A Look At Technical Education In Bangladesh

A Look At Technical Education In Bangladesh The Peoples Republic of Bangladesh is a country in South Asia which became independent in 1971 after a glorious nine months of liberation war with Pakistan Army who killed three millions Bangalees. Bangladesh literally means The Country of Bengal. Lying north of the Bay of Bengal, on land it borders India and Myanmar, and it is a close neighbor to China, Thailand, Nepal and Bhutan. Bangladesh is surrounded by India in The West, North and North-East and Myanmar to the South-East. It is situated between 20034 and 26038 North Latitude and 88001 and 92041 East Longitude. It has an area of 147,570 sq. km. and a population of nearly 140 million. It has a population density of 948 persons per sq. km., which is the highest in world. As the name The Country of Bengal suggests that Bangladesh is an ethnically homogeneous country. Among the different ethnic groups Bengalis 98Â  % and the remainder are mostly, Santhals, Chakmas, Garos, Biharis, Oraons and Mundas. Variations in Bengali culture and language do exist of course. The estimate of religious makeup from the 2001 census reported that the population was 89.58% Muslim, 9.34% Hindu, 0.62% Buddhist, 0.31% Christian and 0.15% Animist. With the highest density of population in the world and slow economic progress, the people of this country are trapped in the vicious cycle of poverty. Over 50% of the people who live below the poverty line are not able to provide for their basic needs and amenities. With 140 million people, Bangladesh is the eighth largest in the world in population. It is also one of the most densely populated countries and endowed with limited natural resources. Bangladesh has to rely, more than most developing countries, on its human resources for progress and prosperity. Educational Structure of Bangladesh The present education system of Bangladesh may be broadly divided into three major stages, viz. general education, madrasha education and technical education. Here I am discussing about technical education in Bangladesh. Technical Vocational Education For the students whose interests are not strictly academic may find technical-vocational programmes more interesting and more valuable for their future. Government tries to ensure that the course curriculum should be relevant to students interest and aspirations while at the same time it should address the needs of the job market. a. Primary level. There is no technical-vocational institution in primary level of education. Ebtedayee in the first level (Primary level) of madrasah education has no scope for technical-vocational education. Accordingly, technical vocational education in Bangladesh is designed in three phases under two major levels of secondary and tertiary level of education. b. Secondary level. Vocational courses starts from secondary level. The certificate courses prepare skilled workers in different vocations starting from ninth grade after completion of three years of schooling in secondary school. At this level the courses are diversified in different vocations spread over 1 to 2 years duration. Recently, 2 years duration vocational courses have been introduced at the higher secondary level in government managed vocational training institute (renamed as Technical School College). Diploma courses prepare the diploma engineers at the polytechnic institutes. This course spread over 4 years duration after passing the secondary school certification examination. There is a technical education board called Bangladesh Technical Education Board (BTEB), which grants affiliation to the technical institutes. It conducts examinations of the students completing different courses in different vocational and technical education, and awards certificates to the succe ssful candidates. TVET System in Bangladesh: An Evaluation Strengths Entrance is reasonably competitive at all levels of formal skill training. Well-developed exit standards exist, i.e., skill testing and certification is well developed and managed. The Technical Education Board (TEB) is small, self-supporting and a relatively effective organization for developing curricula and trade tests. Good models exist for skill training by non-government institutions (including UCEP and MAWTS). There are also good models of industry involvement in providing child labor not only with basic education, but also with vocational training through non-government institutions, including both UCEP and a similar but cheaper model, Suravi. TTCs and VTIs have become more flexible in their non-regular programs by offering short term training programs on a cost-recovery basis in the afternoon and evenings to those who have completed their formal schooling. Several comparatively good quality public training institutions exist, including some of the TTCs under the Ministry of Labor and Manpower, The Surveyors Training Institute under the Ministry of Education and some of the rural training centers of the Ministry of Youth. Weaknesses The overall impact of the formal TVET system within Bangladesh is minimal. The output of technical/vocational education at the certificate level amounts to only 1.8 percent of the graduates at SSC level, and the output of diploma technicians is only 1.4 percent of the output of HSC holders. Moreover, formal training is miniscule in relation to the informal ways the people actually become skilled. The outputs of the formal system account for only a minute fraction of the occupational skills acquired each year. Moreover, relatively few of the graduates of formal VTIs enter local employment, at least