SAT Scores for Athletes

How Do Ivy League Schools Recruit ACT/SAT Scores for Athletes SAT / ACT Prep Online Guides and Tips Are you a student-athlete hoping to play for an Ivy League school? Then you’re probably curious about the recruiting process. How do Ivy League schools recruit student-athletes? And how can you increase your odds of getting into an Ivy League school as a student-athlete? Read on to learn what the general college recruiting process looks like and how it differs from Ivy League recruiting. After, we'll go over the basic academic requisites you must have to get into the Ivy League, and show you what the typical Ivy League recruiting timeline looks like. Feature Image: Andrew Turner/Flickr How Does College Recruiting Work? First off, what exactly is college recruiting and how does it work?College recruiting refers to the recruiting of student-athletes. Basically, it’s the process of colleges reaching out to current high school athletes (mainly those who have a lot of potential to do well in college-level sports) with the hopes of getting them to apply to and attend their school. Many college sports teams are part of the National Collegiate Athletic Association (NCAA), a nonprofit organization that oversees more than 1,000 colleges and half a million student-athletes. Here’s how the NCAA describes its recruiting process: "Recruiting happens when a college employee or representative invites a high school student-athlete to play sports for their college. Recruiting can occur in many ways, such as face-to-face contact, phone calls or text messaging, through mailed or emailed material or through social media." While colleges that are members of the NCAA may reach out to student-athletes directly, you, too, may initiate contact with colleges and/or coaches you’re interested in playing for. You can read our other guide to learn more about how college athletics recruiting works, but for now, here’s a brief overview of the general recruiting process: Step 1: College coaches make contact with high school student-athletes (or vice versa) Step 2: Student-athletes visit college campuses to learn more about the schools' athletic programs Step 3: Coaches visit high schools to evaluate student-athletes’ performances in their sports Step 4: Colleges offer scholarships to the student-athletes they want to play for them Step 5: The student-athlete makes a (non-binding) verbal commitment to play sports for a certain school Step 6: The student signs a Letter of Intent,a document stating that the student plans to attend and play sports for a certain college in exchange for a one-year athletic scholarship Next up, we’ll look at how Ivy League schools specifically recruit high school students for their college sports teams. How Does Ivy League Recruiting Work? 4 Key Differences We’ve gone over the general college recruiting process, but what about the Ivy League? For the most part, the Ivy League recruiting process is very similar to the process described above. Like other schools,Ivy League schools take time to reach out to skilled high school athletes and evaluate their abilities in their respective sports.After, students offer a verbal commitment to attend the school before submitting their actual application for review. In spite of these similarities, there are four key ways in which Ivy League recruiting differs from general college athletics recruiting. We’ll go over these here. #1: Higher Academic and Athletic Expectations As you likely know, the Ivy League is famous for its academic achievements, low acceptance rates, and top rankings on college lists. On theUS News Best National Universities list, all Ivies are ranked among the top 15 colleges. In addition,acceptance rates for the Ivies range from just 15% (for Cornell) to as low as 6% (for Harvard).These high stakes are evidently part of the reason that academic expectations are so high for prospective student-athletes. While you might assume that strong athletic skills are all you need to play for an Ivy League school, in reality you’ll need to also have top SAT/ACT scores, evidence of a challenging course load, strong transcripts, and an all-around impressive college application. (We’ll go into more detail later about what you need to have in order to get accepted to the Ivies as a student-athlete.) But it’s vital not to forget the importance of athletics in the Ivy League, too. After all, the Ivy League was originally founded as a group of higher institutions that stressed both academics and athletics. Here’s how the official Ivy League website describes the significance of athletics and student-athletes (all bold emphasis mine): "Ivy League schools share a tradition of academic excellence and broad-based, successful NCAA Division I athletics. The Ivy League annually finishes among the top Division I athletics conferences in national competitive rankings, and Ivy League student-athletes earn the country’s best records in the NCAA Academic Performance Ratings, operating under the Ivy League model of athletics as a significant educational component of the student's undergraduate experience." As this quotation emphasizes, the Ivy League isn’t just known for its academia but also for its NCAA Division I sports teams. (There are three divisions in the NCAA- Division I is the highest.) Therefore, what’s ultimately at