A Range Of Artists And Their Works - 2006 Words

â€Å"Artists who innovate and challenge existing conventions have an effect on the artworld as profound as an earthquake- they change the shape as of the art landscape†. Evaluate this statement with reference to a range of artists and their works. An earthquake is a ground shaking movement initiated by a sudden movement of rock in the Earth’s crust. These movements occur along faults, which are thin zones of crushed rock dividing blocks of crust. They are caused by stress that builds up over time as blocks of crust attempt to move but are held in place by friction along a fault. When the pressure to move becomes stronger than the friction holding them together, adjoining blocks of crust can abruptly slip, rupturing the fault. The energy†¦show more content†¦Pursuing an alternative to expressing objects in paint, Duchamp began displaying mass-produced, commercially available, quotidian objects he referred to as â€Å"ready-mades†. Duchamp set out to shock and disrupt the art landscape with his subversive and radical approach to art. The precedent Duchamp set, had a profound impact on the art world, without that precedent, artist such as Warhol, Jasper Johns, Pollock, Rauschenberg and Ai Weiwei could not a nd would not exist. Artist such as Robert Rauschenberg and Ai Weiwei have recognized Marcel Duchamp as influence significantly their art making practice. Marcel Duchamp (1887 –1968) was a French-American painter, and sculptor whose work is associated with Dadaism and conceptual art. The Dada movement had an immense impact on the art landscape and was a vehicle in allowed for the development of subsequent art movements. Dada was the initiation of contesting and countering of traditional art conventions, in many ways, â€Å"anti-art†. It was more a perception of the world, rather then a distinct style, with the aim being to provoke, stimulate and involve the audience. Regarded as the â€Å"Farther of Post-Modernism†, Duchamp’s Ready-mades broke boundaries in defining what art was in terms of material practice and looking at the structural framework and looked at the ideas of conceptualism. Duchamp’s ready-mades questioned centuries of

Inidivial Reflection Statement Free Essays

Individual Reflection Statement In analyzing my work, I feel that this project compelled me to find what legal dimensions on sewage treatment is from different consideration, subsequently building on my imaginative capacity as well as my practical knowledge. Therefore I feel we have gained and developed many skills in terms of our own personal creativity and development in Engineering Society. An interesting proposition brought forth by this context presentation was Sewage Treatment and Human. We will write a custom essay sample on Inidivial Reflection Statement or any similar topic only for you Order Now After presenting eight dimensions of sewage treatment around the world, the group was able to show that engineers’ views on traditions, laws, and cultures are highly subjective. The domain of societal interests in order to reflect that group mates uses the information and case to expose what are the professional responsibility in engineering to force us to look at Engineering Design and their practices  of case study about such things as water treatment, regulation, relocation on rock cavern, and the like. I feel this possible responsibility is further supported by how group mates understand the dimension in the case study. They seems like a helpful, sensitive individual. They force the audience to sympathies with those affected by the their devastating effects in pollution. Furthermore they makes relatable data of economical and environment dimensions in that they pulls me out of a old culture and has me enter the culture of the new society along with them, making for culture shock for both regulation and audience. Overall, what we discovered from this project is the importance of an Engineering Society. they made me learn more the relationship between sewage treatment and human. And, I also need to fully consider dimensions before we actually make the PowerPoint, as otherwise I get lost and lose the working time. Finally, reflecting on the positive and negative aspects of our project will, I believe, really help me improve myself for The Role of  Engineering  in  Society. How to cite Inidivial Reflection Statement, Papers

Human Resource Management Southen Food

Question: Discuss about the Human Resource Management Southen Food. Answer: Introduction The report provides a critical analysis about the Human Resource Issues at Southern Foods Limited (SFL). The company in order to strengthen the overall production has to increase the overall production. In order to make sure the steadiness and excellence the company needs to impose firm standards on both the employee behaviors and production process. Due to the demanding and unstable relationship between customer and supplier the company needs to keep costs down and to reduce the staff to the minimum. The report provide with suggestions to meet out the contingencies caused due to imbalance in between the production unit and Human Resource Practices. Situational analysis As per the current scenario the board of directors has figured out a method to increase the production instead of a purchase of machinery. They have decided to operate for 24 hours a day. According to them one of the three machines should be dedicated to promotional relishes. The purpose is to improve the overall production and to improve efficiency in labor costs. Comprehensive and critical review Running a unit for 24 hours will create a burden on the employees. Management has asked to eliminate the slow production. Moreover the case study reflects that the management doesnt want to hire more than 6 labors to cover up the additional requirements. In case if the whole process of Unit B is closed the employees will shift to the previous structure. Key HR issues Excess burden on the employees due to 24 hours of shift. The productivity of employees will be hampered due to current proposal(Storey,2007). Training and development of employees is a problem in order to develop skills. Health and safety regarding the new process is questionable. Recruitment of fewer employees against the required (Boxall Purcell, 2011). Employees retrenchment Reduction in the cost per case and increasing the output per head (Noe,Hollenbeck, Gerhart Wright,2007). Employees queries are not addressed properly Issues in respect of employee relations and training The staff dedicated to the Unit B is considered to be the most efficient in thr whole unit. This is due to the specialized nature of training and development which has increased the burden on the company. Recommendations To discuss the current issue with the employees in order to meet the requirements. They should hire part time employees in order to meet needs. To provide employees with efficient training and development. To create awareness among employees about the whole process. Need to restrict employees retrenchment in order to hold their faith. Focus need to be paid on employees and industrial productivity (Bratton Gold, 2012). Effectual implementation of policies in mutual concern. Management need to find an effective policy to meet the purpose. Conclusion The report examines the human resource issue undergone by the company Southern Foods Limited (SFL) due to significant change in the Human Resource policies. The report describes the key human resource issues in the organization. Recommendation regarding the current issue is given in the report to ascertain the effectual remedies. References Storey, J. (2007).Human resource management: A critical text. Cengage Learning EMEA. Boxall, P., Purcell, J. (2011).Strategy and human resource management. Palgrave Macmillan. Noe, R. A., Hollenbeck, J. R., Gerhart, B., Wright, P. M. (2007).Fundamentals of human resource management. Boston, MA: McGraw-Hill/Irwin. Bratton, J., Gold, J. (2012).Human resource management: theory and practice. Palgrave Macmillan.

