Production system Essay Example

Production system Essay The production system is viewed as a combination of the materials supply, production planning, scheduling, control and material transformation functions. Together, these functions must respond to demands set either directly by customer orders (in a make to order situation), or to production orders generated by an inventory control function (in a make to stock scenario) Production/Factory responsiveness Production factory responsiveness can be defined in a number of ways: A responsive factory is a factory which is agile. Agility is defined as quick moving, nimble and active. Agility is the ability to thrive and prosper in a competitive environment of continuous and unanticipated change, to respond quickly to rapidly changing markets driven by customer-based valuing of products and services. Responsiveness is the ability of a production system to respond to disturbances (originating inside or outside the manufacturing organisation) which impact upon production goals. Typical disturbances might include, for example, the receipt of rush orders, machine breakdowns or degradations or variations in raw material supply. The disturbances may be internal or external and importantly their effect may be either positive or negative. Range of Production Environments and Responses Agility and Response Agility is described as the ability of a company to operate â€Å"profitably in a competitive environment of continually, and unpredictably, changing customer opportunities†. Four key imperatives have been associated with agile companies: a) Enrich the customer, b) Master change and uncertainty, c) Leverage resources and d) Co-operate to compete. Responsiveness helps in fulfilling the need for agility for mastering change and uncertainty. We will write a custom essay sample on Production system specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Production system specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Production system specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However, agility is also concerned with making full use of the influence a company has over the sources of change and uncertainty, to pro-actively remove them or drive them to support the organisation’s goals. An agile company pro-actively influences the various environments in which it operates by means of many different activities, including marketing, co-operative alliances, new product and process development. In contrast, responsiveness is about taking actions in response to actual or potential changes which the system either cannot control or has not planned. The link between agility and responsiveness is outlined as follows: From this diagram we can say that effective response is a critical attribute, and represents the reactive capabilities of an agile organization. Another important parameter to be considered over here is system flexibility. System Flexibility has received much attention as a manufacturing research topic in the last decade or so. It is the ability of a production system to change the mix, volume and timing of its outputs. Total system flexibility is a complicated function of many system attributes, including machine and subsystem flexibilities. While system flexibility constitutes a possible means for responding to disturbances (both internal – e.g. machine breakdowns – and external – e.g. demand variation, rush-orders) it is not synonymous with responsiveness, since the system must also be able to judiciously use its flexibility in response to disturbances – i.e. decide when to flex its outputs and by how much. Parameters to measure factory responsiveness We feel that factory responsiveness cannot be determined by a single variable. In fact, In order to improve factory responsiveness, first it is necessary to find those variables which would help us to measure quantify factory responsiveness. This will also help us to fix suitable benchmarks. Also, ignoring the factory, will only lead to increased inventory, longer cycle times, and higher costs as product variety increases. There are a number of compelling reasons why the factory should be the starting point in the journey toward demand driven manufacturing. First, converting to lean manufacturing in the factories will help ensure that ERP software is not merely automating an otherwise bad process. Secondly, the factory is often the starting point for companies intending to make broader supply chain improvements. When a company sees significant results from the lean manufacturing transformation, they can often convince suppliers to do the same, providing help and experience. Once the factory is lean, upstream supply chain improvements help ensure that supply disruptions do not hamper the lean factory.

Again, Why Contests

Again, Why Contests Contests are the underdog in the publishing industry, yet everyone wants to have won an award. So why arent contests a regular in a writers promotional plan? The fear of competition? The concept of paying an entry fee? Im not sure, but writers need to take a moment to consider entering contests. You dont have to wait until you have a book to vie for an award. The benefits of entering contests: 1) You learn to be vetted. Rejection is a necessary evil in a writers world. Toughen up being rejected in a contest rather than 2) You develop a measure for your talent. All too often writers wonder if theyve evolved to the point of being worthy of publication. Those who dont wonder are definitely not. A good measure of your abilities comes from entering contests. When you start placing, you realize you might be getting it right. 3) You learn to write for a judges eye. Writing for readers can often dilute the urgency to write well. Picturing a judge dissecting your work may raise your awareness. 4) Placing or winning opens doors. Besides the obvious of being able to claim you are an award-winning writer, you and your name appear on several radars of agents, publishers, even promoters. You may win a publication contract, money, promotion online. Regardless, you climb that ladder higher than if you hadnt entered. 5) You may find a home for your poetry or prose. The market is slim for shorter works and poetry. Contests, however, are one of the few opportunities to put you on the map, get published, even earn a financial reward. Poetry and shorts contests abound in the spring and fall. Use them The perceived drawbacks of entering contests: 1) Entry fees. Frankly, I see nothing wrong with entry fees. Contests cost money to operate. Sure, if you submit to ten a month at 15 dollars each, the cost can add up, but you could easily insert one a month into your writing plan. 2) Tying up work. When you submit to a contest, the sponsor expects the piece to be original and unpublished, and dont want to compete with someone else if they choose your work. But you are prolific. You can keep pitching to publishers or self-publish and fight for attention amidst the competition, or you can submit to a contest and let it sit for a few months. You are a writer. You have way more pieces in your head, so write them. 3) Scams. Sorry, another weak excuse in my book. There are more scammy agents and bedroom small publishers than contests. And its easier to search and determine the caliber of a contest than those agents and publishers. I sum up contests in one word: opportunity. You can embrace it or let it slide on

