numerous rivals who offer a nearly similar diverse array of products and services with almost the same low prices (Cukier, Hodson, and Ryan, 2009, p. 3). Examples of such rival companies are Barnes and Noble, eBay, and Alibaba. Amazon’s presence on the internet compelled the company to improve its search engine capabilities to rival with those of Google and Yahoo. The risk of the substitution of Amazon is significant. There are a great deal of options to amazon’s products and services for online shoppers. Currently, Amazon is unique for only its patented features such as the one-click ordering. Many stores with physical outlets have an online presence. This presence means nearly all of Amazon’s inventory are available on the internet on other websites such as the direct manufacturer’s site. Products on such sites often do not have the same low prices or offers (Cukier, Hodson, and Ryan, 2009, p. 2). However, when Amazon does not present a better offer, consumers who really want the product will always substitute Amazon with other online retailers. The internet is a platform for the prevalence of new ideas

Pride and Prejudice Essay Example | Topics and Well Written Essays - 1000 words

Pride and Prejudice - Essay Example Elizabeth had asserted her love, and her experience can also be useful for women today. Austen's use of irony in her novel offers important insights to her attitude about life through the experiences of her characters. This paper will discuss what Jane Austen had to say about women, class mobility, and marriage based in the experiences of Elizabeth Bennet in Pride and Prejudice. In addition to that, the nature of Elizabeth Bennet's experience and lessons she "learned" from it will be estimated. The experience of women today and that of Elizabeth Bennet will be analyzed, as well as the reasons of Elizabeth Bennet's experience relevance for women position in our days. 2. Elizabeth Bennet is one of the main protagonists in Austen's Pride and Prejudice. Her experience in the novel is largely influenced by her nature and her personality, as well as appropriate traits of her character which allowed her to win her real love and destiny. Elizabeth is the second daughter in the family of the Bennets and the most clever and intelligent among them. Her positive traits allowed her to resist current bourgeois norms and traditions and to be higher than these norms. Mr Darcy noticed her charm and evaluated her as a woman who had interesting and unique individuality, but at their first meet they didn't had any romantic feelings towards each other - so, first impression can be not true. Darcy said that "She is tolerable, but not so handsome enough to tempt me; I am in no humour at present to give consequence to young ladies who are slighted by other men" (Chapter 3, p.7). It happened because of Elizabeth Bennet's pride and Darcy's prejudice about her social bac kground. So, in that moment Jane Austen depicted about the common social norms which were spread between men and women in that time, and those norms often asserted women to marry men who would provide high social status for their future wives. There are some characters in the novel who made different obstacles towards the relationships development between Elizabeth and Darcy, such as Mrs Bennet, Lady Catherine, Miss Bingley and Wickham, and the motifs which these people followed interfered to romantic relationships between Elizabeth and Darcy. Lady Catherine tried to control Darcy who was her nephew, Mrs Bennet tried to get married her daughters, including Elizabeth, by all means, and it led to numerous foolishness displayed by Mrs Bennet. Wickham deceived Elizabeth telling her that Darcy had taken his money, and that caused her mistrust to Darcy: "How abominable! I wonder that the very pride of this Mr. Darcy has not made him just to you! If from no better motive, that he should no t have been too proud to be dishonest - for dishonesty I must call it" (Chapter 16, p.60). So, Austen has showed that there are many obstacles for people who love each other to be together, and that there are some women whose motifs for marriage are not love but social class advantages. The author tried to show that love and true affections of those who really love each other are able to be higher than any obstacles. But the author also showed that social class and aspiration towards money and success can be a basis for marriage for

