Diva Shoes Questions

Questions for Diva Shoes Note: you have to address these questions but you can address other issues as well within the format constraints.1. What are Diva's projected profits for the fiscal year ending September 1995?2. What factors affect a firm's exposure to exchange-rate risk?3. â€Å"Forward traders quoted forward and futures prices based on the difference between foreign and U. S. interest rates. † Explain what this means in your own words and why ?4. â€Å"In addition, some of Diva’s foreign exchange risk was reduced by offsetting inflows and outflows in particular markets. † Explain what an operational hedge is with examples of your own.5. What did Bisno perceived as the cost of doing business overseas ? does his perception make economic sense ? Why or why not ?6. Explain exactly how to estimate the annualized standard deviation of lognormal returns of exchange rates relative to U. S. dollars. How would you do the calculation if the data were weekly instea d of monthly ? daily ? explain in detail.7. How much exposure to exchange-rate risk does Diva Shoes have in April 1995? explain in detail and with numbers.8. Suppose that Diva chooses to hedge its exposure in yen using the forward contract described in case Appendix A or the currency option described in case Appendix B. Assume that you lock in these contracts at the forward price implied by interest-rate parity for September 1995. Draw the payoffs to the position at maturity for each alternative with the exchange rate defined in USD/JPY x 10,000 units (i. e. , the same units as the currency option is quoted).9. What do you see as the trade-offs between the alternatives for hedging ? 10. Do you think Bisno should remain strictly a shoe salesman or do you favor hedging his exposure? If you favor hedging, which alternative would you recommend to him?

