How ICT requirements are met in an organisation Essay

Report B: How ICT requirements are met in an organisation Before Haden was introduced ICT, everything was done by hand. This took longer and was not a reliable method of processing information. Haden has many departments and altogether they have many computers. I am going to only analyse one of those departments because doing the whole building with the number of computers will be ridiculous. The department I will be analysing is the Fraud department. This department deals with all the people committing benefit fraud. They work with the police to get those people in court. The Fraud department found it hard to cope without computers. When the computers were introduced everything was easy. Everything needed ICT. In the Fraud department there are 45 computers. Here are the specifications of the hardware. Hardware – Input devices Keyboard- There is 40 standard QWERTY keyboards and 5 ergonomic keyboards. Ergonomic keyboards are QWERTY but the layout is different. The keyboards connect by PS/2 port. Mice- There is 45 standard mice. These come as default on all the computers. The mice connect also connect through PS/2 port. Digital Cameras- These cameras are devices that can take photos or moving images (films) and transfer them on to a PC. The images are JPEG, GIF, UGA, UFO or PSO. There are a total of 4 cameras in the department. The digital cameras connect to the via USB port. Scanners- There is 2 scanners in the department and they also transfer images to the computer. They work like photocopier but can transfer the images to a PC. This device also connects through USB port. Web Cams- The web cams are used to project moving images on to the internet. Only 7 computers have these and they are only used for handling confidential documents. The web cams connect to the computers by the USB port. The web cams are used for personal use. Well, that’s what I think! An input device is something that transfers raw data into a computer for it to be processed. These can include images and evidence from fraud suspects. Output devices Monitors- There is 45 monitors. 5 flat screen monitors, also know as LCD (liquid crystal display) screens and the rest are standard default monitors which are CRT (cathode ray tube) monitors. The monitors connect through the serial port. Colour printer- The colour printers are used to print documents with Haden’s header on them. The colour makes it more professional. The printers connect through the LPT or parallel port. These are the main output devices. They take raw information/data and give it back to us processed. Every computer has many different specifications inside and outside. The computers are all the same so it will be easy to describe them. Below are the specifications. Compaq Deskpro 40 GB Hard drive CD/CD-RW Drive Floppy Drive Zip Drive 512 mb DDR RAM 64 mb DDR Geforce 4 graphics card Creative soundcard Ethernet Card Modem port 4 USB 2. 0 ports 2 serial ports 2 LPT/parallel ports 2 Fire wire ports 2 PS/2 ports 1 game pad port 1 Network port The hard drives are big so that a lot of data can be stored. But there is a downfall to that. It is easier for files to get lost and the file security is not great. The RAM is a ridiculously large. It seems like the computers are made to play games and not do work. This also applies for the graphics card. It also has a large card memory. Most of it is wasted because it is not being used. The department can save a lot of money they had computers which are a bit lower on the specifications. (RAM, Graphics card etc) As all the computers are same, it is easy for me to describe only one of the computers specifications because they have the same specifications like the other computers in the department. There is a large server for the department. The server is very fast and quick. Below are the server specifications. Intel Pentium 4 M 3. 0 GHz processor memory 1024 mb DDR RAM 120 GB Hard drive Tape drive CD/CD-RW Drive Floppy Drive All the computers are Compaq brand. They are reliable and safe to use. Software The computers have different software installed on their hard drives. The computers are new. They have Microsoft Office 2002 installed on their hard drive. They also have other programs like anti-virus. Microsoft Word- This is the default word processing application. It is easy to use and it has many features like recording macros and inserting pictures. Microsoft Excel- This application is installed on the system but it is not used often. It may be used to do calculations for wages and salaries. I am not very sure what it is used for in this department. Microsoft Access- This application is not used. Database- Haden have there own database. It is very complicated to use their database. It comes up as a black screen with white writing. Almost like MS-DOS on old computers. The database holds information of people that have benefits and that commit fraud. You have to be trained to use the database because it is so complicated. This is what I think are in the databases: Name, address, post code, county, age, gender, contact details, national insurance number etc. Outlook Express- Easy to use and is fast for sending and receiving information. The e-mail is not for personal use. The companies boss can other employees can read the personal e-mails. Information is not confidential so it is a great and fast method of transferring data. Internet Explorer is used to surf the web for web related fraud. The internet has a special tracking device that seeks out people using other people’s insurance numbers and other details to get money. Intranet- All the computers are linked to an intranet. The intranet is a small network that only the company personnel can enter. No one from the outside, like me, can enter the intranet. Some of the files are password protected and only those who have the password can enter. Others are common files that everyone linked to the intranet can access. All personnel have their own password. They also have a card key that is used to enter the PC otherwise they do not have access. Norton System works is an antivirus application. All the computers have this software to protect against viruses. There is however a disadvantage. There is no internet firewall. Although one will be installed soon, the security is at risk and therefore hackers can enter easily. Evidence Eliminator is an application that is used to destroy unwanted fraud evidence from the Fraud departments’ computers. The evidence will no longer be available for hackers. Evaluation Haden’s use of ICT is excellent. They are faster now than before computers were introduced. The department of Fraud has found that using ICT is a must for them. Most of it is writing up databases. They have improved in using their own database that has outstanding security due to it being hard to use. There are several advantages and disadvantages. The main one is that the computers can get out of date and will require fixing all the time. Another disadvantage is in the Fraud computers the security is not that good. Hackers can attack it easily. The evidence eliminator application will have to be used several times because there is no firewall and hacker can attack any time. The Fraud department has to step up its security to insure that it is safe to transfer files through the networks. Overall, the organisation has improved in keeping things up to date. The security has to improve for the internet, other than that; the company is sophisticated and well improved.