Phoolan Devi free essay sample

Phoolan Devi the Bandit Queen of India By Anthony Bruno Another St. Valentines Day Massacre On February 14, 1981, 18-year-old Phoolan Devi had only one thing on her mind: revenge. Waiting outside the remote village of Behmai on the Yamuna River in northern India, a band of about 20 dacoits (bandits) waited for her instructions. The dacoits were from three different gangs, but their goal was the same: to hunt down the treacherous Ram brothers, Sri Ram Singh and Lala Ram Singh. Sri Ram was a vicious gang leader who had spent time in prison. He was the focus of Phoolan Devi’s lust for justice because he had murdered her lover, Vikram Mallah, as she slept by his side. Phoolan Devi wearing bandit gear Slight in build but strong and agile, Phoolan wore a military-style khaki jacket, denim jeans, and zippered boots. Her dark, straight hair was cut short, ending at her neck. We will write a custom essay sample on Phoolan Devi or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By some accounts, she was wearing lipstick and red nail polish. A wide red bandana—the symbol of vengeance— was tied around her head, covering her hairline and brows. She carried a Sten rifle and a bandolier across her chest. While she mourned for her lover, she did not want to be treated as a woman. She wanted her comrades to think of her as a man because she wanted the kind of revenge only a man could achieve in India’s caste-bound society. She had told them to call her â€Å"Phool,† the masculine version of her given name. She and her band of dacoits had spent the night in the nearby hamlet of Ingwi. As morning broke, Phoolan, her close lieutenant Man Singh, and Baba Mustakim, a fellow dacoit leader, planned their attack on Behmai. Most of Behmai’s population was thakurs, the land-owning caste and the second highest in the Indian system. Sri Ram was a thakur, and though he had once been allied with Phoolan and Vikram, he had always looked down upon them because they were mullahs, the fishermen’s’ caste and one of the lowest. Though just a teenager, Phoolan Devi had been victimized by the caste system her entire life, treated as either a servant or a sex object. Because she was so outspoken in her objections to the men who oppressed her, she had been frequently beaten, bound, imprisoned, and raped. A dacoit gang had kidnapped her from her village, but she soon became one of them, showing that she could be as ruthless and bloodthirsty as any man. But unlike the other bandits who infested the northern states of India, Phoolan Devi did not steal for her own enrichment. Like Robin Hood, she stole from the rich and gave to the poor, particularly poor women. Her inspirations were the Durga, the Hindu goddess of shakti, strength and power, and Mohandas K. Gandhi, the Indian statesman and humanitarian who had fought for equality among all people. Dacoit gangs have a long history of preying on travelers and looting villages in the northern states of Madhya Pradesh and Uttar Pradesh, which borders on Nepal. The region is characterized by its wild and rugged landscapes—mountains, maze-like ravines, desolate valleys, and uncharted jungles. To this day, buses travel in armed caravans to fight off likely raids. Some believe that the bandits who thrive in these states have been driven to criminality by extreme poverty and the inability to overcome the strictures of the caste system. Others believe that they are just the dregs of society, criminals by nature that, like the Mafia, has learned the benefits of organization. But Phoolan Devi was unique. She was an idealist who sought to right the wrongs of society. She was also a passionate woman who had never known love or respect until she met Vikram Mallah. She swore never to rest until she avenged his murder. Now, after months of searching for Sri Lam, she had finally found him. One of her men had learned that he was hiding out in Behmai, and she was determined to capture him there. She and the other bandit leaders decided to split their force into three units. One would take the direct path to the village and attack head-on while the other two would lie in wait on the flanks. When the villagers fled from the frontal attack, the flanking units would intercept them and isolate the Ram brothers. Sri Ram, after all, would not be hard to spot, Phoolan reasoned. He had distinctive red hair, a red beard, and bloodshot red eyes. To her he was the devil incarnate. The Neem Tree Phoolan Devis father Devidin Phoolan Devi was born in the village of Gorha Ka Purwa in Uttar Pradesh, the second child in a family of four sisters and a younger brother. Her father, Devidin, worked as a sharecropper and was considered cursed for having had so many daughters. Although they were very poor, Phoolan’s family was not the poorest in the village because her father owned about an acre of land and the huge Neem tree that grew on it. A Neem tree In her autobiography, I, Phoolan Devi, she recalls that the Neem tree’s trunk was so large, she and two of her sisters together could barely encircle it with their arms. The valuable timber that could be derived from the tree was, in effect, the family’s nest egg. Phoolan came to love that tree for its beauty and majesty and would often rest under its shade. Phoolans cousin Mayadin Her father should have been richer, but his crafty older brother Bihari had seized his inheritance of 15 acres with the empty promise that he would care for Devidin and his family. When Bihari died, his estate was left to his oldest son, Phoolan’s cousin Mayadin. Though just a child at the time, Phoolan distrusted Mayadin. â€Å"He had the face of a lizard: a flat nose with big wide nostrils and lying eyes,† she wrote. After his father’s funeral, Mayadin went to his uncle Devidin and told him that he was now the elder of the family and would be accorded all the respect that position deserved. But it wasn’t long before Mayadin showed his true colors. While Phoolan’s parents were away for a night, Mayadin sent a crew of workers to cut down Devidin’s prized Neem tree and sell the wood, taking the proceeds for himself. When Devidin returned to find his tree gone, he did not protest. After living so many years under his brother’s subjugation, he knew the futility of trying to fight back. Phoolan was stunned and appalled by her father’s passivity. In Indian society, a woman would never dare challenge a man, no matter how offensive his behavior, but Phoolan Devi was fearless, headstrong, and provocative. Though only ten years old, she already had a reputation for promiscuity and was known to bathe naked in the river in broad daylight, unconcerned with who might be watching. She confronted her cousin and demanded that he compensate her father for the Neem tree. He tried to ignore her, but she taunted him in public, called him a thief, and staged a sit-in on his land with her older sister. Mayadin finally lost his patience and struck the impertinent girl with a brick, knocking her out cold. The beating did not silence her. She continued to harangue Mayadin, demanding justice. To get rid of the little nuisance, Mayadin arranged to have her married to a man named Putti Lal who lived several hundred miles away. Putti Lal was in his thirties; Phoolan was eleven. Her reputation for promiscuity was totally unfounded, and after she was married, she had no idea what was expected of a wife. Fearing his â€Å"snake,† as she called his penis, she refused to have sex with him. Since he already had another wife, he accepted Phoolan’s refusal and relegated her to household labor. She was so miserable she ran away from her husband’s house and walked home. When she arrived in her village, her family was horrified. A wife simply did not abandon her husband, they believed. It was unheard of. Phoolan’s mother, Moola, was so ashamed, she told her daughter to go to the well and jump in to kill herself. Phoolan was so confused and distraught she contemplated it. In time, Phoolan recovered her sense of self and rejected her family’s condemnations. She continued to challenge Mayadin, taking him to court for unlawfully holding land that should have been her father’s. In court she seldom contained her emotions, and her dramatic outbursts often left the courtroom stunned. In 1979 Mayadin accused Phoolan of stealing from his house. She denied the accusation, but the police arrested her anyway. While in custody, she was beaten and raped repeatedly, then left to rot in a rat-infested cell. She knew that her cousin was behind this injustice. The experience broke her body but ignited her hatred for men who routinely denigrated women. In July of that year a gang of dacoits led by a notorious bandit leader named Babu Gujar set up camp outside Phoolan’s village. The people of the village naturally feared for their lives and their property. Babu Gujar was apparently told of Phoolan Devi’s stubborn impertinence because he sent her a letter in which he threatened to kidnap her or cut off her nose, a traditional punishment for women who got out of line. What happened next is the matter of some debate. Phoolan herself has given conflicting accounts of the event. The dacoits took her from her village and brought her into the rugged ravines. As Mary Anne Weaver writes in her article â€Å"India’s Bandit Queen,† â€Å"Perhaps she had indeed been kidnapped. Perhaps Mayadin had paid the dacoits to take her away. Perhaps she was trying to protect her young brother, whom she adored. Or perhaps she simply walked away † She was brought to Babu Gujar who â€Å"brutalized† her for seventy-two hours. Gujar’s lieutenant, Vikram Mallah, could no longer stand the young girl’s torment, so he shot and killed the dacoit leader. Tall and unusually thin with a pale complexion and long black hair, Vikram Mallah admired Phoolan since he first set eyes on her. In her autobiography she recounts her feelings about her rescuer: â€Å"I felt strange—happy but still frightened. A man had touched me softly, he had stroked my hair and touched my cheeks I felt I could trust him, something I had never felt about a stranger or a man before. Gradually I stopped sobbing, and my tears dried. If I stayed with him, perhaps I would be happy: no more beatings, no more pain, no more humiliation. † Bonnie Clyde Vikram took over as leader of the gang, and he and Phoolan became lovers. The killing of Babu Gujar was considered shocking because Vikram belonged to a lower caste than Gujar. It wasn’t long before Vikram and Phoolan were as notorious as Bonnie and Clyde. According to Weaver, Phoolan was so enthralled with her new life with Vikram, she had a rubber stamp made that she used on all her letters. It identified her as â€Å"Phoolan Devi, dacoit beauty; beloved of Vikram Mallah, Emperor of Dacoits. † Back from Heaven Vikram was Phoolan’s mentor in the ways of the dacoits. She learned how to use a rifle and started carrying one wherever she went. She dressed in the khaki, pseudo-police uniform that the bandits favored, and for once in her life, her bold and fearless behavior was valued as Vikram showed her how to kill, steal, and kidnap for profit. Traveling an 8,000 square-mile area of jungles, ravines, and sandy ridges, their gang raided upper-caste villages and looted trains and bus convoys. Statue of the goddess Durga Phoolan, however, was not in it solely for the money. She saw banditry as a way to correct social inequality by toppling the oppressors and redistributing their wealth. Like a pair of later-day Robin Hoods, she and Vikram gave away much of their ill-gotten gains to the poor. She was motivated by the spirit of the goddess Durga, and before and after every raid she would find a temple and pray to Durga for strength and success. Their life together was a romantic dream filled with adventure, derring-do and tender intimacy, not unlike the extravagant, popular, Indian films Phoolan came to love. Vikram took her to her first movie, and she instantly became enraptured with the spectacle and splendor—as well as the bombast—of â€Å"Bollywood† cinema. Vikram bought her a cassette recorder, and she cherished listening to the soundtracks from her favorite films. But like Bonnie and Clyde their run didn’t last forever. While the law finally ambushed the American bank-robber couple, Phoolan and Vikram were undone by one of their own. Vikram’s â€Å"guru† in crime was Sri Ram, an older bandit who had run with Babu Gujar until his arrest. Vikram had spent time in prison with Sri Ram and was an eager pupil. Vikram’s sentence was shorter than Sri Ram’s, so when he got out, he scraped together 80,000 rupees to bail out Sri and his brother Lala Ram. After Sri was released, Vikram invited him to join his gang, telling his men that Sri would now be their leader. But many of Vikram’s bandits were leery of the change in administration. Sri Ram was a high-caste thakur while most of them were from lower castes. Suspicion and mistrust were inevitable, and Phoolan shared these feelings. Though the gang stayed together, they split into two factions: Vikram’s men and Sri Ram’s men. Some time after Sri Ram’s return, Phoolan and Vikram were invited to a wedding in a remote village. The poor frequently invited them to wedding ceremonies, and Phoolan would often give money to impoverished parents who did not have proper dowries. On this occasion, Phoolan, Vikram, and their men were preparing to hike to the village. At the last minute the Ram brothers and their men decided to join them. They set off after dark, marching by torch light. Along the way they stopped at the edge of field where a man was selling melons. As Vikram was taking his first bite of melon, Phoolan heard two gunshots nearby. She looked to Vikram, but he had dropped his melon and had collapsed to the ground. He had been shot twice in the back. Phoolan suddenly realized that Sri Ram was not with the pack. He had fallen back and was still in the field. Though she didn’t actually see it, Phoolan had no doubt that he was the one who had shot her lover. She ran to Vikram. There was blood bubbling out of his back, his clothes were burnt, and there was a stink of sulfur,† Phoolan says in her autobiography. But despite the severity of his wounds, Vikram never lost consciousness. Phoolan tied a cloth around his torso to staunch the bleeding. He was taken to a doctor who, after examining him, declared that it would be too risky to remove a bullet which had lodged next to his spine. The doctor di d what he could, but he doubted that Vikram would survive. Rumors spread through the region that Vikram had already died, and for the moment police efforts to locate him were suspended. She didn’t want to put him in jeopardy, but she desperately missed lying by his side, so she agreed to spend the night. Gentle rains pelted the canvas of their tent and lulled the weary lovers to sleep. Sometime later Phoolan was roused from a deep sleep by the â€Å"deafening explosion† of gunfire. â€Å"My head was spinning as though I had been drugged,† she wrote of the incident. She reached for her gun, but she was groggy and lethargic. Vikram whispered to her, â€Å"Phoolan. It’s him. The bastard shot me † She looked up and saw the shadowy figure of Sri Ram holding a gun. Phoolan was confused and disoriented. She smelled something that made her nauseous. Then she realized what it was, chloroform, which the gang kept on hand for kidnappings. She later learned that Sri Ram and his men had chloroformed Vikram and his contingent to prevent retaliation. Sri Ram and two of his men picked her up and hauled her out of the tent. She tried to fight back as best she could, but Sri Ram clubbed her with his rifle butt, knocking her to the ground. She was stripped naked and tied up. They carried her to the river and tossed her into a rowboat. As the boat pushed off the shore, she could see Sri Ram’s face looming over her. Why didn’t you kill me, too? † she asked â€Å"Oh, you can still be a great deal of use,† he said with a smirk. She could hear the oars cutting through the water and feel the rain on her body. She tried to fight the effects of the chloroform, but she couldn’t make sense of what was happening to her. Where are they taking me? she wondered. What is the red-eyed devil going to do to me? They Passed Me from Man to Man. They arrived at a village on the river, and Phoolan Devi’s humiliation continued. Still naked, she was taken to the center of the village where Sri Ram publicly declared that she had killed her lover Vikram. He incited the men of the village, many of them thakurs like himself, demanding that she be punished. He was the first to rape her. After he was finished with her, he offered her to everyone else. â€Å"They passed me from man to man,† she wrote in I, Phoolan Devi. They beat her and cursed her. In the days that followed, Sri Ram took her to other villages, Phoolan couldn’t remember how many. â€Å"I was paraded in front of the villagers. Each time, Sri Ram called me a mallah whore. He said I was the one who killed Vikram and, hurling me to the ground, told the villagers to use me as they pleased. Phoolan Devi after three weeks of torture This torture went on for more than three weeks. Throughout the ordeal she prayed to Durga for strength and liberation, all the while wondering how and when this could possibly end. On the twenty-third day, she found herself in the thakur village of Behmai where Sri Ram led her around on a leash like a dog. She was bruised and filthy fr om head to foot. Sri Ram dragged her listless body to the center of the village where a group of thakur men had gathered and demanded that she fetch him fresh water from the well. When she refused, he beat her mercilessly, tearing off her only garment, a blanket, and kicking her over and over again. Finally, to stop the onslaught, she got up and limped to the well to do as he asked as the thakurs mocked her and spat on her. That night an old Brahmin came to her rescue, quietly releasing her from the shed where she was kept and sneaking her out of Behmai in a bullock cart. He took her to the jungle where she wandered until she was found by a shepherd woman who nursed her back to health. But her hatred for the Ram brothers, especially Sri Ram, was the one wound that would not heal. When she was well enough to travel, Phoolan began to plot her revenge. Eventually she joined a gang of dacoits made up of men from the gadariya caste, but she wasn’t interested in working for another master. She stayed only long enough to kidnap two wealthy merchants and earn 50,000 rupees in ransom. She wanted to start her own gang. Another dacoit leader, a Muslim named Baba Mustakim, offered to help her when he heard of the indignities she suffered at the hand of Sri Ram. Mustakim offered to give her ten of his own men to start her gang, and she could pick whomever she wanted.

Spanish Abounds With Words for Love

Spanish Abounds With Words for Love I love you. I love strawberries. The score is love all. They made love. I would love to see you. Does love mean the same thing in all of the above sentences? Obviously not. So it shouldnt come as a surprise that there are many words in Spanish that can be translated as love. Use the verb amar or the noun amor to translate all the above sentences, and youll sound foolish at best. The idea that almost any word in one language can be translated into just one or two words in another language can lead to serious mistakes in vocabulary. Similarly, the fact that literally dozens of words can be used to translate even a simple word such as love is one thing that makes computerized translation so maddeningly undependable. Understanding context is one key to effective translation. Before you go further, see how many words you can come up with that can accurately translate love as a noun, verb, or part of a phrase. Then compare your list with the list below. ‘Love’ as a Noun aficià ³n (enthusiasm): Tiene aficià ³n por las cosas de su tierra. (She has a love for the things of her land.)amado/a (sweetheart): Mi amada y yo estamos tan felices. (My love and I are so happy.)amante (sweetheart, lover): No quiero que seas mi amante. (I dont want you to be my love.)amistad (friendship)amor (pure love, romantic love): Y ahora permanecen la fe, la esperanza y el amor, estos tres; pero el mayor de ellos es el amor. (And now remain these three: faith, hope, and love. But the greatest of them is love.)caridad (charity): Si yo hablase lenguas humanas y angà ©licas, y no tengo caridad †¦ . (If I speak in tongues of humans and angels, and have not love †¦ .)carià ±o/a (sweetheart):cero (score in tennis): Cero a cero. (Love all.)pasià ³n (passion, not necessarily romantic): Tiene una pasià ³n por vivir, una pasià ³n por saber. (He has a love of living, a love of knowledge.)querido (sweetheart)recuerdos (regards): Mndale recuerdos mà ­os. (Send him my lo ve.) ‘Love’ as a Verb amar (to love, to love romantically): Te amo. (I love you.)encantar (indicating strong like): Me encanta escribir. (I love to write.)gustar mucho (indicating strong like): Me gusta mucho este sof. (I love this sofa.)querer (to love romantically, to want): Te quiero con todo el corazà ³n. (I love you with all my heart.) ‘Love’ as an Adjective amatorio (pertaining to love): Me escribià ³ muchas carta amatorias. (He wrote me many love letters.)amorosa (pertaining to affection): Las aventuras amorosas pueden ser estimulantes y excitantes, pero tambià ©n pueden ser perjudiciales y dolorosas. (Love affairs can be stimulating and exciting, but they also can be harmful and painful.)romntico (pertaining to romance): El King compuso numerosas canciones romnticas a lo largo de sus 20 aà ±os de carrera. (The King wrote numerous love songs throughout his 20-year career.)sexual (pertaining to sexuality): Los juegos sexuales son una buena forma de mantener la pasià ³n. (Love games are one good way of maintaining passion.) Phrases Using ‘Love’ amarà ­o (love affair)amor a primera vista (love at first sight)amor mà ­o (my love)carta de amor (love letter)enamorarse (to fall in love with): Me enamorà © de una bruja. I fell in love with a witch.estar enamorado (to be in love): Estoy enamorada de à ©l. (I am in love with him.)flechazo (love at first sight): Fue flechazo. (It was love at first sight.)hacer el amor (to make love)historia de amor (love story)lance de amor (love affair)me quiere, no me quiere (she loves me, she loves me not)mi amor (my love)no se llevan bien (there is no love lost between them)no se tienen ningà ºn aprecio (there is no love lost between them)periquito (love bird or parakeet)por el amor de (for the love of): Por el amor de una rosa, el jardinero es servidor de mil espinas. (For the love of a rose, the gardener is the servant of a thousand thorns.)por nada del mundo (not for love nor money)por pura aficià ³n (for the pure love of it, just for the love of it): Toca el piano por pura aficià ³n. (She plays the piano just for the love of it.) prenda de amor (love token): Hoy te doy este anillo como prenda de mi amor. (Today I give you this ring as a token of my love.)relaciones sexuales (love making)vida sexual (love life)

