Effects of Macroeconomic Policies upon a Single Organization

Effects of Macroeconomic Policies upon a Single Organization Understanding the Tree by Knowing the Forest The analogy of the forest and the trees is particularly apt in illustrating the difference between macro- and micro-economic areas of concern. Whereas microeconomics ‘operates’ at the level of the individual firm, manufacturer or even individual consumers, macroeconomics is principally concerned with the national or even global aggregate issues of these entities. In other words, if single firm is a tree, macroeconomics is concerned with the policies that ‘drive’ the forest. Thus, it must be kept in mind, the goals of the tree may not always be furthered by following the governance of the forest. Similarly, the policies that are best for the forest may not be in the best interests of any one tree. Utilizing this perspective, a brief examination shall be made of how macroeconomic â€Å"forest† policy might affect a single organizational â€Å"tree†. Depending on semantics and the exact metric utilized The YMCA is arguably the world’s largest human service organization. This nonprofit organization was founded in 1844 in London and rapidly spread across the world, now being active in over 140 countries. In the United States the YMCA has approximate 2,500 branches with nearly 20,000,000 members. Each of these operating units is independently governed by a local board of directors who hires the CEO. This position runs is the operations end of the business and is immediately responsible for the hiring of all other employees. Some operating units are quite small, perhaps having less than 10 employees while others have several hundred or more. Financial impact of a unit, in terms of projected revenue, could range from less than one hundred thousand dollars to nearly $100,000,000 (personal communication, J. Bean, retired YMCA Senior Director, October 6, 2005). One of the key concerns of macroeconomic policy is to maintain optimal employment levels (Keifer 1999, p. 59). While the wage policies of a single organization are very unlikely to affect the forest, a minimum wage policy does certainly affect individual organizations. On October 1, 1996, the US minimum wage increased from $3.85 to $4.75 per hour and increased again effective September 1, 1997 to $5.15 per hour (US Department of Labor, 2005). Though businesses had months to consider and adjust, the net effect, in the end, was that a 34% wage increase was evidenced. In an organization such as a YMCA unit, this had the potential of having serious consequences as there are a number of operating parameters different from many other businesses: The YMCA is a nonprofit organization. – While still being run as a â€Å"business†, the operating margins of nonprofit firms are typically much slimmer†¦ there are no real â€Å"profit margins†, there are no dividends or bonus and there is no excessive executive compensation. The YMCA employs and extensive part-time work force. – Many of these individuals are either entry-level or accept entry level wages. The YMCA is a service driven organization. – In many private sector businesses, firms get very nervous if total personnel costs exceed 30% of budgeted expenses. In a YMCA, depending on the exact program mix in a specific community, it is not uncommon to see human resource costs occupying 60% of the budget. With these factors in mind, it is easy to see how increases in minimum wage can disproportionately affect the bottom-line of service driven organizations. In 1996 or in 2005 (were their to be additional increases), there are but a number or strategies to be deployed. First, one can make ‘budget cuts’ and trim service levels. For a nonprofit meeting the needs of the community, this is generally unacceptable. A second solution is to increase the efficiency of human assets so that you are doing more with less. For example, if one had 10 employees at minimum wage ($5.25/hour) for an hourly expense of $55.25, the goal would now be to somehow â€Å"re-engineer† the process so that only six employees are required. This approach is a good one†¦ in the long run. In the short run, additional funds must be invested, often in technology, so that workers efforts are leveraged to a greater extent. Also, a potential problem with this solution is that many YMCA programs invo lve youth for which there a either government or organizational policies in regards to staffing ratios (i.e., in infant childcare programs, the ratio must not exceed one staff to four children). A third option is to increase revenue to cover the additional expense. In a YMCA, this can be achieved two ways: Increase earned revenue by increasing program fees. In this situation, increases would likely be tolerated as there is a bona fida increase in the cost of doing business. Increase contributed income by philanthropy. Faced with increasing operating costs and a compelling need for a program service, donors are often quite willing to help out a benevolent organization who demonstrates principles of good stewardship with existing assets. While employment policies are one example, the field of macroeconomic policies is one in which there is seemingly no such thing as an isolated variable. Increases in minimum wage policy are likely to trigger inflation (Knoop 2004, p. 39). Inflation, in turn, increases the cost of doing business, particularly as the cost commodity goods such as gas, oil, electricity and water increase. Again, the same three strategies present themselves to the operators of enterprise. A final example of how macroeconomic policies can impact the organization in question is that of federal monetary policy. While a nonprofit organization does not play the market per se, money is often borrowed for capital projects. A loose fiscal policy will drive interest rates down, creating opportune times for consideration of borrowing funds. A related consideration is the overall tone of the market. As nonprofit organizations are often the beneficiary of financial instruments, the specific tax advantages set by federal fiscal policy have an effect upon the generosity of some donors. In summary, the politics of the forest have a tremendous effect upon the trees. While the policies may, in the short run, create mild operational havoc, we must have some faith that the forest has our best interests at heart as a strong forest is better for all trees. Works Consulted Knopp, T. (2004). Recessions and Depressions: Understanding Business Cycles. Praeger: Westport, Connecticut, US. United States Department of Labor. (2005). History of Changes the Minimum Wage Law. [online] http://www.dol.gov/esa/minwage/coverage.htm. Accessed October 6, 2005.

