A Dolls House :: A Dolls House Essays

A Doll's House  The creator, Henrik Ibsen, who composed other social analysis plays (like Ghosts, Enemy Of The People, and Pillars Of Society), made a takeoff in this plays finishing by having the hero fled as opposed to remaining to set a model and proceeding to battle for the better close by others. This situation makes a pitiful, disturbing and for Nora unjustified completion as she, the hero in A Doll's House, leaves Torvold, her better half. She demolishes any expectation that wedded couples can accommodate contrasts and figure out how to change and develop with each other. Nora's exit is a pointless attestation of her uncorrupt and sentimental perspective on life, that some way or another, someway, things will turn out to be despite the fact that there is no arrangement on her part as to how.â By leaving, Nora, with no desire for an emotionally supportive network, gives no huge changing impact upon her family's lives and views.â Nora has a vain and egotistical thought regarding life and th is is additionally uncovered when she chooses to forsake her family. Everybody must trade off sooner or later in their lives. This prompts participation in family and in the public arena and is the pith of endurance and development. Nora's should be in charge and her pretending controls, makes her a similarly liable gathering in the advancement and continuation of an unnatural and smothering working class way of life that was Norway in the mid 1800's.  The title sets up the analogy - this is genuinely a doll's home. In any case, for this situation the fundamental  characters are simply the dolls as well as the doll ace and paramour each competing for  force and control. This is a focal clash of the play. Torvold might be the ace in the eyes  of society and embrace an ordinarily controlling tone however Nora has the genuine control by her  intensity of control. Nora is the person who is getting her own specific manner, eating macaroons and  going through cash (and getting more) as her desires brief. Seeming certain and glad  she gives no indication of disappointment with the job. She gives the doorman who brought  the Christmas tree an over-liberal tip in spite of an absence of cash

Mythological critiscism Essays - Culture, Monsters,

Legendary critiscism Legendary critiscism is practically any legendary (anecdotal) novel; this could likewise include: legendary animals (mythical beasts, trolls, Roman divine beings, etcetra...) or potentially activities (enchantment, individuals with super powers, etc). Legendary books are generally reviewed dependent on humanities, brain research, history and religion. History and religion sway legendary composing nearly a similar way. Since they are both about old stories and societies; both are affecting the essayist's reasoning procedure a similar way (in view of cutlure). Mentally: this would be the composing affected by the author's reasoning procedure which is consolidated among culture and how they were treated throughout everyday life, past experiances and beloved recollections. On the off chance that we have a look on changed legendary books, for example, Harry potter, Ergaon, A move with the winged serpents, or The lightining criminal, we'll perceive the amount they change. The immense diffrences are unbelievable.These have basically no simliarities, in contrast to whatever other type, that have fundamentally the same as plots and ideas. I actually truly like these sorts of books. They let you perceive how the creator thinks. They open an entryway of creative mind, where there are no restrictions what so ever. They show you a totally different world, an existence where anything and anybody could be any person or thing. A beast calls examination It's an anecdote about a little child who has a great deal going on in his life. His mother is wiped out and his dad lives miles away. While he additionally faces a great deal of difficulties from his domineering jerks in school and is compelled by his grandma who he lives with. Nobody appears to make things any better, and nothing is by all accounts improving all in all. Until one day a tree beast shows up by his window. He manages him through that phase of his life, and causes him get through it by insight. The story clearly has a legendary animal out of creative mind which is the tree beast. We can perceive how much resentment the protagainst has towards the world; which may be a refliction of how the creator himself is. It may likewise be because of cherished recollections. The tree beast is enormous and startling, yet he's savvy and kind, he helps individuals. The creator may have needed to communicate something specific that comprises of that not everything that is appalling must be awful, breaking the standard generalization. The protagainst is ayoung kid, yet he wasn't frightened of the beast, which appears how much agony changes individuals and encourges them.