National Curriculum Establishes Assessment As Part Of Teaching Education Essay

The National Curriculum establishes appraisal as an built-in portion of instruction and acquisition, saying that ‘assessment is how pupils recognise accomplishment and do advancement, and how instructors shape and personalise their instruction ‘ ( National Curriculum, 2010 ) . Appraisal in all its pretenses is a critical factor in be aftering for short, average and long-run student advancement. If the importance of formative and summational appraisal is recognised during the planning phases, it allows for a more in-depth analysis of pupil accomplishment and attainment and a more constructive rating of the effectivity of personal instruction methods. The focal point of this paper is the importance of effectual planning of both formative and summational appraisal for learning and larning. Without some signifier of appraisal it would be improbably hard for both instructors and scholars to estimate how much advancement has been made during a lesson or over the class of a pecu liar unit of survey. Assessment should non be merely an addition at the terminal of a unit of work, but instead a cardinal constituent of day-to-day schoolroom instruction and acquisition. It is for these grounds that I have chosen it as the focal point of this paper. In its simplest signifier, appraisal is the procedure by which instructors analyse pupils ‘ acquisition ( Briggs and Ellis, 2004. p.63 ) ; nevertheless it is much more than that. Assessment enables scholars to recognize accomplishment and do advancement, and instructors to determine and accommodate their instruction to single demands and aspirations ( National Curriculum, 2010 ) . Research has shown that appraisal ( with explicit respect to its National Curriculum intents ) can be divided into two cardinal countries that work as separate entities yet are inextricably linked. Pachler, Barnes & A ; Field have labelled these two countries as the ‘macro and micro dimensions ‘ of appraisal ( 2009. pp.235-236 ) . The macro strand consists of the national, regional and local/school-based statute law, policy and certification that are often updated and used to make public presentation informations. The micro strand, which involves the monitoring and betterment of single class/pupil cognition, understanding and acquisition, utilises these policies and certification in order to accomplish the consequences required to farther inform and develop the macro strand. This cyclical construction of appraisal merely reinforces its importance, as the success and patterned advance of both the single student and the national instruction system depend upon it. With such significance weighing upon its nucleus application through instruction and acquisition in the schoolroom, it is indispensable that appraisal is given due consideration during the planning procedure in order to guarantee that it is used resourcefully and productively. In order to do the country of appraisal more accessible for schoolroom usage, it is possible to farther categorise it so that it becomes a functional characteristic of instruction and acquisition. The micro strand of appraisal can itself be broken down into two distinguishable yet besides interlinked dimensions, viz. formative and summational appraisal. The Assessment Reform Group have defined the formative, appraisal for larning as ‘the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel following and how best to acquire at that place ‘ ( Assessment Reform Group, 2002 ) . Pachler, Barnes & A ; Field have defined the summative, appraisal of larning as ‘assessment which describes/summarises what a scholar has achieved/attained. A snapshot of accomplishment. It besides informs instructors of how much of and how good a group of scholars has p rogressed against the intended acquisition results ‘ ( 2009, p.236 ) . The 1987 study compiled by the Task Group on Assessment and Testing ( TGAT ) put frontward the construct that formative and summational appraisal could and ought to be used in tandem for the benefit of student advancement. Harmonizing to the TGAT, uniting the consequences of appraisals with the specific intent of supplying formative information could supply a good general image of a student ‘s educational advancement. However, the TGAT besides claimed that since summational appraisals occur at the terminal of a stage of acquisition, formative information could non be obtained from them and hence could non show an accurate position of the student ‘s educational history ( TGAT Report, 1987. paragraph 25 ) . Therefore, utilizing both signifiers of appraisal together would look to be a cardinal attack to analyzing a student ‘s overall academic attainment and was a nucleus factor in my ain planning for learning and acquisition. The planning procedure itself is at the bosom of instruction and acquisition. It is through be aftering a series of lessons that a clear way for the intended acquisition is achieved. Individual lesson programs relate via units of work to the strategy of work, which outlines the work to be covered over a period of clip or a period of survey defined by scrutiny specifications ( Pachler, Barnes & A ; Field, 2009. p.100 ) . Each single lesson planned demands to be portion of a ‘bigger image ‘ in order to put realistic medium-term larning marks. Killen states that there must be a direct and obvious connexion between what you do lesson-by-lesson and what the course of study suggests students should larn in the long term ( 2006. p.66 ) . A instructor needs to make an effectual Medium Term Plan clear uping what it is a student is expected to larn and a assortment of possible methods to assist them accomplish this. Medium term programs begin to locate the acquisition in contexts t hat are meaningful, relevant and appropriate ( Browne, 2007. p.180 ) . A good organized medium term program with accomplishable larning aims and results will assist to supply a clear and concise instruction and learning way. For the intents of this paper I am traveling to measure the planning and instruction of a sequence of lessons for one Year 7 German category. My first measure in this procedure was to garner every bit much information as I could about the School Phase 1 ( SP1 ) school, the section and the category itself, paying peculiar attending to the school ‘s rare societal scene. I did so as a consequence of anterior reading before geting at the SP1 school, viz. Cohen, Manion and Morrison ‘s recommendation that one should get down by look intoing characteristics and resources of the vicinity in which the school is situated, as some of these may turn out to be relevant to the lessons you will be learning and organizing ( 2002. p.44 ) . Through treatments with my wise man and other members of staff I discovered that a big proportion of the students in the SP1 school semen from military households and as a consequence of the nature of this business, the school can often hold students ge ting and go forthing at any clip of the school twelvemonth. Therefore, it was necessary during the planning procedure to be aware of the likely possibility that a student with no anterior cognition of the linguistic communication may fall in the group at any phase. The Year 7 category was a mixed-ability group comprised of students with no anterior exposure to the German linguistic communication before get downing into Year 7, students who were taught German in Year 6 as portion of a Primary Languages Programme and students who had resided in British Army Bases in Germany for more than six months. With such a varied mix of abilities in the group Cohen, Manion and Morrison ‘s recommendation proved to be important to be aftering the sequence of lessons I was to learn. Before composing my ain average term program I observed the group with their regular schoolroom instructor. I had besides intended to familiarize myself with the section ‘s policies and certification, nevertheless, the section was undergoing alterations and developments at the clip so current and up-to-date policies and certification were non available until after I had taken over learning the category from their regular instructor. As a consequence of this I was non to the full cognizant of the prep or taging processs of the section. This is one of the major countries for betterment I have highlighted for developing my ain professional pattern as I aim to be more thorough in my hereafter apprehension of departmental patterns even when no formal certification is accessible. Despite this reverse, I began to develop my average term program by utilizing the National Curriculum and the Framework for MFL every bit good as the section ‘s Schemes of Work and the Teacher ‘s Guides that corresponded with them. Through treatments with my wise man ( who was besides the schoolroom instructor of this peculiar group ) I established where the category was in their acquisition in conformity with the strategy of work and together we agreed an appropriate starting point for my average term program. I used all of the information available to me until I had created a footing for the instruction and acquisition that would take topographic point over the period of four to five hebdomads. Each hebdomad I taught the group one lesson of 100 proceedingss continuance. Before I took over the instruction of full lessons, I began by learning little elements of them including starting motors and activities during a lesson ; nevertheless they did non characteristic in my average term program as they took topographic point before the agreed get downing point. My average term program covered one full unit of work, consisting of five 100 minute lessons ; nevertheless as it was a on the job papers I altered and amen ded it in line with the advancement of existent instruction and larning which was taking topographic point ( appendix I ) . For each lesson accounted for in the medium term program I included the followers: the lesson focal point with mention to identify model aims, the acquisition aims and expected larning results of the lesson, the resources which may be used during the lesson and a general lineation of possible acquisition activities. I later created single lesson programs for each lesson that would be taught which provided a more comprehensive lineation of the instruction and larning involved ( appendix two ) . With this paper in head I narrowed the focal point of my rating of my planning for learning and larning on my usage of both formative and summational appraisal to inform pupil advancement. I planned to utilize both signifiers of appraisal with specific respect to the monitoring of pupil advancement in Modern Foreign Language Attainment Target 4 – Writing. The SP1 school divides the academic twelvemonth into six footings and teaches a tight, two twelvemonth Key Stage 3 course of study and therefore has high achievement marks for the terminal of Year 7. The section concentrates on these through centering its summational appraisal on one Attainment Target at a clip. â€Å" Focus 3: To raise accomplishment at KS3. Quantitative Targets: To enable 80 % or more of yr7 pupils achieve NC Level 3 by terminal of term 2 in composing † ( appendix three ) . As I would be learning this group during term 2 I incorporated this mark into my planning. I developed lessons in which I tried to guarantee there was equal patterned advance of composing accomplishments. In order to keep a balance nevertheless, composing was non ever a cardinal focal point of the lesson so that attainment of the other three linguistic communication accomplishments ; speech production, listening and reading, could besides be enhanced at a similar gait. As I began to learn and measure full lessons, I noticed that the same job countries of my instruction kept looking which were holding an consequence on students ‘ acquisition. These countries were gait, projection of voice and most significantly lodging to my lesson programs. In the beginning I was non able to interpret my planning of lessons into instruction of lessons. On juncture I left out activities I had planned or created new activities during the lesson that I had non planned for. While this did non hold a damaging consequence on students ‘ acquisition, students ‘ advancement was somewhat inhibited due to my ain inability to present what I had planned. Although I had designed specific appraisal for larning elements of lessons to inform me of student advancement, these countries were sometimes overlooked in the beginning for grounds such as my timings of chief activities were unrealistic or I was concentrating excessively much of my attending on pull offing p upil behavior. As a consequence of this, at the early phases of my instruction, I was frequently unable to give equal clip to measure how much acquisition had really taken topographic point during the lesson. Throughout the lesson, nevertheless, I ensured that I would take notice of those students who were fighting with the acquisition involved and those who were happening it straightforward. In my ratings after the lessons this helped me to find a general feeling of what countries of the lesson I had been successful in instruction and those that I needed to better. Once I had evaluated my instruction in relation to pupils ‘ larning I was able to set up clear countries for development which would help the betterment of both. My planning became more focussed and my timings more realistic so that I was finally able to be after a lesson that I could successfully learn and in which I could supervise the accomplishment of larning results. I began to utilize formative appraisal techniques more often and fruitfully during lessons and could therefore supply more suited aid to students of all abilities. I delivered the sequence of lessons with the summational authorship appraisal in head. While in the beginning I was unsure of how to put undertakings at the appropriate degree for the acquisition which had merely taken topographic point, rating and contemplation of these lessons aided my readying of future lessons guaranting I included and monitored undertakings which showed obvious patterned advance of composing accomplishments. For illustration, w ritten undertakings which showed a development in pupil ability from copying individual words for new vocabulary ( Level 1 ) to gap-filling exercisings which modelled cardinal grammatical constructions ( Level 2 ) to finally accommodating these theoretical accounts and composing their ain sentences utilizing the cardinal vocabulary and grammatical constructions antecedently learned ( Level 3 ) . The bulk of students were so besides able to remember this linguistic communication and grammar from memory during the authorship appraisal itself ( Level 4 ) ( appendix iiii ) . As I stated earlier, the focal point of the section was to raise accomplishment at KS3 so that at least 80 % of Year 7 students attained a Level 3 by the terminal of term 2. To measure the advancement made during this term a formal summational appraisal was given. In this appraisal pupils had to compose a short text about themselves utilizing as much of the information they had learned since the beginning of term 1 as they could. I provided the students with a departmental-approved information outline sheet in English to help them with the undertaking ( appendix V ) . In footings of student advancement and making set marks, my instruction and students ‘ acquisition was successful. The consequences of the summational appraisal show that 94 % of the group achieved a Level 3 or higher, with 83 % of the group really achieving a Degree 4 ( appendix six ) . As a summational consequence this is above the mark set, nevertheless, these consequences mean small if the students themselves do non understand the standard for accomplishing these degrees ( appendix seven ) . In the lesson following the appraisal I planned for the bulk of the clip to be spent on returning the appraisals to students and presenting them to the thought of reflecting on their ain development. I besides provided them with teacher-feedback and allocated clip for students to self-assess their ain advancement and place countries to better for their hereafter acquisition. Harmonizing to the Assessment Reform Group, ‘successful larning occurs when scholars have ownership of their acquisition ; when they understand the ends they are taking for ; when, crucially they are motivated and have the accomplishments to accomplish success ‘ ( cited in Pachler, Barnes & A ; Field, 2009. p.234 ) . Equally good as making attainment marks students, every bit good as instructors, need to develop the ability to reflect upon their ain development and indentify the cardinal countries that can actuate them to better and make higher. I introduced this critical component of womb-to-tomb acquisition by supplying each student with a simple feedback sheet attached to their appraisal, so that it was possible for them to reflect upon their work and distinguish and record countries that they completed successfully and those that they need to better upon in order to raise their attainment degrees in the hereafter ( appendix eight ) . I have discovered from my ain planning and presenting a sequence of lessons why such value is placed on contemplation and rating. Without measuring what you have done in the past it would be an backbreaking undertaking trying to come on in the right way. Evaluation is in itself a signifier of appraisal. Measuring my instruction in footings of students ‘ acq uisition has allowed me to see what advancement I have made and what successes and failures have been encountered along the manner. With this cognition it has become much easier to place clear marks and aims for my future professional development.