(Social) Stereotype Essay Example | Topics and Well Written Essays - 1250 words

(Social) Stereotype - Essay Example This paper focuses of stereotypes and stereotyping as a major form of â€Å"othering.† Othering is not a new phenomenon as this has existed throughout history. Various groups including African Americans, Asian Americans, Native Americans, Latinos, and white ethnic Americans have experienced stereotypical representation at different time periods. These periods in history include U.S. colonization and slavery, WWII and the Cold War. The stereotyping of Indian Americans for instance has a long history, and these stereotypes are mostly grave misconceptions of the American Indians (Churchill, 1992). Stereotyping has been defined in various ways. In this paper, stereotypes are considered as beliefs about characteristics, attributes, and behaviours of members of a certain group. Although not all the stereotypes are negative in nature, these are more likely to have negative connotations to the out-group members than the in-group members. There are two major sources of stereotypes. First is the mental representation of real differences between groups. In this case, stereotypes may be the real representations of reality and operate like object schemas, which allow easier processing of information about other people. Second, stereotypes may be formed about various groups independent of the real group differences. There are different forms of stereotyping. These include stereotyping on the basis of gender, class and race. These stereotypes are mainly culturally and socially constructed. First, the aspects of race, class, and gender together construct stereotypes. Each aspect gains meaning in relationship to the others. For instance, Latinos are stereotyped as â€Å"macho.† On the other hand, white women are sexually stereotyped as â€Å"madonnas.† Women in the upper class are also stereotyped as frigid and cold. Class and gender intermingle with race and gender in these stereotypes. Stereotypes may

Discuss the values and attitudes of Chouinard and the Patagonia Essay

Discuss the values and attitudes of Chouinard and the Patagonia company and how the company's perfomance is being affected - Essay Example However, Yvon Chouinard looks at it differently. He is a green business premier. Casey (2007, p. 1) looks at the case of green business in through the works of Yvon Chouinard and probed how he became so influential. His secret to success is putting Earth first, questioning growth, ignoring fashion, making goods that don't break or wear out, telling customers to buy less, discontinuing his own profitable products and giving away part of his earnings. Chouinard's intention was to prove that business can make a profit without losing its soul. Refinements of the traditional way of manufacturing clothes are constantly done in Patagonia. His aim is to develop a sustainable initiative which practically shows in how he initiates change continually in their products. Whatever Chouinard thinks is better, they experiment on it and later on find that they indeed discover something better than the usual. It seems that gambling sometimes proved to be beneficial. Let alone the success and the influence that the company advanced against its competitors. The green agenda's point is not on making money, rather to focus on the right things to do. Let's take the instance of the cotton.

How retention strategies of organisation has an impact on labour Dissertation

How retention strategies of organisation has an impact on labour turnover in China - Dissertation Example Throughout the entire period in fulfilling the objectives of this dissertation, I was greatly blessed with his extensive guidance and supervision over my work. I cannot complete this part without saying ‘thank you, sir’. Subsequent to that, my colleagues and friends who also played their part have extended their hand for my project; the successful culmination of this dissertation has also observed the role of my friends. For such contribution, I am also indebted to them. Executive Summary The report objectives were to investigate the recent status of labour turnover in China, reason for increasing labour turnover, identification of retention strategies and effective way to reduce turnover in China. The literature review highlighted the theoretical underpinnings of turnover intention and its related factors with a particular focus on the Chinese market. The online survey was carried out to entertain these objectives. The main findings indicate that job variety, decision making and job involvement have no or zero correlation with turnover intention; job variety, decision making and job involvement have a weak positive correlation with job satisfaction and the same has been found with organizational commitment. The majority of the respondents attach considerable significance to â€Å"leave† incentive as an option to switch over to new organization and training, career help and appraisal can be employed as effective tools to reduce the labour turnover and simultaneously they can be used as retention strategies. The future research should be focusing on the different incentives offered by the employers. Table of contents Introduction 6 Problem statement 8 Research Objectives 8 Revised Literature Review 9 Labour turnover 9 School of turnover 10 Objective opportunities 10 Turnover intention 12 Retention strategies 12 Job satisfaction 13 Organizational commitment 14 Job involvement 14 Job or skill variety 15 Decision making 15 Gap in research 15 S ummary 16 Methodology 18 Research philosophy 18 Hypotheses formulation 19 Research approach 19 Research instrument 20 Data collection method 21 Pilot testing 22 Sampling 23 Sampling strategy 23 Validity and reliability 23 Discussion and analysis strategy 24 Research limitations 24 Research ethics 25 Discussion and analysis chapter 27 Correlation 27 Turnover intention and job variety 27 Turnover intention and decision making 29 Turnover intention and job involvement 30 Job satisfaction and job variety 31 Job satisfaction and decision making 32 Job satisfaction and job involvement 34 Organizational commitment and job variety 35 Organizational commitment and decision making 36 Organizational commitment and job involvement 37 Benefits of Switching organizations 38 Retention strategies 39 Conclusion 40 Recommendations 43 References 45 Appendices 49 Introduction The Chinese economy has grown rapidly. This growth has also increased the Chinese economic environment along with raise increa se in the aggregate employment level. However, this rise increase in the employment has also resulted in labour turnover. Labour turnover can be divided into two main dimensions: voluntary and involuntary. The former reflects employee decision to discontinue offering employment services and the latter relates to employer’s decision to cease up employment relationship with employee. Abbassi and Hollman (2000) maintain that there are five reasons which give rise to employee turnover including managerial style, hiring practices,

