Engineering Strategy Essay Example | Topics and Well Written Essays - 3500 words

Engineering Strategy - Essay Example Having won National Bed Federations "Bed Manufacturer of the Year - 2011/2012" award and the prestigious Manufacturing Guild Mark (MGM) accreditation, this entity is engaged in producing customized and handcrafted comfortable beds, using sustainable materials of high quality. It is a British company originated within UK and operating in various territories outside it (Hypnosbeds.com, 2013). This paper is based on facts, figures and data of this company and provides a detailed critical analysis of its corporate objectives and manufacturing strategies. The paper provides the complete process of developing and designing an appropriate manufacturing strategy of the company, considering its overall corporate goals and coordination with other functions supporting its manufacturing. After proposing strategy, it is compared to the existing strategy and thorough evaluated for planned outcomes. Finally, dissertation focuses on the obstacles that the company might face during implementation pha ses, implications of communication and coordination of the entire plan and strategy across the organization and measurement techniques that management can deploy in order to assess the extent of achievement of planned objectives and identify any departures from initially forecasted results. A manufacturing strategy is a collaborative process of production, reformulation and utilization of inputs and factors of production, supporting overall corporate strategy and giving a competitive advantage to organization (Marucheck et al., 1990). This definition depicts the vitality of manufacturing strategy in ensuring success of business and achievement of manufacturing excellence. Manufacturing excellence is dynamic value adding process that enables satisfaction of customers and suppliers through continuous improvements that are compatible with overall corporate objectives (Roth et al., 1992). An optimal manufacturing strategy is capable of creating

Into Another Reality Assignment Example | Topics and Well Written Essays - 2000 words - 2

Into Another Reality - Assignment Example After several rejections and no call-backs, just when they were about to give up, a talent-scout advised Millie to let her son audition for a talent audition to be broadcasted on a major television network the very next day. Things actually went well for Derrick, and his singing had him chosen to compete for the finals, making Millie plump up her feathers after many years of efforts. However, after hearing several groups of people comment negatively on her son’s abilities which, in turn, affected his motivation and singing during practice, as well as his attitude towards her, Millie comes to the realisation that she now has to face even more things than just failure, and that she has to make a final decision: choosing between her dreams and her son’s happiness. Story Outline I. Inciting incident A. Millie Ross pushes her son, Derrick into numerous talent searches and auditions, but failed in all of them. She was about to give up after their last audition. B. Mr. Isaac, a shady-looking talent scout notices the child’s potential and tells her to audition to a talent-search in the next studio the next day, giving Millie more hopes for her son. II. Rising action A. Derrick wins a spot for the succeeding episodes of the talent search, delighting Millie in their newfound fortune. But several weeks into their new â€Å"reality†, Millie sees the dark side of stardom as tiring and unrewarding. Still, she deems everything fine as long as Derrick sings and wins. B. Numerous rumors about Derrick and his mother starts circulating the internet, affecting Derrick’s performances and nearly losing the top three spot. His mother was not immune to the effects of the gossips either, but instead of talking it out with him, she takes out her frustrations on her son, causing their relationship to grow distant. C. Just when Millie was about to scold her son’s shortcomings in his last performance, Derrick starts sobbing and telling her that he wanted to go home, back to his school, and just stay in one place, after all, â€Å"This is your dream, not ours, and not mine really.† Millie shuts him out completely, calling him selfish and ungrateful. D. Derrick sings beautifully in front of audiences, but she knew then that he was not singing for her anymore. Millie feels the loss but still remains distant. E. A confused Millie consults Mr. Isaac about Derrick’s well-being and future. He just reminds her that he may be her own flesh and blood, but his self and choices are â€Å"completely his own.† III. Climax A. Derrick fails to win the top spot in the competition. But Millie apologizes and asks about his happiness. Derrick simply wants to sing and make people happy, and Millie agrees to it after he completes the contract requirements of the show. Though doubtful, Derrick complies. IV. Falling action A. After several months on the road and after finishing the contract agreements, Millie starts getting offe rs from various recording companies to take in Derrick and develop his skills. But she politely declines, saying that her son’s reality is elsewhere, and she supports his choices and happiness as well. B. Millie tells Mr. Isaac about her plans, with a bit of regret. But seeing her son smile happily made her feel like the choice was worth it. Mr. Isaac thought Derrick’s talents would go to waste, but in the end, he just let the kid off without any other unkind words to prevent the past mistakes he did with former talents.     

Arguments On Gods Existence Philosophy Essay

Arguments On Gods Existence Philosophy Essay Does God really exist? This is perhaps one of the most sought answer that has divided humanity into two discrete ideologies theism and atheism. To subscribe to either of the two doctrines, one would first need to understand who or what is God? The most conventional definition of God that cut across most religions is God is the creator of the universe and everything on it. One would therefore argue that for God to do all this He must not only be self existent, omniscience, omnipotent but also the Highest Form of Being. This assertion and believe has by and large provoked deep rooted enmity between atheists and theists. While one can sometimes feel obliged to lean towards Atheism based on the arguments extended by atheists the strongest conviction of existence of God is perhaps realized through theists support for existence of God as their arguments are satisfactory as opposed to atheists that are more often than not left hanging. Theism is the most popular doctrine in the world today because one is easily convinced by arguments put forward to support Gods existence. These arguments are multi faceted spanning from various dimensions; history, science, and philosophy. Historical arguments emanate from a religious perspective most notably Christianity. Stories from the Bible both Old and New Testament talk of the existence of God as the creator of the universe and everything in it. God existence is mentioned in the Bible in more than one occasion. The scriptures talk of God who created the heavens and earth in six days. By faith believers are urged to believe in his existence; And without faith it is impossible to please God, because anyone who comes to Him must believe that He exists and that He rewards those who earnestly seek Him (Hebrews 11:6). Every individual who has this religious affiliation or believe accepts God existence and hand in natures creation. From a religious perspective one can therefore understand natures beautiful creation. In addition, believe in existence of God or a Superior Being transcends diverse societal cultures, civilisations and even continents. Surely this does not fit the description of a mere coincidence but rathe r an unknown force (God) causing this belief. Critical thinking be it evaluation of logic or deductive reasoning put forward as philosophical arguments further justifies the existence of God. Three main philosophical arguments explains the existence of God; anthological, first cause, and argument from design. Simple reasoning clearly shows that there is a God. Trying to argue otherwise defiles logic for one cannot even explain where the intelligence to question His existence comes from. If one really knows what or who God is then arguing that He does not exist is just as vague as its illogical. The universe must have come into existence at one point in time. However, nothing ever creates itself in light of this it must have been created by someone or something that is inconceivable and that was there from the beginning (God). No matter how we may want to deny Gods existence we cant explain creation of the universe from a mere explosion, who and what caused the explosion? What was exploded and who created it? Unless we embrace the fact that another supernatural forces really exists, none other than God! The world perfectly supports living things, the sun and other planets arrangement in space can only be described as artistic. If anything were to change like maybe the sun moves closer to the earth all living things would die the reverse is also true. Can a Big Bang cause such perfect dispersal? Why is everything still in precise locations after millions of years? Its definitely because there is a god who designed this universe to support life, period!! The existence of God can also be explained through scientific experiments of living organisms properties that portray high level structuring of DNA. While living cell denotes unique arrangement that is actually instructional like binary codes that run a computer programme, scientists have failed to explain this existence of such a pattern without programming, it therefore goes without saying God must have made it that to guides organisms activities. In addition the complexity of a human brain cannot be fully described by evolution theories in place, only God is capable of making a human being a very bright creature. Existence of God is not only practical but theoretical as well. As one examines nature, Gods presence is manifested in many forms ranging from perfectly arranged planets and sun to complex minute cells with unique structured DNA that guides organisms activities. Scholars more importantly scientists have failed to provide a satisfactory explanation of these phenomenas thus rationalizing the existence of God who makes all these possible. Critical thinking and deductive reasoning regarding the coming of existence of the universe has proofed beyond any reasonable doubt that the universe did not come into existence by itself but rather by a creator who can only be God. However some arguments put forward to explain Gods existence are contradictory and at best may just seem as illusions rather than facts. For example arguing that everything that exist has a cause is logical but merely stating that God is self existent along the same line of thought undermines the fact that the statement is trying to put across, one may wonder if God is complex and is inconceivable, why cant the universe being a complex phenomena be self existent too?

