Managing Classroom Behavior and Learning in the Primary...

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment. Ofsted (2005, page 15) discusses how if children can enjoy learning it is more likely that their behaviour will be positive; likewise if their behaviour is good then the children are most likely to learn. The Every Child Matters:†¦show more content†¦Hayes (2012) reiterates that if the children are challenged through high expectations they will enjoy learning more and behaviour would improve. Chaplain (2010) discusses how a multilevel nature of behaviour management, which extends from each child as a unique individual to the whole school ethos, can create effective learning. This coincides with clear expectations for behaviour in order to allow learning to happen. ‘A good school behaviour policy, agreed and communicated to all staff, governors, pupils, parents and carers, consistently applied, is the basis of an effective approach to managing behaviour.’ (HCEC, 2011, page 24) Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minorShow MoreRelatedThe Article Misconceptions And Goals Of Classroom Management 942 Words   |  4 Pagesand Goals of Classroom Management† by Tracey Farrell Garrett begins by addressing three common misconceptions regarding classroom management. The first misconception of classroom management is that it is â€Å"synonymous with discipline† (Garrett 45). Garrett dispels the belief of discipline being the primary focus of classroom management. Referencing the work of education professors and researchers, Carol Weinstein and Carolyn Evertson, she explains that the organization of classrooms should help â€Å"avoidRead MoreClassroom Management At St Albans Primary School882 Words   |  4 Pageswhat classroom management is and how much does student behavior factor? Why is it significant? What strategies does my mentor use to establish classroom management within the class? If we know the behaviour of our students, what do we need to do to ensure that effective classroom management is successfully acquired? All these questions need to be answered as they all link towards a successful lesson and student cooperation. During my two weeks of placement, I was placed at St Albans Primary SchoolRead MoreManaging Challenging Behaviors Within Classroom Management976 Words   |  4 PagesManaging challenging behaviours in our classroom continues to be as one of the most challenging problems in education today. Conte (1994, p.308) mentioned, If teachers, administrators, parents, and students acknowledge that the lack of discipline is a serious concern and interferes with the teaching-learning process, one would think that steps would be taken to remedy the problem.† Today s classrooms are more complicated than in the past. Discipline is now known as classroom behaviour managementRead MoreMy Mission As A Teacher995 Words   |  4 PagesMy mission as a teacher is to foster intellectual growth in my students by instilling in them a passion for learning as they pursue truth, goodness, and beauty in my classroom. Achievement of my mission will lead to my students becoming independent and critical think ers. Following after the teachers who have made a positive impact on my life, I will be a catalyst for academic and character development in my students. As a direct result of my passionate teaching of history, students will develop aRead MoreLeading For Literacy : Promoting Quality Education1050 Words   |  5 Pageshow to evaluate literacy, how to teach literacy and the importance of having strong literacy teachers in the primary grades. (Murphy, 2004) Mr. Murphy it seems believes that the effectiveness of the teacher is of the most significance to student progress. Therefore, in order to raise the quality of reading skill and literacy we must develop high quality learning environments in the classroom in Pre K – 3 grades, by using both better programs and raising the requirement for reading teachers. Mr.Read MoreRole Playing and Child Classroom Management1675 Words   |  7 PagesOverview- The most effective classroom environment is one in which there is a sense of trust, advocacy for the student, engaging learning activities, and a sense of regular adventure. Students should be encouraged to actualize, to participate, and to think of their classroom as a community. Because each individual is unique in their learning style, classroom success is based on flexibility and the willingness to adapt and evolve on a moments notices the idea of fluid intuition taken to the nth degreeRead MoreThe Student Information Above Of Pri mary Importance1307 Words   |  6 Pages The student information above is of primary importance because it gives me an initial idea of where the students are academically and who they are culturally. It also allows me to gain a picture of who my students are in the areas of abilities and multiple intelligences/learning styles. This information has been and will be used to help guide both the long and short range plans for this school year. The third block ELA Class a combination of Low to High level students as evident from their 2015Read MoreClass-Wide Positive Behavior Support In Preschool. Carter991 Words   |  4 PagesClass-Wide Positive Behavior Support in Preschool Carter and Van Norman (2010), shed light on the significance of consulting teachers as they utilize Positive Behavior Support (PBS), a classroom management program. In addition, they explain whether or not PBS helps students’ academic engagement rise and diminishes challenging behaviors. PBS promotes developing and establishing a safe and predictable environment for students. In this particular study, teachers from four preschool classrooms in one of Nevada’sRead MoreChanging Behaviors and Managing Classroom Problems for a Positive Learning Environment754 Words   |  3 PagesMinahan, J. and N. Rappaport. (2012). The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Boston, MA: Harvard Educational Press, ISBN-10 1612501362, $29.95 paper, 256 pages. Authors Minahan and Rappaport, a behavioral analyst and a child psychiatrist, use research and their case notes from over a decade to help teachers, parents, and stakeholders understand the causes and patterns of challenging behaviors in children and to use proven strategies toRead MoreSetting Up An Effective Classroom Environment1742 Words   |  7 Pageseffective classroom environment is essential in order to be a successful teacher. Good classroom management requires careful planning of the classroom organization, rules, procedures, and instruction. Without these, classrooms would not run smoothly and efficiently. It is not enough to assume that students will behave appropriately throughout the year just because the teacher has taught the students what is expected of them. Good teachers encourage good behavior by constantly implementing classroom rules

Dolly The First Mammal to be Cloned - 2032 Words

Two of a Kind Does the name Dolly sound familiar? Dolly was the first mammal to be cloned. Cloning has opened many doors and opportunities in the agricultural industry. Cloning also has helped in saving many human lives. Several years ago many people opposed using animal organs for transplants, but today it is accepted. Medicinally and agriculturally, cloning can be extremely helpful to the existence of humans. It is the cloning of human beings that raises the questions concerning ethics and morality. Cloning has become a problem for society, and these problems include a decline of genetic diversity, the morality of cloning, and a cause of psychological problems. Cloning humans can cause a decline in genetic diversity. In Leon R. Kass’s article â€Å"The United States Should Ban Reproductive Cloning and Place a Moratorium on Research Cloning,† Kass believes that one of the most challenging aspects of cloning will be human dignity (1). No one would be able to re cognize the difference between people if they were all clones. Identifying individuals would be hard to do because they would be identical. Cloning humans will reduce the diversity of the human gene-pool. According to the President’s Council on Bioethics’ article â€Å"Cloning Humans is Unethical,† they talked about how one possible outcome of cloning will be a reduced diversity of the human gene-pool (1). If scientists continue to clone humans for a period of time, then there will be no diversity. There wouldShow MoreRelatedCloning: The Story and Impact of Dolly the Sheep762 Words   |  3 PagesCloning: The Story and Impact of Dolly the Sheep Dolly the sheep is one of the biggest breakthroughs for cloning and scientific history. Dolly was the first sheep cloned which created with a replicated DNA. Dolly the Sheep was created by Ian Wilmut and scientists from the Roslin Institute of University of Edinburgh in Sweden. The name†Dolly† comes from the country star Dolly Parton . Dolly the sheep sent shock waves through the world when the news was released 7 months after her birthRead MoreEssay about Problem With Human Cloning1151 Words   |  5 Pagesof another plant or animal and so the same as it. The first cloned adult mammal is a sheep named Dolly. The aim of research into human cloning has never been to clone people, or to make babies. The original aim of human cloning research is to get stem cell to cure a disease. It is inevitable that one day this knowledge of human cloning would be abused. As time goes by, the scientist started to think deeply and this is how the concept of cloned human being introduced. There are a few reasons why theRead MoreCase Study : Animal Cloning : Moa ( Dinornithidae ) And Sheep ( Ovis Aries )1431 Words   |  6 PagesCase Study 2: Animal Cloning Organism: Moa (Dinornithidae) and Sheep (Ovis aries) The first successful mammal was cloned in the form of Dolly the sheep in 1996. She was cloned at the Roslin Institute in Midlothian, Scotland, and lived there until her death when she was six years old. Animal cloning refers to the production of genetically identical whole organisms, or ‘clones’. This is carried out with the use of somatic cell nuclear transfer. Cloning is designed to quickly and efficiently to produceRead MoreThe Cloning Of Human Cloning1006 Words   |  5 PagesCloning is the process of making a genetically identical organism through the use of a DNA sample. There are three different types of artificial cloning: gene cloning, reproductive cloning and therapeutic cloning. Dolly, the sheep, was the first mammal to have been successfully cloned from an adult cell. There is a specific procedure that has to be followed for a clone to be made. Over the course of time, scientists have been able to clone many different types of animals. There are some benefit sRead MoreThe Debate Over Human Cloning Essay1526 Words   |  7 Pageslife and science, maybe even cataloged like all the other infamous discoveries scientists have breached but certain things must be talked about, like why cloning is banned in some states and why some people would rather not even think about cloned humans. A first thought when thinking about human cloning might include â€Å"how is this possible† or â€Å"what’s the process† and truth be told, the process can definitely seem fascinating but not as difficult as it may appear. Scientists will likely use a methodRead MoreNuclear Transfer And Its Effect On The Body Of A Surrogate Mother1355 Words   |  6 Pagesmaterial removed by enucleation. It is then necessary to activate the cell to start dividing. In mammals the egg must be artificially placed in the womb of a surrogate mother where it will grow until birth. During the mid 1980s, the first mammals were cloned by this process, thirty years after the initial experiments with frogs (Van Eenennam, n.d). Many reports of successful nuclear transfer experiments in mammals have been made, nearly all of them using cells taken directly from early embryos. Two typesRead MoreTaking a Look at Cloning1043 Words   |  4 Pagesbreakthrough occurred when a ewe named Dolly was successfully cloned being the first mammal to ever be cloned. Unfortunately, Dolly died at a younger age than normal from a prematurely development of arthritis, usually found in older sheep. This raised the suspicion that cloning may or may not be connected with certain diseases that may be abnormal to mammals in a young stage in their life. After the successful cloning of Dolly, scientists have attempted to clone other mammals such as dogs, pigs, cows, andRead MoreAmazed by Cloning1544 Words   |  6 Pages the history of cloning, good and bad things about cloning, human cloning, and bringing back endangered species with the use of cloning. Information includes the processes and some animals that have been cloned. The history includes the different cloning achievements starting with the first artificial twin. The good and bad parts will of course talk about the pros and cons of cloning. Human cloning tells what is the use of it and how people feel about it. The last part talks about the possibilityRead MoreEssay about The Pros and Cons of Cloning1054 Words   |  5 Pagesto clone dinosaurs which are extinct, using DNA taken from the dinosaur’s blood. Researchers have pointed out problems on how this scenario is almost impossible. Prehistoric DNA has been found, up to 120 million years old, but scientists have never cloned an animal using isolated DNA. Researchers have only been successful in cloning using whole nuclei. Therefore, in order to clone dinosaurs, you need its nucleus, not just DNA. As well, to find success in cloning you need an egg cell that is very closelyRead MoreThe First Ever Demonstration Of Artificial Embryo Twinning1497 Words   |  6 Pageson a wide range of biological materials, including genes, tissues, cells and entire organisms (Genetics Generation, 2015). The first-ever demonstration of artificial embryo twinning was accomplished on a sea urchin by Hans Adolf Eduard Driesch in 1885 (Oppenheimer, 2016), yet the most significant cloning example was attained in 1996, where ‘Dolly the sheep’, the first mammal clone was created by somatic cell nuclear transfer by Ian Wilmut and Keith Campbell (University of Utah, 2016). In 2002, the