Effects of Energy Drinks on Children, Adolescents Essay

Effects of Energy Drinks on Children, Adolescents - Essay Example Literature Review Energy drinks are non-alcoholic beverages containing caffeine, taurine, vitamins, herbal supplements, and sugar or sweeteners, with caffeine as its main active ingredient (Seifert et al 2011: 512). Red Bull was the first ED introduced in the European market in 1987 and later in the 1990s in the United States (Kaminer, 2010: 643). Today, EDs are sold in about 140 countries and are expected to rack up a total of $9 billion in sales for the year 2011. It is estimated that half of the world’s energy market consists of children, adolescents and young adults, which practically means those aged 25 years old and below (Kaminer 2010: 643). EDs are marketed as drinks made from natural ingredients that can boost energy and alertness and improve athletic performance. Recently, however, EDs have figured in health-related issues. Reports claimed that EDs can cause seizures, cardiac arrest, psychiatric symptoms, and obesity (Clauson et al, 2008: 57-58). In Germany, health a uthorities reported that EDs were discovered to cause liver damage, respiratory disorders and a host of other ailments and even death. Similarly, Irish health authorities have linked EDs to 2 deaths between 1999 and 2005. Caffeine levels of 200 mg and 1622 mg from drinking energy drinks caused jitteriness in a 13-year old and 14 year-old, respectively (Seifert et al 2011: 516-517). Contrary to claims, Clauson et al (2008) contended that the natural contents of EDs such as ginseng and taurine, found to have beneficial effects, are in so small quantities in EDs that they are unlikely to give any therapeutic effect. The increase in energy that drinkers of EDs feel, is due to caffeine rather than due to their taurine and ginseng content (58). Table 1, shows the results of a survey conducted by Malinauskas et al (2007) involving 496 participants gathered from a US college, 51% of them admitted to taking more than one energy drink every month. Asked about the effects of the energy drinks on them, Table 1 shows that the negative symptoms reported increased as the number of energy drinks taken go higher. Discussion EDs may be generally safe, but they pose danger to certain groups such as children, young teens and young adults because of the amount of their caffeine content. Children have less tolerance for caffeine, which is abundant in energy drinks. A child is supposed to consume not more than 100 mg of caffeine daily. In a study, for example, a sample of men and boys were tested for their caffeine tolerance by giving them the same amount of caffeine. Although blood pressure between the two groups was the same, the boys suffered higher heart rates than the men as well as increased motor activity and decreased reaction time (Seifert et al 2011: 519). The negative effects of caffeine on children may be exacerbated when a child is suffering from certain conditions. Ion chanelopathy or hypertrophic cardiomyopathy, conditions which are prevalent in children, is worsened with caffeine intake. Similarly, children with ADHD (attention deficit hyperactivity disorder), are also in danger of shooting blood pressure and increased heart rate. So too, are children with eating disorders who are at risk of cardiac dysrythmias and intracardiac conduction abnormalities. For those suffering from obesity, EDs are

Financial risks Essay Example | Topics and Well Written Essays - 500 words

Financial risks - Essay Example Transaction exposure is linked with the future gain or loss which the company will be making related to future obligation settlements. To handle transitional risk, company goes for different hedging techniques, but hedging if more profitable in the short terms as compared to long term (Shim, Shim & Siegel, 2008, pp 365). Economic exposure is the most sensitive exposure because its effect is far broader as compared to the others. The extent to which economic exposure will affect a company depends on nature of the company or the industry in which company is. These economic factors can be macro economic factors which have their impact world wide or can be micro economic factors like socio-economic factors or political factors specifically to a particular country (Shim, Shim & Siegel, 2008, pp 365). The main motto of any organization is to reduce cost of production and to increase profit for the stakeholders. As through marketing, the management tries to increase revenue, so such strategies are being made through which BMW can increase their sale in those countries where currency is appreciating or is over valued and they will restructure their marketing plan for the countries where currency is depreciating or are undervalued. Same strategy is adopted while launching new product into market; BMW introduces its new products when currencies are appreciating so that they can collect revenue as high as possible. Thus the process is more or less like a long term call option. BMW remain highly cautious for finalizing their marketing expenditure. Company always keeps in mind that marginal expenditure made on any unit should be less than the marginal profit per unit. Strategy for production is just the reverse of marketing strategy as the company always tries to lower down production cost as far as possible. BMW expands its production capacity

International Management Research Report Essay Example | Topics and Well Written Essays - 1500 words

International Management Research Report - Essay Example People believe that all the alliances on international level work efficiently and effectively. However, that's not the case because if certain factors like legal, political, social, customer preferences are not focused efficiently then alliance of any nature might not work effectively. Organizations are getting bigger and stronger day by day and their area of operations is expanding. Organizations are changing their methodology of working and newer terms like employee empowerment, mergers, acquisitions, motivation and business alliances are changing the conventional methods of working. The span of control is widening up and they are enhancing their profits and entering into newer contracts with the diversified approach. Organizations besides achieving short term targets are stressing on long term objectives too. Since they are expanding therefore they are merging other companies into their own horizon and forming new strategies in order to achieve the overall goal. An agreement of mutual consent between businesses that initiated for cost reduction, improved service or for any other strategic factor is known as a business alliance. In the current century alliances are considered as a sign of victory and they are treated as an element of growth. Business alliance is actually working with your competitors and this strategy is favorable when two or more organizations view the bigger picture and thinks in terms of favoring the industry and their our profits too. In today's world fierce competitors are becoming business partners just to earn more profit and reduce their costs. Usually alliances are mostly on 50-50 basis and mutuality is considered to be the important factor besides the ratio. Besides bigger organizations smaller organizations are also benefiting a lot from this strategy and they are combining with other small organizations and enlarging their vision and objectives (Daft, 2008). There are numerous alliances on national and international basis in order to earn strategic advantage. Dell computers are considered to be the largest sellers of Pc's world wide and they firmly believe their customer-centric approach and their alliances are the main reason of this success. Dell computers are extensively in touch with their suppliers and they some times follow the acquisition strategy and buy out the supplier. Same is the case with retail giants Wall mart and K-mart that they either buy out their suppliers or some times outsource certain areas to them in order to obtain better results. Managers and decision makers are facing a paradoxical situation that whether to opt for international business alliance or not. Some mangers believe that sharing the resources might be a dangerous strategy on international basis. This is a definite challenge because managers have to risk their resources and a huge amount of dollars are at stake when an international business alliance is formed (Phatak, 2008). Managers can form alliances in different forms and the examples of business alliances can be joint ventures, licensing, equity partnerships, etc. In certain scenarios mergers and acquisitions also come under this category.

Favorite location Essay Example | Topics and Well Written Essays - 750 words

Favorite location - Essay Example It is an island that is roughly 10 miles long with a great beach. The ocean is on the one side of the city, while on the other side, it is accosted by the bay. Throughout the length of Ocean City runs a highway, taking a drive on which is a real soothing and pleasant experience. Most of the time, the weather at Ocean City is nice and favorable. This makes it a highly recommended tourist destination. The beach at Ocean City is not only huge, clean and free of debris, but is also quiet, safe and friendly. What makes the beach at Ocean City really special is its ample clean and white sand, lots of waves, no trash and the 24/7 presence of lifeguards. In fact, talking a walk on the beach may sometimes turn out to be a difficult experience as one gets one’s feet sunk in the soft velvety sand time and again. Ocean City offers plenty of beach space and room to all the visitors, so that they may spread around, relax and really enjoy the ocean. Ocean City, Maryland, is a place that has something to offer to a person of any temperament, inclination and preference. Located at just three miles from the Ocean City, Maryland boardwalk is a perfect place to take a soothing walk or an energetic run, or to simply relax as the time glides past unnoticed and unregistered. Not to mention that it is actually at night that the boardwalk really comes to life with a plethora of interesting engagements like acrobatic performers, rides and arcades. No wonder, at night, the boardwalk turns into a scintillating heaven that simply cannot fail to attract even the most placid and restrained of visitors. In the evenings, as the sun sinks down the bay, the sunsets at Ocean City happen to offer unbelievable visual delights. Also, getting up early in the morning to welcome the brilliance and warmth of the rising sun is an amazing experience in itself. Not to mention that Ocean City offers to its patrons a great night life densely