Gay Marriage Should be Legal :: Argumentative Persuasive Essays

On June 26, 2015, the US Supreme Court ruled that the US Constitution guarantees the right for same-sex couples to marry. Should gay marriages be legal? Clearly we as a nation are undecided on this issue. Thirty-six states have passed legislation banning gay marriages, yet a few states have passed laws that allows homosexual couples the right to participate in civil unions. Several other states are also debating whether or not to allow these couples to marry. Unfortunately, the dispute has left the United States' homosexual community in an awkward position. There are some people who think that gay people have no rights and should never be allowed to marry, and others believe that gay people should enjoy the same rights and privileges as heterosexuals. I think that the United States should allow same-sex couples to marry just like heterosexual couples. There are many opponents of gay people as it is, and they all have their reasons to dislike the idea of permitting them get married. One of the main reasons is that the primary purpose of marriage is procreation. Because gay couples are unable to have children, they should not be allowed to marry (Schiffen 495). Another main argument is that the word marriage means the union of one man and one woman. This is a long-standing theme of most major Western religions. Under a proposed bill known as the Defense of Marriage act, marriage is defined as â€Å"a legal union between one man and one woman as husband and wife.† Furthermore, it defines a spouse as â€Å" a person of the opposite sex who is a husband or wife† (What 1). Under these guidelines, it is quite obvious that gay couples would not be eligible for marriage. People against homosexual marriage also say that it is a person’s choice to be gay. Since the individual chooses to be a homosexual, they should not be given special privileges. Another argument that you hear is that these couples should not get married simply because of the torment and ridicule they would be faced with in their everyday lives. There are news reports from across America telling about how a gay person was beaten or killed just because they were looked at as different. Some of these people would end up the target of verbal abuse and maybe even physical abuse, just because some heterosexual people see them as different. Gay Marriage Should be Legal :: Argumentative Persuasive Essays On June 26, 2015, the US Supreme Court ruled that the US Constitution guarantees the right for same-sex couples to marry. Should gay marriages be legal? Clearly we as a nation are undecided on this issue. Thirty-six states have passed legislation banning gay marriages, yet a few states have passed laws that allows homosexual couples the right to participate in civil unions. Several other states are also debating whether or not to allow these couples to marry. Unfortunately, the dispute has left the United States' homosexual community in an awkward position. There are some people who think that gay people have no rights and should never be allowed to marry, and others believe that gay people should enjoy the same rights and privileges as heterosexuals. I think that the United States should allow same-sex couples to marry just like heterosexual couples. There are many opponents of gay people as it is, and they all have their reasons to dislike the idea of permitting them get married. One of the main reasons is that the primary purpose of marriage is procreation. Because gay couples are unable to have children, they should not be allowed to marry (Schiffen 495). Another main argument is that the word marriage means the union of one man and one woman. This is a long-standing theme of most major Western religions. Under a proposed bill known as the Defense of Marriage act, marriage is defined as â€Å"a legal union between one man and one woman as husband and wife.† Furthermore, it defines a spouse as â€Å" a person of the opposite sex who is a husband or wife† (What 1). Under these guidelines, it is quite obvious that gay couples would not be eligible for marriage. People against homosexual marriage also say that it is a person’s choice to be gay. Since the individual chooses to be a homosexual, they should not be given special privileges. Another argument that you hear is that these couples should not get married simply because of the torment and ridicule they would be faced with in their everyday lives. There are news reports from across America telling about how a gay person was beaten or killed just because they were looked at as different. Some of these people would end up the target of verbal abuse and maybe even physical abuse, just because some heterosexual people see them as different.

Do the Right Thing by Spike Lee : Analysis? Symbolism Essay

What is ever the right thing to do? The film Do the Right Thing by Spike Lee is a hard-hitting drama that deals with violence and racism in today’s society. Lee’s film conveys two contradictorily ideas of two powerful civil rights leaders: Malcolm X and Dr. Martin Luther King Jr. The main themes of the film are violence, racial intolerance, and police brutality. Its themes of racial intolerance and the ways in which our society, particularly those who are oppressed and marginalized, chooses to deal with it. Filmmakers used powerful techniques like cinematography and music, to drive that message home. As a film, Do the Right Thing is a study in how cinematography can effectively add to the plot and character development. Small details within the film, such as the hot, sticky, suffocating heat of a summer day, are visually stunning aiding to the main idea of the film. Since weather plays, a significant role in the film from start to finish it is important for it to continue to resurface throughout the plot. The summer heat stokes racial conflicts to the surface, driving the film to its tragic and violent climax. The cinematographer’s use of light and color increases its visual power and strength throughout the film. Spike Lee knew that the emphasis of heat was important to the film’s credibility. He and cinematographer, Ernest Dickerson, a longtime collaborator of Lee’s, worked to get the right effect for the film, making sure that the audience was aware of the heat in every shot. The use of camera angles, such as oblique angles and extreme close-ups, also play up the tensions brought out by the heat in the film. One example in which camera angles heighten those tensions is the confrontation between Buggin’ Out and Clifton the white bicyclist who steps on and ruins Buggin’ Out’s new pair of Air Jordans. At the start of the scene, when Buggin’ Out and the neighborhood hoodlums confront Clifton at his brownstone. Dickerson who is the film visual director shoots from below when the POV focuses on Buggin’ Out’s physical gestures and facial expressions. In Do the Right Thing, music has a huge impact on the storyline. The song that plays immediately throughout the film is Public Enemy’s aggressive song â€Å"Fight the Power.† With its driving, high tempo beat, and its powerful lyrics knocking down America’s favorite cultural heroes, thus putting an Afrocentric stamp on the American culture. Public Enemy which is a political rap group, had been sparking controversies with their defiant, pro-Black rap lyrics long before Spike Lee asked them to record a song specifically for the film. Both Lee and Public Enemy were unyielding in their views and comments, particularly in the mainstream â€Å"white† press (Lou Frederick). The group’s participation in the project was apparent because of the radical ideas shared by both. The song itself is played only when the character Radio Raheem appears. The song is a signature statement for Black male pride, independence, and uncompromising strength, which is what Raheem, imperialized. It is loud, â€Å"in your face,† fearless, and demanding of respect in the same way Radio Raheem is seen not only by himself but by others in the neighborhood, for that matter.. One can say that all the male characters in Do the Right Thing are constantly testing their manhood, whether it is Radio Raheem, whose boombox, with its size and volume, is a powerful symbol or Buggin’ Out who uses his calm words as a way to secure his manhood. Which show the two different ideas of Malcolm X and Dr. King, whether physical or verbal retaliation is needed. Buggin’ Out is a young socially aware Black man who is nonetheless misdirected in his activism, while the young people on the block are the apathetic. Radio Raheem provides another image of Black men, that of â€Å"in-your-face,† self-defensive, posturing that mask layers of vulnerability. In one scene, after Buggin’ Out threatens a boycott against Sal’s Pizzeria for refusing to put up pictures of Black people on his Wall of Fame, Buggin’ Out tells Mookie to â€Å"stay Black,† a remark Mookie treats dismissively. It is interesting, then, that Mookie is the one who throws the trash can into the pizzeria. Getting us to wonder is Lee suggesting that Mookie’s response of self-defense against police brutality was a responsible act, thus redeeming the character. Truly, questioning if he did the right thing! This is one of the reasons why Do the Right Thing is still such a powerful film. The questions it raises, while still potent, also still elude us, especially in the wake of the Rodney King riots, and other acts of police brutality and racial unrest in America. The film itself is dedicated to such victims of police brutality as Eleanor Bumpers and Michael Stewart who give this film life because their personal stories are being told through the big screen. Although a dramatic story the filmmakers, used powerful techniques like cinematography and music, to drive that message home truly aiding Lee to convey a historic message.