Road to Independence Notes free essay sample

People are reconsidering the policy of colonialism. 1. After WWII, people questioned whether dictatorship was a good idea. 2. â€Å"All nations should be free from the power of other nations. † 3. Keeping colonies had a high cost. It wasn’t worth it. 4. Colonized people pressed harder for freedom. Ex: British-held India II. A Movement Toward Independence A. The Indian’s strive to freedom intensifies. 1. British had power over India for 2 centuries. 2. Britain drafted Indians into WWII in 1939 without the consent of the the colony’s representatives. . Gandhi launched civil disobedience and many who followed were arrested. 4. To gain favor of the Indians, Britain promised government changes after WWII, but didn’t offer freedom. B. Besides colonialism, India struggles with internal conflict. 1. They have religious disagreements. 350 million Hindus 100 million Muslims 2. The Congress Party (aka Indian National Congress: India’s national political party) was made up mostly of Hindus, and a few Muslims. C. The Muslim League is created. 1. The Muslim League (1906) is the organization against the mostly Hindu Congress Party, aimed to protect Muslim interest. . (The leader) Muhammad Ali Jinnah asked all Muslims to leave the Congress party. He would not accept independence from Britain if it meant staying under Hindu rule. III. Freedom Brings Turmoil A. The decision of who receives power is being made. 1. The British lost much wealth after WWII, and was ready to turn over their power, since keeping up with colonies was costly. 2. The power will either be given to Hindus or Muslims. B. Muslims resisted Hindu domination. 1. Rioting broke out and in 1946, there were 20,000 casualties in a 4 day clash in Calcutta. C. Pakistan was created. 1. To maintain peace, Britain decided to partition (division of Indian religions into separate nations; idea first brought up by Muslims) India. 2. North western and eastern part of India became Pakistan which was dominated by Muslims. D. Everything in India was being divided. 1. British granted India and Pakistan a month of independence in July 16, 1947. 2. Princes had to decide which nation they’d join. 3. The civil service (courts, military, railways, police) was divided. 4. The differing religions had to decide where to go. E. One million people died during the move to their new nation. 1. Muslims killed Sikhs moving to India. 2. Sikhs and Hindus killed Muslims going to Pakistan. 3. Gandhi went to the Indian capital (Delhi) to ask for mercy, but was killed by a hindu extremist in January 30, 1948. F. Hindus and Muslims fight for Kashmir. 1. Kashmir is at the northern point of India next to Pakistan. 2. It had a Hindu ruler, but the majority of people living there was Muslim. 3. Fighting continued until UN arranged cease-fire in 1949. 4. One-third went to Pakistan (Muslims) and the rest to India (Hindus). IV. Modern India A. India has become the world’s largest democracy. 1. India gained independence in August 15, 1947. 2. Jawaharlal Nehru (the independent nation’s first prime minister) addressed India’s freedom. B. Nehru is the leader. 1. He served the first 17 years of India’s independence as leader. 2. He was a devoted follower of Gandhi. 3. He emphasized democracy, unity, and economic modernization, and became very popular with all Indian groups. C. Nehru pushed India forward. 1. He led newly independent nations into making alliances with other non aligned nations. 2. He reorganized the states by language and pushed for industrialization and social reform. 3. He raised the status of those in lower class (lower castes and women). D. A new leader came. 1. Nehru died in 1964. 2. His daughter, Indira Gandhi, became prime minister in 1966, left office, and was re elected in 1980. E. Challenges set on Indira caused more violent acts and death. 1. Sikh extremists wanted an independent state. 2. The Golden Temple was the Sikh’s religious center. 3. The Sikhs attacked symbols of Indian authority, so Indians troops overran the Golden Temple, killing 500 Sikhs and destroying sacred property. 4. Indira was gunned down by Sikh bodyguards and another murder spree occurred, killing thousands of Sikhs. . Indira’s son, Rajiv, became prime minister, but lost power because of corruption. He was then killed. F. Atal Bihari Vajpayee faced problems. 1. The leader of the nationalist party of India, Vajpayee, faced challenges of overpopulation and strife among religions. 2. The struggle between India and Pakistan was bad, now that they became nucle ar powers. India exploded a nuclear device in 1974. For 24 years, India improved nuclear capability in private. In 1998, 5 nuclear tests were conducted. Pakistanis also showed they had nuclear capabilities. The nuclear weapons of both rival groups became an international concern, especially because of Hindus and Muslims continuous struggle over Kashmir. V. Pakistan Copes with Freedom A. Pakistan was already very turbulent and had differences between West Pakistan and East Pakistan. B. The two regions of Pakistan struggled with each other. 1. A tidal wave hit East Pakistan and killed 266,000 residents in 1970, calling for international aid that West Pakistan was not eager in giving. 2. East Pakistan protested and called to end all ties with West Pakistan. C. Pakistan undergoes its own partition. 1. On March 26, 1971, East Pakistan became Bangladesh. 2. Civil war broke out. Indians sided with Bangladesh and Pakistan surrendered. 3. 1 million people died. 4. One-seventh of area and one-half of the population in Pakistan was lost. D. Pakistan is instable. 1. After the death of the first governor general of India, the nation had no strong leader and went through many military coups. First in 1958 by Ali Bhutto Second in 1977 by General Zia Third Benazir Bhutto, Ali’s daughter, became prime minister. Fourth, Sharif in 1997. VI. Bangladesh and Sri Lanka Struggle A. Bangladesh faces many problems. 1. War brought economic and communication issues in Bangladesh. 2. Sheik Mujibur Rahman became the first prime minister of Bangladesh. Interested more in power than making reparations 3. Bangladesh tries to become democratic and fraud and corruption was common. Recently, it has been more stable and Begum Khaleda Zia became prime minister in 2001. 4. Natural disasters were troublesome. Bangladesh (low-lying) is subject to cyclones, tidal waves, massive storms which floods lands, ruins crops, takes lives, and homes. 5. Rapid growth in population put stress on the economy. B. There is civil strife in Sri Lanka. . Sinhalese Buddhists and Tamil Hindus make up the two main groups in Sri Lanka. 2. Tamils wanted to become a separate Tamil nation and violence occurred in order to do so. Rajiv Gandhi and the president on Sri Lanka made an agreement that called Indian troops to disarm Tamil rebels. A civil war between Tamils and Sri Lankans still exists. New Nations in Africa: Chapter 34 Section 3 I. Setting the Stage A. Africa was also a nation victim to colonization. B. Like India, they were unwilling to return to colonization after WWII, so they also won their independence and went on to creating new African nations. II. Achieving Independence A. A movement is made for Black Heritage. 1. The French-speaking Africans and West Indians grew pride for traditional Africa. 2. The Negritude movement (movement to celebrate African culture, heritage, and values) was formed. B. WWII changed the views of colonies and colonizers, which helped Africa gain independence from 1950s-1960s. 1. The African joined Europeans in WWII to defend freedom, and were unwilling to return to colonization. 2. The European colonizers developed morale and wondered whether it was a good idea to still hold colonies. In addition to morale, maintaining colonies was costly and wasn’t viewed as something worth losing money for. C. Africa achieved independence in a unique way. 1. Unlike other colonized areas that pushed for independence, Africa was colonized indirectly and directly. Those who were ruled indirectly were able to enjoy limited self-rule and were ruled by local officials. They achieved independence more easily. Those ruled directly were governed at all levels by foreigners and did not have any self rule. To get independence, they had to fight wars. D. Africa struggled even after they gained their independence. . They had to start from scratch: creating a new gov. , and establishing postcolonial economy. 2. Internal conflicts made it hard create stable nations. When colonized by Europeans, Africa was separated by random and many tribes who shared the same culture were divided and enclosed with rival groups, causing violence. III. Ghana Leads the Way A. The Gold Coast, a British col ony, achieves full independence. 1. The Gold Coast (South of the Sahara) achieved independence, so British allowed for Africans to be nominated for legislative council. 2. However, they wanted full freedom and created a group. . Kwame Nkrumah (leader of the nonviolent group) organized strikes and boycotts, and was also imprisoned many times, (starting in 1947) eventually being able to liberate the Gold Coast from the British government. B. Good intentions called for opposition against Nkrumah. 1. The Gold Coast became Ghana (from the Ghana Kingdom of Africa) after it received its independence in 1957. 2. Nkrumah, the first prime-minister and president for life, pushed for industrialization by building new roads, schools, and health facilities. 3. His programs were too costly, and people began to oppose him. C. Ghana still continues to struggle. 1. Nkrumah was criticized for neglecting economic issues. 2. When in China (1966) he was replaced by the police and army in Ghana. 3. The power shifts between civilian and military rule, and Ghana struggles economically. 4. 2000 marks the first open election in Ghana. IV. Fighting for Freedom A. The British is forced to allow Kenyan self-government. 1. The British were unwilling to give Kenyans independence because they’ve taken over prized farmland in the northern highlands of Kenya. 2. The Kenyans had 2 developments which forced British to surrender. Jomo Kenyatta’s (Kenyan nationalist) strong leadership. The Mau Mau, a secret society of mostly native Kenyan farmers forced out of the highlands by British people. B. The Mau Mau fight for independence. 1. Guerilla tactics were used to push out the British from the highlands. 2. Kenyatta had no connection to the Mau Mau but did not stop them from fighting for their freedom. 3. Kenyatta was imprisoned for about a decade. 4. Kenya was granted independence in 1963, however, 10,00 Africans and 100 settlers died. C. After gaining independence, Kenya still faced some struggles from poor leadership. 1. Kenyatta became the president and worked to reunite various groups in his nation, but he died in 1978. 2. He was succeeded by a weak leader, Daniel arap Moi. 3. Under Moi’s leadership was opposition to his one-party rule, corruption, and conflicts between ethnicities killing hundreds and making thousands homeless. 4. He left office in 2002, and a new party gained power through elections. D. Algeria wins independence through battle. 1. Algeria had a population of 1 million French and 9 million Arabs and Berber Muslims. 2. French did not want to share political power with the natives even after WWII. . The FLN (Algerian National Liberation Front) would fight for freedom, and upon hearing this, the French sent half a million troops to fight the FLN. 4. The FLN won and gained independence in July 1962. E. Uncertainty within Algeria calls for civil war. 1. The FLN leader, Ahmed Ben Bella, becomes president and attempts to make Algeria follow socialism, but is overthrown. 2. From 19 65-1988, Algeria tried to modernize, but failed. Religious fundamentalists wanted to make Algeria an Islamic state because they were dissatisfied with the current government and high unemployment rates. 3. The Islamic Salvation Front (FIS) won elections in 1990 and 1991, but the government and army refused the results. 4. Civil war broke out between Islamic militants and the government, and goes on and off until this day. V. Civil War in Congo and Angola A. The people of Congo were unprepared for independence, and it led to turmoil. 1. Belgians colonized and plundered Congo taking all its riches and resources such as rubber and copper. 2. They gave no social services to the natives of Congo, and did not prepare them for independence. 3. They granted Congo (aka Zaire from 1971-1997) independence in 1960, which cause upheaval, and civil war. B. Congo goes through two leaders. 1. Years of civil war sprung up, and Mobutu Sese Seko (aka Colonel Joseph Mobutu) seized power in 1965. He renamed Congo to Zaire and ruled it for 32 years. He held control over Zaire with force, one-party rule, and bribing supporters with gifts. He withstood rebellions. 2. In 1997, he was overthrown by Laurent Kabila (rebel leader). Zaire was renamed The Democratic Republic of Congo. C. Kabila wasn’t the leader people hoped for, and a new leader rises. 1. He became president and promised a democracy, but never delivered it. 2. Civil war broke out again, and rebel groups wanted to overthrow Kabila. . He was assassinated by a bodyguard in 2001. 4. Joseph Kabila, his son, took power and pushed for peace. 5. Rebels stopped rebelling in 2002 in hope that the peace may come. D. Angola (South West of Congo) fought for independence. 1. Angola was ruled by the Portuguese who were unwilling to let go of their colony. 2. An independence movement broke out and Portugal sent 50,000 troops to end it, which wiped out half of Portugal’s budget. 3. The cost of war and the war’s opposition in Portugal called for them to withdraw from Angola in 1975. E. Civil war broke out in Angola. 1. Angola became a new nation, and the MPLA (Communist leaning â€Å"Popular Movement for the Liberation of Angola†) declared itself as the government. 2. Rebel groups fought against the government for power. 3. 