stake for Ivy League schools when recruiting student-athletes are both their academic and athletic reputations. Women's basketball, Yale vs Columbia (kkimphotography/Flickr) #2: No Athletic Scholarships- Only Need-Based Unlike other NCAA colleges, the Ivy League schools do not give out any athletic scholarships to prospective student-athletes. Rather, they offer only need-based financial aid, and this goes for all applicants- not just student-athletes. Here’s what the Ivy League itself says about this policy: "Ivy League schools provide financial aid to students, including athletes, only on the basis of financial need as determined by each institution’s Financial Aid Office. There are no academic or athletic scholarships in the Ivy League. A coach may assist a prospective student-athlete to obtain an estimated financial aid award, however only the Financial Aid Office has the authority to determine financial aid awards and to notify students officially of their actual or estimated awards." Ivy League schools often give estimates for need-based aid to prospective students and student-athletes.You may compare these offers with any other offers you receive from different schools (including other Ivies). #3: The Academic Index (AI) In order to determine which student-athletes are strong contenders for Ivy sports and academics, the Ivy League established a system called theAcademic Index (AI). This point-based system is used to rank prospective student-athletes on the basis of academic factors, namely GPA and standardized test scores (SAT/ACT and SAT Subject Tests).(It used to include class rank as well, but since fewer high schools calculate this, it’s no longer part of the AI.) According to an article in TheNew York Times, the Ivies created this system in the 1980s as a way to ensure that "no vastly underqualified recruit has been admitted at a rival institution [another Ivy]." While many are aware of the AI, how this number is ultimately calculated is largely a secret. It’s typically said to have a score range of 170 to 240, though other sources claim it usessmaller scales of 1-9 or 1-6, on which either the lowest or highest number is considered best.Due to the confidential nature of the AI, it can be difficult to determine whether you’re likely to qualify for admission as a student-athlete to an Ivy League school. The New York Times article mentioned above states that student-athletes typically need at least a 3.0 GPA and an 1140 on the SAT (this is for the very old SAT from before 2004, however, so its relevance is debatable). Additionally, the minimum AI required for Ivy League schools can vary widely depending on the institution.In other words, the AI needed for admission to Princeton is likely higher than the AI needed for admission to Penn, as Princeton is a higher-ranked Ivy with a lower acceptance rate. You can look for Academic Index calculators online, but know that most are pretty inaccurate and won’t really help you figure out whether you’re on track to getting into the Ivy League as a student-athlete or not. #4: The Likely Letter The final big difference between the Ivy League recruiting process and the general college athletic recruiting process is what’s called the likely letter. This letter is sometimes issued before an official admission decision is given out and basically just says that a student is very likely to be admitted,provided there are no sudden issues with the student’s college application, academic performance, etc. Here’s what the Ivy League website states about likely letters: "This letter means that as long as the applicant sustains the academic and personal record reflected in the completed application, the institution will send a formal admission offer on the appropriate notification date. Only the Admissions Office can issue a likely letter, and only after receiving a completed application and all required materials. Likely letters may not be issued prior to October 1 of the prospect’s senior year in high school." Likely letters are often issued by Ivy League schools in place of Letters of Intent. Since Ivies don't offer any athletics-based financial aid, they cannot offer Letters of Intent(which specifically agree to give student-athletes admission and a year of athletics-based funding). That said, note that likely letters are not always issued to prospective Ivy League student-athletes, and not getting one doesn’t necessarily mean you won’t be admitted. In addition to Ivy League schools, other tier-one colleges in the NCAA might offer likely letters to student-athletes they want to attend their schools. However, the majority of schools follow the general recruiting process and use Letters of Intent. Women's swimming, Dartmouth (D Allen/Flickr) What Do Recruits Need to Get Accepted to the Ivy League? Just being a great athlete doesn’t guarantee that you’ll get accepted to an Ivy League school; you also need to have a strong academic record, complete with a good GPA and high SAT/ACT scores (including SAT Subject Test scores, if required). And you don’t want to flub your application by submitting a subpar college essay or lukewarm letters of recommendation. Below, we explain exactly what you should have to increase your chances of getting accepted to an Ivy League school as a student-athlete: #1: A Rigorous Course Load All applicants to the