Unit 6 Business Decision Making - 6350 Words

DRAFT Name: Shanzaib K. Malik Address: 1 Whittinghame Gardens, 1089 Great Western Road, Glasgow, Post code / Zip: G12 0AA Telephone No: 07429532435 Email Address: Shanzaibmalik@hotmail.com Date: 11/6/2014 Course Name: HNC Business Tutor Name: Jeremy Oughton Assignment Name: Unit 6: Business Decision Making Unit 6: Business Decision Making Assist in the development of a Commercial Gas Safety Certificate Business Index Introduction Page No. 1.1 Create a plan for the collection of primary and secondary data for a given business†¦show more content†¦The Author can gather secondary data primarily posted online and to analyze the following criteria: the popularity and growth of the quick service restaurant industry, statistics relating to CO Poisoning and gas explosions, the number of service visits made for each appliance group and the average repair cost. The reason why we collected data online is because there are aren’t any physical copies of this data that I have access to for free. We can collect Primary data through the use of postal questionnaires, personal interviews and analyzing internal profit loss figures. The only accurate and up to date statistics relating to carbon monoxide poising and gas explosion incidents are available online through the official commercial gas safety website. Carbon monoxide and gas safety website. By exporting the data into graphical format and analyzing the trends relating to reported incidents and fatalities, we can get a clear picture of the effect raising awareness of gas safety has had on the number of incidents reported. It also gives us ground to justify our actions when immediate repairs are required in a commercial property. We can collect statistics on the number of callouts per appliance type by visiting the HSE.gov website and accessing a report made on measurements of absolute CO by Advantica Group. The report was carried out by analyzing 5000 service visits in 2001. TheShow MoreRelatedUnit 6 Business Decision Making Essay4217 Words   |  17 Pageseffectively for business purposes Representative values: mean, median, mode; calculation from raw data and frequency distributions using appropriate software; using the results to draw valid conclusions Measures of dispersion: standard deviation for small and large samples; typical uses (statistical process eg control, buffer stock levels) Calculation: use of quartiles, percentiles, correlation coefficient 3 Be able to produce information in appropriate formats for decision making in an organisationalRead MoreUnit 6 Business Decision Making Essay5294 Words   |  22 PagesPage 1 of 22 Centre Name/logo Programme Title Unit No Title QCF Level: Assignment No/Title Tutor/Assessor Written by Essex International College BTEC HND in Business Unit 6 Business Decision Making 5 Credit: 15 Y/601/0578 Acorn Research Consultants Please Provide Tutor Name Here /Assessor Panel Dr Keith Hoodless To meet LO 1 Assessment method To meet LO 2 To meet LO 3 Written Report not exceeding 4000 words covering all tasks To meet LO 4 Key dates: Assignment distribution date to learnersRead MoreAcademic Year2016 -2017Semester: Spring 2017 (Second Semester).1235 Words   |  5 PagesAcademic Year 2016 - 2017 Semester: SPRING 2017 (SECOND SEMESTER) Branch: Egypt Program: Business Studies Course Title: INTRODUCTION TO MANAGERIAL ACCOUNTING Course Code: BE211/4 Student Name: Islam Magdi Fayek Student ID: 1551510034 Section Number: Tutor Name: Marks details Allocated Marks Questions PART A PART B Total Weight 20 9 16 15 12 8 10 10 100 Marks Marks deduction Criteria Presentation Referencing Word Count E-Library Total Up to (5) (5) Marks Read MoreFinancial Decision Making for Managers: Assignment Specifications1273 Words   |  6 PagesUnit 6.8 Financial Decision Making for Managers London Churchill College Programme: Unit Number and Title: Unit Level: Module Tutor: Email: Date Set: ATHE- Level 6- Diploma in Management 6.8 Financial Decision Making for Managers 6 Chisomje Ezeaku c.ezeaku@londonchurchillcollege.co.uk 23/09/2013 Learner’s name and statement of authenticity Learner’s Name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Learner’s ID: Date handed-in: I certify that the work submitted for this assignment is my own. Where theRead MoreCost Volume Profit Analysis Based On The Real World Functioning Of Businesses1537 Words   |  7 Pagesevery organization that deals with the process of manufacturing of certain products operates in accordance with the main principle of maximizing its profits. During the performance of daily activities, many business managers face a series of questions related to planning, control and decision making. In order to give answers to all these questions, an additional analysis needs to be considered. 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Introduction Sesuki Mfg., Ltd. is a manufacturerRead MoreManaging Financial Resources and Decisions1091 Words   |  5 PagesUNIT 2: MANAGING FINANCIAL RESOURCES AND DECISIONS Unit 2: Unit code: QCF level: Credit value: Aim Managing Financial Resources and Decisions H/601/0548 4 15 credits The unit aim is to provide learners with an understanding of where and how to access sources of finance for a business, and the skills to use financial information for decision making. Unit abstract This unit is designed to give learners a broad understanding of the sources and availability of finance for a business organisationRead MoreAn Organization s Strategic Business Units1361 Words   |  6 PagesTo evaluate an organization s Strategic Business Units (SBU), the Boston Consulting Group developed a portfolio performance framework. 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Marketing Strategy Of Coca Cola - 1295 Words