Submit short report that assembles the teams final results for Essay

Submit short report that assembles the teams final results for tackling a problem or creating a solution to the project - Essay Example It is affordable to all patients and readily available as the system is flexible, can move from one place to another. Congestion in hospitals by patients with fatal chronical diseases need to be at lower levels by administering health programs via PHM systems. It helps hospitals deliver a variety of health services to a greater population resulting in improvement in health conditions. A nation with improvement in health sectors obtains tremendous benefits like it readily consist of healthy individuals to provide labor. Improves country’s productivity reduces death rates to significant levels and provides the country with the chance of having innovation and creativity as well. The PHM project requires electronically intensive equipments making use of decision support systems. This reduces the manual work fatigue to medical staff if they are to perform the work, therefore; there is a reduction in workload of the medical staff. However, the system contains errors that would result in wrong medical description or diagnosis to the patients. The problems are in two classifications the system error and human errors. The system errors include the syntax and logical anomalies, which may be due to system malfunction. The errors can be because of overloading the systems or as well as unexpected errors, which would require repetition of the ongoing process to get the correct results. The human errors serve as the main setback towards achieving the set objectives of the program. The set objectives being, provision of sufficient medical attention to patients with chronic diseases. It is unfortunate and ironic that human beings have the audacity to be the factor that the project fails to be 100% successful. The significant human errors includes Although patients include false information in order to get medical treatment, it is unfortunate as there would be wrong results that can cause serious problems for both the p[patient and

Universal Design of Instruction Essay Example | Topics and Well Written Essays - 1250 words

Universal Design of Instruction - Essay Example That is, the product or environment is designed in such a way that it satisfies the needs of a variety of users including those who are physically disabled. The Center for Universal Design (CUD) at the North Carolina State University established seven principles for UD (Burgstahler, 2009), which provides the basis for all applications of UD including for instructional purposes. These form a general architectural paradigm and are listed in the table below. By applying the general principles of UD to teaching, we can derive guidelines for instruction to students, which are called UDI. The CUD defines UDI as â€Å"the design of instruction to be usable by all students, without the need for adaptation or specialized design†. A prominent figure that applied UD principles to education was Frank Bowe (2000). A related concept is Universal Design for Learning (UDL), which the Center for Applied Special Technology (CAST) defines as â€Å"a framework for designing curricula that enables all individuals to gain knowledge, skills, and enthusiasm for learning†. Thus, the classroom environment, curriculum, instructional materials and procedures, facilities etc. can all be designed in a way that they fulfill the needs of a variety of students. The students may have a range of abilities, learning styles, and backgrounds and this includes disabled students especially. There are two further benefits of UDI: one is that it minimizes the need to arrange for accommodating students with special needs, and another is that specific features of the UDI benefit not only the type of students for which it is intended but also others. For example, captioning in instructional videos is done to help the deaf but other students can also derive benefit. CAST clarifies that by being universal, it is not intended that the instruction be suitable for every type of learner; rather, â€Å"it is meant to underscore the need

Proposal that lays out the security challenges faced by a large health Research Paper - 1

Proposal that lays out the security challenges faced by a large health care provider. In a loose sense, you are doing a risk assessment for ABC Hospital - Research Paper Example The units that are under security threat include infant, pediatric, pharmacy and psychiatric unit. One of the major security threats facing hospitals is one of terrorism. Terrorism is the most common security threat facing the world today. Terrorism is perpetrated by a group of people as a show of opposition to a particular authority. Terrorism is also conducted with an intention of inducing fear or causing great anxiety to a large population so that the group may become coerced to accede to particular demands of perpetrators. Hospitals are not immune to terrorisms as victims in such case can make the government given in to terrorist demands. Terrorists may access hospitals disguised as visitors or they can get in ambulances pretending to be bringing in emergency cases. Consequently, ABC should understand that it is not immune from terrorism and must therefore put measures to control access into the facility (Shukla 50). The other threat facing hospitals is the threat of fire. According to Shukla (50), threat of fire is a great challenge facing health care facilities given that in this environment; patients depend on the staff during the case of fire. The risk of fire increase due to lack of alertness, limited mobility and fixed equipments found in hospitals. In addition, the activities conducted within hospitals where flammable gases and liquids are used, laboratory processes where hazardous chemicals are used, and clinical research enhance the risk of fire in a hospital setting. In addition to destruction of the physical infrastructure, fire destroys hospital records and medication. To address the threat of fire, hospitals must therefore be designed with escape routes that can allow easy movement in case of emergency (Hoke 31). Furthermore, it is critical to install fire-fighting equipments and train the staff on these skills. Hospitals are also required to use technology that will allow detection of fire and