T.H. Marshalls Theory of Citizenship

T.H. Marshalls Theory of Citizenship Critically discuss T. H. Marshall’s theory of citizenship as outlined in Citizenship and Social Class (1949/1992). At the centre of the development of citizenship in modern Britain is the pioneering work of T.H. Marshall (Faulks, 1998). T.H. Marshall proposed an extremely influential theory in regards to citizenship (Dwyer, 2010). Through his analysis of citizenship, Marshall has to be acknowledged as identifying an original theoretical stand point from which to understand a social phenomenon (Held and Thompson, 1989). Few British Social Scientists other than Marshall have directly considered the concept of citizenship and made it their central focus in their work (Lister, 2010). Therefore, it has been Marshall’s contribution that has been considered a starting point for further research into the subject of citizenship rights (Held and Thompson, 1989). Furthermore, as Roche (1992) has identified, Marshall’s writings form a central text which he has labelled the ‘Dominant paradigm’ within citizenship theory in Britain (Faulks, 1998). When critiquing the work of Marshall it is important to recognise how defining citizenship is integral to understanding the concepts expressed in his work and others to date. Marshall defined citizenship as ‘full membership of a community’ (Marshall, 1963: 72). Marshall then clarified that full citizenship status involved membership of a national community (Dwyer, 2010). Marshall’s implication was that each individual considered a citizen could, therefore, expect certain rights of entitlement from the state and in return would be expected to uphold certain standards or duties within the community to be considered a ‘citizen’. As the definition of citizenship has developed over the years so has the concepts of which it encompasses. As such, when critiquing Marshall’s work it is important to acknowledge the era during which the theories considered were proposed as noted by Dwyer (2010). The circumstances during the time of this essay were substan tially different to those of modern society within Britain. Marshall’s work was considered following the Second World War and the establishment of the post war welfare settlement (Dwyer, 2010). Consequently, this has led to critical discussion of Marshall’s theories regarding citizenship and its value by a number of academics to date (Alcock, 1989; Delanty, 2000; Dwyer, 2010 and Lister, 2010). Marshall considers each aspect by analysing each approach historically to the development for rights. Marshall outlined three interlinked elements of rights that took the form of civil, political and social rights (Lister, 2010). The concept of civil rights in Britain came to prominence during the eighteenth century and included; ‘the rights necessary for individual freedom, liberty of the person, freedom of speech, thought and faith, the right to own property and to conclude valid contractors, and the right to justice’ (Marshall, 1963: 74). Discussion of political rights followed during the nineteenth century, which included, the right to vote and stand for political office (Marshall, 1949/1992). The final element of rights was concluded with the possession of social rights to fully categorise somebody as a citizen. The concept of social rights developed primarily in the post Second World War period. Marshall’s definition of social rights has undergone much scrutiny due to his ambiguous theoretical perspective. Powell (2002) and Dwyer (2010) in particular comment on this lack of clarity, â€Å"He is clear that there is no overarching universal principle that emphatically defines what citizenship grants or requires† (Dwyer, 2010:39). As Marshall (1949/92) highlights on several occasions, civil citizenship rights are entirely of the conditions of a free market economy, including a free labour market. Conversely, Marshall appears to be rather aware of the contradictions within the various strands of citizenship, although the aspects seem to interlink it would seem they do not always agree. Potential contradictions between social and civil citizenship, Marshall openly discussed in terms of the conflict between citizenship and class (Bagguley, 2013). As Turner (1993) indicates, Marshall’s analysis of capitalism versus democracy contained a number of ambiguities, but as a whole, Marshall strongly argued that the welfare state would limit the negative impact of class differences on individual life-chances. Ultimately this would enhance the individual’s commitment to the system. Additionally, the era of which social rights were development may affect how some individuals may interpret them (Lister, 2010). The development of civil freedoms was a crucial step in the undoing of the hierarchical primitive limitations of status or duty to an individual’s social superiors (Lister, 2010). Civil freedoms were also a necessary foundation for the later development of the second type of rights noted by Marshall as political rights. Marshall acknowledges