March Madness Bracket Statistics

Every March in the U.S. marks the beginning of the Men’s NCAA Division I basketball tournament. Dubbed March Madness, the modern version of the first round of the tournament consists of 64 teams in a single elimination bracket  format. Office pools and Internet contests challenge fans to correctly guess the outcomes of all 63 games in the tournament. This is no small undertaking. In the first round of the tournament alone there are 232 4,294,967,296 possible brackets that could result. Statistics and probability can be used to knock this number of over four trillion down to a somewhat more manageable size. Each team is assigned a ranking or seed from #1 to #16 based upon a number of criteria. The first round of the tournament always follows the same format, featuring four games each of the following types: #1 seed vs. #16 seed#2 seed vs. #15 seed#3 seed vs. #14 seed#4 seed vs. #13 seed#5 seed vs. #12 seed#6 seed vs. #11 seed#7 seed vs. #10 seed#8 seed vs. #9 seed Making Predictions Predicting the winner of each game is a complicated process that involves comparing several different variables from each team. To simplify matters, results from previous tournaments can be helpful to make predictions for the current year’s tournament bracket. The tournament has had the same 64-team structure since 1985, so there is a wealth of data to analyze. A prediction strategy using this idea looks at all instances where a #1 seed played a #16 seed. The results from these prior outcomes give a probability that can be used to make a prediction in the present tournament. Historical Results Such a strategy of picking the winner based on previous seed results is limited. However, there are some interesting patterns that start to emerge when examining the results from the first round of the tournament. For example, a #1 seed has never lost against a #16 seed. Despite a higher ranking, #8 seeds lose more often than not against #9 seeds. The following percentages are based on 27 years of March Madness with four of the same types of matchups in each tournament. #1 seed vs. #16 seed – The #1 seed has won 100% of the time against the #16 seed.#2 seed vs. #15 seed – The #2 seed has won 96% of the time against the #15 seed.#3 seed vs. #14 seed – The #3 seed has won 85% of the time against the #14 seed.#4 seed vs. #13 seed – The #4 seed has won 79% of the time against the #13 seed.#5 seed vs. #12 seed – The #5 seed has won 67% of the time against the #12 seed.#6 seed vs. #11 seed – The #6 seed has won 67% of the time against the #11 seed.#7 seed vs. #10 seed – The #7 seed has won 60% of the time against the #10 seed.#8 seed vs. #9 seed – The #8 seed has won 47% of the time against the #9 seed. Other Statistics In addition to the above, there are other interesting facts pertaining to the NCAA tournament. Since the 1985 tournament: Only once (4% of the time) has all four #1 seeds made it to the Final Four.Three times (12% of the time) no #1 seeds have made it to the Final Four.14 times (52% of the time) a #1 seed has won the entire tournament.The lowest seed to win the tournament is a #8 seed.The lowest seed to make it to the Final Four is a #11 seed. Use the above statistics at your own discretion. As the saying goes, Past performance is not an indicator of future success. You never know when a #16 team will score an upset.

The Battle Of The Cold War - 1221 Words

The scene was set for a nation to change. Fresh off of the economic and political victory that was World War II for the United States, The Soviet Union sent a challenge to the U.S that set up one of the biggest, and potentially apocalyptic stand-offs in history. The Cold War, the great stand off between the Americans and the Soviets lasted from 1947 to about 1991 according to Major Problems in American History Since 1945. This Cold War would change the culture in the United States forever, stamping it’s air of alertness and terror not only on the citizens of the U.S but on the politicians that ran the country as well. After the second world war, there was a brief sense of ultimate security within the country. The United States was the lone wolf, the top dog in the terms of defense and especially, in regards to the A-Bomb which the Soviets first tested successfully in 1949 (Brands, H.W). That all changed with the Cold War, the Soviet Union stepped into the arena, thus sending shockwaves throughout the country. These two countries also shared differences ideologically especially in the years immediately following WW II. The American government, specifically foreign policy officials, took it their mission to successfully spread capitalism and democracy across the globe, this was a very drastic difference to the Soviet’s desire to overthrow capitalism. The Cold War shaped 1950s American society and culture by creating the containment mentality that would follow the UnitedShow MoreRelatedThe Battle Of The Cold War955 Words   |  4 PagesWorld War II between the United States and the Soviet Union came a time period full of mistrust and deceit. By the end of the Second World War, the United States and the Soviet Union became increasingly suspicious of one another, and their relations resulted in being unstable. This evident yet rising political and military tension between the two world powers has come to be known as the Cold War. Both the Yalta Conf erence, which saw a rise in disagreements between the two, and the Korean War, theRead MoreThe Battle Of The Cold War1450 Words   |  6 PagesThe battle in ideologies between communism and capitalism lead to one of the greatest conflicts of the twentieth century. The concept that freedom and democracy would not survive under communist rule triggered a battle that could endure for decades. American media significantly impacted the attitudes of Americans, creating a hatred of communism to spread throughout the nation. 