company also partnered with a multitude of artists, celebrities, athletes, and organizations in various marketing campaigns to promote their products (â€Å"125 years,† 2011). Coca-Cola’s branding, marketing, and well-known products have propelled the company to over a century of success. Domestic and International Operations Today, The Coca-Cola Company is the largest soft drink maker in the world with ownership or licensing rights for over 500 non-alcoholic beverage brands (Bailey, 2014). Of the company’s many brands, twenty of them are worth over one billion dollars (â€Å"The Coca-Cola Company,† 2016). Headquartered in Atlanta, Georgia, over 130,000 employees located in more than 200 countries work for the organization. These employees†¦show more content†¦In addition to their beverage products, the company has the world’s largest distribution system for beverages. This network includes bottling operations that the company owns and independent bottling partners that it supports (â€Å"The Coca-Cola Company,† 2016). Coca-Cola has successfully COCA-COLA ECONOMIC ANALYSIS 4 combined their distinct and popular products with this unparalleled distribution network to earn their title as the largest soft drink manufacturer in the world. Revenues for 2015 were $43.65 billion, continuing a downward trend that began in 2012. While net income has also been trending down since 2012, in 2015 it rose slightly over the previous year’s figures, coming in at $7.35 billion for the year (â€Å"Coca-Cola Co.,† 2016). The negative movements in the firm’s financials indicate that it is facing challenges that need to be addressed. Economic Factors Changing economic factors can impact a company’s current operations and how it needs to plan for the future. Currently, reduced consumer demand is an economic factor affecting The Coca-Cola Company. Sales from sugary carbonated beverages account for the bulk of the company’s sales, but demand for these products has been steadily declining for over nine years. One reason for the reduced demand is a change in consumer tastes as people have become more concerned about their health and the negative impacts of

Impact of Collaborative Learning-Free-Samples-Myassignmenthelp

Question: Discuss about the Influence of collaborative learning in terms of academic achievement for year 9 students at Willow Park Secondary. Answer: Introduction Education is considered as the passage of knowledge from the individuals with the knowhow to the individuals with an intention to be enlightened and this could be achieved through collaborative learning. Moreover, in collaborative learning, the students work together in small groups to perform a structured tasks and it remains as something more than just working in a group because group alone does not guarantee cooperative learning. However, there are many cases that only some members of the group perform all of the work and it cannot be ascertained that all members are actually learning. Likewise, there are several views and arguments put forward by the scholars in this particular context and hardly a research has found out the actual process of collaborative learning and its impact on 9-year students in terms of their academic achievement. The purpose of the research is to investigate the impact of collaborative learning on young students in terms of their academic achievement. In order to analyse the impact, the proposed study first includes a critical analysis including the ideas, opinions, findings provided in the existing research papers. Likewise, the study could find finds out the gaps in the previous studies. In order to gain desired outcome, the proposed study uses some particular research methods. The proposed study includes secondary analysis, as the research needs a broad analysis; thereby, with the help of a large set of journals and articles a thematic analysis has been conducted. Background Analysis According to Hallinger and Heck (2011) collaborative learning can be defined as the situation in which there is a positive freedom among students goal attainment; thereby, the students perceive that they could only reach their learning objectives if all members of the group accomplish the learning objectives also. In this context, collaborative learning remains as an instructional methodology, which could split the class members into small groups to learn the assigned materials and ensure all individuals of the team perform the task and gain knowledge. As put forward by Blasco-Arcas et al., (2013), collaborative learning activities could help the students to enhance problem solving and teamwork skills. Nonetheless, the teachers should be prepared to have some discussion and movement in the classroom for those activities. Research on collaborative learning remained scarce before 1990 but since this date, the amount as well as the quality of research on collaborative learning largely a ccelerated given its large appraisal as well as positive effect on education. Several studies have emphasized on the positive effects that collaborative learning does have no academic achievement. Certainly, collaborative learning has become a largely used instructional technique in educational contexts that it remains difficult to seek instructional materials that generally do not refer to this methodology. In addition, as of 2015, more than 1400 studies had been performed on collaborative learning and a significant amount of those studies stressed the impact of collaborative learning on the accomplishment in comparison to more conventional studies or competitive instructional techniques. Despite the fact that there have been vast amount of studies conducted on the positive impact of collaborative learning intervention, there have been researches conducted by Durlak et