four major aims to his essay. Firstly, he examines whether citizenship is compatible with the class structure in a capitalist society such as Britain. Although he states this is possible, individuals such as Faulks, (1998) feel he is ‘cautious’ in stating this. The tension between citizenship and capitalism arises out of the fact that citizenship highlights equality, while capitalism presumes inequality (Dwyer, 2010). For Marshall, the compatibility of citizenship with capitalism was due to social rights by ‘civilising’ the impact of the market (Faulks, 1998). Marshall identifies the increase of incomes, the growth of savings and the success of mass production as enabling society to redistribute wealth and social power (Lister, 2010). Developments such as the progressive tax system and the use of legal aid are shown to reduce the influence of class, effectively, creating social justice via social rights (Held and Thompson, 1989). As his second consideration, rightfully, Marshall argues that citizenship in Britain cannot be fully achieved without altering market operations of the time (Faulks, 1998). Thirdly, Marshall identifies the shift to rights away from responsibilities and the effect of this, and he considered this to be the most important aspect of citizenship in modern Britain (Somers, 2004). Finally, Marshall attempts to establish the limits of social equality and determine just how far the struggle for social justice could realistically go (Tilly, 1996). Marshall contended an image of an ‘ideal citizenship’ and thereby, a goal towards which aspirations can be directed. T.H. Marshall’s approach to social citizenship has been regarded as a democratic socialist view. As Delanty (2002) recognised, social democracy and Marshall’s egalitarian liberalism had several aspects in common. Other influential thinkers such as Richard Titmuss shared a similar passion within the social democratic tradition (Dwyer, 2010). Dwyer (2010) and Alcock and Oakley (2001) have identified the approaches of Titmuss and Marshall, who share several resemblances. Each writer showed a considerable importance to universal unrestricted welfare rights. Furthermore, both Marshall and Titmuss, outlined the identification and consideration of the ‘class struggle’ which is notably identified as an important aspect of the development of social citizenship. Marshall and Titmuss also suggest that the development of British industrial capitalism is of greater significance for the emergence of social rights (Dwyer, 2010). Additionally, the two writers shared the sa me optimism about the motivations that underpin human nature. Titmuss and Marshall both assumed that citizens would mostly behave in a responsible manner and look to enhance their own lives, and the lives of fellow members of their national community, rather than abuse any benefits that social rights may bring for individual gain (Alcock and Oakley, 2001) As Dwyer (2010), rightfully states, personal interpretation is ultimately what pins down the decision about whether or not the work of T.H. Marshall can be seen as social democratic. Key themes that are central to Social Democracy have been identified as: the promotion of equality, freedom, social integration and universal rights to welfare (Held and Thompson, 1989; Turner, 1993). Arguably Marshall’s (1949/92) endorsement of these beliefs identifies him as a social democrat of sorts, even if perhaps he moved away from this position in later life. Delanty (2000) refers to Marshall’s views as a socially democratic left wing liberal approach to citizenship. Marshall’s Citizenship theory, although seen as pioneering, has been the forefront of many critiques (Dwyer, 2010). As Tilly (1996) states, Marxist critics of Marshall’s work on citizenship are widely known, describing the analysis Marshall has given as superficial as it does not highlight, a citizen’s right to control economic production, which has been argued as a necessity for continual shared affluence (Somers, 1994). Furthermore, feminist perspectives as stated by Lister (2008) states Marshall’s theory as being extremely confined in being solely on men, while not acknowledging, the social rights of women. (Held and Thompson 1989). Therefore, Marshall’s Theory reflects that of only the working class white male perspective (Lister, 2003). His statement that in England all people were free and had civil rights can be seen as fabricated, as at the time only men had ‘legal freedom’ or the capability to exercise political or civil rights (Lister, 2008). Additionally, Marshall does not discuss other aspects of society including second class citizens and gender and racial hierarches (Tilly, 1996). Although Marshall did not discuss the issues associated with second class citizenry, he acknowledged that citizenship itself plays a part in social inequality (Marshall, 1942/92). As once noted earlier it is important to understand the circumstances during the time of this essay were substantially different to those of modern society within