Alcohol and its Effects on the Human Body

The Campral website mentions that about 17. 6 million drinkers in the U. S. are considered alcoholics, or at least experience drinking problems to a certain degree. With the country’s current population being listed by the U. S. Census Bureau site at 303,963,066 people, this would amount to a staggering figure of 1 in 20 Americans finding trouble with this type of substance abuse. Drinking alcohol does not automatically qualify an individual as an alcoholic. While many would identify two to four types of drinkers, the Alcohol Treatment Clinics site was able to classify individuals who drink alcohol under six classes.These are health drinkers, social or responsible drinkers, problem or irresponsible drinkers, under aged drinkers, binge drinkers and alcoholics. The first type of drinker or health drinkers, would typically consume alcohol for health-related reasons. They are moderate drinkers who usually prefer to drink red wine, which is widely- known for its benefits to the car diovascular system. One example would be the French people whose healths have often been linked to their dietary habits that include wine. Social or responsible drinkers are those individuals who drink alcohol only during particular occasions.They engage in drinking to be able to interact or socialize with the group. They do not regard alcohol highly, but think of it as just an addition to meals. Their consumption of alcohol is done at a leisurely pace and they would never combine drinking with risky behavior such as driving. Working professionals who drink to have a feeling of belongingness and to facilitate conversations with coworkers in corporate parties or events easily come as an example for this category. On the other hand, problem drinkers would be the polar opposite of social drinkers. They can become very obnoxious and angry once they are drunk.Sometimes, they experience a loss of memory with regards to the events that transpired during their drinking session. This type of drinker does not have a definitive stereotype, and most probably could be described as an individual who â€Å"transforms† or â€Å"morphs† drastically when drunk. Their behavior when drunk might stand in stark contrast to their normal sober behavior. A specific type of problem drinker would be under aged drinkers. This classification was created due to the differences in the physical and psychological states of these individuals as compared to older people.Legal action may also arise for those individuals under this classification. The legal age for drinking is generally pegged at 21 in the United States, with exceptions made for cases covering health and religious reasons. Binge drinkers can go without alcohol for long periods of time. However, they tend to overindulge themselves during the times that they do drink. Some problems that can be caused by binge drinking are alcohol poisoning, uncontrollable mood swings and eventual alcohol dependency or alcoholism. In t erms of their behavior, they may act either as problem or social drinkers.Although aggressive behaviors as well as the usual symptoms of being drunk may or may not be exhibited by this group, a high possibility of causing severe damage to the liver and other health issues remains a great threat for them. Alcoholics have no control over their drinking habits. They often turn to alcohol to be able to deal with problems and drink an excessive amount of strong alcoholic drinks regularly. Because of this, they would often find it hard to function in other aspects of their lives, such as in their jobs. Their relationships with significant people in their lives may also take the backseat in their list of priorities.People who regularly face problems and turn to alcohol to â€Å"drown† them as well as those experiencing regular episodes of depression seeking to find â€Å"euphoric† feelings may turn into alcoholics, especially when they become reliant on the substance to deriv e that desired state. Those people who continuously indulge in alcohol for whatever other reason or at other levels, may also be candidates to becoming alcoholics as well. Some argue that this is due to the genes that a person carries. In its website, the National Institute on Alcohol Abuse and Alcoholism was also able to identify four major symptoms which characterize alcoholism.The first sign would be the presence of strong cravings or urges to drink within an individual. Next would be a person’s inability to halt drinking once he or she has engaged in this activity. Upon stopping drinking, an individual may also suffer several withdrawal symptoms such as nausea and shakiness, collectively termed as â€Å"physical dependence†. Lastly, an increase in tolerance for these substances often results to alcohol dependents drinking greater amounts of alcohol to induce euphoric or â€Å"high† feelings. Reactions to alcohol may vary from one afflicted individual to the next.Alcoholics may become angry and argumentative, depressed, quiet or withdrawn. They may also feel tense, sad, anxious or confused. Alcoholism, like any other illness, may strike at any age. These individuals may be aware of the consequences of alcoholism, but the compulsion to drink within them often overpowers them, so they just can’t stop drinking. Alcohol becomes the most important part of their lives. It totally consumes them so that all their thoughts and actions somehow become associated with alcohol. Alcohol has direct toxic as well as sedative effects on the body.When coupled with an individual’s failure to take care of his or her nutritional and physical needs during prolonged periods of excessive drinking, matters are further complicated. The effects on major organ systems are cumulative, which also includes several disorders for the digestive system. Blackouts, hallucinations, and extreme tremors may be experienced by the alcoholic. Aside from occasional emotional instability or â€Å"mood swings†, permanent damage to other systems such as the cardiovascular and nervous systems may also be induced in alcoholics (Mack, Franklin and Frances 109).The organ most probably vulnerable to damage would be the liver, since this is where alcohol breakdown takes place. If constantly left to the task of removing alcohol from the blood, the liver may eventually become worn out. This may hinder the liver from properly performing its usual duty of removing other harmful substances in the body. One of the most dangerous diseases of the liver caused by long-term alcohol use is cirrhosis of the liver. Cirrhosis causes the liver to become inflamed and scarred, which leads to the destruction of the liver and eventually the person’s death (Mack, Franklin and Frances 109).Alcohol also affects a person’s cardiovascular and circulatory systems. It causes an increase in blood pressure, which makes the heart pump harder to be able to cir culate blood around the body properly. This may cause an increase in heart rate while at the same time reducing the heart muscle’s pumping capabilities. Abnormal heart rhythms may also be developed due to severe alcohol consumption. In fact, long-term and heavy use of alcohol may cause a condition of the heart called alcoholic cardiomyopathy.The consumption of alcohol reduces the effectiveness of heart muscles to contract and may eventually lead to heart failure (Snyder 39). Lack of blood flow resulting from this condition may also lead to multiple organ system failure. One’s nervous system is also not spared from the damage. Doctor Salomon Snyder states that â€Å"alcohol’s action on the brain is what causes people to feel intoxicated. A sudden intake of large amounts of alcohol may result in death because nerve impulses to the brain are dangerously blocked. Alcohol also has an increasing effect on our brain chemistry, which causes our behavior to change.This can make people do things that they would not do when they are sober† (37). Over time, heavy drinking may cause permanent damage to the central nervous system. Drinking even a small amount of alcohol can make you sleepy, confused, uncoordinated and unsteady. Heavy drinking can cause or worsen urinary incontinence, problems with walking, depression, sleep disturbances, memory loss, high blood pressure, and bleeding in the digestive tract (Snyder 40). Some other observations on alcohol usage according to the Encyclopedia of Psychoactive Drugs, include its immense effect on our brain.This results in difficulty walking, poor balance, and slurring of speech. At higher alcohol levels, a person’s breathing and heart rate will also be slowed and vomiting may occur. Alcohol is also known to cause sleep disturbances. Numbness and tingling sensations may also occur in the arms and legs due to the low thiamine levels (38). Most people see alcoholism as a disease closely related to males. It is shown by the figures however, that as many as half of the nation’s alcoholics are actually women.The reason why most female alcoholics cannot be seen is that they are usually closet drinkers. You rarely see women exhibiting behavior associated with alcoholism in public, while this phenomenon may be more readily observable for men. It is actually easier for a woman alcoholic to damage her body than it is for a man. The physical damage is aggravated since women generally wait longer to seek help since the society places a greater stigma on women than on men with regards to this. The livers of women are not as capable of processing alcohol when compared to those of men.This makes women alcoholics susceptible to developing liver problems with lower levels of alcohol in their bodies and after shorter periods of drinking (Snyder 62). The presence of large amounts of alcohol in women may interfere with fertility by upsetting the hormones in their body and can increase t he chances of a miscarriage. Women alcoholics who become pregnant may cause damage to the fetus in their wombs, which is called fetal alcohol syndrome. It can cause complications such as physical deformities and mental retardation (Labtestsonline).Elizabeth Somer claims that â€Å"women are more susceptible to tissue damage from elevated alcohol levels and have an increased risk for breast cancer, osteoporosis and dementia† (224). She goes on to mention that over 60 health problems can be linked to this addiction, including damage to the digestive, cardiovascular and nervous systems. The mechanism has yet to be determined on why alcohol is considered a carcinogenic or cancer-causing substance, but most theories point to alcohol’s tendency to increase the amount of estrogen present in a woman’s body.Increased levels of this hormone have been linked to occurrences of cancer. People suffering from alcohol dependency perceive indulging in alcohol consumption as a ne cessity. Problems of whatever nature in their lives are ignored by these individuals so long as they can persist in their drinking. Thus, people afflicted with the disease often find themselves hindered from achieving their full potential as productive members of the society. By continuing in this sort of behavior, these individuals might go on to create not only problems for themselves, but also for others around them.Alcohol causes a change in brain chemistry which results in changes in behavior such as increased aggression and reduced fear which may lead us to take needless risks. Alcohol can cause people to be rude, verbally abusive, and physically threatening. This is because some people turn to alcohol to express hostile feelings that they wouldn’t be able to express when they are sober. These factors almost always lead to trouble or confrontations with people around the alcohol dependent, including complete strangers. Perhaps no other scenario presents this more clearl y than when people drive while under the influence of alcohol.According to the Centers for Disease Control and Prevention website, an individual was killed in alcohol-related car crashes about every half-hour, while injuries occurred every two minutes during 2005. Half of roughly 400 children riding with the drunk driver dying during that span died. Overall, alcohol-related motor vehicle deaths amounted for about 40% of the total traffic-related deaths for 2005. These crashes amount to about 51 billion dollars lost each year. Alcohol alone does not cause alcoholism, because if it did, everyone who drank would be an alcoholic.There are a number of factors that lead to alcoholism. Some scientists support the argument that becoming an alcoholic is purely the result of an individual’s genetics. Because of genetics, people tend to inherit an inability to handle alcohol, just like other people inherit other diseases from their parents (Niaaa. nih. gov). This may explain why alcohol ism seems to run in families from generation to generation, and why some people become alcoholics from the first time they drink. Aside from one’s genetics, one also cannot discount the role of one’s environment as well as the lifestyle one engages in.If children were exposed to drinking with drinkers who were careful and moderate for example, they would be more likely to become responsible drinkers. However, if they grew up seeing heavy alcohol use they would be more likely to also engage in that act also. Children that are exposed to a large amount of peer pressure from the kids around them also increase their likelihood of drinking. Some may start out as social drinkers who are able to control their drinking, but they may lose this control and be carried away, eventually becoming alcoholics themselves (Alcoholtreatmentclinics.com). Alcoholism seems to run in families. Although there is nothing conclusive, some studies have shown that all alcoholics have had a close alcoholic relative (Snyder 100). Like many drug abusers, alcoholics often drink hoping to â€Å"drown† feelings of anxiousness or depression. Some drink to reduce strong inhibitions or guilt about expressing negative feelings. The first, and probably one of the most difficult things that an alcoholic must do, is come to an admission that they have a problem.It is unlikely that they will be first to admit it, and they may usually deny that they are being controlled by their addiction. With their inability to discern things for themselves, other individuals such as close friends or relatives may sometimes have to take the initiative in reporting potential alcoholics. The difficulty with this lies in the fact that people cannot be forced to seek help against their will, unless special circumstances are present like being ordered by the court to do so. The NIAAA website offers eight steps for people who want to aid alcoholics who are unwilling to seek help.The first step, stoppin g â€Å"cover ups†, calls for those closely related to the alcoholic to finally make him or her accountable for the consequences arising from the addiction, instead of presenting excuses for the afflicted individual to others. This may be quite a difficult process, since our initial reaction would be to â€Å"protect† family or friends. When putting things in perspective however, we may eventually come to the conclusion that allowing alcoholics to be accountable to the products of their actions would be a much better option than continuing to risk his or her life because of our consent in their addiction.By taking this step, we are actually starting to really offer protection to them. An attempt must then be made to talk to the drinker. It was recommended that this be done immediately after any conflict or problem developed due to alcohol abuse. This must be done in a private setting where both parties involved must be calm and sober. One can choose places where relaxe d feelings are being evoked like the bedroom, or any other location where your conversation is not likely to be disturbed.By accomplishing this step, the alcoholic individual is shown that their rights are still being respected, while at the same time emphasizing the seriousness of your intentions. The third step calls for the concerned individual to voice out his or her growing anxiety regarding the alcoholic’s substance abuse, and how this has developed problems, including the most recent conflict. If the alcoholic has a tendency of being verbally or physically abusive towards people when drunk, this would be the appropriate time to mention it.Choose words which would be most effective in finally making the afflicted individual aware of just how grave the situation really is. Consequences of the drinker’s refusal to get help must then be stated next. These may include things such as moving out of the house. The site mentions that this is not a form of punishment for the drinker, but is performed to protect people close to the individual from harm. One should always be prepared to perform the statements that were mentioned at this stage and not simply bank on making empty threats.The degree of just how radical your threats would be, should of course, depend largely on the offenses made by the alcoholic mentioned in the third step. In the fourth step, a schedule may then be made for the local counselor or organization within the area, after gathering data on possible options for treatment and the alcoholic gives his or her consent. With regards to this, one can locate the best possible sources of help via the internet or by consulting the local directory. When the scenario arises that the alcoholic would refuse to cooperate, a friend may be called upon to perform the first four steps.Choose a friend who the alcoholic has great trust in, or perhaps someone who has already undergone rehabilitation themselves. Individuals with past experiences deali ng with alcohol problems may be very effective at this point, since they may provide deeper insight on how the rehabilitation process works. They may also provide the needed moral support when the alcoholic finally relents to seek professional help. Another option might be to confront the alcoholic as a group. With a group, one would essentially obtain several inputs regarding the situation.One of these ideas could prove to be the critical element in the alcoholic’s decision-making process. Coming face-to-face with several people may also heighten the situation’s level of gravity as perceived by the alcoholic. This step however, must always be performed under the supervision of a trained health care professional familiar with such matters to ensure. A briefing may be done prior to the confrontation to ensure that no actions detrimental to the goal of making the patient seek help will be committed. Lastly, individuals who live or know alcoholics might want to join group s such as Alateen, which caters to children of alcoholics.Organizations such as these provide the needed information and support for people who are closely connected to alcoholics to watch out for themselves, whether the alcoholic chooses to get help or not. If the alcoholic was physically abusive during the drunken state, it would of course be wise to know the options that one has in the situation. By getting adequate information, misery and regrets might be avoided by a lot of people, like averting situations when an alcoholic would inflict lifelong physical deformities on people close to him.Alcoholism is a disease that cannot be totally cured but people can at least recover from it and return to a normal way of life. The National Institute on Alcohol Abuse and Alcoholism website mentions how an effective program of medication and counseling may aid individuals in their struggle towards stopping alcohol abuse. Although the effects may vary from one person to the other, just like in other illnesses, the Institute firmly believes in the effectiveness of alcohol treatment. Family, friends, counselors and organizations such as Alcoholics Anonymous may offer the needed help and support towards the recovery of the afflicted individual.Sometimes, entering a detox center may even be necessary since this recovery process can be extremely difficult. In fact, some withdrawal reactions may include high fever, loss of appetite, nausea, uncontrollable shaking, hallucinations and even possible coma or death (Snyder 40). Limiting an individual’s intake of alcohol is deemed an ineffective strategy for alcoholics. Stopping the substance abuse may call for the outright absence of alcohol in one’s life. Some medications have been recommended to help alcoholics with regards to this. These include disulfiram (Antabuse ®), naltrexone (Depade ®, ReVia ®) and acamprosate (Campral ®).They may aid an alcoholic in alcohol reduction if not abstinence. Each type of medicine works in a different way. One’s craving for alcohol may be reduced, deter symptoms from alcohol abstinence from manifesting or make a person feel sick after alcohol consumption. No one medication however is deemed totally effective. Each case must still be assessed carefully before choosing which type of medicine to take. Just as much as alcoholics should not be feared, they should also not be loathed by our society. As mentioned in the earlier part of the essay, some people develop the drinking habit out of their perceived inability to handle problems.At the onset, this â€Å"habit† may actually be curbed through adequate attention and moral support being given to the individual by friends and family. Parents who try to educate their children on proper or social drinking might be doing their children a big favor, instead of letting young kids have their first drinking experience with peers. They can include ideas on just how much â€Å"too much† to dr ink is, as well as place specific rules on what activities to avoid upon consuming alcohol (driving, swimming, and other risky activities).Valuable insights may also be gleaned by parents from the experience of drinking with their children regarding their child’s behavior when engaging in the activity, and if the situation should arise, when their kids are drunk. If a person does get afflicted with the disease, there would still be many options available to counter the disease as mentioned before. Although it could prove to be a lifelong struggle, there are individuals who have been able to master the affliction and become successful people in society, with famed writer Stephen King being one of them.The issue of alcoholism is clearly not an easy one to confront not only for those mired in this addiction, but also for the people around them. Although the fight to recovery may not be easy, the right attitude from all the people involved combined with proper education on the to pic, could mean the difference for the health and safety of many people within our country. With the right approach, we can finally see the handling of alcoholism as an issue of giving second opportunities and success, instead of resigning ourselves to its usual tragic outcome. Works Cited â€Å"Alcoholism.† Labtestsonline. org. 1 May 2008 Chopra, Deepak, M. D. Overcoming Addictions. New York: Three Rivers Press, 1997. â€Å"FAQ for the General Public. † Niaaa. nih. gov. 1 May 2008 â€Å"Impaired Driving. † Cdc. gov. 1 May 2008 Mack, Avram H. M. D. , John E. Franklin, M. D. , and Richard J. Frances M. D. Treatment of Alcoholism and Addictions. New Jersey: American Psychiatric Publishing Inc. , 2001.Snyder, Solomon H. M. D. The Encyclopedia of Psychoactive Drugs – Alcohol and Alcoholism. New York: Chelsea House Publishers, 1992. Somer, Elizabeth. 10 Habits That Mess Up a Woman’s Diet. New York: McGraw-Hill, 2006. â€Å"Types of Drinkers. † Alcoholtreatmentclinics. com. 1 May 2008 â€Å"U. S. POPClock Projection. † Census. gov. 1 May 2008 â€Å"Understanding Alcoholism. † Campral. com. 1 May 2008