Ivies, whether you’re a student-athlete or not, should definitely havea record of succeeding in challenging courses.Here’s what the Ivy League states on its website in regard to admissions criteria for student recruits: "Ivy League schools base admissions decisions on each candidate’s academic achievements as well as personal strengths and accomplishments, such as athletic achievement, other extracurricular activities and community service. Remember: To best prepare for admission to an Ivy League school, and as a strong basis for a rigorous college education, you should take the most challenging high school classes available to you throughout secondary school. The following courses are recommended: four years of English; four years of a single foreign language; three years of history/social science; four years of mathematics; four years of science; frequent practice in writing expository prose. Consult the website of each institution for more specific recommendations" These are the general recommended courses for prospective student-athletes to the Ivy League.As noted, be sure to consult individual schools directly for more information on what specific classes you should take to further increase your odds of getting accepted. #2: A High GPA Besides a rigorous class schedule, you’ll have a stronger chance of getting into the Ivy League if you have a high overall GPA. Ideally, you’ll have at least a 3.0 GPA, or B-average. This is a minimum recommendation, though, so know that it's probably better to aim for something closer to a 3.5 (or even higher).Check out our guidefor tips on how to raise your GPA. #3: Strong Standardized Test Scores Part of your Academic Index number will be based on your SAT/ACT scoresand SAT Subject Test scores(if you took any Subject Tests- most Ivy League schools require or recommend them). But what scores specifically should you aim for? Unfortunately, we can’t give you an exact answer as to what good ACT or SAT scores for Ivy League athletes are. What we can do, though, is show you what kinds of SAT/ACT scores admitted applicants to the Ivy League typically get.The following chart giveseach Ivy League school’s 25th and 75th SAT/ACT percentiles: School 25th %ile SAT 75th %ile SAT 25th %ile ACT 75th %ile ACT Brown 1440 1580 31 34 Columbia 1470 1590 32 35 Cornell 1410 1570 30 34 Dartmouth 1410 1580 30 34 Harvard 1470 1600 32 35 Princeton 1470 1590 32 35 Penn 1450 1570 31 34 Yale 1490 1600 31 35 As a student-athlete, you shouldn’t need to aim as high as the 75th percentile, which, at all Ivies, is extremely close to (if not) a perfect score (though there’s of course nothing wrong with aiming this high!). Rather, it’ll be more helpful to use the 25th percentile score for the Ivies you’re applying to as a general benchmark for what you should aim for. And if you can score higher than that, even better! But what about SAT Subject Test scores? Again, it’s impossible for us to give you exact scores to aim for. Generally speaking, though,most admitted applicants to the Ivy League (including non-athletes) score in at least the 700s (out of 800) on their Subject Tests. While you likely don’t need to aim this high on your SAT Subject Tests, definitely shoot for a score that’s above average- if possible, in at least the 75th percentile. Men's rowing, Princeton (Princeton University Rowing/Flickr) #4: An Overall Impressive Application Finally, you’ll need to make sure that your overall application is impressive. This means you should have the following: A cogent and well-written personal statement/essay A strong extracurricular background (Pro Tip: Don’t worry if most of your extracurriculars are sports-related- in fact, this "spike" is exactly what Ivies are looking for in applicants!) Effective letters of recommendation A good interview (if required) Just like any other Ivy League applicant, you must take care to craft a compelling application that will make the school want to admit you.Don’t just assume that your athletic prowess will automatically get you accepted. Even the most skilled student-athletes can get rejected for things such as sloppy essays or poor interviews! Ivy League Recruiting Timeline Overview Now that we’ve gone over what you need to raise your chances of getting into the Ivy League as a student-athlete, you're probably wondering what the Ivy League recruiting timeline looks like. The exact timeline will likely vary depending on the Ivy League school(s) you’re applying to and on what sport you play. For example, look at the differences between the NCAA’s 2017-18 calendars for Division I Football and Division I Men’s Basketball. For the most part, though, the biggest and most important aspects of recruiting will happen during your junior year of high school. There will also be lots of different periods of recruiting, which are defined as follows: Dead Period: Coaches may not have any face-to-face contact with prospective student-athletes but may communicate by email, mail, and/or phone. Quiet Period: Coaches may only meet in-person with student-athletes on-campus and may not visit students’ high schools. They may communicate by email, mail, and/or phone. Contact Period: Coaches may come to students’ high schools to watch them play and may have in-person contact with them, either on- or off-campus. They may also contact student-athletes by