Internet and the Issues It Gave Birth to Assignment

Internet and the Issues It Gave Birth to - Assignment Example The present paper has identified that  the internet has a profound impact on culture, both good and bad. A culture can be defined in the simplest possible terms as the sum total of the ideologies, customs, rituals, language, and lifestyle of a people that sets them apart from other people. In fact, the world is filled with diverse cultures which have their roots reaching even the Stone Age. The first impact the internet has in this field is the assimilation of these cultures resulting in the creation of a world uniform culture. To elaborate, the coming of the internet hugely helped the spread of western culture throughout the world. As most Asian and African countries look westward for technology and development, they inadvertently take up the lifestyle of western civilization that is highly liberal in nature. Yet another terrible blow is the disappearance of regional languages and the dominance of English. As English is the language that is mostly used in higher researches and as it is the main language in use on the net, it becomes necessary for other people to adopt English as a means of communication, thus leading to the erosion and gradual demise of their regional languages. As stated in Forbes and Mahan, (Eds.) (135), since the primary language of the internet is English, it would transmit the elements of Western values including an emphasis on material goods, entertainment, sex, and romance. The way the dressing sense of the modern youth has changed is the most effective example of this influence. If one can see young people wearing jeans and t-shirts in all countries and cultures and if they are seen eating pizza and hotdogs forgetting their traditional food items, as everybody knows, it is the internet to be blamed. However, the other side of the argument, though quite feeble, is that the internet does not necessarily eliminate the values of indigenous cultures. As Nakamura (88-89) states, the internet has the potential for challenging western influe nce; and moreover, it can turn to be an effective device for non-western users. The author points out the example of New Media Center Sarai New Delhi which has developed software for indigenous non-literates. According to Lessig (10), people around the world have the opportunity to build and cultivate a culture; perhaps a cyber-culture that would reach beyond the local boundaries. Unfortunately, the internet offers people the opportunity to destruct their cultures too. Ethical issues associated with the use of internet Though the accurate meaning of ethics vary from culture to culture and people to people, there are certain universally accepted norms of ethics that distinguish humans from other animate and inanimate beings. One can undoubtedly say that the security and freedom provided by internet lure many people into forgetting their ethics and morality to enjoy the unlimited chances of enjoyment available on the net. The first one in this row is the adoption of pseudo-identity on the internet to cheat people. As everybody knows, it is possible to hide one's real identity and this provides people immeasurable chances of carnal pleasure, monetary frauds, and other innumerable ways of cheating. To be precise, the availability of porn sites which often impart biased views on sex is responsible for the increasing sexual atrocities or crimes against females throughout the world.

Quality Management High School Essay Example | Topics and Well Written Essays - 500 words

Quality Management High School - Essay Example Focusing on intangible effects on processes and ways to optimize and reduce their effects. Examination of the way the organization applies the product aimed at improving the product itself and Broadening management concern beyond the product. TQM is mainly concerned with continuous improvement in all work, whether in strategic planning and decision-making or at the supervisory level. It is based in the belief that, mistakes are avoidable and their effects are preventable. It leads to continuously improving results, in all aspects of work, as a result of continuously improving capabilities of workers, processes and technology. TQM is very key to achieving efficiency in the health sector in that it ensures that an organisation maintains a quality standard in all aspects of its business and undertakings. This involves doing things the right and therefore eliminating wastage and losses from the organisations operations. The Centres for Disease Control and Prevention (CDC) is one of the major operating components of the Department of Health and Human Services, an agency, in the United States government for protecting health and safety of the Americans and other needy people throughout the world. CDC concerns itself with prevention and control of infectious and chronic diseases, injuries or workplace hazards, and environmental problems.

New Reality in Iran Essay Example | Topics and Well Written Essays - 1250 words

New Reality in Iran - Essay Example Superimposing real life against the literary lives of characters in the famous works of Vladimir Nabokov, F. Scott Fitzgerald, Henry James, and Jane Austen, Nafisi demonstrated how literature acts more as a reflection than artistic expression of social realities that these authors experienced during their times. Nafisi addressed numerous social issues and injustices that occurred among Iranians, in general, and women, in particular, in the society she lives in. Despite this multitude of issues, she centered her discussion more on four major themes that corresponded with each part of the book. These four major themes are: (1) the creation of a "new and different world" by the oppressed Muslim women in Tehran; (2) analysis of Western culture and ideals vis--vis Iranian culture and ideals; (3) courage and defiance from a stubbornly defiant traditional society; and (4) integration of the three preceding themes-the enactment of women's revolution, summoning their courage to pursue their own 'new worlds' and defy and protest the oppressive nature of their society. The central argument presented in Nafisi's memoir, in effect, is the integration of these themes: the concept of Upsilamba, of creating a new and different world, and having the courage to do this, is what Nafisi and other Iranian women like her had aspired and succeeded in achieving-whether this causes them death or persecution in their own society. In the texts that follow, an elucidation of these themes and of the central argument in the memoir are discussed and analyzed in the context of cultural revolution-a shift to totalitarianism-Iran was experiencing in the late 1970s. The first theme answers Nafisi's reason for including Nabokov's novel "Lolita" as the primary text from which she felt motivated to pursue her dream of creating her own alternative class. "Lolita" is more than a novel; Lolita as the main character represented the women of Iran during the tumultuous time of totalitarianism and revolution in the country. Like Lolita, the women were and are continually robbed of the innocence and freedom that they should be experiencing in their own country, in the same manner that men enjoy greater freedom and privilege in this same country. Innocence and freedom are often associated with injustices committed against women, such as physical, psychological, and emotional abuse; however, in Nafisi's terms, the deprivation of innocence and freedom among women by the totalitarian regime they lived in was not just these kinds of abuse, but the total erasure of the individuality and sense of self that women had before the revolution began. The conversation that ensued among the women in Nafisi's alternative class reflected so much about the kind of mentality that developed as a result of the usurpation of people's individualities and rights by the republic. For the women, "Lolita" is not a novel that questions human morality, nor does its author, Nabokov, prescribe what morality and humanity should be. More than anything else, the novel attempts to illustrate humanity in its purest nature, wherein the individual aspires to do and act the way she wanted to,

Individualism versus Collectivism Essay Example for Free

Individualism versus Collectivism Essay The concepts of individualism and collectivism apply to the description of societies and individuals within the society. Cultures vary in their levels of individualism/ collectivism while individuals within these specific cultures vary on the same dimension. Idiocentric and allocentric are constructs that are very important in differentiating consistent variations of an individual’s attitudes, beliefs, self-definition, normative behavior and self-definition. Individualism is termed as the person’s level of idiocentric while collectivism is the person’s level of allocentric (Udehn, 2001). Idiocentric individuals emphasize more on their own goals and needs over those of the group to which they belong. They are much independent and self-reliant. On the other hand, allocentric individuals tend to be more cooperative, interdependent and they also have a stronger desire to partner with others. In addition allocentric and idiocentric individuals differ in their source of intimacy and companionship to satisfy their several needs and to strengthen their self-esteem. For instance, idiocentric obtains their social support from peers and best friends while allocentrics obtain their social support from their parents. Individuals with allocentric tendencies have fewer daily but more in-depth discussions than individuals with idiocentric tendencies. People who express more allocentric or idiocentric tendencies vary in various ways. For instance, the people who tend to be more allocentric have good reliability and inter-correlation thus showing convergent validity. They are characterized with three main aspects which include individual to group goals, in-group as extension of the self and in-group identity. Individuals who are more idiocentric mainly use equity and need in distributing rewards. Individuals who are more allocentric mainly emphasize on the values of cooperation, fairness and honesty while individuals who are more idiocentric put much emphasis on values of comfortable life, competition, pleasure and social recognition. Persons who are allocentric receive much and better quality social support while those who are more idiocentric are usually higher in achievement motivation, alienation and greater loneliness. The difference between collective and individualist cultures is mainly based on self. In collectivist cultures, the self is more linked to in-group memberships while in individualist cultures; self-concept is obtained from independently groups which are based on the varying characteristics and contributions of the individual. In collectivists’ cultures, there is high adherence to the goals of the in-group and to in-group values and also the maintaining of in-group harmony (Lee Kelly 1996). In individualistic societies, the aims and the goals of a particular individual are more important and less significance is attached to in-group harmony. Nevertheless, individualism is mainly based on Western cultures while collectivism is related with Eastern cultures. Collectivistic cultures have lower rates of suicide, psychopathology and relatively higher marital satisfaction than individualistic cultures. I consider myself to be idiocentric. This is because I always concentrate on my own goals and achievement over those of the other people and I carry out my tasks independently. I normally display a different tendency towards the allocentric. For instance, in making purchase of luxury brands, I purchase goods for my own sake pleasures ad interests while the allocentric purchase the luxury brands only with an aim of seeking social recognition (McCarthy, 2005). As a result of these differences, conflict and misunderstanding emerges. This is because as a personally motivated consumer, I will purchase the luxury brands for self-interests while on the other hand an allocentric individual who is socially motivated will make the purchase of luxury brands with an aim of seeking social recognition.