Amadeus Film Citique

The director fashioned an experience for viewers to become familiar with historical aspects of Mozart life and career, but also created imagery that aided in the embellishment of the composers relationships. A variety of these historical events were romanticizes for the sake of entertainment (Robbins). The film begins In the setting of young Mozart prodigy years, depicts his career as a highly acclaimed composer within Europe. The narrator is competing composer, Antonio Saltier.Amadeus plot, essentially, is Galleries solemn account of his constant rivalry, jealousy, and persistence to cause Mozart ultimate demise. The accuracy of two key relationships or events have been widely criticized within the isotonic, musical, and entertainment community. Most obvious is the dynamic of the relationship between Mozart and Saltier. In the film, Mozart is depicted as the bane of Galleries existence. Jealousy, disdain, and an eventual hunger for revenge backfires on the angst ridden musician.Saltier uses his political standing to influence the courts to contract Mozart to be resident musician, essentially working him to death (Amadeus). It Is evidenced, In letters from Mozart memoir that Saltier did lad In getting him this position, but not out of spite or with In bad conscience. There Is also scene in which Saltier uses his position to keep Mozart from receiving the job of being a prestigious music instructor for a European princess, but in reality, Saltier actually filled the position as a result of having more experience than young musician (Bloom, peg 263).Shaffer is said to have capitalized on Alexander Pushpins poetic drama, Motorcars I Slayers, which describes Saltier poisoning Mozart to death (Mormon). Historically, it is recorded that in the last hours of his life, Mozart requested for a choir composed of his dearest friends to privately perform his final piece, Requiem (Exultant). Although he had been commissioned by a private messenger to compose Requiem for a patrons funeral, his own early demise kept It him from completing It.Letters show that Mozart requested former student, Franz Summary, to complete It If he passed (leaflets). Conversely, the film ends In a moment of utter irony. Saltier is seated at Mozart deathbed, taking cues and direction from the ill historically legitimate, the portrayal of Mozart wife, Constance, depicts her in shambles as she continuously monitors Mozart in his ill state (Exultant). Fact and film, like, both show that the composer was overworked, but obsessed with his mission, and struggled to keep up with an ideal standard of living.After the musicians death, Constants still strove to provide the same standard of living for her family, and contact ed Summary to finish the Requiem so she could receive the payment originally promised by the private commissioner (Exultant). Interviews have provided insight as to why Shaffer and Foreman claimed such freedom with creativity concerning the accuracies and untruths concerning the film: From the start we agreed upon one thing: we were not making an objective Life of Knolling Mozart. This cannot be stressed too strongly.Obviously Amadeus on stage Nas never intended to be a documentary biography of the composer, and the film is even less of one. Certainly we have incorporated many real elements, new as well as true But we are also blatantly claiming the grand license of the storyteller to embellish his tale with fictional ornament and, above all, to supply it with a climax Noose sole Justification need be that it enthrall his audience and emblazons his theme. I believe that we have created Just such a climax for the film of Amadeus . Peter Shaffer (Robbins). Culturally, the film has made a noted impact on the modern music scene.Fall Out Boy, a popular rock band in the early sasss, referenced a conversation between the character, Saltier, and God in their song titled, From Now on, Were Enemies. Several other heavy metal bands reference the agony and internal conflict between the jealous musician and God, in their lyrics. More recognizable scenes from Amadeus have been parodied by various sitcoms and cartoons such as Family Guy, The Simpson, 30 Rock, and How I Met Your Mother (Root). In 1985, contributors of the film were awarded with eight different Oscar awards, accompanied by thirteen nominations in total. It was nominated for eight Golden Globe awards and won four. Shaffer and Foremans Amadeus, has maintained a position in the top 250 movies of all time, on Minds website, at 88th place (Midi). Rhea film, rated R, stylistically similar to a dramatic musical, and having historical relevance, appeals to nearly legal through more aged adults who are also educated and have heightened musical inclinations. Although younger adults may perceive the film through slightly different vantage points than older adults, most could equally relate as a result of the subject matter being relatively dated to the even the elder of the viewers.

What are the patterns of business failure in the UK What are the main Essay

What are the patterns of business failure in the UK What are the main explanations for why businesses do not survive Which explanations are the most and least convincing - Essay Example Failure usually follows a similar pattern in both small and large enterprises when faced with financial crisis in the wider economy. With the economic downturn of 2008, the business climate has become much tougher in the UK for new, upcoming firms. Importantly, in addition to the failure of business due to economic factors, there are many other reasons that contribute to this eventuality (Bartelsman, Scarpetta, & Schivardi, 2003). Hence, taking this into account, this paper aims to analyse the trends related to business failure in the UK. A critical assessment of the related factors is only possible with a deeper understanding of the theoretical framework. Furthermore, the paper also seeks to extract deeper insight into the causes that result in the failure of business. The assessment will bring in to the limelight the factors that play a dominant role in leading entrepreneurs towards business closure. Upon assessment of the reasons it identifies, this paper will also discuss the factors that appear to be least convincing for justifying failure. The global landscape for doing business is increasing dual perspectives for the business. The dual impact can be regarded as the direct impact of globalisation. On one hand, the globalisation has increased the opportunities for business to explore different countries and new markets with limited resources required. Also, globalisation has offered new ways to introduce innovative ideas. Yet with this opportunity, global business simultaneously faces increasing challenges as globalisation has increased competition not only from local competitors but from international rivals as well (Arbaugh and Camp, 2000). The number of business failures gives the clear signal of the downfall of the emerging market. According to one report, the business index goes down from 93.5 to 90.2 in the year 2014. According to D&B (2012), the decline in the index was from 5.8% to as low as 3.5 % in the same

Course Project Research Paper Example | Topics and Well Written Essays - 1500 words

Course Project - Research Paper Example Organizations main aim is to achieve their objective goals. They usually meet challenges and they must beat them to achieve these goals as a team. Challenges create different conflicts among members of the organisation both within and the general environment in which the firm is based. Most people believe that conflict will lead to unfavourable results but this is not true. Conflict has both good and bad impacts. There are different strategies and styles that have been created to solve the problem of conflict in the organisation. Misunderstanding in an organisation usually comes about due to differences in viewpoints, competition, different ideas and this usually has different effects. This is something common that occurs in organisation now days. Some of the effects that conflict can bring include change in the organisation. This is achieved by modification of policies to manage and resolve conflict. It also leads to new innovations, improve goal congruence, results to sub optimization and lastly it wastes a lot of time. How an individual responds and manages conflict usually determines the success of the organisation. According to Bar-Siman-Tov and Yaacov conflict arises due to differences in ideas. It has a great impact on employee turnover, morale and litigation (57-9). This usually affects the success and development of organization. The main objective of conflict management and resolution is to promote learning team results. Suggestions by Tidwell and Alan say that efficiency and effectiveness in the company’s setting (24-6). This will usually lead to good outcomes. There are five ways which have been suggested to avoid conflict if it arises (Dana 61). Collaboration is one way of solving conflict. Here it emphasizes that every affected part idea is regarded. The basic idea here is that considering every individual opinion will

Describe the performance of characteristics of eggs Essay Example for Free

Describe the performance of characteristics of eggs Essay Egg white and yolk contain protein. Ovalbumin is present in egg white, however globulin and albumin are also present in a very small amount. Whereas egg yolk contains protein in the form of lipoproteins, which are a combination of proteins and lipids. The most important complex lipid in egg yolk is lecithin. Lecithin gives the egg yolk the properties of a stable emulsion. The fat molecules in the egg yolk are held in an emulsion by lecithin. Eggs have three main performance characteristics and they a coagulation, which includes setting, binding, coating, thickening, enriching and glazing, secondly they can be whisked to create foams and aerate mixtures and called aeration and lastly emulsifiers. Coagulation is the process in which proteins change from their natural liquid state into a gel or a solid. This happens because each protein molecule is constructed from long chains of amino acids joined by peptide bonds. The bonds are weak and when heat, acid or mechanical action is applied they start to break. The changes are permanent. When the protein changes it physical structure when it coagulates is called denaturation. Syneresis can occur when the egg is overcooked. This is when the texture becomes porous as the protein shrinks and pockets of water are left in the product. Between 60-65C is the temperature which egg whites start to coagulate and the result of this the egg white changes appearance from transparent like to white and the texture will be from gel like to solid texture. Egg yolk starts to coagulate at a higher temperature than egg white, it begins coagulating at 65C and finish at 70C. From the darker yellow appearance of the egg yolk it will turn into a lighter yellow yolk and from runny yolk it can go to powdery solid yolk. There are a number of factors that will affect coagulation. A firmer set can be achieved at a lower temperature if an acid such as lemon juice is added. A looser set and higher coagulation temperature is achieved by the addition of sugar to the mixture. The quantity of egg yolk determines the strength of the set mixture. A higher proportion of egg yolks or whole eggs will produce firmer or thicker custard. A low heat achieves gentle heat transference, which produce perfect conditions for a coagulation. Aeration is when egg white is whisked. Foam is formed when air is dispersed through the liquid egg white. Egg whites can be aerated due to the ability of the ovalbu, in to stretch and hold air. When egg whites is whisked the proteins are denatures and uncoil. This forms a 3D air / liquid structure that can hold air when folded into food mixtures. The foam is stable but its properties can be affected by the use of additional ingredients or conditions. First factor that can affect foam formation is salt. It decreases the pH of the egg white and this increases the resistance to foam, so the time taken to foam is increased. It gives the foam more stable and it enhances the flavour. Second factor is sugar. Sugar interferes with the bonds that form as the egg whites uncoil. Therefore the whisking time is increased and the resulting foam is denser, however the foam is more stable. This factor is commonly used for meringues. Fat affects foam formation. Fat such as egg yolk prevents new bonds being formed in the structure. Fourthly alkalis will increase the pH of the foam, decreasing the foaming time but making the foam stable. Lastly will be acids. Acids such as tartaric and acetic will soften the foam. Because the fat in the egg yolk, it inhibits the aeration recipes are usually for egg whites. However sponge cakes do use whole eggs. They are whisked with sugar over a pan of hot water (double boiler method) it works because the whisking action causes the proteins to denature and the heat causes coagulate resulting in stable form. Emulsion is formed when one liquid is dispersed in the small droplets into a second liquid with which it will not normally mix. Egg yolk has emulsification properties, which means it has the ability to hold large quantities of fat in an emulsion. Lecithin is present in egg yolk, which has a hydrophobic (water hating) component and hydrophilic (water loving) component. Eggs have many other functions. An egg can give additional thickness to sauces; it can also be use as binding and coating agent. Eggs can also be used as an egg washed or sometimes called glazing and commonly used for the top of pastries and breads. It also add colour and enrichment.

The Brothers K :: essays research papers

The Brothers K by David James Duncan Theme Statements: 1. The Brothers K represents the concept of social interaction between people, whom have very different belief systems. 2. The novel, The Brothers K, enables the reader to understand a child’s idolization of a given sport, in this case, baseball. 3. The novel represents the world and its inhabitants on a miniscule level, by conveying the differences between the characters and how they act towards one another. Quotes: Quote 1: "Irwin is in his easy chair, reading last October’s Organic Gardening. Winter is lying across his lap." Page 644 This quote represents the generational gap as it dwindles into nothingness. Age has become such an important factor for anyone in this era. Few realize, though, that every generation is nearly the same. The only difference between any two generations is technology. All generations are plagued by the same problems and all hope that their children won’t face the same hardships. That is a case, which will never happen. Quote 2: "’Except the bad thing is, the real humdinger, see, is that I tried for CO status, being a Christian and all. And weird things happened. And†¦well†¦I didn’t get it." Page 358 The dramatic realization of the fact that the war will affect a member of the Chance family is apparent in this quote. The amount of sorrow and emotions felt by the Chance family, and for that matter, all families who had children, brothers, husbands, or fathers, drafted into what many felt was a needless war. The novel brings to life what heartache many Americans had to face during the Vietnam era, a heartache that few in my generation have had the ability to realize. Quote 3: "Problem #1: War" Page 371 The novel illuminates light on the situation not just during the Vietnam era, but also rather throughout all history and the future to come. Throughout mankind’s occupation of earth, we have been plagued by war and the sufferings caused by it. Nearly every generation of people to walk this earth have experienced a great war once in their lifetimes. For instance, Vietnam for my father’s generation, World War 2 for my grandfather’s, and World War 1 for my great-grandfather’s. War has become an unavoidable factor of life. Looking through history and toward the future, I grow concerned over the war that will plague my generation, for it might be the last war. Quote 4: "Then I noticed how first President Johnson and now President Nixon pretty much talk gibberish and lie like rugs and all my older brothers except Irwin hate them.