Graduation Speech: Always Follow Your Dreams :: Graduation Speech, Commencement Address

I'd like to start out by saying that I am truly honored to speak here today and thank you to my class for choosing me. From the day I first stepped into the learning world of Mrs. Jacobson's kindergarten class spotting tons of building blocks and crayons until the day I walked out of Mr. Fulton's class with memories of burning gummy bears and rubber corks stuck in his ceiling, the majority of my life has been consumed by school. I thought it would never end. Do you know how long we've been in school? Thirteen years and 181 days for each year. That's 2,353 days or 14,118 hours or 847,080 minutes or 50,824,800 seconds. Good lord!!! That's a long time. Why would anyone do this? And half our class probably has scoliosis from teachers loading our backpacks with 75 pounds of books. That's hard to do. I think modern schooling is trying to rise a generation of Quazi Motos. But these 12 years of schooling have provided all of us with memories. Growing up in the community of Murry we are left with a variety of good times and bad times. In intermediate school, you thought it was the end of the world if you were beat by a girl in tetherball or you'd start crying when you lost all your pogs in an intense pog tournament at one of our three recesses. The times that have left positive feelings towards my many years of schooling would have to include watching Mr. Patterson singing the Fig Newton jingle, or watching our Falcon football team destroy Lakewood this year in our Homecoming football game. Or what about the time when Coach Davis, our head basketball coach, went a whole game with his zipper being undone? But my fondest memory of Murry is remembering Mr. Johnson on my first day of freshman year. He had such a lovely full head of hair, but since the class of 2003 has came through, it has gotten a little thinner and a little grayer. These types of memories have shaped us and made us grow into the powerful young adults we are today. Now we're sitting here ready to tackle the challenges of the real world. Graduation is not an end, but more of a rendezvous point from where we go our separate ways. The only thing that lies ahead is the future. Dreams and goals are what push us to be better and what have gotten us here.

Literary Output of Filipinos are not Book Lovers Essay

Introduction: Reading is an important study skill and an important tool for becoming a good person but Philippines is actually not a nation of book lovers unlike in Japan. In Japan, most bookshops seemed to be the most popular feature of practically every street block. Body: Reading a book is becoming an unpopular activity among Filipinos right now unlike before. The problem is Filipino writers are mostly not appreciated by us. We don’t even talked about them in our conversations. Compared to London’s Virginia Woolf, one of the most Popular author/writer, almost all of her works were sold out in every bookstore in London. And in some instances, her works were one of the best sellers ang being talked about in London. Here in the Philippines, you can count those Filipinos that will go to store just to buy a book and enjoy being alone reading a book. Filipinos hate solitudes. Reading a book requires patience, time and even endurance in order to understand every chapter and it will really take a lot of time finishing it . Unlike in watching a movie, it can be done for only an hour or two. But as you can see, reading a book is much better than watching it in movie because in movie not all the details from the book are there. Conclusion: We prefer watching cinemas and hanging out   with friends, instead of going to library and read a book. Like in our schools today, they used visual aids to catch our attentions like power point presentations. I can say that Filipinos love entertainment because for us, it is more interesting. Definition of Terms Book – a division of a literary work Commiseration – to sympathize Primitive – being the first or early of the kind Solitude – loneliness Horrid – extremely disagreeable