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Ideological differences have been at the center of many conflicts throughout history, and the Cold War was no exemptionRead MoreThe Battle Of The Cold War2072 Words   |  9 Pagesending of the Cold War, which significantly ended any nuclear threats that the Soviet Union had shown, and by helping the Soviet Union in throes of their revolution and the freedom promises he influenced, contributed to Reagan’s legacy as an intellectual, persuasive, and important leader to the end o f the Cold War. HISTORICAL CONTEXT The dropping of the atomic bomb in Japan from America ended World War II, but it started what would become another war. This war was known as the Cold War, and it beganRead MoreThe Battle Of The War On The State, And Post Cold War3796 Words   |  16 PagesIntroduction: Ever since the Napoleonic Wars, war was a concept that was considered to be under the purview of the State, however this belief is inherently wrong. 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Management Accounting Research Free Essays

Management accounting research has thrived producing substantive findings relevant to industry, but its’ application in practice is questionable. The requirements for management accountants have changed over the years in terms of the roles, skills and knowledge base required. Thus, arguably, industries should look at greater continued participation into higher education. We will write a custom essay sample on Management Accounting Research or any similar topic only for you Order Now Management accounting research has gone beyond the traditional costing for large industries. Traditional management accounting roles have been reformed and/or faded away. Burns et al argued that the new reformed roles of management accountants necessitate new education and training. Considering the changes/emergence and popularity of new occupational management accounting roles including business analysts, strategic management accountants and management controllers, less prominence should be placed on traditional learning methods but more on ‘case studies, practical projects and group research assignments’ (Scapens 1999). If such changes are to be implemented, large challenges lie ahead including cost constraints. Burns et al (2004) looked at management accounting research exploring the changes in terms of the expansion of topics, methods and problems making comparisons with the changes in management accounting practices. Burns et al (2004) also examined the skills and knowledge requirements by management accountants and how these aspects may also require a reform in education and management accounting curriculum. Burns and Yazdifar (2001) asked UK qualified management accountants to highlight the ten most perceived management accounting important tasks, tools and techniques of 1995-00 and 2000-05. They founded that both sets of results, management accountants placed emphasis on traditional management accounting roles such as performance evaluation, budget planning and management, management accounts interpretation and presentation, cost and financial control. It was founded that management accountants perceived budgets as the most important task also highly ranking variance analysis in the late nineteenth century. Nevertheless, numerous new areas such as ABC, balanced scorecard were attributed as low significance. They also founded the expected importance of future tasks considerably changed with more emphasis being placed on newer tasks particularly in strategic planning and implementation, valued-added identification and implementation, new information system implementation, operational information interpretation. It was also founded that despite budgets and variance analysis being highly rated in the 21st century, more importance was placed on ABC, balanced scorecards. Thus, future years have more emphasis on ‘strategy-aligned analysis’ and less emphasis on ‘cost control and cutting’. Identifying the requirements of management accounting practitioners can enable researchers to place more emphasis on such requirements during investigations in order to maintain its currency with practitioners. Burns et al (2001) questioned the reasons for changes in management accounting modelling the tasks as well as roles of management accountants. Consequently, they asked UK qualified management accountants to highlight what they considered to be vitally important contributions to change in management accounting. They founded that information technological advances including accountancy software advances and organisational restructuring as well as the new styles of modern management to be a vital contribution in driving change in the tasks and roles of management accountants. However, Scapens et al (2003) founded that customer orientated initiatives and globalisation were the two fundamental drivers for change. Johnson and Kaplan (1987) argued the existence of a ‘relevance gap’ between management accounting research and practice. They based their argument on fact that companies had one information system and external financial reporting statutory requirements would take preference over the information required by internal management accountants. Burns et al founded modern technological advances including database capabilities enabled the storage of vast amounts of information which can be analysed in various ways meeting the needs of a number of users. Thus, managers can easily access variances and performances. Modern technology has contributed to the change of management accounting roles. Fundamental advances in management operations and productions such as just-in-time have challenged previous methods such as Ford’s mass production. Manufacturing automation has resulted in increased the relation of fixed costs to variable (Bromwich and Bhimani, 1994). New forms of competitiveness such as customer service, differentiation and innovation of products, quality. Hence, more importance is placed on the monitoring of crucial non-financial variables. Scapens et al (1996) argued that managers not necessarily management accountants have the necessary