The rationale rights based approaches

The rationale rights based approaches This essay will discuss about the rationale, shortcomings and potentials of rights based approaches to development as a subject. The objective of this essay is to explore the above mentioned in detail as this is believed to help all those involved in development work and to add to the existing debates in this area. The other reason is to clarify this theorisation for actors in the field be it NGOs and government or international agencies dealing with development to really understand what rights based approaches entail. Rights based approaches to development has become so popular for the past decade, with development agencies and national governments understanding it and implementing it in a diverse of ways. As Hickey put it â€Å"Some development professionals remained committed to the approach, while others were frustrated at the lack of progress in realising its apparent potential. Some academics and activists expressed continuing scepticism and argued that the rights based approach was one more example of northern hegemony†.(Hickey etal,2009:9) It is against this backdrop that discussing about the shortcomings and potentials of rights based approaches is appropriate. The discussion is hoped that it will help governments and NGOs to take into account the shortcomings and potentials in their development work. The essay focuses on the rights based approaches in generally, for there is need for self reflection so that actors can understand both the negative and positive side of rights based approaches for it to be a helpful tool on the ground rather than theory. This point was emphasised by Hickey saying â€Å".neither praise nor damn rights based approaches to development, and to instead work toward a more balanced understanding of both potentials and pitfalls of such approaches. We hope that this measure assessment will avoid the antagonisms with other new approaches to development for example social capital, participation, in which reasonable disagreements have become running battles, entrenching increasingly polarised positions, clouding attention to facts on the ground and preventing the productive synergies that should develop between opposing views.†(Hickey etal, 2009:209). To address the issues highlighted in the above paragraphs the essay will deal with the rationale of rights based approaches followed by a discussion on the current debates which will help to highlight the shortcomings and potentials. A comparative analysis with other approaches to development will be looked at and a discussion about the shortcomings and potentials which will be followed by a conclusion. Various definitions has been put forward to describe what a rights based approach is. As stated in the Human Rights Reference Book, â€Å"Human rights to development can be defined as a conceptual and analytical approach to development cooperation, which is based on the standards and principles of human rights and which aims to incorporate these standards and principles in all planning and implementation of development cooperation †(Sepulveda etal 2004:03) Others define a rights based approach in what it does to a situation. As stated in Ball, â€Å"A Rights based approach helps to uncover the root causes of under development, conflict and even natural disasters such as famine.†(Ball 2005:278).In relation to this essay, the definition as propagated by Sepulveda in the Human Rights Handbook will be used or referred to. For the proper understanding to the readers, there is need to define as well what development is and which definition is applied in this contexts as rights based approach focuses on the way in which development is being approached. The preamble to the Right to Development Declaration states that, â€Å"Development is a comprehensive economic, social, cultural and political process, which aims at the constant improvement of the well being of the entire population and all individuals on the basis of their active, free and meaningful participation in development and in the fair distribution of benefits resulting there from.†[1] This definition will be the one referred to in this essay since it cover so many things and it is a consensus from all the nations which fall under the United Nations. Having stated the objective of the essay, given the definitions of development and rights based approach the essay will now discuss the rationale behind having rights based approach to development. In order to highlight the shortcomings and contributions the fundamental reasons for using a rights based approach to development will be discussed. It is my view that from the past development projects were not incorporating human rights in their agendas. Human development and human rights were seen as separate fields altogether. However it was realised that all the two frameworks are there to promote and secure the peoples dignity and also freedoms. As stated by Nyamu-Musembi, â€Å"A rights based approach adds an element of accountability and culpability, an ethical or moral dimension to development. It therefore, demands a shift from viewing poverty eradication as development goal to viewing it as a matter of social justice, as the realisation of a right and fulfilment of a duty.†(Nyamu-Musembi, 2005:42) However in relation to NGOs, adopting rights based approach is based on the fact that it is moral right, and widely accepted perception that it brings contributions to traditional approaches which will be discussed in the essay. It was also believed international-wide by authors and professionals that development should have a consideration for rights. It is the writers view that human rights and development are more effective together than either one on its own. And this reason of combining a rights based approach to development was confirmed by Theis as he stated that â€Å"Combining human rights, development and activism create a more effective approach than any of them on their own. A rights based approach has a greater chance of achieving results in the fight against injustice, inequality, poverty and exploitation†. (Theis, 2004:13). The realisation by actors in development was to the effect that not all was being done to realise the rights of people and there was need for some comprehensive approach to tackle issues as poverty and address the inequalities involved and this can be done through legal means. Petit said â€Å"Development practitioners have to begun to recognise the limits of their technical and micro-project approaches in tackling the root causes of poverty. They have recognised the need to address deeper structures of inequality and exclusion and to confront these at the legal and political as well as social, cultural and economic levels.†(Petit, p92) Also according to Gready the realisation of links has led to the issue of rights in development as he stated that â€Å"Recognition of the fundamental links between rights, denial, impoverishment, vulnerability and conflict has led to the incorporation of rights- based approaches into the funding strategies, policy formulations and practice of a diverse range of actors.†(Gready P etal.2005:1). The other reason for adopting a rights based approach to development was that it uses different lens for the analysis of problems which development seeks to address. The committee on Economic, Social and Cultural Rights have summarised or explained the above statement as follows â€Å"The real potential of human rights lies in its ability to change the way people perceive themselves vis-a-vis the government and other actors. Rights framework provides a mechanism for reanalysing and renaming â€Å"problems like contaminated water or malnutrition as â€Å"violations† and, as such, something that need not and should not be tolerated..Rights make it clear that violations are neither inevitable nor natural, but arise from deliberate decisions and policies. By demanding explanation and accountability, human rights expose the hidden prioritise and structures behind violations and challenge the conditions that create poverty†[2] Having looked at the rationale for using rights based approach it is important for this essay to discuss some of the debates which are existing in this field to clearly show the potentials and shortcomings of rights based approach. There has been a debate that human rights based approaches re-politicise development through NGOs work and it is still topical. This was about humanitarian principles applied by international agencies namely impartiality, independence and neutrality which are considered to be political values. Most writers have agreed that development can be re-politicised by human rights based approach especially in relation to to the identification of needs. As Nyamu -Musembi and Cornwall expressed that â€Å"Whereas a needs based approach focuses on securing additional resources for delivery of services to marginalised groups, a rights based approach calls for existing resources to be shared more equally.assisting the marginalised people to assert their rights to those resources, thus making the process explicitly political†(Nyamu-Musembi etal 2004:2). This debate is now looked at to see if it can highlight some shortcomings or potentials of using a right based approach. In this case I will try and analyse whether being political in the sense portrayed is bad for development. It is my personal view that it is necessary part for rights based approach to be political as this can bring public awareness and include naming, shaming for the governments and development actors for the rights violations. It is my contention that using other methods was leaving behind the issue of power relations that exist in society and this causes them not to look at the root causes of the problems. Others argue that human rights based approaches are a new form of imperialism used to provide an increasingly intrusive attack on sovereignty, democracy and political debate. Some argue that this issue of cultural imperialism stems from the origins or foundation of human rights which is mainly western in nature. But others also defended the position by arguing that the universal aspect of rights is necessary for it adds legitimacy and that human rights based approaches involves both sides of universality and cultural relativism. Looking at this debate I find it to portray a potential of rights based approach to development. Those who support human rights based approaches are happy and felt that putting development within the confines of the law is good for it creates a point of accountability, that is obligations and rights or duties mainly on states and all the actors involved in development programmes. As pointed by Gready that â€Å"The value -added of rights based approach can be sought through direct applications of the law, but more particularly through indirect and strategic uses of the law.†(Gready 2008:78) However there are some who are so sceptical about using the law where there are inequalities and existing power relations which are different. The existing debates are showing potentials and rationale of human rights based approaches as perceived in the development circles. To real engage in the debate as to whether rights based approach have any potential or has some shortcomings, a comparative analysis will be done with other traditional approaches which were used and in this case sustainable livelihoods and needs based approaches or charity. In relation to sustainable livelihoods it can be said that they can complement each other but it deals with the impact of entitlements whilst rights based deals more with what entitlements the marginalised people should have and focus more on the long run effect. This can highlight the potential made by rights based as compared to sustainable livelihoods approach. Another approach to be discussed is needs based, in which case it is mainly based on needs and even selective as to which needs are more important and will be addressed. Looking at a rights based approach it can be compared to a needs based and be found to be better for it addresses the root causes of the problem since rights are indivisible it deals with the situation as it is. A needs based approach no one has obligation and duty unlike in a rights based approach, it entails binding and moral obligations on the actors like government. The other fact about needs based approaches is that like sustainable livelihoods, it focuses on the short term just to address the needs but a right based looks at the long term. I strongly believe that rights based approaches to development has improved the situations and contributed a lot to development as a subject. In a rights based approach the subjects are empowered to claim for their own rights. A table inspired by Save the children will be dra wn to show this comparison, summarising the differences between rights based and needs based. It is not disputed that these are good contributions made by rights based approaches to development Inspired by Save the children and created by the author The comparative analysis has been done by various authors among them Jonsson from UNICEF stated when comparing needs based and rights based approaches to nutrition, â€Å"..the essence of the differences is that in the former beneficiaries have no active claims to ensure that their needs will be met, and there is no binding obligation or duty for anybody to meet these needs. In contrast, a rights based approach recognises beneficiaries as active subjects or claim -holders and establishes duties or obligations for those against whom a claim can be held.†(Jonsson 1999:49) From the above comparative analysis with other approaches or perspectives to development it can be safely concluded that human rights based approaches contributed significantly to development as a subject and has the potential of driving development works in a better direction for the betterment of the marginalised groups. After having dealt with a needs based approach to show the contributions made by rights based approach another comparative analysis is done with a charity based approach. This approach has been criticised because it give the impression that a problem has been solved, but it does not deal with the root causes as well and it does not give the beneficiaries the opportunity to make decisions. Rights based approach is rapidly trying and replacing this charity based to overcome the shortcomings. The table below also shows the different between charity and rights based approach to development Inspired by (Lisndstorm -Sarelim and Mustaniemi-Laakso.2007) and created by the author From the above table 2 it can be said the rights based approaches have contributed significantly to development as a subject. Despite the theoretical strength of this approach, it is also not free from shortcomings. The following section will explore the shortcomings of the approach without a specific context and juxtapose it with the potentials which will be grouped into four categories namely political, conceptual, organisational and strategic challenges and ideological as well as implementation. All this is done to address the issues as to whether rights based approaches have really contributed or is it is just a failure. Conceptual It can be said that rights based approaches sometimes suffer a number of conceptual difficulties, especially in the economic social and cultural spheres. As can be supported by John Farrington, â€Å"The difficulty of systematically incorporating a time frame in the consideration of right, so that for instance they do not illuminate environmental issues such as the appropriate rate of depletion of non-renewable resources. The difficulty of conceptualising an appropriate balance between rights and responsibilities and also the difficulty of defining when cultural specifications override wider good should require suspension of normal rights. The difficulties in resolving tensions among different levels at which rights are conceived†, (Farrington,2001:3) There is a progressive potential though, rights based approach did position development as being for everyone and not really focusing on the so called poorest people in society. It also gives some political issues into development in the issues be it problems and solutions. Organisational and strategic challenges Rights based approach can be said that it gives an organisation a hard time in that rights are indivisible, so they cannot prioritise since all rights are equally important and this is really difficult when the organisation has only limited resources to address the issues at stake. Another issues that in the process the staff is engaged in the politics at a greater stage than with other approaches. This can be against foreign policy and the organisations may compromise the humanitarian principle of neutrality and this can be dangerous to the staff. On the other hand it can be said the approach is a potential in that this is a holistic approach and can help the development agencies to deal with the root causes of the problem which in some situations would be authorities. It gives a clear planning to organisations. Political A rights based approach can be said to have a shortcoming in that it put on the state, as a duty bearer all the burden. And another contentious issue is of taking matters to the courts, in these instances it will be on individual basis and this undermines or destroys the collective struggles. Rights based approach in some instances might be too confrontational a method or a strategy and this takes away or removes the other approaches of negotiation. Again it can be regarded a potential as it gives and impose obligations also creates duty bearers. It makes the beneficiaries or rights holders to participate in programmes and play a role in the decisions that affect their lives. Its again strengthens the principle of equality and citizenship. Ideological Rights based approach can be said to be supporting the neoliberal agenda or ideas by emphasising on individualism. And the approach does not sometimes take into account different contexts and some ideas may not be good for a certain group of environment, they just applied equal everywhere. On the other hand it can be said rights based approach put development so as to address inequalities and fight discrimination of marginalised groups and address power relations through development on how to distribute resources. Rights based approach needs adequate resources to be implemented and this sometimes offer a major problem for there can be financial constraints After exploration of the potentials, shortcomings and the rationale for rights based approaches in a bid to address the issues as a way of self criticism within the approach, it is noble to provide some suggestion so as to take forward the goal and securing more progressive forms of development. Though it has been discussed that rights based approaches re-politicise development, it can be said that it is necessary for development actors to tackle the underlying causes of poverty and marginalised. Also when rights based approaches is focused, there is need to be defined and conceptualised well since there is room for diverse interpretation. I t is also suggested that there is need for self reflection of the rights based to understand the potentials and shortcomings as this will help to move this tool of human rights based approach from being theory into practice, or from theoretical arguments to evidence based arguments. Conclusion Rights based approach is here to stay and be implemented in development projects, however as highlighted in the essay it has made tremendous contributions to development as a subject by bringing into board the issues of accountability, duty bearers, participation of the citizens and dealing with the root causes of the problem. It again tries to address the inequalities from the power relations that exits in society. Like any other approach it also suffers shortcomings from the way it can be implemented, different contexts, political and ideological differences that exist as some portray it as a form of cultural imperialism and some sort of western hegemony. This writer was aware of the existing talks with regard to the approach and have decided to do a rundown of the approach looking into the contributions that has been made and also the shortcomings as a way of helping the various actors involved in development to know more about the approach so as to appreciate it as it is and work ing towards improving on the shortcomings highlighted. It was also intended to add to the existing debates as to whether rights based approaches have failed or not. References Ball O.2005 â€Å"Conclusion†, in P Gready Reinventing development? Translating rights-based approaches from theory into practice (PP278-300) Farrington J.2001, Sustainable Livelihoods, Rights and the New Architecture of Aid, Number 69, June 2001, The Overseas Development Institute. London Gready, P 2008 â€Å"Rights based approaches to development: What is the value added? Development in practice- oxford p74 Hickey S. and D Milton (eds) 2009 Rights Based Approaches to Development, Exploring the Potential and Pitfalls. Kumarian Press Jonsson U.1999 Historical Summary on the SCN Working Group on Nutrition, Ethics, and Human Rights.SCN News 18 July, special issue on Adequate Food: A Human Right:49-51 Lundstrom-Sarelin, A and M Mustaniemi-Laasko 2007 Human Rights Based Approach to Development; what is it all about? HRBA in development cooperation: change from needs based to rights based† 27. 09.2007 Nyamu -Musembi C and A Cornwall2004 â€Å"What is the rights based approach â€Å"all about: Perspectives from International development agencies, Sussex, England. Institute of Development Studies. Nyamu -Musembi.C2005 â€Å"An Actor-oriented Approach to Rights in Development†, IDS Bulletin, Volume 36 Number 1, January 2005 pp42. Petit Jand J Wheeler, Developing Rights? Relating Discourse to Context and Practice. Institute of development Studies Sepulveda M,T Van Banning D.Gudmundsclotter,C. Chamoun and WJM.Van Genungten(eds) 2004 Human Rights Reference Handbook, University of Peace. Theis J 2004 Promoting Rights Based Approaches, Experiences and Ideas from Asia and the Pacific. Save the children Sweden. Keen Publishing. Declaration on the Right to development, adopted by the General Assembly of the United Nations in resolution 41/128 of 4 December 1986. CESCR (Committee on Economic, Social and Cultural Rights) 1999 International Technical Assistance Measures (article 2).CESCR General Comment Number 2.Geneva.CESCR.