The Reviews Are In ServiceScape Test Drives Scrivener Book-Writing Software

The Reviews Are In ServiceScape Test Drives Scrivener Book-Writing Software Does this scenario sound familiar? You have a brilliant idea for a book. It sits in your mind, nagging you to start but you just arent sure where to even begin. If you found yourself nodding your head to this then youve fallen victim to an all-too-familiar situation that writers often go through. Blame writers block. Blame your office job. Heck, blame the endless pile of laundry!Okay, once youre done pointing fingers, you may want to consider that you need a little assistance in the book writing department (just breathe; its going to be okay). This is where Scrivener, the web-based book-writing software, can virtually guide you through the process to make starting (and finishing) your book a whole lot simpler.The basicsScrivener is available for both Mac and PC (because Scrivener knows that writers come in many different shapes and sizes, and that some may be fiercely loyal to their Apple laptop while others may swear allegiance to their PC. No need to fight here; Scrivener doesnt di scriminate.). For writers on the go, Scrivener is also available for your smartphone (because you never know at what odd times inspiration may strike. Its good to be prepared).You may be wondering why a writer would need book-writing software? Truthfully, they might not need it at all; however, for as many writers out there with great ideas there are also just as many writers who have trouble organizing these ideas on paper. At ServiceScape, weve been working with incredible writers for over 15 years. We know what pleases our clients and what content is successful and if there is a system or process that helps make writers even more efficient at what they do, then we want to find it.I think we can agree that technology has made it significantly easier for writers over the centuries. Think about it: before word processing software came along, we poured over the pages to check for spelling errors, grammar and punctuation. Now, thanks to modern word-processing systems, we can quickly d elete typos with the click of a button rather than using whiteout or, worse yet, having to retype the entire page because of one spelling error.The unique benefits of Scriveners softwareSo, why Scrivener? After all, you have Word or Pages (or even your trusty pen and paper) to help you jot down your thoughts and ideas, right? Not so fast. As your thoughts turn to sentences, sentences to paragraphs and then multiple chapters manifest, there will come a point in which you may think to yourself: Should this chapter be moved to the beginning of the book? Maybe this paragraph would be better suited further along in the story. Or, I think I need to write a new chapter and place it between two of my current chapters to introduce this character sooner.When these thoughts invade your head, good book-writing software helps you take control to restructure your story without the hassle of having to rewrite it, tear out journal pages or reorganize an overflowing ring binder (because, no one has time for that!). Typical word processing software like Word may give you the blank page you need to help you start writing, but thats about all it has to offer. Conversely, Scrivener doesnt just give you the pages needed to create your story, it also aims to give you full control over how its organized by providing simple and effective tools in which to construct and revamp your writing in a matter of minutes.For example, maybe you have Pinterest boards chock full of character and scene-setting images. Maybe you use index cards to plot out your ideas and then you house said index cards on a giant corkboard. Now imagine trying to drag all of these items with you to the nearest coffeehouse so you can get to work. Not so easy, is it (but it does create a rather amusing visual)?With Scrivener, the only thing youll need is your trusty laptop, as this book-writing program provides you with the features you need to save all of your research, from images to writings to audio files, in one e asily accessible location. Scrivener even lets you organize these items in a way that makes sense to you. If youre a visual person, Scriveners virtual corkboard feature may just become your new best friend.Chapters in the order they are inspiredNot sure how to start your book but already know whats going to happen in the middle (wow, way to cut to the chase, my friend!)? No problem! Scrivener makes it easy to write whatever chapters you want in whatever order inspires you. Then, as other parts of the book take shape you can move your finished chapters, or even sections of the chapter, around with a simple drag-and-click function. Plus, you can see your whole manuscript, as well as all its smaller components, right in your virtual binder, making it easy to go back and forth between and within chapters.Did you just come up with a brilliant section or idea for your book but now youre not sure where it goes in the grand scheme of your novel? No sweat. Just write it down on the softwares Scratch Pad feature and file it away until that a-ha moment finally materializes. You wont even have to leave the page youre currently working on to jot down the idea and save it.Once you have begun writing in Scrivener youll find that this software provides a user-friendly format to cater to any form of writing, from short story collections to blogs to scripts. In fact, Scriveners format is even compatible with Final Draft for all of your Hollywood scriptwriters-to-be out there (just dont forget to thank Scrivener after you thank the Academy!).Collecting researchBehind every good writer is good research, and if you love a good mind map (because, who doesnt?) youll be happy to hear that you can easily import your creative mind map as a PDF and then place it directly into your research section. Now you can refer to this whenever you want to help direct your writing from start to finish. Published authors swear by the power of a mind map and clearly Scrivener is a proponent of collec ting and storing all content and research that you need to help you power through your writing.Alas, nothing is perfect (we know this isnt a shocking revelation) and even the best software comes with its drawbacks; however, we think its good to know what youre getting into before you take the plunge into the world of book-writing software. Perhaps one of the biggest cons of using Scrivener, as you might imagine, is that there is a learning curve (again, probably not a shocking revelation).The laundry list of features and options Scrivener offers means that it will take some time to learn how to navigate these uncharted waters; however, some of the best things in life come with a learning curve, so you may just discover that putting in the time and energy now could help you reap some long-term benefits in the near future. Nonetheless, if youre lacking in the patience department then this software may not be ideal for you.Help is availableIts important to note that while you are navig ating these waters Scrivener doesnt just leave you stranded without a paddle. In this case it isnt really a paddle, but it is a boatload of tutorials and interactive guides to prevent you from sinking into the virtual abyss. Keep in mind, Scriveners manual is a whopping 337 pages, which gives you a clue just how much this app can do, as well as how much work you could have ahead of you before you feel like you are fully utilizing all the capabilities of this book-writing software.While Scrivener may not be able to give you the motivation you need to start writing, knowing that you have a system that can make it easy to write, rewrite, organize and finalize your story all in one program could just be motivation enough. If you are a writer who is serious about beginning your next big script, novel or collection of short stories then this might just be the stepping-stone you need to take that leap. Let Scrivener do the work so that you can spend your time doing whats most important: br ainstorming (and writing!) your next bestseller.30-day free trialStill not sure youre ready to commit? Then take Scrivener for a test drive with their 30-day free trial. What makes this trial different is that its a non-consecutive 30 days. So, should you need to take some time away from your book for work, life or even a vacation, Scrivener wont punish you for it by taking away your free, unused days (because even the developers of Scrivener understand that writers need a vacation every once in a while to get the ole creative juices flowing).Sure, novelist Barbara Kingsolver may have said, I have to write hundreds of pages before I get to page one, but that journey to page one could begin now, and Scrivener might just be the perfect software to help you do it.