Importance of Play for Children Aged Between 4 and 6 Essay

The importance of play for children between 4 and 6 Written by Tessa Batchelor Submitted to New Zealand College of Early Childhood Education 2011 This Booklet outlines the importance of the play curriculum and learning for children aged between 4 and 6 years. Creative, imaginative and physical play will be focused on as well as the adults’ role in the promotion of play and the importance of a positive environment for play and learning. Included in this will be examples of play opportunities that link to Te Whariki and explain intended learning outcomes. The information within this booklet is intended to be a resource for early childhood professionals. How Creative Play Can Promote Learning: Creative play can promote learning in several ways. Three ways this booklet will focus on are cognitive development, fine motor skills and social development. Cognitive skills between the ages of four and six can be developed through creative play. It is stated in Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001), that creative play involves children developing individual ideas in ways that are not immediately apparent. It is valuable for children to engage in problem solving, resulting in the ability to take responsibility for their own learning (Smith, 1998). Concentration can be developed by children engaging in creative play due to extended periods of focus on their chosen task. By the age of six children have gained the ability to concentrate on a task without having their attention diverted from ten minutes to longer periods of time. During a creative play activity children will often portray one object as another, which cultivates the use of their imagination (Beaver, et al, 2001). Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001) details how creative play can promote learning in children by encouraging the use of fine motor skills. Fine motor skills include small finger movements, manipulative skills and hand eye co ordination (Santrock, 2007). Between the ages of four and six fine motor skills are becoming well coordinated (Beaver, et al, 2001). â€Å"Hand, arm, and fingers all move together under better command of the eye† (Santrock, 2007, p. 187). An example of how creative play can help develop fine motor skills would be when a child is using a pencil to create a picture; they are using a fine hold involving the thumb and fingers. This builds on their hand eye co ordination (Beaver, et al, 2001). Creative play also encourages social development. This involves associative play which includes other children joining in play together (Smith, 1998). Santrock (2007) explains that associative play gives children the opportunity to play together in a social setting and in a creative manner, with little to no organisation. †¦ Children make intermittent interactions and/or are involved in the same activity although their play remains personal† (Beaver, Brewster, Jones, Keene, Neaum and Tallack, 2001, p. 368). Being involved in a creative activity promotes children sharing and taking turns. Participating in an activity within a social setting presents the opportunity to make and maintain friendships (Beaver, et al, 2001). Creative Play Opportunity for Four to Six Year Olds: One creative play opportunity for four to six year olds is a play dough activity involving varied materials. To set up this activity, distribute equal amounts of play dough evenly across a table. This activity needs to be situated in a resource area with access to various materials, including glass stones, bottle lids, ice block sticks, small wooden sticks, shells, material pieces, straws, feathers, and glitter. Incorporate a wide range of scissors and other implements such as cake containers, paper plates, paper muffin cases, play dough pizza cutters, rolling pins, differently shaped biscuit cutters and plastic cutting utensils. The children choose what materials they wish to include in the play opportunity creating a free play environment. Although creative play should begin with an individual expression of children’s’ ideas and have an open ended outcome, intended learning can still occur. Penrose (1998, p. 96) states â€Å"creativity is a process and the expression is in the doing-not the result†. The intended learning for this play opportunity is problem solving, creative and imaginative skills, co ordination of eyes, hand, arm and body and exploration. This play opportunity will promote the intended learning outcome by encouraging children to problem solve. This can occur because of the children’s’ chosen use of the varied materials and the new concepts that they create in relation to their choices. Because older children are already aware of the conventional uses for the materials imaginative ideas are necessary for the ability to portray one thing as another (Beaver, et al, 2001). Hand eye co ordination and fine motor skills are promoted by this play opportunity due to the manipulative manner in which play dough is used (E. Salcin-Watts, Class Handout, August 5, 2010). Children are involved in exploration through comparisons in textures between the play dough and various materials. Somerset, 2000). Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001) acknowledge that all children learn through play at their own level, therefore this play opportunity provides a wide range of materials. This is to ensure that the diverse needs in a group of children are met. The play dough supplied should be safe to chew but discouraged due to the belief in many cultures that playing with food is unacceptable. Distinguishing the difference between using food substances for play dough and cooking is valuable for cultural sensitivity (Penrose, 1998). As the play dough is evenly distributed across the table, each child has equal opportunity to be involved. This play opportunity links to Te Whariki through Strand 3 – Contribution, Goal 2. â€Å"Children experience an environment where they are affirmed as individuals. Children develop a perception of themselves as capable of acquiring new interests and abilities† (Ministry of Education, 1996, p. 68). By engaging in this play opportunity young children are helping their own interests and curiosity progress, they are becoming aware of what their strengths and abilities are (MoE, 1996). Strand 5, Exploration Goal 1 can also be linked to this play opportunity. â€Å"Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognized. Children develop the ability to make decisions, choose their own materials, and set their own problems. †(Ministry of Education, 1996, p. 84). In this play opportunity young children have access to appropriate materials and are stimulated to enhance their problem solving skills. (MoE, 1996). Imaginative Play Imaginative play can promote learning in varied ways. In this booklet children’s learning of self expression, language development and social development will be discussed. Beaver, Brewster, Jones, Keene, Neaum and Tallack describe imagination as â€Å"the ability to form mental images, or concepts of objects not present, or that do not exist† (2001, p. 118). By participating in imaginative play children have the opportunity to begin expressing themselves and their interpretations of the world around them. Feelings of anxiety about unknown situations can be alleviated by acting out and exploring possible scenarios and outcomes in a familiar setting (Somerset, 2000). New characters or situations can be formed during imaginative play which encourages children to express themselves in unique ways (Beaver, et al, 2001). Role play accommodates for children’s sense of the world and creates a safe environment to explore their feelings (Beaver, et al, 2001). An important part of imaginary play is the dialogue that happens between children (Penrose, 1998). â€Å"Imaginative play provides children with a means of communication with others and themselves. † (Beaver, Brewster, Jones, Keene, Neaum and Tallack, 2001, p. 414). Symbolism is indispensable in understanding language both orally and written. Older children display the ability to use symbolism when they no longer need the ‘real thing’ and begin making their own props or improvising to act out their imaginary play (Penrose, 1998). When children watch the world around them language is a big part of what they observe. Somerset recognises that â€Å"As a child grows, adult words to fit a situation are borrowed, practised and adopted. † (2000, p. 63). Therefore whilst engaging in imaginary play language is being developed through phrases, words and conversations children have heard in their community. Imaginary play can encourage group activities, especially when engaging in role play. In dramatic play children take on a role and every child has their part to play (Penrose, 1988). Children between the ages of 4 and 6 have the ability to participate in c-operative play (Beaver, et al, 2001). Social development is displayed in this age group through the use of co-operative play as children are playing for longer periods of time and are taking responsibility for their peers needs and actions (Penrose, 1998; Beaver, et al, 2001). By partaking in co-operative imaginary play children can acquire the capability to problem solve, build on leadership skills and communicate in various ways in regards to turn taking (Penrose, 1998). Play opportunity for Imaginary play for 4-6 year olds: An imaginary play opportunity for children aged between 4 and 6 is a family role play scenario. To set up this activity a family corner/area will need to be created. To create a family area you will need to ensure that the children have enough space to move around and play together, that children have various materials accessible to them and that equipment imitates things children would see in the home (Somerset, 2000). When providing equipment for the family area it is important to include common objects from other cultures also. For example having kete (Maori flax woven bags/baskets) for children to go shopping with. When providing dress up equipment ensure there are a wide range of different jobs available. Children by the age of 4 will often have picked up on stereotypical gender roles, it is important to encourage children to act out a diverse range of roles. By choosing dress up clothing that is easily put on it gives children the opportunity to involve themselves in the play regardless of ability (Beaver, et al, 2001). Intended learning for this play opportunity is social development, language development and communication through expressing one’s self. Social development at the ages of 4 to 6 can consist of taking turns and taking responsibility of their peer’s actions (Penrose, 1998). In this play opportunity children will be required by their peer’s to share roles and take turns with equipment. A family play situation promotes children’s ability to recognise the rules for behaviour they have experienced. This play opportunity creates a safe space to practice these rules. For example when a child is pretending to be a mother and disciplining their doll for breaking the rules set by the child (Smith, 1998). Smith explores this by stating â€Å"They develop more and more complex rules and roles for themselves in dramatic play. † (1998, pg. 18). Arthur, L. , Beecher, B. , Death, E. , Dockett, S. , Farmer, S. (as cited in Dockett, S. , Fleer, M. , 1999) show how this play opportunity relates to language development by stating â€Å"When children engage in dramatic play, especially shared pretend play, there are many opportunities for language interaction. † (2007, pg. 87). Children will use phrases heard in their home while acting out family situations, for example a repetitive phrase used by a mother could be â€Å"time to snuggle down into bed† which a child involved in this play opportunity could repeat to a doll or peer also involved (Penrose, 1998). Children involved in a family play opportunity can use this safe space to express themselves. This play opportunity is a safe way for children to explore their feelings as they can opt out of play at any time which consequently helps children to feel more comfortable and more able to explore their own emotions and express themselves (Beaver, et al, 2001). This family play opportunity entails all of the following â€Å"Imaginative play helps children to practise adult roles and social relationships, to share each other’s experiences and to integrate various aspects of their own experiences, to inhibit conflict and to develop cooperation, to enhance verbal communication and to express emotion. † (Smith, 1998, pg. 18). This play opportunity links to Te Whariki through the Communication strand and Contribution Strand. Te Whariki explains that an adults’ responsibility in practice is to provide a drama rich environment that extends children’s ifferent concepts, ideas and cultures. Strand 4 Communication, Goal 4; â€Å" Children experience an environment where they discover and develop different ways to be creative and expressive. † (MoE, 1996, pg. 80) shows that children can develop a familiarity with drama in which they express their feelings and moods, and explore situations and cultures (MoE, 1996). This play opportunity displays children’s chance to be expressive in regards to emotions and act out situations. Strand 3 Contribution, Goal 3; â€Å" Children experience an environment where they are encouraged to learn with and alongside others. † (MoE, 1996, pg. 0) shows that children can develop â€Å"strategies and skills for initiating, maintain, and enjoying a relationship with other children – including taking turns, problem solving, negotiating, taking another’s point of view, supporting others, and understanding other people’s attitudes and feelings – in a variety of contexts;† (MoE, 1996, pg. 70). This play opportunity encompasses these strategies as children are participating in co-operative play in which they need to, for example, take turns with the dramatic play equipment (Beaver, et al, 2001). Physical Play Physical play can promote learning in several ways. The ways this booklet will focus on are gross motor skills and social and emotional development. By the age of 4 children are confident in climbing up and over large equipment. Between the ages of 4 and 6 children are developing agility and strength. These skills are important for such physical movements as jumping and climbing. Due to climbing children begin developing the ability to balance. Children between these ages are learning hand eye coordination due to new skills in catching, kicking and throwing balls (Beaver, et al, 2001). Arthur, L. , Beecher, B. , Death, E. , Dockett, S. , Farmer, S. ecognises that â€Å"One of the fascinating things about motor skills is that they develop with practice. † (2007, pg. 81). Therefore through repetition children can learn skills involving gross motor skills. Once children are four years of age the speed of their running can be changed more conveniently and their physical competency is displayed through the ability to accomplish tasks such as long jumps while running, skipping or hopping. By achieving in physical activities children have their skills consolidated and consequently develop confidence in their physical aptitude.