Powerful Tactics That Will Increase Conversion Rates With Lance Jones

Powerful Tactics That Will Increase Conversion Rates With Lance Jones How are your conversion rates? Are you getting qualified leads? To drive value for your company, you need to convert audience members to customers. If you think you need help, you do. Today, we’re talking to Lance Jones, director of marketing at ReCharge, which helps its customers sell subscriptions on their Shopify stores. Lance shares powerful tactics to help you increase conversion rates. ReCharge’s biggest marketing challenges; from distractions to lack of patience Combining conversion rate optimization and audience language to communicate effectively Connecting with customers by using their words and phrases in your copywriting Formulas and techniques for successful conversion copywriting, including problem/agitation/solution (PAS) Building partnerships and relationships with niche businesses; knowing your target customer and their pain points to offer solutions Providing value back to partners by understanding their business and offering services/tools to solve problems Building trust by educating and teaching customers how to do something Focusing on a new niche; it’s difficult to commit to going narrow Links: ReCharge Joanna Wiebe and Copywriting Formulas Jesse Mecham YNAB MetaLab Flow AMP on iTunes leave a review and send screenshot to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Lance: â€Å"The biggest challenge istrying to remain free of distractions.† â€Å"As marketers, we are too close to our products.† â€Å"Pretty much every aspect of marketing involves words.†