in trades. TVET has a poor record in terms of placement of graduates in employment, including only about 60 to 65 percent for TTCs and about 40 percent for VTIs. Unemployment is also common among graduates of polytechnics. Those who do not get jobs are often employed overseas as unskilled labor in jobs that do not require their specific training. Those who do not find jobs often seek furthe r studies at higher levels if they are eligible. The public system is not contemplated by a widespread or vigorous system of non-government vocational training (non-government institutions and proprietary institutions). External Efficiency The main problem is lack of sufficient linkages with employers and the labor market. Employers typically do not participate in determining content of training programs. Courses tend to be offered in response to social demands not based on labor market surveys and analysis. Labor market information is not collected systematically. Employers complain that the government is unable to change curricula quickly (i.e., introduce new courses, expand those in demand and reduce or close those for which demand has slackened) to keep up with technological changes in enterprises (TEB, for example, updates curricula once every five years). Polytechnics, in particular, were slow to integrate computers and instrumentation as integral parts of training in all fields. The clientele of formal vocational training (VTIs and TTCs) tends to be inappropriate. Those with grade 8 qualifications often aspire to further education and white-collar occupations; many have little or no intention of entering the job market and practicing the trade skills acquired. Training institutions lack linkages with local labor market surrounding the institution. This is caused by excessive centralization and rigidity in the system. The heads of training institutions must follow uniform training programs and cannot alter curricula to meet local circumstances. Financial controls are also inflexible and institutional managers cannot give incentives and rewards for good teacher performance. In short, there is a lack of delegation of authority to the heads of training centers. Training institutions do not carry out occupational analysis of the skills in demand in the local area. Training is rarely provided for upgrading those already employed in occupations, including skills in the non formal sector. Few girls are being provided the opportunity to learn skills needed for formal sector employment; reasons include lack of hostels and secure transport, as well as traditionally low demand by employers for female workers. Women in the labor market have few places where they can receive training for raising their incomes through productive activities. Underprivileged youth tend to be screened out of the education system before qualifying for entry into vocational training. Stipends in technical and vocational education are provided on the basis of merit rather than need. Internal Efficiency Training is virtually free and heavily subsidized. Most students receive stipends and many receive subsidized hostel accommodation which adds to the cost per student of training. Substantial resources are wasted in technical and vocational training at present, even though the system is underfunded. Student teacher ratios are only about 10 to 12:1. Training courses focus on certification and last longer than strictly necessary for occupational purposes. Over centralized administration makes it difficult for institute directors to economize on resources. However, recent introduction of the SSC and basic trades programs for students in TTCs/VTIs has led to increase in the internal efficiency of institutions. Underutilization of physical capacity is no longer a problem, and completion rates are better than they were easily in the 1990s. Still, the operating costs of vocational training are high, probably in the order of $300/student per year (24 times the cost of a student in primary ed ucation). Effectiveness Low quality is reflected in relatively low pass rates for many vocational and technical training institutions. About one-third of those who finish technical-vocational courses fail to pass the final examinations. Several factors account for the poor results. The managers and instructors of training institutions lack incentives for good quality teaching. Over centralized control means school directors take few initiatives. Instructors lack accountability, as evidenced by poor attendance rates. Most instructors have not had industrial experience in the skills they are paid to teach. Funds are lacking for in-service training of teachers or industrial attachments. There are few promotions possibilities to provide incentives to staff. Many instructors have occupied the same positions for decades without any opportunities for updating or enrichment. Dead wood tends to accumulate among teaching staff with few, if any, opportunities for recycling. In theory, 60 percent of the time is devoted to the acquisition of practical skills, but in practice it is much less. Most VTIs, polytechnics, and specialized degree programs suffer from outdated, obsolete, and worn out equipment. No budgets are provided for maintenance of equipment, and little for consumable supplies. The share of total revenue spending allocated to TVET declined by about 17 percent, from 2.4 percent in 1990/91 to 2.0 percent in 1996/97. It declined further to 1.5 percent in 1997/98. Capital investment in TVET virtually dried up in the 1990s. Within the institutions students receive group, rather than individual, training. Lesson plans and job sheets