50,000 Cuban troops and Soviet Union supported the MPLA. 4. South Africa and the U. S. supported the UNITA (the major opposition to the MPLA; â€Å"National Union for the Total Independence of Angola†) 5. The MPLA and UNITA abandoned many cease-fire agreements, but in 2002, a peace accord was agreed to and the civil war ended. Conflicts in the Middle East: Chapter 34 Section 4 I. Setting the Stage A. By the end of WWII, Jewish finally gained its own state, which proved to have bad consequences. 1. The Jewish gained a state that was located by the Mediterranean Sea. 2. It consisted of mostly Arabs who rejected the creation of a Jewish state. 3. Palestinians claimed Jewish states to be theirs, therefore opposing Jewish states. 4. Wars were fought between Jews and Arabs, and Jews and Palestinians. II. Israel Becomes a State A. Palestinians, Jews, and Arabs all claim the same lands (Israel, West Bank, and the Gaza Strip in modern day Palestine). 1. Jews’ reason: 3,000 before, Jewish Kings ruled the lands from Jerusalem. . Palestinians’ reason: land was theirs since Jewish exile on A. D. 135. 3. Arabs’ reason: their conquest of the lands in the 7th century (600s). B. The Jews wanted to return to Palestine and gain a Jewish state centuries after their exile. 1. The Jewish were unable to gain their own state after their exile, and dispersed around the world (Diaspor a). 2. Zionists (people who favored a Jewish state in Palestine) started returning to their homeland during the 19th and 20th centuries (1800s-1900s). C. A British idea of creating a Jewish homeland in Palestine cause sparks between the Jews and Palestinians. 1. The British directed Palestine (League of Nations’ commands) as a result of the loss of the Turkish Ottoman Empire in WWI. 2. Many Jews were in Palestine, and pressed for their own nation. 3. Palestinians opposed the idea, so when Secretary Sir Arthur Balfour of Britain proposed creating a Jewish state while keeping the rights of non-Jewish communities (Balfour Declaration) and the plan failed, tensions rose between Palestinians and Jews. D. The U. S. and many European nations felt sympathy towards the Jews, who were targeted in the Holocaust, so they devised a plan that would give Jews what they desired. 1. The UN General Assembly voted for partition in Palestine, one part being a Palestinian state, the other being a Jewish state, and Jerusalem being an international city owned by no one. 2. The Jews made up 34% of the population but gained 55% of the land. E. The partition was set, although Muslims and Palestines rejected it. 1. â€Å"The UN has no right to make such a proposal without first consulting the majority who will be affected by it. †- Muslims and Palestinians. 2. David Ben Gurion (leader of Jews in Palestine) announced that the independent nation of Israel was formed on May 14, 1948. III. Israel and Arab States in Conflict A. War broke out between Israeli and Arab states. 1. The first one (won by Israel) was a day before Israel became a nation, where Islamic states (Egypt, Iraq, Jordan, Lebanon, Saudi, Arabia, and Syria invaded Israel. B. The partition wasn’t fully effective because of fighting. 1. Israel seized half of Palestine in 1948-1949. 2. 600,000 Palestinians left to nearby UN sponsored refugee camps. 3. Arabs also seized Palestinian lands. C. War broke out in 1956 during the Suez Crisis. 1. Egypt seized the Suez Canal. 2. Gamal Abdel Nasser (Egyptian president) sent troops to seized the canal controlled by British because he was angry that the U. S. and British stopped financially supporting Egypt’s Aswan Dam. 3. Britain formed an alliance with France and israel to regain the Suez canal. 4. Israel defeated the Egyptians using air support of their European allies. 5. The war ended when the U. S. and Soviets forced Israel and Europeans out of Egypt, ultimately giving Egypt the Suez Canal by the end of the Suez Crisis. D. Another war broke out in 1967, called the Six-Day War. 1. Nasser and Arab allies, equipped with Soviet tanks and aircraft were ready to confront Israel and close off Israel’s outlet to the Red Sea, the Gulf of Aqaba. 2. Israelis knew Arabs would attack, so the struck airfields in Egypt, Iran, Jordan, and Syria, and ground forces defeated Arab states in this Six-Day War. 4. Israelis gained the lands around them (Jerusalem, Sinai Peninsula, The Golden Heights, and the West Bank). 5. They served as buffers for future attacks. 6. Palestinians living in Jerusalem chose Jordanian citizenship, and others not living in Jerusalem went other Jewish control. E. A fourth War broke out in October 1973, called the Yom Kippur War. 1. Anwar Sadat,(Egyptian president who succeeded Nasser) planned an Arab attack on Israel during Yom Kippur. . Sadat was able to reconquer land lost in the Six-Day War. 3. Golda Meir (prime minister of Israel during the Yom Kippur War) counterattacked and regained most the land. 4. After weeks of fighting, a truce was declared. F. Palestinians pushed for recognition and its own state. 1. The UN had given Palestinians its own state during the partition, but the land given was seized by Is raelis during their vast amount of wars. 2. The PLO (Palestine Liberation Organization) was organized by Palestinian officials in 1964, and initially consisted mostly of social workers, like teachers, lawyers. 3. Guerilla fighters then dominated the PLO and insisted that to get what they want, it needs to be done by means of struggle. 4. Yasir Arafat became PLO’s chairman in 1969 and carried out attacks on Israel, which was supported by Arabs, since they were able to operate on Arab land. IV. Efforts at peace A. An attempt of peace was made by Anwar Sadat. 1. In 1977, he declared that Israeli parliament (Knesset) and Arabs make peace, with the terms that Israel returns the land they took in the Six-Day War and recognize Palestinian rights. B. An agreement is reached between the Israel and Arab country. 1. President Carter invited Anwar and the Israeli prime minister, Menachem Begin, to a presidential retreat, Camp David, Maryland, 2. There, Begin and Sadat negotiated, and finally in 1979, Carter announced that Egypt recognized the Israeli state and Israel returned the Sinai Peninsula, in an agreement called the Camp David Accords. C. Peace was maintained even after Anwar’s assassination. 1. Muslim extremists were enraged at his plan for peace, and killed him. 2. Hosni Mubarak maintained the peace. D. Tensions increased between Israelis and Palestinians. 1. The military of PLO intensified its armed struggle with Israel during the 1970s-1980s. . Israel responded by bombing bases of Palestinian towns and invading neighboring countries such as Lebanon, to destroy Palestinian strongholds. 3. Israel became involved in the Lebanon civil war and was forced to withdraw. 4. Palestinians showed their frustration with civil disobedience (using boycotts, attacks on Israeli soldiers, demonst rations, and rock throwing) called intifada (uprising) in 1987. 5. This put global pressure on Israel, which forced them to organize peace talks with Israeli and Palestinian delegates on October 1991. E. The peace talks made little progress, so a new document was made. . Secret talks in Oslo, Norway produced an agreement called the Oslo Peace Accords (Declaration of Principles), which stated that Palestinians have self-rule in the Gaza Strip and West Bank, beginning with the town of Jericho. 2. The agreement was signed on September 13, 1993 by the Israeli prime minister, Yitzhak Rabin, and Arafat. F. The agreement was hard to work out. 1. A Jewish extremist, who opposed concessions to Palestinians, assassinated Rabin in 1995. 2. He was succeeded by Benjamin Netanyahu, who also opposed the Oslo Accords, but was willing to keep to the agreement. . He met with Arafat in 1997 to discuss Israeli partial withdrawal from the West Bank. V. Peace Slips Away A. The peace agreement is stalled. 1. Prime Minister Ehud Barak (1999) supported the peace plan more t han Netanyahu. 2. (2000) Bill Clinton hosted a summit meeting between Ehud Barak and Arafat in Camp David, but they couldn’t reach a compromise. B. A second intifada was launched. 1. An Israeli political leader, Ariel Sharon, visited the Dome of the Rock, a reverend place for Muslims. 2. Muslims were outraged and broke out a new intifada. 3. The second intifada was much like the first one, but instead, included suicide bombers which called for more bloodshed. 4. The Israelis responded by bombing possible Palestinian refugee camps, where extremist could be hiding. They also bombed Arafat’s headquarters. C. Peace seems far from being reached. 1. Ariel Sharon became the prime minister of Israel in 2001, and refused to negotiate with the Palestinians if the attacks of suicide bomber continued. 2. Israeli officials declared to no longer meet with Arafat, who had strained relations with many Israeli leaders. D. A solution for peace is being worked on. 1. Arafat agreed to lessen his involvement in peace talks, and the first prime minister of the PLO, Mahmoud Abbas, was appointed in 2003. 2. George W. Bush brought together Sharon and Abbas to work on a peace plan called the â€Å"road map. † E. Sharon and Abbas are willing to find a solution. 1. Sharon declared that he looks for the day when Palestinians can govern themselves in their own state. 2. Abbas declares that the goal was for Israel and Palestine to live side-by-side in peace and security. Central Asian Struggles: Chapter 34 Section 5 I. Setting the Stage A. The region of Central Asia changes throughout history because it has been invaded by many powerful groups (Mongols, Byzantines, Ottomans, and the rulers of the Soviet Union. B. The people of this region still tried to keep its culture, and longed to create their own nations. 1. It was made possible with the fall of the Soviets Union. C. They were faced with challenges in making strong independent nations. II. Freedom Brings New Challenges A. Two geographic areas are made. 1. The Soviet Union fell in 1991. 2. Their republics in the south became 15 independent nations which were split into two geographic areas. 3. Transcaucasian Republics (Armenia, Azerbaijan, and Georgia) lies between the Black and Caspian seas, on the Caucasus Mountains. 4. Central Asian Republics (Uzbekistan, Turkmenistan, Tajikistan, Kazakhstan, and Kyrgyzstan) lies east of the Caspian sea and extends to the Tian Shan and Pamir mountains. B. These independent nations deeply depended on the Soviet Union for economic help, so they could not be independent. C. The Soviets made economic practices which weakened these nations’ economy. 1. Eg: The Soviets made Central Asian Republics available farms grow cotton, and having only a single crop made the economy unbalanced. D. Azerbaijan can receive income through its richness in oil, because of the Caspian Sea. Kazakhstan and Turkmenistan are still tapping into their oil reserves. E. Ethnic and religious differences causes conflict. F. With the fall of the Soviet Union, who prevented the nations from fighting because of the ironfist rule, the ethnic groups began to battle. 1. Eg: Azerbaijan (Muslim country), which surrounded Nagorno-Karabakh (Armenian Christians), battled the Armenians during 1991-1994 when the Armenians pushed to be a new independent nation. III. Afghanistan and the World A. Afghanistan (mostly Muslim nation), which is the least developed country (it was inhabited by farmers or herders), surprised the world with war against the Soviet Union and U. S. B. Afghanistan had many struggles already. 1. Russia wanted Afghanistan because it was near the Indian Ocean 2. British wanted to protect the northern border of its Indian Empire with Afghanistan’s land, eventually fighting 3 wars prior to 1919. C. Afghanistan tries to modernize. 1. In 1919, Afghanistan declared itself a new independent nation, setting up a monarchy. 2. In 1964, reforms and a switch to a democratic government was proposed. . Officials could not agree on reforms, and people people were not interested in the Afghanistan government, so the proposals did not carry out. D. Communism starts to influence Afghanistan. 1. Afghanistan became stable enough to have ties with the U. S. and Soviet Union. 2. They were nonaligned during the Cold War and received support from both sides. 3. They were closely situated with the Soviets. 4. Military leaders overthrew the government in 1973 and rival groups who had close ties with Soviet communists seized power in 1978. 5. Communism conflicted with Islamic teachings. E. The Afghanis stayed loyal to their religion and did not fall to communism. 1. Those who believed that communism conflicted with Islamic teachings formed a group called Mujahideen, who freely fought and rebelled against the government supported by the Soviets. 2. The Soviets heard about this and tried to conquer Afghanistan in 1979-1980 as a new nation in its communist empire. 3. Afghanistan was supported by the U. S. and used guerilla warfare and their knowledge of the terrain to their advantage. 4. In a bloody 10 year war, the Soviets withdrew, and Afghanistan won. F. With the Soviets gone, rebels groups fought for power, and the victor was the Taliban. 1. They were a conservative Islamic group who were controlled 90% of the country by 1998. 2. They turned out to be Islamic Extremists who made strict rules that controlled every aspect of life (woman could not have jobs or go to school, you couldn’t listen to music or watch TV) and punished those who did not listen (severe beating, amputation, and execution). G. The Taliban played a major role in terrorism. 1. They allowed terrorists to train in Afghanistan. 2. They provided refuge to the al-Qaeda leader, Osama Bin Laden. 3. After September 11, the Taliban was asked to give up Osama Bin Laden, but they refused. 4. The U. S. bombed Taliban air defense, airfields, and command centers. 5. The Northern Alliance (anti-Taliban force) was supported by the U. S. and finally was able to overthrow the Taliban. H. Hamid Karzai, the selected leader after the overthrow of the Taliban, would find it hard to stabilize a nation who has been under decades of warfare, and he would also find it difficult to unite a nation with 12 different ethnic groups.