Merendar Conjugation in Spanish, Translation, and Examples

Merendar Conjugation in Spanish, Translation, and Examples The Spanish verb merendar means to snack or to have a snack. It is similar to verbs like desayunar, almorzar, and cenar because the verb itself tells you what meal you are having. In the case of merendar, it can be a small snack anytime during the day, but in some cultures it can refer to an afternoon coffee or tea time, usually accompanied by a small snack, or to the meal eaten during a snack break at school. Another way to say merendar is comer una merienda (to eat a snack). Merendar is a stem-changing -ar verb. This means that in some conjugations where the second e of the stem is part of a stressed syllable, the e changes to ie. This is similar to other stem-changing verbs such as querer. This article includes merendar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Merendar Present Indicative In the present indicative, the stem change e to ie occurs in all the conjugations except nosotros and vosotros. Yo meriendo I snack Yo meriendo a media maà ±ana. Tà º meriendas You snack Tà ºmeriendaspor la tarde. Usted/à ©l/ella merienda You/he/she snacks Ella meriendapan con queso. Nosotros merendamos We snack Nosotros merendamos a la hora del cafà ©. Vosotros merendis Yousnack Vosotros merendis fruta para mantener la dieta. Ustedes/ellos/ellas meriendan You/they snack Ellos meriendandos veces al dà ­a en la escuela. Merendar Preterite Indicative There is no stem change in the preterite tense. Yo merendà © I snacked Yo merendà © a media maà ±ana. Tà º merendaste You snacked Tà ºmerendastepor la tarde. Usted/à ©l/ella merendà ³ You/he/she snacked Ella merendà ³pan con queso. Nosotros merendamos We snacked Nosotros merendamos a la hora del cafà ©. Vosotros merendasteis Yousnacked Vosotros merendasteis fruta para mantener la dieta. Ustedes/ellos/ellas merendaron You/they snacked Ellos merendarondos veces al dà ­a en la escuela. Merendar Imperfect Indicative There are no stem changes in the imperfect tense. The imperfect can be translated to English as was snacking or used to snack. Yo merendaba I used to snack Yo merendaba a media maà ±ana. Tà º merendabas Youused to snack Tà ºmerendabaspor la tarde. Usted/à ©l/ella merendaba You/he/she used to snack Ella merendabapan con queso. Nosotros merendbamos We used to snack Nosotros merendbamos a la hora del cafà ©. Vosotros merendabais Youused to snack Vosotros merendabais fruta para mantener la dieta. Ustedes/ellos/ellas merendaban You/they used to snack Ellos merendabandos veces al dà ­a en la escuela. Merendar Future Indicative There are no stem changes in the future indicative, since its conjugation includes the whole infinitive merendar. Yo merendarà © I will snack Yo merendarà © a media maà ±ana. Tà º merendars You will snack Tà ºmerendarspor la tarde. Usted/à ©l/ella merendar You/he/she will snack Ella merendarpan con queso. Nosotros merendaremos We will snack Nosotros merendaremos a la hora del cafà ©. Vosotros merendarà ©is Youwill snack Vosotros merendarà ©is fruta para mantener la dieta. Ustedes/ellos/ellas merendarn You/they will snack Ellos merendarndos veces al dà ­a en la escuela. Merendar Periphrastic  Future Indicative   Yo voy a merendar I am going to snack Yo voya merendar a media maà ±ana. Tà º vasa merendar You are going to snack Tà ºvasa merendar por la tarde. Usted/à ©l/ella vaa merendar You/he/she is going tosnack Ella vaa merendar pan con queso. Nosotros vamosa merendar We are going to snack Nosotros vamosa merendar a la hora del cafà ©. Vosotros vaisa merendar Youare going tosnack Vosotros vaisa merendar fruta para mantener la dieta. Ustedes/ellos/ellas vana merendar You/they are going tosnack Ellos vana merendar dos veces al dà ­a en la escuela. Merendar Present Progressive/Gerund Form The present progressive is formed with the present participle or gerund. Present Progressive ofMerendar est merendando Is snacking Ella est merendando pan con queso. Merendar Past Participle The present perfect is formed with the verb haber and the past participle. Present Perfect of Merendar ha merendado Has snacked Ella ha merendado pan con queso. Merendar Conditional Indicative There are no stem changes in the conditional tense, since it also uses the whole infinitive merendar. Yo merendarà ­a I would snack Yo merendarà ­a a media maà ±ana si tuviera hambre. Tà º merendarà ­as You would snack Tà ºmerendarà ­aspor la tarde pero no tienes tiempo. Usted/à ©l/ella merendarà ­a You/he/she would snack Ella merendarà ­apan con queso si no estuviera a dieta. Nosotros merendarà ­amos We would snack Nosotros merendarà ­amos a la hora del cafà ©, pero nos da hambre ms temprano. Vosotros merendarà ­ais Youwould snack Vosotros merendarà ­ais fruta para mantener la dieta, pero no os importa romperla. Ustedes/ellos/ellas merendarà ­an You/they would snack Ellos merendarà ­andos veces al dà ­a en la escuela si los maestros lo permitieran. Merendar Present Subjunctive Notice that in the present subjunctive the stem change e to ie occurs in all the conjugations except nosotros and vosotros, just like in the present indicative tense. Que yo meriende That I snack La maestra quiere que yo meriende a media maà ±ana. Que tà º meriendes That you snack Tu madre espera que tà º meriendes por la tarde. Que usted/à ©l/ella meriende That you/he/she snack La doctora recomienda que ella no meriende pan con queso. Que nosotros merendemos That we snack El jefe prefiere que nosotros merendemos a la hora del cafà ©. Que vosotros merendà ©is That you snack El nutricionista sugiere que vosotros merendà ©is fruta para mantener la dieta. Que ustedes/ellos/ellas merienden That you/they snack El padre quiere que ellos merienden dos veces al dà ­a en la escuela. Merendar Imperfect Subjunctive There are two different ways of conjugating the imperfect subjunctive. Neither option has a spelling change. Option 1 Que yo merendara That I snacked La maestra querà ­a que yo merendara a media maà ±ana. Que tà º merendaras That you snacked Tu madre esperaba que tà º merendaras por la tarde. Que usted/à ©l/ella merendara That you/he/she snacked La doctora recomendaba que ella no merendara pan con queso. Que nosotros merendramos That we snacked El jefe preferà ­a que nosotros merendramos a la hora del cafà ©. Que vosotros merendarais That you snacked El nutricionista sugerà ­a que vosotros merendarais fruta para mantener la dieta. Que ustedes/ellos/ellas merendaran That you/they snacked El padre querà ­a que ellos merendaran dos veces al dà ­a en la escuela. Option 2 Que yo merendase That I snacked La maestra querà ­a que yo merendase a media maà ±ana. Que tà º merendases That you snacked Tu madre esperaba que tà º merendases por la tarde. Que usted/à ©l/ella merendase That you/he/she snacked La doctora recomendaba que ella no merendase pan con queso. Que nosotros merendsemos That we snacked El jefe preferà ­a que nosotros merendsemos a la hora del cafà ©. Que vosotros merendaseis That you snacked El nutricionista sugerà ­a que vosotros merendaseis fruta para mantener la dieta. Que ustedes/ellos/ellas merendasen That you/they snacked El padre querà ­a que ellos merendasen dos veces al dà ­a en la escuela. Merendar Imperative The imperative mood is used to give commands. There are both positive and negative commands, some of which have the spelling change e to ie. Positive Commands Tà º merienda Snack!  ¡Merienda por la tarde! Usted meriende Snack!  ¡Meriende pan con queso! Nosotros merendemos Let's snack!  ¡Merendemos a la hora del cafà ©! Vosotros merendad Snack!  ¡Merendad fruta para mantener la dieta! Ustedes merienden Snack!  ¡Merienden dos veces al dà ­a en la escuela! Negative Commands Tà º no meriendes Don't snack!  ¡No meriendes por la tarde! Usted no meriende Don't snack!  ¡No meriende pan con queso! Nosotros no merendemos Let's not snack!  ¡No merendemos a la hora del cafà ©! Vosotros no merendà ©is Don't snack!  ¡No merendà ©is fruta para mantener la dieta! Ustedes no merienden Don't snack!  ¡No merienden dos veces al dà ­a en la escuela!