The Midland Essay Example | Topics and Well Written Essays - 750 words

The Midland - Essay Example The Midland area has unique internal characteristics. Two key cities in the Eastern United States are represented in the Midland super region due to historical and cultural issues. The Midland does not illustrate the homogeneous aspect which marks the North. Several midland cities have formed a unique dialect character. Philadelphia is considered the most extreme type. The presentation focuses on the general features of the entire Midland, and also the concentration on the particular and unique cities. Because St Louis, Cincinnati and Pittsburgh are very distinct from other Midland areas, they deserve separate analysis. The Midland is separated from the nearby territories through the low back merger aspects. The lower /o/ emerges as /oh/. The Telsur pair data comprise four allophones categories: before /n/, before /t/, before /l/, and finally before /k/. The symbol is considered blue if they are different in perception. The green symbol is applied, if they are similar in perception and also production. The orange symbol appears when perception and production illustrates similar or different illustrations. These data divide the map into three categories. Western Pennsylvania majorly illustrates the merger, St Louis represents the distinction, and finally the transitional state represents the other Midland. The Midland represents the area that is consistently transitional, in terms of the low back merger. The Midland area has the general feature of illustrating the /ow/ nucleus. This feature is shared between the Midland and the southeastern super region. This feature differentiates the two regions from West and North. A huge proportion of the Telsur speakers in the Midland illustrate certain degree in fronting the /ow/. Extreme /ow/ fronting is determined through the mean value higher than 1550 Hz, which is the normalized distribution centre. The greatest concentration of the extreme fronting is illustrated through

Family in Europe History Coursework Example | Topics and Well Written Essays - 1500 words - 1

Family in Europe History - Coursework Example Sex was therefore often considered to be simply a means of producing the future workers of the farm. In order to make sure heirs would be born, premarital sex was not entirely frowned upon. If the girl became pregnant before marriage, it was proof that she was fertile and the marriage could be made official. The land had also become more productive and new industries were born, creating a need for greater numbers of workers and forcing society to be both more lenient toward unwed mothers and more accepting of their children. Although laws had been written to prevent servants and unlanded peoples from marrying, this did not prevent them from engaging in sex with desired partners, thereby producing illegitimate children who were often welcomed into the household as future workers and guarantors that the farm or the industry would thrive. Individuals in poorer households generally married for economic reasons and worked hard all day while practicing a general hands-off approach to human relationships. People in the upper classes often took on lovers to excite them sexually because they were not limited by the same economic constraints and their time was not wholly devoted to sustenance and support. The bourgeois morality that began in the eighteenth century grew out of the marriage and sexual practices of the nobility class. Because marriage was seen as more of an economic arrangement, it was generally considered unwise to hamper it with excessive love at the same time that an aesthetic appreciation for sex, with extramarital partners, was being developed. However, as industries began to move outside of the home and families began to live in closer proximity to each other, emotional attachments became stronger and the idea of marrying for love rather than money began to take precedence. Because the family no longer worked within a larger community of servants and siblings to maintain the family farm or the tradesman’s shop, they were

Scheduling -312 Forum 3 Assignment Example | Topics and Well Written Essays - 250 words

Scheduling -312 Forum 3 - Assignment Example The board of professionals must also keep in touch with the classification societies of the shipping industry to keep up with the laws and rules. An advanced planning and scheduling system has now become necessary in the shipping industry. The advanced system would also ensure the quality, efficiency, teamwork, time management, safety of the crew, and machinery. Once a centralized digital system is used, most of the things will be handled (Oz, 2008). There may be many challenges faced when it is about implementing a digital software system for the maintenance and handling of the operations. The software would require skilled experts to handle and operate it for different tasks (Richard, 2009). There will be more skilled labor needed on the software to incorporate each activity such as maintenance, safety, and quality control. The data networks are complex which are usually challenging for the board of

Communcation ethics and society Assignment Example | Topics and Well Written Essays - 250 words

Communcation ethics and society - Assignment Example Despite being the newspaper’s employee, â€Å"her opinions are her own† (Sullivan, â€Å"About the Public Editor†). If the position serves its true purpose, the results and effects of having a public editor is toward ensuring journalistic credibility and integrity. It also gives the newspaper a more positive reputation in the eyes of the readers. A journalist’s ethics greatly affect the newspaper and its readers because the ethical standards are what guarantee accuracy, fairness, and clarity in journalism. Q1: In the diffusion of innovation theory, can it be assumed that information that the masses receive are already fated from the beginning (Fuchs 13), thus leaving the masses with no choice regarding what is presented to them? Q2: According to the media information utility theory, people in urban locations turn to various forms of media for information (Fuchs 16). With the influx of social networking sites providing vast amounts of information to people (Fuchs 18), how can newspapers guarantee that they are not swayed by the want and need to provide â€Å"breaking news† (that proliferate in such sites) in order to

South Africa Apartheid Essay Example | Topics and Well Written Essays - 2500 words

South Africa Apartheid - Essay Example "the doctrine of Marxian socialism" is one "which aims at the establishment of a despotic system of government" and "which aims at bringing about any political, industrial, social, or economic change within the Union by the promotion of disturbance or disorder, by unlawful acts or omissions or by the threat of such acts or omissions or by means which include the promotion of disturbance or disorder, or such acts or omissions or threats."4 Besides outlawing the Communist Party, the Act authorized the outlawing of "any other organization . . . which engaged in activities calculated to further the achievement of any of the objects of Communism."5 The end of 1950s marked a difficult period for the ANC. The South African government stepped up banning and imprisonment to restrict action and protest. In a long, drawn-out trial set up by the government, many Congress leaders were charged with treason. Although the trial ended with acquittals for all who had been charged, it used up many of the resources of the Congress in terms of money and lawyers, and diverted the Congress from its principal mission. Before the massacre, On March 18, Sobukwe called a press conference, announcing that two weeks earlier he had written Lutuli, inviting the ANC to join in the campaign under the banner "service, sacrifice, suffering." 6 On March 20, 1960, Sobukwe announced a national 'anti-pass" campaign to be held on March 21, 1960, in which his followers were to surrender themselves at police stations without passes under the slogan "no bail, no defense, no fines." It was hoped that by insisting on arrest, the defiers would clog the jails, halt industry by their absence as workers, and thus force the government to accede to their demands. The leaders were to be in the... Besides outlawing the Communist Party, the Act authorized the outlawing of "any other organization . . . which engaged in activities calculated to further the achievement of any of the objects of Communism." The end of 1950s marked a difficult period for the ANC. The South African government stepped up banning and imprisonment to restrict action and protest. In a long, drawn-out trial set up by the government, many Congress leaders were charged with treason. Although the trial ended with acquittals for all who had been charged, it used up many of the resources of the Congress in terms of money and lawyers, and diverted the Congress from its principal mission. Before the massacre, On March 18, Sobukwe called a press conference, announcing that two weeks earlier he had written Lutuli, inviting the ANC to join in the campaign under the banner "service, sacrifice, suffering." On March 20, 1960, Sobukwe announced a national ‘anti-pass† campaign to be held on March 21, 1960, in which his followers were to surrender themselves at police stations without passes under the slogan "no bail, no defense, no fines." It was hoped that by insisting on arrest, the defiers would clog the jails, halt industry by their absence as workers, and thus force the government to accede to their demands. The leaders were to be in the forefront, inspiring the masses by their example of sacrifice. The PAC felt that the ANC's leaders had hung back at critical times, when the masses were prepared to forge ahead .

Dealing with Diverse People in the Workforce Case Study - 4

Dealing with Diverse People in the Workforce - Case Study Example As mentioned in the introduction, many people have already transferred from place to place and a lot of those people, the so-called immigrants, have already decided to stay and work on the foreign lands they have gone to. Hence, the main effect of this social move on achieving success in other places, the employment of the multicultural population has been the resort to supporting the lives of the said immigrants. Hence, the workforce of every company making up the business industries is at times having the same worries on how to face the challenge of dealing with and managing people who are widely different from each other. Understanding this particular factor suggests that Lael Matthews is indeed facing a particular management dilemma that practically subjects her to a decision that needs to be made abruptly and systematically understanding the fact that this particular decision would directly affect the organization as a whole. Having this responsibility established right upon her shoulder, it could be observed how important her decision is going to be in connection with the growth of the organization that she is standing for. To know how complex the matter is, the definition of the entire situation shall be presented below. There are three managers vying for the promotion that is to be given to only one particular candidate. Among the candidates included three major personnel which included Liz, Roy and Quang Yeh. All particular individuals have had their own chances of serving the organization for quite some time and had been able to find ways to improve the progress of the business for some certain ways in their own remarkable ways. Liz, for example, is a 34-year-old African American woman who has a child and has at least served the company for at least 4 years. She has been noted though to have a high energy level. Practically, the basic reason behind the nomination of Liz for the promotion is the fact that she is an African American woman and that her promotion would boost the confidence of the people working for the organization.