Britain (Dwyer, 2010) Furthermore, Neo-liberal perspectives and free market ideology asserts that the nonparticipation of the state from economic protection is the foundation of a society with strength and goodness (Held and Thompson, 1989). Consequently they are entirely opposed to the social rights proposed by Marshall (Turner, 1993). Neo-liberals instead suggest that welfare programs such as some of the social responsibilities discussed by Marshall to help the poor in effectively util ising their civil and political rights, have promoted passivity among the poor without improving life chances and have created a culture of welfare dependency (Held and Thompson, 1989; Roche, 1992). Citizenship, or the equality of rights it generates, becomes an integrative process counteracting the tendencies towards social division and conflict generated by the economic system. For Marshall, inequality was not an issue within itself. His focus was to find an acceptable balance between the forces for inequality and those for equality (Lewis 1998). Marshall distinguished between areas of the welfare state where greater degrees of inequality where acceptable and those where this was not the case, as the contrasts between the health service system and legal aid highlight (Marshall, 1949/92). Furthermore, this illustrated that for Marshall, citizenship constructs an affinity between rights and duties. However, this balance is not distributed equally among all who might make the claim to citizenship (Lewis, 1998). To conclude, while considering whether citizenship is compatible with the class structure in a capitalist society such as Britain, Marshall seems cautious in stating that this is possible (Faulks, 1998). Marshall provided an evolutionary view of citizenship, developing through various stages and levels to reach its final embodiment in the principles of British welfare politics (Turner, 1993). The extent of rights and duties that citizenship entails is open to on-going debate and has been challenged over time. Nonetheless, Marshall seems positive about the enrichment of citizenship at the time of writing (Dwyer, 2010). Initially, Marshall put the relationship between the citizen, the state and the social welfare at the centre of his analysis. Marshall achieved this by his suggestion of comprising citizenship into three interlinking aspects. Marshall viewed civil, political and social rights as a result of an evolutionary process, with each element overlapping (Turner, 1993). Marshallà ¢â‚¬â„¢s citizenship is a status rendered to people who can claim full citizenship of a community. Although, as noted by Lewis (1998) Marshall did not clearly state a criteria to which people may acquire such membership. Furthermore, there is a long and ongoing debate as to whether Marshall intended his historical analysis to be interpreted as a general theory of citizenship or whether the essay was just a commentary on the developments of citizenship within England (Faulks, 1998). Bibliography. Alcock, P. (1989). ‘Why Citizenship and New Welfare Rights Offer new Hope for Welfare in Britain,’ Critical Social Policy, Vol 19, no 2, pp 32-43 Alcock, P. and Oakley, A. (2001). ‘Introduction’, in P.Alcock, H Glennerster, A. Oakley and A. Sinfield (eds) Welfare and Wellbeing: Richard Titmuss’s contribution to social policy, Bristol: The Policy Press, pp1-9 Bagguley, P. (2013) Industrial citizenship: a re-conceptualisation and case study of the UK, International Journal of Sociology and Social Policy, Vol. 33 no: 5/6, pp.265 279 Delanty, G. (2000) Citizenship in a Global Age: Society Culture and Politics, Buckingham: Open University Press Dwyer, P. (2010). Understanding Social Citizenship: Themes and perspectives for policy and practice. 2nd ed. Great Britain: The Policy Press. Faulks, K (1998). Citizenship in Modern Britain. Edinburgh: Edinburgh University Press. Held, D. and Thompson, J. (1989). Social Theory of Modern Societies: Anthony Giddens and His Critics. Cambridge: Cambridge University Press. Lewis, G. (1998). Citizenship. In: Hughes, G. Imagining Welfare Futures. London: Routledge Ltd. pp 103-50. Lister, R (2003). Citizenship: Feminist Perspectives. 2nd ed. New York: New York University Press. 2003. Lister, R (2010). Understanding Theories and Concepts in Social Policy. Great Britain: The Policy Press. Marshall, T.H. (1949/92) ‘Citizenship and social class’, in T.H. Marshall and T.Bottomore, Citizenship and social class, London: Pluto Press Marshall, T.H. and Bottomore, T. (1992) Citizenship and social class, London: Pluto Press Powell, M. (2002) ‘The Hidden History of Social Citizenship’, Citizenship Studies, Vol 6, no 3, pp 229-45 Somers, M. R. (1994), Rights, Relationality, and Membership: Rethinking the Making and Meaning of Citizenship. Law Social Inquiry, 19: 63–114. Tilly, C (1996). Citizenship, Identity and Social History. International Review of Social History, 40, pp 1-17. Turner, B (1993). Citizenship and Social Theory. London: Sage Publications Ltd. Student Exam number: Y82850301

