Military Intervention in Turkish Politics Essay Example | Topics and Well Written Essays - 750 words

Military Intervention in Turkish Politics - Essay Example Intellectuals and politicians also voiced out sentiments against the monopolization of political power by a single party. In response to these issues, the president permitted greater freedom for the expression of political opposition. Some members of the RPP took advantage of this and formed the new organization, the Democratic Party. For next four years, the Democrats frequently challenged government policy and were able to attract support by proficiently utilizing the growing popular hostility with the interference of the state in peoples' lives. The state eventually underwent a peaceful transition to a multiparty. The government had undertook agricultural reforms and to improve the standard of living of the peasants. They brought in huge quantities of expensive agricultural machinery, built dams and irrigation canals and constructed a national network of highways that in general helped communication as well as unlock previously remote regions to commercial agriculture. By mid-1950s the economy began to decline and agriculture was devastated by series of droughts. In addition, they faced a problem of spending without planning and importing consumer products and expensive machinery without funds to pay for them. It created annual budget deficits that in turn amounting national debt. The Democrats faced public cr iticism. Eventually, they censor the press, imprison journalists, and shut down offending newspapers which caused violent protest. The government called upon the army to disrupt Republican Party campaign rallies to maintain law and order. However, they didn't want to be turned into a tool of political repression against the state's principle and in time, the intervened and ended the first Turkish republic. Second Intervention Turkey underwent social, economic, and demographic change. There was a rapid urbanization caused by the migration of villagers to cities in search of better economic opportunities. Social and economic transformation, for the most part with the transition from an agricultural to a mixed economy put strain to Turkey's two-party political system, the Republican and Justice. When new governments came to power, the industrialists and peasants, who prospered in the first republic, did not want to lose their status. They formed political parties to represent their particular interests in the national assembly. On the other hand, the industrial workers and university students, Marxists and Muslim revivalists, believed their needs were being ignored. They formed their own organizations and parties through which they hoped to gain a share of political power. The process of institutionalizing interest groups led to a propagation of political parties. Various smaller organizations attracted enough voters to prevent either Justice or the Republicans ahead with absolute majority. The excessive favors granted to the minorities causes social and political disorder and paralyze the legislative process. There was a wave of social unrest marked by street demonstrations,

Functions of Management Essay Example for Free

Functions of Management Essay The following will include the four major functions of management in a health care setting, how these functions apply to managing others, important roles for health care manager and leader in the diversified health care industry and the most significant aspect related to health care management that I would like to gain by taking this class. The four major functions of management in a health care setting are: organizing, planning, controlling and leading. The four functions mentioned all work hand in hand when managing others or while being managed. Each manager is expected to be a leader of their department and make sure that patient’s needs are being met. A leader has to be well organized within the department to accomplish things as checking in patients, calling patients to remind them of upcoming procedures and appointments, referrals, and insurance authorization, paper work needs to be well organized to make sure that everything is done in order and correct. Organizing make it easy for changing of shifts between employees. Planning comes in to play when schedules are mapped out to make sure that enough health care workers are present for each day’s work load. It also help to plan around a physician surgery schedule and so forth. Controlling helps the manager to keep focus on work performance which in turn helps to build relationships with employees and patients due to the active contact. Leading in management is very important and the responsibility is more. A leader is responsible for training, department meetings, work schedule and goals to be accomplished each day without compromising the care for each patient. Planning plays an important role for a health care manager and leader in a diversified health care industry, without planning ahead it puts a health care facility at risk of not being able to perform above and beyond for their patient’s health care needs. According to Harvard business â€Å"In addition to negotiating the day-to-day demands of a busy and complex organization, healthcare executives must also be able to evaluate and understand the impact of alternative care delivery models†.

The Character of Daisy Buchanan in The Great Gatsby :: The Great Gatsby

The character of Daisy Buchanan has many instances where her life and love of herself, money, and materialism come into play. Daisy is constantly portrayed as someone who is only happy when things are being given to her and circumstances are going as she has planned them. Because of this, Daisy seems to be the character that turns Fitzgerald's story from a tale of wayward love to a saga of unhappy lives. Fitzgerald portrays Daisy as a "doomed" character from the very beginning of the novel. She seems concerned only of her own stability and is sometimes not ready to go though what she feels she must do to continue the life that she has grown to know. She tells that she only married Tom Buchanan for the security he offered and love had little to do with the issue. Before her wedding, Jordan Baker finds Daisy in her hotel room, "groping around in the waste-basket she had with her on the bed and pull[ing] out [a] string of pearls. "Take 'em down-stairs and give 'em back.... Tell 'em all Daisy's change' her mine... She began to cry - she cried and cried... we locked the door and got her into a cold bath." (Fitzgerald 77) Â   Money seems to be one of the very top priorities in her life, and everyone that she surrounds herself with, including her daughter, seem to accept this as mere fact with her. She lives in one of the most elite neighborhoods in the state, in one of the most elegant houses described in the book, and intends very much for her daughter to grow up much like she has. "And I hope she'll be a fool --that's the best thing a girl can be in this world today, a beautiful little fool." (Fitzgerald 24) She raves repeatedly of boats and large windows and halls where many a extravagant party is held. This only stands remind of her reliance on material goods and her stories of her gowns and home furnishings confirm this sad fact. Daisy is one woman who is at home in Bloomingdales, and shuns anyone who would be out-of-place at a gathering of societies richest and most pompous citizens. She is forever looking forward to showing off, and she exhibits such behavior when she parades her daughter around in front of guests like an inanimate object. So intimate in fact, that it seems as if Pammy was not even really wanted.

The Greatest Lessons In Live (Values Essay) -- essays research papers

The Greatest Lesson in Life The Merriam Webster's dictionary has many different definitions for the meaning of the word love. It can be defined as a strong affection for another arising out of kinship or personal ties, affection based on sexual desire, or affection based on admiration, benevolence, and/or common interests. To love and be loved is cherished greatly among my family. From the day that I was born I was granted with unconditional love by my family. These people that surrounded me with this love have taught me not only to love them, but myself and hopefully a special someone in the future as well. My family is composed of people who are extremely close knit. After all this time, I have come to learn that family is one of the most important accessories in the package of life. I have been put in many different situations with my family, whether or not they are good or bad, we always seem to get through them together. I guess one could say that I look at my family as a team. As I talk about how close knit my family is, I am not just referring to my immediate family, which is composed of my mother, father and two sisters. Here, I am referring to my entire family; Grandmothers, Grandfathers, Aunts, Uncles and my many Cousins. The most significant idea that has been imbedded in my head is that no matter what may come of life, I will always have my family to turn to in the end. I value my family greatly; we count on each other and help each other out in any case. Th...

Federal Reserve Eco 372

Economic strategy can overwhelm some, but one who understands the idea of how money can stimulate or dissolve the economic market obtains an understanding of the Federal Reserve. The Federal Reserve is a bank in which other banks loan and call upon when in need. The Federal Reserve Bank ensures all funds in Community and other federally accredited banks, also known as FDIC. Even though the Federal Reserve is a bank it is impacts the economic growth or decline in ways of monetary policy and stimulation or dissolve. The Federal Reserve Bank uses a tactic known as discount rate, which is the term used for the interest charged for loans by banks.When the discount rate is low, banks can increase the amount of loans offered, as well as lower the interest rate in their location. When the discount rate is high, banks will decrease the number of loans and raise the interest rates they charge. The Federal Reserve can use the power of the discount rate to increase or decrease the amount of mone y in circulation. Banks may even need to â€Å"share† the excess or surplus of funds in their reserves with another bank; this is known as Fed Funds. These funds carry an interest rate as well.The interest rate may be higher or lower depending on the Federal Reserve. The higher the interest rate the more likely a bank is wanting to loan to another bank. If it is lower the desire will be undesirable. The Discount and Fed Funds rate correspond, the Discount rate is normally set slightly below the Fed Funds rate in effort to increase the money in circulation. When the discount rate is above the Fed Fund rates then the money in circulation is decreased. The Federal Reserve Bank is located in each region to allow for an even distribution among the United States.Each of the Reserve Banks are governed by the Federal Reserve System’s Board of Governors who have been nominated by the President and confirmed by the Senate. The Chairman and Vice Chairman of the Board are then app ointed by the President from the confirmed members. The members’ term are each 14 years in length, with new members being nominated and confirmed every two years on even-numbered years. The Chairman and Vice Chairman will serve for four years in the respective title without affecting their member status on the Board.The Federal Reserve Board of Governors will assist in recommending stimulus programs when needed. These programs assist in building the economy without relying on the banking or finance industry heavily. Expansionary and Contractionary Fiscal Policy may also be needed when programs seem to be ineffective. After one has been able to learn the basics of how the Federal Reserve works then the process of understanding the measures needed to affect the economic outcome may become easier to understand. This process is done by the way of government involvement with the budget, fiscal and monetary policy.Each of the procedures are meant to assist in building the economic stability, and to help ensure the soundness of the United States currency. Every congressional budget planning session affects the need for the monetary policies for the Federal Reserve. After the Board of Governors is nominated and confirmed they are ready to get in and work on stabilizing the economy along with the monetary policies needed to build for the future. The Board of Governors will sit in position for 14 years, this will allow them to see and gain a better understanding of the true economic cycle.This will allow for a better gage on the flow of the economic path. After obtaining an understanding of the Federal Reserve, one will be able to identify and understand the measures taken to assist in maintaining the proper stabilization in which employment increases and the economic market is sustained by the open market. The open market is maintaining by the buyers and sellers in the economy. These are the businesses people work and shop at daily. The major focus on the econom ic model is the open market and this is apparent with the Federal Reserve and the tools for the monetary policy.