are rarely used in the training. Institutions, consequently, cannot properly impart the intended practical training. At the diploma level, intended internships for students at the end of their studies are often not implemented. As a result, polytechnic graduates have not acquired practical shop floor skills. The outcomes are that most graduates of vocational and technical programs are not skilled, and few go into appropriate occupations. Government Plans and Policies No national policy exist on the long term development of occupation training, but two recent documents, the Fifth Five Year Plan and the proposed National Education Policy, point to directions of intended changes. The Fifth Plan calls for enrollments in technical and vocational education to be increased from 3 percent at present to about 20 percent of the total at secondary level. Accordingly, the plan emphasizes expansion of the number and capacity of training institutions in line with emerging technologies. Specifically, the government plans to build dozens of new polytechnic institutes, VTIs and TTCs. In addition, it intends to establish other textile and leather degree colleges, a technical teachers college, and a vocational teacher training institute. By 2002, enrollments are projected to increase from 4,500 students in polytechnic institutes to 20,000; from 2,600 in other technical and vocational institutes to 44,000; and from 12,800 in basic trade training to 30,000. The Fifth Plan also calls for diversification of course offerings in line with emerging technologies. Private involvement is to be encouraged in the delivery of technical vocational education. In addition, the Plan proposes creation of an adequate base for labor market analysis and research on TVET, strengthening staff development programs, and forging closer links between training institutions and local economies. The draft National Education Policy, which was prepared without consideration of fiscal constraints on the recommendations, calls for the major portion of the education budget to be shifted towards TVET. Under the policy, all secondary schools would have vocational streams; NFE would be provided for all school dropouts at existing training institutions after hours, and short courses would be introduced for those particularly technicians in the job market. The structure of diploma training would be extended by six months and the internship by three months. A credit system of student accounting would be introduced to facilitate progression of graduates to the next higher level. Individuals and private enterprises would be expected to share the costs of training, although it is not explained how this would be accomplished. In service training for teachers would be provided systematically. Finally, an overall industrial advisory council would be established to coordinate service offeri ngs among the many government and non-government providers. The Fifth Plan and the proposed National Education Policy touch on many of the critical issues in TVET. Positive features include explicit reference to the need for enterprise linkages at the central and institution levels; emphasis on training provision for new clientele, including upgrading and out-of-school youth; diversification of programs, including training in entrepreneurship; and encouragement of private involvement and beneficiary financing by students and employers. These are important priorities. The next step is to plan to accomplish them. The main weakness of the plan and policy are their emphasis on expansion and greater public financing of TVET. Without needed reforms, plans for across-the-board expansion risk imposing existing rigidities on even larger numbers of trainees. Such expansion would dilute the capacity of the public sector to service adequately the existing institutions and may exacerbate unemployment among the graduates. Apparently no demand studies were done as a basis for selecting the new fields of study. Where needed, expansion could be accomplished at lower cost by expanding existing institutions (e.g., the textile and leather institutes) rather than creating separate new facilities. This underscores the impression that expansion is being sought for political rather than economic reasons. As stated in the 1995 ADB review, IT is possible to conclude that the present intake and training programs are more admissions-oriented than based on real industrial demand. Priority Issues Among all the problems in the system of TVET, four overlapping issues stand out as the most important. They are discussed in sequence below: Lack of linkages with the job market. The TVET system tends to be disconnected from the job market both formal and informal employment. Employers do not participate in setting training policies. Public training institutions do not have mechanisms for consultation with employers, and no incentives are given to managers or instructors to establish them. Moreover, the centralized system of training in which curricula, staff, and resources are all controlled from Dhaka also limits the possibilities of capitalizing on local responsibilities and initiatives. When there are not enough jobs for graduates, programs should be geared more to gainful work in the informal sector, e.g., livelihood skills, entrepreneurship, and self-employment. In sum, a key objective for TVET should be to forge closer links with formal and informal job markets. Lack of impact on poverty reduction. This is a question of the clientele of the system. TVET is almost exclusively geared to in-school male youth in grades 9 and 10 as part of SSC Vocational. The effectiveness