email, mail, and/or phone. Evaluation Period: Coaches may come to students’ high schools to evaluate their athletic performances and skills but may not meet with them in-person off-campus. However, they may continue to reach out to student-athletes by email, mail, and/or phone. Here is a very general overview of what you can expect in the Ivy League recruiting process at each grade level in high school: 10th Grade and/or Earlier Prospective student-athletes can make contact with Ivy League schools and Ivy League coachesto express their interest in applying as a student-athlete. (You may begin this part of the process even earlier, in 9th grade.) Students take unofficial campus visits to Ivy League schools they're considering playing for. Wrestling, Cornell (Jenn Vargas/Flickr) 11th Grade September to November: This is generally a quiet period for college recruiting. This means that while Ivy League coaches may not come to your high school to watch you play, you may visit the campuses directly to speak with coaches and may contact coaches via email, phone, and/or mail. Considertaking your first SAT/ACT at this time. December to February: This is typically a contact period, meaning coaches from Ivy League schools may come and watch you play and may meet with you in-person. Spring: Around this time, student-athletes are typically offered at least one official campus visit.This is also usually an evaluation period during which Ivy League coaches may come to high schools to evaluate prospective student-athletes' skills. There will typically be some dead periods thrown in, too, making this is an ideal time toretake the SAT/ACT. 12th Grade July 1 (before applicant’s senior year of high school): This is when Ivy League coaches may give prospective student-athletes' information, such as their transcripts and test scores, to Ivy League admissions committees for a preliminary evaluation. Fall: Students begin officially applying to colleges/Ivy League schools. Read our guide to learn when the most common college application deadlines are. Consider taking the SAT/ACT one last time before your applications are due. Winter/Spring: If you get a likely letter, you'll get it after October 1 but before the school’s official admission decision (which is usually around March or April). Remember that not all Ivies give out likely letters, so not getting one doesn't necessarily mean you've been rejected. Recap: How Do Ivy League Schools Recruit? The Ivy League has some of the most prestigious colleges and also many successful sports teams. As a result, Ivy League schools often look for applicants who are gifted in both athletics and academics. If you're a student-athlete considering applying to the Ivy League, you’ll need to have a strong GPA, evidence of a rigorous course load, and high scores on the SAT/ACT and SAT Subject Tests. Here are the biggest differences between Ivy League recruiting and general college recruiting: The Ivy League has much higher expectations in terms of academics and test scores The Ivy League offers only need-based scholarships- no athletic scholarships The Ivy League uses something called an Academic Index (AI), a point-based system to rank student-athletes based on their GPAs and test scores The Ivy League (and other NCAA Division I schools) often offer likely letters to prospective student-athletes who are likely to be admitted As for the Ivy League recruiting timeline, expect to have the most important events happen during your junior year of high school. This is when Ivy League coaches may begin contacting student-athletes and visiting high schools to evaluate their skills. What’s Next? Got more questions about the college recruiting process? Take a look at our in-depth guide to college athletic recruiting to learn even more about what the process entails. Curious about the NCAA?Read about the differences between the different NCAA divisions, and get the full lists of NCAA Division I, Division II, and Division III schools. Interested in sports but not sure which ones to pursue? Our guide offers tons of helpful tips to help you pick the best high school sport for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Drug Information Resources in Pharmacy Practice Essay

Drug Information Resources in Pharmacy Practice - Essay Example The prescription is then scanned and entered into the computer system followed by entering the prescription and the date. Through this can be achieved as it provides the capacity for the auditor to trace back for references on when the prescriptions was entered, and picked up. Such procedure is then followed by encoding the medication and the milligram determined by the doctor along with the details of the patient's weight. Then you enter the quantity and ask the patient for their preference on whether they prefer proof caps on there medication or a standard cap. Determine if the patient wants to wait or come back by asking, in some conditions the patient wants to wait because of the urgency and the nature of their situation. Finally, and the most important thing to verify is to see if the insurance which the patient presented covers said provision and if it is refilled to soon. The pharmacist then prints the prescription and labels them with information such as location of the pharm acy, name of the patient and corresponding dosage.