7 Reasons to Publish a Blog

7 Reasons to Publish a Blog 7 Reasons to Publish a Blog 7 Reasons to Publish a Blog By Mark Nichol You still don’t have a blog? Below, check out seven arguments for writers joining the blogosphere. Weblogs, universally referred to as blogs, are websites formatted as journals, with posts, or individual entries, that can be accessed in reverse chronological order. (Usually, a few of the most recent posts are visible on the home page, and site visitors can click through to pages featuring previous posts or to an archive page.) They range widely in tone from silly to sober and in topic from adorable cats to international politics and everything in between but perhaps it hasn’t occurred to you how valuable they can be for your writing or editing business or for the company you work for. If you don’t already have a blog, or your current one is about your personal life or a topic unrelated to your profession, consider creating one that serves as an extension of your work. Post news, information, and analysis about pertinent topics, trends, products, or events. Content can take the form of news briefs, essays, reports, white papers, reviews, interviews, polls, surveys, and FAQs (a list of actual or prospective frequently asked questions about a topic), among other forms. Supplement written posts with photographs, graphics, video, and audio. Provide links to related websites and other blogs, and ask webmasters and bloggers to do the same for your blog. Whenever you quote from or refer to an online article or other document, link to it. Here are the seven reasons you should create your own professional or interest-based blog: Your blog is an online advertisement for your writing or editing services, or for documents or publications you write or your company produces. Your blog is an extension of your rà ©sumà © that allows you to present content about your professional experience, as well as writing samples, in one convenient location. Your blog will convey your personality, allowing prospective collaborators, clients, and employers to gain a good first impression of you. Your blog enables you to network with other writers and editors or other people in your industry or sphere of interest. Your blog demonstrates to prospective associates that you are passionate and knowledgeable about the subject area you blog about. Your blog establishes you as an expert (or someone with interest if not expertise) and as someone who engages in extra effort to acquire and share knowledge and information about a profession or area of interest. Your blog provides you with a forum for developing your communication skills not just writing but also video and audio, as well as interactivity such as networking, commenting on other websites and blogs, and responding to comments on your blog. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Homograph ExamplesThat vs. WhichCaptain vs. Master

Documentary analysis Essays

Documentary analysis Essays Documentary analysis Essay Documentary analysis Essay Food Inc. , a 2008 documentary film directed and produced by Robert Keener, exposes the secrets about how food is processed. Robert Keener is famous for exposing facts and controversies that are rarely discussed. He is also known for his authenticity and his desire to reveal the truth. Keener has received several awards for his films. Food Inc. Even influenced some food policy decisions. His documentary, Food Inc. , talks about the industrialization of the food system in America. The documentary is targeted towards the general public. The documentarys main focus or argument is that the agricultural business in America produces food that is both harmful to the environment and to the consumers while also being abusive to animals and workers. The documentary is informative. Its main objective is to inform the viewers about the secrets that are deliberately hidden from them. The documentary uses specific rhetorical appeals to support its objectives like, ethos. It provides statistics that show how much the food industry has changed over the years in America. It also interviews farmers that have firsthand knowledge of the food industry. The documentary also uses the pathos rhetorical appeal. The documentary shows scenes where animals are being treated inhumanely. For instance, dozens of cows were being kept in dirty pens. The cows could barely move and were covered in feces. The documentary also shows scenes where consumers suffer from the neglect of the companies that process the food. For example, a mother was talking about how her 2 year old son was killed because of E. Coli that he contracted from eating a contaminated hamburger. Moreover, there were also other children who were killed because of eating contaminated meat. The documentary also discussed how workers are being treated poorly. There are scenes showing illegal immigrant workers being arrested but the companies that hired them and brought them to America are not being questioned. This also stirs emotional response from the viewers. Another rhetorical appeal that was used is logos. It is logical that consumers will suffer the consequences of neglect. The documentary also provided a logical reason why companies do this. The reason is that it lessens the cost of production at the same mime, maximizes profits. Through the use of ethos, pathos and logos, the director was able to prove that the food industry produces food that is both harmful and abusive to the animals, consumers and workers. Food Inc. Is an eye opener. It shows the flaw of the food system in America. It unveils the truth that is deliberately hidden by the food processing companies to urge consumers to buy their products. Food is one of the most important commodities in the world. Consumers have the right to know where their food comes from and how it is processed.

Definition and Examples of Epitaphs

Definition and Examples of Epitaphs Definition (1) An epitaph is a short inscription in prose or verse on a tombstone or monument. The best epitaphs, wrote F. Lawrence in 1852, are generally the shortest and the plainest. In no description of composition is elaborate and highly ornate phraseology so much out of place (Sharpes  London  Magazine).   (2) The term epitaph may also refer to a statement or speech commemorating someone who has died: a funeral oration. Adjective: epitaphic or epitaphial. Essays on Epitaphs On Epitaphs, by E.V. LucasOn Graveyards, by Louise Imogen GuineyOn Inscriptions and the Lapidary Style, by Vicesimus KnoxOn the Selection of Epitaphs, by Archibald MacMechan Examples of Epitaphs Here lies Frank Pixley, as usual.(Composed by Ambrose Bierce for Frank M. Pixley, an American journalist and politician)Here lies my wife: here let her lie!Now shes at rest, and so am I.(John Dryden, epitaph intended for his wife)Here lies the body of Jonathan Near,Whose mouth is stretched from ear to ear;Tread softly, stranger, oer this wonder,For if he yawns, youre gone, by thunder.(Arthur Wentworth Hamilton Eaton, Funny Epitaphs. The Mutual Book Company, 1902)ThorpesCorpse(Quoted in Gleanings from the Harvest-Fields of Literature by C. C. Bombaugh, 1860)Under the sodUnder these treesLies the body of Jonathan PeaseHe is not hereBut only his podHe has shelled out his peasAnd gone to God.(Epitaph in Old North Cemetery, Nantucket, Massachusetts, quoted in Famous Last Words, by Laura Ward. Sterling Publishing Company, 2004)Here lies a great and mighty kingWhose promise none relies on;He never said a foolish thingNor ever did a wise one.(John Wilmot, Earl of Rochester, on King Charles I I) The epitaph flourished in the 17th century when writers struggled over the cultural function of the dead. . . . From the mid 18th to the early 19th century, the most important poetic epitaphs seek new ways of validating the importance of the dead.(Joshua Scodel, The English Poetic Epitaph. Cornell Univ. Press, 1991)The principle intention of epitaphs is to perpetuate the examples of virtue, that the tomb of a good man may supply the want of his presence, and veneration for his memory produce the same effect as the observation of his life.(Samuel Johnson, An Essay on Epitaphs, 1740)O Rare Ben Jonson,neither eulogy nor concision can be carried further than in those simple words, and no Latin could give the sincere and generous effect of the English...The general failure to produce a perfect inscription is the more remarkable, because the writer of epitaphs is not concerned to paint a true and accurate portrait. The purpose of an epitaph is rather to praise than to portray, since, accor ding to [Samuel] Johnsons excellent phrase, in lapidary inscriptions a man is not upon oath. The substance, indeed, may be commonplace, if only the style be adequate.(The Lapidary Style. The Spectator, April 29, 1899) Dorothy Parkers Epitaph for HerselfThat would be a good thing for them to carve on my tombstone: Wherever she went, including here, it was against her better judgment.(Dorothy Parker, who also said that Excuse my dust and This is on me would make suitable epitaphs) Benjamin Franklins Epitaph for HimselfThe body ofBENJAMIN FRANKLINPrinter,Like the cover of an old Book,Its contents torn out,And stript of its Lettering and GildingLies here, Food for Worms;Yet the work itself shall not be lost,For it will (as he believed) appear once moreIn a new and more beautiful editionCorrected and amended, byThe Author.(Benjamin Franklin on himself, composed many years before his death) Rebecca Wests Epitaph for the Human RaceIf the whole human race lay in one grave, the epitaph on its headstone might well be: It seemed a good idea at the time.(Rebecca West, quoted by Mardy Grothe in Ifferisms, 2009) Further Reading Commonly Confused Words:  Epigram, Epigraph, and  EpitaphObituary

Museum Essay Example | Topics and Well Written Essays - 250 words

Museum - Essay Example Museums can be broadly taken as custodians of society’s artefacts and specimens that may include art galleries. Museum always reflect public interest through their open invitation of visitors, promotion of deeper understanding and advancement of people enjoyment while supporting the sharing of authentic natural and cultural heritage. The other role of museum to the society is serving as a custodian of societies exhibits. Here, the museums collect, preserve, study, interpret and display both the tangible and intangible evidences of a society and its nature. Lastly museum serves as educational institution where physical forum is provided to help in carrying out important inquiries and investigations. Different types of museums exist depending on how they are managed, owned and funded. These museums include: National museums, Local authority museums, University museums, Independent museums, Historic properties and heritage sites, and National Trust properties. Other types of museums are Art Museums, Botanical Gardens, Children’s Museums, History Museums, Historic Houses/ Sites, Historical Societies, Living History, Sites, Military Museums/ Battlefields, Natural History Museums, Science Museums/ Science Centers and Special Interest

Not sure - suggest Wealth Management and Compliance in the UK Essay

Not sure - suggest Wealth Management and Compliance in the UK - Essay Example These factors subject the historic wealth management attractiveness to low capital and low risks, but with high liquidity in the affected sectors (Fischer, Jonge, Ko, and Toepfer, 2013). The direct commercial effects of the vaulting regulatory costs include depreciation of the wealth management earnings, firms leaving or exiting the sector, and other firms withdrawing their products and services. Notably, these regulatory changes are affecting many businesses across the world; however, United Kingdom is one of the countries that the regulatory changes are affecting its firms. There are numerous regulatory measures in the United Kingdom, but the key regulatory measures that apply in the UK market space include Retail Distribution Review (RDR), (Alternative Investment Fund Managers Directive the (AIFMD), and Foreign Account Tax Compliance Act (FATCA). The FSA created Retail Distribution Review programme in June 2006; however, the programme became operation in December 2012. The FSA’s agenda in creating the RDR is to protect the customer. This programme will affect firms all over re value chain including the product manufacturers. Nonetheless, the major firms that will be affected include the asset managers and insurers and distributors including IFA’s, bonks and wealth managers. The RDR’s main aims include driving the structural changes across the retail investment industry for the customers to have confidence on the products and services they offered (RBC Wealth Report, 2013; Pg. 28). In other words, the RDR compels the firms to provide services and products that suit the needs of consumers. The RDR changed several fundamental aspects of distribution of corporate pensions and investment products including state of advice, adviser changing, professionalism standards, and platforms (Lassignardie, 2013; Pg. 25) . The RDR regulations are currently affecting the distribution models and intermediary markets. On the other hand, the ejection of commission