of this approach should be evaluated. Similar programs have not proved cost-effective in other countries. Many of the graduates of SSC Vocational have no intention of entering the occupations for which they have been trained. Technical education is also narrowly focused on in-school clientele, whereas surveys show that only one third of practicing technicians have ever received formal education in the field. This calls for more in-service and upgrading training for those in the workforce. TVET needs to diversify its clientele. Vocational training, in particular, has the potential to make a greater impact on poverty reduction by helping trainees become self-employed or generate income. Another main objective for TVET should be to broaden its impact through diversification of cli entele and programs. Ineffectiveness of training support and delivery. One of the main constraints on solution of problems in TVET is the prevailing view that the government must finance and provide training through a centralized system of control rather than seek an efficient division of responsibilities with the private sector. In contrast with the relatively weak performance of the government financed and operated institutions, the non-government sector has demonstrated albeit on a very small scale the capability to develop local needs-based curriculum customized to the experiences of trainees. Above all, several non-governmental institutions have established effective links with employers and have achieved impressive employment rates for their graduates. One of the challenges will be to find ways to expand the service delivery of effective non-governmental institutions in vocational and technical education. On the other hand, the government provides key support on which non-governmental institution s must rely. This support includes such things as development of favorable policy environments, training of instructors, development of teaching materials, and research/information on the employment market. A key objective for TVET is to shift funds towards more effective modes of delivery and strengthen the supporting role of the public sector (as opposed to direct provision) Under-financing. TVET is expensive. It requires more instructors per student than general education because of the requirements for practice in workshops. It requires money for equipment, in-service training and consumable supplies. Most of these necessary inputs are lacking or insufficient in public institutions at present. Most institutions look to the central government to solve this problem, but it does not have the funds. External financing is seen by some as an alternative solution. However, external financing would be unsustainable. In several years, the problems of under-financing of equipment and supplies would reemerge and the problem would not have been solved. An important objective for TVET, therefore, is to mobilize non-public resources in a sustainable way to overcome chronic problems of under-financing.

Government Censorship :: Internet Censoring Government Essays

Government Censorship Thesis: Government Censorship would damage the atmosphere of the freedom to express ideas on the Internet; therefore, government should not encourage censorship. The Internet is a wonderful place of entertainment and education but like all places used by millions of people, it has some murky corners people would prefer children not to explore. In the physical world society as a whole conspires to protect children, but there are no social or physical constraints to Internet surfing. The Internet Censorship Bill of 1995, also known as the Exon/Coats Communications Decency Act, has been introduced in the U.S. Congress. It would make it a criminal offense to make available to children anything that is indecent, or to send anything indecent with "intent to annoy, abuse, threaten, or harass" ("Stop the Communications ..." n.p.). The goal of this bill as written (though not as stated by its proponents) is to try to make all public discourse on the Internet suitable for young children. The issue of whether is it necessary to have censorship on the Internet is being argued all over the world. There are numerous homepages on the World Wide Web discussing this issue, or asking people to sign the petition to stop government censorship. The Internet was originally a place for people to freely express their ideas worldwide. It is also one of America's most valuable types of technology; scientists use email for quick and easy communication. They post their current scientific discoveries on the Usenet newsgroups so other scientists in the same field of study all over the world can know in minutes. Ordinary people use the Net for communication, expressing their opinions in the newsgroups, obtaining up-to-date information from the WWW, acquiring files by using FTP, etc. Censorship would damage the atmosphere of the freedom to express ideas on the Internet; therefore, government should not encourage censorship. In the Internet community, there is a large volume of technical terms. For this reason, it is first necessary to examine the terminology specific to Internet. The Internet is a world wide computer network. The "Net" is frequently used in place of Internet. In the words of Allison and Baxter, two experts on Internet Censorship at the Monash University, "the Internet is comprised of various digital media subsuming many of the distinct roles of traditional media" (Allison and Baxter 3). Electronic mail (email), which is one component of the Internet, approximates person to person letters, memoranda, notes and even phone calls.