Asses the Relationship Between Media and Crime - 1167 Words

ASSES THE RELATIONSHIP BETWEEN THE MEDIA AND CRIME ? The media holds a great deal of power in the portrayal of crime within a society; they have the authoritarian right to manipulate events of crime from their perspectives which is illustrated frequently as being reality without a definite underlying cause, therefore inevitably they influence the publics perspective towards crime and current the social order, the main relationship between the media and the crime is the effect it has towards the members of the society I.e creating a moral panic. The Media is seen to manufacture crime rather then to discover and portray it in its purest form; there are several processes which are needed to be undertaken before it can be televised or†¦show more content†¦Cohen examined the disturbances between two predominately working class teenage groups, the Mods and the Rockers. He established the exaggeration of the media as the prime cause behind the moral panic as they amplified events I.e using misleading phrases such as â€Å"invasion† in contrast to the tameness of the conflict in reality, Increasing the number of participants involved in the event and using symbols associated with deviance and crime. Cohen argues that the media was responsible for the deviance amplification spiral by exaggerating the seriousness of the events by creating a dramatic fallacy, this lead to zero policing tolerance with regards to the two groups, this lead to them being seen as social outcasts, the folk devil and societies values and mor als were seen as being threatened by these particular groups. More importantly the media created a distinct identification, I.e behaviour, clothing etc between these two groups which was later adopted by more youths which resulted in further conflict. Therefore the media played a huge role in creating the moral panic by exaggerating and sensationalising events, presumably as a tool for marketing. However many critics argue that the study has major theoretical issues which undermines the validity of the study; It is said that Cohen was embracing the subculture himself which some argue was a case of conforming to the subculture completely, going native.Show MoreRelatedThe Sexual Exploitation Of Youth1500 Words   |  6 PagesINTRODUCTION In an era where internet and social media dominate, there must be a consideration of legal issues concerning privacy rights. But where is the line drawn when it may be associated with the sexual exploitation of youth? R. v. Barabash, 2015 SCC 29 [Barabash] is a circumstantial case that centres on concerns of privacy rights involving private use, child pornography, as well as regarding the establishments of exploitation and consent. Barabash involved two fourteen year old girls whoRead MoreU.s. 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Client Information Jessie E. Smith - 1050 Words

Revised Jessie Ester M3 Assignment 2 Task 1 Instructor: Dr. Castellani July 8, 2015 Client Information Jessie E. Smith is a forty one year old Caucasian female. She currently lives in New York with her daughter. She is currently unemployed and receives a link card for food and Medicaid insurance. Jessica is†¦show more content†¦Axis I 301. 83 borderline personality disorder (Primary) During the evaluation, the client was describing and displaying multiple symptoms that are associated with borderline personality disorder. After reviewing the mental status examination results and reviewing the client clinical, psychological and personal history. The client has additional symptoms that may not be viewed within the borderline personality disorder, but play a role on the behaviors that are not associated with the disorder. These characteristics were met by the client who is as follows: 1. frantic efforts to avoid real or imagine abandonment. 2. A pattern of unstable and intense interpersonal relationships which alter between extremes of idealization and devaluation. 3. Impulsive in at least areas that are potentially self damaging. 4. Spending, sex, substance abuse, reckless driving, binges eating. Axis 1 301.7 antisocial personality disorder (secondary) As previously indicated the client had demonstrated different symptomatic behaviors that can clearly be associated with more than one personality disorder. During the evaluation the client mix behaviors, childhood history, recklessness and irritability has led to a possible different personality behavior which is a disorder call antisocial disorder. Primary and secondary diagnosis These disorders focus on the evaluation which is to identify the psychological disorder that the client