Writing Fundmentals Essay Example | Topics and Well Written Essays - 250 words

Writing Fundmentals - Essay Example In the first paragraph, Ruth Winter is only five years old. After a year, she joins school in the second paragraph, and she is now six years old. The third paragraph in this essay is set during the summer of  the authors  second grade, which means that Winter is seven years old, and a few months shy off eight years. The fourth paragraph in the essay is set when Winter is in her third grade of school, which puts her age at eight years. In the fifth paragraph, Winter is ten years old while she attains the age of eleven years and she is in  her high school education in the sixth paragraph. In the final paragraph, Winter is eighteen years old. The article by Roach may be a little disturbing, but it is also fascinating in the same breathe. In this case, the author visits a medical facility where dead bodies are donated for research. Roach uses humor to explain the crucial role that these dead bodies play  since  surgeons use them to practice  before an actual brain surgery, which highlights the critical role of the heads of the dead bodies in surgical procedures to save

LOG503 Managing Logistics Operations (MOD 2) SLP Essay

LOG503 Managing Logistics Operations (MOD 2) SLP - Essay Example The logistical system of Wal-mart must work flawlessly so as to be able to manage such a big store. Wal-mart has a distribution system that distributes nearly 85 percent of the total wares sold in its own stores (Atchmeyer, 2002). Wal-mart’s major aim is to sell its goods at the lowest price possible (Atchmeyer, 2002; Mohan, 2003). To achieve this, Wal-Mart obtains goods directly from the manufacturers and sells them directly to its retail customers bypassing all intermediaries (Mohan, 2003). Thus Wal-mart has its own distribution centers strategically located at different locations all over the US. The strategy employed here is that one distribution store can serve 150-200 stores (Atchmeyer, 2002). This has made sure that the stores no matter how far they are are within one day’s driving distance (Atchmeyer, 2002). The distribution centres operate 24 hours a day because the conveyer belts are laser-guided (Atchmeyer, 2002). An advanced opportunistic cross-docking procedure is in use; as the goods are picked directly from the manufacturer’s premises and directly taken to the retail consumers. This ensures that the systems are very efficient as well as they do not need to store the material (Atchmeyer, 2002). It is basically from the stores directly to the shelves. The company owns a fleet of over 12,000 trailers 3,000 trucks (Mohan, 2003). In contrast to its competitors who subcontract the trucking services (Magretta, 2002). Additionally, the company is quite meticulous in hiring its drivers. For a driver to qualify to work for Wal-Mart, they got to have a track record of over 300,000 accident free miles without any major traffic violations (Mohan, 2003). Wal-Mart has developed a number of methods to individually deal with each of its stores inventory (Magretta, 2002). The solutions are tailor made for each individual store in order to cover the logistical challenges posed. These measures

Physical Science Essay Example | Topics and Well Written Essays - 500 words - 2

Physical Science - Essay Example For instance, individuals who are severely suffering from incurable diseases and other deadly diseases; they should be allowed to choose between life and death since they endure much pain. Furthermore, motive of euthanasia is to "aid-dying" painlessly, therefore, the laws should consider approving it even among the children. This will reduce pain, suffering and even low esteem suffered by patient. By doing so, the rights of an individual will have been respected. It is true that killing oneself is a way of protecting yourself from other forces and hence a defense mechanism, but it is totally different from mass killing, law does find it worth approving. When providing medical care and emotional care, the doctor always gives the patient medicine no matter the gross effects. Putting that into consideration, pain and agony should be prioritized. Hence our terminally ill children should be given a soft way out from such problems; hence legalizing euthanasia will be the only way out. The medicine given may not help and they may finally die. Therefore, legalization of euthanasia helps to avoid wastage of resources when buying medicine and it should be legalized. Law should forbid Mercy killing. It is unaccepted and a taboo for one to kill or to kill themselves. Human life deserves exceptional security and protection hence we should all stand against euthanasia Family members may have ill intention into forcing the patient to commit euthanasia hence unaccepted in the society. To protect evil and personal gains euthanasia should be demolished and should not be legalized in the current society. Thirdly, killing of oneself is biblical and religious unaccepted hence it will be abuse to the existing religion when euthanasia is legalized. The whole world should stand and protect the existing religions. Personally, I would not support euthanasia law since it will cause recklessness in the society. People will just be thinking about euthanasia whenever they are ill

LOG503 Managing Logistics Operations (MOD 2) SLP Essay

LOG503 Managing Logistics Operations (MOD 2) SLP - Essay Example The logistical system of Wal-mart must work flawlessly so as to be able to manage such a big store. Wal-mart has a distribution system that distributes nearly 85 percent of the total wares sold in its own stores (Atchmeyer, 2002). Wal-mart’s major aim is to sell its goods at the lowest price possible (Atchmeyer, 2002; Mohan, 2003). To achieve this, Wal-Mart obtains goods directly from the manufacturers and sells them directly to its retail customers bypassing all intermediaries (Mohan, 2003). Thus Wal-mart has its own distribution centers strategically located at different locations all over the US. The strategy employed here is that one distribution store can serve 150-200 stores (Atchmeyer, 2002). This has made sure that the stores no matter how far they are are within one day’s driving distance (Atchmeyer, 2002). The distribution centres operate 24 hours a day because the conveyer belts are laser-guided (Atchmeyer, 2002). An advanced opportunistic cross-docking procedure is in use; as the goods are picked directly from the manufacturer’s premises and directly taken to the retail consumers. This ensures that the systems are very efficient as well as they do not need to store the material (Atchmeyer, 2002). It is basically from the stores directly to the shelves. The company owns a fleet of over 12,000 trailers 3,000 trucks (Mohan, 2003). In contrast to its competitors who subcontract the trucking services (Magretta, 2002). Additionally, the company is quite meticulous in hiring its drivers. For a driver to qualify to work for Wal-Mart, they got to have a track record of over 300,000 accident free miles without any major traffic violations (Mohan, 2003). Wal-Mart has developed a number of methods to individually deal with each of its stores inventory (Magretta, 2002). The solutions are tailor made for each individual store in order to cover the logistical challenges posed. These measures

Business Research Proposal Paper Example | Topics and Well Written Essays - 500 words

Business Proposal - Research Paper Example In addition to exploration of weaknesses, opportunities will also be identified to take the restaurant from good to great. By differentiating itself from the growing number of similar, family-themed restaurants saturating the market, Olive Garden an increase in market share is predictable. BACKGROUND The intended audience of this business research proposal is the Olive Garden’s CEO and the regional manager responsible for the Miami, Florida location. The specific problems to be addressed are restroom cleanliness and sanitization, length of wait to be seated upon check-in, and lack of staff efficiency. After visiting this location on several occasions, at various times and on different days of the week, these three issues have been reoccurring. By focusing on these three issues, the restaurant will have made great strides toward reaching its full potential. An improvement that would allow the restaurant to differentiate itself from other similar style restaurants is offering ch ild care to customers. In my experience, family and friends with children have wanted to go out to a romantic dinner for a â€Å"date night,† but were unable to find a babysitter. Providing child care as a free service to guests will increase the restaurant’s market share by tapping into an area of the market that is perhaps non-existent. Personally, I have never been to a restaurant that offers such a service.

Michael Graves Essay Example for Free

Michael Graves Essay Art Appreciation Michael Graves Michael Graves is a post-modern architect born in Indianapolis, Indiana on July 9th 1934. He graduated from Broad Ripple High School; he then attended and got his bachelor degree at the University of Cincinnati. After getting his bachelors, he went to Harvard where he got his masters in Interior design. After college he started career as an architect, it was in 1968 when he designed and built the Hanselmann House in Fort Wayne, Indiana. He built houses for about 10 years until he started building all kinds of buildings. He built anything from the Dolphin Resort at Disney world from the Denver Public Library. Graves has been designing buildings of all types since 1968 very rapidly, some years designing four or more buildings a year. One of Gravess most famous buildings is the Portland building in Oregon. This building was made in 1980 and is unique because of how he surprised everyone with the exterior design. He used a pair of classical columns that have no structural function. He made these columns stand out by setting them in a reflecting pool. The Portland public says the building is both formal and playful, governor Ivancie says that most big city building were beginning to be built to simple with Just glass outsides. He says the Portland building doesnt lack design features like other big city buildings. Some did criticize the design but most were thrilled by the uniqueness of the new building. People say there is type of humor to his designs and buildings. Graves has become an opponent of modern works who uses humor as an integral part of his architecture (1). Graves uses designs from the past and puts his own twist on them. Graves re-interpreted the rational style that had been introduced by Le Corbusier in the 1920s into a neoclassical style (1). Michael Graves has many building that are very famous, but his design on the Humana Building in Louisville, Kentucky is maybe his best design hes had. His design on this building got him in the time magazine. TIME Magazine listed it as one of the 10 best buildings of the decade (2). The building looks different from every side. Many say it is one of the most unique and distinctive skyscrapers in America. Critics say it is a textbook example of Postmodernism. Graves Humana building is said to have its fair share of flaws but the brilliant design more than counteracts the flaws. While the building has undeniable flaws, they are easily outweighed by its attributes, hich have only grown stronger with time(3). http://featuresblogs.chicagotribune.com/entertainment_tv/house/ http://www.chicagotribune.com/entertainment/tv/ http://featuresblogs.chicagotribune.com/technology_internetcritic/ https://books.google.com.ua/books?id=JwhZCwAAQBAJpg=PA225lpg=PA225dq=http://featuresblogs.+chicagotribune.+com/tsource=blots=CwG3pAKd5lsig=5KrPfyo2wN90yu3ZXrsblMPOpewhl=uksa=Xved=0ahUKEwjy0NvQhoPUAhVKD5oKHUzSCe8Q6AEIRDAE#v=onepageq=http%3A%2F%2Ffeaturesblogs.%20chicagotribune.%20com%2Ftf=false https://en.wikipedia.org/wiki/Humana_Building Humana http://www.greatbuildings.com/architects/Michael_Graves.html