technology, access of data and in numerous cases the necessary skills to be their own ‘pseudo’ accountants. Burns et al (2001) founded that globalisation, customer focus and new forms of competitiveness have affected the roles of management accountants. There has been increased global competition, market volatility and shorter product life cycles contributing to the reform of management accounting roles. There has also been an increased focus on overheads as they now contribute to a substantial proportion of business costs. Consequently, there is increased focus on investigating the value added by overhead processes. Nevertheless, the analysis of overheads is a weak section of traditional management accounting. Considering the emphasis placed on traditional methods, it is questionable whether modern management accounting research is gaining recognition by practitioners despite such research anticipating changes in modern day. Burns et al (2001) argued to the contrary of Johnson and Kaplan stating that a relevance gap does not exist. They argued that management accounting research has highlighted issues concerning management accounting change. Practice frequently searches for a quick fix to problems failing to address fundamental issues. Practitioners and professional sponsors fail to appreciate modern important investigations and management accounting research often seeking solutions to problems using traditional methods. Arguably, the problem does not lie in management accounting research which has accommodated changes but the way in which it is taught and generally accepted. It’s a shame that new management accounting solutions are not thoroughly researched independently in the way new medicines are. Researchers have acknowledged the requirements of incorporating social science theories, other social and economic elements into accounting in order to expand practice effectively. This was seen with the development of a ‘reward and control systems deriving from micro-economics, in particular agency theory, and social psychology’ (Merchant, 1998). However, professional textbooks do not mention such investigations and the way in which research communicated is questionable to the sustainability of the subject. It is argued that professional bodies place more emphasis on the examination and training of traditional management accounting methods. Thus, practitioners are denied access to vital knowledge relevant to their tasks. Arguably, if practitioners do not possess adequate grasp of knowledge based on modern research and theory, they are more likely to accept new methods with questionable validity only to find limitations following implementation. Burns et al founded a growth in international management accounting researchers in the last 30 years despite it being dominated by the West. Thus, management accounting research is now dealing with new issues such as culture and ethnicity (Harrison and McKinnon, 1999), diverse political system regulation and governance (Puxty et al 1987), dispersion of accounting knowledge internationally (Jones and Dugdale, 2002). Arguably, management accounting research is now broader and more flexible accommodating cultural variations. Management accounting research is now anticipating challenges encountered by practitioners. This includes areas such as ‘contingent system design, motivations and rewards, environmental scanning and strategy, and non financial aspects of control’ (Burns et al 2004, pg. 16). However, it is questionable the level of emphasis placed on new methods anticipating changes in the real world and still the majority of contributions come from traditional methods which have been thoroughly tried and tested. Thus, considering the changes occurring in management accounting research and practice, practitioners need to adopt a cumulative continuous learning approach to update ones knowledge. Langfield-Smith (1997) founded that traditional methods in management accounting have become more automated as supposed to disappearing supporting the findings of Burns et al. They stated that increased and changed forms of competition, combined with technological advances, have resulted in flexibility and flatter organisations reforming the roles of management accountants. Despite Burns et al concluding that researchers are accommodating the changing roles and requirements of practitioners, their research findings can be criticised by the findings of Lawal (2002). Lawal (2002) founded that academics and practitioners have different opinions of the important topics ought to be taught. Lawal (2002) founded that academics highly valued budgets, organisational behaviours and IT in comparison to practitioners. Lawal (2002) also founded that academics placed less importance on skills required by practitioners such as time-management, negotiation and team-working. She also founded little innovative and participative teaching methods for example videos, field studies and outside business speakers. Thus, Lawal (2002) argued a reform in teaching methods to incorporate case studies, real-life projects, group work and presentations and increased involvement by practitioners in teaching, in-depth research projects. This would arguably help management accounting research maintain its’ currency with practitioners. New managements accounting researches, proposals and methods are criticised by practitioners often highlighting various inadequacies and limitations. Thus, many new proposals are discarded questioning whether management accounting research is maintaining its currency with practitioners. When evaluating new systems, practitioners often fail to refer to academic research findings on the potential obstacles and/or effectiveness. It is questionable as to whether management accounting research has been successful considering its little practical impact. This is vastly to do with the training and education which has excluded modern researches. Arguably, there have been poor mechanisms and incentives for turning research