Purchasing and Supply Chain Management Free Essays

Purchasing and Supply Chain Management Assessment 1 Nessa’s Bar Report Course Code: BS1D75 Student Number: 08154619, 09046100, 09030883, 09046577, 09047735 Contents Page †¢1. 1. 1 Problem – Poor Organisation on Purchasing and Supply†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Purchasing and Supply Chain Management or any similar topic only for you Order Now . †¢1. 1. 2 Solution – Poor Organisation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢1. 2. 1 Problem – Purchasing Policy Procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢1. 2. 1 Solutions – Purchasing Policy Procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢1. 3. 1 Problem – Poor Management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢1. 3. 2Solution – Poor Management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¢1. 4. 1 Problem – Costs/ Expenses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢1. 4. 2 Solution – Costs/ Expenses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2. 0 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¢3. 0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢4. 0 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢5. 0 Bibliograpgy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 1. 1 Problem – Poor Organisation on Purchasing and Supply The business suffers from poor organisation in the purchase of supplies. The purc hasing of goods and services for the business use is known as Procurement. There are three managers who all participate in the purchase of items; each person purchases items they think necessary often leading to double orders or items not being bought at all. There are several suppliers used some of which deliver while others operate a cash and carry policy, causing partners to use their own transport. Although several suppliers are utilised, the lack of regular custom by the company causes lack of interest by the suppliers and so the company misses out on priority service and possibly loyalty bonuses sometimes offered by these outlets designed to encourage repeat custom. Webster and wind (1972) Are concerned with sellers being aware of what buyers may be doing but also it should be important that buyers are aware of what seller are likely to do. A significant amount of stock is wasted due to the haphazard means of stock control. The company likes to have a well filled freezer to protect against low stock levels or unavailability of items, which in turn ties up capital unnecessarily. 1. 1. 1Solution – Poor Organisation A solution to this problem could be the hiring of a trained buyer who would control purchases made by the company. The advantage of this would be a single buyer would not order double quantities and excessive or unnecessary stock would not be purchased. As a result stock control would be easier to manage. Organised purchasing would help to keep stock levels steady and unnecessary goods would not be stock piled, thereby releasing capital allowing money to be used efficiently and cost effectively. Hiring an expert may seem expensive but could save significant amounts of money and time. Possibly one of the managers could take part in a purchase training programme to gain the skills as they already have inside understanding of the company and how it is run. This would prove cost efficient and save money on outsourcing. To solve the problem, the organisation could hire trained buyers to take over the three manager’s buying work. The advantages of hiring experts on buying stock for the organisation are that when there is only one person managing the buying, stock would be clearer and overlapping or lack of stock would be avoided. This could release the capital as stock would be more organised and money would be used more efficiently. However, hiring experts might be expensive and would be costly efficient for the organisation. In this case one of the managers could go on purchasing training program to gain skills in terms of buying, meaning the company will have a buying expert, who also knows the business well, and the company will not be wasting capital on hiring an external expert. 1. 2. 1Problem – Purchasing Policy Procedures The company experiences problems with paper work not matching the goods purchased. This has resulted in some suppliers banning the buyers from their establishment and refusing credit facilities as payment may have been overlooked or invoices mislaid and no payment being processed. The reputation of the company has been spoiled as non payment of invoices has caused it to be branded untrustworthy, subsequently it is not given priority as a respected business would be. Some suppliers expect cash on receipt of goods and this can cause a cash flow problem. Negative word of mouth may be passed around trade fairs or board meetings, which will have a negative impact on suppliers considering entering in to business with `Nessa’s Bar’. 1. 2. 2Solutions – Purchasing Policy Procedures A solution to this problem could be a change in the purchasing procedure of the company. In a mechanistic structure, authority is centralised at the summit of the managerial hierarchy and vertical authority is use to control human and material resources. Mechanistic structures operate most effectively in stable environments. † (Lysons, P158) A management structure needs to be established in which everyone understands their role within the company. Also a system for dealing with paperwork needs to be organised so that a good relationship can be developed between the company and its suppliers. 1. 3. 1Problem – Poor Management The company wastes a great deal of time on low value goods. Security is very expensive but necessary. The bar employs its own cleaning staff and purchase cleaning materials as needed but these disappear from the stockroom as there is no inventory method in place to control the use of these items. All members of staff have access to the stockroom and as there is no organisation there is no stock checking system. This ultimately leads to confusion with the buying of items as the company is unaware of the exact inventory of goods available for use and what needs to be purchased. . 3. 2Solution – Poor Management To solve the problem, the organisation could introduce VMI (Vendor Managed Inventory) â€Å"VMI is a collaborative strategy between a customer and supplier to optimize the availability of products at a minimal cost to the two companies. † (Baily, P 181) Suppliers take responsibility for managing the stock which is constantly monitored and updated. (Baily, P181) Time could then be utilised on other jobs rather than being spent on low value goods. This could be a problem as the supplier then controls the stock rather than the company, but any shortfalls would again become the responsibility of the company. â€Å"Acronyms for VMI include: CRP (continuous replenishment programs), SAIM (supplier-assisted inventory management), SAIR (supplier-assisted inventory replenishment), ECR (efficient consumer response). † (Lysons, P357) The organisation could outsource cleaning and security to professional companies as they would be more skilled and knowledgeable than the staff in the organisation. Outsourcing as: The strategic use of outside resources to perform activities traditionally handled by internal staff and resources. † (Baily, P115) It can be considered that outsourcing both cleaning and security could be expensive and there is no guarantee as to the standards of the work carried out, but the training of staff to carry out these services could cost even more. By outsourcing the less important work more time would be come available to be spent on core business operations. However there are disadvantages to outsourcing as Lacity and Hirscheim point out that; â€Å"†¦the employee culture is too fragmented or hostile for the organisation to come back together† (Lysons, P402). The employees from the outsourcing company might have a strong employee culture or different work ethics and find it difficult to fit into the working environment of Nessa’s Bar. 1. 4. 1 Problem – Costs/ Expenses The majority of expense faced by the company are; rent, staff wages, beverages, food and other consumables. The bar spends approximately ? 00k per annum on beverages with a further ? 60k being spent on foods and other consumables. 1. 4. 2 Solution – Costs/ Expenses A possible solution to these problems would be the reduction of staff employed at the business. Should cleaning and security be outsourced then the staff currently employed to carry out these tasks are no longer required and could be laid off. Well managed stock would save the com pany money as would developing a better relationship with suppliers who might offer discounts on goods and better delivery services. †¦requiring production when, and not before, a customer requires something, and the pursuit and elimination of waste in production and associated planning and purchasing†¦ †(Baily, P177) JIT can keep the stock level to be low in the organisation, which can prevent unnecessary capital to be stuck as stock. The utilisation of a VMI system for stock control could prove to be more cost effective for the company as the supplier takes responsibility for stock management. Suppliers have more experience of this kind of system and would ensure the smooth running of the stockroom. The company would receive higher levels of service as less time would be spent on low value goods and as there would be less stock wastage the company would achieve improved revenue. (Baily, P182) 2. 0 Recommendations 3. 0 Conclusion Currently there are problems with Nessa’s bar as it operates on an inefficient and disorganised system. Basic errors including order duplication, failing to pay suppliers, wasting time on low value goods, and a lack of purchasing knowledge has resulted in a loss of money, time and stock. Also the non payment of invoices has given the company a bad reputation with suppliers. The company could hire a professional buyer who specialises in purchasing goods thereby eradicating the possibility of mistakes being made when goods are ordered. Time would be saved by orders not being duplicated, items overstocked, or wasted on low value goods. If this is not a viable economic option then one of the three managers could be trained to assume the role and take on the responsibility for these tasks. One person would then make decisions, an advantage would be that they already have a working knowledge of the company and they are also known to the other managers from the outset. A centralised approach with just one national supplier would make purchasing easier and more cost effective for the company as they will reduce the amount of paperwork by receiving one invoice rather than several. This will assist ease of stock control and management. 4. 0 Reference Baily P. Purchasing Principles and Management, Financial Times/Pitman Publishing (Tenth edition) Lysons K. 2000) Purchasing and Supply Chain Management (5th Edition), Financial Times/Pitman Publishing Webster F and Wind Y (1972) Organisational buying behaviour, Prentice Hall, New York. American Marketing Association. (1995). Market research. Available: http://dis. shef. ac. uk/sheila/marketing/research. htm. Last accessed 28. Febuary 2010. R. Srinivasan. (1988). Brand Accounting-An Emerging Concept. Available: www. londonmba. o rg/†¦ /Brand%20Accounting-An%20Emerging%20Concept_by%20R. %20Srinivasan. doc. Last accessed 1 March 2010. 5. 0 Bibliography Kotler, P. Armstrong, G. (2000) Principles of Marketing (9th edition) Prentice Hall. How to cite Purchasing and Supply Chain Management, Essays