Six Sigma Research Paper Example | Topics and Well Written Essays - 2500 words

Six Sigma - Research Paper Example Brief History As a measurement standard, on the one hand, Six Sigma dated back to the 1800s when the German mathematician named Carl Frederick Gauss introduced the notion of normal curve (Islam 17). As a standard in variation, on the other hand, Six Sigma originated in the 1920s when Walter Shewhart, a Bell Telephone Laboratories statistician, proved that the three sigma from the average level are the reference point by which the process in question requires correction (Islam 17). On the other hand of the scale, the history of the praxis of â€Å"Six Sigma† in companies is fairly modern. Its coinage was made only in the 1980s by the Motorola engineer named Bill Smith. According to Islam, Smith is the individual credited in coining such term (17). Smith’s Six Sigma is one of the results from the Motorola’s decision to secure its global leadership. In the same decade, perhaps prior to Smith’s coinage, the executive leaders of the Motorola Company established a four-point plan as a response to Sundry’s â€Å"[o]ur quality stinks† (Barney and McCarty 2). Here, Sundry refers to the feedback expressed by the company’s costumers concerning product quality. ... In the third point plan, one observes that the phrase â€Å"quality improvements† -- probably the early definition of â€Å"Six Sigma† -- is a concept that comes from the principle or theory prominent in TQM. That is to say, Six Sigma in its early inception is not far from similar to TQM in a fundamental manner; the modification only occurs in the TQM’s adaptation or application to the Motorola culture. Definition and Methodology Pande, Neuman, and Cavanagh define the notion of Six Sigma in several ways; they state that Six Sigma is a way, a goal, an approach, and a system (77). First, Six Sigma is essentially a way or method of measuring certain process or processes. This implies that Six Sigma is a technique in which a particular activity or phenomenon (e.g., manufacturing products) is quantitatively measured. Second, Six Sigma is a goal, or has an end, of near perfection, which is quantifiable by 3.4 Defects per Million Opportunities or DPMO (Pande, Neuman, an d Cavanagh 77). As an end, the application of Six Sigma to a specific process or activity largely aims for a 3.4 DPMO; that is to say, for every one million of company products being manufactured, the number of their defects should be within the 3.4 range. Third, Six Sigma is an approach in which the culture of the organization is greatly altered. This definition of Six Sigma is historically grounded; it reminds us of Motorola’s 1980s third point plan -- the function of quality improvements to the company’s culture. Unlike the practice of traditional management, Six Sigma as an approach changes significantly the roles of the members (i.e., top and bottom) of the organization. The functions of leaders and their subordinates are fundamentally modified. Fourth, Six Sigma is

Individual report Essay Example | Topics and Well Written Essays - 500 words - 3

Individual report - Essay Example The implication Brain in organization, Gareth Morgan metaphor â€Å"the brain† is very instrumental in highlighting the challenges we faced as an organization. The CEO as manger demonstrated the principal of the brain according Gareth Morgan. The CEO was more of a facilitator, practiced boundary management and more of orchestra1. The metaphor organisms, the organization as machine it visible under the specific goals and objectives. The organization in question has blue prints that specifically form the organizational chart and the team has specific assignments and goals to achieve hence, they are expected to act in a given manner2. The CEO is the coordinator of all the other group members that are assigned duties that rhyme with their experience3. An element of machine is evident in this case as there is the marketing and sales role, finical department and the design department. 1. SimVen virtual organization are an essential learning tool that portray the real business environment. The tool facilitated the CEO with an opportunity to coordinate the group well and make the right decisions that were vital at the right moment and time. SimVen virtual organization creates the different environments that are present in each organization. At one point in the project, the owner of the company was being underpaid. The fact above is evident even in real organizations. 2. The experience of using SimVen virtual organization has been very instrumental in molding the group o the real aspects of an organization. It is clear that when the CEO coordinates well the group in making decisions the results is success. As the brain, SimVen virtual organization tests all the real life aspects of an organization in real life. He should not be the ultimate designer and kill creativity in the organization. 3. Clearly, from SimVen virtual organization, as a group and at individual basis it is clear that the CEO is an important link in any organization. He is expected to be a

Gone with the Wind Essay Example for Free

Gone with the Wind Essay Gone with the Wind is a film based on Margaret Mitchell’s book with the same title. Tagged as one of the most memorable love stories in American history, Gone with the Wind is not only a story of love between Scarlett O’ Hara and Rhett Butler but is also a story of a woman’s struggle to keep her family alive through years of war. Set against the American Civil War, the film is mainly influenced by the events of that time. We get a glimpse of the social structures of the 1800’s and of the roles expected of women at that time. B. MEDIA The film, despite its historical background, is more of a dramatic manifestation rather than a documentary of the events during the American Civil War. Done in Technicolor, the film features theatrical music with a touch of country to go well with the Atlanta and Jonesboro settings. The music was mostly passively used in the background, segued to indicate change of scenes. However, there were some scenes when music was an integral part, enhancing the emotions and actions depicted in the film. Being a really old film, Gone with the Wind does not have the special effects that movies nowadays have. It is, however, effective in recreating the Civil War and making the viewers feel what it would have been like to be in that situation. Explosions and gunfire were used to reestablish the film’s setting. Shots were very conventional, using wide shots to establish a scene and close-ups to enhance emotional integrity. Gone with the Wind, featuring mostly Southern characters, includes a plethora of characters speaking with a Southern drawl. The language was mostly contemporary, with a few slang usages here and there. Hats off to the well-known actors such as Clark Gable (Rhett Butler), Vivien Leigh (Scarlett OHara), Leslie Howard (Ashley Wilkes), and Olivia de Havilland (Melanie Hamilton) for pulling off the characters originally designed by Margaret Mitchell. They were excellent actors and they gave life to characters recreated in this screenplay by Sidney Howard, though the story was flavorful enough that it can be portrayed by anyone with good acting skills. Featuring well-known actors, though, helped promote the film and possibly helped in raking in big money for the producer David O. Selznick. C. CONTENT The film offered abundant source of memorable scenes. In one of the earlier scenes, we see Mammy helping Scarlett get ready for the Wilkes’s barbeque party. Instead of a grumpy, complaining slave, Mammy seem to be in high spirits and just happy helping out the O’ Hara sisters. Though this highlights the sad social structure existent at the time of the movie, Mammy’s strong hold on Scarlett and her â€Å"don’t give me nonsense† approach to Scarlett’s usually hard-to-resist charms show how – despite the racial structure of the times – African-Americans play an integral role in the American household. However, in another scene, African-Americans were depicted in a negative way. When Melanie Hamilton was about to give birth, Prissy lets it slip that she is knowledgeable in midwifery. At a crucial point of the childbirth though, Prissy panics and admits, â€Å"Lawzy, we got to have a doctor. I don’t know nothin’ ‘bout birthin’ babies. † This is eye-catching in the sense that is ‘glorifies’ one of the stereotypes associated to African-Americans. The way Scarlett O’ Hara acts is also often a point of contention in the movie. Though shown as a strong woman who was able to carry her family through bad times, Scarlett was also shown to be clingy and desperate in most scenes. This was most apparent during the Wilkes’s party, when she choreographed the whole afternoon to catch Ashley’s attention. In all the scenes mentioned, the main issue revolved around racial, social, and cultural boundaries. The scenes depicted how far along societal rules were during the setting of the movie. Though often criticized for being too leaning on stereotypical portrayals, Gone with the Wind still is very much a picture of the truth of that existed back then. D. BIAS Victor Fleming, the credited director of Gone with the Wind, was mostly an action film director and had his first hand at romantic drama with the film in discussion. One cannot say, though, that whatever biases the film had been his â€Å"fault†. Gone with the Wind is mostly producer-driven and Fleming may only have marginal influence on the film’s outcome. And since the film was highly-based on the novel, the â€Å"biases† can be attributed to what Margaret Mitchell wrote. (Myrick 126) E. EFFECTIVENESS / HISTORICAL CONTEXT Though very different from films that most of us are used to nowadays, Gone with the Wind was very effective in evoking the emotions it aimed for. The combination of the restructuring of the Civil War and the powerful acting accounts for the film’s effectiveness. The combination of both – plus its basis on a historical fact – also points to why the film was very profitable. Every American knows of the horrors that the Civil War brought us and the film’s effective depiction of this point in history made everyone love the film more. All in all, the film – with its combination of a moving plot, powerful cast, and good filming – was worth a watch. Though mostly dramatic than historical, anyone who wants to relive the Civil War can give this movie a shot. WORKS CITED Myrick, Susan. White Columns in Hollywood: Reports from the GWTW Sets. Macon, Georgia: Mercer University Press, 1982.