al., (2011), that have lessened the positive appraisal of collaborative intervention, providing argument that 9 years students often sit in small groups but they are already assigned to the real collaborative tasks. Furthermore, it has also been identified that individual studies on collaborative learning have delivered relevant and contradictory information to some extent regarding its effectiveness. Consequently, it is essential to understand an issue by investigating as well as comparing the data from different sources in the same domain. Statement of the problem The decision to reach on collaborative learning generally based on the reality that most of the school students until now embrace the conventional learning strategy. In this context, Capdeferro Romero (2012) commented that students performance improves when the collaborative learning strategies are implemented. It ensures that teacher-centred classroom does not appropriately equip the students with adequate amount of resource to widen their range of understanding. In addition to this, the collaborative learning has been there to enhance the students with the capability of gaining intensive understanding of the subjects. The benefits of collaborative learning also include an increased cooperation as well as more well-developed social skills, retention and motivational knowledge. The study on the influence of collaborative learning in terms of the academic achievement of the young students remains as the worthy topic to investigate. Background to the research indicates that a cooperat ive learning has started to demonstrate potential advantages in the education. The investigation on such learning practice could help to enhance learning as well as academic achievement of the pupils. In addition to this, the empirical evidences for support of collaborative learning strategy in the field of education at intermediate range are unknown. The proposed study could help to learn the impact of such learning practice even at the intermediate scale. Literature Review Introduction Literature review and meta-analysis conducted on the collaborative learning delivers relevant information regarding the effectiveness of several collaborative learning methods. A study conducted by Sung and Hwang (2013) the influence of collaborative learning on the academic achievement of the students with learning disabilities provided different outcome in terms of importance, while another study conducted by Stump et al., (2011), was on the influence of collaborative learning on the academic achievement compared to competitive as well as individualistic techniques. Likewise, there are other studies on the same contexts provided other opinions. In order to conduct a critical analysis, almost 15 journal articles have been selected and 5 journals have been rejected due to the lack of validity and reliability. Collaborative learning- As put forward by Zhu (2012), the collaborative learning is a method in which small groups, with each learners of diverse of capability, utilizes a range of educational activities to improve their comprehension of a particular topic. It has been identified that collaborative learning remains as one of the most remarkable as well as productive areas of thesis and practice in learning. It signifies students functioning together to achieve the objectives as well as instructional events that organize students collaborative effort. Kirschner, Paas and Kirschner (2011) mentioned that collaborative education remains as the learner-centred education as well as it has been executed broadly in English Teaching Language. In this context, Rocconi (2011) mentioned that collaborative learning in the recent time has been a common approach to the language teaching in the world. On the other side, Kaldi, Filippatou and Govaris (2011) mentioned that collaborative learning could be an action of more th an just asking students to sit and work together and this study identified some elements that mediate the effectiveness of collaborative learning. The elements are such as the positive interdependence that permits students to consider that they are related to each other in a such a manner that an individual could succeed until and unless every individual succeeds. Another significant element is individual accountability, which provides each individual of the team a sense of personal responsibility towards the achievement. Hence, Blatchford, Bassett and Brown (2011) insisted on the element primitive interaction which occurs when the pupils facilitate each others effort to learn through the exchanging resource. Traditional learning and collaborative learning The fundamental of collaborative learning is interdependence. Dudley (2013) performed a comparison on pupils academic performance in collaborative learning and conventional learning with the help of Taguchi Quality Indexes. The scholars divided the students into two classes and each class consists of 21 students. The study showed the results that the first group worked together on resolving the tasks allocated to them but the second group worked individually. Using a T-test, the author found that the young students who work collaborative learning group had observed higher marks in comparison with the students who worked alone. In this context, Strijbos (2011) mentioned that collaboration sustains communication and the individuals within the team support each other and praise one anothers effort to learn together and teach others who have difficulties in learning. Conversely, conventional centred learning supports the independent learning and both the systems carry negative and positi ve side. According to Topping et al., (2011), collaborative learning support teamwork, as it develops an environment in which