Practice Structures from Motor Learning

Practice Structures from Motor Learning Skill acquisition is partially dependent on the amount of practice and the structure of practice for the learner. Choose an activity and using the principles of practice and practice structures from Motor Learning answer the following questions. A. Identify and describe the skill with detail along with the characteristics of the learner (age, athletic ability, etc.). The learner is a high school freshman baseball player still in growth development and attempting to improve his fielding mechanics. Although the learner has played baseball in the past, the players fielding skills are average. The player also has average athleticism, is right hand dominant, but requires specific attention to details to improve fielding ground balls that are hit directly towards the learner. The learner is also attempting to play shortstop for the high school team. Fielding a ground ball that is hit in a straight line in front of the player using a glove is the skill that will be taught. When fielding a ground ball, the learner should approach the ball with the palm of the glove facing the baseball as the arm is straight and descending like an airplane and not like a helicopter. As the learner is approaching the ball with the glove and arm positioned as previously mentioned, the learner should take a banana like curve towards the ball to read the location of the ball skipping off the ground. After the banana curve and descending the glove like an airplane, the learner should then field the ball way beyond his toes as his back is bent forward in a squat-like position. The learner should come to the connecting point between the glove and the ball with a right to left step pattern as the learner gets into a squat position. As the learner is getting into the squat position to field the ball, the right hand should extend with the palm facing down while the palm of the right hand is on the bottom of the glove resembling an alligators open mouth. Once the learner is in a squat position with both the glove hand and right hand covering the baseball, the learner is then instructed to close the ball in the glove while controlling the ball with the throwing hand. During this period of controlling the ball, the learner should funnel the ball to the stomach while maintaining eye contact all the way until the ball is in the learners throwing hand entirely. As the ball is in the throwing hand, the fielder should cross the left foot over the right leg, continue to follow the left leg through to assume a throwing position, and finally use the learners throwing abilities to throw at a target once he the ground ball has been fielded. B. Describe the different types of practice appropriate for an advanced performer and one who is just learning the activity. Blocked practice is a repetitive sequence which allows the individual to practice the same skill (Schmidt Wrisberg, 2008, p. 257). This type of practice is for both advanced and unskilled learners to utilize. Random practice is when an individual performs numerous skills in a random order to limit consecutive repetitions (Schmidt Wrisberg, 2008, p. 257). Practice that is randomized is useful for advanced learners. Constant practice is when an individual practices while performing only one variation of a set of skills (Schmidt Wrisberg, 2008, p. 271). A developing learner could field the same type of ground balls and throw to first while an advanced learner could field the same type of ground ball and throw to first, then field the same type of ground ball and throw to second base. Both types of constant practice are beneficial for both learners. Varied practice involves different versions of a skill to be rehearsed (Schmidt Wrisberg, 2008, p. 271). For the purposed skill being pr acticed, an example of varied practice would be having the learner field a variety of ground balls from different distances and throwing to different positions on the baseball field. Varied practice is more beneficial for advanced learners due to the degree of difficulty that would be carried out. For example, fielding a ground ball from multiple angles and switching between throwing to first and second after fielding. C. Discuss why the practice structure you select is appropriate using motor learning principles of practice schedules. Since the learner is a freshman baseball player who is trying to develop a consistent movement pattern to field a ground ball, the best practice structure to use is blocked practice. Blocked practice allows the individual to practice the characteristics of the skill using repetition. Through blocked practice, the developing individual can improve in fielding during the motor stage of learning. While progressing through the motor stage of learning, the coach can provide some precise feedback, but the individual can modify self-movement patterns to accomplish goals of fielding ground balls correctly. Since the freshman baseball player already has a general idea of how to field a ground ball hit towards the fielders direction, blocked practice would allow the learner to reach a high skill potential of fielding a ground ball towards the learner due to repetitive movement patterns. Learners advance through various stages of learning, when developing a skill. Whether a beginner or an expert. Use the stages of learning principles to answer the following questions. A. Name the different stages of learning as well as explain the characteristics of the different stages of learning. In the beginning of learning a skill, the goal of the learner is to get a general idea of what the body needs to do to produce the movement (Schmidt Wrisberg, 2008, p. 200). This is the verbal-cognitive stage. Learners going through this stage when developing a skill often do a lot of thinking while they talk to them self about how they will accomplish the task (Schmidt Wrisberg, 2008, p. 200). There is much improvement throughout the verbal-cognitive stage even though the movements tend to be unathletic and not the best quality (Schmidt Wrisberg, 2008, p. 201). During this stage of learning, it is important for the instructor to demonstrate with visual cues as the learner attempts to mimic the movements demonstrated (Schmidt Wrisberg, 2008, p. 201). After a certain time of repetitive, decent, quality movements, the learner will then progress into the motor stage where the movement is much more effective (Schmidt Wrisberg, 2008, p. 201). While the motor stage does not involve th e most skill potential, it is the stage of motor learning when the learner discovers the most effective and consistent ways to refine the movement (Schmidt Wrisberg, 2008, p. 202). Progression through the motor stage is often the longest stage a learner completes (Schmidt Wrisberg, 2008, p. 202). Once the learner has corrected the movement pattern after receiving feedback and improving the skill, the autonomous stage is when the learner needs to give limited attention to how they produce the movements to the skill and focus on how the movement can be modified to be more effective (Schmidt Wrisberg, 2008, p. 202). Self-confidence improves in the autonomous stage because errors are less likely to occur as the learner is close to the highest potential of the skill. Even though the autonomous stage is the final stage of learning, it is a never-ending phase as it takes years of practice for the learner to produce the skill flawless (Schmidt Wrisberg, 2008, p. 203). B. Use a scenario where an individual would go through the different stages and items that would take place during each of those stages. Explain the scenario fully. (sport or skill all information must be accounted for in explaining what is going on.) When learning how to throw a baseball, the learner begins by being instructed by the baseball coach. The learner is a six-year old tee-ball player who is right handed while having no prior experience with throwing a baseball. The individual is an average height and weight for a six-year old male. Throwing a baseball was taught from the very beginning stages and the process begins as the verbal-cognitive stage begins for the learner. The learners coach explains that the grip of the fingers should be placed over the laces as he shows with a visual demonstration. The youth baseball player then attempts to copy the exact same grip learned from his coach by telling himself, place the fingers over these red marks on the ball. After a decent grip of the ball has been performed, the coach then instructs the youth baseball player to face the hand (as the grip of the ball remains the same way) away from the face. The coach informs the learner to pretend the hand is a cobra snake. Using this cu e, the learner understands that the cobra snake needs to be facing away from the face so the snake doesnt bite the face. As the learner is gripping the baseball, the start of the throwing motion begins when the learner takes the ball out of the glove. The learner is then instructed to grip the ball as previously learned, face the ball towards the ground, then keep the ball facing the ground and away from the face while bringing the ball up directly behind the head with the arm in an angled position. This motion is demonstrated repeatedly to the learner so the learner can mimic the exact movement several times. The learner is constantly talking out loud about the directions to throw a baseball. The learner says, grip the laces, face the cobra away from the head during the wind up, and release the ball in front of the head towards the target. As the learner is attempting the initial phase of throwing a baseball, the learner forgets to face the cobra away from the face and starts to de velop bad habits. The coach quickly corrects the bad movement pattern providing extrinsic feedback by explaining, dont forget to face the cobra away from the face while bringing the baseball down and up. Once the ball is gripped correctly, the ball is behind the head after the wind up, and the ball is facing away from the face so the cobra doesnt bite, the learner is then instructed to throw over-head to a target. The throwing motion was demonstrated so the learner again has a visual demonstration of what the skill should look like. The ball isnt close to the target because the ball was released at an inappropriate time. The coach tells the learner to release the ball in front of the head and have the ball roll off the fingers so the ball has backspin. This is also demonstrated visually. Over a period throughout the practice day, the learner eventually gathers the general movement of throwing a baseball. Although the learner understands the general movement, the throw is not accurat e and still requires much improvement and attention. At this point of motor learning, verbal-cognitive stage is still occurring. However, once the learner has developed a general throwing movement from demonstrations, verbal cues, and thinking, the learner begins to make effective adjustments. The learner then begins the motor stage with more confidence. In this stage, the learner is adjusting the entire body. The learner understands that foot placement improves throwing accuracy, the release of the ball is more consistent, and trunk rotation control is more consistent. Since throwing a baseball is a closed skill, the learner focuses more on repeating high quality throwing motions and making the throw consistently smoother and controlled (Schmidt Wrisberg, 2008, p. 202). After the motor stage produces a more efficient throwing skill, the autonomous stage occurs where the player starts throwing to different targets (i.e. throwing to the first baseman, throwing to the second baseman, throwing to the catcher, or throwing long distances). Performing in the final stage, the learner has developed a crow-hop giving the player more power with throws. The learner also developed quicker and more specific ways to throw the ball to different targets such as developing skills during a relay throw to the catcher from the outfielder. Throughout improvements in throwing a baseball while the learner was completing the autonomous stage, the learner also developed throwing skills to throw different types of pitches such as the curveball and knuckleball. C. Explain what happens to the learner in each the stages of learning for the scenario. As previously mentioned, the learner started throwing at six-years old. In the verbal-cognitive stage, the learner utilizes demonstrations, visual cues, and verbal cues to provide self-talk and thinking when producing the movement. In the scenario discussed above, the learner thinks of directions such as, grip the laces, face the cobra away during the wind up, and release the ball in front of the head towards the target. Self-talk and thinking while attempting the skill is common during the verbal-cognitive stage. The goal of the learner while progressing through the verbal-cognitive stage is to understand the general movement. The motor stage is different than the verbal-cognitive stage when explaining what happens during each stage of the throwing movement. Recently stated, the motor stage begins when the learner already has a general pattern to move. Therefore, the learner seldom uses self-talk or thinking to produce movements in the motor stage. Instead, the improvements are made quickly and the throwing motion performance is more effective. Like what was stated recently, the learner realizes how to use the entire body to produce a better throw which eventually becomes consistent. For example, the learner learned in this stage that correcting foot placement would allow more throwing accuracy. When the learner progresses through the motor stage, the learner is developing as a human being. The individual has much more control over the body and is much older. The learner has become so aware of the environment that the learner understands the closed skill of throwing a baseball and can adjust without much feedback. In the final stage of learning, the learner shows great potential in throwing a baseball. The learner is fully developed as a human-being which means he does not have to adjust based on how his body grew. At this point, the learner is mastering a craft and knows where to place the body and arm to provide the most efficient throw. This is the autonomo us stage of learning where the individual may have to use a crow-hop throughout the throwing motion to hit the target successfully as mentioned above. Either way, the learner has the confidence to produce an effective motion that is near the maximum skill potential. You are teaching someone how to perform a motor skill, such as catching a ball, performing a squat or dribbling a ball (hand or foot). Using various motor learning principles answer the questions below. A. Identify and describe the skill with detail along with the characteristics of the learner. The learner is a ten-year-old little league baseball player who is left handed and not fully developed. The learner is unathletic, average height compared to teammates, and in healthy condition. The motor skill being taught is catching a baseball thrown directly at the body using a glove. B. Using effective instructional techniques (instructions, demonstrations, learning cues) outline the process in which each would be used to teach someone the skill that has been selected. To begin instructing the skill, a description of the skill is necessary. Step one is getting into an appropriate position to catch the ball. Before the ball is released from the hand of the individual throwing the ball to the learner, the right hand wearing the glove should be up with the same arm extended on an angle directly in front of the chest while assuming the ready position. Meanwhile, the left hand is next to the glove prepared to cover the glove after catching the ball using the palm and webbing area of the glove. The learning cue for the arm positioning to catch the baseball is to teach the ready position. Step two is keeping the eyes on the ball. As the ball approaches the glove, the learner is to maintain eye contact with the ball as it hits the spot of the glove and squeezes the thumb and fingers together to keep the ball in the glove which then turns into step three in the instructional process. The learning cue for this direction is squeeze. Meanwhile, the left hand i s covering the glove so the ball does not drop out of the glove. After the description of the skill, a demonstration of catching a ball was the final step before observing the learner attempt the skill of catching a baseball. C. Using the memory process, explain how the learning takes the information presented to them and puts it into memory. The memory process is made up of three distinct memory systems (Schmidt Wrisberg, 2008, p. 54). Memory plays an important role in movement patterns. With the appropriate amount of practice, any skill or movement pattern can be memorized (Schmidt Wrisberg, 2008, p. 54). Short-term sensory storage (STSS) is the initial phase of memory. In this phase, information is constantly being segmented in the brain and is only maintained as a stimulus for only a few hundred milliseconds (Schmidt Wrisberg, 2008, p. 54). The STSS phase processes these short bouts of information in such a simultaneous manner that learners use very little focus on the processing (Schmidt Wrisberg, 2008, p. 54). Once the information is processed in STSS, short-term memory (STM) assesses the processed information as it pertains to the skill being learned. In the STM phase, the pertinent information of the skill remains in the memory shortly while the irrelevant information does not get processed (Schmidt Wrisberg, 2008, p. 54). When practicing a skill such as catching a ball, every time the skill is experienced, information learned throughout each experience is only maintained if focus is on that information (Schmidt Wrisberg, 2008, p. 54). Since STM has a limited capacity, it is up to the learners to utilize this phase of memory as effectively and efficiently as possible while being instructed. In the third and final phase of the memory process, information is mostly stored much longer than the first two stages. Long-term memory (LTM) stores an endless amount of information from experiences for an excessive duration (Schmidt Wrisberg, 2008, p. 55). LTM has more control and effort to process information so that actions can be retrieved, modified, and performed continuously so those actions can be utilized for other skills no matter the difficulty (Schmidt Wrisberg, 2008, p. 56). D. While the learner is performing the skill, feedback is used for various things. Provide example feedback statements as well as what those statement address. Intrinsic feedback is the information that is sensed from produced movements either outside the body or within (Schmidt Wrisberg, 2008, p. 285). While learning the skill of catching a ball, examples of intrinsic feedback would be how hard the ball is, what the ball sounds like when hitting the glove, how much more does the glove need to open to catch the ball in the web space, or where does the arm need to move to catch an overthrown ball. Another form of feedback is extrinsic. Extrinsic feedback is information sensed by an outside source such as a coach, teacher, or another teammate (Schmidt Wrisberg, 2008, p. 286). Examples of extrinsic feedback would be comments from a coach such as, Great job keeping your eye on the ball, or Next time, move your entire body where the ball is going. Knowledge of performance is considered a type of extrinsic feedback (Schmidt Wrisberg, 2008, p. 289). This type of extrinsic feedback addresses the action. Something like you did not keep your eye o n the ball, is an example of knowledge of performance. Knowledge of results, on the other hand, is also extrinsic feedback but addresses the success of the skill rather than the action (Schmidt Wrisberg, 2008, p. 286). You didnt catch that ball using two hands, is an example of knowledge of results. References Schmidt, R. A., Wrisberg, C. A. (2008). Motor learning and performance: A situation-basedlearning approach. Champaign, IL: Human Kinetics.