findings into suitable techniques and policies as well as incorporating such findings into teaching programmes as the roles and skills of management accountant’s change. Observations have found that professional accounting courses including many bodies emphasise on facts and methods abandoning fundamental theory and new research. Consequently, practitioners are sceptical of research having unrealistic expectations attempting to find quick and easy explanations/solutions to difficult problems. Practitioners do not obtain sufficient research skills from professional training. Burns et al (2004) founded that academics and practicing management accountants have different career paths obstructing shared interaction as well as understanding. Academics progression is based on research accomplishments as supposed to professional involvements. Thus, academics place less emphasis on practitioner focussed research considering the little benefit to them. The issues relating to management accounting research maintaining its currency with practitioners lie in the communication. A method needs to be adopted whereby the two are closely interrelated. The research by Burns et al (2004) has helped provide an insight into the changing roles and skills required of management accountants as well as the changes that have occurred in management accounting research. Such research by Burns et al is vital in understanding the reasons for changes in practitioner roles as well as requirements in order for management accounting research to maintain its currency with the practitioners. Arguably, research has kept up with times to accommodate changing requirements of management accountants. However, its application in practice is questionable and whether management accounting research is actually maintaining it’s currency with practitioners. Thus, methods should be adopted whereby research is accompanied with supporting evidence involving tried and tested methods. Suitable mechanisms and incentives for turning research findings into suitable techniques and policies should be developed and incorporated into teaching programmes. Management accountants are part of professional bodies that can incorporate new developments to the area in teaching. Professional bodies often release publications and this method should be used to communicate new management accounting research theories and findings that can be successful in practice. New management accounting research and theories are available on the internet but it is questionable whether such findings are actually used. Thus, practitioners should be encouraged to read upon new publications of management accounting research. Considering research is constantly developing with roles of management accountants changing, there should be increased publications by professional bodies for members in order for research to maintain its currency with practitioners. Management accounting research is crucial to the healthy development of management accounting and maintaining its’ currency with practitioners. How to cite Management Accounting Research, Essays Management Accounting Research Free Essays Management accounting research has thrived producing substantive findings relevant to industry, but its’ application in practice is questionable. The requirements for management accountants have changed over the years in terms of the roles, skills and knowledge base required. Thus, arguably, industries should look at greater continued participation into higher education. We will write a custom essay sample on Management Accounting Research or any similar topic only for you Order Now Management accounting research has gone beyond the traditional costing for large industries. Traditional management accounting roles have been reformed and/or faded away. Burns et al argued that the new reformed roles of management accountants necessitate new education and training. Considering the changes/emergence and popularity of new occupational management accounting roles including business analysts, strategic management accountants and management controllers, less prominence should be placed on traditional learning methods but more on ‘case studies, practical projects and group research assignments’ (Scapens 1999). If such changes are to be implemented, large challenges lie ahead including cost constraints. Burns et al (2004) looked at management accounting research exploring the changes in terms of the expansion of topics, methods and problems making comparisons with the changes in management accounting practices. Burns et al (2004) also examined the skills and knowledge requirements by management accountants and how these aspects may also require a reform in education and management accounting curriculum. Burns and Yazdifar (2001) asked UK qualified management accountants to highlight the ten most perceived management accounting important tasks, tools and techniques of 1995-00 and 2000-05. They founded that both sets of results, management accountants placed emphasis on traditional management accounting roles such as performance evaluation, budget planning and management, management accounts interpretation and presentation, cost and financial control. It was founded that management accountants perceived budgets as the most important task also highly ranking variance analysis in the late nineteenth century. Nevertheless, numerous new areas such as ABC, balanced scorecard were attributed as low significance. They also founded the expected importance of future tasks considerably changed with more emphasis being placed on newer tasks particularly in strategic planning and implementation, valued-added identification and implementation, new information system implementation, operational information interpretation. It was also founded that despite budgets and variance analysis being highly rated in the 21st century, more importance was placed on ABC, balanced scorecards. Thus, future years have more emphasis on ‘strategy-aligned analysis’ and less emphasis on ‘cost