Coral Reefs Need Help Essay -- Environment, Oceans, Fish

Beautiful beaches, a hot sun, glistening sand, and a clear ocean would make the perfect vacation, right? Many of us would enjoy being somewhere tropical. This kind of vacation won’t last much longer if we don’t start taking care of endangered coral reefs now! World government leaders should establish laws to protect them. People may ask, â€Å"If coral reefs are in such danger, why don’t we fix the problem since they provide benefits for the whole world?† Frankly, it’s not that simple. Protecting endangered coral reefs will provide the whole world with long lasting benefits. To figure out how to solve the problem, we must start with the benefits they provide for humans and nonhumans. Coral reefs support 128 corallivorous fish species, one third of which feed almost solely on coral (80%) (Cole 286). These reefs also provide the corallivorous fish species like butterfly fish with shelter and living space (Cole 287). Most of these fish feed on Scleractinian coral (â€Å"hard† coral) while the others feed on â€Å"soft† coral due to regional variation (Cole 288, 292). For the balance of fish and coral reefs to remain in sync, the feeding intensity of the fish and the regeneration of coral reefs need to balance one another (Cole 297). When combined with other stressors like pollution and coral bleaching, it’s hard for the reefs to recover (Cole 299). Since so many people rely on the fish caught around these reefs, limiting stress on them is important. They supply the benefit and necessity of food to many people. In developing countries, c oral reefs contribute to one fourth of the fish caught that feed about one billion people in Asia alone (Moore 1). Fish seem to be plentiful, at least right now. Much of the world’s poor population depends on fis... ...urces like water. Citizens can also help by taking showers instead of baths, buying locally grown foods, carpooling, walking, or bicycling. Citizens need to collaborate and motivate one another when it comes to using less fossil fuel. Fixing this issue will certainly be difficult, but we can adjust our lifestyles in a way that’ll keep the environment safe for coral reefs. Human, nonhuman and coral reef health is likely to improve! Paying to save coral reefs will be more beneficial to the world, and international governments should share the cost to protect the reefs. People who pollute more than regulations allow should be fined with that money going towards the maintenance of coral reefs. Food, life-saving medicine, income from tourism, and coastal protection will all diminish if we don’t start helping today!