the students do not wholly rely on the faculties to provide feedback and support and moreover, the learners gain the ability to address their own strength as well as weakness about their own learning practice. Zhu (2012) mentioned that the negative side of collaborative learning is that it needs more time as well as learners cooperation to succeed. This is because it is established on students involvement in material by their own. Impact of Collaborative learning on Students Positive Effect Durlak et al., (2011) mentioned that during a collaborative learning session, the young students have the platform to learn and work together. Hence, they not only work on academic but they also put effort in social skills. The students should adapt to the learning style, abilities and behaviours of others. These are the skills as well as the adjustment that could carry over throughout their life. Moreover, with the help of enhanced social skills, the students could enhance their relationship with others in the institution where they learn (Hallinger Heck, 2011). These teaching practices could influence students interest. With the ability to successfully implement, collaborative learning into the lesson programs could allow the child to be more engaged as well as involved in the learning process rather than being just passive learners. Here, the students cold learn about their strengths and weaknesses since they work through and complete a task in a small group. When such group insp ired the learning growth, the children could find or achieve more objectives related to their learning staying in the classroom only. In addition to this, as the children in class watch and learn from their peers, they could find new ways to deal with their problems. In this context, Sung, and Hwang (2013) commented that persistent growth in this practice could only improve the individual learning process. Negative Effect If institution wants to incorporate collaborative learning into the classroom, it could take some pre-made strategies and appropriate planning. It is not just possible to place the students into the group randomly. However, here the authorities need to allow their students to choose their own groups but the authorities need to make sure that students are not sitting on the sidelines and they are not chosen by their peers (Durlak et al., 2011). If the students are forced into a group where they are unwanted, they could lose interest in the lesson before the process starts. Zhu (2012) mentioned that if the groups are selected by the faculties, it is essential to monitor that groups are working effectively Research Questions Purpose Statement The major purpose of the study is to examine the influence of collaborative learning in terms of academic achievement of the young students. The proposed study on collaborative learning is the first kind of study will be performed on children of teaching institutes where conventional teaching is widely used. The previous studies have only been conducted on middle and high school and the adults studying in the university, but not children of 9 years studying in elementary or kindergarten and nursery schools. Only few studies have been conducted on pupils to learn the impact of collaborative learning in the academic achievement. Therefore, while focussing on this context, the proposed study also identifies the gap between the collaborative learning and traditional learning practice. Research Questions What is the impact of collaborative learning practice on pupils in terms of their academic achievement? What is the gap between the collaborative and traditional learning practice? How can collaborative learning be incorporated with the traditional learning practice? Methodology Introduction The research methods are broad term, while the techniques of data collection and data analysis present the base of research methods, it is essential to identify the series of additional aspects within the scope of the study. The proposed study will include a thematic analysis, which would be done by collecting data from a set of journals. In addition to this, the proposed study includes an interepretivism research philosophy, descriptive research design and secondary data collection methods. Each of these techniques has widely been discussed in the following with appropriate justification. Research Philosophy Research Philosophy is related to the clarification of assumption regarding the type and the source of knowledge. All studies are performed on the basis of the assumption regarding the world as well as the process of understanding the world. There are four different types of research philosophies such as positivism, interepretivism, realism and pragmatism (Miller et al., 2012). The positivism research philosophy relies on the quantifiable observation that eventually ends up involving the statistical analysis; it mainly considers the facts and the quantitative data, while intepretivism philosophy helps to form the judge the findings with the acquired knowledge and the external support. However, in the proposed study, an intepretivism research philosophy will be used. Justification of selecting interpretvism research philosophy The interepretivism research philosophy will be used in the proposed study because the data related to the collaborative learning, which will be collected from the secondary sources, can be interpreted with own knowledge and observation. The data findings can be analysed considering the biblical text as well as wisdom literature that have relevance to the research context. In addition to this, the interepretivism studies generally focus on meaning as well as could include several methods to reflect different elements of the issues. Research Design The research design