Evaluation Of Four Different Learning Theories And Models

Evaluation Of Four Different Learning Theories And Models In this section of the essay I will describe and critically evaluate four broad theories of learning in the context of my subject areas. I have a numerate background with undergraduate degree in Physics and an MSc in Software Engineering. I have a PhD in Ecological modelling and my research is focussed on the simulation and visualisation of complex systems. The subject areas I teach are numerate based, and range from mathematics, statistics, computer programming and visualisation and my teaching activities are across three schools: SCS, CES and IAGM. Learning theories/models The first learning theory to be researched in the 19XXX, based on the work of Pavlov and Skinner, is known as the behaviourist theory. In behaviourist theory learning is a mechanical process of habit formation, by means of frequent reinforcement of a stimuli response sequence, this can be thought of as conditioning. Behaviourist learning has been traditionally used in the teaching of languages. Pavlovs behaviourist theory (Ref) underpinned the Audiolingual Method of the 50s and 60s. Some features of the audiolingual method that align well with the behaviourist theory include: the sequence of learning a new language is rigid and involves, hear, speak, read and write, frequent repetition essential for effective learning and all errors immediately corrected. Other discplines such as Chemistry and Physics have used behaviourist methodologies for practical laboratories. Behaviourist learning is still used in universities today as part of the whole teaching and learning process. In fact i t can be argued that we do indeed reward our students by allocating good grades as a consequence of their demonstration of their learning. In this way good learners get rewarded with good grades. Behaviourist theory was criticised in the 1960s when Chomsky questioned how the mind was able to transfer what it had learned in one stimulus-response sequence to other novel situations. Chomsky (1964) proposed that if thinking was rule governed a small, set of finite rules enabled the mind to deal with potentially an infinite range of experiences it may encounter. The obvious implication of this was to consider learning as the acquiring of rules and not habits as with the behaviourist model. This is stated more recently in Stevick (1992) when he considers that learning is much more than imitatic habit formation. This was the rise of cognitive theory and one of the key features is the process of acquiring new rules i.e. expanding the cognitive network, drawing on the individuals experiences. This way the individual is an active processor of information (Auszibel et al XXXX) rather than passive receiver of information. Cognitive learning is exemplified in basic teaching activities suc h as problem solving which is used, albeit to varying degrees, in most disciplines. The next development in learning theories was constructivist approach, led by Jean Piaget and Bruner. Unlike the cognitive approach which encourages learners to use mental powers, to distill a workable rule from information provided but was teacher centric, the Constructivist approach is very much learner centric and led to the learner-centred educational paradigm. This is highlighted in the Learning Theories text Experiential learning a recent learning models and depending on the teaching activity can be categorised as a cognitivist or a constructivist approach. Kolb (1984) matched types of cognitive processes with specific types of instructional design strategies that encompass four learning styles: Reflector, Activist, Pragmatist and Theorist. In this respect, Kolbs model differs from others since it offers both a way to understand individual learning styles, which he named the Learning Styles Inventory (LSI), and also an explanation of a cycle of experiential learning that applies to all learners. Kolb states learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it. This is illustrated in the diagram below. Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes. Science uses mainly constructivist approach but different models will be used at different. Different domains use different approaches to varying degrees, in order to be a good scientist a degree of curiosity is required which explores ideas and possible solutions, applying the process of science to open minded enquiry and combining new experiences with information already acquired as a personally constructed meaning is formed . Extyensions of Kolbs work include that of Honey and Mumford (1986). The main difference being XXXXXXXX I will now discuss the application of each of the models in my subject areas and describe personal encounters with these models. Within my subject areas behaviourist theory is still applied for example rote memorization, drill and practice. Also the use of a token system to reinforce positive academic performance and student behaviour. A classroom application of using drill and practice includes using computer software, such as Math Blasters. These types of software provide positive and negative reinforcements for answering math problems correctly or incorrectly. A final example highlighting the behaviourist theory is rote memorization. Rote memorization may include memorizing addition or multiplication facts or memorizing state capitals (Woolfolk XXXX).. The behaviourist approach to teaching has practical applications in education. In particular, understanding basic skills and core subject knowledge. The approach of using positive and negative reinforcements to elicit desired behavi ours of students is also useful in establishing and maintaining classroom management. Cognitive theories however move beyond the habit formation process of behaviourism and when teaching mathematics or programming the learner should be provided with the opportunity to spot patterns and infer relationships between concepts in order to construct their own understanding. With cognitive approaches they are usually teacher directed I use this approach in practical classes for both statistics and 3D graphics programming where the first half of the lab is directed to help learners apply the concepts of the lecture and to ensure coverage of specific material. Typical classroom instruction, consistent with the constructivist learning theory that are used in my subject area include: problem-based approach to teaching, hands-on activities, experimentation, and simulations. Hands-on activities are also used in the constructivist model. This example is taken from Bruner (1973): The concept of pr ime numbers appears to be more readily grasped when the child, through construction, discovers that certain handfuls of beans cannot be laid out in completed rows and columns. Such quantities have either to be laid out in a single file or in an incomplete row-column design in which there is always one extra or one too few to fill the pattern. These patterns, the child learns, happen to be called prime. It is easy for the child to go from this step to the recognition that a multiple table , so called, is a record sheet of quantities in completed mutiple rows and columns. Here is factoring, multiplication and primes in a construction that can be visualized. Overall, the constructivist approach to teaching allows students to actively be involved in decision-making and problem-solving scenarios. In 3D graphics students are often given simulations and demo programs of a particular technique i.e. the Phong lighting model that they can manipulate and change to see the effect. The students task would then be to implement their own version of a Phong lighting model. .Prior knowledge and past experiences help shape student connections to new material. Students use higher level processing skills and apply that knowledge to the world in which they live. The use of Kolbs model has been applied in at least two of my reaching activities, teaching computer programming for visualization and the mathematics of 3D graphics. Kolbs model applied to learning a software program: Active experimentation Jumping in and doing it. Reflective observation Thinking about what you just performed. Abstract conceptualization Reading the manual to get a clearer grasp on what was performed. Concrete experience Using the help feature to get some expert tip Kolbs model applied to learning algebra: Abstract conceptualization Listening to explanations on what it is. Concrete experience Going step-by-step through an equation. Active experimentation Practicing. Reflective observation Recording your thoughts about algebraic equations in a learning log. Now when I teach these topics I introduce Kolbs model and encourage student to use it to in order have a more effective approach to learning. In conclusion, I have described the 3 main learning theories and how they can be used in my subject areas. From this it can be concluded that a single core learning theory can not be used in HE alone, even in one specific discipline. It is clear that each of these models has its own strengths and limitations. I hope I have shown that teachers have to adopt a balance between each of the learn ring models paying particular attention to satisfying individual preferences of approaches by developing inclusive teaching materials. Bruner, J. (1973). Going Beyond the Information Given. New York: Norton. Critique the development of a major educational policy and practice in UK Higher Education since 1950 Higher Education has evolved during the last half a century in terms of provision availability and participation and this is partly due to changing policies, practice and the rise of technology. I will describe in this essay the key policy drivers that have been introduced in HE and discuss how they have changed the face of Higher Education. In the 1960s the government (Labour at the time) set up a working committee to identify solutions to the lack of participation in Higher Education and to encourage lifelong learning to cater for the postwar bulge. This committee was chaired by Lord Robbins and were defined with a clear task: to review the pattern of full-time education in Great Britain and in the light of national needs and resources to advise Her Majestys government on what principles its long-term development should be based. In particular, to advise, in the light of these principles, whether any new types of institution are desirable and whether any modifications should be made in the present arrangements for planning and co-ordinating the development of the various types of institution. The committees findings were set out by 180 recommendations that can be summarised into three categories: 1) Courses of higher education should be available for all those who are qualified by ability and attainment to pursue them and who wish to do so: 2)The expansion should be carried out mainly by development of existing kinds of institutions-existing universities, the creation of new ones, the granting of university status to Colleges of Advanced Technology (CATs) and later to some Teacher Training Colleges (TTCs) and Regional Technical Colleges; 3) should be self-governing and financed by grants distributed through an independent Committee like the present. After the recommendations of the report that coincided with the 1960s saw the rise of plate glass universities, incidentally Robbins was not responsible for their foundation, the rates of participation in higher education soared ahead of most expectations. The speed and the scale of the expansion have been unprecedented within the UK and some outstanding achievements deserve to be recorded and celebrated. For example, the statistics show that within one generation the UK has achieved equal proportions of women and men in undergraduate HE. (Edwards 1997, Williams 1977) This was achieved by expanding the university network from the well known ancient and redbrick universities to include the plate glass universities. The number of institutions subsequently rose from 20 to 43 in a X year time frame. The success of the Robins report is much debated, it contributed to the expansion of universities, although it was theUniversity Grants Committee in the later 1950s/early 1960s that was responsible for the emergence of the Plate Glass universities, known as Plate Glass due to architectural style. Moreover, the system has still to develop a strategy for lifelong learning.(Tight 2009), this was later addressed in the Dearing report. Others state the recommendations based on evidence presented was biased and incomplete. And if other statistics and figures had been used that it could have trumpeted the achievements of the British system (Tooley 1996). To address wider access issues in 1969 the UK government founded the Open University on the belief that communications technology could bring high quality degree-level learning to people who had not had the opportunity to attend campus universities. This was a unique and innovative approach to HE in several aspects: its open admissions poli cy and distance learning strategy. There was little major policy renewals and recommendations in the 1970s 80s .Since the Robbins report powerful forces, technological and political, were driving the economies of the world towards greater integration and the Dearing report was commissioned in the 1990s, tasked to make recommendations on how the purposes, shape, structure, size and funding of higher education, including support for students, should develop to meet the needs of the United Kingdom over the next 20 years. In the report titled Higher Education in a Learning Society there were a total of 93 recommendations made and perhaps the most notable change in funding was a shift from undergraduate tuition being funded entirely by grants from the government to a mixed system in which tuition fees were supported by low interest government loans. Those that benefit from HE should pay for it, as it is assumed that better paid jobs will be attainable with a higher degree. This was not b aulked at as in the 90s there had been a lot of uncertaintly in Higher Education and plolicies had lurched from contracting the number of students to increasing them. Underfunding had left universities so stretched they were about to snap (Sheppard and Crace 2007 ) . The amount universities had to spend on teaching had halved, and funding for infrastructure and research had been reduced. The crisis in 1996 was the result of a period of very fast growth in student numbers, financed in very substantial part by severe reductions in the unit of resource [the amount a university spends on each student] for teaching, and massive decay in research infrastructure. Other key issues raised were pursuing quality in our teaching and research and a commitment to high standards and as a result the Quality Assurance Agency (QAA) was set up to monitor standards of education in HE institutions in the UK in all teaching activities. The Research Assessment Exercise initiative was established to assess institutions quality of research. Each institution department receives a score on the quality and impact of their research and mapped to the score are research funds from the UK Research Councils. The RAE is now superseded by the REF which is deemed to be fairer. The Dearing review has been deemed successful and there have been quantitative figfures published by Watson that calculated that 28% of Dearings recommendations have made a difference, 16% have been overtaken by events, 11% were