Schools Should Prepare Children For Life In Society :: essays research papers

Schools Should Prepare Children For Life in Society In today's information society people often think that characters from TV-shows or talkshow guests reflect our society. Although that opinion is rather based on the disability of people to use information than on any logical thoughts, there is something every talkshow reminds us of: people are not perfect. So, I say, society can not be perfect either. I believe that society works by that society doesn't work. People are too different to put them all into one melting pot, but you have to, because otherwise society would end in destruction and hate (as seen in the Third Reich). I believe that schools have an obligation to prepare children for life in society. Therefore they don't necessarily have the ability to change society but I think today's situation in Germany is not nearly as bad as the situation in "Dead poet's society", a movie based on a true story. In the movie a teacher tries to let his students be creative and critical towards everything they see and hear while neglecting values like punctuality and obedience. At first he is successful, but as soon as the school board notices his ambitions, he gets suspended for some odd reason. If a teacher in Germany tries to influence students in the way that they are more creative that is generally seen as positive, but what almost makes this impossible is the number of students in a class and the time frame of just 45 minutes, which is short if you are going to hear all the different opinions of all the students. If we accept that there do exist problems in society that need to get fixed, we also have to see that it is not school's job to do this alone.

Interactive Learning Essay

E-Learning reaches beyond traditional face-to-face classroom learning environments by combining teaching and the Internet so students have the option of learning in a different modality. E-Learning uses technological devices and computer software applications to deliver the curriculum. The instructor uses the Internet to deliver the curriculum over methods and applications like Web-based training (WBT), computer-based training (CBT), synchronous, and asynchronous classroom modalities, and digital delivery. Students learn through self-paced or instructor-led delivery. E-Learning Purposes and Characteristics The purpose of e-Learning is combining technology and communication to provide an alternate method for students to earn a degree without physically attending a traditional classroom setting or academic institution). E-Learning is available for academic progress from grade school through doctoral degrees. E-Learning teaches sequentially so student learning builds upon the previous curriculum. E-Learning makes learning fun for the students by varying the curriculum. Instructors combine imagery and content that creates student attention and engages interaction so students retain the material . Students receive immediate feedback so they can correct assumptions and misunderstandings. E-Learning encourages students interact with each other by using chat rooms, instant messaging, e-mail, and discussion forums to communicate with other students and the e-Learning instructor). E-Learning Benefits E-Learning easily accommodates numerous delivery and learning styles globally. Students have convenience and flexibility within the e-Learning modality that traditional classrooms lack). Students have several options to select among the different e-Learning modalities thereby creating a student-centric learning environment catering to his or her needs urriculum and supporting classroom materials through the Internet. Flex-net classes combine online and face-to-face instruction. Ease of location and convenience is crucial to e-Learning students because the only requirement to attend class is a computer with Internet accessibility and proper hardware and software applications Students can attend class anywhere in the  world that has access to the Internet. E-Learning allows students the ability to work full-time, part-time, or stay-at-home while earning a degree. E-Learning reduces expenses for students because they do not have to pay for gas, parking, or vehicle maintenance Another convenience factor is the pace of the e-Learning classes. Students attend class by setting their own pace of learning. The self-directed learning allows students to complete and submit assignments within the deadlines while maintaining an appropriate comfort level so to reduce unnecessary stress E-Learning Challenges Some of the challenges for e-Learning students are the same as the benefits. These challenges include flexibility, the lack of a traditional classroom, self-motivation, and accountability. Students need a computer with proper hardware, software, and Internet accessibility connections to attend e-Learning courses . They also need a working knowledge of the computer and intermediate to advanced computer skills. Students need self-discipline, time management skills, and good study habits to attend an e-Learning class or they may fail (E-Learning, 2011). Students also needing face-to-face interactions may find that e-Learning is not beneficial because of the lack of communication and interpersonal skills. They cannot work alone because of a lack of self-motivation. Another challenge is the global aspect, as some students may believe this hinders networking opportunities because of professional applications E-Learning Instructional Methods Instructional methods to use within e-Learning include incorporating technology, teaching, and interactive learning specific to the audience into each lesson plan curriculum. The lesson plan needs course related objectives, organized material, and easy navigation. The course should not exceed one hour of CBT . Instructional designers often create a storyboard to organize materials and include student activities like games into the lesson plan. Storyboards allow the designer a visual representation of the web pages of the curriculum so to identify missing content or kinks easily Once the designer creates the storyboard or outline, the presentation can  vary by adding text, audio, video clips, and animation to help students retain information visually and orally . The incorporation of visual and oral content must reflect the subject matter into the context use and expand on existing knowledge levels among the students Quizzes, games, and discussions help students use critical thinking skills to identify the correct response by combining visual representations with content Interactions with different outcomes allow the designer to incorporate web-based games. Students watch a video game and select the appropriate animated action response as a best solution to the learning they receive. These selections create a final game scenario that the instructor grades from correct moves The immediate grade and feedback allow the student to learn and correct mistakes. Conclusion E-Learning eliminates the boundaries of traditional classroom learning to reach a global environment. E-Learning combines teaching, communication, and the Internet so students enjoy learning and engage within classroom activities . Students decide which e-Learning platform to attend based on their learning preferences. Instructors vary the content and incorporate text, video, animation, and audio so students retain content through visual and oral methods The most popular benefits to e-Learning include a globally diverse student body, convenience, flexibility, self-motivation, and self-paced curriculum). The challenges include needing a computer with appropriate Internet accessibility, a working knowledge of the computer, solid study habits, self-discipline, and accountability. The student may fail the course without possessing these items and traits.