Personal growth Assignment Example | Topics and Well Written Essays - 750 words

Personal growth - Assignment Example I would score myself a 7 out of 10 when it comes to physical wellbeing consideration. I have very few health issues for my age, I look young and radiant, and I rarely get a cold. I have always relied on natural remedies and good so I believe my diet pays me off with a better physical health. The only problem is that I have never had any form of exercise, so I believe it can benefit me further. For my spiritual wellbeing, I would probably give myself a 6. I have recently come to understanding that it is possible to be spiritual and religious at the same time. I care about the welfare of others and I am compassionate. I find myself responsible for others as well and feel a connection to them. I try to send out loving and positive thoughts to everyone else. I would consider my psychological wellbeing to be a 5 out of 10. I care about others and am loyal, but I am always worked up and stressed out. Under pressure, I lose my sense of relaxation and then struggle getting back to normal. For this reason, I believe that meditation and yoga can help me remove the stress from my daily routine and channel happy and positive thoughts in myself. After the assessment, I have put in meditation and exercises as essential goals for personal development. I will focus on strengths, toning and cardio-training three days a week for an hour. I will also add in meditation as an essential part of my life and carry out an early morning yoga session every day preferably out in my gardens. This will help me find outer peace, inner peace and mental health (Goenka, 2003). Spiritually, I would like to connect with my inner person and find a deeper meaning and purpose in my life. For physical wellbeing, I plan to exercise regularly on cardiovascular machines such as elliptical trainers and lift weights to reduce my body fat and increase my lean body mass. I will follow up my routine with a stretch

Learning difficulties Essay Example | Topics and Well Written Essays - 2000 words

Learning difficulties - Essay Example It will also discuss government and private citizens’ efforts in supporting individuals with Dyslexia. What is Dyslexia? Dyslexia is a learning disability related to an individual’s difficulty in obtaining skills in reading, writing and spelling (Special Needs Support Pages, 1999). It affects the development of literacy and language related skills (British Dyslexia Association, 2009). It is one disorder that is neurological in origin (International Dyslexia Association: Lyon et al., 2003). It is a permanent condition, however, it can be managed. For example, children with dyslexia have difficulty in spelling words. One way to overcome this is for them to view pictures of words in their minds because this helps them to retain the words and spell them out better (Morton, 2004). Although dyslexic children manifest difficulties in reading and writing words, they are often bright, creative and talented. Some of their strengths may include mechanical aptitude; artistic abilit y; musical gifts; athletic prowess; advanced social skills; and talents in computer/technology, science, and math (Yoshimoto, 2000). Concern for children with disabilities has already spread in the UK from the 1970’s thanks to some advocates such as Mary Warnock who raised the issues on helping children with special education needs (SEN). The Warnock Report in the year 1978 was developed to appraise the provision for children with psychological as well as physical disabilities. The report had sponsored ranges of special needs for children. It paved the way for the â€Å"Education Act† which was imposed in the year 1983. This act presented different methods to the description of children with SEN. It advocated that these children should be able to obtain the educational support from tutors in the classroom such as the provision of extra time and assistance compared to other students (Sturt, 2002). In 1996 the law on SEN stated that: â€Å"A child has special educationa l needs (SEN) if he or she has a learning difficulty which calls for special educational provision to be made for him or her† (Education Act, 1996, Section 312). This act mandates local education authorities (LEA) to offer resources in order to recognise and support specific learning problems in children. LEAs were imposed with additional tasks to make an evaluation of children in their disability area (Pumfrey & Reason, 1991). SEN Code of Practice (2001) is the government guidance on meeting the SEN of children with disabilities. Its principles include that children with special needs should have their needs met and that children will normally have their needs met in a mainstream school. With the Special Education Needs Code of Practice (2001), Dyslexia falls under the Communication and Interaction area of need. This area includes learners with speech and language difficulties, impairments and disorders. Children with SEN should have full access to a broad, balanced and relev ant curriculum, including the National Curriculum or, for younger children, the foundation stage curriculum. The children’s views should be taken into account and their parents should be treated as partners of the school (ACE, 2011). Much of what has been described are components of inclusive education. The Education Act of 2010 focuses on supporting inclusion and incorporation of dyslexic children rather than separation and segregation in the school. Inclusive education has evolved towards the idea that all children despite their