Public Health Problem & Solution Paper Research

Public Health Problem & Solution - Research Paper Example The point of this paper is also to establish the biomedical basis, the environmental factors, social and behavioral factors, and solutions which surround the problem. This paper also seeks to define depression, to provide evidence of the problem and then assess, to discuss the solutions which have already been implemented to solve it, and to determine what else can be done in order to resolve it. This paper should be read because it sets forth important information about the disease which can be used by health care professionals in their assessment and treatment of the disease. This paper should be read because it helps call the attention of most individuals on the possible symptoms of depression and how these symptoms may not be noticed by the depressed person himself. This paper should be read because it helps further the discussion on how this disease is underdiagnosed and undertreated most likely, in the primary care environment (Sheehan, 2004). This paper should be read because even as more patients are seeking help for their depression and even with the increase in the use of antidepressants, the treatment of this disease remains inadequate and in order to remedy this situation, patients, providers, payers, employers, accrediting agencies, and governmental agencies have to be involved in the process (Sheehan, 2004). The issue of depression should be considered a crucial issue because it carries the risk for suicide. In cases where it is undiagnosed and untreated, depression can later lead to the patient’s attempts at and possible success in committing suicide. Most people affected by this disease are older adults. Figures indicate that suicide rates for older Americans are high (Cody, 2004). Some of these older adults often visit their physicians in the month leading up to their suicide and during these times, they often manifest with depressed symptoms (Cody, 2004). These older adults often understand and feel like

Depend on the information that will given Essay Example | Topics and Well Written Essays - 750 words

Depend on the information that will given - Essay Example A lot of different countries all over the world tried school uniform but later on were forced to abolish it due to the liberalization of the society. In the United States, the policy of mandatory school uniform started in the end of 1980s and it was aimed at decreasing gang formation and bullying (Han 1). Hence, according to Guerino et al., national reports indicate significant negative tendency in behavior of students that are prone to display violence and abuse (2). Currently, facing the question of imposing uniform on their children, many parents have rather polysemantic opinion about it despite the fact that they used to wear uniform themselves in early school years. Majority of parents do not prefer the idea of egalitarianism, some people do not like the design or comfort of the concrete uniform, and others on the contrary view the uniform as a solution to financial problem. Analyzing all advantages and disadvantages of uniform policy, it is fair to state that there are number o f reasons for approval of mandatory unified cloths in educational institutions. Firstly, uniform eliminates social conflicts because children are not encouraged to amaze each other with new trendy cloths and stand out of the crowd. There is no opportunity to judge classmates by their cloth and organize social groups according to the financial status of a child. Secondly, uniform creates conducive school environment and maintains discipline as it is supposed that looking formal helps students feel and behave more professionally. Thirdly, with the help of mandatory uniform policy, it is less complicated to ensure safety within a campus. When everyone is wearing the same attire, any intruder to the territory of a school can be easily identified. In addition to the decrease of social tension, egalitarianism diminishes economic barriers between learners, whose decision-making process regarding what they should wear in the morning is simplified considerably. Moreover, general uniform does not affect family budget in the same rate as diversified wardrobe of the child that is supposed to take place in case there is no mandatory uniform. It is quite obvious that one complete set of uniform costs much cheaper than several attires for a child to alternate with each other. Furthermore, no matter whether uniform is obligatory or not, school’s administration still must control outward appearance of the students and set limitations and basic rules of dress code for not letting children to cross the line of permissibility and decorum. However, in case all students are forced to wear unified cloths, the need to keep an eye on children’s look and provide further restrictions and punishments for not following the rules languishes. Also, a lot of experts consider that wearing uniform develops team building and strengthens school spirit. All these educe pride for educational institution and enhance fellowship between students, who get the same conditions, opportuniti es and treatment. Looking more as integrity than varicolored mass helps unite the collective and foster so-called corporate ethics. Analyzing aesthetics, it should be stressed that not all parents have a good taste therefore frequently children may look inelegantly and even preposterous meanwhile properly sewed uniform is able to liquidate some flaws in person’s appearance. Finally, the most important argument that convinces to stick to the uniform policy is