is usually divided into two aspects such as exploratory and descriptive. According to Anderson and Shattuck (2012), exploratory design based on its name focuses on exploring some particular aspects of the research but usually, it does not deliver any conclusive response. The descriptive research designs are used to define different elements of the phenomenon and it mainly helps to describe the characteristics of sample population. However, in the proposed study, the descriptive research design will be selected. Justification f selecting the descriptive research design This research design helps to analyse the non-quantified issues such as in the proposed study, the impact of collaborative learning practice cannot be quantified with the existing theories and knowledge. In addition to this, this research method would help to identify the phenomenon related to collaborative learning practice in wholly natural surroundings. Data Collection methods There are two different types of data collection methods such as primary and secondary data collection methods. The primary data collection method is usually divided into two categories quantitative as well as qualitative and these methods are applied conducting survey and interview. However, in the proposed study, the secondary data collection method will be applied. As put forward by Maxwell (2012) the secondary data is a kind of data that has already been published in books, journals, magazines and other online portals. The secondary data will be collected from the reliable and validated source. Reliability and Validity The proposed study is associated with the high level of reliability and the other scholars in future will be able to generate the same outcome if they use same methods such as secondary data collection process under the condition of investigating the impact of collaborative learning on young students. The proposed study has the validity because proper time scale will be selected and appropriate research techniques will be applied to the research. Research Limitation The proposed study is limited to secondary analysis only, because the primary analysis will not be conducted in the research. Moreover, the study also lacks a comparative analysis in terms of the techniques of collaborative learning. Conclusion It can be mentioned that the proposed study would provide desired outcome because all relevant and appropriate methods will be applied to the study. The literature review indicates that differences in the collaborative learning process exists that those are only in terms of the techniques. The previous studies also imply that there are many institutions where collaborative learning methods remain as the secondary choice. However, actual scenario will be revealed once the data is gather and the findings are compared to the previous studies in the proposed study. References Anderson, T., Shattuck, J. (2012). Design-based research: A decade of progress in education research?.Educational researcher,41(1), 16-25. Blasco-Arcas, L., Buil, I., Hernndez-Ortega, B., Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance.Computers Education,62, 102-110. Blatchford, P., Bassett, P., Brown, P. (2011). Examining the effect of class size on classroom engagement and teacherpupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools.Learning and Instruction,21(6), 715-730. Capdeferro, N., Romero, M. (2012). Are online learners frustrated with collaborative learning experiences?.The International Review of Research in Open and Distributed Learning,13(2), 26-44. Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning.Teaching and teacher education,34, 107-121. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students social and emotional learning: A meta?analysis of school?based universal interventions.Child development,82(1), 405-432. Glesne, C. (2015).Becoming qualitative researchers: An introduction. Pearson. Hallinger, P., Heck, R. H. (2011). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. InInternational handbook of leadership for learning(pp. 469-485). Springer Netherlands. Kaldi, S., Filippatou, D., Govaris, C. (2011). Project-based learning in primary schools: effects on pupils' learning and attitudes.Education 313,39(1), 35-47. Kirschner, F., Paas, F., Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working?memory effect.Applied Cognitive Psychology,25(4), 615-624. Maxwell, J. A. (2012).Qualitative research design: An interactive approach(Vol. 41). Sage publications. Miller, T., Birch, M., Mauthner, M., Jessop, J. (Eds.). (2012).Ethics in qualitative research. Sage. Rocconi, L. M. (2011). The impact of learning communities on first year students growth and development in college.Research in higher education,52(2), 178-193. Savin-Baden, M., Major, C. H. (2013).Qualitative research: The essential guide to theory and practice. Routledge. Snyder, C. (2012). A case study of a case study: Analysis of a robust qualitative research methodology.The Qualitative Report,17(13), 1. Strijbos, J. W. (2011). Assessment of (computer-supported) collaborative learning.IEEE transactions on learning technologies,4(1), 59-73. Stump, G. S., Hilpert, J. C., Husman, J., Chung, W. T., Kim, W. (2011). Collaborative learning in engineering students: Gender and achievement. Journal of Engineering Education, 100(3), 475-497. Sung, H. Y., Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses.Computers Education,63, 43-51. Topping, K. J., Thurston, A., Tolmie, A., Christie, D., Murray, P., Karagiannidou, E. (2011). Cooperative learning in science: Intervention in the secondary school.Research in Science Technological Education,29(1), 91-106. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning.Journal of Educational Technology Society,15(1), 127.