Advanced Management Accounting Colombo Frozen Yogurt Essays

Advanced Management Accounting Colombo Frozen Yogurt Essays Advanced Management Accounting Colombo Frozen Yogurt Paper Advanced Management Accounting Colombo Frozen Yogurt Paper Essay Topic: Marketing Colombo Frozen Yogurt was acquired by General Mills Incorporated (GMI) in 1994 so GMI could strengthen its product line-up with a small addition to marketing costs. General Mills is a large food service corporation, worth $11.5 billion in net sales, that prides itself on innovation beyond the kitchen (GMI Website, 2003). In Australia, some of GMIs branded products that are merchandised in local supermarkets and shops, are Betty Crocker, Old El Paso Mexican Foods, Fruit Roll-ups and Wheaties Breakfast Cereal. $2.9 Billion of net sales are in the cold perishables section of the food market which includes brands that are known in Australia such as Yopliat, Go-Gurt and the subject of this report, Colombo frozen yoghurts. Colombo entered the ice cream market with an innovative frozen yogurt product, which was considered a healthier alternative to ice-cream. Competitive Environment Shop Locations Originally Colombo chose to market mainly to independent shop owners (Jane Suly, 2000. pg. 67). Profit-maximisation was achieved through the new and repeat guests of the shops and therefore profits were calculated on a per-square-foot basis. Colombo also relied on customer referrals, whereby the total experience of the product brought them back again and advocated to others that the product was of exceptional quality. To compete with other shops, Colombo introduced differentiated products, such as; smoothies, boosters and granitas. Impulse Locations The ice-cream market experienced a change in the early 90s where soft-serve yoghurt, was added to food service operators such as; cafeterias, colleges, and buffets. As the industry expanded, in the late 90s two-thirds of the soft-serve markets were a result of impulse locations. However, impulse locations core business is made up on the sales of many other items, and frozen soft-serve yoghurt is only considered an additional product line. This meant that independent impulse locations relied on purchasing quality products at a reasonable price. Therefore, buyers were sensitive at the cost per serving, and also had difficulty understanding profits that they had made from the frozen yoghurts. Colombo Marketing Plan The Colombo marketing plan used a diverse range of strategies to make the acquisition of General Mills a successful one. Before the purchase of Colombo yoghurt, the GMI Foodservice Division, was already marketing a wide-range of products, Colombo was added to the list. GMIs sales force covered both shop and impulse locations (Jane Suly, 2000, pg. 68). Sales Force The Colombo sales force was integrated into the Foodservice sales force to become one. The reaction from the sales assistants whose responsibility it was to market and sell the frozen yoghurt was mixed. Shops were considered reasonably easy to sell to, however, some felt that time was lost assisting impulse customers how to use the machinery. Merchandising Promotions The use of neon signs, and other forms of advertising, and the costs incurred to display these forms of advertising, was charged to shops. These signs were used as a tool to encourage potential customers to enter the shop and purchase the frozen yoghurt. Previously, General Mills provided the advertising to shops at no cost, however, they then stopped charging for it. Sales people were well aware that many impulse locations did not even display the advertising, which ultimately did not have an effect on profits, as impulse locations accounted for two-thirds of the soft-serve market. Pricing Promotions The most reliable marketing tool to that of Colombo was the use of promotional events. Although the deals were generally within the vicinity of $3-5, General Mills used these promotions as an opportunity to take advantage to sell products that might otherwise be featured. Price was not considered a factor to shops, however, the shops were always well aware that promotions were to take place, and ultimately, took advantage of the situation. ABC at Colombo Activity Base Costing (ABC) allocates overhead costs to a product or service, based on the costs of activities that are needed to make a product or conduct a service (Ingram, Albright, Hill, 2001, pg. 177). The information gathered on the costs of a product or service are supposed to be much more accurate than any other forms of traditional costing. This is because a particular product or service that may require more value addition than compared to another product or service. With traditional methods of costing, other products that are made by that company may carry 1 product burden and therefore that 1 product may not be as profitable as once thought. Hence ABC provides management more accurate costs so they can make strategic decisions such as to stay with a particular customer, to stay in a particular market or to stay with a particular product. The list of strategic decisions can be endless. With GMIs acquisition of Colombo, the cost structure for Colombos frozen yoghurt was also affected. Under a traditional method of costing, Table 1 shows Colombos individual product costs. With a model in place for ABC and cost pools defined, the Table 3 shows what the new costs and profit were calculated using the ABC system and compared to the traditional costs and profits. As it can be seen from table 3, the profitability changes from 1 segment to another rather drastically. With allocation of overheads directed to cost drivers in the cost pools, the costs associated with selling to shops is far less than the costs to impulse locations. The impulse segment is almost unprofitable, only at 3%, whereas the margin for the shops is around 29%, which could be very high if compared to an industry benchmark. Table 4 shows the final profitability statement. With ABC, the total amount of costs does not change, but the costs are only allocated differently, so therefore both the traditional costing statement and ABC statement should match in total cost. The statement in Table 4 does not match because of the additional costs that were attributed to SGA from the study conducted by 10% of the sales people. The costs of SGA had risen from an original amount of $1,185,000 to $3,900,000. (The original profitability statement is in Appendix A) Table.4: Profitability Statement Recommendations From the results of ABC it is evident that there are problems with the pricing of the products in the impulse and shop market. With this new costing data, GMI management can decide on what strategies that they would choose to pursue to ensure the sustainability and profitability of Colombo frozen yoghurt. The following are recommendations that can be useful to meet this goal. Re-pricing GMI can choose to re-price itself in both the Impulse segment and shop segment to try to remain cost competitive. With the costs being significantly lower for shops, GMI could drop the price for shops and increase its price for impulse locations. This could improve sales of frozen yoghurt in shops, which lately have been falling at considerable rates. A reason for the sales falls could be linked to a high price that shop owners charge and discourage purchases from the public. A rate of return for GMI between 10% 20% would be reasonable. Also impulse market is very competitive and saturated with ice cream products that frozen yoghurt has to compete with. The sales history shows that in the impulse segment sales have a plateau. Therefore any further price-cutting could mean an increase in sales but as a consequence have a minute or negative margin. With the expensive cost structure for the impulse market, there is very little room for movement. Market/Customer Exit Based on the cost structure of the impulse market, GMI could choose to exit their customers in the impulse market. Some advantages of this option is that they may cut their loses early because the threat of competition entry to the frozen yoghurt and ice cream market is high. Future sales have the potential to decline by competitors dropping prices and entering the market with new products. The costs associated with spending time selling to the impulse market were a whopping statistic at 99% of sales representatives time. Also, costs have increased with the selling activity. With the exit of this segment, the sales people could be utilised in other areas of the business. The down side of the exit strategy is that GMI can lose market penetration, hence losing further sales by limiting the locations of where frozen yoghurt is sold and losing sales by terminating their customers. If this exit option were followed, GMI would have to ensure that the process is managed and marketed carefully to make this work for the long term. Value Engineering Lastly, GMI could attempt to cut their own costs that are driven by the value chains activities. These activities are in the form of manufacturing the frozen yoghurt, shipping, merchandising and SGA. To conduct a value engineering analysis would mean to look at eliminating wastage in the value chain and therefore reduce the costs associated with frozen yoghurt. Value engineering is widely used in the automotive industry as a cost reduction activity. If GMI used this tool in the shipping link of the value chain, it could focus on solutions to lower the cost of shipping per case of $2.25 in the impulse market. Perhaps an agreement could be reached with a freight forwarder that cases are picked up from GMI on pallets and then the forwarded individually to impulse locations. For example, costs could potentially be dropped to $1.50. For merchandising, maybe the cost of kits can be reduced by either re-sourcing to another supplier for the manufacture of the kits or even change the medium in what merchandising is conducted in. The problems with the escalating SGA costs may be attributed to GMIs own process. GMI could look at changing their processes to make it easier and therefore cheaper to sell products to the impulse market by sales representatives. Maybe even selling can be handled more efficiently, or even GMI could conduct training courses to improve the skills set for the sellers.

David by Earle Birney Essays

David by Earle Birney Essays David by Earle Birney Paper David by Earle Birney Paper David, written by Earle Birney is a very emotional piece. The poem is narrative as told through the eyes of Bob, Davids friend. One of the themes that follow throughout this poem is the onset of maturity and all the barriers that must be over come. The tone is a cynical one, when Bob is asked by David to push him over the edge to his death. This poem also includes figurative language and poetic devices that help to develop an element of suspense, complication, and emotion. Birney has created a poem that consists of eleven sections that break down into quatrains. There is not a set pattern that is constant throughout this poem. Some verses are different from other verses, thus do not follow the same rhyming scheme, it adds the story element. One of the rhyming schemes that does occur in some verses which have the first and the fourth lines rhyming, it reminds the reader that it is also a poem. Alliteration is also included in his poem. It helps the reader flow from one word to another; seracs that shone is one example of this device. There is no exact rhythm in this poem; it is more of a story then a classical poem. Since not all of the verses rhyme or follow the same rhyme scheme it sets the emotion of the poem to a more serious and mature piece then a happy and fun poem. Birney has used the lack of verse to clearly set the subject matter for a very serious and emotional poem. This piece has impressionistic, decorative, and picturesque imagery. All of these images allow the reader to visualize whats going on and experience the emotion expressed. There are many symbols to help add to the picture conveyed by the poet. The symbol of a bird that has a broken wing and is going around in circles symbolizes that everyone is impermanent and can get hurt. The goats bones on the mountain also symbolize the danger that is always present in the our lives and paints the reader a picture that danger is even in ordinary activities. One of the similes that gives the reader a very vivid picture is an overhang crooked like a talon. It shows the power and threat that the mountain gives off. mountains were made to see over,/ Stairs from the valleys and steps to the suns retreats. Is a very metaphorical image, it relates to life and how the mountains are barriers in life and you can always find a way to get past the barrier. The image of the stairs relates to your chance to overcome the barrier. The sun setting is an image, which defines missed opportunity. The conveyed imagery gives the reader the emotion and feeling of actually being present and climbing along side David and Bob. The diction that is used in thi s poem is very effective. There are many geological terms that associate David and Bobs action, with mountain climbing and traveling through the wilderness. Terms like crevasses, moraine, hawks, firs and larches are used in a proper diction. The time that the story is taking place is not really made clear, it would is suggested to take place during mid-afternoon to afternoon. The poems setting is the rugged Rocky Mountains located in Canada. The narrator, Bob, uses some words that are hard to comprehend, but mostly a dialect that everyone can understand. Bob uses words that are sometimes unfamiliar and seems to be well spoken. This causes the reader to assume he has been well-educated and is from a prominent family. This poem brings a lot of emotion and complications into discussion. It shows that everyone will have to face decisions will prove to be difficult, but will be for the best. Birney has successfully created a poem that shows the reader the connection between two men and the complication they must have. The things that are good about the poem are the use of the proper diction and lingo that describe what David and Bob are doing. This makes it easier for the reader to understand, which captures the readers emotions on different levels.