University Museum Case Analysis free essay sample

After the founders death, the university handed Off the position to amateur enthusiast Miss Kirkwood. Miss Kolkhoz cataloged the collections and pursued new gifts. (82)The museum was remodeled to include an auditorium, library, and classrooms. September 1981 directorship is passed on. The Nevus director attempts to make the museum a community resource, but it becomes too popular. (82) Classes and exhibitions lose interest with the students, and the PDP. D. Is let go after three years of service. II. Statement of the Problem The universitys problems spur from their lack of management and authority.The museum is not flourishing with the school as well as it has in the past, and the direction of the university is being questioned. Ill. Causes of the problem The museum gained notoriety during its use as an academic resource, but the later director wanted it to be a community resource. The building was designed by Miss Kirkwood to aid academia in their pursuit of knowledge; therefore, it failed to support the university and the public. We will write a custom essay sample on University Museum Case Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The museum expects to hire a director and allow them to mold the museum in any way they see fit.The university needs to identify the direction they want the museum to head in and create guidelines for a director to fallow. IV. Possible Solutions possible solutions for the museum include: forming a more cohesive board to decide the future direction of the museum, hire new manager who can get the job done, or allow the students to decide the future of the establishment. The current art history board is made up of staff who have built up a snobby and stubborn attitude, and without cohesion they will never agree.Hiring a new director is a possible solution but the university must form guidelines to aid the manager. The students having a voice in the situation is a great decision or a horrible decision depending on their involvement and understanding. V. Solution and Its Implementation To properly organize and manage the museum, an intelligent and modest group of enthusiast must decide direction of the establishment. The stubbornness built up by the current staff is disabling any productive movement.Once the group is formed they will brainstorm the future of the aerogram and find balance between the public and exclusive. The decision and agreement will then trigger the search for possible management directors whom aligns with the university goals. VI. Justification Implementing the board will work because it contains the same passion and elements which brought the museum to its present glory. Miss Kirkwood intended for the museum to be a resource but maintain its position as a part of the university. With the help of bright minds and focus, the museum should be able to realign with the goals of the past.

How to Refer to Time

How to Refer to Time How to Refer to Time How to Refer to Time By Mark Nichol It’s time to talk about time: specifically, how to write references to units of temporal measurement. This post will note style for increments from seconds to centuries. Time of Day Imprecise times of day are generally spelled out: â€Å"six-o’clock news,† â€Å"half past one,† â€Å"a quarter to three,† and â€Å"eight thirty,† as well as â€Å"noon† and â€Å"midnight,† which are preferable to â€Å"12 pm† or â€Å"12 am,† because technically, these times are neither post meridiem (â€Å"after midday†) or ante meridiem (â€Å"before midday†). Another solution is to write â€Å"12 noon† or â€Å"12 midnight,† although the latter term could refer to either the very beginning or the very end of a given day. The style for precise time is â€Å"12:34,† though one-hour increments can be written with or without double zeroes as placeholders: Write â€Å"1:00 p.m.† or â€Å"1 p.m.,† though the former style is often seen as punctilious. Much of the world uses a twenty-four-hour clock system, so that the U.S. notation â€Å"1:23† is rendered almost everywhere else as â€Å"1323,† without a colon. This system is used occasionally in the United States, as in military and technological usage. Months and Days and/or Years References to dates consisting of the month and day require no comma (â€Å"October 10 is tomorrow†), but set off an appended year with commas (â€Å"October 10, 1960, dawned clear and bright†). (Don’t abbreviate the name of the month except in statistical arrays such as graphs and charts or to preserve direct quotations.) A subsequent mention of a day of the month (in which the month is known but not expressed again), however, should be spelled out in ordinal form (â€Å"The 11th, by contrast, was dark and gray†); note that the ordinal should not be styled in superscript form. Omit a comma before and after the year when the month but not a specific date precedes it: â€Å"January 2010 was an unusually wet month.† A note to writers of American English: Keep in mind that much of the world uses day-month-year notation (â€Å"25 December, 2010,† and â€Å"25-12-10† as shorthand for that date), so make sure international readers are clear about which number-only notation you use. Years Years are almost always rendered in numerals. One major exception honors the convention of not beginning a sentence with a number, but it’s better to recast a sentence than to write, â€Å"Two thousand eleven began auspiciously.† Another end run around this problem is to precede the year at the beginning of a sentence with the phrase â€Å"The year,† but this strategy introduces nonessential wording and creates an inconsistency if other years are mentioned in the same content. Years can also be abbreviated (â€Å"the spirit of ’76,† â€Å"the panic of ’29†), but note that the elision marker is an apostrophe, not an open single quotation mark. Decades Decades are displayed in numeral form or spelled out. However, no apostrophe is needed in the former style (â€Å"2010s,† not â€Å"2010’s†), although some publications retain this archaism. Do, however, precede the elided version of a decade with an apostrophe, just as in informal references to specific years, as mentioned in the previous post. Phrases that include more than one decade generally use complete numbers for all decades (â€Å"the 1920s, 1930s, and 1940s†)† but elision is acceptable in informal usage. Lowercase spelled-out versions (â€Å"the nineties†) unless the number is part of the signifier of a cultural era (â€Å"the Roaring Twenties†). Ten-year ranges of decades are divided one of two ways: â€Å"2000-2009† (or â€Å"2000-09†), or â€Å"2001-2010† (or â€Å"2001-10†). If your writing project includes multiple references to decades and you mix decade ranges and spelled-out names of decades throughout, make your preference for when a decade starts known, and stick with it. Note that the first two decades of any given century cannot logically or gracefully be rendered in numerals or words: â€Å"1900s† already applies to the entire century, and â€Å"1910s† is inelegant because the numbers between 10 and 20 do not have the same naming patterns as the larger numbers; meanwhile, â€Å"the oughts† (or â€Å"aughts†) and â€Å"the teens† are widely considered clumsy solutions. Centuries and Eras Spell out or use numerals for names of centuries consistently depending on what style you use for other periods of time, but lowercase the word century. BCE and CE (â€Å"before Common Era† and â€Å"Common Era†) are acceptable secular alternatives to AD (anno Domini, or â€Å"the year of our Lord†) and BC (â€Å"before Christ†), but the traditional forms prevail. Note that syntactically, AD precedes the year, while BC follows it. (You’ll often see these abbreviations rendered in small caps diminutive versions of uppercase letters but this practice is fading in frequency.) Also, although the second number in a range can usually be elided to two digits (â€Å"2001-10†), when used with BC or BCE, the full form should be used to avoid confusion because, in these cases, the range falls rather than rises. (In other words, â€Å"175-50 BC† is the full expression of a 125-year range, not one of a single generation in which the second number is elided.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesProbable vs. PossibleThe Uses of â€Å"The†