Medical Records Security Paper

In my paper, I am going to explain technology threats that an organization might face with having medical records put on a database. I am also going to explain the information that will be protected in medical records on the database. I will also go over all the latest security measures available to help keep these databases threat free so the medical records will be safe on the computer. I will also explain what I would do to help keep my organizations medical records secure.When an organization has a staff ratio of one person to 100 people that can lead the organization to big trouble as far as following rules and procedures that need to be followed as far as following important rules like patient privacy and security. Having a staff ratio that small can lead to short cuts by staff to get things done faster and that can lead to mess ups like pulling up someone else’s medical record or giving someone the wrong prescription. That is why it is so important to make sure the staf f to patient ratio is adequate to meet all the needs of the organization.If the staff to patient ratio is adequate staff will slow down and do things right because if they do not they will be in a lot of trouble. There are a number of threats that effect organizations that maintain electronic medical records [ (Jeanty, 2010) ]. These threats come from both internal and external sources and from both those with malicious and maligned intent. The potential exists that individuals with malicious intent have the potential to attempt to access the records, and there exists the potential for records to be accessed/changed unintentionally.There are a number of different threats that can happen on a database an example would be a virus or a bug. Organizations need to be careful about these sorts of things and get software for their computers to keep their databases free of these parasites. Especially if they have people’s medical records on their computers. The major concern with med ical records in the electronic realm is the protection of a patient's privacy and confidentiality [ (U. S. Department of Health and Human Services) ]. The privacy of documents on digital format is always vulnerable to threat.Luckily, today's electronic medical record programs come with built in security measures such as passwords, firewalls and various other security functions. What is especially important in the arena of medical records is the integrity of the respective medical record. Errors in a medical record could be fatal. The likelihood of errors could also increase when many people have the ability to enter data into a record. Therefore, who has access and the control of access to the medical records is imperative. That is why only doctors should have access to their patient’s records because they are the ones treating them.That way only one person will have access to medical records and not a whole bunch of people. That will help minimize errors on medical records. In regards to information  maintained in medical records that needs to be protected, the utmost importance is the patient's personal information to include their SSN, and other personal information. However, the patient medical information is important to protect as well. In a large sense, it is important to protect the confidentiality of the patient medical history, but more importantly, it is important to protect the integrity of the data.In order to keep my organizations medical records secure I would have the necessary software to keep my database running smooth. I would also have security measures put in place on the database as passwords put on in order to access patient records. I would also only have doctor’s access medical records because they are the ones that treat the patients and they are the ones that should have access to them not everyone else. That will help minimize all problems associated with medical record privacy. Conclusion Protecting a patientâ€℠¢s medical records is the most important thing that n organization must do for the patient. Patients medical records represent who they are, organizations must understand that, and live up to all the Hipaa rules that are put in place to protect people from patient invasion of privacy. Think about it how would you like it if people were invading your privacy by looking at your medical records when you did not want them to.References Jeanty, J. (2010, August 10). HIPAA Rules That Affect Technology. Retrieved from www. ehow. com. U. S. Department of Health and Human Services. (n. d. ). Regulations. Retrieved from www. hhs. gov.

he Absolutely True Diary of a Part-Time Indian by Sherman Alexie Essay

Identity shows a person’s individuality. A person’s individuality can include how they dress, their beliefs, their personality traits, the way they speak, their culture, their education, etc. In The Absolutely True Diary of a Part-Time Indian by Sherman Alexie and in my own life, it is evident that when exploring identity, a character must leave and return to his/her roots before truly understanding him/herself. Arnold finds out who he is by leaving and later coming back to Rowdy. In the last scene, before Arnold and Rowdy played their one-on-one basketball game, Arnold and Rowdy repair their lost friendship. It is then that Arnold thinks, â€Å"I would always love Rowdy. And I would always miss him too. † (230) This quote shows how Arnold realizes that he is different from Rowdy. To begin, he has always valued his friendship with Rowdy and so he says that he â€Å"would always love Rowdy. † Even when Arnold had a disagreement with Rowdy when heading to Reardan for a better education, he still thought of how Rowdy would defend him. However, by the end of the book, Arnold realizes that he will have to â€Å"miss† Rowdy because their dreams make them too different from each other. Therefore, Arnold discovers that his life can still include Rowdy, who has been his friend since the beginning, however, he cannot rely on Rowdy to be with him always. By the end of the book, Arnold has returned to Rowdy as a stronger and independent person. Similarly, I found my true identity after leaving and returning to my family. Growing up, I came from a home that was traditionally Chinese. We did not easily express our emotions, we were not allowed to date until after college, and being successful at school would ultimately bring honor to my family. Though these beliefs were deeply ingrained in everything I did, a rebellious side of me wanted to discover what it meant to be American as well. Why were the other families so expressive and communicative towards each other? What mattered beyond grades and doing well in school? These questions led me to leave my family and head to college eight hours away. There, I met many people who did not come from Chinese families. I noticed that some students were not as disciplined at school because their families did not stress education or some students were a little overly expressive with their feelings, which caused drama among their peers. I began to miss my house where my parents had instilled values towards having a good education and protecting our family’s privacy. When returning home, I was thankful for understanding my parent’s values and their intentions for my future. Arnold truly finds himself when he has accepted his origins and absorbed them into his perspective of himself. His reunion with Rowdy and the reservation show how he came full circle in finding himself. Even though Arnold wanted to both physically and emotionally remove himself from the reservation in order to pursue his dreams, he ultimately realizes that it is only when he acknowledges his heritage that he can move forward into adulthood.

Arrange Direct Deposit With the Canada Revenue Agency

Arrange Direct Deposit With the Canada Revenue Agency The government of Canada has been pushing to phase out the use of paper checks for government payments. Those who havent yet enrolled in direct deposit can still receive paper checks, but the government is trying to move as many people as possible to the electronic option. Its an optional (but strongly recommended) perk for anyone receiving government checks of any kind. The Canadian government began its campaign to convert people to the direct deposit option beginning in 2012. It estimated that the cost of producing a check was around 80 cents while making a direct deposit payment costs the Canadian government about 10 cents. Government officials said they expected to save about $17 million annually with the conversion to direct deposit, and it would be a greener option as well. Government checks are still being sent by mail in Canada to people living in remote areas where there is little or no access to banks. The rest of the approximately 300 million government payments are being delivered via bank direct deposit. Like with payroll direct deposits, the funds from Canadian programs are made available immediately upon issue, instead of the recipient having to wait for the check to arrive in the mail. The Canada Revenue Agency (CRA) handles payments for a variety of different programs, and all are eligible for direct deposit payments. The list includes: Canadian income tax refundsGST/HST credit and any related provincial paymentsworking income tax benefit (WITB) advance paymentsCanada child tax benefit (CCTB) payments and related provincial paymentsUniversal child care benefit (UCCB) payments Change in Personal Information There are several ways Canadians can request direct deposit of these payments or to inform the CRA of a change in their bank or mailing information, which is required. You can use the My Account Tax Service online or send your income tax return by mail. Canadians can complete a Direct Deposit Enrollment form at any time, and send it via the mail. If you prefer to update your information by phone, call 1-800-959-8281. You can get help completing the direct deposit information, starting or canceling the service, changing your banking information or adding other payments to an existing direct deposit account. Notify the CRA as soon as possible about a change in address or your payments, either by direct deposit or mail, may be interrupted. You must also notify the CRA as soon as possible if you change your bank account. Do not close the old bank account until you have received a payment in the new one. Direct Deposit Not Required When it first began the push toward direct deposit, there was some confusion about whether it was going to be required for Canadian government payments. But those who prefer to receive paper checks may continue to do so. The government wont be phasing out paper checks entirely. If youre not interested in the program, simply dont enroll.

Liverpool City Brand and a Case for Rebranding Essay

Liverpool City Brand and a Case for Rebranding - Essay Example The present research has identified that the concept of city branding is fairly new and it corresponds to the development and growth of the tourism industry over the past century. This is because most cities have sought to become more competitive. This is done by packaging and presentation of their position as a tourism destination in a unique way and manner. This section of the report will provide a critical review of the concept of destination branding and brand strategy are the main tools employed by cities and communities to deal with the marketing needs of their destination. This section will examine the concepts and ideas of destination branding and how it occurs in the natural setting. Brands are marks of identification of a given kingdom, country or civilization. Destination branding creates an image and perception of a given place. In other words, it is a tool employed by city authorities and other stakeholders to present the destination to the markets and also get people to become interested in visiting the destination. This builds emotional connection as well as brand equity. â€Å"A destination brand is the totality of perceptions, thoughts, and feelings that customers hold about a place†. This implies that destination branding. This implies that destination branding is a way of creating a mental image and view of a given space or place in order to connect with the average consumer and potential tourist. Destination branding leaves an impression o a consumer and gets the consumer to build some kind of affinity or connection to a given place or destination. â€Å"Destination branding is an organizing principle that involves orchestrating the messages and experiences associated with the place to ensure that they are as distinctive, memorable and rewarding as possible. Successful destination brands reside in the customer’s hearts and minds, clearly differentiate themselves, deliver on a valued promise and supply customer desires.†

Business Finance assignment Research Paper Example | Topics and Well Written Essays - 1750 words

Business Finance assignment - Research Paper Example The investor in question believed that smaller firms are less risky compared to larger firms. It is always important to diversify portfolios in order to spread the idea of the risks. Comparing with the 2011 beta or 1.08, the above beta of 1.06 seems to provide a good measure of how the stock movers relative to the broader Australian market index. The function of beta is to measure the risk of stock in relation to the overall market. From the above calculations, it is evident that the selected portfolios are less risky and have diversified the possible risks. On this basis, it is therefore true to say that the investor is likely to have very little loss and fear of risks associated with portfolios. The beta calculated from the investment portfolios is a clear indication of how the portfolio has diversified risks as well as low risk compared to the Australian Market index in 2011. The financial investment was very successful providing additional profit or income of approximately $7,110. In addition to the income received from the portfolio, there is no doubt that the risks associated with the same are too low. For instance, the beta obtained for the overall portfolio clearly indicates that the selected investment portfolios have widespread risks besides being lower than the 2011 Australian Market index beta. When portfolios have spread risks as well as low risks then it is advisable to engage in the investment. The above case scenario is a good example of investment portfolio, which was not only of viable income in terms of increased revenue or income but also given the fact that there were low risks involved, which in any case were widely spread across different firms from different industries and sizes. Indeed, the investment portfolio was a successful

Ratio analysis Essay Example | Topics and Well Written Essays - 2500 words

Ratio analysis - Essay Example The former is used to compare the performance of the firm within itself in terms of aspects such as improvement in management skills and finance handling. The latter is used to compare the performance of the firm within its industry of operation. Such comparisons will consider fundamental aspects of operations like profitability. In profitability, an increase or decrease is established and the causes of each including what can be done to stabilize profitability and grow it further. The liquidity of the firm is also quite fundamental as this would enable management know how to plan operations and sources of financing. Therefore, ratio analysis is used in the determination of trends as it strives to expose the strengths and weaknesses of the company. Ratios can be either favorable or unfavorable depending on whether the increase or decrease is in the desired direction (Dess 2012). For our analysis of Apple Incorporation’s financial statement of the year 2012 compared to that of the year 2011, we will categorize ratios into the following - Profitability Ratios; Liquidity ratios; Efficiency Ratios and Capital structure ratios. Profitability Ratios They measure the ability of the company to generate profits from their asset investments. Such ratios include- Gross Profit margin, which is the profit before expenses generated by sales as a percentage. There is the Net Profit margin which are the earnings before depreciation and tax generated by sales; Then there is the Return on Equity(ROE)/Net Worth/ Shareholders funds/ Investments(ROI), this is the ratio of the earnings after tax plus preference dividends contributed by share capital and reserves. The fourth ration in this category is the Return on total assets (ROTA) which indicates how much the Fixed and Current Assets of a company contributes to the Earnings before Interest and Tax (EBIT). Return on Capital Employed is the next, it indicates how equity and Fixed interest capital contributes to the EBIT, and finally we have the Operating Expenses Ratio indicating the percentage of sales consumed by the operating expenses. An increase in these ratios from the previous period is considered favorable while a decrease in the last ratio is considered favorable. The ratios as shown by the financial data by Apple incorporation between the years 2011 and 2012 financial statements are as shown in the table below. RATIO FORMULA YEAR 2012($ in Millions) YEAR 2011($ in Millions) 1. Gross Profit Margin = (Gross Profit/Sales)*100 (66,662/156,508)*100 = 43.87% (43,818/108,249)*100 = 40.48% 2. Net Profit Margin =(EBIT/Sales)*100 (55,241/156,508)*100 = 35.30% (34,790/108,249)*100 = 32.14% 3. ROE/ROI =(EAT+ Pref. dividends/Owner’s Equity)*100 (41,733/118,210)*100 = 35.30% (25,922/76,615)*100 = 33.83% 4. ROTA =(EBIT/Total Assets)*100 (55,241/176,064)*100 = 31.38% (34,790/116,371)*100 = 29.90% 5. ROCE =(EBIT/Total Capital Employed)*100 (55,241/118,210)*100 = 46.73% (34,790/76,615)*100 = 45.41% 6. O perating Expenses Ratio =(Operating Expenses/Sales)*100 (13,421/156,508)*100 = 80.58% (10,028/108,249)*100 = 9.26% As indicated by the profitability ratios, there was a general increase in profitability of Apple Inc between the year 2011 and 2012. The gross profit margin shows a rise from 40.48% in 2011 to 43.87% in 2012. Such an increase was because of the increase in; sales from 108,249 in 2011 to 156,508 in 2012. An increase of the net profit margin from 32.14% to 35.3% is because of the i