Higher Education Refom Essay Example | Topics and Well Written Essays - 500 words

Higher Education Refom - Essay Example For those that are lucky enough to enter college, many will be faced with poor academic skills, and hours of remedial courses just to catch up. In addition, preparation needs to include the cultural and social aspects, as well as the academic aspects of college. I propose reforming higher education to begin the college education in the 10th grade through a series of programs that prepares students both culturally and academically for a college education. While a college education in the US costs twice as much as the same education costs in other industrialized nations, the US has fallen well behind these same nations in the rate of college attainment. Many students will drop out of high school, as they see no hope of ever realizing a higher degree. For the ones that do graduate, many will not have the cultural capital required to enroll in college. Students in high school have a significant need to be groomed for college admission. They may have a language deficit, poor study habits, or grades that do not meet the requirements for admission. Many of these students "are unlikely to have participated in campus visits, spoken with college representatives, leafed through college catalogs, or participated in other activities that create college readiness" (Hagedorn and Fogel, 2002, p.171).

Immigration Study Essay Example for Free

Immigration Study Essay For many immigrants, becoming an American has been shaped by Americans and the American governments identification of them racially. Latino and Hispanic immigrants are one race in particular that often has trouble adjusting to life in America. Most Latinos that wish to come to America have a much different view of America than Americans do. They see America as this wonderful place with endless opportunities, money and freedom. Yet, once they actually come to America, Latinos usually find it is not what they had expected. Many of them struggle to find jobs, struggle to find a place to live, and have a hard time fitting in. America may have a far better economy than Mexico, but Hispanic immigrants rarely get the jobs or the pay that they hope for when they come here. It can be nearly impossible for some immigrants to find work at all; sometimes because of their race and other times because of their lack of experience or their lack of education. Many Latino immigrants get stuck with jobs that most Americans do not want, like fast food restaurants, housekeeping jobs, farming, and landscaping. These jobs rarely give good pay, forcing them to get two or even three jobs just so that they can afford to feed their families. In the book The Circuit, Francisco Jimenez writes about his family struggling to make it in America many years ago. Jimenez writes about leaving Mexico to come to America as a child and constantly having to move in order for his parents to find work. In one chapter Jimenez says, â€Å"After stopping at several places and asking for work, we found a rancher who still had a few cotton fields left to be picked. He offered us work and a tent to live in. It was one of many dark green tents lined up in rows. The labor camp looked like an army settlement†(Jimenez 54). Like many immigrants today, Jimenez and his brothers had to work on the farms instead of going to school to help support his family. On top of trying to find jobs and money, immigrants also battle with fitting in. They are looked down on by many Americans because they are a different  race with different traditions and cultures. Americans frequently accuse Hispanics of taking all of the available jobs; leaving none for anyone else. In an article entitled, â€Å"Is This a White Country or What?†, Lilian Rubin talks about the way white Americans and natural-born citizens feel about immigrants. Rubin writes, â€Å"For whites the issue is compounded by race, by the fact that the newcomers are primarily people of color. For them, therefore, their economic anxieties have combined with the changing face of America to create a profound uneasiness about immigration†(Rubin 227). Several white Americans are also afraid that Hispanics and other immigrants are going to overpopulate in America; making it less of a â€Å"white† country. Rubin explains, â€Å"Americans have always worried about the strange rs who came to our shores, fearing that they would corrupt our society, dilute our culture, debase our values†(Rubin 227). Hispanics are too often misjudged for trying to find jobs and for coming to America. They must live in a country where a majority of the population tries to segregate them from the white society. In another article called, â€Å"Best of Friends, Worlds Apart†, Mirta Ojito describes two friends who drift apart because they are different