The difficulty and importance of measuring quality of hire

The difficulty and importance of measuring quality of hire What metrics really matter to recruiters and hiring managers and to the companies that employ them? The truth is, as a hiring manager you may be meeting certain predetermined targets that certainly look good, but are you crushing it where it really matters- namely, the quality of your hires? Sure, on the surface you can be meeting your company’s staffing needs and finding quality candidates for all open positions, but how do you know if they- and you by association- are adding real value to the organization?According to a recent article by Workable, â€Å"Quality of hire (QoH) measures the value new hires bring to a company†¦ In this context, ‘value’ usually means how much a new hire contributes to their company’s long-term success by completing tasks, improving their work and helping others†¦ Unsurprisingly, quality of hire is at the top of the list of useful performance KPIs. According to  LinkedIn’s 2016 global trends report, itâ€⠄¢s a priority for 40% of big companies worldwide (and 45% of small businesses). Efficiency recruiting metrics, like  time to fill  and  time to hire,  are trending up, but there are obvious reasons for why quality of hire is still so important†¦ Quality of hire is what makes the recruiting process worthwhile.†Okay, so it’s clear that quality of hire is important, but how can it be measured effectively? The truth is, it isn’t such an easy thing to quantify. You can really only measure QoH after a hire has been working for at least a few months- if not more.  And, in general, â€Å"quality† is a vague term that’s hard to define. The Society for Human Resource Management recently published an article that referred to quality of hire as the elusive Holy Grail of recruiting. According to the article,â€Å"Quality-of-hire metrics are critical to understanding the effectiveness of your company’s hiring process but, for many, figurin g out how to define the measurement is a challenge.†So, now you know that quality of hire is a critical recruitment metric and that it can be a very tricky thing to measure- but that shouldn’t inspire you to ignore it. Use the following strategies to measure QoH in your organization’s recruitment efforts, to help you get a firm handle on whether or not you’re contributing meaningfully to your company’s bottom line.MetricsWhen you’re ready to get serious about measuring QoH, you’ll need to determine which metrics you’re going to use. Many organizations, including LinkedIn, recommend using the following measures when assessing QoH:hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});Retention: How long are new hires staying at your company?Time to fill: How long does it take you to fill an open job position?Hiring satisfaction: How satisfied are hiring managers and key management personnel with a new hire? This can be measured on a predetermined numerical scale.Time to productivity: How long does it take for a new employee to get up-to-speed on all aspects of the job?Job performance: This one’s obvious- how effective is your new hire in the position? Typically, this can be measured by your company’s existing performance review/ratings process (assuming there is a process in place).Employee engagement: The flipside of job performance- is your new hire happy with the position and company?Cultural fit: A 360-degree measure of how well your new hire is acclimating to the new environment, team, and colleagues.Data collectionOnce you’ve determined the performance metrics that will be used to measure your QoH, you need to determine the best approach for data collection. Some statistics are quantifiable and easy enough to collect- turnover of employees, retention rates, and the meeting of sales goals by employees are simple numerical data that make sense. But, other calculations c an be less transparent. Your job will then be to track information about new hires via surveys. Fold them into your company’s systems from the start.Workable has a list of great surveys to implement into your systems, including:Hiring manager satisfaction surveys (focusing on the recruitment process)Surveys asking managers to rate a new hire’s performance (e.g. 6- and 9-month performance surveys)Employee engagement surveys  for new hires360 surveys asking managers, peers and team members about a new hire’s  culture fit  and performanceSurveys asking hired or rejected candidates to give feedback on the hiring process†MeasuresQoH can be measured in different ways. You can use the above-mentioned metrics to run a QoH assessment for each individual new employee, or you can create aggregate or average scores, which can span things like departments or various hiring timeframes. It all depends on what you’re interested in analyzing (i.e., per-hire Qo H vs. QoH trends across teams and over time, etc.). QoH measures can also be made in increments- for example, a new hire’s score can be measured at 6 months, a year, and 2 years from their start date.Once you decide to make QoH assessment a priority in your organization and have your metrics and data collection processes in place, you can analyze and manipulate the data in countless ways, depending upon your company’s needs, and once you incorporate QoH into your recruitment performance metrics you can count on seeing tangible benefits- both to your institution and to its new hires. Good luck!

Automotive Design Essay Example | Topics and Well Written Essays - 500 words

Automotive Design - Essay Example When an automobile is being designed the customer's taste and expectation plays a very important role, as it affects the market and the sales. The competition in the automobile industry is growing day after day. Every company is trying hard to out beat the other in providing the customer with the best possible design and engineering. The future of automotive design will see different kinds of automobiles, such as, eco-friendly vehicles, custom made vehicles, vehicles that are not too heavy on the pocket and suit the lower middle class section of the society. Eco-friendly vehicles are on the rise. Moving away from the traditional form of fuel, that is petrol and diesel, vehicles are being designed to run on gas. Gas is not only cheaper than petrol and diesel; it is also fuel efficient and gives the vehicle a better mileage. Designing fuel efficient vehicles is on the rise as people are looking for vehicles that are cost effective and easy to maintain. Another advantage of vehicles that run gas or electricity is that they are eco-friendly and produce less pollution. Another design feature that is growing is start-stop.

Applying the EMH Evaluate the Role That Government Played In Economic Essay

Applying the EMH Evaluate the Role That Government Played In Economic Recovery Using Recent Real-life Examples - Essay Example because of the market volatility due to the different government policy and the detailed study would tend to give a great learning opportunity about this adverse scenario. Efficient Market Hypothesis (EMH) Theory Efficient market hypothesis implies that, if any new information about a company is revealed it will be immediately incorporated into the share price rationally and rapidly, with respect to the direction of the share price movement and its size. In an efficient market except by chance, no trader will get an opportunity to earn abnormal return on a share or a return which is greater than the fair return for the risk associated to that share. The possibility of absence of abnormal profits arises because the past and current information is immediately reflected in the current share prices. The prices are affected only by the new information. EMH is concerned with under what conditions an investor can gain abnormal profits or excess returns in a stock. EMH claims that all the in formation available readily reflects in the price of the stock. According to EMH abnormal positive returns are not possible by any trader using the information available to public. Many people think that market efficiency means that it is impossible to outperform the market at any given point of time which is incorrect. Efficiency does not mean that prices will not apart from true value: At any point of time it is expected that prices will deviate from their true value, majorly because value depends on the future and future is unpredictable. Efficiency does not mean that no investor will be able to beat the market in any single time period. In an efficient market approximately one half of the shares purchased subsequently outperform not because of the skill but due to the fact that prices... This report stresses that market efficiency has been tested over a long period of time and it has been observed that movement of the stock prices follow a random walk. The random walk theory states that an investor can have a good chance of beating the market if they throw darts on New York Times stock listing pages. Investors who adhere to the random walk theory believe that searching for undervalued shares or predicting the future stock price is just a waste of time. Any new developments of government like restructuring the tax legislation, controlling the financial crisis and the inflation etc reflect in share prices of the different corporation. Followers of random walk theory believe that is impossible to predict future events and they are left with no other choice but to accept the efficient market hypothesis. This essay makes a conclusion that it cannot be denied that the government interventions play a crucial role in stabilizing the economies that were overturned due to the financial crisis as result of devaluation of properties or inability to service the debt obligations. Due to the global crisis, the investor confidence eroded which had adverse impact on the stock prices. The fluctuation in the stock prices was also due to drift in the present market condition. As a result of revised regulations and containing policies by the government, the economies started to revive and the interest of the investors were protected. This resulted in the decrease in volatility of share prices which reflects belief of the investors from their anticipation of future events in the economy. This follows the efficient market hypothesis.