The Universal Declaration of the Rights of men and Citizen 1789 and Essay

The Universal Declaration of the Rights of men and Citizen 1789 and Modern Political Thought - Essay Example Reforms were put in place but this resulted in divisions because the Assembly adopted a position that was against the church and declared war on nations that supported the French king. Anarchy ensued and in 1792, the National Assembly declared itself as a National Convention. It abolished the monarchy, established a French Republic and executed King Louis XVI the following year (Wilde, 2009). The first part of the Revolution was characterized by moral and physical violence. The States-General met in 1789 in Versailles but were paralyzed by the refusal of the Third Estate (the Commons) to meet separately as a distinct, inferior body. On June 17, the Commons took the crucial revolutionary step of declaring their assembly to be the National Assembly, thereby destroying the States-General. This first assertion of the sovereign authority of the nation soon inspired a popular rising in Paris, marked by the storming of the Bastille on July 14. Concurrently, urban and rural revolts occurred throughout France. Suspicions generated by the political crisis had aggravated the discontent aroused by the failure of the 1788 harvest and an exceptionally severe winter. The peasants pillaged and burned the chateaus of the aristocracy destroying the records of their manorial dues (Sydenham, 1997). The revolutionary government declared war against Great Britain in January of 1793. In Cody’s treatise, it was mentioned that what followed was the Reign of Terror where all potential enemies of the ruling faction, regardless of their age, sex and physical condition, were executed. In October of 1795, a new system, the Directory replaced the revolutionary government and the first bicameral legislature in the history of France was instituted. The parliament was composed of 500 representatives and 250 senators while executive power was granted to five directors. After four years,

Change Rosabeth Moss Kanter

Change Rosabeth Moss Kanter Change Management Organisations Must Change and Change quickly INTRODUCTION Rosabeth Moss Kanter is the professor in business at Harvard Business School, where she holds the Ernest L. Arbuckle Professorship. She is known for her classic 1977 study of Tokenism. As a business leader and expert on strategy and leadership for change, she was nominated as the top ten on the list of the 50 most influential business thinkers in the world, and she is on the list of the 100 most important women in America and the 50 most powerful women in the world. Her main concepts include changing organisations, bureaucracy and characteristics of resistance to change. (drfd.hbs.edu, 2007) In 1989, she argues that: todays corporate elephants must learn how to dance as nimbly and speedily as mice. (Burnes, 2004) In other words, she points out that big organisations should change and change quickly to meet the changing environment. This report is going to analyse the key drivers for this statement and find out the reason behind change. This report contains three sections. Section 1 will give definitions to change management and the importance of change. Section 2 is discussions, which is divided into two sub-categories, first part is concerned with the models of change management, and part 2 goes on to show examples of how big organisations keep up with change and the possibilities of failure. This section contains examples of big organisations successfully changed to meet their goals and objectives, while some other organisations stay the same and fail to maintain their strong market position. Section 3 is conclusions. CHANGE MANAGEMENT Todays corporate elephants must learn how to dance as nimbly and speedily as mice if they are to survive in our increasingly competitive and rapidly changing world (Burnes, 2004) According to Paton McCalman (2004), managing change is about evaluating, planning, implementing, operational, tactical and strategic changes. As Siegal et al (1996) points out that rapid change is a pervasive part of our lives as human beings; it is no surprise that change is also a fact of life within human systems. Recent developments in the global economy have catapulted this fact to the forefront of management concerns as well. Therefore, even though Professor Kanters statement was mentioned about 18 years ago, it is still valued today. Additionally, Kanter (1989) mentioned that in order for organisations to change, it requires faster action, more flexibility and closer partnerships with employees and customers than typical in the traditional corporate bureaucracy. To quote from her, Corporate giants, in short, must learn how to dance. Therefore, the corporate elephants represents big companies while mice, on the other hand, represents small firms. To summarise her statement above, we could conclude that small firms are more flexible in changing compare with big organisations, because big organisations have more management levels and more bureaucracy; therefore, corporate giants should adapt this ability to change and change quickly. More over, the most important reason for organisations to change, is to keep pace with the ever changing business environment and give a good company image to the public that they are keep up dating themselves and stay competitive. DISCUSSION To cope with a changing world, an entity must develop the capacity of shifting and changing. It is not the strongest species that survive, nor the most intelligent, but the ones who are most responsive to change (Beitler, 2006) Corporate elephants with change Marks and Spencer is a well known British retailer, which was founded in 1884. It is one of the most iconic and widely recognised chain stores in the UK and it is the largest clothing retailer in the country. (wikipedia, 2007) Marks Spencer is one of the typical examples for change management, and as Rippin (2005) proposed in her research that when, in Autumn 2003 I needed a case study on organisational change, without too much deliberation I chose Marks and Spencer. This corporate giant has developed through its golden years, the crisis, its change in leadership and its recent change management attempts in its response to its changing environment. (Rippin, 2005) Kurt Lewins model of change In the early 20th Century, psychologist Kurt Lewin identified three stages of change that has come to be known as the unfreezing-change-refreeze model. (Nilakant Ramnarayan, 2006) The graph below shows more detail about this model: Unfreeze This is the first stage of this model that to make system receptive to change. (Nilakant Ramnarayan, 2006) People feel comfortable and safe about the current situation and it is hard for them to change. It takes long time to unfreeze the environment and the first thing to do at this stage is to make people aware of the change and let them know the reason and needs for change. Moreover, organisations should involve employees in the decision making process by asking them how would they feel about a certain matter and what do they thing is necessary to change. In 1998, Marks and Spencer became the first British retailer to make a pre-tax profit of over  £1 billion and this is the peak time in the companys history. (marksandspencer, 2007) Few years later, it plunged into a crisis which lasted for around several years. The problems Marks and Spencer faced were: The rising cost of using British suppliers Losing customer loyalty Increasing rival companies with cheap production to lower down their cost, therefore to lower down the price Refuse to accept the credit card As a large company with a long term history, Marks and Spencer has its weak side that the bureaucracy management system (Rippin, 2005) made it lose its touch with the real buyer and lost potential younger customers. In 1984, the companys priority is to provide high quality clothing to working class women. As time goes on, peoples taste changed that we no longer chase quality products but disposable clothes with a cheaper price. At that time, Marks and Spencer didnt realize this shortage until they found themselves struggling to compete in the changing environment as the fashion trend changes. As a result, the companys share price went down by more than two thirds and profit fell from  £1 billion in 1998 to  £145 million in 2001, which was only 10 per cent compare with its golden age. (wikipedia, 2007) As Rippin (2005) described in her research that Marks and Spencer is a sleeping beauty as the organisation is in suspension waiting for the right prince to come and reanimate the bo dy. Change The second stage of the model is change to achieve the desired results. At this stage the actual change happens which can be either to acquire desired behaviour or technological change. (Burnes, 2004) It is a hard journey that the organisation might go through several stages before it successes. This is the stage that the real changes take place and the organisation applies the plans to action in practise. At this stage, Marks Spencer conducted another model-Planned model of change (step change) that issues are dealt with stage-by-stage and built to transformation over time. (Cummings Worley, 2004) Marks and Spencers change management was implemented step by step over time. To quote form the Stuart Rose Chief Executive: We continue to improve our core business†¦We are ahead of our space growth target†¦We are stepping up our investment in the business†¦ In addition, the Board is announcing a step change in the investment this year. These decisions reflect our confidence in the strength and future prospects of the business. (finfacts, 2007) In order to successfully apply this Step change model, Marks and Spencer is constantly working on the progress. In 1999, the company launched online shopping and issued credit cards payments in store or online to make transactions simple and faster for customers. In order to lower down the costs and have more sales, the company decided to switch to overseas suppliers, open store on Sunday and added self-check outs to tills. (wikipedia, 2007) Secondly, it changed its business focus from quality fabric for working classing to the new sales of fashion clothes, and the company launched the Per Una clothing range, which recovered some market share to the younger consumer group. Additionally, it changed the womens bras to machine washable while there are many designer brands that still need to be hand washed. (Rippin, 2005) More over, the company realized its strength and weakness, therefore, it sold the financial service to HSBC Bank Plc and stopped the expanding of its simply food line of stores. As a result of those changes, by 2005, its share price went up and doubled from 319p to 766p as the highest in 2007. (Bloomberg, 2007) Refreeze The last step is to refreeze and make changes permanent that cement change into the organisational culture. To quote from Cameron Green (2004), for change to be effective, it needs to be implemented at all levels and embedded in the culture of the organisation. Change management should be merged with the organisational culture that all the changes should be developed according to its culture with shared objectives and common goals. At this stage, organisations meet their goals and objectives and waiting for new changes. (Paton McCalman, 2000) Marks and Spencer today, has 760 stores in more than 30 countries around the world. In 2007, it is growing again and rapidly increasing profitability with revenue of  £7.8 billion. In Nov, the company reported that the profit before tax rose 11.5 per cent, which is slightly ahead of analysts expectation. (finfacts, 2007) Corporate elephants dance speedily Flexible Elearn (2005) explains the four key processes for success when implementing change within an organisation, they are: Pressure for change A clear and shared vision Capacity for change Action To summary from Flexible Elearn (2005), organisations need the driving forces for change and a clear/shared vision. In order to successfully implementing change, organisations need to identify the resources that will be required and make sure they are provided. The last stage is action and implementing the planned changes. At this stage, organisations should keep checking and monitoring the process, and ensure the progress is operated well. Organisations like the benefit of change but they are afraid of failure. In order to successfully launch the change within organisations, Flexible Elearn (2005) suggest organisation to follow this stages, but on the other hand, changing could be difficult according to the change stages model as it is time consuming and costly. To quote from Saka (2003), one of the main boundaries for big organizations to change is the one which separates the model-builders from recipe-givers, the theoreticians from the practitioners. Organisations understood the need for change, but they dont seem to be able to respond quickly, especially for those big firms as they have many layers of management level that all the decisions need to run through the top to the bottom. It takes time to inform everyone in the organisation about the change and keep them up-dated with the progress. As Saka pointed out that there is a lack of interaction between decision and action. Organisational members, who are not onl y potential change-makers, are likely to be more questioning about the value of change. CONCLUSION Change management plays an important role in any organisations regardless its size. It means to make change in a planned and systemic way. (Cummings Worley, 2004) Moreover, it helps to lower risks associated with change, eliminate resources conflicts and redundancies. For Marks and Spencer, its problems include: business too complicated, competition, downsizing, and management system. The Marks and Spencer story shows that changes are essential for all the organisations regardless its size and reputation. Staying in the same place without considering the changing environment will leads to losing profit or failure. Moreover, Marks and Spencer went through three stages of change, which are: Unfreeze: feel the needs to change as the market share and profit was going down Change: going through changes with the planned model of change that allows the company to change step by step with continuously changing progress. Refreezing: met the goals and objectives that Marks and Spencer successfully changed itself from an old, transitional British retailer to a new look, fashionable icon. To sum up, small organisations are more flexible when they facing changes, while big organisations have bureaucracy management system and more layers of management level, hence, it is harder for them to response to the changing environment. Therefore, big organisations should adapt the ability to change and change quickly. REFERENCE Beitler. M, 2006., Strategic Organisational Change: A Practitioners Guide for Managers and Consultants, Practitioner Pr Intl. Burnes. B, 2004., Managing Change: A Strategic Approach to Organizational Dynamics (4th Ed), Pearson Education. Cameron. E Green. M, 2004., Making Sense of Change Management: A Complete Guide to the Models, Tools Techniques of Organizational Change, Kogan Page. Cummings. T Worley. C, 2004., Organizational Development and Change, Thomson South-Western. Flexible. P Elearn. L, 2005., Change Management: Management Extra, Elsevier. Kanter. R, 1989., When Giants learn to Dance, Simon and Schuster. Nilakant. V Ramnarayan. V, 2006., Change Management: Altering Mindsets in a Global Content, Sage Publications. Paton. R McCalman. J, 2000., Change Management: An Guide to Effective Implementation,, Sage Publications Inc. Rippin. A, 2005., Marks and Spencer-Waiting for the Warrior: A Case Examination of the Genddered Nature of Change Management, Journal of Organizational Change Management,, Volume 18, p578-593 http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/0230090605.html [Accessed 17/11/07] Saka. A, 2003., Internal Change Agents View of the Management of Change Problem, Journal of Organizational Change Management,, Volume 16, p480-496 http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/0230160501.html [Accessed 22/11/07] Siegal. W et al, 1996., Understanding The Management of Change: An Overview of Managers Perspectives and Assumptions in the 1990s, Journal of Organizational Change Management,, Volume 9, p54-80 http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/0230090605.html [Accessed 20/11/07] http://drfd.hbs.edu/fit/public/facultyInfo.do?facInfo=biofacEmId=rkanter [Accessed 17/11/07] http://en.wikipedia.org/wiki/Marks__Spencer [Accessed 20/11/07] http://www.biomedcentral.com/1472-6963/6/62/figure/F1?highres=y [Accessed 20/11/07] http://www.marksandspencer.com/gp/node/n/46010031?ie=UTF8mnSBrand=core [Accessed 21/11/07] http://www.finfacts.com/irelandbusinessnews/publish/article_1011718.shtml [Accessed 21/11/07] http://www.bloomberg.com/apps/quote?ticker=MKS:LN [Accessed 19/11/07]

Who is the Living Christ of Mormonism? :: Church of Jesus Christ of Latter-day Saints