rejected, 29% happened slowly and 16% have seen no specific progress. Since the Dearing report there have been political drivers to ensure that the UK skill market for 2020 can maximise economic growth, productivity and social justice. In 2006 the Leitch report was tasked to consider this and to consider the policy framework required to support it. It reports on skills from level 1 4, level 1, 2, 3, and 4 maps to numeracy and literacy, GCSEs, A levels and higher degrees respectively. One of its goals is that more than 40% of adults should be qualified to Level 4 and above in 2020 (equivalent to degree-level qualifications), up from 29% in 2005. Another issue linked to the Leitch report is tat of graduate employability. There is no debating that a major responsibility for the smooth integration of graduates into professional life and hence society, lies with the HEIs. (Pukelis et al 2007). This is changing the shape of Universities and requires universities to be more outward looking. Recognition of this responsibility has prompted considerable debate within educational, employer and political spheres about the skills and attributes expected of graduates, and how these might be fostered. Universities are devising strategies for ensuring that their graduates possess a set of graduate attributes that can be linked to employability and managing rapid socio-cultural, political, economic and technological change. To summarize HE has changed significantly from the 1960s. The increase and projected further increase in student numbers is one important change. Concurrent with this has been the greater equality and diversity in the profile of HE. students. The advancement of technology and methods for distance learning have evolved, devolving the notion of a central University to a distributed University, aiding the increase in student numbers. As student numbers increased there was a strong focus on maintaining quality via the QAA policies and strategies for ensuring quality of research and teaching have been overhauled and change the manner in which Universitys teaching and research are assessed. There has been a move for universities to be more skill oriented where level 4 generic skills, also termed graduate attributes, can be engendered in students and potentially measured. Finally there is a move for to become more outward looking. http://www.timeshighereducation.co.uk/story.asp?storyCode=92887sectioncode=26 http://www.guardian.co.uk/education/2007/jul/24/highereducation.tuitionfees Edwards T (1997) Educating leaders and training followers?. In Edwards, T et al Separate but Equal? A Levels and GNVQs, London: Routledge. Williams G (1977) Editorial, Higher Education Quarterly, Vol 51, No 1, January, 1-5. http://www.timeshighereducation.co.uk/story.asp?storyCode=92887sectioncode=26 Tight, M. 2009. Higher Education in the United Kingdom since 1945. Society for Research into Higher Education and Open University Press 288pp. Leitch Review Index, HM Treasury, 2006-12-05 http://www.guardian.co.uk/education/2007/jul/24/highereducation.tuitionfees Pukelis, K, PileiÄ ikienÄ-, N, Allan, A and DailidienÄ-, E (2007) European and National Level Strategies for Competency-Based Curriculum Development: summary, HEGESCO, available at: www.decowe.com/static/uploaded/htmlarea/finalreportshegesco/European_National_and_Universities_Strategies_-_Summary.pdf Plan, deliver and reflect on learning and teaching sessions within a particular subject discipline The purpose of a curriculum design methodology is to try and increase the effectiveness and efficiency of the learning process based on current knowledge of how people learn. There are several methodologies available to curriculum design but a basic methodology that can be applied in the design of all types of teaching/learning scenarios is the Systems Approach. The systems approach tries to mould the input of a course/module in such a way to enable the optimal assimilation of knowledge and skills to take place during the learning process and hence maximise the quality output, [Ross TLA guide 3]. A diagram of the systems approach can be found in Appendix A. For the purpose of this report theories must be analysed with respect to the lecturers subject discipline. As an example the curriculum design of SE216 Operating systems and Networks will be discussed. The author ran this module last session but did not write the original module descriptor. The first stage in the systems approach is to consider the target population characteristics and the topic area. The 2nd year cohort will mostly consist of continuing students with a few direct entrants. It is important to profile the different educational backgrounds in terms of their previous knowledge to achieve a balanced approach to the planning of SE216. Another example of this which is indirectly related to the authors experience, is in the design of first year curricula to accommodate changes in the pre university curricula and to provide a smooth transition to higher education in the face of an increasingly diverse student population, (Cox, B. Ingleby, A., 1997). The next stage is to estimate the relevant existing skills and knowledge of learners. Students upon entering University possess a variety of skills all to varying degrees. The 1st year Dip HE Computing and IT, (replaces the HND) students are a mixture of school leavers and direct entrants. These students are given a series of study skill seminars so that they all know what is expected of them and to bring them to a common level. Another example of students bringing different histories to university is apparent in the teaching of first year programming SE111. These students encompass a vast range of abilities from those who have never programmed to the expert programmer. The teaching approach cannot be tailored to meet every students needs however the tutorials/labs were streamed to be aware of the vast individual differences and to ensure that the students received quality teaching, whether they needed to be taught from a beginners level or their knowledge reinforced. After taking these issues into account the next stage is the formulation of objectives/Learning Outcomes. It is the learning outcomes that encapsulate the new skills, knowledge or attitude that the new students will acquire. Listed below are the current objectives and suggested content of SE216 not written by the author: Objectives Understand the role and features of an operating system. Utilise at least one operating system to perform common tasks. Understand network topologies and protocols. On studying these the author felt that the objectives are ambiguous and vague using expressions such as understand and concept which are too illdefined to convey the exact nature of the behaviour being sought. It is extremely important that the objectives and learning outcomes are clear and concise to the student. Learning outcomes should be written in future tense and conveyed by verbs, which describe exactly what the student is, expected to be able to do after completing the learning process. More importantly the LOs should be written in such a manner that the students can easily understand them. A good educational objective is one, which contains an action verb describing an observable measurable performance, (Gronlund 1978, Mayer 1990). Taking this into account the previous objectives were rewritten by the author and are as below: Learning outcomes By the end of this module the student will be able to: Define the role and main features of an operating system. Demonstate the use of at least one operating system to perform simple tasks. Describe various network types, protocols and topologies. Outline the OSI Interconnection model and compare with existing operating system implementations. Once the LOs have been formulated the appropriate teaching method must be selected. There are numerous teaching methods available but one is confined by institutional constraints. The teaching methods must be selected with the appropriate LO/objective in mind and a combination of teaching methods can be used for a particular course. In SE216 a lecture is given which is the practical and most common way to convey information to a large group. The students also participate in a tutorial and lab group. Since one of the LOs is to be able to utilise an operating System it was felt that this learning process was best suited to an active laboratory. In the tutorials group discussions were encouraged also providing the students with an active part in learning the content of the module. It has been researched that group learning and discussions improves the quality of learning, (MCB, 1990). Directed study of material in textbooks is also used however well structured handouts were given out at each lecture which link the content of the lecture to the LOs more closely than the directed study. However it was felt that the directed reading was an important part in developing a culture of independent and deep learning. Students adopting a deep learning approach to their normal studies related new material to their own knowledge and experience, stressing the importance of reorganising new information in terms of existing knowledge structure, (Svennsson, 1977). Independent learning is encouraged as it leads to increased responsibility and autonomy on the part of the learner, (Richardson, J., 2000). There is a multitude of teaching approaches and it is important that the educator must feel comfortable with his/her choice of teaching methods or it will not be successful. Once the teaching methods have been decided the course must be assessed. The aim of assessment is to provide feedback and guidance to the learner and to judge the extent of learning. The assessment should test each LO and it has been found that varied assessment leads to improved learning, (Cox, B. and Ingleby, A., 1997). In the case of SE216 it was felt that the learning outcomes were attainable to two distinct areas the cognitive and the physchomotor domain. The cognitive domain applied to LO 2,3, and 4, which required the acquisition and application of knowledge and understanding. Learning outcome 3 belongs to the physchomotor domain and deals with the development of manipulative or physical skills. The physcomotor LO1 was assessed by a logbook which recorded the students actions and experiences whilst carrying out specific lab sheets. The second part of the assessment dealt with LO 2, 3 and 4, which involved knowledge and understanding of the content, (lower cognitive skills) and was tested in an exam. The exam was structured such that the student had to develop higher cognitive skills in the synthesis and processing of their knowledge i.e the first part of the question was knowledge based and the second part was application of this knowledge in a particular context. It is vital to realise that the systems approach is a cyclic procedure. Poorly achieved objectives/LO lead to a course designer to examine the entire system to see where improvements can be made. In SE216 less ambiguous statements of LO/objectives may improve student learning. Also a prior knowledge of Computer Architecture, SE215 was wrongly assumed even though it is a prerequisite on the module descriptor. A small collaborative group has been set up within the SE division to ensure that a consistent stream of Computing Infrastructure/Networks runs through the 1st 4th year BSc Computing course. The module descriptors of modules have been modified to reflect this. This will ensure that the students upon undertaking SE216 have the relevant background knowledge to do so. As an extra precaution the lectures will be modified this session to include a revision of computer architecture. On evaluation, (via questionnaires) of the module some students felt the module was biased with the bul k of the content on Operating Systems. The updated module descriptor aims to get a more balanced content with respect to Operating Systems and Networks. Finally there are disadvantages associated with the systems model. The main disadvantages being that the course/module may become too prescribed and lack spontaneity with an over emphasis on the LOs, REF. I felt that these disadvantages can be overcome by the educator bearing these points in mind and remembering that the LOs are only a guide to give the student an idea of the content of the module. Evaluation and Reflection The TLA principle, which is the focus of this narrative, is a lecture given to 2nd year BSc Computing students. The lecture is from SE216 Operating Systems and Networks. The module is split into two sections, part one being Operating systems and part two being Networks. This narrative pertains to one lecture given out of seven on Operating Systems. The aim of the series of lectures is to provide the students with the theoretical foundation relating to O/S. Each lecture is not treated independently or in isolation of other lectures but rather each lecture provides the basis for future lectures in the series ultimately building a coherent picture of Operating Systems. The delivery method chosen for this particular module was the traditional approach. This was found to be the most practical considering the large number of students, the type of material being taught and the environmental and staff constraints. The lectures were well structured always stating the aims and objectives of that particular lecture and providing a summary at the end. The lecture was always introduced so that the students were aware of that particular lectures relevance and how it fitted in with the previous lectures and future lectures. The author feels that this encourages effective learning, Bligh 1998. REF holistic approach. The lectures were always written in simple English, which is also thought to help students synthesise the material. It was also felt appropriate to involve the students in the lecture, which encourages active learning stimulating deep learning. Stalling the lectures and providing discussion questions based on important and fundamental issues achiev ed this. The students were also expected to sketch their own diagrams and carry out their own calculations. At the lecture handouts were also given out. It was felt that these were necessary to allow the students to listen and synthesise the material rather than spending most their time writing notes. Writing their own notes has disadvantages such as slow writers are penalised. However on evaluation next session a full set of lecture notes will not be provided. Instead a partial set of notes providing the students with the bullet points will be provided. The students will then be expected to add any details they felt were important which will again provide a more active learning experience. Directed reading was also given to the students to encourage deep learning. The main disadvantage of directed reading is that the student may not be able to relate the information to the LOs. It was felt that the directed reading was necessary so that the student would engage in independent learning which is the main aim of learning. REF Although the traditional approach was utilised it was felt by the author that it incorporated modern flavours making the lectures more interactive, fun and interesting. This hopefully encouraged the students to learn independently and deeply. It was felt that on the whole this was achieved. It is however vital to remember that this did not just depend on the mode of delivery and style of teaching but also on many uncontrollable factors. These include amount of reading, prepar