Influence of Brand Name on Consumer Decision Essay Example for Free

Influence of Brand Name on Consumer Decision Essay In the present developing and modern day world, consumerism has dominated all the aspects of life. The life in the society follows the pattern of the capitalist culture where the human values have a different measure, ‘you are known by what you have not by what you are’. This naturally leads to the life in a society where everyone wants to have a unique place in the society, by possessing the things which sets them apart from the rest of people in the society. In present society and living way, the Brands not only represent the symbol of the company or product but to a larger extent define the general life of a person. What the person uses can reflect his taste of life, his status in the society, his economic background and many other things. This makes a deep connection between the company and its brand, with the consumer. In this two way relation both are dependent on each other for various different reasons. In today’s time customers are very deeply connected to the brands. When they purchase any product like a car, mobile, items of daily need, brand name influence the consumer’s choice. Some customers purchase the specific branded things just due to the brand name. Customers believe that brand name is a symbol of quality. I found this interesting and wanted to find out whether brand name influences the consumer choice when they go for purchasing any product. I chose to for the specific product because  this is one of the products which got my attention because of many reasons. Initially the car production was dominated by few companies and one or two countries. With the time, the market started to grow and once considered to be luxurious commodity, cars became a need  rather than a choice. This increased the demand and with that many more  companies entered the arena to have their share of profit and exploit the growing market. This made the companies to put more efforts and money to creating brand awareness of their product. With the Huge sum of money and effort invested by the companies to create the awareness of their brand in the market, many questions arise; does this really affect the purchasing decision  of the customer? Does the brand awareness somehow influence the sale of the product? Etc. On the basis of these questions, I formulated my problem as follows: The purpose of this thesis is to create deeper consideration of what influence a brand name can have, when people go for purchasing, choose the products between different brands in automobile industry. Further I want to identify, if there is a connection between brands and the consumer decision making process. I conducted this study based on theories and surveys. I analyzed the result of the survey in order to be able to draw conclusions and find answers to my problem. I came to the conclusion that when consumer purchases a car, brand names influence his choice. Customers choose the well known branded car among other brands which are new or not so known. The study shows that branded cars have a great place in consumer mind, when customers go for purchasing a car, they prefer to purchase a well known branded car. Customers do not want to try new or unknown branded cars because they have no much information about the  lesser known brand. Usually, people purchase well known branded cars because they might have heard before about brands or they have some information about them from other sources. This makes customer feel more comfortable during the time of decision making as they are not so confident about the knowledge they have gathered about the other brands. The consumers are very conscious about branded and unbranded cars because they have the view that branded cars are more reliable than unbranded car. This study also explains that customers trust the branded cars’ quality. Before purchasing a car people do not consider the lesser known brand car, as people are very attached to some specific brands. Some people are loyal to specific brands, over time they want to purchase the same branded car because the specific brand has satisfied the customer’s needs and in turn has gained the trust in the brand name. I feel that the purpose of this study has been fulfilled to some extant. The theory describe that brand name has a power, which attracts the customers towards branded products. The reason  is that customer gets special connection with specific brands product and become the loyal with brand.