control and cutting’. Identifying the requirements of management accounting practitioners can enable researchers to place more emphasis on such requirements during investigations in order to maintain its currency with practitioners. Burns et al (2001) questioned the reasons for changes in management accounting modelling the tasks as well as roles of management accountants. Consequently, they asked UK qualified management accountants to highlight what they considered to be vitally important contributions to change in management accounting. They founded that information technological advances including accountancy software advances and organisational restructuring as well as the new styles of modern management to be a vital contribution in driving change in the tasks and roles of management accountants. However, Scapens et al (2003) founded that customer orientated initiatives and globalisation were the two fundamental drivers for change. Johnson and Kaplan (1987) argued the existence of a ‘relevance gap’ between management accounting research and practice. They based their argument on fact that companies had one information system and external financial reporting statutory requirements would take preference over the information required by internal management accountants. Burns et al founded modern technological advances including database capabilities enabled the storage of vast amounts of information which can be analysed in various ways meeting the needs of a number of users. Thus, managers can easily access variances and performances. Modern technology has contributed to the change of management accounting roles. Fundamental advances in management operations and productions such as just-in-time have challenged previous methods such as Ford’s mass production. Manufacturing automation has resulted in increased the relation of fixed costs to variable (Bromwich and Bhimani, 1994). New forms of competitiveness such as customer service, differentiation and innovation of products, quality. Hence, more importance is placed on the monitoring of crucial non-financial variables. Scapens et al (1996) argued that managers not necessarily management accountants have the necessary technology, access of data and in numerous cases the necessary skills to be their own ‘pseudo’ accountants. Burns et al (2001) founded that globalisation, customer focus and new forms of competitiveness have affected the roles of management accountants. There has been increased global competition, market volatility and shorter product life cycles contributing to the reform of management accounting roles. There has also been an increased focus on overheads as they now contribute to a substantial proportion of business costs. Consequently, there is increased focus on investigating the value added by overhead processes. Nevertheless, the analysis of overheads is a weak section of traditional management accounting. Considering the emphasis placed on traditional methods, it is questionable whether modern management accounting research is gaining recognition by practitioners despite such research anticipating changes in modern day. Burns et al (2001) argued to the contrary of Johnson and Kaplan stating that a relevance gap does not exist. They argued that management accounting research has highlighted issues concerning management accounting change. Practice frequently searches for a quick fix to problems failing to address fundamental issues. Practitioners and professional sponsors fail to appreciate modern important investigations and management accounting research often seeking solutions to problems using traditional methods. Arguably, the problem does not lie in management accounting research which has accommodated changes but the way in which it is taught and generally accepted. It’s a shame that new management accounting solutions are not thoroughly researched independently in the way new medicines are. Researchers have acknowledged the requirements of incorporating social science theories, other social and economic elements into accounting in order to expand practice effectively. This was seen with the development of a ‘reward and control systems deriving from micro-economics, in particular agency theory, and social psychology’ (Merchant, 1998). However, professional textbooks do not mention such investigations and the way in which research communicated is questionable to the sustainability of the subject. It is argued that professional bodies place more emphasis on the examination and training of traditional management accounting methods. Thus, practitioners are denied access to vital knowledge relevant to their tasks. Arguably, if practitioners do not possess adequate grasp of knowledge based on modern research and theory, they are more likely to accept new methods with questionable validity only to find limitations following implementation. Burns et al founded a growth in international management accounting researchers in the last 30 years despite it being dominated by the West. Thus, management accounting research is now dealing with new issues such as culture and ethnicity (Harrison and McKinnon, 1999), diverse political system regulation and governance (Puxty et al 1987), dispersion of accounting knowledge internationally (Jones and Dugdale, 2002). Arguably, management accounting research is now broader and more flexible accommodating cultural variations. Management accounting research is now anticipating challenges encountered by practitioners. This includes areas such as ‘contingent system design, motivations and rewards, environmental scanning and strategy, and non financial aspects of control’ (Burns et al 2004, pg. 16). However, it is questionable the level of emphasis placed on new methods anticipating changes in the real world and still the majority of contributions come from traditional methods which have been thoroughly tried and tested. Thus, considering the changes occurring in management accounting research and practice, practitioners need to adopt a cumulative