What Determines the Price and Volume of Houses in Bishops Stortford and What Does the Future Hold :: essays papers

What Determines the Price and Volume of Houses in Bishops Stortford and What Does the Future Hold Introduction The problem that will be investigated in this coursework is the problem of what determines the price and volume of sales of a detached (semi detached, terraced) house or flat in Bishop’s Stortford and what are the prospects for house prices and sales in the future. I am looking into this problem because it will help me personally because I, myself, might need to find a house that I can afford to buy in the future. Theories The economic theories that will help analyse the problem will be the theories of Price, Demand and Supply, Price elasticity of supply, Income elasticity of demand and Cross elasticity of demand. Definitions Price: The cost of a good or service to a buyer. Cross elasticity of demand measures the responsiveness of quantity demanded of one product to the change in price of another product, the exact formula for cross elasticity for product x is: percentage change in quantity demanded of product x percentage change in price of another product Income elasticity of demand measures the responsiveness of quantity demanded to a change in income, the exact formula for income elasticity is: percentage change in quantity demanded percentage change in income Price elasticity of supply is the relationship between change in quantity supplied and a change in price. The exact formula for price elasticity of supply is: percentage change in quantity supplied percentage change in price Demand: The quantity that a buyer is willing and able to buy over a period of time. For normal goods there is an inverse relationship between quantity demanded and the good's own price. Supply: The quantity of a commodity that is offered for sale at a price over a period of time. There is usually a positive relationship between supply and price. See also price elasticity of supply. The diagram below shows a general demand and supply curve. At a price of P3, demand will be Q2 but Q5 will be supplied. The price of P3 is too high for everything produced to be sold. Excess supply will exist (i.e. a situation when supply is greater than demand, leading to an excess of commodities on the market). What Determines the Price and Volume of Houses in Bishops Stortford and What Does the Future Hold :: essays papers What Determines the Price and Volume of Houses in Bishops Stortford and What Does the Future Hold Introduction The problem that will be investigated in this coursework is the problem of what determines the price and volume of sales of a detached (semi detached, terraced) house or flat in Bishop’s Stortford and what are the prospects for house prices and sales in the future. I am looking into this problem because it will help me personally because I, myself, might need to find a house that I can afford to buy in the future. Theories The economic theories that will help analyse the problem will be the theories of Price, Demand and Supply, Price elasticity of supply, Income elasticity of demand and Cross elasticity of demand. Definitions Price: The cost of a good or service to a buyer. Cross elasticity of demand measures the responsiveness of quantity demanded of one product to the change in price of another product, the exact formula for cross elasticity for product x is: percentage change in quantity demanded of product x percentage change in price of another product Income elasticity of demand measures the responsiveness of quantity demanded to a change in income, the exact formula for income elasticity is: percentage change in quantity demanded percentage change in income Price elasticity of supply is the relationship between change in quantity supplied and a change in price. The exact formula for price elasticity of supply is: percentage change in quantity supplied percentage change in price Demand: The quantity that a buyer is willing and able to buy over a period of time. For normal goods there is an inverse relationship between quantity demanded and the good's own price. Supply: The quantity of a commodity that is offered for sale at a price over a period of time. There is usually a positive relationship between supply and price. See also price elasticity of supply. The diagram below shows a general demand and supply curve. At a price of P3, demand will be Q2 but Q5 will be supplied. The price of P3 is too high for everything produced to be sold. Excess supply will exist (i.e. a situation when supply is greater than demand, leading to an excess of commodities on the market).