Effect of Short Range Correlation

Effect of Short Range Correlation The effect of short range correlation on the nuclear charge density distribution, elastic and inelastic electron scattering coulomb form factors of 16O nucleus Abdullah S. Mdekil Abstract The effect of the short range correlation on the charge density disribution, elastic electron scattering form factors and inelastic Coulomb form factors is studied for the two excited states (6.92 and 11.52 MeV) in is analyzed. This effect (which depends on the correlation parameter) is inserted into the ground state charge density distribution through the Jastrow type correlation function. The single particle harmonic oscillator wave function is used with an oscillator size parameter The parameters and are considered as free parameters, adjusted for each excited state separately so as to reproduce the experimental root mean square charge radius of In inelastic coulomb (longitidinal) form factors of 16O, two different models are employed for . In the first model (model A), is considered as a closed shell nucleus. Here, the model space in does not contribute to the transition charge density, because there are no protons outside the closed shell nucleus . In the second model (mo del B), the nucleus of is assumed as a core of with 2 protons and 2 neutrons move in and model space. It is found that the introduction of the effect of short range correlations is necessary for obtaining a remarkable modification in the calculated inelastic Coulomb form factors and considered as an essential for explanation the data amazingly throughout the whole range of considered momentum transfer. Keywords: charge density distribution, elastic charge form factors, inelastic longitudinal form factors, short range correlation. 1-Introduction Electron scattering provides more accurate information about the nuclear structure for example size and charge distribution. It provides important knowledge about the electromagnetic currents inside the nuclei. Electron scattering have been provided a good test for such evaluation since it is sensitive to the spatial dependence on the charge and current densities [1, 2, 3]. Depending on the electron scattering, one can distinguish two types of scattering: in the first type, the nucleus is left in its ground state, that is called elastic electron scattering while in the second type, the nucleus is left on its different excited states, this is called inelastic electron scattering [4, 5]. In the studies of Massen et al. [6-8], the factor cluster expansion of Clark and co-workers [9-11] was utilized to derive an explicit form of the elastic charge form factor, truncated at the two-body term. This form, which is a sum of one- and two-body terms, depends on the harmonic oscillator parameter and the correlation parameter through a Jastrow-type correlation function [12]. This form is employed for the evaluation of the elastic charge form factors of closed shell nuclei and in an approximate technique (that is, for the expansion of the two-body terms in powers of the correlation parameter, only the leading terms had been kept) for the open and shell nuclei. Subsequently, Massen and Moustakidis [13] performed a systematic study of the effect of the SRC on and shell nuclei with entirely avoiding the approximation made in their earlier works outlined in [6-8] for the open shell nuclei. Explicit forms of elastic charge form factors and densities were found utilizing the fac tor cluster expansion of Clark and co-workers and Jastrow correlation functions which introduce the SRC. These forms depends on the single particle wave functions and not on the wave functions of the relative motion of two nucleons as was the case of our previous works [14-20] and other works [6,21,22]. It is important to point out that all the above studies were concerned with the analysis of the effect of the SRC on the elastic electron scattering charge form factors of nuclei. There has been no detailed investigation for the effect of the SRC on the inelastic electron scattering form factors of nuclei. We thus, in the present work, perform calculations with inclusion this effect on the inelastic Coulomb form factors for closed shell nucleus. As a test case, the is considered in this study. To study the effect of SRC (which depends on the correlation parameter on the inelastic electron scattering charge form factors of considered nucleus, we insert this effect on the ground state charge density distribution through the Jastrow type correlation function [12]. The single particle harmonic oscillator wave function is used in the present calculations with an oscillator size parameter The effect of SRC on the inelastic Coloumb form factors for the two excited states (6.92 and 11.52 MeV) in is analyzed. 2. Theory Inelastic electron scattering longitudinal (Coulomb) form factor involves angular momentum and momentum transfer and is given by [23] (1) where and are the initial and final nuclear states (described by the shell model states of spin and isospin ), is the longitudinal electron scattering operator, is the center of mass correction (which removes the spurious states arising from the motion of the center of mass when shell model wave function is used), is the nucleon finite size correction and assumed to be the same for protons and neutrons, A is the nuclear mass number, is the atomic number and is the harmonic oscillator size parameter. The form factor of eq.