continuous learning approach to update ones knowledge. Langfield-Smith (1997) founded that traditional methods in management accounting have become more automated as supposed to disappearing supporting the findings of Burns et al. They stated that increased and changed forms of competition, combined with technological advances, have resulted in flexibility and flatter organisations reforming the roles of management accountants. Despite Burns et al concluding that researchers are accommodating the changing roles and requirements of practitioners, their research findings can be criticised by the findings of Lawal (2002). Lawal (2002) founded that academics and practitioners have different opinions of the important topics ought to be taught. Lawal (2002) founded that academics highly valued budgets, organisational behaviours and IT in comparison to practitioners. Lawal (2002) also founded that academics placed less importance on skills required by practitioners such as time-management, negotiation and team-working. She also founded little innovative and participative teaching methods for example videos, field studies and outside business speakers. Thus, Lawal (2002) argued a reform in teaching methods to incorporate case studies, real-life projects, group work and presentations and increased involvement by practitioners in teaching, in-depth research projects. This would arguably help management accounting research maintain its’ currency with practitioners. New managements accounting researches, proposals and methods are criticised by practitioners often highlighting various inadequacies and limitations. Thus, many new proposals are discarded questioning whether management accounting research is maintaining its currency with practitioners. When evaluating new systems, practitioners often fail to refer to academic research findings on the potential obstacles and/or effectiveness. It is questionable as to whether management accounting research has been successful considering its little practical impact. This is vastly to do with the training and education which has excluded modern researches. Arguably, there have been poor mechanisms and incentives for turning research findings into suitable techniques and policies as well as incorporating such findings into teaching programmes as the roles and skills of management accountant’s change. Observations have found that professional accounting courses including many bodies emphasise on facts and methods abandoning fundamental theory and new research. Consequently, practitioners are sceptical of research having unrealistic expectations attempting to find quick and easy explanations/solutions to difficult problems. Practitioners do not obtain sufficient research skills from professional training. Burns et al (2004) founded that academics and practicing management accountants have different career paths obstructing shared interaction as well as understanding. Academics progression is based on research accomplishments as supposed to professional involvements. Thus, academics place less emphasis on practitioner focussed research considering the little benefit to them. The issues relating to management accounting research maintaining its currency with practitioners lie in the communication. A method needs to be adopted whereby the two are closely interrelated. The research by Burns et al (2004) has helped provide an insight into the changing roles and skills required of management accountants as well as the changes that have occurred in management accounting research. Such research by Burns et al is vital in understanding the reasons for changes in practitioner roles as well as requirements in order for management accounting research to maintain its currency with the practitioners. Arguably, research has kept up with times to accommodate changing requirements of management accountants. However, its application in practice is questionable and whether management accounting research is actually maintaining it’s currency with practitioners. Thus, methods should be adopted whereby research is accompanied with supporting evidence involving tried and tested methods. Suitable mechanisms and incentives for turning research findings into suitable techniques and policies should be developed and incorporated into teaching programmes. Management accountants are part of professional bodies that can incorporate new developments to the area in teaching. Professional bodies often release publications and this method should be used to communicate new management accounting research theories and findings that can be successful in practice. New management accounting research and theories are available on the internet but it is questionable whether such findings are actually used. Thus, practitioners should be encouraged to read upon new publications of management accounting research. Considering research is constantly developing with roles of management accountants changing, there should be increased publications by professional bodies for members in order for research to maintain its currency with practitioners. Management accounting research is crucial to the healthy development of management accounting and maintaining its’ currency with practitioners. How to cite Management Accounting Research, Essays

Research and Compare Higher Education Institutions free essay sample