Both Shiela and Eric Birling Change Significantly During the Course of the Play Essay Example

Both Shiela and Eric Birling Change Significantly During the Course of the Play Essay Example Both Shiela and Eric Birling Change Significantly During the Course of the Play Paper Both Shiela and Eric Birling Change Significantly During the Course of the Play Paper Essay Topic: Play I agree with this statement because at the beginning of the play Sheila seems very bubbly and she is always happy about everything, but as the truth comes out as the play goes on Sheila becomes unhappy and more and more upset. Eric changes as the play goes on because at the start of the play he can drink as much as he likes and the family wont notice how much he is drinking because they dont suspect him to be a heavy drinker. When Arthur and Sybil find out everyone turns against him and Eric realises what his family are really like. We learn that each of the characters are like one another in there own kind of way, thinking is nothing to worry about for the family, life is great. The writer shows that the characters are pleased with themselves by using happy phrases and making sure nobody snaps at one another. This is at the start of the play of course. I think Sheila changes the most throughout the play because when she accepts her guilt she wants to hear everybody elses story and make them accept what they have done. Sheila is impressionable, and deeply affected by what the Inspector reveals to her family throughout the play, she also uses slang phrases such as youre squiffy (page 3) towards Eric to indicate that he is drunk. Her use of slang expressions help emphasise her youth. However at the beginning of the play when shielas story is revealed she seems to have very similarities to her father Mr Birling. She seems very selfish and full of self-importance. An example of this behaviour is when shiela gets Eva Smith fired from her job at millwards just because Eva smiled at another assistant when she was trying something onb which both the assistant and shielas mother objected to before hand.

Free Essays on The True Father Of Huck

The Adventures of Huckleberry Finn by Samuel Langhorne Clemens, better known by his pen name of Mark Twain, tells the story of Huck’s travels down the Mississippi River with a runaway slave. Huck lived in a small town with his biological father, Pap; a drunk who had caused him many problems. However, in the novel, the character of Jim is portrayed as the â€Å"true father† of Huck. Because Jim acts as a role model and a mentor to Huck along their journey down the river, he proves to be more of a father figure to Huck than his biological father Pap. A father teaches his son lessons. Jim taught Huck many lessons both intentionally and indirectly. Jim shows Huck that slaves are real people, just like himself, despite the different color of skin. Huck gained a greater amount of respect for Jim when he talked of missing his family. Jim also shared with Huck that he remembers beating his little four-year-old girl once. Jim told Huck he regretted his actions and was overcome with sadness, and of how he misses his family towards the end of the novel. Jim teaches Huck that slaves are not different because of color; they have feelings, emotions, and love their families just as much as whites. Sharing this compassionate side of Jim teaches Huck that slaves are not completely different simply because of color. Jim allows Huck to see that slaves have feelings, emotions, and love their families just as white folk would love theirs. Jim cares for and protects Huck, just as a father should. When Jim and Huck went exploring in the two-story house, Jim would not let Huck see the dead man in the house. â€Å"’Come in, Huck, but doan’ look at his face- it’s too gashly’. I didn’t look at him at all. Jim throwed some old rags over him†¦Ã¢â‚¬  Jim covered the man so Huck wouldn’t have to look at him. The dead man was his Pap. Jim did not want Huck to have to see his father’s face and be upset. Jim was looking out for Huck and t... Free Essays on The True Father Of Huck Free Essays on The True Father Of Huck The Adventures of Huckleberry Finn by Samuel Langhorne Clemens, better known by his pen name of Mark Twain, tells the story of Huck’s travels down the Mississippi River with a runaway slave. Huck lived in a small town with his biological father, Pap; a drunk who had caused him many problems. However, in the novel, the character of Jim is portrayed as the â€Å"true father† of Huck. Because Jim acts as a role model and a mentor to Huck along their journey down the river, he proves to be more of a father figure to Huck than his biological father Pap. A father teaches his son lessons. Jim taught Huck many lessons both intentionally and indirectly. Jim shows Huck that slaves are real people, just like himself, despite the different color of skin. Huck gained a greater amount of respect for Jim when he talked of missing his family. Jim also shared with Huck that he remembers beating his little four-year-old girl once. Jim told Huck he regretted his actions and was overcome with sadness, and of how he misses his family towards the end of the novel. Jim teaches Huck that slaves are not different because of color; they have feelings, emotions, and love their families just as much as whites. Sharing this compassionate side of Jim teaches Huck that slaves are not completely different simply because of color. Jim allows Huck to see that slaves have feelings, emotions, and love their families just as white folk would love theirs. Jim cares for and protects Huck, just as a father should. When Jim and Huck went exploring in the two-story house, Jim would not let Huck see the dead man in the house. â€Å"’Come in, Huck, but doan’ look at his face- it’s too gashly’. I didn’t look at him at all. Jim throwed some old rags over him†¦Ã¢â‚¬  Jim covered the man so Huck wouldn’t have to look at him. The dead man was his Pap. Jim did not want Huck to have to see his father’s face and be upset. Jim was looking out for Huck and t...