(1) is expressed via the matrix elements reduced in both angular momentum and isospin [24] (2) where in eq. (2), the bracket ( ) is the three- symbol, where and are restricted by the following selection rule: (3) and is given by The reduced matrix elements in spin and isospin space of the longitudinal operator between the final and initial many particles states of the system including configuration mixing are given in terms of the one-body density matrix (OBDM) elements times the single particle matrix elements of the longitudinal operator [25] (4) where and label single particle states (isospin included) for the shell model space. The in eq. (4) is calculated in terms of the isospin-reduced matrix elements as [26] (5) where is the isospin operator of the single particle. (6) The model space matrix element, in eq. (6), is given by (7) where is the spherical Bessel function and is the model space transition charge density, expressed as the sum of the product of the times the single particle matrix elements, given by [26]. (8) Here, is the radial part of the harmonic oscillator wave function and is the spherical harmonic wave function. The core-polarization matrix element, in eq. (6), is given by (9) where is the core-polarization transition charge density which depends on the model used for core polarization. To take the core-polarization effects into consideration, the model space transition charge density is added to the core-polarization transition charge density that describes the collective modes of nuclei. The total transition charge density becomes (10) According to the collective modes of nuclei, the core polarization transition charge density is assumed to have the form of Tassie shape [27] (11) where is the proportionality constant given by [14] (12) which can be determind by adusting the reduced transition probability to the experimental value, and is the ground state charge density distribution of considered nuclei. For the ground state charge densities of closed shell nuclei may be related to the ground state point nucleon densities by [28, 29] (13) in unit of electronic charge per unit volume (e.fm-3). An expression of the correlated density (where the effect of the SRCs is included), consists of one- and two-body terms, is given by [13] (14) where is the normalization factor and is the one body density operator given by (15) The correlated density of eq. (14), which is truncated at the two-body term and originated by the factor cluster expansion of Clark and co-workers [10-12], depends on the correlation parameter through the Jastrow-type correlation (16) where is a state-independent correlation function, which has the following properties: for large values of and for It is so clear that the effect of SRCs, inserted by the function becomes large for small values of SRC parameter and vice versa. The one-body term, in eq. (14), is well known and given by (17) where is the occupation probability of the state and is the radial part of the single particle harmonic oscillator wave function. The two-body term, in eq. (14), is given by [13] (18) where (19) The form of the two-body term is then originated by expanding the factor in the spherical harmonics and expressed as [13] (20) where (21) and is the Clebsch-Gordan coefficients. It is important to point out that the expressions of eqs. (17) And (20) are originated for closed shell nuclei with where the occupation probability is 0 or 1. To extend the calculations for isotopes of closed shell nuclei, the correlated charge densities of these isotopes are characterized by the same expressions of eqs. (17) and (20) (this is because all isotopic chain nuclei have the same atomic number but this time different values for the parameters and are utilized. The mean square charge radii of nuclei are defined by (22) where the normalzation of the charge density distribution is given by (23) 3-Results and discussion The ground state CDD is calculated by eq.(13) together with eqs. (14), (17) and (20). The calculated CDD without (with) the effect of the SRC [i.e., when the correlation parameter is obtained by adjusting only the parameter (the two parameters and ) so as to reproduce the experimental root mean square (rms) charge radii of nuclei under study. The elastic electron scattering charge form factors which is simply the Fourier transform of the ground state CDD. In Fig. 1, we compare the calculated CDD [Fig. 1(a)] and elastic charge form factors [Fig. 1(b)] of with those of experimental data (the open circles). In Fig. 1, we compare the calculated CDD [Fig. 1 (a)] and elastic charge form factors [Fig. 1 (b)] of with those of experimental data (the open circles). The dashed curves are the calculated results without the inclusion of the effect of the SRC obtained with and fm. The solid curves are the calculated results with including the effect of the SRC obtained with fm-2 and fm. It is important to point out that the parameters and employed in the calculations of the dashed and solid curves are chosen so as to reproduce the experimental rms charge radius of Fig. 1 (a) illustrates that the calculated CDD of the dashed curve (without the effect of the SRC) is in such a good