races. Ojito writes, â€Å"The two men live only four miles apart, not even 15 minutes by car. Yet they are separated by a far greater distance, one they say they never envisioned back in Cuba. In ways that are obvious to the black man but far less so to the white, they have grown apart in the United States because of race. For the first time, they inhabit a place where the color of their skin defines the outlines of their lives-where they live, the friends they make, how they speak, what they wear, even what they eat†(Ojito NYT-3-1). For Latino and Hispanic immigrants, leaving their native country to come to America is not always what it seems. They face a lot of disappointment when realizing that America is not the perfect place that they pictured it to be. Losing hopes about getting the â€Å"American dream†, they must fight to find jobs, jobs that normally do not pay well at all. For immigrants, finding a place to live and raise a family can be an extremely difficult, especially in society where white people are seen as superior. Some children have to give up their education to help their families make money. For most Latinos and Hispanics, coming to a new country means leaving behind important  traditions to find their place in a white country. Works Cited Jimà ©nez, Francisco. The Circuit. New York: Scholastic, 1997. Print. Paula, Rothenberg. American Culture, Identity, and Public Life Course Reader. Worth Publishers, 2013.

American Treatment of the Indian Tribes Essay -- essays research paper

American Treatment of the Indian Tribes The American Indian lived a life being one with nature. In their way, they understood the ecological demands of the land and knew that if they took care of the land the land would take care of them. They possessed an untouched wisdom living in harmony with the environment. They hunted the land for buffalo, which provided food and clothing for the ages to come. In time they would almost become non existent at the hands of the â€Å"white† man. They would come to lose their land, lose the buffalo and lose their self being and their way of life. Towards the end of the 1800s the Indian territories were reduced by about 95 percent. The U.S. government along with greedy white settlers was the main reason behind this loss of land. The government placed treaty upon treaty on the Native Americans and would not uphold to any of them. Some treaties were made to guarantee safety and permanent reserve for the Indians, but they were not followed through. In most cases the Indians were driven off the land by white settlers looking for gold or rich farmlands. The U. S. government broke some of the treaties by expanding through the promised lands looking for valuable minerals and making way for the expansion of the railways. The U.S. Government in seeking rights to control the land and its natural resources reverted to â€Å"legal† manipulation. In cases were they were met with resistance, the Army was called in to settle the score. The relocation of the Indians from lands east of the Mississippi River to the West represents a dark phase in American history. In the first treaties signed, there were promises of stability for the Indians. One of these sagas is known as the â€Å"Trail of Tears†. This relates to the removal of the Cherokee Indians by the U.S. Army from their native lands in North Carolina, Georgia, Tennessee and Alabama. During the journey they were held in camps and then forced to travel over 1,000 miles during adverse weather. This trail led them to the Indian Territory, which is now Oklahoma. This was a catalyst towards the devastation of the American Indian culture... ...mises such as owning their land â€Å"as long waters run and the grass shall grow.† The Indians would have continued to live "until the end of time" if the white settlers had not intervened. The white settlers created conditions that threatened the existence of the Indians. By the late 1800s, most of the tribes had now been almost completely abolished. The Indians were either beaten into submission or succumbed to the many contagious diseases brought on by the settlers. By the start of the 1900s there were less than one quarter million Native American Indians in the country. These numbers dwindled from over half a million in the early 1880s and over five million since Columbus first set foot on these lands. Most of the Indians now were living in the small reservations. Beaten, tired and humiliated, they lived in poverty, alcoholism, and unemployment. They were now forced to live off the government as wards of the state. Once the rulers of the West they now a lost culture, having lost their identities and sense of being. Although the freedom of their ancient way of life has been lost, the religion, culture, legends, and spirit of the Native American Indian will always endure.