Library System free essay sample

When the computer introduced to the people before, some of them doubt the efficacy and some just ignored it. The computer is one of the products of the technology. Nowadays the technology has always new innovation to cope up with the people’s everyday activities. Today we used the computer as part of our daily activities to support our needs for the computation purposes, communications, recording transactions and other things that we will need the computer’s help. Having this machine make our work efficiently and effectively, this make our work faster and less time of doing manual routines just to have an output for our work. Now, Information management is the systems and techniques involved in effectively compiling and manipulating useful data. Schools set the various pedagogical changes to achieve the current level of education in our country. Because of the growing numbers of computer users, this became an effective medium to demonstrate the knowledge and skills of the students. We will write a custom essay sample on Library System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page From the traditional searching process for the books in the libraries, the interactive usage of computers can be now addressed as part of the library system. Project Context The system will be more helpful the university’s library. This will be more efficient in doing the task in a specific time. The system will be used by the librarian for inventory, recording and other purposes for keeping the information in the library. For them to keep track of their records. The system will interact to the accounting system of the university, for payment purposes of the borrowed books that have a penalty for not returned in a given period. The users of this system will interact to this system by scanning the barcode of the books for inventory and borrowing. Encoding of the description of the books for newly acquired books, and the cataloging of the books. Purpose and Description UNC-LIS is the automation of all data and transactions within the library, it will handle all the information’s and data in the library of the university. The UNL-LIS is an application that allows for the retrieval of metadata of books available in a library data store. The user allows using barcode scanner for inventory the library assets and borrowing of books for easy retrieval of datas. A UNC-LIS for a university keeps track of all unreturned books and periodicals in the library and their check-out status. Checkout and return are automated through a bar code scanner (an external device). The library system also interfaces with an external relational database which stores information about the library users (students and stuff), including whether they have any library items checked out. . Library users can access the catalog and recall books and periodicals. As well as additional capabilities the system can easily generate reports such as listing of unreturned books, borrowed books, students that secured library card and listing of current books.

The Origin of Art free essay sample

Art Is all around us no matter where you walk; where you stand you can virtually look around and find creative art. Art Is beautiful and articulate, now lets think back and realize where art was Invented; the word Art where did It originate from. Well as I researched a few defines this is what I found from two different resources. The word Art itself is Latin and originally spoken in Rome called Ultimatum, ears means arrangement or to arrange. It has been noted that no one can really define art because the way people standards are for their taste and judgment in what one loud consider art.Art has always been known for its high-class associated with wealth and been able to purchase both works of art and have the time to enjoy them. (2010). For many reasons people come up with their many definitions of art and some feel that It Is a difficult word to define without starting an endless argument! Definitions will vary depending on how they divide all that Is not considered art; the most common means Is to rely on the experts. We will write a custom essay sample on The Origin of Art or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some cultures will not refer to their work as art and will use a term like material culture or visual culture.Delineate, 2010). Painting Splitting Twilight by Kristin Baker, this piece is a built up of acrylic paint she uses practical two and 3 dimension as printmaking and paper assemblage, she applies illusionists and pictorial spaces with artificial forms and surfaces. Instead of using a brush she uses a outline of torn tape and the silhouette is filled with paint and the tape is ripped away, the tapes are layered together to make a form and the landscape are scraped away to show the color beneath.This piece can be view different ways but it does give a specific meaning. Http:// en. Wisped. Org/wick/The_Scream Conceptual Art One and Three Chairs by Joseph South shows a chair within a chair, he shows different ways the chair may exist, a chair as it would appear to you in any form. The design is unique and we can see that a physical object has a new way of looking at things http://www. Historically. Com/learn/dissimulators. HTML Installation Art My Bed by Tracey Men this piece shows a side of Tracey that expresses herself through her bedroom, which to me show a true self of her personality. This art is art and is exceptional.

buy custom Short History of America essay

buy custom Short History of America essay Home protection was advocated for in the US which came as a result of the request of forbidding liquor which led to the considerable irresponsible behaviors in marriage. A more elaborate method of politics and economy-related issues was put in a place where a democratic right to vote was implemented. A president by the name Frances Willard was made by women to abort the misconception that they were feeble, highly parasitic and could not get on their own. The turning point of the ideology of feminism was seen at the time when much of race-related concepts and ethnic niche were governed. The ancient feminism of equal rights had never been practiced. Women were given greater consideration in the field of employment, education capacities and even politics. Some other leaders in suffrages argued that the educational concept and the voting ideologies were not in contradictions to the movements interests provided that gender equality was upheld. One National American Women Association was created in 1890 to pull bodies of suffrage that had been formed after the civil war (Drehle 624). Establishing the new imperialism took place in the late 1890s and was taken to a broad projection at its definition. This ge is dated back in the final quarter of the 19th century as dominant European powers secured substantial parts of the world to themselves. American imperialism took considerable center stage in the North American continental parts. The Monroe Doctrine made people believe that America had taken hold of the northern hemisphere. America could not get to a compromise and let itself to be outdone in the fight for imperialism. Finally, America got to be the world power in the Spanish eyes with some accidental bombing afterwards. 270 deaths were experienced which sought for diplomacy but it was never there (Zinn 626). The two texts, "The White Man's Burden," and "New York Fire Kills 148 gives the political, cultural and economic values of Americans are clearly drawn out. The history matters of the US gives an experience of the Americans all over that time. The cultural values of the Americans with Indian origin had their faith in the norm that any kind of body pain had a good recommendation from God for healing. The availability of medicine men was also upheld with a critical responsibility of giving medication and food. The Indian culture in the American ground gave for the celebration of visitors celebration overnight events (Kipling 1). Land had a great consideration as a background of the economic sector with its main product in food being tuna .The energy source at this time was mainly firewood from the timber around them that is why they had to collect it all through their journey. In this very economy the practice of medicine men also played a major role in the provision of income. That is why their influence was felt at all levels. Many of the economic activities of this time 1911 faced a lot of challenges. One most known challenge is the March, 26, 1911 which resulted to too many deaths. The society had good treatment of the fire out break at the time since the safety measure had bit improved. The hospital facilitation also shows that level of social care was up to task. Police forces at the fire site gave relevance of the political image with the government of that time. In political aspect .the police were of varied responsibilities since they were to keep calm at the same time be a rescue tool. People of the state of New York give note of fairness in judicial system since a transcript on the criminal trial against the factory was made. Investigative commission were also done to give measures of curbing such challenges as political vision (Murray 2) Buy custom Short History of America essay