agreement with that of the experimental data, and the solid curve (with the effect of the SRC) is not in such a good agreement with that of the experimental data, e specially in the central region ( fm) of the distributions. The inclusion of SRC has the feature of reducing the central region of the distribution as seen in the solid curve of this figure. Inspection to the Fig. 1 (b) gives an indication that the solid curve is better describing the experimental data than that of the dashed curve, particularly in the region of momentum transfer fm-1. The rms charge radius calculated with the above values of and is 2.621 fm, which is less than the experimental value by 0.097fm, which corresponds to a decrease of nearly 3.6 % of the experimental value. Fig. 1. The calculated CDD and elastic charge form factors are compared with those of experimental data. The dashed curve corresponds to the values for the parameters and fm, the solid curve corresponds to the values for the parameters fm-2 and fm while the open circles and the triangles in Figs. 1 (a) and 1 (b) are the experimental data taken from [30] and [31], respectively. The effect of the SRC on the inelastic Coulomb form factors is studied for the two excited states (6.92 and 11.52 MeV) in. Core polarization effects are taken into consideration by means of the Tassie model [eq. (11)], where this model depends on the ground state charge density distribution. The proportionality constant [eq. (12)] is estimated by adjusting the reduced transition probability to the experimental value. The effect of the SRC is incorporated into the ground state charge density distribution through the Jastrow type correlation function [12]. The single particle harmonic oscillator wave function is employed with an oscillator size parameter The charge density distribution calculated without the effect of the SRC depends only on one free parameter (namely the parameter), where is chosen in such away so as to reproduce the experimental rms charge radii of considered nuclei. The charge density distribution calculated with the effect of the SRC depends on two free parameters (namely the harmonic oscillator size parameter and the correlation parameter), where these parameters are adjusted for each excited state separately so as to reproduce the experimental rms charge radii of considered nuclei. Two different models are employed for. In the first model (model A), is considered as a closed shell nucleus. In this model, the proton occupation probabilities in are assumed to be and Here, the model space in does not contribute to the transition charge density [i.e. ], because there are no protons outside the closed shell nucleus . Accordingly, the Coloumb form factors of come entirely from the core polarization transition charge density. In the second model (model B), the nucleus of is assumed as a core of with 2 protons and 2 neutrons move in and model space. In this model, the proton occupation probabilities in are assumed to be and Here, the total transition charge density [eq. (10)] comes from both the model space and core polarization transition charge densities. The OBDM elements of are generated, via the shell model code OXBASH [32], using the REWIL [33] as a realistic effective interaction in the isospin formalism for 4 particles move in the and model spac e with a core. In Table 1, the experimental excitation energies (MeV), experimental reduced transition probabilities (fm) and the chosen values for the parameters and for each excited state (used in the calculations of model A and B) in and are displayed. The root mean square (rms) charge radius calculated in both models with the effect of SRC is also displayed in this table and compared with that of experimental result. It is evident from this table that the values of the parameter employed for calculations with the effect of SRC are smaller than that of without SRC ( fm) . This is attributed to the fact that the introduction of SRC leads to enlarge the relative distance of the nucleons (i.e., the size of the nucleus) whereas the parameter (which is proportional to the radius of the nucleus) should become smaller so as to reproduce the experimental rms charge radius of the considered nuclei. Inelastic Coloumb form factors for different transitions in are displayed in Figs. 1 and 2. The calculated inelastic form factors obtained with model A are shown in the upper panel [Figs. 1(a)-2(a)] of the above figures whereas those obtained with model B are shown in the lower panel [Figs. 1(b)- 2(b)] of the above figures. It is obvious that all transitions considered in, presented in the above figures, are of an isoscalar character. Besides, the parity of them does not change. Here, the calculated inelastic form factors are plotted versus the momentum transfer and compared with those of experimental data. The dashed and solid curves are the calculated inelastic Coloumb form factors without and with the inclusion of the effect of the SRC, respectively. The open symbols are those of experimental data taken from [34, 35]. Table1. The experimental excitation energies and reduced transition probabilities, the chosen values for and as well as the rms charge radius calculated with the effect of the SRC of 16O. (fm) Model B Model A fm2L) (MeV) State (fm) (fm-2) (fm) (fm) (fm-2) (fm) [30] 2.704