Using comics to increase writing achievement Essay Example for Free

Using comics to increase writing achievement Essay Abstract This paper will focus on a Classroom Action Research Project performed at an elementary school with a group of seven 5th grade English as a Second Language students. The project involved using cartoon comic strips to both motivate ESL students to write and also to see if a non-traditional approach to teaching writing will increase the student’s writing achievement. Popular newspaper comic strips were used to motivate students and they were required to read it and then answer a set of open-ended questions. Statement of Intent Many students have the ability to be successful writers. The ESL students struggle to write, but when they get motivated they seem to write better. Many ESL students are unmotivated about writing because of language, lack of background knowledge, or the topic is not authentic or interesting. The more the students write the better they will become at it. If ESL students can get motivated to write, they will write more and thus become better writers. Popular newspaper comic strips were used to motivate the 5th grade ESL students to write. Students read popular newspaper comic strips and then answered open-ended questions. Here are the questions that will be answered at the end of this Classroom Action Research Project: 1)Can ESL students get motivated to write? 2)Will a non-traditional approach to writing motivate 5th grade students to write? 3)Could the use of comic strips in writing help increase writing achievement in 5th grade ESL students? Rationale for Research Research into the process of writing has shown it to be a very complicated problem solving process requiring the writer to constantly monitor their progress towards a specific goal. Students that become good writers experience intrinsic as well as extrinsic rewards, but face problems with motivation along the way. Writing requires the individual to pay attention to motivational conditions. The following is a list of the four clusters of conditions that are keys to developing writing motivation: 1)Nurturing functional beliefs about writing. 2)Fostering engagement using authentic writing tasks. 3)Providing a supportive context for writing. 4)Creating a positive emotional environment. The teacher’s views, beliefs, conceptions, and misconceptions are very important in determining the right conditions in most writing contexts. Research is needed to better understand the process of motivation as it relates to writing. Children start writing at an early age by scribbling. The writing process continues from there and proceeds at different paces depending on the child. As writing develops children start forming letters, words and soon sentences. â€Å"They begin to shift away from list-like writing and localized control (e.g., linking to vocabulary used in  the previous sentence, repeating familiar syntactic frames) toward a more goal-directed, strategic approach ( Berninger, Fuller, Whitaker, 1996). Their writing has more topical and the- matic coherence (e.g., Flower et al., 1990), as purpose, planning, and revising play an increasing role. A growing metacognitive capability gives them the potential to shift from a knowledge-telling to a knowledge-transforming approach ( Bereiter Scardamalia, 1987) and to use information about audience, genre, and rhetorical stance to accomplish a variety of writing purposes ( Berninger et al., 1996). â€Å" Highly motivated capable writers that can adapt their writing to changes in audience and topic can only achieve the developmental writing process described above. They can use writing as a means of communication with others. They write the same way they would talk with another people, stress free and with control. In a 1997 National Center for Education Statistics writing assessment shows that 80% of eleventh grade students can write clear and focused responses and less that one third can write clearly enough to show sufficient information to support their claims. 2 % of students can write proficiently enough to show effective responses that have enough information to support details and discussion. Teachers are failing to develop positive beliefs and motivation about writing. Comic strips can be used to motivate and inspire students. For one thing, comics can take away the number one worry that students have about writing today: finding something to write about. Most of the times when you leave it up to the students to write about something, they never know what to write. Every teacher has heard the same thing. â€Å"I don’t know what to write about.† Introducing and discussing comic strips is a great way to motivate and stimulate students about writing. Many students already know the characters from comic strips and this makes the experience less stressful and fun. It also provides the students with kid friendly language and the relationship between the pictures and text makes it perfect for  lower level readers. All these facts put together makes it possible for comic strips to provide the level of motivation and interest that will help students stay focused a bout writing and this will in the long run improve their writing skills. Methodology The study was completed with a group of seven 5th grade ESL students for a period of three months one half hour a week. Starting in the beginning of September and ending at the end of November. This group of ESL students is composed of fluent English speakers that are limited English readers and writers. At the beginning of the study, the students read a short story about ants and then answered an open-ended question. The students were then told to draw a happy, straight,   or sad face depending on their level of frustration and/or stress. This was used as the pretest. At the beginning of the study students were introduced and exposed to newspaper comic strips. They read, discussed, and drew them. Students were exposed to a variety of lessons on the writing process and were required to do one comic strip writing prompt a week. Included in every writing prompt is smiling, straight, or sad face that is drawn by the student in the upper right hand corner of the paper to show their motivation level. A record of the student’s motivational level was kept to measure fluctuation patterns according to the cartoon character used that week. Research Analysis At the beginning of the study the students were told that they would be taking part in a study that would require them to write. Many of them immediately showed signs of stress and much complaining followed. We met once a week for half an hour and they were introduced to a comic strip and  discussions followed. The students then had two days to complete the prompt on their own, including a drawing of a face on the upper right hand corner to show how they felt about it before it was collected. The prompts that were used are from the Comic-Strip Writing Prompts book by Karen Kellaher (2001). During the initial pretest three students drew smiling faces, three drew straight faces and one drew a sad face. Although it seems that the percentage of students that felt good versus the percentage of students that had no emotion at all is the same their reactions during the writing would tell a different story. The students all seemed stressed and bothered with the writing. Most of the students answered the question during the pretest, but all are lacking creativity and emotion to their writing. All the answers came straight from the story. No opinions, personal connections, or point of views were part of anybody’s writing. There were only five students remaining in the group during the last week of the study. One moved and the other one tested out of the ESL program and was no longer available to meet. In the final writing prompt all students drew happy faces. They did seem to be more excited about the writing than in the beginning. This may be due to the social rewards as well as the stress free environment due to the fact that no grades went along with their writing assignments. The following chart shows the before and after motivation and writing results for each student in the group: Motivation BeforeMotivation AfterWriting BeforeWriting After Dayannara V. Below BasicBelow basic Jose V. Below BasicBelow Basic Jeffrey R. ProficientProficient Maria C. BasicBelow Basic Jacqueline A. ProficientBelow Basic * The Chart above shows the beginning and end results of the study. Comprehensive Conclusions and Reflections The study increased the overall motivation of the group, but it did not increase writing achievement and in-fact lowered the writing achievement of two students. The contributing factors associated with the lack of success of this study are as follows: 1)Time frame The group met for half an hour once a week. This was not enough time to effectively influence the writing achievement of these students. Using Comics to Increase 10 2)Reading level – The reading level of these students was not significantly high enough for them to be able to read the comic strip and understand it. Even if they could have understood the comic strip, the prompt questions were too hard to for them to understand. 3)Background knowledge – A student who is asked to write about ice hockey or fishing that has experience it first hand or has been exposed to it will definitely be able to write about it better. Many of the urban kids are asked to write about things that they know absolutely nothing about.  A good example is the time the Reading School District had a district wide writing assessment about snow. The students had to write about a snowy day. Many ESL students had never seen snow. 4)Can’t get the joke – This one is the most important when it comes to comic strips. Most of the students could eventually read what the comic said, but they could not understand the jokes. A good example of this was the comic strip where Garfield says â€Å"Cats have just surpassed dogs as the country’s favorite pets!† Odie the Dog comes hopping by and then Garfield says â€Å"Somehow the victory would have been more satisfying had the competition been stiffer.† The students had no idea what this meant and could not understand it without some explanation. 5) Vocabulary – The students don’t have a sufficient vocabulary to understand comic strips. Although comic strips are written at a lower reading level, some of the vocabulary words that are used are hard for ESL students to understand and some extensive explanations had to be done before they could start writing. Example: â€Å"Had the competition been stiffer.† In closing, the ESL students need a lot of help. They of course need to write as much as possible, but if we work on increasing their reading level and expose them to as many cultural experiences as possible then we can really begin on making them great writers. If the study was to be done again it is suggested that the group meet daily and that there be vocabulary development lessons done to supplement the comic strip writing activities. References Yale University. Retrieved December 11, 2006, from www.yale.edu Web site: http://www.yale.edu/ynhti/curriculum/units/1980/80.04.02.x.xhtml Tom Janz, T (2006). Newspapers in Education Middle School Writing. Litsite Alaska, Retrieved December 11. 2006, from http://litsite.alaska.edu/workbooks/midnewswrite.html North Carolina State Board of Education, (2006). Making the Grade: Writing Through The Grades. ncpublicschools.org, Retrieved 2006, from http://www.ncpublicschools.org/student_promotion/mtg/fall01.html Brunin, R (2000). Developing Motivation to Write . The Questia online library, 35, Retrieved December 11, 2006, from http://www.questia.com/PM.qst?a=ose=gglscd=94798356 Kellaher, K (2001). Comic-Strip Writing-Prompts. New York, N.Y.: Scholastic. Parsons, J (1993). Using Comic Books To Teach.. ERIC, Retrieved December 11, 2006, fromhttp://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true_pageLabel=RecordDe tailsERICExtSearch_SearchValue_0=ED363892ERICExtSearch_SearchType_0=eric_accnoobjectId=0900000b8012cb2a Cohn , N (June 2006). Comixpedia. Retrieved December 11, 2006, from www.comixpedia.com Web site: http://www.comixpedia.com/comic_theory_101_seeing_rhymes

Loss of Innocence in Hamlet Essay -- GCSE English Literature Coursework

Loss of Innocence in Hamlet      Ã‚  Ã‚   Hamlet is a character that we love to read about and analyze. His character is so realistic, and he is so romantic and idealistic that it is hard not to like him. He is the typical young scholar facing the harsh reality of the real world. In this play, Hamlet has come to a time in his life where he has to see things as they really are. Hamlet is an initiation story. Mordecai Marcus states "some initiations take their protagonists across a threshold of maturity and understanding but leave them enmeshed in a struggle for certainty"(234).   And this is what happens to Hamlet.    Although Hamlet is a little old to have this experience of coming to be a man, we have to realize that his circumstances are not typical. He has lived as the son of a king. He is a scholar who has spent his life studying. He has lived in a world that is not the typical world. And the extraordinary and horrible circumstances that lead him to his manhood break his will and his spirit and eventually cause him to lose his life. Hamlet has experienced a significant change of knowledge and this change does lead him into an adult world, although this is a world that Hamlet cannot live in. Hamlet, through the relationships with his mother, father, and Ophelia, does become a man. But Hamlet's disposition is so fragile, and he is so idealistic that this new world that he faces is not a world that he would ever be comfortable in, and it is not a world that he can live in.    In the beginning of the play, Hamlet's father comes to him as a ghost from the grave. He tells Hamlet of his uncle's betrayal of him and tells Hamlet that he must kill Claudius to set things right. Through this event, Hamlet... ...became a man, he is still left with uncertainty that ultimately results in his death. Unfortunately, this uncertainty of Hamlet's is one that cannot be overcome. Hamlet is a story of realizing that the world is not what we thought it was, that everything is not good, and that there are bad people in the world. It is a story about searching for the meaning behind it all and about trying to figure out how to make a decision. It is a story about becoming a man and Hamlet is the kind of character that keeps us enthralled until the very end.  Ã‚  Ã‚  Ã‚      Works Cited Berman, Allison. "We Only Find Ourselves." Hamlet reaction papers. Wynnewood: FCS, 2000. Lugo, Michael. "Thus Conscience Does Make Cowards of Us All." Hamlet reaction papers. Wynnewood: FCS, 2000. Shakespeare, William. Hamlet. 1600? Ed. Sylvan Barnet. New York: Signet Classic, 1998   