Erasmus-Praise of Folly Essay

Erasmus of Rotterdam (c. 1466-1536) is one of the supreme figures of the Renaissance humanist movement, which deserted Middle Ages pious nesses in support of a productive new image of the individual’s impending. Praise of Folly, scripted to engross his friend Sir Thomas More, is Erasmus’s famous work. Its incredible combination of flight of the imagination and spoof is recounted by a incarnation of Folly, appareled as a comedian, who fetes adolescence, happiness, crapulence and sexual aspiration, and goes on to berate human pretenses, mannerisms and debilities, to deride theologians and monks and to admire the ‘folly’ of simple Christian faithfulness. Erasmus’s humor, jousting and knowledge made the book an immediate accomplishment, but it also concerned what may have been sales- advancing criticism. He was apprehensive with the sleaze that had broadened all the way through the spiritual positions of organization. On the other hand, Erasmus believed that religious rebellion led openly to lawlessness; consequently he took the side of neither the Pope, nor the restructuring major, Martin Luther. Erasmus went for to intensify people into quizzical their poise in devout influence through his work as divergent to dialogue unswervingly next to the Romanists. As a result both parties, Luther and the Romanists, detested him. Spiritual influence: Erasmus wrote The Praise of Folly as a spoof in hopes that people would begin to query the Romanists’ spiritual influence. It is written from the viewpoint of Folly, a Greek goddess, who is appalled with the unawareness and pride of her believers. The goddess discriminates diverse classes along with her believers and discloses their mistakes. Erasmus insinuates that the faults of the followers which Folly remarks are those of the Romanists. One such group is that of the Scientists. They are criticized for conceiving that they are enhanced than all other individuals. They â€Å"teach that they alone are wise while the rest of mortal men flit about as shadows (Erasmus, The Praise of Folly, in Workbook, 67). † Erasmus is concerning to the forged propose that the Pope unaided has the capability to construe the Holy Christian Bible, as well as the insinuation that the Pope has a heavenly understanding that comes corresponding with his heading of workplace. Erasmus’ vision of the Pope and the Romanists is that they â€Å"know nothing in general, they profess to know all things in particular; though they are ignorant even of themselves, and on occasion do not see the ditch or the stone lying across their path, because many of them are blear eyed or absent minded; yet they proclaim that they perceive ideas, universals forms without matter, primary substances, quiddities, and ecceities; things so tenuous (Erasmus, The Praise of Folly, in Workbook, 67). † devoid of properly speaking out alongside the Pope, Erasmus entails that the Pope put on a frontage as an all-knowing, all-powerful mortal. Erasmus states here that the Pope has no true knowledge as to what God expects from his worshipers. He cannot believe that â€Å"these lucky scientists find people to believe them (Erasmus, The Praise of Folly, in Workbook, 67). † With this last account, he calls to the people of the church not to accept the whole thing that are told to them from dishonest power statistics. Erasmus assaults theologians through the voice of Folly when he says that they will not waste haste to proclaim heresy in order to â€Å"terrify any toward whom they are ill-disposed (Erasmus, The Praise of Folly, in Workbook, 67). † Erasmus does not accept the word of theologians as religious law, and therefore is not intimidated by their accusations of wickedness upon his surprised of influence. They are arrogant beings who overlook that they blunder as every human does. Their idea that they â€Å"already inhabit the third heaven they look down from† is proof that they have lost their humility in front of Christ (Erasmus, The Praise of Folly, in Workbook, 67). They have sheltered themselves with â€Å"scholastic definitions, arguments, corollaries, implicit and explicit propositions† and shaped resistance to any indulgence they may commend (Erasmus, The Praise of Folly, in Workbook, 67). To the Popes, Cardinals, and Bishops, Erasmus inquires why they believe that they have the information to respond any and all experiential doubtful nesses regarding human source and human fate. How is it that to blunder is human personality, but the Pope can direct a life devoid of intrude or responsibility? Is he not human being? These figures of spiritual influence are more apprehensive with their roles of ability than they are about their spiritual responsibilities. (Erasmus, The Praise of Folly, in Workbook, 71). Religious aspects: The most important premise found in Erasmus’ book considers with his thoughts toward belief and the Catholic Church. he inquiries the responsibility of the church leaders. What they are and what they should be. When Erasmus elaborates that Bishops don’t meet the requirements according to the role of work, compassionate, taking pains but care more about creasing in the income, it demonstrates that he wants revolutionize but not in a turbulent way. Erasmus thought that the Church could transform the industrialist in quest of Bishop into his suitable responsibility. Fundamentally the Church had turn out to be too concerned with wealth and control. The Churches role now had developed from stringently a spiritual meaning to an association that was accurately running the state and schooling. Erasmus also believes that the role of