How to Allow Flexibility for Homeschooled Students

How to Allow Flexibility for Homeschooled Students Homeschooling parents often name flexibility as one of our favorite homeschool benefits. We should be willing to pass that flexibility on to our children. There are non-negotiable tasks in every home and homeschool, but there is usually room for giving children the  freedom to make some of their own decisions. Allowing our children the freedom to make some of these decisions lets them take ownership of their education. It also helps them begin to develop  effective time-management skills. Consider these areas in which you may be able to allow your homeschooled students take charge of their school day. When to Complete Their Schoolwork Depending on their age and maturity level (and the flexibility of your schedule), consider giving your kids some freedom on when they complete their schoolwork. Some kids prefer to get up and get started right away each day. Others feel more alert later in the day. When my oldest, now graduated, was a homeschooled  teen, she preferred doing the bulk of her schoolwork late at night and sleeping in the following day. As long as she was completing and comprehending her work, I didn’t care what hours of the day she worked on it. It can be a valuable skill for kids to learn to recognize when they’re most productive and alert. We did have relatives who worried that she wouldn’t be able to adjust to a regular work schedule when the time came, but that has not proven to be a problem. Even if she had continued to prefer a later schedule, there are plenty of third shift jobs and someone has to work them. Where to Do School Allow your children to choose the physical location to do their independent work.  My son  prefers to do his written work at the kitchen table. He does his reading lying in the bed or on the couch. My daughter prefers to do all her her work in her room, spread out on her bed. When the weather is nice, my kids have also been known to take their schoolwork to our front porch or screened-in deck. Again, as  long as completion and comprehension arent an issue, I don’t care where my kids do their schoolwork. How to Complete Their Schoolwork Sometimes the assignments in their textbooks don’t mesh well with my kids’ personalities and interests. When this happens, I’m  open to alternatives. For example, if the topic of the writing assignment isn’t a good fit, they are free to choose an alternate topic that achieves the same goal. Just last week, my son had an assignment to write a letter of application to a particular type of business – a place to which he would not apply in real life. Instead, he wrote a letter to an actual company where he would like to work some day. On many occasions, we have swapped the boring book activity for a related hands-on learning activity  or chosen a different book for assigned reading.​ If your kids prefer a different activity that accomplishes the same learning objective that the curriculum  is trying to teach, allow them some  room for creativity.   How to Structure Their School Day If your students don’t do  subjects together as a family, letting them decide the order of their school day is one of the easiest freedoms to allow. After all, what difference does it make if they complete math before science? Some kids like to get their most challenging subject out of the way early, while others feel more accomplished if they can quickly mark a few subjects off their to-do list. Allowing kids to choose the order of completion within the framework of their daily schedule gives them a sense of freedom and personal responsibility for their schoolwork. What Topics to Study If you write  your own  unit studies, let your kids chose the topics. This is an effective technique because you’re giving your kids input on the topic, but you can determine the scope of the study and the resources you’ll use. Because this idea is very child-led, I highly recommend it for people who like the concepts of unschooling  but aren’t quite ready to commit fully to the philosophy. What Curriculum They Use Don’t go to the homeschool conventions alone  Ã¢â‚¬â€œ take your children! Let them have some input on the homeschool curriculum you choose. This helps you discover what appeals to them and gives them a sense of ownership over their schoolwork. You probably don’t want to take them with you the whole time, particularly if you have younger children. First, go do a little reconnaissance shopping. Then, once you’ve narrowed down the possibilities, let your kids have a say in the final decision. I have often been surprised at what my kids chose and why. My older daughter preferred books with large text and colorful illustrations all the way through high school. My younger two chose workbooks, much to my surprise, and strongly preferred those that broke each topic into weekly units and daily lessons. What Books to Read At my house, it’s pretty much a given that if I assign a book, it’s going to be boring. We have persevered through supposedly boring books only to discover that my kids’ interest was captured pretty quickly. There have been times when a particular book needed to be completed even if it really was boring. However, I’ve discovered that my kids enjoy reading much more when I give them choices  even if the choices are limited. I’ve started offering two or three choices on the topic we’re studying and allowing them to choose which of the books to read. A friend takes her kids to the library on a regular basis and allows them to choose any books they want under the headings: biography, poetry, fiction, and non-fiction. This allows them some leeway in their topics while providing some general guidelines. How to Spend Their Free Time Let your kids choose what they do with their free time. Surprisingly enough, studies have shown that playing video games can be beneficial. And sometimes a little mindless TV or fluff reading can be just what kids (and adults) need to unwind and process all the information they’ve taken in during the day.   I’ve found that my kids tend to self-regulate on TV and video games after a bit and instead choose to use their time to play guitar, paint, write, or other similar activities. On the days when they over-indulge in screen time, I try to consider the possibility that the mental break is beneficial. Where to Go on Field Trips Sometimes we parents put a lot of pressure on ourselves to choose and plan the perfect field trip. Get your kids in on the action. Ask them what they’d like to learn about and where they’d like to go. Often their insight and ideas will surprise you. Dream big together! Homeschooling families tend to be big supporters of personal freedoms. Lets make sure were extending those freedoms to our kids and teaching them valuable life skills (such as time management and how to learn) in the process.

Religion - St. Augustine's Confessions Research Paper

Religion - St. Augustine's Confessions - Research Paper Example Augustine is an influential man. Beyond his obvious influence in the faith, he has exerted tremendous sway on philosophy, theology, and even education. Augustine was not originally a believer. His autobiographical book, Confessions, details his conversion. However, unlike a standard autobiographical book, Augustine recounts the events of his life in terms of how they impact his faith and his beliefs. Many people find the story of Augustine infinitely inspiring and fascinating. Indeed, Benedict XVI called him â€Å"one of Christian history's greatest converts† during his address to the General Audience at the Paul VI Audience Hall. Augustine’s conversion is not a story of blinding light or a single moment that shifted everything. It is, rather, a story of small steps toward an ultimate goal. It is the story of how many forces work to point a person in the direction they need to go. It is the story of how listening to small signs and signals can help a person find their r ightful spot. Although Augustine grew up with religious instruction, he was not a believer in the way he was after his conversion. In fact, he describes his feelings regarding spirituality and faith quite clearly. â€Å"Thus I at that time believed with my mother and the whole house, except my father; yet he did not overcome the influence of my mother’s piety in me so as to prevent my believing in Christ, as he had not yet believed in Him† (Schaff and Augustine, Chapter XI). ... Augustine’s background did not lend itself to faithfulness. His world was much like that of the modern child and adolescent: pleasure and material focused. He recounts the specifics of the society and family in which he was reared. Augustine’s first mention of any sort of spiritual awareness is after entering school. School was a place of wretched existence for Augustine, who was fearful of beatings from his teachers. Augustine recalls his introduction to God: â€Å"O Lord, I observed men praying to thee, and I learned from them to conceive thee--after my capacity for understanding as it was then--to be some great Being, who, though not visible to our senses, was able to hear and help us† (Augustine, 50). He explains that he sought God’s assistance with his everyday concerns at the time, which centered upon comfort. â€Å"Small as I was, I prayed with no slight earnestness that I might not be beaten at school† (Augustine, 50). Augustine’s upb ringing continues in a typical manner; he is consumed with concern over material items and pleasure. His thoughts are not focused toward God. In fact, his thoughts turn to lust as he approaches adolescence. He speaks about the fact that lust is almost taught to boys through their education. He points out that they read about the gods, who deeds are wicked and within whom lust is strong and overpowering. His point is fair that lust is almost taught to boys as a natural condition, one which they can excuse. After all, if even a god cannot overcome his desires, how could a mere mortal be expected to do so? Augustine discusses in depth his battle with lust. This is a battle which will plague him throughout his life, even unto his life as a servant of God. It is a very mortal