Foreign policy analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Foreign policy analysis - Essay Example Allison suggests that using this model may be too simplistic to explain accurately the full dynamics of the crisis. One of his reasons in promoting the â€Å"organizational actor† theory in contrast to this interpretation is that the State is not a single entity but rather a practical assemblage of people, processes, and institutions that often act with conflicting rates of efficiency and motivation. As Sundaram (2011) writes, â€Å"An ‘organizational process’ model in which the decision maker operates under time and information constraints, and does not seek an optimal solution. Instead, the decision maker engages in ‘satisficing’ behavior and attempts to find a solution which achieves a set (minimum) goal, and minimizes risk of failure.† (Sundaram, 2011, p.22) Allison finally modified this thesis to a â€Å"bureaucratic politics† which took into consideration the full complexity of the government in action. (Sundaram, 2011, p.25) These distinctions show why the decision-making aspects of government may proceed differently in a crisis vs. during normal times. A crisis presents a critical situation that can spiral out of control at any moment. This is seen in the nuclear escalation between the USA and USSR in the Cuban Missile Crisis. ... Practically, when the Cuban Blockade was implemented by Kenendy, the policy would be implemented not by JFK himself but by a wide range of instruments of the US bureaucracy, military, and innumerable soldiers or staff. If any one of these individuals made a mistake in the crisis, it could have spiraled out of control in a way that would have changed the way Kennedy or Khrushchev could make further decisions. Compare the negotiations between Gorbachev and Reagan that took place at Reykjavik and other locations during the end of the Cold War. In one to one negotiations at the highest level, the rational actor theory seems like a plausible way to explain history. Yet, in the Cuban Missile Crisis, the American Navy and Russian Navy could have exchanged fire at any time, creating a Gulf of Tonkin or Lusitania moment that could have led to further escalation in MAD. Allison states he expected that Kennedy made a personal and private offer to Khrushchev that defused the situation, and histo rically he was proven correct. (Marks, 1991, Web) This offer allowed Khrushchev to remove bases from Cuba with the personal assurance from Kennedy that the US nuclear weapons would also be removed from Turkey. (Marks, 1991, Web) Question 2: assess the effectiveness of military force as a tool for foreign policy In an article written just after the 9/11 attacks, MIT professor Noam Chomsky cited the US Army manual which define terrorism as "the calculated use of violence or threat of violence to attain goals that are political, religious, or ideological in nature...through intimidation, coercion, or instilling fear." (Chomsky, 2002) What Chomsky and others have noted throughout history is the fundamental relationship of military force and the violence of war to terrorism. For example,

Improving Correctional Facilities Diversion Programs Assignment

Improving Correctional Facilities Diversion Programs - Assignment Example Some of the significant budget constraints that Correction officials have to observe include in the areas of staff remuneration, infrastructural development, and operational costs. The facilities above have an extensive range of services for prisoners such as recovery academies, anger, and career management for women prison and Lois DeBerry providing comprehensive special needs care, and they demand huge staff. However, due to few resources available, officials in these facilities have had to deal with staff turnover leading to constraining service delivery. As established by Tennessee advisory committee, Sheriffs responding to survey confirmed that most of the Tennessee jails are underfunded (Thurman, Lippard, Gibson & Green, 2007). Additionally, officials have had to succumb to budgetary constraints in the infrastructural development. The significant rise of prisoners in the facilities necessitates that the governments allocate enough money to not only expand and build new faciliti es but to innovatively redesign the old jails to reduce supervision levels (Moore, n.d). However, though officials have indicated to the governments the need for such adjustments, the rise of criminal incarceration has worsened the crisis further. There are different types of diversions programs, but all are structured to benefit different offenders for they ascribe to different requirements. The objective of these diversion programs is to reduce crime by establishing the underlying factors that may have contributed to an individual’s criminal conduct (Camilletti, 2010). Therefore, since the objective of these programs is to eliminate the likely factors leading to crime in an individual, they are often better served via community restitution plan rather than criminal justice sanction process. Consequently, such programs are more beneficial to offenders charged with misdemeanours and non-violent  felonies than those charged with felonies and violent crimes. Such is perhaps due to the severity of the offenses committed by felonies and corresponding demand by the public to see swift justice done.