the Church leaders has been mislaid and that authority they now have has become dishonest. To a certain extent, it should go back to an establishment that mainly deals with the religious inspiring of the people. These ideas were believed to be carried out wordlessly and methodical inside the Church member of the aristocracy. as a substitute of a religious war between paragons, Erasmus required a tranquil amalgamated church serenely rehabilitated from inside. The alteration that is desirable would help concentrate on Erasmus’ predicament with the Churches misinterpretation of how spiritual observances should be accomplished. J. Huizinga details out that Erasmus is incapable to be pleased about the Churches workouts because of its succeeding domination it had in all fields of the social order. Connecting in well with the other writers aims that the Church demands to discontinue and re-examine its position in the general public. Erasmus’ thoughts were discarded in anticipation of the reorganization was over and the Counter-Reformation was in dangle. Erasmus considered scholasticism as the most caricature of the spiritual strength of mind; according to him this deterioration passe from the prehistoric Christological arguments, which induced the church to mislay its Christian church believing in personal conversion ease and turn out to be the fatality of word-splitting thinking, which climaxed in scholasticism. With the end there came out in the church that hypocritically pious which based uprightness on fine works and simple holiness, and on a observance underneath whose influence the Christian spirit was muffled. Alternatively committing itself to everlasting deliverance of mortals, scholasticism drove back the faithfully tending by its fine-spun unimportant conjectures and it’s over inquisitive conversation of impenetrable secrets. In Erasmus’ work, Mistress Folly addresses while admiring herself. â€Å"And to whom is it generally agreed life owes its beginning if not to me? For it certainly isn’t the spear of ‘mighty-fathered’ Pallas or the shield of ‘cloud-gathering’ Jupiter which fathers and propagates the human race†. She laughs at the Gods and denudes them of their abilities.

EOQ, Economic Order Quantity

An Economic Order Quantity is the optimal number of order that minimizes total variable costs required to order and hold inventory, that is to say, that EOQ helps us to determine the appropriate amount and frequency when ordering and holding inventory. EOQ is used as part of a continuous review inventory system, in which the level of inventory is monitored at all times, and a fixed quantity is ordered each time the inventory level reaches a specific reorder point, as it shown in the left-hand graphic, where R is the minimum inventory. Moreover, EOQ is essentially an accounting formula that determines the point at which the combination of order costs and inventory carrying costs are the least. The result is the most cost effective quantity to order. Also, EOQ is generally recommended in operations where demand is relatively steady, items with demand variability such as seasonality can still use the model by going to shorter time periods for the EOQ calculation. This Model have som assumptions that are important to take into account: 1. Demand is known and is deterministic, ie. constant. 2. The lead time, ie. he time between the placement of the order and the receipt of the order is known and constant. 3. The receipt of inventory is instantaneous. In other words the inventory from an order arrives in one batch at one point in time. 4. Quantity discounts are not possible, in other words it does not make any difference how much we order, the price of the product will still be the same. (for the Basic EOQ-Model) 5. Tha t the only costs pertinent to the inventory model are the cost of placing an order and the cost of holding or storing inventory over time. The basic Economic Order Quantity (EOQ) formula is: WhereA = Demand for the year Cp = Cost to place a single order Ch = Cost to hold one unit inventory for a year Then, the before formula try to Minimize the Total cost per period, that consist in: Total cost per period = inventory holding costs per period + order costs per period Where: Order Cost = The Number of Orders Placed in the period x Order Costs Carrying Cost = Average Inventory Level x the Carrying Costs of 1 unit of Stock for one period Then as a Result of this minimizing we get the Total Relevant Cost (TRC) which is TRC = Yearly Holding Cost + Yearly Ordering Cost = So we can see that the Economic Order Quantity (EOQ) is derived from this formula as the graphic shows. Economic Order Quantities can also have many variations on its basic model. The most useful ones are: * Quantity discount logic can be programmed to work in conjunction with the EOQ formula to determine optimum order quantities. Most systems will require this additional programming. * Additional logic can be programmed to determine max quantities for items subject to spoilage or to prevent obsolescence on items reaching the end of their product life cycle. When used in manufacturing to determine lot sizes where production runs are very long (weeks or months) and finished product is being released to stock and consumed/sold throughout the production run you may need to take into account the ratio of production to consumption to more accurately represent the average inventory level. * Your safety stock calculation may take into account the order cycle time that is driven by the EOQ. If so, you may need to tie the cost of the change in safety stock levels into the formula.