Lord of the flies :: essays research papers

I am writing in response to the â€Å"spring cleaning† of Library that is coming up soon. I have heard that the English Department is currently deciding which videos they should keep in the library. For the videos of Lord of the Flies, I would prefer the school to keep the 1963 version instead of the 1990 version. The 1963 version of the Lord of the Flies would be a worthier choice for the Grade 11 students who study this novel. It follows the novel that William Golding wrote as opposed to the 1990 version which it emphasizes entertainment rather than the actual story. Furthermore, the 1990 version would confuse students who are currently studying this story. The director has appended in many scenes that were not in the book. At the same time, he has left out many important episodes that should have been portrayed onto the screen to facilitate Golding’s salient message to his audiences. Moreover, the additional scenes of the new version contribute to a contradiction that would tangle up the audience if they had read his work. For example, the boys on the island built the camp and shelter first instead of the fire. There was no voting section for the choosing of leaders in the first assembly. It has no choir members among the group of boys. The boys even ate lizards in this video and had story telling during the nights. There was also an existence of a man that has got hurt seriously that had been surviving with them all along. As for the 1963 version, the director had tried to follow the original theme of the novel itself. It started off how the novel did. It goes on with scenes that are much the same as the novel. For the characters, the 1990 version gave the audience some contrastive characteristics of them. In it, Jack was extremely evil and cruel. He cut his fingers, used his blood to paint his face and his hunters faces. As for Piggy, he has no asthma at all. He had been unusually kind and caring to the younger children as well, and also being the one who tells them stories. Ralph had also been particularly virtuous in the beginning of the movie. He had been exceptionally patient with the boys. As I have told you, the older version of Lord of the Flies depict the book version to a greater degree.

History of Computers: Microsoft Windows :: Computers Software Technology Essays

History of Computers: Microsoft Windows Every time I turn on my Dell computer the screen pops up that says loading Windows XP software. My roommate turns on her computer and it says the same thing, as with most people on my floor. Today this seems to be the trend with most computers no matter what brand of hardware. This was not always the case though, Windows software is actually a fairly new technology that has grown much over the years and continues to develop and change even today. I wouldn know where I would be without my Windows software, Word, Excel, PowerPoint, etc. This software is important in so many lives and companies today that it would be hard to imagine a time without it. Windows software was not always as popular as it is today. It took a lot of work to develop this complex software. Let start by taking a brief look back on the major software before Windows, to fully understand why Microsoft Windows gradually became a total hit. Before Microsoft Windows there was MS-DOS. MS-DOS was a highly complicated operating system that often frustrated its users and was difficult to learn. Interaction with the operating system was by command line interference. Every command had to be typed in exactly right and the system was case sensitive (Campbell-Kelly 264). If anything was incorrect in the command line, then the whole command had to be retyped (264). Not only did this prove to be frustrating, but once you got the hang of this type of command typing, you would go use another program and the command set would be totally different. There were not standard interference commands and therefore every company made theirs different (265). With the hope of inventing something better than MS-DOS, in 1985 Windows 1.0 was finally released after a preemptive marketing announcement three years earlier (Rojas 828). Windows 1.0 was not well received and was no where near the capabilities of the Macintosh software which offered clear graphics and fonts. Windows 1.0 still had many of the same type of problems encountered with MS-DOS (History of Microsoft Windows).