Artificial Sweetener Aspartame is Generally Safe Essay -- essays resea

Artificial sweeteners are a food additive that attempts to duplicate the taste of sugar while using less food energy. Artificial sweeteners can be used for weight loss because they have 4 calories per gram and are 180 to 200 times sweeter than regular sugar so less is used. Some examples of artificial sweeteners include Saccharin, Sucralose, and Aspartame. There is ongoing controversy whether artificial sweeteners are health risks because some studies show that they cause diseases in laboratory rats. The following disscusion will deal with one such artfical sweetener: Asparatame. Aspartame, under the trade name of NutraSweet, is a white, odorless, crystalline powder, which is synthesized from aspartic acid and phenylalanine. They are two naturally occurring and essential amino acids. Aspartame was first discovered in 1969 by a researcher, Mr. James Schlatter, at G.D. Searle & Company. The U.S. Food and Drug Administration (FDA) approved Aspartame in 1981 for use in tabletop sweeteners and various foods and dry beverage mixes. In 1983, Aspartame was approved for use in carbonated beverages and since then, has been approved for use in any foods and drinks. Aspartame has many benefits. It has a very similar taste to sugar but, unlike sugar, it does not promote tooth decay. Aspartame does not contain many calories so it can help people manage their weight. As well, Aspartame doesn’t require insulin to metabolize therefore it is useful for patients with diabetes. They can have the benefit of a sweet taste, without elevating their blood sugar. But, as the saying goes: with the sweetness of honey, may come the sting of a bee. The safety of Aspartame has come into question. The reason why some believe that Aspartame may ... ...adies from Alzheimer’s to cancers to Parkinson’s. However follow-up studies and review of previous medical studies concluded that the majority of serious illnesses for which the artificial sweeteners were blamed were unfounded. The few concerns that were confirmed depended upon ingestion of massive amounts of the product. The other concerns, like restless leg syndrome and hypoglycemia, are minor associations. Olestra, a fat substitute, can be considered generally safe but with unpleasant side effects when food containing the product is consumed in moderately larger portions than average. All in all, for the general population, artificial sweeteners and fat substitutes are safe. A caveat can be made on an individual basis if a person finds that whenever he ingests these products he experiences unwanted symptoms, then the products should obviously be avoided. Artificial Sweetener Aspartame is Generally Safe Essay -- essays resea Artificial sweeteners are a food additive that attempts to duplicate the taste of sugar while using less food energy. Artificial sweeteners can be used for weight loss because they have 4 calories per gram and are 180 to 200 times sweeter than regular sugar so less is used. Some examples of artificial sweeteners include Saccharin, Sucralose, and Aspartame. There is ongoing controversy whether artificial sweeteners are health risks because some studies show that they cause diseases in laboratory rats. The following disscusion will deal with one such artfical sweetener: Asparatame. Aspartame, under the trade name of NutraSweet, is a white, odorless, crystalline powder, which is synthesized from aspartic acid and phenylalanine. They are two naturally occurring and essential amino acids. Aspartame was first discovered in 1969 by a researcher, Mr. James Schlatter, at G.D. Searle & Company. The U.S. Food and Drug Administration (FDA) approved Aspartame in 1981 for use in tabletop sweeteners and various foods and dry beverage mixes. In 1983, Aspartame was approved for use in carbonated beverages and since then, has been approved for use in any foods and drinks. Aspartame has many benefits. It has a very similar taste to sugar but, unlike sugar, it does not promote tooth decay. Aspartame does not contain many calories so it can help people manage their weight. As well, Aspartame doesn’t require insulin to metabolize therefore it is useful for patients with diabetes. They can have the benefit of a sweet taste, without elevating their blood sugar. But, as the saying goes: with the sweetness of honey, may come the sting of a bee. The safety of Aspartame has come into question. The reason why some believe that Aspartame may ... ...adies from Alzheimer’s to cancers to Parkinson’s. However follow-up studies and review of previous medical studies concluded that the majority of serious illnesses for which the artificial sweeteners were blamed were unfounded. The few concerns that were confirmed depended upon ingestion of massive amounts of the product. The other concerns, like restless leg syndrome and hypoglycemia, are minor associations. Olestra, a fat substitute, can be considered generally safe but with unpleasant side effects when food containing the product is consumed in moderately larger portions than average. All in all, for the general population, artificial sweeteners and fat substitutes are safe. A caveat can be made on an individual basis if a person finds that whenever he ingests these products he experiences unwanted symptoms, then the products should obviously be avoided.

HMS Bounty Essay -- essays research papers

HMS Bounty The HMS Bounty set sail in 1789. Captain William Bligh and his many crewmembers ran the ship. There was an upset between the crew and the Captain. Even though the men violated the â€Å"Articles of War† it was justifiable that they should not be punished.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Crew of Captain Bligh, under penalty of law and the Captain, had no right to commit mutiny and remove the Captain from the ship. The â€Å"Articles of War† clearly state that if any crewmember conceals any traitorous practice or design shall suffer death or any other punishment as a court martial shall think fit. That is exactly what Captain Bligh’s crew took upon themselves. The crew had no reason to blame him for the rations of water because he was doing it to keep the breadfruit alive which was the whole reason for the mission. Indubitably the crews actions were unlawful. The Captain of the HMS Bounty was William Bligh. He was very strict in his actions and in his punishment. He followed the â€Å"Articles of War† like the Pope of the Roman Catholic Church followed the Bible. When they were in port the Captain was very courteous and polite to everyone on the ship. He treated everyone equally and didn’t abuse his rank. That soon changed as the ship set out for the open seas and Tahiti.  Ã‚  Ã‚  Ã‚  Ã‚   The crew started to challenge the Captain and he punished each person that defied him. Many of his actions were unjustifiable and should in turn be pu...

My Desires for and Commitment to a College Education Essay

Thirteen years ago my father came to America with no money or education believing that he would surely make something of himself. With his very low education he received a job washing dishes at a restaurant to put food on his plate and to pay for the one room apartment that he rented. After four years he was able to bring me along with my brother, two sisters and my mother to come stay with him. With all of us together he had to work two jobs to support all of us and that truly was difficult for him. He soon was able to send my mother to a school for adults so she have a diploma and help out with the bills and purchase some new attire for us to wear. Once I saw first hand how hard it was for my parents to survive with their low education my one desire and commitment was focused on my college education and coming from a family with does not receive much income I recognize how important it would be to me to receive my education which is why I will strive to receive it. My sister was also a big influence when I saw her graduate from FAMU with a bachelor’s degree and now is the credit manager of sears. Watching how successful she has become I knew I could do the same by going through any impediments which may stand in my way. After receiving a bachelor’s I will also head for a master’s to further open my education. As of right now I am currently employed as a student library for the Broward County Main Library in Florida. I was hired because of my integrity, intellectual personality, and my commitment to the job. This job has given me the opportunity to save up some money for college to pay for some of the books and tuition costs. Having this job has made my commitment toward my education the more important to me, as well as giving me a better understanding of hard work and dedication. I now feel confident that I have gained valuable experience with my work however, I now that earning a bachelor’s degree will further enhance the skills I need to work in my field of business. Once in college I will take the courses of Business Administration since IÂ  have always desired a career that requires innovation, educated risk, and foresight. I learned to respect these qualities from my father through his example I have learned firsthand the advantages and challenges of a person with a low education and a person with a high education -the reward to be gained and the total commitment required. Having a degree in Business Administration would be a significant asset in my account just in case if I were to plan on working for a business which involved management, finance, or marketing. Upon my second year in college I plan to enroll in the track courses of Entrepreneurial Studies. These classes will teach me advanced business techniques and their successful implementation. In addition, academic entrepreneurial organization would be both are both educational and enjoyable since I view these as an opportunity to meet students or teachers who share similar goals.