Who is the Living Christ of Mormonism? "In bearing testimony of Jesus Christ, President Hinckley spoke of those outside the Church who say Latter-day Saints 'do not believe in the traditional Christ.' 'No, I don't. The traditional Christ of whom they speak is not the Christ of whom I speak'" (LDS Church News, week ending June 20, 1998, p.7). "It is true that many of the Christian churches worship a different Jesus Christ than is worshipped by the Mormons or The Church of Jesus Christ of Latter-day Saints" (LDS Seventy Bernard P. Brockbank, The Ensign, May 1977, p.26 ). Following one of our outreaches at the LDS "Jesus the Christ" pageant in Mesa, Arizona, I overheard a young Mormon girl complain to her friend how one of the Christians tracting the event had said that the Jesus of Mormonism was not the Jesus of the Bible. She was overtaken by such a statement, incredulous that such a comment could be made. "How can that be?" she said. "There is only one Jesus!" It would seem reasonable that if the one to whom Mormons call "the Savior" is in fact the Savior of Scripture, it should be easy to take what the Bible has to say about Jesus and then compare this with what Mormons leaders have said. Logic would demand that the two descriptions should parallel. However, this is where the problem lies. Mormon leaders have described their Jesus as a literal offspring of the one they call Elohim. "The First Presidency of the Church has written, 'God the Eternal Father, whom we designate by the exalted name-title Elohim,' is the literal Parent of our Lord and Savior Jesus Christ, and of the spirits of the human race" (Messages from the First Presidency 5:26). According to the Encyclopedia of Mormonism (Vol.4, Appendix 4), "Jesus Christ is not the Father of the spirits who have taken or yet shall take bodies upon this earth, for He is one of them. He is The Son, as they are sons and daughters of Elohim." Page 11 of the LDS Church manual Gospel Principles (pg. 11) states, "All men and women are...literally sons and daughters of Deity." This includes the Mormon Jesus. Mormon theology makes a distinction between Elohim and Jehovah. LDS leaders have claimed that these are the names of two separate Gods. Sixth LDS President Joseph F. Smith stated, "Among the spirit children of Elohim, the first-born was and is Jehovah, or Jesus Christ, to whom all others are juniors" (Gospel Doctrine, p. Who is the Living Christ of Mormonism? :: Church of Jesus Christ of Latter-day Saints Who is the Living Christ of Mormonism? "In bearing testimony of Jesus Christ, President Hinckley spoke of those outside the Church who say Latter-day Saints 'do not believe in the traditional Christ.' 'No, I don't. The traditional Christ of whom they speak is not the Christ of whom I speak'" (LDS Church News, week ending June 20, 1998, p.7). "It is true that many of the Christian churches worship a different Jesus Christ than is worshipped by the Mormons or The Church of Jesus Christ of Latter-day Saints" (LDS Seventy Bernard P. Brockbank, The Ensign, May 1977, p.26 ). Following one of our outreaches at the LDS "Jesus the Christ" pageant in Mesa, Arizona, I overheard a young Mormon girl complain to her friend how one of the Christians tracting the event had said that the Jesus of Mormonism was not the Jesus of the Bible. She was overtaken by such a statement, incredulous that such a comment could be made. "How can that be?" she said. "There is only one Jesus!" It would seem reasonable that if the one to whom Mormons call "the Savior" is in fact the Savior of Scripture, it should be easy to take what the Bible has to say about Jesus and then compare this with what Mormons leaders have said. Logic would demand that the two descriptions should parallel. However, this is where the problem lies. Mormon leaders have described their Jesus as a literal offspring of the one they call Elohim. "The First Presidency of the Church has written, 'God the Eternal Father, whom we designate by the exalted name-title Elohim,' is the literal Parent of our Lord and Savior Jesus Christ, and of the spirits of the human race" (Messages from the First Presidency 5:26). According to the Encyclopedia of Mormonism (Vol.4, Appendix 4), "Jesus Christ is not the Father of the spirits who have taken or yet shall take bodies upon this earth, for He is one of them. He is The Son, as they are sons and daughters of Elohim." Page 11 of the LDS Church manual Gospel Principles (pg. 11) states, "All men and women are...literally sons and daughters of Deity." This includes the Mormon Jesus. Mormon theology makes a distinction between Elohim and Jehovah. LDS leaders have claimed that these are the names of two separate Gods. Sixth LDS President Joseph F. Smith stated, "Among the spirit children of Elohim, the first-born was and is Jehovah, or Jesus Christ, to whom all others are juniors" (Gospel Doctrine, p.

It210 Final

IT 210-Final Currency Conversion Program Florence Sanders IT/210 Fundamentals of Programming with Algorithms and Logic September 16, 2012 Ed Addison Application-Level Requirements List 1. User screen that prompts user 2. Display prompts main user title screen 3. Main user screen provides short description explaining use of program 4. Calculations of currency is executed with valid inputs 5. Provides option to clear input fields Input| Process| Output|Currency TypeCurrency AmountExchange Rate| Get user input| Currency Type Currency Amount| Currency Type| Foreign Exchange Currency | Currency Type| Enter currency amount| Calculate total| Currency Amount| Foreign Currency amount | Convert to US dollar| US currency amount| Currency TypeCurrency AmountExchange Rate| Display results| Conversion of foreign currency into US Dollars| Main Module Main Module Display_Resluts Module Display_Resluts Module Get_Int_Value Module Get_Int_Value Module Display_Menu Module Display_Menu Module Convert_Cu rrency Module Convert_Currency Module Control Flow Diagram—Main Control ———————————————— Begin Display Menu Quit ? Provide exit message Display Menu Yes No Convert Currency Display results End Begin Display Menu Quit ? Provide exit message Display Menu Yes No Convert Currency Display results End ————————————————- Control Flow Diagram—Display Menu Begin Selection menu Valid selection ? Error 4 : Invalid menu selection No Yes End Quit ? Yes Provide exit menu Quit Verified ? Yes Take selection from user Get_Int_Value No Conversion Verified ? No Yes No Begin Selection menu Valid selection ? Error 4 : Invalid enu selection No Yes End Quit ? Yes Provide exit menu Quit Verified ? Yes Take selection from user Get_Int_Value No Conversion Verified ? No Yes No | Control Flow Diagram—Get_Int_Value Tell user to enter number Tell user to enter number Take input from user Take input from user Error message Error message Error message Error message | Control Flow Diagram—Convert Currency French ? French ? Japanese? ? Japanese? ? Mexican? Mexican? Begin Canadian ? Rate=Canadian Rate English ? No No No No No Yes Yes Yes Yes Yes Rate =Mexican rate Rate=pound rate Rate=Japanese rate Rate = French Rate Rate = 0 . 0 US Value =Rate*Int_Value End Begin Canadian ? Rate=Canadian Rate English ? No No No No No Yes Yes Yes Yes Yes Rate =Mexican rate Rate=pound rate Rate=Japanese rate Rate = French Rate Rate = 0 . 0 US Value = Rate*Int_Value End | Control Flow Diagram—Display_Results Nation=French Currency=Francs Nation=French Currency=Francs Nation=Japanese Currency=Yen Nation=Japanese Currency=Yen Nation=English Currency=Pound Nation=English Currency=Pound Nation=Mexican Currency=Pesos Nation=Mexican Currency=Pesos Japanese ? Japanes e ? English ? ? English ? ? Mexican ? Mexican ? Canadian ? Canadian ? Invalid Selection Invalid Selection |Final Project Currency Conversion Psuedocode Main Module Declare selection as integer Declare currency Type as Integer Declare international Value as real Declare US Value as real Do while user wants to continue Display Menu Get International Value Convert Currency Display Results End Loop Print exit message End Main Module Display Menu Declare continue as Boolean Set continue = true While continue = true Display â€Å"Welcome to the international currency conversion program† Display â€Å"Please make a selection† Display â€Å"international Currency Types:† Display â€Å"1: Canadian Dollars†Display â€Å"2: Mexican Pesos† Display†3: English Pounds† Display â€Å"4: Japanese Yen† Display â€Å"5: French Francs† Display â€Å"6: Quit: Display â€Å"Enter a selection:†; Input Currency Type If Currency Type >= 1 AND currency Type 0 AND international Value

Spirit Leader

To many cheerleading may not be considered a sport, however what those many people may not understand, is that like all sports it requires the same key components to succeed. The cheerleaders that are serious about this sport understand that many elements are needed in making a â€Å"die-hard† cheerleader. I would say these elements are dedication, commitment, heart and soul. It is with these concepts that separate who continues with their sport and who quits at the first sign of difficulty. I would like to be the â€Å"Spirit Leader† of our cheerleading team this season. One reason I’d make a great choice for this position, is that I would be dedicated to the team, and won’t give up when faced with an obstacle. To me, extra practicing, time spent making bows and signs, banners, or our spirit can, is not work, but a privilege. These tasks would not bother or frustrate me, as it would better all of us. I want to be apart of leading the team, and helping us all grow not only as individuals but as a family. Even though I’m fairly new at cheering, my enthusiasm and dedication is great, and would help toward making our team spirit soar this year. I remember as I walked into the first tryout day, last year, how nervous and inexperienced I was, and intimidated by the ones that â€Å"knew it all†. I believe my cheer skills have progressed over time. Even though I’m far from perfect, if I continue to learn and get better, it can help me better the team’s motivation and spirit this season. And bring spirit, love and motivation in leading the team and giving other girls someone to look up to. Being the spirit leader wouldn’t just be my job for the team, but the opportunity to inspire the girls with activities, challenges, and cheering together as a team. I would like to help keep our team connected, keep our cheerleader spirit alive, and have pride in our school. There’s always a time and place for fun, but being focused and keeping the big picture in mind is what is going to make us outshine the rest. We need to motivate our peers, keep the spirit flowing through the halls. Cheerleading isn’t just being a team, but a family. A Spirit Leader should have a positive attitude toward everything. Whether a stunt falls, or the music stops, I would be the motivating factor in keeping our team from falling apart. I need to show these girls spirit and motivate them in all aspects. If accepted to be the Spirit Leader of our team, I plan to execute the suggestions of our coach into making a spirit can, and a sign for the school of the weekly sport games. Also, I have ideas involving our â€Å"little sisters† for JV this year. As well as continuing to brain storm a list of other activities. I want to make this a phenomenal season full of spirit, laughter and love. To keep our school spirit up and running all season, I would like to try and get everyone involved; students, staff, faculty, athletes, families, and the community. To make the best of this year, we need to have support from majority of these people. Those are the people that look up to us, cheerleaders, to bring the spirit to school functions. As a Spirit Leader, I want to make a change in our school and community. That will take more dedication from everyone, especially myself, but I’m willing to do it. Cheerleading, to me, isn’t just about standing on sidelines yelling cheers, but about a group of people supporting another group through their spirit. It may not be about bows or matching outfits, either, but about how people can come together to achieve something great. Finally, it’s not just all about the ‘perfect‘ routine, but about all coming together and loving each other as a family. We can make a difference. I hope in your time reading this, I have helped you realize that I would be a great Spirit Leader for our cheerleading team. I am a team player, a motivator, and girl with lots of spirit! No matter what, we are a team and we’re all in this together. With my concentration, focus, dedication and time, I will help make our Chittenango Varsity Cheerleading team’s spirit shine, and bring our team together as one.

Nietzche essays

Nietzche essays At approximately ten oclock a.m. on October 15, 1844, not only a human being was born, but also a foundation was laid for future revolutions in the ways of philosophy and interpretation of human thought. Nietzsche was a German philosopher of the late 19th century who challenged the foundations of traditional morality and Christianity. He believed in life, creativity, health, and the realities of the world we live in, rather than those situated in a world beyond. Central to Nietzsches philosophy is the idea of life-affirmation, which involves an honest questioning of all doctrines that drain lifes energies, however socially prevalent those views might be. Often referred to as one of the first existentialist philosophers, Nietzsche has inspired leading figures in all walks of life. Friedrich Wilhelm Nietzsche was born to Lutheran pastor Karl Ludwig Nietzsche in the small town of Rocken, Prussia. Nietzsches grandfathers were also Lutheran ministers, and his paternal grandfather was further distinguished as a Protestant scholar, one of whose books (1796) affirmed the everlasting survival of Christianity (Wicks, 1997). His father died when he was just five years old and the death of his brother soon followed. In his adolescent years he attended a boarding school where he prepared for his studies at the university. Nietzsche entered the University of Bonn in 1864 as a theology and philology student. Soon after being influenced by Friedrich Wilhelm Ritschl, Nietzsche transferred to the University of Leipzig in 1865. Momentous for Nietzsche in 1865 was his accidental discovery of Arthur Schopenhauers The World as Will and Representation in a local bookstore. Schopenhauers atheistic and turbulent vision of the world, in conjunction with his highest praise o f music as an art form, captured Nietzsches imagination, and the extent to which th...