Analysis of the Twelfth Planet

The Myth of a 12th Planet: A Brief Analysis of Cylinder Seal VA 243 Michael S. Heiser Ph. D. candidate, Hebrew Bible and Ancient Semitic Languages University of Wisconsin-Madison Introduction Readers of Zecharia Sitchin’s books, particularly The 12th Planet, will recognize the above seal, VA 243 (so named because it is number 243 in the collection of the Vorderasiatische Museum in Berlin). This seal is the centerpiece of Sitchin’s theory that the Sumerians had advanced astronomical knowledge of the planetary bodies in our solar system.This knowledge was allegedly given to the Sumerians by extraterrestrials, whom Sitchin identifies as the Anunnaki gods of Sumero-Mesopotamian mythology. In the upper left-hand corner of the seal, Sitchin argues, one sees the sun surrounded by eleven globes. Since ancient peoples (including the Sumerians according to Sitchin) held the sun and moon to be â€Å"planets,† these eleven globes plus the sun add up to twelve planets. Of cou rse, since we now know of nine planets plus our sun and moon, part of Sitchin’s argument is that the Sumerians knew of an extra planet beyond Pluto.This extra planet is considered by Sitchin to be Nibiru, an astronomical body mentioned in Mesopotamian texts. Sitchin’s works detail his contention that Nibiru passes through our solar system every 3600 years, and so some believers in Sitchin’s theory contend that Nibiru will return soon. Some followers of Sitchin’s ideas also refer to Nibiru as â€Å"Planet X†. Is Sitchin correct – in whole or in part? Is Nibiru a 12th planet that will soon return? Does VA243 prove his thesis? Unfortunately for Sitchin and his followers, the answer to each of these questions is no. This paper will focus on the heart of his theory, VA243.Nibiru is the subject of another paper on my website. Method and Approach The study of cylinder seals is actually a very specialized sub-discipline within Sumerology and Assyrio logy. a It is possible to determine, through the efforts of cylinder seal specialists of the recent past and current experts, to decisively say that Sitchin’s interpretation of this seal is deeply flawed and lacks scholarly merit. In short, his theory is false and is unsupported by the seal itself. In the discussion that follows, I will demonstrate that VA243 in no way supports Sitchin’s ideas.My reasons / lines of argument for this are: 1) The inscription on the seal (left hand and right hand sides – which are not discussed by Sitchin) says nothing about planets or any element of astronomy. Rather than offering an independent translation, I will defer to authorities on Sumerian seal inscriptions in this regard to avoid any charge of bias. 2) The alleged â€Å"sun† symbol on the seal is not the sun. We know this because it does not conform to the consistent depiction of the sun in hundreds of other cylinder seals and examples of Sumero-Mesopotamian artwor k.I will describe the typical depiction (determined with certainty because it appears with texts about the sun god [Shamash Akkadian, known as Utu in Sumerian]) and provide image examples. Sources are provided for readers to check for themselves. The â€Å"sun† symbol is actually a star (which in Mesopotamian art could have six or, more commonly, eight points). Lest the modern reader retort that â€Å"well, the sun is a star,† I offer several images where the star symbol and the sun symbol (which again, is not that in VA243) are side-by-side and distinct from one another.The Sumerians and Mesopotamians distinguished the sun from stars by using different symbols – and associating each symbol with the sun god and other gods, respectively. There is simply no ancient Sumero-Akkadian evidence to support Sitchin’s identification. 3) If the â€Å"sun† is not the sun, then what are the dots? The dots are also stars, as is best illustrated by the Sumerian-M esopotamian depiction of the Pleaides (seven dots together with reasonable astronomical accuracy since they are visible to the naked eye). b The Pleaides are actually one of the most frequently depicted astronomical features in SumeroMesopotamian art.As Sitchin points out (and this is corroborated by actual scholars in the field – it’s common knowledge), stars were associated with or considered to be heavenly beings – gods. In Sumero-Mesopotamian artwork, a star represents either a god or an astronomical body. The same can be said of the sun – it can either reference the literal sun or the sun god. There are three possibilities as to what VA243 is depicting: (A) It is singling out a deity or special star and associating it with other stars in some sort of zodiacal representation. I don’t consider this likely because there are other far clearer representations of zodiacal constellations.Unless there are clear zodiacal connotations, a star was symbol ic of a deity, which brings us to the second option. (B) More probable is the idea that the central star stands for a deity that has some association with fertility (as in crops) since the inscription describes an offering made by a worshipper (who is named) to a seated god who is associated in the seal with fertile harvest. Since there are two other figures in the seal in addition to the seated god, and one is the offerer, the remaining figure is likely a deity also associated with the offering. In favor of this possibility are the â€Å"implements† aAn excellent general introduction is Dominique Collon, Cylinder Seals. I am not saying the star is depicted amid the Pleiades, only that the artistic depiction of the Pleiades provides an excellent example of â€Å"dots† = stars. The Pleiadean depiction is always seven dots/stars. b shown on the seal with respect to these two figures facing the seated god and the figure’s headdress. Also in its favor is the fact th at there are literally hundreds of such â€Å"offering seals,† and many have a star in upper proximity to the figures’ heads, signifying the figure is a deity (see the example). C) Since the star is surrounded by eleven other stars (dots), the artistic depiction could stand for the lead god of the Mesopotamian divine council and its other eleven (upper tier) members. Recall that (as Sitchin again points out) the Mesopotamian council had 12 members. I have noted before that the 12 member council isn’t always consistent in Mesopotamian religion (at times eight gods are considered the council), but 12 is the more prevalent number. This thesis is attractive, but I can’t say there is much to commend it over option B.The reader might be thinking at this point, â€Å"Well, isn’t the sun god the leader of the pantheon – so if this symbology points to the divine council the center symbol could still be the sun? † This would be an erroneous lin e of thought since in SumeroMesopotamian religion the sun god is NOT the high god; the high god is Anu (later, Marduk), not Shamash. These options are admittedly subjective, but one thing is certain – the â€Å"sun† symbol does not conform to the abundantly frequent symbol for the sun in SumeroMesopotamian art. We are not dealing with a depiction of the solar system.Astronomer Tom van Flandern pointed this out years ago anyway, since the sizes of the â€Å"planets† around the alleged sun do not conform to the correct sizes of the planets and there distances from the pseudo-sun are not depicted in such a way as to depict elliptical (or at least varying) orbits. The link to van Flandern’s critique is on my website. 4) There is not a single text in the entire corpus of Sumerian or Mesopotamian tablets in the world that tells us the Sumerians (or later inhabitants of Mesopotamia) knew there were more than five planets.This is quite a claim, but is demonstrabl e through the work of scholars who specialize in cuneiform astronomy. Below I list all the major works on cuneiform astronomy (catalogues of texts, dissertations / books) and invite readers to check them out of a library and look for themselves. Literally every cuneiform text that has any astronomical comment (even with respect to astrology and omens) has been translated, catalogued, indexed, and discussed in the available academic literature.The tablets are often quite detailed, even discussing mathematical calculations of the appearance of planetary bodies in the sky, on the horizon, and in relation to other stars. The field is by no means new, and is considerably developed. All of the above facets of the discussion are now offered in more detail with bibliography. I. The Inscriptions on VA 243 VA243 has three lines of text (â€Å"line 1† is actually repeated on both sides of the seal):The seal is transliterated (the Sumero-Akkadian signs in English letters) and translated in the principal publication of the Berlin Vorderasiatische Museum’s publication of its seal collection, Vorderasiatische Rollsiegel (â€Å"West Asian Cylinder Seals†; 1940) by Mesopotamian scholar Anton Moortgat on page 101. This book is in German, so I offer the German and an English translation: Line 1 = dub-si-ga â€Å"Dubsiga† [a personal name of an apparently powerful personc] Line 2 = ili-il-la-at â€Å"Ili-illat† [another personal name, this time of the seal’s owner] â€Å"dein Knecht† [German for â€Å"your servant†d] Line 3 = ir3-suSo the full (rather boring) inscription of VA243 reads: â€Å"Dubsiga, Ili-illat, your/his servant. † Nothing in the inscription suggests anything remotely to do with astronomy or planets. In an email correspondence with Dr. Rudi Mayr, whose dissertation was on cylinder seals, Dr. Mayr commented on the inscriptions and the seal [and I interject a few comments in blue]: â€Å"The seated fig ure is a god; the ‘flounced’ garment is normal for deities (though kings start wearing them a little later); deities also have the distinctive headdress. Most scholars call it a ‘horned’ headdress, but I’ve always thought it looked more like flames than horns.Ancient texts often refer to deities having a bright, shining, brilliant aspect [this is true across the ancient near east – witness the â€Å"shining one† terminology I discuss in The Facade and in several papers on my website]; they don’t mention horns . . . The introducing figure also has the ‘horns’ of divinity† [this is a strong contextual argument that the symbol – again, it’s not the â€Å"sun† – to the upper left of the introducing figure is a star. Precisely because they SHINE, stars were associated with deities. Shamash, the sun god, had his own symbol of the sun.See below for what it looked like]. c Personal email com munication on Dubsiga with Dr. Rudi Mayr, whose dissertation was on cylinder seals. Dr. Mayr is also the source of the comment on the second line, which conforms to typical cylinder seal patterns. d Dr. Mayr noted to me in an email that the third line might also read â€Å"his servant†, which was his preference. II. The â€Å"Sun† Symbol This is perhaps the biggest problem with Sitchin’s interpretation of VA243 signifying the solar system. Simply put, if the central symbol in his solar system isn’t the sun, the interpretation collapses completely.There’s actually a good deal of evidence to demonstrate decisively that Sitchin is wrong here. Toward offering that evidence, we’ll first introduce a few general comments on Sumero-Akkadian symbols and move to the specifics. A. General Comments Like all ancient religions, Sumero-Mesopotamian religion had a great concern with heavenly bodies that could be observed with the naked eye. In particular, t he sun, moon, and Venus were important focus points because of their ease of visibility, and each was artistically symbolized and stood for a deity.In Sumer-Mesopotamian religion, the sun god symbology was very clear: Sun god = Shamash (Utu in the Sumerian languagee) The symbol of the sun god in Sumero-Mesopotamian religion