Individual assignment

This assignment is to be done individually. This means that you are required to answer the questions in the assignment on your own. The purpose of the assignment is to help you become more familiar with pricing options, using a specifically designed piece of software. The pricing of options is a very technical area, and most of us do not have the technical expertise to price options from first principals. Therefore in your working lives, if you do need to price options, then it will most likely be done for you via software.The software we will be using is called ‘Derivable', which has been specifically developed for the Hull et al (2014) textbook. You can download the software from the Model unit site under the ‘Additional Resources' section. Software Installation Installation instructions for the Derivable software are quite straight forward. Please follow these simple steps. Step 1 . Go to the BIFF 5 Model site, under ‘Additional Resources' Section, click on the D erivable software and download the file ‘Derivable. Zip'. Step 2. Double-click on the Derivable. IP file to bring up the Winzip utility program. Step 3. In the Winzip utility program, on the ‘Home' tab, there should be a button labeled ‘I-click Unzip'. Press on the ‘I-click Unzip' button. The compressed files directories and folders should then be extract. Once Winzip has completed the extraction, then close the Winzip program. Step 4. There should now be a folder in your directory named ‘Derivable'. Drill down through the Derivable folder until you come to the list of files; The only file you need to be concerned with for the Assignment is ‘JUDGE . XSL'. Step 5.Double-click on file ‘JUDGE . XSL'. This should bring up your Excel application aerogram with the JUDGE . XSL spreadsheet. If you look in the ‘readmes. Txt' file that is located in the same directory as the JUDGE . XSL file, it will tell you the versions of the Excel program th at Derivable will work with. If you are not using any of these versions of Excel then you will need to get access to one of them in order to do the assignment. Step 6. Once you have opened the ‘JUDGE . XSL' program in Excel, that final step you need to perform is to ensure that Excel has ‘Enabled Macros'.This will allow the Excel program to use the Visual Basic for Applications (ABA) code on which Derivable is eased. If you are using Excel 2010, the enable macros should appear as a ‘strip' across the top of your spreadsheet when you first enter the JUDGE . XSL program. You just need to press the enable button. If you a later version of Excel you will need to go to the macro security settings and enable the macros. Once you have enabled the macros, Derivable will be available for use. Step 7: Click on the Excel spreadsheet tab ‘Equity_FIX_landed_Futures_Options'.This is the only spreadsheet you will need to complete the assignment. Format of Assignment and sub mission requirements: The assignment consists of seven questions. You should attempt all questions. Responses to the questions should be presented according to the Q Manual. The Q Manual provides guidelines on the presentation of submitted materials. Submission of the assignment will require both an electronic submission AND a hard copy submission: The submission of an electronic copy can be done via Model (further technical details will be provided prior to the submission date. The submission of a physical hard copy will be done via a designated assignment box located in the 3rd Floor Foyer of Building H. Further details to be provided closer to the submission date. ) ASSIGNMENT QUESTIONS Please note: Most, but not all of the material needed to answer these questions will be covered in lectures. You are postgraduate students so it is expected that you will be able to seek out the material necessary to complete the questions using your own initiative. All information is available wi thin the textbook, even though it may not all be covered in lectures.IQ . Use Derivable to calculate the value of an American put option on a non- dividend-paying stock when the stock price is USED 30, the strike price is USED 32, the sis-free rate is 5%, the volatility is 30% and the time to maturity is 1. 5 years. (Choose ‘Binomial American' for the option type and 50 time steps. ) (See Chapter 9 for supporting theory and materials) a) What is the option's intrinsic value? B) What is the option's time value? C) What would a time value of zero indicate? What is the value of an option with zero time value? ) Using a trial and error approach, calculate how low the stock price would have to be for the time value of the option to be zero. (use 50 and 500 time steps) Q. Consider an option on a stock when the stock price is $41, the strike price is $40, he risk-free rate is 6%, the volatility is 35% and the time to maturity is one year. Assume that a dividend of $0. 50 is expected after six months. (See Chapter 10 for a) Use Derivable to value the option assuming it is a European call. B) Use Derivable to value the option assuming it is a European put. ) Verify that put-call parity holds. D) Explore, using Derivable, what happens to the price of the options as the time to maturity becomes very large. For this purpose, assume there are no dividends. Explain the results you get. Q. Suppose that the price of a non-dividend-paying stock is $32, its volatility is 30% ND the risk-free rate for all maturities is 5% per annum. Use Derivable to calculate the cost of setting up the following positions. In each case provide a table showing the relationship between profit and final stock price. Ignore the impact of discounting.Each table should have two columns, ‘Stock Price Range' and ‘Profit' (See Chapter 11 for supporting theory and materials) a) a bull spread using European call options with strike prices of $25 and $30 and a maturity of six months b) a b ear spread using European put options with strike prices of $25 and $30 and a ) a butterfly spread using European call options with strike prices of $25, $30 and $35 and a maturity of one year d) a butterfly spread using European put options with strike prices of $25, $30 and e) a straddle using options with a strike price of $30 and a six-month maturity f) a strangle using options with strike prices of $25 and $35 and a six-month maturity. Q. Consider a European call option on a non-dividend-paying stock where the stock price is ADD 40, the strike price is ADD 40, the risk-free rate is 4% per annum, the volatility is 30% per annum and the time to maturity is six months. See Chapter 12 for supporting theory and materials) a) Calculate , and for a two-step tree b) Value the option using a two-step tree. C) Verify that Derivable gives the same answer. D) Use Derivable to value the option with 5, 50, 100 and 500 time steps. Q.Consider an American call option when the stock price is $18 , the exercise price is $20, the time to maturity is six months, the volatility is 30% per annum and the risk- free interest rate is 10% per annum. Two equal dividends of 40 cents are expected during the life of the option, with ex-dividend dates at the end of two months and five months. Individual Assignment As stated earlier IM has been a significant tool in trading and commerce since the beginning of time. However what sets an organization apart is its ability to hangs data into information as efficiently and cost effectively as possible. Before we tackle this issue, defining data and information is important for the sake of understanding the context they will be used. Data is defined by O'Brien (2003) as raw material resources that are processed into finished information products. Information is data that has been converted into meaningful and useful context for specific end users (O'Brien, 2003).Hence, it is safe to say that data becomes information when value is added to it either through organizing, analysis and evaluation and placed in the correct context or the end user. If this statement is true then we can deduce that the better the organization is at completing the above process, then the more effective it is, and if it can streamline this process enough to provide the end use r with a service or product that they are willing to pay for, it will have increased its competitiveness (Gabon, 2008).For instance, a car manufacturer that assembles luxury cars wants to increase the effectiveness of their organizational system. They would start by looking at each component of the organization highlighting areas in which they can improve on quality, control and cost. In manufacturing they might want to introduce an Operating Support System (ASS) which is specific about the requirements at the plant to complete assembly of a car. The data inputted into the system requires that the inputted be specific about supplies, number of hours worked, number of people required to work on a particular car or day etc.The system will process and store the data for the next user, in a form that they will understand. Here the organization may look at the improvement of its networking system as access of the information is made easier and faster with the use of the intranet (O'Brien , 2003). Other elements that will add value to this process, thereby giving context to the next user is the compilation of relatable data such as energy usage, space required, reputable suppliers, financing and human resources.These might be inputted by other systems within the organization such as the Supply Chain Management Systems (SCM), with the use of the extranet (O'Brien, 2003). The data is then stored in the relevant database until it is required by the next user. A combination of the data can be transformed into information that is used in marketing of the cars manufactured, or can be used in the ordering and distribution of sources such as parts (doors, seats, trees) and land allocation or money for infrastructure development.This process of transformation can also be used as a control measure, when targets of the different organizational components are reviewed, or the quality or accuracy of the initial data may require verification and correction. Once the data has been transformed the information/ product can then be disseminated to the end user, in this example the car is sold to the customer. A Customer Relationship Management System (CRAMS) can collect data for feedback purposes or for customization of the car, depending on when the data is used.In essence a cycle is created and smooth flow of information from one component to the next increases the effectiveness and the competitiveness. These processes and systems aid in reduction in time wastage, an expensive commodity, where traditionally the organization might have had to compile the data physically, taken days to analyses it to find trends and pass it on to the different departments or components. In the process things might be delayed or incorrect, compilation could also involve travel costs in cases of the manufacturer having more than one assembly plant.The information from appliers would require making multiple phone calls for quotations or back and forts as prices are negotiated. All these are examples of costs that would be transferred to the customer. Quality of the information could be compromised depending on the control of data collection and transformation, leading to substandard parts being used resulting in a hazardous product that might not meet specifications, hence resulting in the product being described as a right-off or loss.The wrong customer information could lead to the wrong car being delivered to the wrong person, which could lead to customer dissatisfaction and inconveniences. Or storage of the information could lead to losses in customers, suppliers and credibility in the industry. As the organization implements the use of IS for information management it starts to optimize all its processes, thereby meeting Porters analysis of the value chain (Gabon, 2008) where streamlining input, processing and output leads to larger profit margins. Whilst at the same time satisfying Shih's measure of organizational effectiveness.In conclusion, if an orga nization successfully integrates the use of information systems as a means of information management, the benefits are multiple and extensive if done correctly. Obviously, if the organization introduces information systems but does not train staff on how to use it, or does not implement control measures in the input of the data the information gathered will not only be inaccurate but will lead to misinformation leading to lack of optimization, therefore reducing effectiveness and competitiveness(Gigs).Hence, the organization has to be fully committed to the implementation of the information systems as a means of improving its methods of information management, otherwise it will fall short. Interaction between the different components of the organization (through intranet), as ell as with outside entities, such as suppliers (extranet) and customers/ end users (internet) needs to be as smooth as possible. Of course, there will be instances of downtime, however how these are dealt with also improves the overall effectiveness of the organization and can translate into an increase in competitiveness.References 1) O'Brien, J. A. (2003) Introduction to Information Systems: Essentials of the E- business Enterprise. 1 lath Edition. International edition: McGraw-Hill Irwin. Boston 2) Gigs, W. (†¦ ) Demand median effectiveness versus organizational efficiency. Http://smelliness's. Churn. Com/organizatioorganizational Effectiveness Vs.. Organizational Efficiency 3) Gabon, M. (2008) Measuring company level competitiveness in Porter's Diamond model framework. HTTPS://ideas. Repel. Org/h/peak/suffer/149-1 58. HTML b) Discuss various e-business strategies that can be implemented for competitive advantage. (25) Over the years due to stiffer competition, growing global markets and a rise in more tech savvy consumers, the e- business has had to restructure the way they conduct business. With more and more people having access to the internet, it has become advantageous for e-businesses to conduct business online, hence, the growth in numbers of -businesses. E-business has been described as conducting business via the internet.It is not limited to just buying and selling but also the servicing of customers and the collaboration with suppliers (O'Brien, 2003). The demand for instant or efficient services, which are also affordable and custom-made, in some instances, has driven e-businesses to implement strategies that counter forces such as competition, customer bargaining supplier bargaining, threat of substitutes and the threat of new entrants (O'Brien, 2003). It is through the implementation of effective strategies to curb or reduce these actors that the e-business can increase its competitive advantage.This assignment will debate various e-business strategies and will highlight how their implementation leads to competitive advantage. Before we look at the strategies that can be implemented and how, it is important to clarify what a strategy is. Stra tegy is an integrated and coordinated set of commitments and actions designed to exploit core competencies and gain competitive advantage (Belabored et al, 2011 Therefore e-business strategy would then be strategy as it applies to the e-business model.Another term that needs unpacking is competitive advantage as this will illuminate to what end the strategy is adopted. When the e-business implements a strategy that competitors are unable to duplicate or find too costly to imitate then it is said to have a competitive advantage (Belabored et al, 201 1). Hence, we can deduce that when online businesses adopt systems that streamline and enhance their operations and knowledge base with the result of creating a seen. ‘ice or product that is unique, in some way, gives that business an advantage.An effective way of e-business strategy implementation is through the adoption f a more strategic information management, in other words, information systems that allow the provision of a ser vice or product that industry competitors cannot provide. When it comes to implementation of the strategic information management system in e-businesses, there are several points within the value chain where the strategy can be adopted so as to improve the end product/ seen,'ice namely at Customer Relationship Management (CRM), Supply Chain Management (SCM), Enterprise Resource Management (ERM) (O'Brien, 2003).Therefore, the focus is on the strategic adoption of cost leadership, alliances, innovations and differentiation of the ND product or service (O'Brien, 2003) using information management systems. It is important to note that e-businesses are likely to use a combination of the strategies to gain competitive advantage; however, the examples below will try and place their implementation in