Internet Use Essay

Introduction Learning is a process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. (Merriam-Webster Dictionary, 2012) Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective domains. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students’ clinical learning outcomes, there is a need to examine the clinical learning environment. (Chan, 2004) Clinical experience has been the vital part of nursing education. According to Dunn and Burnette (1995), it is the avenue for the students to utilize the theories that they’ve learned in their discussion. It prepares student nurses to be able of â€Å"doing† as well as â€Å"knowing† the clinical principles in practice. The clinical practice stimulates students to use their critical thinking skills for problem solving. It is where the student nurses enhance their knowledge in nursing concepts and principles as well as to develop and improve their skills and attitude towards rendering quality of nursing services. Internet is a worldwide network that connects millions of computer and rapidly transforming the character of life and work. Internet gives tremendous impact on the conduct of every aspect in life especially in education. Nowadays, most of the students rely in the new trends brought by technology. When it comes to education, internet is the number one sour ce of the students in making school requirements. However, there are negative aspects too with regards in using internet, but if we use it enough in the right way, it will be a big help and easier for us to learn something new in just a click away. The internet, or sometimes called â€Å"The Net† is a worldwide system of computer network at any computer can get information from any other computers. (Gaylah, 2010) Regular use of computers can have an effect on student performance on standardized tests, according to a new study by researchers at Boston College and the University of Massachusetts at Lowell. Analyzing test performance and computers uses of 1986 fourth grade students from 55 classrooms in nine Massachusetts Comprehensive Assessment Systems (MCAS) English Language Arts Exam. According to federal communication commission, 97% of schools across the country had internet connectivity as of 2010 (FCC, 2010). Far fewer, were able to successfully meet the need from higher speed access, the FCC said, citing that demand as one reason it unveiled its National Broadband Plan in March 2010. A study of I. Kabakci, et al., about â€Å"Parents Views about Internet use of their Children† was revealed that parents consi der Internet as an important source that children can especially use to do research for their lessons and to do their homework. It was concluded that Internet influences the personal development of children negatively because children are exposed to physiological effects since they spend a lot of time on internet. The study of Kabacki et. Al., was all about Internet Use and Its Effect to Academic Performance but there was only limited study conducted about Internet and Clinical Performance of Nursing Students, thus, the Researchers would like to conduct a study about the Internet Use in Clinical Performance of Nursing Students to identify how student’s performance on clinical area would be affected with the use of internet and to fill the gap of the researcher’s curiosity about the said study. Statement of the Problem This study was intended to determine the effects of internet use of student nurses in relation to their clinical performance. Specifically, the study sought answers to the following: 1. What is the demographic profile of the respondents in terms of: 1.1 sex; 1.2 age; 1.3 year level; and 1.4 weekly allowance? 2. How often do student nurses use the Internet? 3. Is there a significant relationship between student nurses’ use of the Internet and their profile variates? 4. What is the clinical performance of the student nurse-respondents? 5. Is there a significant relationship between student-respondents’ clinical performance and profile variates? 6. Is there a significant relationship between Internet usage of student nurses and their clinical performance? 7. What are the implications can be drawn from the study? Hypotheses Based on the specific questions presented above, the following hypotheses were tested: 1. There is no significant relationship between student nurses’ use of the Internet and their profile variates. 2. There is no significant relationship between students-respondents clinical performance and profile variates. 3. There is no significant relationship between Internet use of student nurses and their clinical performance. Theoretical Framework Cognitive Theory of Multimedia Learning by Mayer where in the principle known as the multimedia principle states that â€Å"people learn more deeply from words and pictures than from words alone†(Mayer,1996 p.47). However, simply adding words to pictures is not an effective way to achieve multimedia learning. The goal is to instructional media in the light of how human mind works. This is the bases of Mayer’s cognitive theory of multimedia learning. This theory proposes three main assumptions when it comes to learning with multimedia: There are two separate channels, auditory and visual for processing information sometimes referred to as Dual-coding Theory; Each channel has a limited (finite) capacity similar to Sweller’s notion of cognitive; Learning is an active process of filtering, selecting, organizing and integrating information based upon prior knowledge. Humans can only process a finite amount of information in a channel at a time and they make of sense o f incoming information by acting creating mental representations. Mayer also discusses the role of three memory stores sensory (which receives stimuli and restores if for a very short time), working (where we actively process information to create mental constructs (or schema) and long-term (the repository of all things learned). Mayer’s Cognitive Theory of Multimedia presents the idea that the brain does not interpret a multimedia presentation of words, pictures and auditory information in a mutually exclusive fashion; rather these elements are selected organized dynamically to produce logical mental constructs. Furthermore, Mayer underscores the importance of learning (based upon the testing of content and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge. Design principles include providing coherent verbal, pictorial information, guiding the learners to select relevant words and images and reducing the load for a sing processing channel etc. can be entailed from this theory. Experi mental Learning Theory by David A. Kolb emphasizes that the true play in the learning process. He states that â€Å"learning is a process is whereby knowledge is created through the transformation of experience† (1984, p.38). The theory presents a cyclical model of learning, consisting of four stages. One may begin at any stage, but must follow each other in the sequence: concrete experience (or â€Å"DO†), reflective observation (or â€Å"OBSERVE†), abstract conceptualization (or â€Å"THINK†), active experimentation (or â€Å"PLAN†). Kolb’s four-stage learning cycle shows how experience is translated through reflection into concepts, which in turn are used as guides for active experimentation and the choice of new experiences. The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work. The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience. The third stage, abstract conceptualization (AC), is where the le arner attempts to conceptualize a theory or model of what is observed. The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience. Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are: assimilators, who learn better when presented with sound logical theories to consider, convergers, who learn better when provided with practical applications of concepts and theories, accommodators, who learn better when provided with â€Å"hands-on† experiences, divergers, who learn better when allowed to observe and collect a wide range of information. Conceptual Framework Presented in the Figure 1 is the Conceptual Framework of the research study, a frame at the base of the diagram shows the study group or the research environment, 78 Student Nurses of Samar State University S.Y. 2012-2013. The said frame is connected to a bigger frame by a single arrow where it consist the research process. The aim of the study is to determine the relationship between the internet use of students and their profile variates, the internet use of students and clinical performance, and the relationship between the profile variates and clinical performance of the students. The frame for the research process is connected to the finding and analysis of the researcher and the implication which serves as a room of opportunity in the improvement of learning skills of student nurses.

Recommended Policies to Achieve a Sustainable Society Essay

Italy has been faced with fact that they are the second country with the lowest birth rate next to Spain. There are multiple recommendations that may be done in order to keep Italy up and running. One recommendation would be Italy may want to look at why France and Ireland have a high rate of child birth to help keep them up and running in the game of population. Other countries like France and Ireland give their people benefits for having children. Italy may want to take a look into bribing their people into having children. Maybe Italy should offer funding for health care, child care, and also offering higher incentives to families with more than one child. Italy’s incentive rate right now for a woman giving birth to a second child is only 1000 Euros. Italy should offer their people these benefits in order to help Italy’s low birth rate, here are the reasons why. Italy is the second country that has the lowest birth rate in the nation, with only one child per female. One might recommend that Italy might want to look into France and Ireland because they have the second highest birth rate in Europe. If Italy looks into France they might find out in that country they actually pay families for having children (Dillinaco, 2004-2008). In French families are entitled to up to three years paid maternity leave with a guarantee that mom’s job will be there for her when she returns. If Italy does that maybe the woman there wouldn’t be so scared on having children. Their burden of having to find a new job after giving birth or if their job will still be there will be lifted off their shoulders. A new law provides greater maternity leave benefits, tax credits and other incentives for families who have a third child. During a year-long leave after the birth of the third child, mothers will receive $960.00 a month from the government, twice th e allowance for the second child. France shows that they take care of the moms even after they give birth by paying them for three years to be with their children (Conroy, 2011). France is a great place to learn from when trying to raise the low birth rate. On top of giving their people money for having children they also help them cover some of their childcare costs so the country can establish a good birth rate in order to keep their population going. France was smart and know that they couldn’t just pay women and that will be enough for them. France knows that the women will need help with childcare also. So, the government decided to covers some child-care costs of toddlers up to 3 years old and offers free child-care centers from age 3 to kindergarten, in addition to tax breaks and discounts on transportation, cultural events and shopping. Their plan worked so well that the municipal day-care center ran out of space because of a local baby boom. In fact, they actually gave families an extra $100.00 per kid if the parents took care for their own child (Sensing, 2006). France really knows how to convince their people into having babies. Paying mothers maternity leave and making sure their job is still there when they return is a great way to encourage women to have children. Not only will the mothers get paid maternity leave, it is paid maternity leave for three years. France will also help the mothers pay for childcare if the mother decides to return back to work before the three years is up. After the child makes three years old and the mother goes back to work the child care is then free from ages three to kindergarten. On top of free childcare France also pays their people $960.00 a month as long as they have three or more children, which is twice as much as two children. If Italy took care of the mothers like France does, they just might have a higher birth rate. Conroy, S. (2011, February 11). Bonuses for having babies in france. Retrieved from http://www.cbsnews.com/stories/2006/12/10/eveningnews/main2243958.shtml Dillinaco, D. (2004-2008). Low birth rates in italy. Retrieved from http://mommiesonline.net/health/low-birth-rates.php Sensing , D. (2006, October 20). Paying women to have children. Retrieved from http://www.windsofchange.net/archives/paying_women_to_have_children.html