was a central circle with four extended â€Å"arms† with wavy lines in between each â€Å"arm† (most common), or a circle with only wavy lines. The entire symbol was itself nearly always [I don’t know any exceptions, but there may be one – just being cautious here] inside a circle, as below:f The reader should note immediately that this is NOT the symbol on VA243.VA 243’s â€Å"pseudo-sun† lacks the wavy lines and is not set inside a circle. This sun symbol is ubiquitous in Sumero-Mesopotamian religious artwork. The other common symbol for the sun god was the god in flight upon a set of wings (a depiction akin to the wing ed disc in Egyptian religion). e See Jeremy Black, Gods, Demons, and Symbols of Ancient Mesopotamia: An Illustrated Dictionary (University of Texas Press, in conjunction with the British Museum, 1992): 168. This is an excellent reference source. Dr. Black is a well known Sumerian scholar.He was formerly the Director of the British School of Archaeology in Iraq and is now university lecturer in Akkadian and Sumerian at Wolfson College, Oxford. f See above source, p. 168. The above classic solar disk iconography in Sumero-Mesopotamian religion is contrasted with the star symbol, used to symbolize either stars in constellations, any deity (the star is either over the deity’s head or above it to the left of right), or Ishtar (Sumerian Inana), who stood for Venus, the most visible object in the sky aside from the sun and moon:g Note that this example has eight points.This is the most frequently attested style in Sumero-Mesopotamian religious art. The star also is found with six (l ike VA 243) or seven points, and the points even vary within the same seal or stela carving. It wasn’t consistent in points, but what the symbol stood for was consistent – either a star, planet, or deity – but NOT the sun. The star symbol is either set within a circle or, far more often, not within a circle. It is clearly distinct from the sun symbol. How do I know that the symbol of VA 243 is a star and not the sun disk?Other than the obvious noted above – that VA 243 does not have the wavy lines between the â€Å"arms† of the symbol and is not set within a circle – Sumero-Mesopotamian religion often grouped the symbols for the sun god with that of the moon god (Akkadian = Sin; Sumerian = Nanna) and Ishtar (Sumerian = Inana). This isn’t surprising since they were so readily viewed. In short, they didn’t confuse the symbols and neither should we. This grouped threesome is very prevalent in Sumero-Mesopotamian art, and compels t he observation that the sun symbol and star symbol were distinguished from each other:Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, Tafel 11, Zweite Gruppe, stela â€Å"a† = The Babylonian Kudurru Reliefs, Plate 11, 2nd Group, stela â€Å"a†. Note the wavy lines and encircled sun symbol on the right. Ursula Seidl, Die Babylonischen Kudurru Reliefs, Tafel 19, Vierte Gruppe, stela â€Å"b† = The Babylonian Kudurru Reliefs, Plate 19, 4th Group, relief â€Å"b†. Note the wavy lines and encircled sun symbol on the lower right. g See Black, 143. The symbols for sun and star/planet are also distinguished clearly in zodiacal artwork from Mesopotamia:The sun symbol (Left) and star symbol (Right) are next to each other under the snake (Draco). Note the wavy lines of the sun symbol Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, p. 47 = The Babylonian Kudurru Reliefs, p. 47 Here is a close-up of the sun (L) and star (R) symbol above. Note that th e star in this case has eight points: A second zodiac example: The sun symbol (center) and star symbol (R of center) are next to each other under the snake’s tail. Note the wavy lines of the sun symbol Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, p. 0 = The Babylonian Kudurru Reliefs, p. 60 In the above example, note that: (1) the star has seven points, and (b) the stars below it have six points. Note also that these smaller stars also LACK points – they are just dots. This seven dot/circle arrangement is one of the most common motifs in Mesopotamian art, and denote the Pleiades. The point here is that dots = stars in Mesopotamian art when in an astronomical context (or a context where a deity is identified with a star). This is important for our consideration of VA 243. Again, here is a close-up: A third zodiac example:Note that the star symbol here has six points as does the VA 243 star. Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, p. 23 = The Babylonian Kudurru Reliefs, p. 23 Some commentary on this last example is in order. The previous two examples clearly are in zodiac context, as is this one. Those previous two examples clearly have the sun symbol drawn in a manner consistent with expected Sumero-Mesopotamian features (wavy lines, encircled) that unmistakably distinguishes the sun from the star symbol. The star symbol signifies the same astronomical body in each case, yet the number of points varies.This means that the number of points is unimportant for identifying the star symbol as a STAR or planet, NOT the sun. Hence one cannot say, â€Å"well the star symbol usually has eight points, and the Sitchin seal has six, therefore it’s not a star but the sun. † This is erroneous because these examples demonstrate clearly that a star symbol can have 6, 7, or 8 pts. , and LACKS wavy lines. The symbol on Sitchin’s VA 243 is NOT the sun. It is a star, and thus denotes a star, a god, or a single planet. This isn’t my opinion, it’s the Sumero-Mesopotamian art convention.Let’s move on to some cylinder seal examples of star symbols. As noted above, the star was designed to signify a deity or literal star or planet. Here’s an example of a cylinder seal with Ishtar signaled as the deity by a star: Source: Henri Frankfort, Cylinder Seals: A Documentary Essay on the Art and Religion of the Ancient Near East (London: MacMillan and Co. , 1939): Plate XXVI-seal L In this example, the obvious star symbol has eight points, and is very similar in design to the star symbol of VA 243. We know it’s a star and not the sun because the goddess depicted is Ishtar. Another star symbol of very similar design to VA 243 is shown below:i The upper left-hand side of this seal contains the winged sun disk above the head of what scholars refer to as a â€Å"scorpion man† (note his tail). Just to the right of the winged disk is our star symbol. This time the star has seven points, and is quite similar to VA 243. Note as well h See the discussion in Frankfort (pp. 177-178, 236, 254) and Black, p. 168. See also the magisterial survey: E. Douglas van Buren, Symbols of the Gods in Mesopotamian Art, Analecta Orientalia 23 (Pontificum Institutum Biblicum, 1945): 8485. Frankfort, Plate XXXIII – seal b. the far upper right corner – the seven stars grouped together are the Pleiades (to which we will return in our discussion). Below are several examples of seals with six pointed stars: (Frankfort, Plate XXXIII – seal d): Comments: Note the six-pointed stars in the upper left and upper right corners. In both cases, note the presence of accompanying â€Å"dots† in groups of seven – again, the Pleiades (the â€Å"extra dot† over the head of the smaller standing figure denotes a deity as it is a star).The seven dots = the seven stars of the Pleiades (the dots were interchangeable with pointed stars to denote stars). A s E. Douglas van Buren, an expert on Sumerian and Mesopotamian art comments: â€Å"In the earliest representations of the 7 dots as yet known it can be seen that . . . they formed a ring or rosette around a central dot . . . [From] the early Babylonian period onwards it is increasingly common to find the 7 dots arranged like stars in the constellation of the Pleiades, and in the last quarter of the second millennium the dots are shaped for the first time as stars. j This observation is important because it demonstrates that the â€Å"pointed star + Pleiades† pattern does not require a certain number of points on the stars. Recall that the same situation was true with the zodiac – it does not matter how many points a star symbol has – it’s a star, not the sun. Another example: j E. Douglas van Buren, â€Å"The Seven Dots in Mesopotamian Art and Their Meaning,† Archiv fur Orientforschung XIII (1941): 277; see also E. Douglas van Buren, Symbols of th e Gods in Mesopotamian Art, 74ff. and E.Douglas van Buren, â€Å"The Rosette in Mesopotamian Art,† Zeitschrift fur Assyriologie and vorderasiatische Archaeologie, new series, vol. 11 (1939, vol. 45 from old series): 104ff. (Frankfort, Plate XXXV – seal h): In this seal the star has six points surrounding a central dot. Note again the Pleiades symbol (see below under the next point on the â€Å"dots† in VA 243). Before leaving the discussion of the star symbol, take note of the close similarity in style between the star on VA 243 that Sitchin says is the sun and the star symbols we have noted above: Frankfort XXXIII-b VA 243Ishtar star Now compare these with the actual sun symbol: III. The Surrounding â€Å"Dots† As I asked in the introduction to this paper, if Sitchin’s â€Å"sun† is not a sun, then what are the dots? The most apparent answer, based on the examples above, is that they too are stars. We have already seen that dots were used t o depict the stars of the Pleiades, and showed that the seven dots = the seven star symbols elsewhere used for the same constellation. We also saw above in the seal of Frankfort Plate XXXIII-d that a single pointed star can be associated with dots which are also stars.It is almost that the â€Å"star + seven dots† symbology is saying, â€Å"constellation = Pleiades. † There is therefore abundant precedent for asserting that these dots in VA243 are stars. It could be that this seal is â€Å"saying†: â€Å"Constellation = the one with 11 stars†. Since I don’t know astronomy well, I’ll let the reader ponder that one. The introduction also noted that the symbology of the seal could just point to a deity and perhaps the divine council. Enough said on that. IV. On Sumerian or Mesopotamian Astronomical KnowledgeIn this regard I offer the reader an opportunity to challenge my assertion above (and I am just quoting specialists in cuneiform astronomic al tablets) that there is not a single text in the entire corpus of Sumerian or Mesopotamian tablets in the world that says the Sumerians or Mesopotamians knew of more than five planets. Below are bibliographical references that anyone can access (the scholarly, dissertation level materials that one needs some knowledge of semitic languages and/or cuneiform, as well as a background in mathematics or astronomy, to really use are noted in their own category).In my paper on Nibiru (available on my website), I’ll briefly go into what the Sumerians and Mesopotamians knew about the planets. For now, though, giving the reader these sources will suffice. General Sources: Francesca Rochberg, â€Å"Astronomy and Calendars in Ancient Mesopotamia,† Civilizations of the Ancient Near East, vol. III, pp. 1925-1940 (ed. , Jack Sasson, 2000) Bartel L. van der Waerden, Science Awakening, vol. 2: The Birth of Astronomy (1974) Technical but Still Readable Wayne Horowitz, Mesopotamian Cosm ic Geography (1998) N. M.Swerdlow, Ancient Astronomy and Celestial Divination (2000) Scholarly (Technical) Resources: Otto Neugebauer, The Exact Sciences in Antiquity (1953) Otto Neugebauer, Astronomical Cuneiform Texts (1955) Erica Reiner and David Pingree, Enuma Elish Enlil Tablet 63, The Venus Tablet of Ammisaduqa (1975) Hermann Hunger and David Pingree, MUL. APIN: An Astronomical Compendium in Cuneiform (1989) Hermann Hunger and David Pingree, Astral Sciences in Mesopotamia (1999) N. Swerdlow, The Babylonian Theory of the Planets (1998) David Brown, Mesopotamian Planetary Astronomy-Astrology (2000)