Drafting Design Basics Essays

Drafting Design Basics Essays Drafting Design Basics Essay Drafting Design Basics Essay Learning Drafting and Design Basics in an Online Environment: A Study Determining the Effectiveness by Davetta L. Gipson A Paper Presented in Partial Fulfillment Of the Requirements of ED7210: The Delivery of Distance Education June 4, 2004 100 Antioch Pike Nashville, TN, 37211 (615) 837-7103 [emailprotected] com Dr. Joann Kroll Wheeler Abstract Recently, the ITT Technical Institute Nashville Campus began offering their General Education courses in an online format for incoming students. A strong possibility exists that some technical core courses will be offered in the future using a distance delivery method to minimize the amount of time students spend on campus. Investigation into different delivery methods is imperative for an adequate comparison, as well as determining which method, if any, would be better suited for the school and students alike. The focus of this paper is to determine the best instructional technology method to be used for the introductory computer-aided drafting and design course. The methods to be compared are computer-aided instruction, computer-based training and Web-based training. Table of Contents Table of Contents 3 List of Figures 4 List of Tables 5 Introduction 6 Understanding Computer-Aided Drafting Design 7 1 Board Drafting Skills 7 2 Computer Drafting Skills 11 Current Course Offering 12 Converting From Traditional Method to Distance Delivery Method 14 1 Screening for Distance Learning Suitability 15 Determining Suitable Portions for Conversion 16 3 Selecting Appropriate Media for Conversion 16 1 Computer-Aided Instruction 17 2 Computer-Based Training 18 3 Web-Based Training 18 4 Determining Time Requirements for Development 20 5 Conversion Lifecycle 22 Conclusion 24 References List of Figures Figure 1. Drafting board 8 Figure 2. T-square 8 Figure 3. Track Drafting Machine 8 Figure 4. 30-60-90 triangle and 45-45-90 triangle 9 Figure 5. Protractor 9 Figure 6. Scale 9 Figure 7. Lead Holder 9 Figure 8. Drawing Leads 9 Figure 9. Lead Pointer 9 Figure 10a. Isometric Grid Paper 10 Figure 10b. Square Grid Paper 10 Figure 10c. Lettering Grid Paper 10 Figure 10d. Drawing Media Paper Size 10 Figure 10e. Paper Size Layout 10 Figure 11. Digitizer 11 Figure 12. Plotter 11 List of Tables Table 1. Course Distance Learning Screening Form 15 Table 2. Eligible Instructional Hours for Conversion 16 Table 3. ASCENT Web-Based Tools 20 Table 4. Learner-Courseware Interactivity and Associated Learning Objectives 21 Table 5. Media Compression rates and Developmental Hours 22 Table 6. Conversion Support Staffing 23 Table 7. Final Selection Criteria 26 Learning Drafting and Design Basics in an Online Environment: A Study Determining the Effectiveness Within the last nine months, the ITT Technical Institute Nashville Campus began offering their General Education courses online to incoming and transfer students. When the online program officially began over a year ago, it was managed through another school and student information was sent to the ITT Technical Institute where the student was registered to take their technical core courses. Since that time, the online program has undergone a few revisions. The current instructional method, Questa Training, was created by ITT Educational Services, Incorporated. Since the online courses began, many students have become dissatisfied with their learning experience. For some, it is the resistance to change and for others it is the inability to understand how the online environment functions. There are also a percentage of students who feel the online environment is not properly formatted to allow for the optimal learning experience. Because of these varying issues, many students have begun discussions regarding withdrawing from the course and some have asked about the possibility of taking the course in the traditional classroom setting. Regardless of the dissatisfaction in the online format, administrators are looking to prepare for some of the core courses to make the same transition within a few years. Monceaux, the Associate Dean of Academic Affairs replied, â€Å"Although no plans are final at this time, ITT Educational Services Incorporated is looking into the possibility of moving some of our early quarter courses into an online format† (Personal communication, Murphy Monceaux, May 25, 2004). One major concern of faculty members in the School of Design has been that of the computer-aided drafting and design students being able to learn board-drafting skills, as well as the AutoCAD 2004 software they are taught during their second and third quarters. The purpose of this paper is to determine if an online format is the most effective means in which to convey basic board drafting skills, as well as a basic understanding of the AutoCAD 2004 software commands. The delivery methods to be compared are computer-aided instruction, computer-based training and Web-based training. The final conclusion drawn will show if any of the delivery methods will be effective or if the traditional classroom setting would be the most effective means by which to teach the needed skills. Understanding Computer-Aided Drafting and Design In order to determine which delivery method would be the best to use, a clear understanding of computer-aided drafting and design is necessary. Computer-aided drafting and design refers to the ability to electronically create quick and accurate drawings with the use of a computer (CADD Primer, 2003). There are numerous software packages available that allow for drawing creation; however the one to be discussed in this paper is AutoCAD 2004. Although the use of the computer is necessary to gain the needed skills, basic board drafting skills are essential in the drafting and design industry as well. Board Drafting Skills Every drafter begins their training by developing a skill set that revolves around utilizing the drafting board and various drafting tools. This skill set incorporates traditional drafting tools. Traditional tools are devices used to assist the human hand in making technical drawings (Bertoline, 2003). Many tools were originally used in ancient Greece to study and develop geometry, but have evolved into tools used to develop technical drawings or sketches. All of the tools shown in this paper are an integral part of the board drafting process and they each have a particular purpose. The first traditional tool to be used is the drafting table or drawing board (figure 1). Used for holding a sheet of drawing media in a fixed position and to provide a straight edge for a T-square (figure 2) or Track Drafting Machine (figure 3). The T-Square is used to draw horizontal lines and to hold triangles (figure 4) for drawing vertical lines. The Track Drafting [pic] Figure 1. Drafting Board [pic][pic] Figure 2. T-SquareFigure 3. Track Drafting Machine Machine is used to draw precise horizontal, vertical and angular lines. It is precise enough to replace the T-square, triangles, the protractor (figure 5) and scales (figure 6). Triangles allow lines to be drawn at 30, 45, and 60-degree angles. When combining triangles, lines can be drawn in 15-degree increments. [pic][pic] Figure 4. 30-60-90 triangle and 45-45-90 triangle [pic][pic] Figure 5. ProtractorFigure 6. Scale The protractor is used to layout and draw angular lines or measure angles on the drawing, while the scale is used to layout measurements at reduced or enlarged sizes. When working on technical drawings, specialized writing or sketching utensils are used also. A lead holder (figure 7) holds special size and grades of drafting leads (figure 8) that allow for the creation of different line types and styles. It also replaces wooden pencils and needs a special sharpener to give a point to the lead, which is called a lead pointer (figure 9). [pic] [pic] [pic] Figure 7. Lead Holder Figure 8. Drawing LeadsFigure 9. Lead Pointer The last technical drawing tool to mention is more media based, which is the drawing media or paper (figure 10a-e) itself. Drawing media refers to the different types of sheets used in the process of creating technical drawings. There are several types of drawing media to be used and each type is dependent upon the technical drawing to be completed. The first type of drawing media is grid paper (figures 10ab), which is used to prepare preliminary and freehand sketches of your drawing. The last type is designed for developing lettering styles and formats (figure 10c). Drawing media comes in certain sizes based on the type of technical drawing being created and the amount of detail to be placed on that drawing. The paper sizes and shapes are shown in figure 10d and figure 10e. [pic] Figure 10a. Isometric grid Figure 10b. Rectangular gridFigure 10c. Lettering grid [pic][pic] Figure 10d. Drawing Media Paper SizesFigure 10e. Paper size layout Computer Drafting Skills For today’s drafter, it is a necessity to possess not only board drafting skills, but computer drafting skills as well. The technical tools have evolved from pencils, triangles, scales, and protractors to computer-aided drafting (CAD) systems (Bertoline, 2003). The primary function of the CAD System is to allow the drafter, designer, engineer or architect to solve graphic problems and produce accurate, legible technical drawings. There are several components that make up the hardware portion of a CAD system, such as the computer, monitor, keyboard, mouse or pointing system, digitizer (figure 11) and plotter (figure 12). Most of the hardware is used quite frequently in today’s society, although not many are familiar with the digitizer and the plotter. The digitizer is used to input commands and data directly into the computer, with or without a graphics tablet. The plotter is used to produce accurate hard copies of drawings from the data stored in the computer on a wide range of paper sizes. pic][pic] Figure 11. DigitizerFigure 12. Plotter A CAD software program contains hundreds of functions that enable you to accomplish specific drawing tasks (CADD Primer, 2003). That task may involve one of several things, such as drawing an object, editing an object or drawing, displaying a view of the drawing, and even printing or saving a drawing. These tasks fall into four major categories, which are Draw Edit Data Output System control Each of these categories serves a specific function within any CAD software program. Within the draw category, access is gained to allow the use of all drawing commands. Lines, arcs, circles, ellipses, text, dimensions, symbols, and borders are the main drawing components that can be accessed and utilized. The edit category allows for the changing and manipulation of any existing objects. Objects, as well as text, can be moved, erased, copied, rotated, mirrored, and resized, among other editing options. When needing to display drawings on the screen and then print them on paper, the data output category will allow this to happen. Viewing and printing are two separate sets of functions within this category. The viewing or display options allow zooming in or out of a drawing to aid in creation or editing. The printing or plotting options allow the drawing to be put into hard-copy form in various sizes, colors, thicknesses, and line types. The most important category for any drafter is that of system control. The system control category dictates how CAD programs are set up, housing a variety of industry standards and system variables that can be manipulated and altered to suit the user. Current Course Offering As a drafting student begins their matriculation at ITT Technical Institute, they begin by enrolling in courses that give them an introduction to basic computer skills and math skills. The major focus is on the application of those skills in their chosen field of study. Once those courses have been taken, they begin a descent into the core course content of the design program. The first two courses to be taken are the Introduction to Drafting and Design course and the Drafting and CAD Laboratory course. These two courses will serve as the foundation of their knowledge base for the design program. The Introduction to Drafting and Design course gives the student insight into the field of drafting, as well as the basic skills set to allow for technical drawing creation in the field. That skill set includes, but is not limited to the following: Proper lettering and line type quality Understanding of standards developed by the American Society of Mechanical Engineers (ASME) Understanding of symbols and dimensioning practices developed by ASME Proper sketching techniques Correct use of board drafting tools Understanding of CAD software basics Creation of various technical drawing types These theoretical concepts are taught to the students in the traditional classroom setting, which allows for asynchronous and collaborative learning to take place. This course is commonly referred to as their ‘theory course’. The Drafting and CAD Laboratory course gives the student the opportunity to use relevant real-world situations in which to apply the theoretical concepts lear ned in their theory course. While taking the lab course, the students are to utilize various tools and software that are provided for them. The board drafting tools are housed in a briefcase and are issued to the students along with their textbooks. The software used is AutoCAD 2004, created by AutoDesk, and is housed on the school server. Due to legalities, the software is not sold to the student through the school, but students are encouraged to purchase the student version of the software to assist them during the learning process. They are also provided with several assignments and lab projects throughout the quarter that allow for the development of their drafting skills. These assignments and lab projects are explained, as well as demonstrated, to the students to allow for a thorough understanding of what is to be accomplished. In addition to individual assignments, group projects are also given to reinforce real-world applications. Converting From Traditional Method to Distance Delivery Method When faced with the challenge of converting the current curriculum of the two previously mentioned courses from a traditional delivery format to a distance delivery format, many questions were asked that needed firm, unwavering responses. The possibility of a conversion first arose during a Faculty In-Service over six months ago. Jim Coakley, the school Director, presented a PowerPoint presentation that outlined a plan for company growth within the next five years. This plan included more online courses to be offered, which included some core courses to be mentioned at a later time. It was however made known that a sequence would be followed beginning with the earliest core courses in some programs. This prompted several questions from faculty members who were concerned about their particular program. The following is a listing of the questions asked the most during the meeting: 1. Is there a need to convert these courses? 2. How will the conversion take place and who will be responsible for that conversion? 3. What is the time frame for the conversion? 4. Will the faculty, students, and administration be willing to accept the conversion? 