Impacts of Increased Tuition Fees

Impacts of Increased Tuition Fees In times of economic uncertainty, questions on the purpose, value, and investment of higher education (HE) come to the fore. Such questions have a particular relevance in the study â€Å"The decision-making and changing behavioural dynamics of potential higher education students: the impacts of increasing tuition fees in England† (2013) written by Stephen Wilkins, Farshid Shams, and Jeroen Huisman. One of the major challenges of higher education is funding and how the government is providing the needs of the students. Due to inadequate funds, raising tuition fees becomes inevitable (Wilkins, Shams, & Husiman, 2013, p. 126).  This article focuses on the changes in the English tuition fee policies and how it correlates to student choice for higher education institutions (p. 125). Research confirms that financial considerations are the most important factors in the student-decision process when choosing a HEI (Maringe et al. 2006). Higher Education in the UK is no longer just a public good, but a public good with a private cost. Since 2006, all university students in the UK have been charged a tuition fee and each following year tuition fees have increased (Wilkins, Shams, & Husiman 2013, p. 126). By 2012, the UK government decided on a  £9000 tuition cap in England (Business Innovation & Skills [BIS] 2011). With the recent changes in the global economies and rising unemployment rates the question arises: how are students understanding and responding to increases in tuition fees? The study examines three scenarios as the possible outcomes of the increase in tuition fees: 1) not entering HE; 2) going abroad; and 3) looking for a cheaper alternative in the UK (Wilkins, Shams, & Husiman, 2013, p. 129). The central focus of the study is to evaluate whether financial factors take a first priority in students’ choice of applying to higher education institutions (HEIs). A survey was used to collect data amongst students in their final year of secondary school, specifically students who were following a General Certificate of Education Advanced Level programme (A-levels) in England (Wilkins, Shams, & Husiman, 2013, p. 131). To supplement the survey, two focus group discussions were conducted, each lasting one hour. According to the study, the first group â€Å"consisted of five year 12/13 students who were studying A-levels at a school sixth form, while the second group had four students from a further education college† (Wilkins, Shams, & Husiman, 2013, p. 131). The researchers do not go into depth as to why they choose this selective group of students. It makes one think of the potential biases of selecting these students and if their perceptions were tailored to match the propositions. By only conducting a discussion with nine students the study cannot fully capture the diversity of choice within the student body. Wilkins, Shams, and Husiman (2013) assess the impacts of the tuition fee increase by presenting the following six propositions: Proposition 1: Facing substantially higher tuition fees, financial issues will become the key influencer determining a student’s higher education choices.Proposition 2: Facing substantially higher tuition fees, working-class students will be the most likely to consider not entering higher education. Proposition 3: Facing substantially higher tuition fees, working-class students will be the most likely to seek cheaper higher education opportunities. Proposition 4: Facing substantially higher tuition fees, females will be more likely than males to be influenced by financial issues when making decisions about higher education.Proposition 5: Facing substantially higher tuition fees, students in England are still not likely to consider studying at higher education institutions (HEIs) abroad. Proposition 6: Facing substantially higher tuition fees, students who take at least one modern foreign language at A-level will be more likely to consider studying at HEIs abroad. (language inf luences). (p. 129-31) The six propositions have a focus on gender, language,   socioeconomic status, and geographic considerations. However, a potential flaw within the propositions is not considering ethnicity. Student ethnicity is not considered within the study nor the impacts of ethnic background on students choosing a HEI. This is a potential limitation when considering student choice of HEIs in the United States, specially the historically black colleges including Howard University, Spelman College, and Hapmton University. Since these schools do not have large endowments in comparison to large prestigious HEIs such as Harvard University, with an endowment of 36 billion dollars (Mulvey, J., and Holen, M., 2016), they cannot offer as much financial aid. Therefore, many students decide to attend a different HEI which can offer a more attractive financial aid package, but at the cost of sacrificing the opportunity of being part of a unparalleled cultural experience at a historically black college (Gasman, M., 2009). In the United States, endowments are the universities’ largest financial asset and serves a major determinant in student choice in HEIs. This study would benefit by having a comparative approach to HEIs in the United States if time and word limit permitted. A further point of tension within the study is the ambiguity of terms. Firstly, two out of the six propositions (ie. propositions two and six) did not provide a description which puts into question the validity of the study. Furthermore, the phrase â€Å"not entering HE† occurred nine times throughout the study. The researchers did not specify in any of those sentences what it means by â€Å"not entering HE.† An important question to ask is whether â€Å"not entering HE† refers to students taking a gap year and eventually returning to higher education or entering the labour market and never pursuing HE. This is a significant distinction because if students are taking a gap year but will return to HE it shows that they are impacted by the economy and having financial stability is an important consideration for them before starting their studies. There are no statistics in the study to outline the percentage of students not pursuing HE and no words to explain their decision. These are important considerations to help build depth within the study.    The epistemological assumptions of this study help us to understand student choice of HEIs by hypothesizing and testing empirical approaches through a natural science lens. On the other hand, the ontological assumption concerns the natural world, taking in account the effects of the global financial crisis in 2008, and the human behavior within the global HE context (Pring 2005, p. 232). Wilkins, Shams, and Husiman embrace quantitative methods approach to the study, using SPSS software to generalize the findings and test the propositions. Since the data is in a numeric form, statistical tests are applied in making statements about the data.  Quantitative studies help to produce data that is descriptive but difficulties arise when it comes to their interpretation. For instance, it is helpful that the study includes the demographics and socioeconomic statuses of the participants, but the study would have more depth if it integrated a qualitative approach in addition to the quantitative research. The students had a one hour discussion on the questionnaire yet there is no student voice, only statistics from SPSS. With group discussion responses we can have a qualitative measure of analysis of the data caption. Without properly interpreting the data behind these numbers, it is difficult to say  why  students choose HEIs based on financial considerations. In conclusion, the rise of tuition fees in England has altered the ways in which students choose to enter HE and if so, which HEIs. Wilkins, Shams, and Husiman mention that this study is not intended for policy reform (p. 137); however, it calls attention to the pressures placed on students in determining to enter HEIs and brings awareness to the major factors of student choice. An important consideration for restructuring this study is incorporating a mixed methods approach, by utilizing qualitative and quantitative methods. Without the necessary qualitative data, there is no authentic way to determine why students are choosing a certain HEI. If Wilkins, Shams, and Husiman used an interpretive paradigm and observations from the discussion groups to investigate the issues on the increase tuition fees it would create a more holistic picture of the student experience and behaviors with statistical data to prove the point.   Lastly, the data used in this study was gathered before the increase in fees in 2012 (Wilkins, Shams, & Husiman, 2013, p. 129). Students were aware of the fee increase but it was not a real determining factor for them at that point in time. It would be most helpful to have a follow-up study at the same colleges from which the data for this study was collected, using the questionnaires, and group discussion in order to compare and contrast student opinions and choice patterns overtime.   References Business Innovation & Skills (BIS). (2010). The impact of higher education finance on university participation in the UK. BIS Research Paper No. 11. London: Department for Business, Innovation and Skills. Foskett, N., D. Roberts, and F. Maringe. (2006). Changing fee regimes and their impact on student attitudes to higher education. University of Southampton. Gasman, M. (2009). Historically Black Colleges and Universities in a Time of Economic Crisis.  Academe,  95(6), 26-28. Heller, D. 1997. Student price response in higher education: An update to Leslie and Brinkman. Journal of Higher Education, 68 (6), 624–59. Leslie, L., and Brinkman, P. (1987). Student price response in higher education: The student demand studies. Journal of Higher Education, 58 (2), 181–204. Mazzarol, T., and G.N. Soutar. 2002. ‘Push-pull’ factors influencing international student destination choice. The International Journal of Educational Management, 16 (2), 82–90. Mulvey, J., and Holen, Margaret (2016). The Evolution of Asset Classes: Lessons from University Endowments. Journal of Investment Consulting, 17 (2), 48-58. Pring, R (2005) Philosophy of Education: Aims, Theory, Common Sense and Research. London: Continuum. Wilkins, S., Shams, F., & Huisman, J. (2013). The decision-making and changing behavioural dynamics of potential higher education students: the impacts of increasing tuition fees in England.  Educational Studies,  39 (2), 125-141.