How Does Individualism-Collectivism Influence the Sales of Mobile Essay

How Does Individualism-Collectivism Influence the Sales of Mobile Phones in China - Essay Example Whereas, collectivism can be defined as a working culture where people work in groups, form relationships among teams and prioritise the team’s goal before their individual goals (Aldulaimi & Zedan, 2012). It is in this context that marketing strategies are designed based on the culture of a country where the product is to be positioned. Hence, collectivism culture of a target market can be effective for marketing brand with names which are preferred more than the product itself. Consumers who consider other’s opinion to rely on a product can be influenced by the collective marketing strategy such as word of mouth. Whereas, in the individualistic culture, the consumers do not rely on other’s information, rather make choices according to their individual likings. Advertising, packaging and promotions can be some of the factors that influence a change from collectivism culture to individualism culture such as the quality of group of people using the product (Ekeret e, 2001). For instance, the culture that the Chinese people follow to a large extent is collectivism and thus prefer to work in groups with due consideration to the team goal rather than their individual objectives (Hofstede, n.d.). This particular notion of the Chinese culture is observed to create a vast impact over their buying behaviour which can certainly influence mobile phone selling in the economy. The objective of the proposal will be to provide a brief description to the research process intended to be performed focused on the influence created by individualism and collectivism on the sales of mobile phones in China. The evaluations will be reviewed through reviewing literatures and relate them with the cultural marketing strategy adopted by mobile phone companies of China. 2.0. Literature Review 2.1. Individualism and Collectivism According to Markus & Kitayama (1991), individualism and collectivism can de differentiated within a group by the independence and interdepende nce style of working culture. In an individualistic culture, people work as independent targeting their individual goals whereas in collectivistic culture people are interdependent to each other within the group and aim to fulfil the group’s target ahead of their personal targets. As observed by Goncalo & Staw (2004), people in individualistic culture often describes themselves as ‘I’ when using any abstract but in the collectivistic culture people uses the abstract of ‘We’ to describe themselves. According to Bond & Smith (1996), a study demonstrated that Asians tend to conform more to their superiors than the Americans. Conformity prevails more to the collectivistic culture where people abide to certain guidelines that have been drawn by either the team or their superiors. However, in an individualistic culture, conformity is often treated as negative and only the organisations guidelines are being followed. As observed by Davidson & et. al. (1976) , a person’s behaviour is closely linked with the group in collectivistic culture where the goal of the people should not be regarded as solely independent and different from others’, but to encourage the interests of the group. In disparity, the people’s identity in individualisti

The Ideology of Liberalism Essay Example | Topics and Well Written Essays - 500 words

The Ideology of Liberalism - Essay Example This essay discusses terminology of Industrialism, Liberalism, Socialism and Romanticism. Also it describes some societal and economic factors, that led to the birth of mentioned ideologies. Industrialism witnessed the dilution of the absolute power of the monarchy and the old aristocracy. The middle class, comprised of newly prosperous manufacturers, merchants and bankers, and professionals, used their economic strength to demand a greater role in the political structure. The tenets of early Liberalism included the belief in meritocracy, as opposed to inherited privilege, the guarantee of property and contract rights, the enshrinement of the Bill of Rights, and the rejection of state interference in the economy: a laissez-faire policy. The ideology of Socialism also had its roots in the rise of industrialism. The rise of the middle-class to economic and political prominence, and the unfettered pursuit of profit, widened the social and economic divide between the working classes and the new bourgeoisie. Romanticism, which emphasized the search for direct communication with nature, and the concept of humans as unique individuals, is another ideology which can trace its origins to the reaction of intellectuals to the materialism and mechanization of Industrialism, and to the tenets of Liberalism. In conclusion, the essay states that the ideologies, that were engendered by the Industrial Revolution continue to influence the principles which govern politics and society in the twenty-first century.

Protagoras' Denial Essay Example | Topics and Well Written Essays - 250 words

Protagoras' Denial - Essay Example Lee noted that Aristotle criticized that this is where the principle of non-contradiction has been used as a critical accentuation to what Protagoras imposed (57). This could be due to the observation of Aristotle that the good and bad virtues, justice and injustices of Protagoras were found to be so much relative that it would already make the learners wonder which sides could be considered as true or false. Protagoras, indeed, has a unique way of teaching his own philosophy. However, his study could have been criticized because of time before where access of information is not the same with the modern technology. This would mean that philosophers before would depend on their insights and elaborative knowledge based on experience and observational skills. With this, Protagoras could be considered as intellectually smart because his assumptions that were previously criticized are now orthodoxically used as means of how people should be virtually wise in terms of knowing how to listen and accept

American society and its laws Case Study Example | Topics and Well Written Essays - 750 words

American society and its laws - Case Study Example That power can mean those with money and influence in high places who have access to those who formulate the laws and rules [governmental bodies] they see as being in their favor. Or, it can mean a group that does not necessarily have financial power, but power nonetheless in sufficient numbers to influence those who make laws and rules. This type of influence can be seen in lobby groups whose power may lie in their association with a powerful entity, or, the influence may lie with a group large enough to have a negative effect on, say, a politician’s reelection goals if the politician does not promote the law they see as beneficial to their cause. At times those in power seek to create laws and rules that benefit the less powerful, but the act of getting the law or rule passed is still a function of their power. In general, laws are made to maintain order within the culture as perceived at times by special interests and at times by the wider group. Both can be discriminatory and/or can attempt to alleviate discrimination, depending upon the law, who it affects, and whether or not it singles out certain groups and inhibits or restricts their life and behavior. Unfortunately, â€Å"Racism, sexism, heterosexism and class privilege...[when it comes to law and rule making] create a system of advantage and disadvantage that enhances the life chances of some while limiting the life chances of others† (Rothenberg 117). This system has been in place since the beginning and is typified by Thomas Jefferson’s advocacy of a white yeoman class of small farmers who, as property owners, had a vested interested in preserving law and a role in administering it at the expense of poor whites destined to remain the downtrodden labor force. (Rothenberg, from Buck, Contructing Race and Creating White Privilege 35) Alarmingly not much has changed since that time. According to Pharr, the U.S. continues to promote a

Wal-Mart Research Paper Example | Topics and Well Written Essays - 1750 words

Wal-Mart - Research Paper Example The two newspapers, New York Times and the Washington Post published articles saying that the retailer has benefited the low income consumers so much that it definitely counter-acts the harsh labor practices. There is ample empirical evidence which shows that the workers of Wal-Mart are earning below than the average and they are paid with lower wages. Apart from the monetary rewards, even the non monetary rewards that they are not sufficient. This shows that the average wages awarded to the workers of Wal-Mart are less than what many workers get awarded at different large retail stores. The controversy continued deep persisted that how the local pay scale affects Wal-Mart and its image. Research suggest that the openings of the Wal-Mart replaces the better and well paying jobs with the jobs that pay less or below than the average level. Looking at the entry of Wal-Mart and its mission of providing cost effective goods and services, the wages of the average workers have been driven d own as a result. This trend is specifically noticed in the grocery stores industry. During the time period of between 1992 and 2000, it was noticed as soon as a Wal-Mart store would open up in a region; let’s say a county, the average wages will automatically push down between 0.5 and 0.9. If we take a look at the general view, the wages in the merchandise sector fell by 1% with the inauguration of a Wal-Mart store. These effects weren’t just noticed in the counties, but at the state level as well. The trend showed that with the opening of every 50 Wal-Mart stores opening, the average wages decreased 10 per cent. According to another research the health coverage offered to the workers decreased due to the entry... This research paper describes the Walmart, that is the largest retail store of the world today which has very successfully reached an enormous size, providing its consumers the high quality products throughout the US, without compromising on the quality. Wal-Mart has introduced the strategies which help in increasing the employment rate and also focusing on the controlling of the laid off rates. They have taken notice of the critics pointing out on the labor and low wages controversies and hence have introduced strategies to control this. Wal-Mart Stores run the largest discount department stores all around the world and listed it as the world’s third largest corporation. Although it employs more than a two million workers under its name, but the critics state continuously that Walmart tries to exploit its workers with low wages and less non monetary rewards. Any company which goes big become the eye of criticism. And Wal-Mart made sure that the workers are provided with their basic benefits. A genre discrimination lawsuit was filed against Walmart stating that the female workers were treated with discrimination especially in terms of salaries, non monetary benefits and the working conditions as well. Where there are certain criticisms related to the working conditions of the employees and how they are not treated well. However, the researcher believes that this is a part of the popularity and the market share that Wal-Mart has gotten hold of in a short period of time that such criticisms are being given.

American society and its laws Case Study Example | Topics and Well Written Essays - 750 words

American society and its laws - Case Study Example That power can mean those with money and influence in high places who have access to those who formulate the laws and rules [governmental bodies] they see as being in their favor. Or, it can mean a group that does not necessarily have financial power, but power nonetheless in sufficient numbers to influence those who make laws and rules. This type of influence can be seen in lobby groups whose power may lie in their association with a powerful entity, or, the influence may lie with a group large enough to have a negative effect on, say, a politician’s reelection goals if the politician does not promote the law they see as beneficial to their cause. At times those in power seek to create laws and rules that benefit the less powerful, but the act of getting the law or rule passed is still a function of their power. In general, laws are made to maintain order within the culture as perceived at times by special interests and at times by the wider group. Both can be discriminatory and/or can attempt to alleviate discrimination, depending upon the law, who it affects, and whether or not it singles out certain groups and inhibits or restricts their life and behavior. Unfortunately, â€Å"Racism, sexism, heterosexism and class privilege...[when it comes to law and rule making] create a system of advantage and disadvantage that enhances the life chances of some while limiting the life chances of others† (Rothenberg 117). This system has been in place since the beginning and is typified by Thomas Jefferson’s advocacy of a white yeoman class of small farmers who, as property owners, had a vested interested in preserving law and a role in administering it at the expense of poor whites destined to remain the downtrodden labor force. (Rothenberg, from Buck, Contructing Race and Creating White Privilege 35) Alarmingly not much has changed since that time. According to Pharr, the U.S. continues to promote a