Owens & Minor’s Case Essay

What is the value-added by Owens and Minor? Is this value-addition visible? They own and manage the inventory for the manufacture.  They take on the financial risk associated with the function of managing the inventory flow to the hospitals. They care for product returns and carry the risk for that.  They carry the receivables (cash flow issues due to long payment terms of customers; actually a 90 days credit) They carry and manage most of the inventory for the hospitals, which are sometimes even running stockless. They track and verify customer prices for contracted product purchases and monitor agreements between end-users and manufacturers The distribution has changed in a way that hospitals required the distributors to carry more of the inventory and making more deliveries in lower units of measure, while keeping the same originally negotiated prices. This has put a stronger burden on the distributors. Owens & Minor creates a clear value-add for both manufacturers and suppliers. Manufactures usually only want to produce and sell the product before getting it out of the door Hence Owens and Minor takes the full responsibility for all stressful parts of selling a product. On the other hand customers don’t want to buy and own products before they are ready to use it. Thus Owens and Minor also enables them to achieving more efficient structures, while reducing additional costs related to managing efficiently. 2. Evaluate the impact cost-plus pricing has on distributors, customers, and suppliers. Suppliers: Suppliers have no motivation to try to reduce costs and increase efficiencies since profits remain the same. Market demand is not taken into consideration. If a supplier has a markup, which takes the reseller’s price point beyond current market prices, the reseller’s demand will decrease dramatically. Distributors: Services related to inventory management are not included properly, since the percentage they gain is the same for all products. Whether they are cheap and efficiently to handle or rather problematic. Hence costs will skyrocket if customers will ask for additional services (while keeping the same price). They have the drawback of customers engaging in cherry-picking  and only enabling the distributors to manage low-margin, inexpensive products. Customers: Cost-plus pricing lead to a complicated pricing structures, since distributors and customers negotiated separate product prices from manufacturers, introduced incentives, let prices vary from customer to customer, covered some products by contract and some don’t etc. Hence purchasing managers were nearly unable to properly track actual product costs and compare quotes from competing manufacturers and distributors. 3. What effect will ABP have on customer behavior? Provide an example to illustrate. ABP connects O&M‘s fee to the level of the service they provide: Customer is motivated to keep its activities down to a minimum level and only order services that he really needs ­ ABP helps customers to optimize their service-level and hence their costs. Customers who want to extend their service-level can get this because there is a way for O&M to price a higher service-level  ­ They came up with a relatively simple matrix based on two major cost drivers—number of purchase orders per month and number of lines per purchase order. The number of orders was tied to our fixed administrative fees and the number of lines was tied to our variable costs—the number of times a worker had to go to a product rack, etc. It was a very primitive way to identify our fixed and variable costs, but it was effective in showing the customer that they could lower costs. They wanted to show the customer that instead of being locked-in to a traditional cost-plus contract, they could actually affect their service delivery fee depending on the type and amount of service requested, and the frequency and size of each request. In order for the customer to look at ABP as an honest way to do business, we had to share our numbers with them; otherwise they would have viewed it as just another pricing scheme. 4. What are the obstacles to successful implementation of ABP at Ideal? How would you address these obstacles?  ­ Internal systems at hospitals (e.g. budgeting, compensation) were tied to  cost-plus percentages.  ­Product prices with cost-plus percentages were used to determine transfer pricing between hospital departments  ­Technological barriers: Customer has to change to an EDI system (electronical data input) Hospital would have to change its systems and procedures for material handling ­ For a hospital to benefit it would have to be willing to change and shed personnel, equipment and warehousing space.  ­Culture of hospitals (e.g. surgeons have different preferences for many operating room supplies) O&M should address these obstacles with the following:  ­Offering to convert the activity fee to a cost-plus equivalent  ­O&M‘s logistical services should work closely with customers moving to ABP to help them realign processes and institute cost savings.