Plato and Aristotle Theory of State Comparison

Plato and Aristotle Theory of State Comparison Compare and contrast Plato’s and Aristotle’s accounts of the ideal ‘polis’ or state. Introduction Plato (student of Socrates) and Aristotle (student of Plato); two of the most persuasive rationalists of the splendid time of Greek era; Plato and Aristotle have colossally helped political rationale, aside distinctive domains. This essay will evaluate two diverse methodologies whilst discussing the reasons of comprehension, disagreement and epistemology itself; as regards the cures on the ideal state by both these Socratic academics. A State or polis is more than a legislature that is clear, governments change, but a state perseveres. A state is the method for guideline over a characterized or sovereign domain. It is made up by an official, an administration, courts and different foundations. (https://www.globalpolicy.org/nations-a-states/what-is-a-state.html). Plato was the first Greek scholar to attempt a watchful, deliberate investigation on systematic analysis in political thought. This essay will furthermore examine Socrates impact on Plato. It then takes a gander at Platos the Republic, and considers his model of a perfect constitution. It then concludes with a talk of Aristotles mind boggling and modern examination of political constitutions (Plato to Nato page 18) The ideal state The Ideal simply implies to an origination of something in its total flawlessness (perfection) Thusly, an immaculate state must be an express that is concentrated around a consummated standard. (http://www.oxforddictionaries.com/definition/english/ideal). A State is more than a legislature; that is clear. Governments change, however states persevere. A state is the method for guideline over a characterized or sovereign domain. It is made up by an official, an administration, courts and different foundations. (https://www.globalpolicy.org/nations-a-states/what-is-a-state.html). In their agreement and dis-agreement both Plato and Aristotle recommended what the idealised states should be based upon and how they ought to be. For Plato and Aristotle, the end of the state is good; as value (Justice) is the premises for the ideal state. Rulers= wisdom+ rational, Soldiers= Courage+ spirited, Artisans= Temperance+ Appetitive. The Ideal state ruled by the philosopher was made conceivable through an extravagant and thorough plan of instruction. The hypothesis of philosopher ruler was the linchpin of Plato’s Ideal state. It was gotten from the conviction that the scholar had the knowledge, judgment and training to lead. Decision like any other undertakings required abilities and capabilities. And its point was the general prosperity of all. A good ruler was one who saved the lives of his subjects, as well as changed them as people. A Philosopher is an ideal person to rule, for he wouldnt be enthused about getting wealth for amplification toward oneself. Socrates characterized a philosopher as one who cherished astuteness, had a passion for learning and was dependably and enthusiastic to learn. Furthermore Socrates emphasised on philosophers being individuals who cherished the truth. (A HISTORY OF POLITICAL THOUGHT : PLATO TO MARX, By SUBRATA MUKHERJEE, SUSHILA RAMASWAMY) A philosopher by his grasp of the idea of good was best qualified to rule, implying that knowledge could be obtained only by a select few who had the leisure and the material comforts. Plato shared the general Greek perception of that leisure was essential for the pursuit of wisdom. A philosopher would be able to administer Justice and Act for the good of the community. He would have a good character, a calm disposition and a strong mind. He would have the qualities of a ruler namely truthfulness high mind-ness, discipline and courage. Plato imparted the general Greek impression of that leisure was key for the quest for wisdom. Philosophers would have the capacity to control Justice and Act for the benefit of the community; would have a decent character, a cool manner and a solid personality. A Philosophers would also have characteristics of a ruler to be specific truthfulness high personality ness, order and boldness. (A HISTORY OF POLITICAL THOUGHT: PLATO TO MARX, By SUBRATA MUKHERJEE, SUSHILA RAMASWAMY Socrates analysed the genesis of states and urban communities, and called attention to that they emerged out of two reasons. The primary was common need and the second the distinctions in aptitudes of people was not independent and depend ended on others for subsistence. Plato made two imperative focuses. The principal was that each individual was a useful unit, allotted a specific errand with obvious commitments and privileges, which one was required to perform determinedly and carefully. It likewise underlined the way that nobody was destined to render a particular capacity. Secondly society was imagined as an issue, precise entire, in light of the distinguishment of individual gifts and contributions. . (A HISTORY OF POLITICAL THOUGHT: PLATO TO MARX, By SUBRATA MUKHERJEE, SUSHILA RAMASWAMY Education for Plato was intended to make the best possible environment for the sustaining and advancement of the human soul. In the Republic Plato dedicated more prominent space and attention to group of wives than to property. Since he was dismayed by the optional position ladies held inside the family, restricted to perform house hold errands. The dispassionate plan was focused around the premises that ladies and men were indistinguishable in regular enrichments and workforces. Having illustrated the points of interest of the Ideal state Plato inspected four different sorts of regimes. Timocracy- adoration for triumph and respect, aspiration and enthusiasm in war and cash making, Oligarchy- a state led by the affluent few, people giving more thoughtfulness regarding riches and cash making and less to uprightness, Democracy- was portrayed by permit, inefficiency, rudeness, turmoil and the majority rule man effortlessness more essentialness to his longings and hungers, no request or limitations and Tyranny- is described by the absence of sympathy toward ones subjects and a longing to get each of the one wishes. Each of these regimes had a comparing kind of individual. The inevitable destiny of every single regime was oppression. Despite the fact that Plato portrayed how regimes declined into oppression, he didnt clarify how they could recuperate from oppression. (Democracy As the Political Empowerment of the People: The Betrayal of an Ideal edited by Majid Behrouzi) The impact of Plato on Aristotle was significant and pervasive, Aristotle imparted to Plato on many different perspectives articulated in the Republic, to be specific the hierarchy of individual inclination, Justice as an issue or request among parts, and the certainty of social classes. Yet he likewise separated from his teacher many different ways, specifically on the Ideal state, the measurement of morals and the reasons for revolution. Aristotles standards of the golden mean, support of mixed constitutions, confidence in the white collar class (middle class) lead as being best for guaranteeing a steady and persevering government, and the need of property to guarantee independence and satisfy the sense of possessiveness in the person. Aristotle was censorious of the plan of the Ideal state that Plato illustrated in the Republic. He fought that Platos accentuation on solidarity rather than concordance inside a state, would just prompt extreme regimentation and the suspension of the state as a political affiliation. (. (Democracy As the Political Empowerment of the People: The Betrayal of an Ideal edited by Majid Behrouzi) Aristotle does not by any means concur with Platos evaluation of regimes in the Republic. His Politics is to a great extent a rejoinder of the contentions made in the Republic. Aristotle characterizes three different regimes Kingship, Aristocracy and Polity. These regimes have degenerate of regimes relating. Tyranny, Oligarchy and Democracy. Kingship for Aristotle it is the most wanted regime however because of its capacity to rapidly transform into oppression it is not the best conceivable regime. Kingship is basic, it is the principle by one individual who is best. In the Kingship there is stand out citizen and that is the King himself. This can be contrasted in some way with Platos dialog of the Philosopher King, despite the fact that the King in such an regime require not so much be a Philosopher however not a Tyrant either. Aristocracy is characterised as the same regime for both Plato and Aristotle, the principle by the prudent. Polity is characterised by Aristotle as a mix between Oligarchy and Democracy. Depending upon the rulers it can either be all the more intensely oligarchic or all the more vigorously Democratic. The distinction between the two being that an Oligarchic Polity would be led by a couple of chosen well off people, while the Democratic Polity would be ruled by the individuals. This regime is the thing that Aristotle calls the best conceivable regime on the grounds that it includes the standard by the ordinary class. The ordinary class frequently makes up the above all occupants in a city and in this way the administration which takes into consideration them to be subjects considers the most support in the operation of the city. (. (A HISTORY OF POLITICAL THOUGHT: PLATO TO MARX, By SUBRATA MUKHERJEE, SUSHILA RAMASWAMY) Platos political thought has been compressed as the tenet of the best man – the savant ruler who alone knows the perfect benchmarks for the state. Additionally, governing is an expertise; as the best man must be prepared to run the show. Decision is additionally a perfect. Aristotles decision belief system has been abridged as the guideline of the best laws – a decently requested constitution which involves great legislation. For him, albeit decision is an aptitude and a perfect also; it is likewise a science (despite the fact that Aristotle comprehends governmental issues as a regulating or prescriptive train as opposed to as an absolutely observational or spellbinding request). Plato proposes the abolishment of the family in his socialism, as he says the guardian and the auxiliaries might have no wife of their own, yet in as something to be shared. Kids ought to be differentiated from their guardians during childbirth and raised by the state. Subsequently, there will be more solidarity and less disharmonies. Aristotle differs and maintained that the family is the bedrock of the state and crucial society secured as per the law of nature to give mans every day needs. He scorned socialism, in his words everybody is slanted to disregard something which he anticipates that an alternate will satisfy; as in families numerous chaperons are frequently less helpful than a couple. Democracy- A legislature in which the individuals as entire or a piece of the individuals have sovereign force (regularly through chosen delegates.) (ref:Political Thinkers, David Boucher and Paul Kelly) (Democracy)Majority rules system is considered to be the best accomplishment form of government in aged Athens. It is the only form of government considered to be holding substantial political structures. It can be by large seen to be upheld in today’s society. â€Å"The 2011 Arab Spring activism in Egypt and Tunisia enlivened Syrian dissidents to take to the avenues in shows against Assads regime. Syrians voiced their misery with the stagnant political procedure and were advocates for democratic reformations†. (http://abcnews.go.com/Politics/syrian-civil-war/story?id=20112311) Platos democracy- In Greek Democracy is Demos Kratos; Demos signifying individuals and kratos signifying guideline joined together to mean ruled by the people (ref: A reader by R.Blaug and J.Schwarzmontel 2000) , majority rules system was an arrangement of government wherein the individuals chose their rulers; on account of Athens, it was, pretty much, a direct democracy rule system, where all male nationals voted in a gathering and chose by dominant part administer (chosen authorities were picked by assignments, e.g. Council, Committee, president, magistrates, courts etc) Both Plato and Aristotle saw majority rule government (Democracy) as the most noticeably awful manifestation of government. For Plato, majority rules system was the most exceedingly bad of all legitimate governments and the best of all untamed ones. (The republic Plato). Aristotle’s main criticism of democracy was that there was no one type of democracy, rather they were multiple. The reason behind these mul tiple democracies for Aristotle was due to a wide difference between citizens, e.g. there were crafts men, labourers, farmers etc. All these formed a different combination of the institution that made them democratic. (The politics Aristotle) Plato and Aristotle recommended that the perfect state be little in size, keeping in mind the end goal to achieve flawlessness simpler. The Greek state (Athens) was generally little. Additionally, it happened that the entire of Greece was partitioned into little city states, of which each one had their independent government and decision framework. In spite of the fact that, Plato and Aristotle concede to the idea of a perfect state, in any case they differ on deeper issues. Plato characterized the way of things in hypothetical terms through mysticism, rather than genuine terms (phenomena and ideal). Hence by looking to the higher structures he meant to clarify the capacity of existing information and understandings in the quest for unquestionably reality. However Aristotle was more concerned with the genuine physical gimmicks of nature, generally natural Sciences. Through their diverse methodologies in regards to the way of man, both Plato and Aristotle tried to clarify the relation ship between the individual and society, besides the necessity of government to maintain request and security. Platos perfect city-state, which he alludes to in his dialog in the Republic as the kallipolis, and Aristotles idea of the perfect relationship between the social request and government in a real city state are differentiating not with respect to the end and reason which they looked to satisfy the telos; yet rather over the proposed path in which they tried to meet that telos. . ( ref:HUTCHINSON, D. S. â€Å"Ethics† in The Cambridge Companion to Aristotle. ed) use the uws library eletrone to reference )