Bilingual Education Act Essay -- Bilingual Education, languages, fore

Bilingual education is defined as involving the use of two languages as media of intrusions (May, 2008). It is an educational process that aims to promote and â€Å"maintain longer-term student bilingualism and bi-literacy, adding another language to, but not subtracting from the student’s existing language repertoire† (May, 2008, p. 19-20). Simply, bilingual education is the use of more than one language to deliver curriculum content. Bilingual education Act (BEA) was enacted into law in 1968 by President Lyndon B. Johnson as part of the War on Poverty. The policy expressed U.S. commitment to the needs of the growing number of children in the public schools whose first language was not English (Petrzela, 2010). This commitment was articulated as President Johnson signed the bill into law: Thousands of children of Latin descent, young Indians, and others will get a better start— better chance—in school. . . .We are now giving every child in America a better chance to touch his outermost limits. . . . We have begun a campaign to unlock the full potential of every boy and girl—regardless of his race, or his religion, or his father’s income. (Sanchez, 1973) Bilingual education policy is political activity replete with historical, social, cultural, and economic contexts (Crawford, 2000; Tolleson & Tsui, 2004). It is linked to legislation, court decisions, and executive actions. (Gandara & Gomez, 2009). The BEA came at an exceptional period of domestic upheaval, demographic transformation, and on the heel of the civil right movement. The Act created a channel to provide states and local education districts with funds, personnel assistance, and other incentives for the development of bilingual education program. Purpose of... ...on helped direct large sums of federal money into education for space research, and language programs. The Soviet launching of Sputniks seemed to overshadow race, religion, state rights and other issues that had blocked previous attempts (Forrest & Kinser, 2002). One of the great accomplishment of the time was the passage the National Defense Education Act, 1958 (NDEA). This act provided aid to both public and private schools at all levels to advance the areas of science, math, and modern foreign languages. The act also provided aid to English as a Second Language programs. According to Forrest and Kinser: The importance of the NDEA rests not on its specific provisions, but on its psychological breakthrough. For the first time in nearly a century, the federal government displayed interest in the quality of education that public and private provided. (p. 240)

Principles Of Teaching And Learning In Teaching Math Essay

Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one â€Å"right way† to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with others–pairing an experienced teacher with a new teacher or forming a community of teachers–to observe, analyze, and discuss teaching and students’ thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if†¦?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students’ understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibilit y in their teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and America’s Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how s tudents’ understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students’ questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a numb er on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as â€Å"profound understanding of fundamental mathematics† (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students’ understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students’ prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one â€Å"right way† to teach. However, effective teachers recognize that the decisions they make shape students’ mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers’ actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the clas sroom environment communicates subtle messages about what is valued in learning and doing mathematics. Are students’ discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others’ arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students’ curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning. Using a variety of strategies, teachers should monitor students’ capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students’ progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students’ learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students’ thinking or to do â€Å"lesson study† is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

The Characteristics Of The Best Behaviors Of Probation...

1) Write 1-2 paragraphs on the characteristics of the best behaviors of probation officers. â€Å"A probation officer meets regularly with someone convicted of a crime and sentenced to probation. He monitors the offender s activities and behaviors to see that they comply with court orders. A probation officer needs excellent communication skills, especially with regard to listening. He must understand court orders about monitoring the offender s activities.† He must also make contact with the offender, his employer and others involved in his life to find out whether or not he is following the rules of his probation. A probation officer needs the ability to help the offender understand what is expected of him in terms during the probation. In court, the probation officer must be able to communicate recommendations on probation terms for the offender. â€Å"A probation officer with the ability to motivate others has somewhat of an advantage in his career.† Some offenders go on probation feeling down about their situation and uncertain about their future. Someone convicted of robbery in a small community, for instance, might feel shame about going back into that community. The officer helps the offender set goals for improvement and encourages her to take the steps necessary to achieve them. 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