Effects of the use of web-based tools in Blended Learning Essay

Technology has made a deep impact on all aspects of human lives ranging from communication to learning and enhancing individual performance. The conventional classroom is slowly being replaced by computer based training and online learning environments that has penetrated remote corners of the globe via the Internet. The use of information and communication technologies in education has transformed traditional methods of learning and teaching practices. The personalized learning environment offered by the online medium has great potentials and can influence the learning process to a considerable extent. Technology has been a great enabler of transforming and re-defining the way a system operates and the wide variety of applications that it can support. Many web based learning environments use innovative technologies that have revolutionized the learning process over the past few years. Distance learning through the use of collaborative tools and technologies available has made significant breakthroughs in the field of learning. In the past few decades a number of tools and technologies have emerged that has enabled the users to adopt distance learning courses and training departments are using it to provide cost effective means of implementing learning and development programs for their employees spread across the globe. The online learning environment is supported by various types of tools that provide high level of interactivity and collaborative features enabling participants to exchange messages, files, videos and presentations. This kind of technology is increasingly being used in a wide range of applications ranging from facilitating electronic discussion between students to enabling distance learning programs through web conferencing. The revolution in communication and information technology has had a profound effect on the teaching and learning process. The change is visible in developing learning communities online. Most of the countries and even developing economies are stressing on the use of computers as an instructional medium. E learning encompasses a wide variety of tools and technologies that can be used to stimulate the learning process in an individual. With the help of this technology a variety of online learning services are made available ranging from online searches, tutorials, college courses, and professional courses to professional training and individual development programs. The E learning model adopts high level of audio and video interaction integrated with graphics and animation tool to present the learning module in an attractive format. Educational institutions and business organizations are increasingly adopting the e learning model for learning and training purposes. E learning is being increasingly used as a solution for delivering online learning regardless of physical locations or time constraints. The whole world has become an increasingly connected global community that can share ideas and exchange information through the Internet. More people across the globe are turning towards the latest technology gadgets that have made communication channels smoother and faster. It has proved to be a big resource for individuals who would like to learn a new skill or train themselves in new fields while pursuing their current employment. Hence, E learning field has provided new and better learning opportunities extending its reach beyond university campus and corporate learning centres. Blended learning – an overview Blended learning has been described as a â€Å"phrase introduced by the distance learning community in recognizing the value of synchronous learning activities, like face to face interactions with instructors and collaborative work with peers, as complements to activities performed asynchronously by individual learners† (Howard et al. , 2006). The blended learning system includes both web based learning and traditional classroom learning environment. The web based learning system provides the students with self paced learning modules that they can pursue at leisure and convenience depending on their learning capacity. This learning environment also provides E learning tools that enable live discussions and online learning programs. The conventional classroom settings are used to clarify doubts and queries regarding the course content and student progress. An effective learning environment facilitates interaction between the learners that increases the scope to exchange ideas and opinions, share experiences and assess their level of understanding on the subject matter. A classroom environment provides this kind of face to face interaction enabling the students sharing the same learning goals to coordinate with each other, communicate their ideas and information. Jonassen (1988) has stated in his works that the effectiveness of any learning environment is based on the types and levels of cognitive and metacognitive activity engendered in the learners. It is widely accepted that learning is enhanced in instructional settings where students are engaged in processing personally relevant content and are reflective during the learning process. Learners that participate in active learning activities find learning a more pleasurable and increasingly effective than engaging in monotonous lecture sessions. Online learning provides the learners with the scope to explore the topics and study related theories that increase their level of understanding. The key ingredient to a successful computer based learning application is its ability to interact with the student and direct the flow of learning in accordance with the student capability. The visibility and presentation of information through attention grabbing graphics and multimedia tool make this a more effective learning platform. Once the attention of the student is on the learning tool the application needs to stimulate the learner’s curiosity that in turn leads to search for answers and in-depth study of the learning module. The most effective teaching method involves a high level of interaction between the teacher and the student. A dedicated teacher is one who understands the student’s learning capacity and his shortcomings and guides him through with effective feedback. A two-way communication between the teacher and the student is very effective in the learning process. Computer based learning applications are continually striving to achieve the human to human interactivity level and have been quite successful in this venture with the aid of multimedia based technologies. Blended learning combines the positive aspects of both conventional classroom learning and online learning to provide an enriching learning experience to the students. Web-based tools There are wide varieties of computer-mediated communications technologies that enable manage and support E learning. These tools have facilitated extensive collaboration and communication protocols providing an enriched learning environment. Some of these tools are email, chat, video conferencing, web conferencing, newsgroup, blogs, forums, virtual classrooms, and message boards. Synchronous and Asynchronous tools â€Å"E learning is commonly referred to the international use of networked information and communications technology in teaching and learning. It refers to educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities† (Naidu, 2006). Both synchronous and asynchronous tools can be used effectively to communicate, exchange and form ideas and information on a specific subject matter. Synchronous E learning is live, real time facilitated instruction, and learning oriented interaction that enables learners to use electronic means to collaborate and participate in live forums. The root of synchronous E learning has been derived from three main influences: the classroom, the media, and the conference. The virtual classroom uses highly interactive forms of synchronous E learning tools to simulate a conventional classroom environment. White-board, discussion rooms, and break out areas are some of the concepts used to enhance interactivity between learners in a virtual classroom. Naidu (2006) also observes that most of the applications are built around the synchronous learning model that makes use of tools like virtual learning environment, rapid E learning, web casting, web conferencing, video conferencing, webinars, live E learning, and e conferencing. These synchronous E learning tools help in connecting dispersed learners, facilitating real time interaction and collaboration, fostering a sense of immediacy and co-presence, developing a learning community, and enabling access to subject matter expert resources. This kind of learning environment rules out gender and personality dominance that tends to overpower in a traditional classroom setting. It encourages learners towards better teamwork, collaboration skills, strong motivation and extended peer support (Naidu, 2006). Asynchronous tools like emails, electronic forums, online discussions, blogs, provide a platform for students and teachers to discuss ideas and opinions on a specific topic. This form of E learning is â€Å"commonly facilitated by media such as email and discussion boards, supports work relations among learners with teachers, even when participants cannot be online at the same time† (Hrastinski, 2008). This provides a form of flexibility to the learners since they can access learning materials and information any time according to their convenience. The learners can log on to an E learning environment and access training materials, receive and send messages to peers and tutors. In higher education, learners can pursue online courses while taking care of other commitments. Asynchronous E learning tools have the advantage of enabling users to access information and pursue their subject matter with greater degree of concentration allowing the mind to process the information at leisure. However, it also has some significant drawbacks that include greater learner discipline since the learner has to take initiatives to login and make use of the information and tasks involved in learning process. This kind of learning process is more impersonal and isolated as compared to synchronous learning tools that enable live interaction (Ashley, 2003).

Publish a leaflet disseminating information on a particular disability Essay

Publish a leaflet disseminating information on a particular disability or syndrome - Essay Example xpectancy has been raised from 25 to 60 and scientists are hopeful they will be able to improve, correct or prevent numerous Down Syndrome symptoms in the future. Down Syndrome doesn’t mean the end of happiness or a normal life for you or your child, it just means you’re going to have to put in a little more effort and you may need to loosen those dreams of Ivy League colleges – not rule them out, just consider them a little further out of reach. â€Å"Because of the range of ability in children with Down syndrome, it is important for families and all members of the schools education team to place few limitations on potential capabilities †¦ Improved public acceptance of persons with disabilities along with increased opportunities for adults with disabilities to live and work independently in the community, have expanded goals for individuals with Down syndrome† (Health News Flash,

Speaker responce Essay Example | Topics and Well Written Essays - 500 words - 1

Speaker responce - Essay Example Some choice of words does not make particular insight particularly for the goods. Example the insight can be about milk and related foods on particular chosen goods. This can real be challenging in that the milk is of particularly used by all the consumers of that good hence this choice may lead to lose of customers. The mention of milk may actually change a particular behavior of the consumer simply because of the natural dislike of the milk by the individual due to social background and believes (Johanna 26). Time is also an important factor on a particular presentation. Time here refers to the period that the product is presented to the potential customers. This actually depends on the demand not necessarily considering the supply chain of the product. Presenting a highly demanded good in the market does not necessarily mean the quality of the product is not up to date but simply means that the product is not required due to the fall in demand due to factors such as climatic change, change of population and probably the time factor that is the actual determinant (Johanna 21). In a presentation, the audience needs to be understood properly. The audience will choose to listen to the presentation depending on the relevance of the topic being presented to them via the speaker. Lack of proper choice of the topic will make the audience get bored and hence the aim and the objective of the theme may not be met. This can be termed as waste of time and resources on that particular presentation (Johanna 20). Insight is actually a broad term that refers to a penetrating observation of consumer behaviour that can be used to determine the growth and development on the insightful meaning of product or service being rendered to the person. The minutes spend talking on the negative insight means loss of energy that could be used to do a more benefiting task that the particular one that has been already done (Johanna 61). A presentation does not require