Artificial Intelligence in the Classroom Essay Example for Free

Artificial Intelligence in the Classroom Essay The Board of Education and Administration of Holland Elementary School have agreed on a decision that will come into effect at the beginning of the Fall 2013 school year. As well as introducing many of our newly acquired teachers to the classrooms, we will also introduce a new artificial intelligence that our students have never experienced before. This will come in the form of robotic instructors who will assist our current teachers with their work and teach other lessons on their own. This may come as a shock to some, but I am extremely confident in this decision. Artificial intelligence coming to the classroom this year will have a positive impact on our school system with increased teaching strategy to achieve a higher level of learning. Robots with artificial intelligence teaching students in the classroom is something that may seem to some like a science fiction fantasy, but the reality of the matter is that robotic helpers, teachers, and playmates are part of a booming technology that has already started flourishing in other countries. Articles from the New York Times have informed us on the hundreds of robots South Korea has already hired to assist teachers, and teach certain subjects on their own (Benedict Carey and John Markoff Students, Meet Your New Teacher, Mr. Robot Para 10). The robots they use are usually computer screened faces with bodies that have arms and legs, allowing them to be entirely mobile on their own. The robots use motion tracking and speech recognition to act human like. This makes them able to engage people in conversation, play games, complete simple tasks, and teach simple skills to others (Carey and Markoff Para 8). Adam Sneed, a researcher for The Future Tense Program explains in his article Coming Soon to a Kindergarten Classroom: Robot Teachers how robots give realistic human-like responses to social cues given by people in their surroundings (Para 6). They also understand the concept of personal space, and when approaching people, they know to stop before anyone’s personal space is invaded (Carey and Markoff, Para 19). The robots are programmed to act as if they have feelings similar to those of children. If the robot is damaged purposely by the students, it will begin to cry. Children react to this by feeling very sorry and backing off right away. If the robot continues to cry, the students offer it peace as they would with another child. Experiments that have shown this in the past are a display of the strong bond students can make with the robots (Carey and Markoff Para 25). Robots with artificial intelligence can engage children through many ways that are subconscious to humans. They hold eye contact with the children and use physical rhythm to stay involved with them. For example, if a child is swaying from side to side, the robot will start to sway as well. The robots mirror the children as a game to connect with them, gain their friendship, and build a sense of trust. If a student lifts his or her arm, the robot will lift their arm as well. The robots will also play vise-versa, letting the children mimic their moves (Carey and Markoff Para 4). Robots also show a large understanding of tasks that are explained to them. In a study done at the Georgia Institute of Technology, a robot was told where certain objects belong in a classroom and then was instructed to put them all away. When the robot came across a toy that it was unsure about, it stared at the toy in hesitation to pick it up. The robot’s instructor asked if it had any questions, and the robot replied by asking where the toy belongs. When it was explained that the green toy belongs in the g reen bin, the robot nodded its head, put the toy in the bin, and said â€Å"makes sense† (Carey and Markoff Para 45-47). This is an example of how the robots that will be incorporated into our classrooms can expand their knowledge and learn from the students to help them improve their teaching. Artificial intelligence is such a large benefit to our students because of all the good teaching qualities the robots have been programmed with that not all human teachers possess. These qualities include encouraging, non-judgmental, infinitely patient, and comforting. Our robots would never get mad at a student for something, and they will never yell at a student or make his or her feel bad for thinking incorrectly. James Marshall Crotty, co-founder/peripatetic publisher of Monk Magazine has recorded in his article Why Kids Prefer Robots to Teachers and Parents that students feel more welcomed and accepted because of this, allowing them to feel more room for guilt-free error. This will eliminate the social boundaries that often keep students from being creative so they will be able to be themselves with much mo re confidence and learn in a more proficient mind set (Forbes Para 7). Robots are able to detect when children are not engaged in the learning, and they are also able to understand signals that children subconsciously put out when they are confused or have a question they are waiting to ask, in which case the robot would offer them the chance to ask their question (Carey and Markoff Para 52). These are all very important skills that are necessary for an instructor to have. The new robots will be an extraordinary help to our special education program which includes mostly students with Attention Deficit Disorder and Autism. Sneed explains how robots will help our students learn social and cognitive skills in a way that is less intimidating to them than through human contact. At times when children with Autism are shy and will not communicate with other people, the robots are able to bring them out of their shell and teach them social skills (Para 5). The robots also provide the students with certain therapies that help their disabilities such as repetitive tasks and imitation. The robots are able to keep any student on task just as efficiently, if not more than human teachers, which is something that will benefit everyone (Carey and Markoff Para 20). Robots are especially good at teaching subjects such as foreign language. In a study performed at the University of Southern California, a robot was used to teach the Finnish language to a group of preschool students. It would pick up objects and say what they were in Finnish, and use productive teaching strategies such as games and repetition to help the children retain the information. When the study was finished, all of the words taught by the robot were significantly imbedded into the children’s memories, while the words they learned from multimedia tapes or other sources were not embedded well at all. This is due to the cognitive engagement, patience, and encouragement the robots provide for the preschoolers. Many different experiments such as this one show that robots’ teaching strategies impact students at about the same level as human teaching strategies (Carey and Markoff Para 21-24). Experiments are performed all over the world by many different specialists who study robotics, and anyone can see, their data concludes that artificial intelligence has a positive influence on the learning levels in a classroom. Specialists have also taken into account the feelings of children who have had the opportunity for artificial intelligence to become a part of their lives. Studies reported by Crotty show that a majority of students are pleased to have a robot to study and play with (Para 2). Robots are able to make games out of children’s homework, and the knowledge they gain from their assignments is portrayed as fun, giving them incentive to get their work done as well as possible. This is very helpful, especially for children who are discouraged in school and have low self-efficacy (Crotty Para 4). The robots are viewed by the children as friends and as very helpful companions. A quote from an article by Rendeiro Fonesca in United Academics Magazine brings us into the life of a boy who had artificial intelligence assisting him at home as well as in school: When I get home, my robot helps me with my homework. My mother and father came in and said no video games now, homework first, but when they saw that I was already finished and had done everything correctly, they were glad that I had made friends with the robot. It could do everything—play soccer, build Legos, read, do math, write, and all the movements a person can make. Since my parents really are always at work a lot, they can’t always help me or play with me or cook something. Now the robot helps them with that.† —Boy, 9, Germany. (Fonseca Robots in the Classroom Para 4) According to this article, children see their robots as reassuring, helpful, encouraging, and as a very big influence to help them with their learning. They often feel more comfortable being their true selves around the robots than they do with a teacher they are unfamiliar with, which helps to be creative in their work when the robots are around (Fonseca Para 10). They also encourage children to be proud of themselves, which gives them incentive to show their parents and human teachers how well they are doing with the instruction given by the robots (Crotty Para 6). While we understand that robots teaching children in the classroom is viewed as unnatural by many, we ask for your cooperation to please understand the significant advancement in technology that has occurred in the past ten years. In Crotty’s article, he also explains how technology is viewed through the eyes of children as something very human. It is a major part of our culture, and young students don’t know of any life deprived of the conveniences technology has given us (Para 4). Robots seem strange and unfamiliar to us, but every new technology appears this way when it is first introduced. The introduction of artificial intelligence to the Frenchtown Elementary School District will lower our budget by decreasing the amount we will be paying in teacher salary. It will bring new learning opportunities to our children, open up a new kind of culture into our lives, and provide excellent assistance to our special education teachers, as well as general classroom lessons. With this addition to our curriculum, the administration hopes to achieve higher state testing scores, and higher overall levels of learning and motivation. Works Cited Carey, Benedict, and John Markoff. Students, Meet Your New Teacher, Mr. Robot. The New York Times. The New York Times, 11 July 2010. Web. 26 Oct. 2012 Crotty, James Marshall. Why Kids Prefer Robots To Teachers And Parents. Forbes. Forbes Magazine, 03 Feb. 2012. Web. 26 Oct. 2012. Fonseca Rendeiro, Mark. Robots in the Classroom. United Academics: Connect Science and Society. UA Magazine, 22 Jan. 2012. Web. 26 Oct. 2012. Sneed, Adam. Coming Soon to a Kindergarten Classroom: Robot Teachers. Slate. The Slate Group, 6 Aug. 2012. Web. 26 Oct. 2012.