According to NEE, the faculty involvement in governance is essential in high education. Research support provided to the institution the give information to administration of methods in instruction and developing curriculum. Academic Educational leaders at any level academic leaders at any level are it a dean, department head, provost, vice president, or president should be leading by example, be generous with their time and know-how and be effective and supportive mentors. They are expected to take an active interest in people, giving advice and support whenever required (Argosy 2012).Argosy (2012) identifies curriculum as the content and see nuance of knowledge or information imparted to learners during any stage of learning (Argosy 2012). Create a curriculum that is both sustainable and social / this in the broader sense means that the curriculum should be fashioned in a way that leaves enough scope for inquiry, dialogue, reflection, and action. The writer selected two institutions of higher education for an evaluation of the following: faculty governance, academic leadership, and curriculum design in each. The writer discussed the pros and cons of each and provides recommendations. Paso Hernandez Community College Curriculum Planning at EPOCH has very specific prerequisites, to meet the needs of the General Deed Requirement of 36 hours in addition to the 24 credit, hours required for completion of the AAA degree. Once students have completed the credits required for the AAA degree 60 credit hour, they qualify for graduation. The Colleges General Education curriculum makes sure that degree seeking students is exposed to diversity of disciplines.Students Entering are given a Placement Test or the Postsecondary Educational Readiness Test for advisement and placement of computation and communication courses (Paso Hernandez 2012). Programs are offered to sophomores and freshman who expect to transfer to Baccalaureate Degree program (credit courses). The State University System (US) programs have established common prerequisites for the State of Florida. EPOCH offers student credit repair curriculum for the academically challenged student, allowing more one on one time with the instructor and emphasizing on building stronger academic skills.Students will be more prepared for the college preparatory requirements prior to graduating. The college requires students take and pass the College Level Academic Skills (CLASS) exam. Lake Sumter Community College Faculty Governance at Lake Sumter Community College, like 27 other community colleges in Florida, is governed by local and independent Board of Trustees. All policies must be in accordance with Florida Statutes and State Board of Education Rules, so that the mission of the College is executed. The President is responsible for implementing the policies through the College administration, faculty and staff (Lake Sumter 2012).Academic Leadership at ILLS includes the Board of Trustees. This group is composed of nine members appointed by the Governor: Which is presented with power as the roof, cannot take any official action by one single Board member unless the entire group gives consent. The Board manages meetings in agreement with Florists Government in the Sunshine Law, which specifies that all college business and all discussions of college business must be advertised and available to the public when conducted by more than two members (Lake Sumter 2012) .Curriculum Instruction at ILLS the purpose of this Committee is to review all proposals related to curriculum and instructional matters, including course and program additions, deletions, modifications and textbooks. Recommendations will be made to the Vice-President of Academic Affairs for submission to the Presidents Cabinet and subsequent submission to the District Board of Trustees as appropriate (Lake Sumter 2012). | Faculty Governance I Academic Leadership I Curriculum Planning I Paso Hernandez Community College Cons managed by a board of trustees, which are appointed by the governor and confirmed by Florida Senate.Positively establish procedures for the operation of the college in accordance with Rules of the State Board of Education and Florida Statutes. I postoperatively and staff strive to provide all students with an optimistic and ratifying educational experience. Positive Well-credentialed faculty, strong support services, quality instruction, and opportunities to engage in social, intellectual and extracurricular activities are essential to student success. The faculty and staff strive to guide, teach, support, encourage, respect and motivate students.I positive(l College?s Educati on curriculum assures students to a diversity of disciplines. (2). Students must take an entry level exam for placement. (3). Programs are offered for students transferring to Baccalaureate Degree program (credit coo rues)/Foreign Lang Requirement Credit Repair Lake Sumter Community College I Positivistic of the President is related to all area of the college, local and state agencies, partners and other educational institutions.Leaders must model the colleges Excellence Philosophy and Standards to warrant staff meet standard set for Service Excellence Positively is governed by an independent, locally autonomous Board of Trustees. Contest who govern never have enough time and money to solve all the colleges problems I Positives team is made up of several different faculty and administration to ) Dean, Career and Technical Programs(2). Director of Baccalaureate Programs(3). Senior Manager Campus Student Services(4). Dean, General Education and Transfer Programs (5).Nine Faculty members Senior Support Staff level test CSCW adoption process includes steps for review and approval by Florida State Dept. Of Education and the Southern Association of Colleges and Schools (SACS). Positives(l) Addition, deletion, and of courses and programs must be approved by FOOD(2) Student must take entry for placement Sonless purport to build prior knowledge for future managerial opportunities Recommendations: In spite of the writers past ambivalence, she would encourage student to consider the community college experience.Out of the two colleges researched, EPOCH appears to have more prominent leadership as this is extremely vital for the assurance and trust that the student will receive the education they want and deserve. Regardless of the cost, background or reputation of faculty both institutions are suitable for ambitious, motivated and career orientated students. Both institutions have extensive curriculum planning available for upcoming students looking forward to trap answering their creed its to a Baccalaureate program.