The History of Ivory Trade Essay -- World History

The History of Ivory Trade Ivory’s appeal to the upper-classes as a symbol of affluence and its timeless style has lured people to the tusks since as far back as the ancient Egyptians around the year 3000BC. Since the Egyptians, every civilization with a significant upper class population has sought ivory and been willing to pay a premium price for it. The most expensive and most sought after was the ivory of East Africa where it was agreed that the ivory was, without a doubt, the best in the world. For a long time Asian ivory was used, because it was much easier to obtain, though the ivory was harder to shape, more likely to break, and less attractive. The Asian ivory came from tusks of elephants that were largely different from African elephants. For starters, they had a smaller build and differently shaped tusks. The African elephants had an average tusk size of about sixty pounds to the Asian elephant’s forty. The African elephants lived in the tropical jungles of Africa’s east coast, while the Asian elephant lived in a far different environment. As it happened, it was the African elephant that man desired but had a difficult time getting to Africa. Believing that the danger of a trip to Africa outweighed the potential profits of the voyage merchants and consumers settled for the lower quality ivory. With the advancement in sailing technology and the guarantee of turning a large profit ambitious traders ventured to East Africa to establish the ivory trade. In exchange for ivory, these merchants offered cloth, guns, tools, and other goods, but none matching the value placed on ivory in the varied cultures. With the ivory secured merchants turned to several different markets around the world to unload their ... ...ers Relating to Africa This resource was very helpful in providing facts and putting into perspective the magnitude of the ivory trade. Sheriff, Abdul. Slaves, Spices & Ivory in Zanzibar. London: James Currey Publishers, 1987. This book enabled me to understand the context and history of the ivory trade. Alpers, Edward. Ivory and Slaves. Los Angeles: University of California press, 1975. This book explained the basic history of the ivory trade. Bartleby Online. Bartleby Online: complete history of the world. 2 October 2002 http://www.bartleby.com/67/1528.html This source provides a very basic and concise overview of the ivory trade. All Africa. August 2002. History of Trade Between Addis, Arabia And the Horn of Africa. 1 October 2002 http://allafrica.com/stories/200208050830.html. This source provides a history of the eastern ivory trade.

Learner Styles :: essays papers

Learner Styles Technology is given in many forms, as television, computer, internet and cell phones. All of these are different types of technology. All of these different forms of technology help us to communicate with one another faster, relay quicker messages as well as learn. There are many ways to use technology to create different learning styles within the classroom. Creating different ways to learn is easier now that technology has given us different methods to choose from. These different methods are using or having a computer present in every classroom, using email, using CD Rom devices with math/ English activities, having interactive CD that helps explain different subjects, CD’s that help you visualize different periods of history, scientific calculators, electronic testing, as well as classes given on line. The purpose of this research paper is to explore the different ways technology can support different learning styles. Enhanced Interactive CD Technology is â€Å"the sum total of the technical means employed to meet the material needs of a society† (Webster Pocket Dictionary, 1997). With this technology is invented to meet the needs of people in our society. Throughout the years teachers and parents have been looking for more ways to make learning easier and more interesting to students. They have tried various ways, and have found that learning visually is one of the number one way to learn ( Scott, Survey) Therefore teachers as well as stay at home parents have tried to incorporate more ways for their students/ children to learn using visual aids. Since these visual aids worked and test scores rose, many people began to look for other visual aids to use. After the Computer was invented different authors wanted to publish there books as well as give an enhanced interactive CD that would help those students that weren’t able to pick up the information just by reading this enhanced interactive CD in 2004 is almost made in every subject. These CD’s aren’t just made for certain age groups they are made for anyone that is in school, from ages 5-21. There are math CD’S that are provided in math classes that help the student go over math problems. This helps the teacher out tremendously, because with the class sizes that are given in today’s schools the teacher is not always available to help every student.