Managing Information Systems within Jobcentre Plus Essay

Managing Information Systems within Jobcentre Plus - Essay Example Britain hypermarket net Tesco is one of such leaders. This company sails one third of all foodstuffs in the country. Tesco can firmly be named as a "national shop". Rich, average and poor customers can find the goods according their wishes and financial abilities. In the beginning of 1990th Tesco took up the small category of retail market for lower-income customers. More expensive line for well-off customers was concerned with J. Sainsbury and Waitrose. Comfortable location, competitive prices, polite staff, great variety of goods and products, mainly, circumspect development strategy helped Tesco to become a really national shop. It has happened neither due to only British goods are sold nor due to the state authorities discrimination of American "Wal Mart" or French "Carrefour. National brand buildup took place thanks to Tesco owners and managers, who understood British customers wishes, whims and the mechanism of decision making. It became possible after using Management Information System (MIS). Tesco set close cooperation with University College London. The scientists offered new methods of gathering, checking, collating, review, storage, access, retrieval and update of statistics information of retail sells. Fed every second by Tesco's 12 million Clubcard holders, the Crucible database could in theory generate about 12 billion pieces of data a year if each cardholder bought just 20 items a week. This information is analyzed very attentively. MIS helps managers to understand what goods are sold better together, to place them accordingly on the counters in supermarkets. Experts, who carry out such analysis for Tesco, insist that the company has one of the biggest customer databases in the world. At first, hypermarket provides constant (season, holiday, single) discounts for that goods and stuffs, which customer buys oftener then others. At the end of a quarter each Clubcard holder gets voucher, equivalent to sum total, he spent in Tesco hypermarkets. Additionally they are rewarded with coupons, which allow discounts to that goods, the customers can enjoy (according to MIS results). Surely, this generated information is based on purchase data analysis. Management Information System (relevant module) defines the consumer goods basket, which can be potentially interested to a customer. During the quarter Tesco sells about 6 million letters with propositions of different discounts to loyal clients. Also Tesco MIS provides detailed sells information, which allows placing the goods on the counters according to consumers' tastes in each particular region or even in dependence of daytime. In the morning customers buy one stuffs, in the evening - another. Tesco shops in the center of London differ greatly from the little out-of-the-way ones. Other MIS module takes into account ethnic and demographic factors, fashion and even the contents of TV programs. Can you imagine customer joy and

Data life cycles -Compare and contrast IT lifecycle approaches Essay

Data life cycles -Compare and contrast IT lifecycle approaches - Essay Example In this scenario, the option is an extremely disconnected firm with islands of proficiency in a sea of mislaid opportunity (IBM, 2012). However, to help businesses organize these endeavors, a group of IT lifecycle approaches and solutions exists, which is a collection of integrated systems and tools, developments and services to support the collaboration and communication of company, development, functions and stakeholders. Moreover, every forward-thinking is particularly planed to facilitate teams in tackling key cross-lifecycle actions that are most important to offer timely and productive worth to the company (IBM, 2012). In addition, it should be clear that businesses have to make the process of data storage more efficient. The benefit is that ILM/DLM (data and information life cycle management) creates high-quality business sense: actually, that is why it subsists in the primary place. In this scenario, ILM/DLM is a precondition for high-quality business governance; however is a s well a crucial component of high-quality industry conduct. Additionally, it takes care of company’s reputation and deals with risk, and supports a secure and reliable dealing environment. Moreover, it defends worldwide financial marketplace security and stability in addition to tracking doubtful customers' group. As well, it gives importance to clients’ self-assurance. Furthermore, it helps avoid terrorists and money-laundering as well as harmonizes global authoritarian approaches (TechTarget, 2007; Brinkmoller & Fischer, 2007). Basically, the DLM is a policy-based method that is used to handle and organize the flow of data and information system's data all through its life cycle: from configuration and preliminary storage to the time when it turns out to be old-fashioned and is deleted. In addition, data life cycle management products computerize the procedures concerned. Additionally, new data and information that have to be accessed more often, are stored on rapid and more costly storage media, on the other hand less critical data is stored on less costly and slower storage media (TechTarget1, 2004; Enterprise Integration, Inc., 2006). Moreover, HSM (Hierarchical storage management) is also a kind of data life cycle management product. In this scenario, the hierarchy refers to various kinds of data and information storage media, like that RAID (redundant array of independent disks) data and information systems, tape, optical storage, every type demonstrating a specific level of cost as well as speed of data recovery when access is necessary. In addition, HSM product allows data or system administrator to create and implement strategy for how frequently different types of files are to be stored to a backup data and information storage device (TechTarget1, 2004; Enterprise Integration, Inc., 2006). In simple words, ILM is all about understanding the data value with respect to time. The value of data changes with time and various rules are avai lable to administer how long data must be saved for, how secure the data store must be, and when the data must be removed from that store. However, these values will vary for different categories of data. In addition, ILM engages classifying data classes into business importance categories, then creating and