The Sub Processes Of Perception

The Sub Processes Of Perception The perceptual process of individuals passes through several sub-processes. They are stimulus or situation, registration, interpretation, feedback, behavior, and consequence. Stimulus or situation is the first sub-process in the process of perception. Here people are confronted with an external or internal stimulus. As a result, they might experience an immediate sensual stimulation or the confrontation may take place with the entire physical and socio-cultural environment. In Registration, the individuals record in their minds the stimulus they have received from the environment. Physiological mechanisms such as listening, hearing, etc. play an active role in the perception of individuals. During Interpretation, people analyze the stimulus they have received. It is a cognitive process that is influenced by learning, motivation, and personality. Feedback is the response individuals receive from the stimulus i.e. environmental situations. Feedback has an impact on the perception of individuals. For instance, if employees receive appreciation (feedback) from the manager for their work, then they perceive that the manager is satisfied with their performance. Registration, interpretation, and feedback occur within a person and are in response to a given stimulus from the external environment. These sub-processes lead to a certain behavior by the individual, which again leads to a certain consequence. Role of perception in decision making in manufacturing sector Manufacturing is the backbone of any industrialized nation. Recent worldwide advances in manufacturing technologies have brought about a metamorphism in the industry. Fast-changing technologies on the product front have created a need for an equally fast response from manufacturing industries. To meet these challenges, manufacturing industries have to select appropriate manufacturing strategies, product designs, manufacturing processes, work piece and tool materials, and machinery and equipment. The selection decisions are complex as decision making is more challenging today. Decision makers in the manufacturing sector frequently face the problem of assessing a wide range of options and selecting one based on a set of conflicting criteria. Decision Making in the Manufacturing Environment will be very useful to decision makers in the manufacturing sector as it makes decision making easier, more logical, systematic, efficient and effective. It is intended for designers, manufacturing engineers, practitioners, managers, institutes involved in design and manufacturing related projects, applied research workers, academics, and graduate students in mechanical, industrial, and manufacturing engineering. Organizations rely heavily on the choices made for their success. The right choices can bring triumph and negative choices can cause failure. Perception plays a very important role in the choices individuals make. People make decisions every day, every hour and every minute based on the perceptions they interpret. Perception can cause several people to make wrong choices based on false information. In an organization incorrect decisions can cause a great deal of negative effects. Perception plays a vital role in the choices humans make. People make decisions every day, every hour and every minute based on the perceptions they construe. Each individual perceives situations, places, people and so forth with ones own five senses. However, what one perceives is not always accurate. Peoples perceptions can be misleading and can cause negative effects. Perception can cause numerous people to make the wrong choices based on non-factual information. In organizations wrong decisions can cause a tremendous amount of negative effects. Therefore, it is extremely important to understand perception; how ones perception of others impacts an organizations behavior; the positive and negative effects of using perceptive shortcuts when judging others; how decisions in real world organizations are made; and how perceptions shape ones ethical decisions. Q1. Whether companies consider perception before decision Making? Ans.: Direct Attention Thinking Tools (DATT) is now Power of Perception. DATT gives us 10 simple strategies for sharpening an individuals perception and focusing our thinking in a more comprehensive, effective, and efficient way. DATT tools will enable us to have a broad and inclusive viewpoint. Using the DATT tools helps we can create a framework for defining a situation and improves our ability to consider consequences before we take action. So companies should consider perception before decision making with the help of DATT. Q2. How does perception affects decision making? Ans.: 1. Individuals in organizations make decisions; they make choices from among two or more alternatives. Top managers determine their organizations goals, what products or services to offer, how best to finance operations, or where to locate a new manufacturing plant. Middle- and lower-level managers determine production schedules, select new employees, and decide how pay raises are to be allocated. Non-managerial employees also make decisions including whether or not to come to work on any given day, how much effort to put forward once at work, and whether or not to comply with a request made by the boss. A number of organizations in recent years have been empowering their non-managerial employees with job-related decision-making authority that historically was reserved for managers. Decision-making occurs as a reaction to a problem. There is a discrepancy between some current state of affairs and some desired state, requiring consideration of alternative courses of action. The awareness that a problem exists and that a decision needs to be made is a perceptual issue. 3. Every decision requires interpretation and evaluation of information. The perceptions of the decision maker will address these two issues. Data are typically received from multiple sources. Which data are relevant to the decision and which are not? Alternatives will be developed, and the strengths and weaknesses of each will need to be evaluated. Q3. Why perception is included in the process of decision making? Ans.: Perception is a cognitive process by which individuals organize, interpret, and understand their surroundings and environment which also includes impressions formed objects, events, and people. In the process of making decisions, we must fully understand the situation along with its facts to come to a resolution. Without consuming all the factors, the wrong decision may be made. Every decision requires interpretation and evaluation of information. The perceptions of the decision maker will address these two issues. Perception in manufacturing sector Indias manufacturing sector has registered a balanced growth across different industries over the last six months with even the old economy companies turning the corner, says a new study. The CII manufacturing-ASCON survey, carried out by the Associations Council of the Confederation of Indian Industry (CII), states that 65 percent of the companies in 125 sectors tracked have been registering growth during the last six months. The Indian economy is poised to reap the benefits that come with a strong manufacturing base in an economy. The relentless emphasis that Indian companies have placed on continuously enhancing design and engineering skills, building new capabilities for product and technology innovation and in leveraging resources from around the world to provide value to customers are contributing in transforming Made in India into a global brand. The India advantage is fast changing from that of cost arbitrage to include sustainable factors such as skilled labour, design and research and development capability, a large consuming middle class, besides a growing and liberalizing economy, states the survey for April-September 2006. The manufacturing sector is clearly benefiting from this changing perception. In fact, manufacturing in India is now acquiring a whole new dimension. While many low-end jobs are being outsourced to India, the manufacturing sector is also turning into the design and manufacturing hub of the world. Be it industrial robot manufacturer Gudel or auto giant BMW or South Korean consumer goods giant LG, India has become a key manufacturing destination for a large number of global players. It is already a preferred destination for the manufacture of auto components, bulk drugs and producer services such as software, finance and several others. The manufacturing sector had recorded a growth of 9.1 percent in 2005-06, compared to 9.2 percent in the previous year. This is being strengthened quarter-on-quarter during the current fiscal. The manufacturing sector seems set to enhancing its share in the GDP to the targeted 30 percent. CONCLUSION The Perception and Reality of Business Effectiveness The Perception of Business Effectiveness Lets talk about the perception and reality of business growth. You know the difference between perception and reality. Perception gives you an impression. Reality is the experience of the truth of the matter. Reality is what counts. Perception/impression may not to give you results that you would expect, or like. The perception of where your company is with regard to growth is based on your increasing sales and profitability, the company perspective of itself, and it as compared to your competition and industry standard. You could ask yourself What is the perception of my corporate growth?, Is my corporate growth bringing me the long-term results I am looking for? And, what are the costs of my company not fulfilling its growth potential? It is important to note here that the reality of a companys achievement and growth could be quite different based on another perspective. The perception of your business condition could be deceiving, and could include a number of unseen losses. Your perception is verified by its comparison to another perspective. Opportunity Analysis We can focus on a companys position by asking these questions What is the perception of how we are doing as a company? How can I see what to do to know where to go to do better? What would it take to improve the outcome of my results? What would the reality look like of what I could achieve? How would the improved results put the company in a more profitable and secure position? Am I committed to produce the results I envision? What can I do now to start gaining better business results? What we are addressing here is turning a perception into a new reality by understanding where we are at and creating a path to a reality of improved business development and greater profitability results. The Reality of Business Effectiveness Cutting Costs and Building Profitability As we know building profitability can often be focused on cutting costs. The problem and limitation to building profitability by cutting costs is that you can only cut costs until you have no more costs to cut, and then you might be out of business. Obviously you cannot build company growth on out of business; you cannot build company growth on cutting costs. You can build on opportunities. The key is seeing the opportunities and knowing how to address them. In perceiving opportunities the forest and the trees, the being to close to see it, can come into play. The advantage of an outside business development professional is that they can see the opportunities clearer. A business development professional unveils possibilities for companies by revealing business building opportunities through the background of extensive business experience and a natural talent in business clarity and ideas, coupled with a valuable outside perspective, that creates business results that are effective looking in from outside of the current perception. Creating improved business outcomes for company growth requires a prudent combination of successful cost consciousness and business building that provides the most effective long-term profitability results. At a last, perception is very important for decision making in manufacturing business it also help in sustaining and attaining goals of business ..

Beowulf :: Epic of Beowulf Essays

In the poem Beowulf, there are many monsters that are slayed by the hero. Like in the poem, many monsters exist in our world today. One of the monsters that attack people is a negative attitude. This monster attacks numerous people everyday, limiting their potential to succeed. However, there is a hero who battles this monster everyday. This hero is my swim coach, Jim Keogh. Coach Keogh fights off the negative attitude that attacks his swimmers in every practice. With Keogh’s help, his swimmers can accomplish their goals by fighting off the negative attitude.   Ã‚  Ã‚  Ã‚  Ã‚  A negative attitude is a monster that attacks many people in my life. People who live with a negative attitude are always depressed and worried about what they face everyday. I see this feeling in many of my fellow swimmers, as well as myself. The monster attacks us when we are most vulnerable, working hard at practice. The monster jumps into our brains and begins to make us to see ourselves failing. When we begin to worry about failing, we leave no time for ourselves to think about how to succeed in finishing the workout. This horrid beast lowers our self-confidence and limits our chances to put forth a full effort. The beast will engage in people if they are down on themselves about not achieving the standards they had set forth. When a swimmer swims a race and adds a couple of seconds to his best time, he will get upset. That is the moment when the monster attacks. The negative-attitude monster will make this person believe that he could never go any faster and that he had wasted all of his practice time. Along with attacking one of us at practice, the monster attacks others through a skillfully thought out plan. The way the plan works is that the monster makes one person believe they cannot make it through the workout. This person then begins to talk negatively about the set being too hard or too long. The other swimmers who have not been attacked listen to the infected one. They subsequently begin to doubt themselves. Then, in a matter of minutes, the monster has successfully conquered a whole group of swimmers and makes them believe that they cannot succeed.   Ã‚  Ã‚  Ã‚  Ã‚  Our hero who fights the negative attitude everyday is Coach Jim Keogh. Everyday at swim practice Keogh’s swimmers encounter many tiring moments when they are vulnerable for attack by the monster.