The Haiti Earthquake of 2010 Scientific and Geologic Explanations

On January 12th, 2010, a country long devastated by corrupt leadership and extreme poverty was dealt another blow. A magnitude 7.0 earthquake struck Haiti, killing approximately 250,000 people and displacing another 1.5 million. In terms of magnitude, this earthquake wasnt very remarkable; in fact, there were 17 larger earthquakes in 2010 alone. Haitis lack of economic resources and reliable infrastructure, however, made this one of the deadliest earthquakes of all time.   Geologic Setting Haiti makes up the western portion of Hispaniola, an island in the Greater Antilles of the Caribbean Sea. The island sits on the  Gonà ¢ve microplate, the largest of four microplates that lay between the North American and Caribbean plates. Although the area isnt as prone to earthquakes as the Pacific Ring of Fire, geologists were aware that this area posed a risk.   Scientist initially pointed to the well-known  Enriquillo–Plantain Garden fault zone (EPGFZ), a system of strike-slip faults that make up the  Gonà ¢ve  microplate  - Caribbean plate boundary and were overdue for an earthquake. As months passed, however, they realized the answer was not so simple. Some energy was displaced by the EPGFZ, but most of it came from the previously unmapped  Là ©ogà ¢ne fault. Unfortunately, this means that the EPGFZ still has a sizable amount of energy waiting to be released.   Tsunami Although tsunamis are often associated with earthquakes, Haitis geologic setting made it an unlikely candidate for a massive wave.  Strike-slip faults, like those associated with this quake, move plates side-to-side and dont normally trigger tsunamis. Normal and reverse fault movements, which actively shift the seafloor up and down, are usually the culprits. Furthermore, the small magnitude of this event and its occurrence on land, not off the coast, made a tsunami even more unlikely.   Haitis coast, however, has a large buildup of coastal sedimentation — the countrys extreme dry and wet seasons cause vast amounts of sediment to travel from the mountains to the ocean. To make matters worse, there had not been a recent earthquake to release this buildup of potential energy. The 2010 earthquake did just that, causing an underwater landslide that triggered a  localized tsunami.   Aftermath   Less than six weeks after the devastation in Haiti, a magnitude 8.8 earthquake struck Chile. This quake was approximately 500 times stronger, yet its death toll (500) was only five percent of Haitis. How could this be?   For starters, the Haiti earthquakes epicenter was located only nine miles from Port-au-Prince, the countrys capital and largest city, and the focus occurred a shallow six miles underground. These factors alone could be potentially catastrophic anywhere around the world.   To compound matters, Haiti is vastly impoverished and lacks proper building codes and sturdy infrastructure. Residents of Port-au-Prince used whatever construction material and space was available, and many lived in simple concrete structures (it is estimated that 86 percent of the city lived in slum conditions) that were immediately demolished. Cities at the epicenter experienced X Mercalli intensity.   Hospitals, transportation facilities and communication systems were rendered useless. Radio stations went off the air and nearly 4,000 convicts escaped from a Port-au-Prince prison.  Over 52 magnitude 4.5 or greater  aftershocks crippled an already devastated country in the following days.   Unheard of amounts of aid poured in from nations around the world. Over 13.4 billion dollars were pledged to relief and recovery efforts, with United States contributions making up nearly 30 percent. The damaged roads, airport and seaports, however, made relief efforts extremely difficult.   Looking Back   Recovery has been slow, but the country is gradually returning to normal; unfortunately, normalcy in Haiti oftentimes means political turmoil and mass poverty. Haiti still has the highest infant mortality rate and lowest life expectancy of any country in the Western Hemisphere. Yet, there are small signs of hope. The economy has improved, helped by debt forgiveness from institutions around the world. The tourism industry, which was beginning to show signs of promise before the earthquake, is slowly returning. The CDC has helped make vast improvements to Haitis public health systems. Still, another earthquake to the area anytime soon would result in terrible consequences.