Alternate Enery-solar energy Annotated Bibliography

Alternate Enery-solar energy - Annotated Bibliography Example 143). Many economies advocated for use of renewable sources of energy to mitigate the possibility of energy crisis. As a result, governments turned to hydro generated electricity for sustainability. The recent concern is the high cost of energy across domestic and industrial applications. This has led to need of alternative energy that is cheaper to supplement other energy sources. Solar energy is the most efficient alternative source of renewable energy since the sun is freely available. Robert et al.’s book focuses on weaknesses, strengths and application of solar power energy. In addition, the book outlines the design and fabrication of solar energy technologies. Common technologies discussed include refrigeration, distillation, detoxification, and water pumping using solar generated power. The authors have analyzed photovoltaic power generated from solar power and its applications in remote site equipment that consume low power. Robert et al. advocate for the use of renewable energy sources that guarantee sustainability and environment conservation. In that regard, they discuss how to improve energy efficiency through use of renewable solar energy. The text is relevant since it outlines the suitability for using solar energy as a renewable energy source as compared to other sources. Boxwell, Michael. Solar electricity handbook: a simple, practical guide to solar energy: How to design and install photovoltaic solar electric systems. 2011 ed., 4th ed. Ryton on Dunsmore, Warwickshire, U.K.: Greenstream Pub., 2011. Print. Michael’s solar electricity handbook provides guidelines for using solar panels to generate electricity. He further outlines procedures followed to design and implement a photovoltaic solar system. For the sake of reference, this book comes along with a detailed website that contains the relevant solar resources and other information a solar user

Final Exam Assignment Example | Topics and Well Written Essays - 1250 words

Final Exam - Assignment Example esses in a way but there should be clear, well-defined, and realistic goals, even if those goals are limited to one aspect of life or restricted to one region of the world. The fact is that these movements are able to fulfill their goals (Schulze, 2002). Promote and establish various training programs to educate women and men, Muslim and non-Muslim, on the principles of gender equality and social, economic, and political justice in Islam. The majority of Muslim women are marginalized from the legal and power structures. Thus there are needs and concerns of women arising from their daily struggles to be addressed in local laws and customs. Customs have to be changed in ways that increase women’s life options, the goal of the process by strengthening of the religious and ethnic or national community. Moreover, questions of sexual morality, marriage and family life, divorce, custody, inheritance has to be addressed (Wagner, 2007). There is a change in Attitudes toward Democracy. There are many countries encompassed by Muslim around the globe. Research has shown that Muslim religious and politics are mostly influence by their ideologies, political and legal orientations which is also true to other religions. Muslim preferred forms of government, attitudes toward human rights, community agendas and relations to terrorism have been viewed as tendency for violence. Muslim societies should try to alter this perception and find ways of falling within democratic values spectrum and reject violence by those that oppose democracy. This strategy can help policymakers identify potential partners in the Muslim world who may cooperate in promoting democracy, stability and countering the influence of extremist and violent groups (Schulze, 2002). Muslim societies should discourage radical activities in their corresponding areas. This is because in some nations there are several developments that have been made over time in attempting to intensify Islamic radicalism. For example