isolation, in an attempt to illustrate how they work to increase competitive advantage.E- businesses are using strategic information systems at different organizational levels to improve the ma rgins in their value chain (O'Brien, 2003) as this enables them to deal with the ever changing markets, keeping them relevant ND competitive. For instance, Symbolizing, a locally based e-business that facilitates the purchase of groceries online and offers delivery to your doorstep, or nearest postal outlet in remote areas, has adopted an alliance strategy that enables the organization to service a niche market.The cost of delivering the groceries themselves would have been too high and would have resulted in an increase in the cost of service for the customer. However, through the strategic alliance with Compost, Symbolizing is able to offer the service to a wider range of clients as they can promise to deliver to almost nowhere countrywide as long as there is a post office. Through this alliance Zoning is able to continue doing business at a sign efficiently lower price, whilst at the same time offering a unique service to the Diaspora market that competitors are unable to duplica te.Another strategy an e-business could adopt to improve its strategic information system through innovation is by introducing a support system that plugs into the Customer Relationship Management system already in place. For example, if an e-business that offers security and tracking services for vehicles, also introduces a call centre agility, which the customer can access through the navigation system in the vehicle to ask for clearer navigation instructions or other services such as remote unlocking of the vehicle in the event that the owner has locked the keys in the car.This would give the business a competitive advantage as they have created a service that adds value to an existing one but is unique to them alone. In the same example if the navigation system or tracking system could inform the customer that it requires an update and when the customer makes a payment the system updates using hotshot access. The convenience f this ensures that the customer is locked-in, and wil l not look elsewhere for the same services.Strategic flexibility, which is capabilities used to respond to various demands and opportunities existing in a dynamic and uncertain competitive environment (Belabored et alarm 2011), improves e-business agility, which is its ability to post above average returns in an ever changing dynamic environment, due to quick responses to changes in the environment (O'Brien, 2003), as shown by an e-business that ensures that continued research, learning and training improves its service offering such as hospital in India hat specializes in the performance Of hip and knee replacements and diagnoses and recruits their patients online through a series of consultations, which are free, resulted in their opening up their client base to include people from all over the world.They have a support system that follows up on patient care which assists in referrals, as patients share their experiences with others with similar ailments. The hospital no longer wa its to patients to come to India, it has brought Indian state of the art healthcare to the global market online. Omen Inc. As illustrated by Cyprian (2003) adopted the growth strategy wrought the introduction of an online design room, which both designers and customers use to design, order and purchase customized faucets. The information system integrated the CRM and the SCM systems to produce a new product offering. They not only expanded their customer and supplier base they expanded their product lines. Individual Assignment Also, we had reviewed the different data flow that would function and Improve the proper handling between Ordain and their plants, and which would ensure the best relationship between each department. It would Improve the communication In Ordain Manufacturing and, thus. Save time and money after it is finally implemented. Security Controls Security and secure ways of doing business should always be an most level of concern in any project.Security Is primarily handled and managed by the operations group, which is the same staff that is responsible for operating in installing security intros and functions such as, Intrusion Protection Systems, Intrusion Detection Systems, firewalls, and recovery and routine backup operations. Yet, this system developers also share responsibility when it comes to security, especially when it's inside the IT and information systems. The application architecture should be run on Linux/Null-based server or Windows 7 Server Edition.Any additional software o r programs that would later be needed could be programmed in-house as a development project. Interfaces: â€Å"Interface design is the process of defining how the system will interact with external entities, e. G. Customers, suppliers, other systems† (Dennis, Wisdom, ; Roth, 2009). System interfaces require a high level of security because they are well capable of exchanging different information with other information systems. Password requirements can achieve a high level of security by themselves, and are considered secure methods to manage employee files, private and confident documents, or company tax records.Password requirements also help prevent internal security threats, like employees trying to access another employee's computer. Network: one recommendation this consultant has is incorporating a database that is accompanied and would be accessible only via a PLAN (Virtual Local Area Network). This allows a trusted employee to update, view, and modify if necessary so me basic level information that would be subject to confirmation bias supervisor or other payroll clerk.Access such as this would definitely require the use of a password and surname for security methods. Also, methods of security that would be of a most level would be the three factor authentication method, which would be: surname with password and also a fingerprint scan. Also, the third-party organizations that handle Radian's employee's benefits, like their workers compensation and health infinite, should be audited every year for the purpose of com edited this and accuracy, and this would also ensure the most correct processes within Ordain.Physical Data Flow Diagrams Implementation designs and decisions describe how an information system will work, and one has to know this before designing application logic of the information system. The physical data flow diagrams of this information would show all the details including, but not limited to, the data stores that refer to the d atabase tables and the files, the human actions or programs that perform the processes, as well as he physical transfer media for those data flows. If one maintains a proper in clear implementation, it will always provide the services that you will expect with complete and accurate results.Ordain wants to resolve the additional issues regarding the implementation and processes of the final changes, as soon as possible. There will be a meeting next week to discuss this very issue, and this author will work as hard as possible to ensure that all this companies needs will be satisfied and met, and in secure and safe manner as well. Conclusion It has been shown, by the data flow diagrams as well as the basis of this report, that whatever issues had plagued the Human Resources Department, it can be fixed References Systems Analysis and Design, 4th Edition. Individual Assignment Individual Assignment Topic: Apply your understandings of financial statements, working capital management, financial planning to identify, analyze, and propose solutions to the problems presented in â€Å"Clarkson Lumber Company† case. Requirements: * Answer all the guideline questions. Support your answer with necessary calculations, forecasts, analysis†¦ * Summarize the problems and propose solutions for â€Å"Clarkson Lumber Company† based on your answers and analysis of the guideline questions.Assessments: * This is an individual assignment. Although you are encouraged to discuss the case with your lecturer and fellow students, you are required to write the report on your own. Any evidence of plagiarisms will result in a disqualification. * Your total score is 100 pts (answers to the guideline questions 60 pts, summary of the problems 10 pts, and proposed solution 30 pts) * Format: use Arial 11; 1. 15 line spacing. * Deadline: March 31st, 2013Guideline questio ns: 1. Why has Clarkson Lumber borrowed increasing amounts despite its consistent profitability? (5 pts) 2. How has Mr. Clarkson met the financing needs of the company during the period 1993 through 1995? Has the financial strength of Clarkson Lumber improved or deteriorated? (15 pts) 3. How attractive is it to take the trade discounts? (10 pts) 4. Do you agree with Mr. Clarkson’s estimate of the company’s loan requirements?How much will he need to finance the expected expansion in sales to $5. 5 million in 1996 and to take all trade discounts? (15 pts) 5. As Mr. Clarkson’s financial adviser, would you urge him to go ahead with, or to reconsider, his anticipated expansion and his plans for additional debt financing? As the banker, would you approve Mr. Clarkson’s loan request, and if so, what conditions would you put on the loan? (15 pts) Individual Assignment Also, we had reviewed the different data flow that would function and Improve the proper handling between Ordain and their plants, and which would ensure the best relationship between each department. It would Improve the communication In Ordain Manufacturing and, thus. Save time and money after it is finally implemented. Security Controls Security and secure ways of doing business should always be an most level of concern in any project.Security Is primarily handled and managed by the operations group, which is the same staff that is responsible for operating in installing security intros and functions such as, Intrusion Protection Systems, Intrusion Detection Systems, firewalls, and recovery and routine backup operations. Yet, this system developers also share responsibility when it comes to security, especially when it's inside the IT and information systems. The application architecture should be run on Linux/Null-based server or Windows 7 Server Edition.Any additional software o r programs that would later be needed could be programmed in-house as a development project. Interfaces: â€Å"Interface design is the process of defining how the system will interact with external entities, e. G. Customers, suppliers, other systems† (Dennis, Wisdom, ; Roth, 2009). System interfaces require a high level of security because they are well capable of exchanging different information with other information systems. Password requirements can achieve a high level of security by themselves, and are considered secure methods to manage employee files, private and confident documents, or company tax records.Password requirements also help prevent internal security threats, like employees trying to access another employee's computer. Network: one recommendation this consultant has is incorporating a database that is accompanied and would be accessible only via a PLAN (Virtual Local Area Network). This allows a trusted employee to update, view, and modify if necessary so me basic level information that would be subject to confirmation bias supervisor or other payroll clerk.Access such as this would definitely require the use of a password and surname for security methods. Also, methods of security that would be of a most level would be the three factor authentication method, which would be: surname with password and also a fingerprint scan. Also, the third-party organizations that handle Radian's employee's benefits, like their workers compensation and health infinite, should be audited every year for the purpose of com edited this and accuracy, and this would also ensure the most correct processes within Ordain.Physical Data Flow Diagrams Implementation designs and decisions describe how an information system will work, and one has to know this before designing application logic of the information system. The physical data flow diagrams of this information would show all the details including, but not limited to, the data stores that refer to the d atabase tables and the files, the human actions or programs that perform the processes, as well as he physical transfer media for those data flows. If one maintains a proper in clear implementation, it will always provide the services that you will expect with complete and accurate results.Ordain wants to resolve the additional issues regarding the implementation and processes of the final changes, as soon as possible. There will be a meeting next week to discuss this very issue, and this author will work as hard as possible to ensure that all this companies needs will be satisfied and met, and in secure and safe manner as well. Conclusion It has been shown, by the data flow diagrams as well as the basis of this report, that whatever issues had plagued the Human Resources Department, it can be fixed References Systems Analysis and Design, 4th Edition. Individual Assignment Individual Assignment Topic: Apply your understandings of financial statements, working capital management, financial planning to identify, analyze, and propose solutions to the problems presented in â€Å"Clarkson Lumber Company† case. Requirements: * Answer all the guideline questions. Support your answer with necessary calculations, forecasts, analysis†¦ * Summarize the problems and propose solutions for â€Å"Clarkson Lumber Company† based on your answers and analysis of the guideline questions.Assessments: * This is an individual assignment. Although you are encouraged to discuss the case with your lecturer and fellow students, you are required to write the report on your own. Any evidence of plagiarisms will result in a disqualification. * Your total score is 100 pts (answers to the guideline questions 60 pts, summary of the problems 10 pts, and proposed solution 30 pts) * Format: use Arial 11; 1. 15 line spacing. * Deadline: March 31st, 2013Guideline questio ns: 1. Why has Clarkson Lumber borrowed increasing amounts despite its consistent profitability? (5 pts) 2. How has Mr. Clarkson met the financing needs of the company during the period 1993 through 1995? Has the financial strength of Clarkson Lumber improved or deteriorated? (15 pts) 3. How attractive is it to take the trade discounts? (10 pts) 4. Do you agree with Mr. Clarkson’s estimate of the company’s loan requirements?How much will he need to finance the expected expansion in sales to $5. 5 million in 1996 and to take all trade discounts? (15 pts) 5. As Mr. Clarkson’s financial adviser, would you urge him to go ahead with, or to reconsider, his anticipated expansion and his plans for additional debt financing? As the banker, would you approve Mr. Clarkson’s loan request, and if so, what conditions would you put on the loan? (15 pts) Individual Assignment Individual Assignment Topic: Apply your understandings of financial statements, working capital management, financial planning to identify, analyze, and propose solutions to the problems presented in â€Å"Clarkson Lumber Company† case. Requirements: * Answer all the guideline questions. Support your answer with necessary calculations, forecasts, analysis†¦ * Summarize the problems and propose solutions for â€Å"Clarkson Lumber Company† based on your answers and analysis of the guideline questions.Assessments: * This is an individual assignment. Although you are encouraged to discuss the case with your lecturer and fellow students, you are required to write the report on your own. Any evidence of plagiarisms will result in a disqualification. * Your total score is 100 pts (answers to the guideline questions 60 pts, summary of the problems 10 pts, and proposed solution 30 pts) * Format: use Arial 11; 1. 15 line spacing. * Deadline: March 31st, 2013Guideline questio ns: 1. Why has Clarkson Lumber borrowed increasing amounts despite its consistent profitability? (5 pts) 2. How has Mr. Clarkson met the financing needs of the company during the period 1993 through 1995? Has the financial strength of Clarkson Lumber improved or deteriorated? (15 pts) 3. How attractive is it to take the trade discounts? (10 pts) 4. Do you agree with Mr. Clarkson’s estimate of the company’s loan requirements?How much will he need to finance the expected expansion in sales to $5. 5 million in 1996 and to take all trade discounts? (15 pts) 5. As Mr. Clarkson’s financial adviser, would you urge him to go ahead with, or to reconsider, his anticipated expansion and his plans for additional debt financing? As the banker, would you approve Mr. Clarkson’s loan request, and if so, what conditions would you put on the loan? (15 pts)