U.S Postal Service As a Monopoly Essay Example For Students

U.S Postal Service As a Monopoly Essay In the United States economy most markets can be classified into fourdifferent markets structures. But, each and every market in the United Statesis completely unique from the others. Generally the best type of marketstructure for the general public is per-fect competition because it creates thelowest possible price for the public. There are some exceptions were perfectcompetition isnt the best choice for the public on account of various reasons. The United States Postal Service is one of them and since the Postal Service isa monopoly, it is its own market. This paper will discuss the budget dilemmasthat the postal service has faced for the past twenty years and if it is in thebest interest of the economy for the United States Postal Service to continue asa monopoly. The first time there was talk of privatizing the Postal Service wasin1979 when the Postal Service was losing vast amounts of money in the long run. We will write a custom essay on U.S Postal Service As a Monopoly specifically for you for only $16.38 $13.9/page Order now But since the Postal Service is a necessity for America, the government had tosubsidize the service in order for it to continue in operation. In 1979 theUnited States Postal Service had a cash flow of $22.5 Billion and wasadditionally receiving $176 million from investing(#1, Intro). Even with thisadded revenue the Postal Service was still greatly under funded on its own (#1,Intro). During this time it was discussed to privatize the postal service andintroduce competition because of the extreme losses that the service wasexperiencing. A positive argument for privatizing the Postal Service was withnumerous competitors in the market there would be more efficiency and the publicwould receive lower prices. But this would also increase the usage of resources,for example airplanes and cars. One of the problems the Post Office had was itsreceipts from consumer purchases that were submitted the next day after thetransaction (#1, i). If the receipts were submitted earlier the postal servicewo uld receive more money because they could invest that money sooner (#1, i). Another way the Postal Service could increased profits was by competitivelyselecting banks that would give them higher interest rates and such (#1, ii). Probably the most relevant and final way to improve the budget of the PostalService is to improve the bookkeeping poli-cies and banking techniques (#1, ii). Not only did the Post Service propose to increase profits but they alsoproposed to cut costs in a number of ways. There were three methods that wereproposed in 1946 for the protection of salaries that no longer exists (#2,Intro). These have to do with the rural mail carriers. Under this antiquatedmethod of delivering mail the Postal Service was los-ing money to any mail thatwent to rural areas (#2, i) There are 48,000 mail carriers that deliver mailto millions of families that are considered to be living in rural settings; thiscosts the postal Service 858 million dollars a year (#2, i). This is a fairlyeasy problem to fix considering how much money is being lost. It was proposedthat money loss could be significantly cut down if the Postal Service correctedthe following problems. The rural mail carriers were assigned a certain amountof time to deliver to a specific rural area, this method was out of date andbecause of this the carriers have free time for which they got paid for (#2, i i). The next problem was that other mail routes based pay on how many miles theroute covered, so the carriers were getting paid by the mile (#2, iii). Withthis problem fixed the Postal Service could saved 26.8 million a year (#2, iii). .ub5d1bab83affc8e092074715f5cba0b0 , .ub5d1bab83affc8e092074715f5cba0b0 .postImageUrl , .ub5d1bab83affc8e092074715f5cba0b0 .centered-text-area { min-height: 80px; position: relative; } .ub5d1bab83affc8e092074715f5cba0b0 , .ub5d1bab83affc8e092074715f5cba0b0:hover , .ub5d1bab83affc8e092074715f5cba0b0:visited , .ub5d1bab83affc8e092074715f5cba0b0:active { border:0!important; } .ub5d1bab83affc8e092074715f5cba0b0 .clearfix:after { content: ""; display: table; clear: both; } .ub5d1bab83affc8e092074715f5cba0b0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub5d1bab83affc8e092074715f5cba0b0:active , .ub5d1bab83affc8e092074715f5cba0b0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5d1bab83affc8e092074715f5cba0b0 .centered-text-area { width: 100%; position: relative ; } .ub5d1bab83affc8e092074715f5cba0b0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5d1bab83affc8e092074715f5cba0b0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5d1bab83affc8e092074715f5cba0b0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub5d1bab83affc8e092074715f5cba0b0:hover .ctaButton { background-color: #34495E!important; } .ub5d1bab83affc8e092074715f5cba0b0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5d1bab83affc8e092074715f5cba0b0 .ub5d1bab83affc8e092074715f5cba0b0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5d1bab83affc8e092074715f5cba0b0:after { content: ""; display: block; clear: both; } READ: Confederate States Of America EssayThere was also an hourly rate that was in effect which indirectly promotedinefficient service (#2, iii). A stop to this could have saved the PostalService $255,000 a year (#2, iii). From the num-bers mentioned above, it can beseen why the United States Postal Service was losing so much money. These problems did indeed eventually did get solved over the pastfifteen years and now the Postal Service is making record breaking profits. Nowin the first quarter of the fiscal year 1996 the Postal Service already has anet income of $1.2 billion (#3, 1). Now not only is the Postal Service justbreaking even, but they are also making a profit. On top of that, the 1.2billion dollar figure is 115 billion dollars better then the quarterly forecastpredicted (#3,1). It is incredible that they are not only making a reasonableprofit but it is increasing over the years.The Postal Service is also nowreducing debts.An example of this is when the Postal Service redeemed a 1.5billion dollar loan two years in advance which will save them 22 million dollarsof interest in the next two years (#3,1). The Postal Service isnt stopping with the revenue that it is receivingnow. The Postal Service is planning to increase its international revenues of$1.2 billion by twice the amount in the next five years and ten-fold by the year2005 (#5, 1). The Postal Service is continually working to streamline theiroperations for the future that they are now run-ning. The Postal Service iscontinualy looking to cut back on borrowing money. All of the recent financialborrowing has been through the Federal Financing Bank, but the Postal Servicenow is looking into outside sources, such as bonds in the public markets (#5, 2). Business are starting to get jealous of the Postal Service because ofthe great prof-its it is experiencing. The Postal Service is now making a majorimpact on the United States Economy (#6, 1). Business are pointing out that in1995 the Postal Service had records of $1.8 billion in net income and a 1.7billion dollar debt reduction (#6, 1). The $54 billion revenue that the PostalService is bringing in would put them in 12th place on the Fortune 500 list and33rd on the Fortune Global 500, with the worlds largest corpora-tions (#6,1). Arecent study showed that domestic direct mail sales were at $333 billion in theyear 1994 (#6,1). This figure is expected to reach over $500 billion by theyear 2000 (#6,1)It can be seen throughout this paper how the United States PostalService in-creased profits and does not have to borrow as much money as before. It seems that the Postal Service is doing just fine while it is a monopoly. Butthere are still two arguments for and against the Postal Service continuing toremain a monopoly. On one side compe-tition is thought to make industries inthe market more efficient and practice more innova-tive (#4, 1). But on theother hand the competition is also thought to lead to a wide-spread creamskimming, with the postal service left only the high-cost, unprofitable mar-kets(#4, 1). So who is to know which market would be better for the American econ-omy as far as the Postal Service goes. But it is speculated if the UnitedStates Postal Service does keep increasing its profits over the years, maybe itwill be privatized. Bibliography1) United States. General Accounting Office, Changes in the U.S. PostalServices cash management practices could increase income and reduce cost:report / by the U.S. General Accounting Office, Washington: General AccountingOffice,,19792) United States. General Accounting Office, Changes needed in the UnitedStates Postal Services rural carrier pay systems: report / by the U.S. GeneralAccount-ing Office, Washington: General Accounting Office, 19783) http://www.usps.gov/news/press/96/96002new.htm4) http://nutcweb.tpc.nwu.edu/research/abstracts/i.2.html5) http://www.usps.gov/news/press/95/95090new.htm6) http://www.usps.gov/news/press/95/95095new.htmCategory: History