5. Will the same delivery method being used now be used then? Each of these questions had pertinence that demanded an adequate response. The responses given to these questions were quite ambiguous and offered no real comfort to those in attendance. Lowery, a CAD instructor, was the most vocal in his concern over converting to a distance delivery method. â€Å"Our CAD students need a great deal of personalized attention in order for them to fully understand how the software and drafting tools work† (Personal communication, Brian Lowery, June 3, 2004). In seeking answers to the questions raised, it became evident that no real thought or effort would be put forth until it was certain that these core courses would be placed online. Before determining what distance delivery method should be utilized for a course, certain aspects need to be given an adequate amount of consideration. Belanger and Jordan state that there are major steps involved when it comes to converting media from a traditional platform to a distance learning method, which include the initial screening for distance learning suitability, determining what portion of the course is suitable for conversion, selecting the appropriate media for conversion, determining the number of hours required for development, pricing the cost of development and maintenance, and doing a benefit/cost or return on investment (ROI) analysis (p. 89, 2003). The amount of time and effort placed into making these considerations will play an important role in how effective the course will be for all involved. Screening for Distance Learning Suitability A considerable amount of time should be given to allow for the screening of each course in order to determine the feasibility of conversion into a distance delivery format. Table 1 shows a form that can be utilized to meet that end. Each area listed in the table should be rated based upon the current curriculum. Table 1. Course Distance Learning Screening Form Course ID: CD111 CD121 | | |VARIABLE |Yes -1 No +1 | |Hands-on activities essential |-1 | |Specialized tools or equipment is required |-1 | |Group raining in functional teams is required |1 | |Group problem solving is required |1 | |Continuous feedback from instructor required |-1 | |Instructor-guided discussion required |1 | |Group discussions are conducted |1 | |Other requirement for physical presence of instructor and student |1 | |Learner performance data required |1 | |Learner objectives involve physical risk to student |1 | Instructions: add up the â€Å"yes† and â€Å"no† points in each column. Add them together and use the resulting number to interpret as follows:0,negative values = DL is not suitable 1-3 = DL may not be suitable; consider using technology insertion 4-6 = Consider combined delivery 7+ = DL is highly suitable Based on the values placed in the chart for the courses mentioned earlier in this paper, consideration should be given to using a combined delivery method. Determining Suitable Portions for Conversion Now is the time to determine which portions of the courses are suitable for conversion into a distance delivery method. There are three choices to consider, which are total conversion, combined delivery and technology insertion. Based on the information placed in Table 1, a combined delivery method should be considered first. Belanger and Jordan mention the need at this point to examine all instructional units within each course to determine the number of instructional hours eligible for combined delivery (p. 107, 2003). The following table shows how the determined number of eligible instructional hours was selected. Table 2: Eligible Instructional Hours for Conversion Instructional Unit |Current # of Theory |Current # of Lab |Needed # of Hours for |Eligible # of Hours for | | |Contact Hours |Contact Hours |Learner/Instructor Face-to-Face |Conversion | | | | |Interaction | | |Graphic Communications and Design |10 |6 |3 |13 | |Tools of Engineering Design |10 |7 |6 |11 | |Sketching Vi sualization |10 |7 |6 |11 | |Technical Drawings in 2 Dimensions |10 |7 |6 |11 | |Pictorial Technical Drawings |10 |7 |6 |11 | |Dimensioning |10 |6 |2 |14 | TOTAL: 60 40 29 71 Selecting Appropriate Media for Conversion In determining which distance learning media type will be best for the conversion, thought must be given to the conversion options available. Based on the last few sections in this paper, it was determined that a combined delivery method be used versus total conversion or technology insertion. It was also found that there were 71 instructional hours available for conversion. A thorough examination of the different media types must be given to prove that the selection made was correct. The three media types to be considered are computer-aided instruction, computer-based training, and web-based training. Computer-Aided Instruction. Computer-aided instruction (CAI) can primarily be referred to as a distance learning method that allows for supplementary materials to be added on to the current traditional learning method. Belanger and Jordan (p. 4, 2000) state, â€Å"with CAI, instructors are typically able to provide substantial information to learners in regular classroom sessions or via telecommunication facilities†. There are certain tools that can be utilized, such as tutorials and help guides that give the student additional information to help them understand the instructional objectives of the course. Based on the current curriculum layout, topical information is discussed during the lecture portion of the course and then given to be developed during time spent in the laboratory. The current curriculum also allows for multimedia capabilities, interactivity, and interface. These factors show that the current curriculum already allows for computer-aided instruction to a certain degree. If more computer-aided instruction were to be added immediately or implemented at a later time, it could be done by the course instructor or by a company that specialized in developing curriculum for higher education institutions. One such company is ASCENT, which provides curriculum development for engineering applications. ASCENT offers a wide range of titles for various AutoDesk products and has instructor-led curriculum designed by instructional designers which include self-check quizzes after each module; skills assessment at the end of each module; extensive illustrations and lab exercises throughout; detailed instructor kits; and continuous product development that is client driven ( ascented. com). Using this company would allow for the inclusion of AutoCAD 2004 into the newly developed curriculum, but that would leave the board drafting skills to be developed in a different format. Computer-Based Training: Computer-Based Training (CBT) has been regarded as instruction delivered on a computer without instructor involvement (Belanger and Jordan, 2000). Training or course information is typically distributed on CD-ROM or diskette and could be accompanied by a textbook or supplemented with on-line materials. Various companies offer such support and training tools to design professionals, as well as students and instructors. One such company is 4D Technologies. This company offers AutoCAD training on CD-ROM, with short step-by-step tutorial movies created by professional CAD instructors, which can be used to take the place of traditional training or to augment the classroom experience ( 4dtechnologies. net). Their products offer special features, such as keyword search, PC or server-based, use at office of home, lessons sorted by skill level, intelligent history, and administrative tools. Although there are many advantages to utilizing CBT, such as increased learner centeredness, immediate feedback, and scheduling flexibility, the main disadvantage for this conversion would be the lack of interaction and instructor. Web-Based Training: Web-Based Training (WBT) is considered to be instruction delivered via a computer connected to a network, either Internet or Intranet (Belanger and Jordan, 2000). Belanger and Jordan also mention that WBT has the capabilities of allowing interactivity between learners and instructors, but can also be used as an individual self-paced training environment (p. 70, 2000). There are several different types of WBT alternatives to select from, but care must be given to make the selection based on the needs of the learner and the instructional objectives being offered in the delivery method. Since there is a need for some form of communication between the learner and the instructor, synchronous collaboration is necessary. This allows for real-time communication between students and instructor by means of â€Å"chat† forums, audio-conferencing, video conferencing, shared whiteboards and collaboration software (Belanger and Jordan, 2000). Communication will be a necessity due to the possible lack of understanding of the usage of some commands or drafting tools. It is obvious from the previous listing of the course curriculum that some form of Web enhancement is taking place. This is taking place while students are working in AutoCAD 2004 and utilizing the on-line assistant or tutorials. This information is also mentioned during lectures on a continual basis. One example showing the implementation of WBT in the form of Web enhanced courses and its effectiveness is that of a Web site developed by Jeff Plant. While working as an Associate Professor in the Architectural Technology program at Salt Lake Community College, Jeff Plant utilizes WBT to assist his students in emerging beyond the classroom. The site is structured in a way that allows students to access the course syllabus, homework, web shows, the course outline and e-mail the instructor, while reiterating the fact that it is meant to supplement the course lectures only ( slcc. edu/tech/techsp/arch/courses/online. htm). ASCENT also provides Web-based learning tools, in the form of WebClasses, WebLessons, and WebShops ( ascented. com). Each option allows for some form of independent study on the part of the student, based on their learning capabilities. Shown below is a table that lists the various Web tools and its offerings: Table 3. ASCENT Web-Based Tools Web-Based Tools |Offerings | |WebClasses |Live expert-lead classes delivered on the Internet | | |Complete, standalone courses | | |No classroom setting needed | | |Interaction with live instructor | | |Immediate feedback in real time | | |Accessibility to lesson notes and slides | |WebLessons |A series of 20 different exercises and lessons offered | | |Lessons re to pic-based for functionality | | |Lessons available individually or on compilation CD-ROM | |WebShops |Delivered over the Web for engineering software application users | | |Offered in series format to complement traditional classroom setting | | |Incorporates low-bandwidth streaming animations | Determining Time Requirements for Development Before determining the time needed to develop the course conversion, the courseware level of complexity must be known. The level of course complexity is decided based upon the amount of multimedia needed within the course. The multimedia content can contain text, graphics, audio, and video. Each of these has to be digitized and saved in varying formats to allow for their usage in a distance delivery format. They also have varying file sizes as well. The multimedia complexity can be based upon the basic use of text and graphics through the use of interactive multimedia. The higher the level becomes, the greater the cost and the more complex the course structure. Table 4 shows the outline of three major levels of course complexity, as listed by Belanger and Jordan (2000). Table 4. Learner-Courseware Interactivity and Associated Learning Objectives |Student Interactivity with Courseware |Learning Objectives | |Level 1: Passive |Cognitive | |Learner interaction limited to advancing the presentation |Learning facts | | |Learning rules | | |Psychomotor | | |Perception of ormal/abnormal/emergency condition cues associated with| | |performance of a procedure | |Level 2: Limited Participation |Cognitive | |Provides drill and practice |Learning facts | |Provides feedback on learner responses |Learning rules | |Can emulate simple psychomotor performance |Learning step by step procedures | |Can emulate simple equipment operations in response to learner action |Psychomotor | |Computer evaluation of learner’s cognitive response |Perception of normal/abnormal/emergency condition cues associated with| | |performance of a procedure | | |Readiness to take particular actions | | |Guided response in learning a complex physical skill | | |Affective | | |Receiving normal/a bnormal/emergency condition cues associated with | | |performance of a procedure | | |Responding to cues | |Level 3: Complex Participation |Cognitive | |Capable of complex branching paths based on student selection and |Learning step by step procedures | |responses |Learning to group and discriminate similar and dissimilar items | |Can present or emulate complex procedures with explanations of | Learning to synthesize knowledge for problem-solving | |equipment operation |Psychomotor | Learner can participate in emulation of psychomotor performance and |Perception of normal/abnormal/emergency condition cues associated with| |extensive branching capability |performance of a procedure | |Capable of real-time simulation of performance and intellectual skills|Readiness to take particular actions | |Computer evaluation of learner procedural performance includes time |Guided response in learning a complex physical skill | |and errors scores |Learning mechanism of performing complex physical skills | | |Learning origination to create new complex physical skills to | | |accommodate a new situation | | |Learning to make continuous movement; compensate based on feedback | | |Affective | | |Receiving normal/abnormal/emergency condition cues associated with | | |performance of a procedure | | |Responding to cues | | |Valuing worth of quality of normal, abnormal, and emergency cues | | |a ssociated with performance of an operational procedure | | |Developing competence to make decisions using prioritized strategies | | |and tactics in response to of normal, abnormal, and emergency cues | | |associated with performance of an operational procedure | | |Learning innovation to make decisions | Based on the current curriculum, course objectives, and information given in Table 4, the conversion will fall under Level 2 courseware interactivity. AutoCAD 2004 is very graphics-intensive and requires mastery in multiple skill levels. The estimated amount of hours it will take to convert the current curriculum into a distance format is determined by a predefined ratio of the number of hours it takes to develop one hour of instruction (Belanger and Jordan, 2000). The ratio is calculated using the following formula: CH X DHI = DHR where CH = compressed hours, DHI = developmental hours per hour of instruction, and DHR = development hours required. Table 5 shows the media compression rates and the developmental hours needed for Level 2 courseware. Table 5. Media Compression rates and Developmental Hours |Compression Factor |Developmental Hours |Total Current Hours for |Compressed Hours |Total Development Time | | | |(DHI) |conversion |(CH) |(DHR) | | | |Level 2 | |Level 2 |Level 2 | |CBT |35% |265 |71 |47 |12,445 | |CAI |35% |600 |71 |47 |28,200 | |WBT |35% |265 |71 |47 |12,445 | Conversion Lifecycle Whenever a course is being conve rted, that conversion process will need to follow and include all of the phases of the ADDIE model. The ADDIE model is a five-phase process that instructional system designers use to ensure that the systems being designed are instructionally sound and effective for the purposes intended (Belanger and Jordan, 2000). The five phases are analysis, design, development, implementation and evaluation. A certain amount of effort will be given to each phase based upon the level of complexity. Belanger and Jordan (p. 120) state that for a project with a Level 2 complexity, the conversion project will be given the following estimated conversion times: Analysis = 5% Design = 20% Development = 70% Implementation = 3% Evaluation = 2% In order for the conversion to be accomplished, it must be staffed with individuals who are efficient enough to follow through on all aspects of the design. The project can also be staffed in one of three ways, which are freelance conversion support, contractor conversion support, and full-time conversion support. Freelance conversion support is used where the designer is being paid on an hourly basis to convert the course into a distance delivery method. Contractor conversion support is utilized when the payment is done via a contract with a set price or when time and materials are given. Full-time conversion support is when a company hires an individual to work on a full-time basis to convert the course into a distance delivery method. Each method has its advantages and disadvantages, as shown in Table 6 below. Table 6. Conversion Support Staffing Conversion Support |Advantages |Disadvantages | |Freelance |Paying only for the services needed |Pricing difficulties | | | |Difficulty in finding skilled people | |Contract (Time/material) |Paying only for the services needed |Difficulty in assessing final cost for the client | |Contract (Fi xed Price) |Cost and services known in advance |Difficulty in assessing the scope of the project for | | | |the contractor | |Full-time |Total control for company |Large, long-term commitment for company | | |Familiarity with company/learner needs |Possibility of contracting work out to skilled | | | |individuals | Belanger and Jordan make mention of the fact that project costs from inception through completion must be planned, budgeted, and tracked. There are certain steps that must be undertaken to ensure saving the company time and money when converting the course into a distance delivery format, which are Establish baseline lifecycle costs of your existing training programs. Identify distance learning media alternatives that are feasible given learning objectives, instructional activities, and other course requirements. Estimate life cycle costs for each alternative. Compare life cycle costs of feasible alternatives that provide the same instructional quality. Any costs associated with the conversion should be followed throughout the lifecycle of the project. Conclusion With all of the General Education courses going through a total conversion for distance learning, it has been made known that it is only a matter of time before some core courses follow suit for ITT Educational Services, Inc. Administrators, faculty and learners alike at the ITT Technical Institute Nashville Campus are fully aware of the challenges facing students who are enrolled in the current on-line course offerings. There is a fear that the challenges will become greater and even more complex for all involved. In looking at the current curriculum, it would be rather hasty to make a decision to convert any more courses immediately without ensuring that instructional and learner-centered goals are being met. The main focus of this paper was to determine which distance delivery method would be best suited for beginning computer drafting and design students that would allow them to understand and develop basic board drafting skills, as well as a basic understanding of the AutoCAD 2004 software commands. The delivery methods compared were computer-aided instruction, computer-based training and Web-based training. After viewing and researching each delivery method, as well as determining what would need to be done to allow for an effective and efficient conversion, it was found that a combined delivery method would be the best solution for all involved. This combined method would allow for 29 hours of face-to-face instruction, leaving 71 hours to be converted into a distance delivery method. It is determined that the delivery method chosen is that of Web-Based Training utilizing WebClasses through ASCENT. The Table 7 shows a listing of the criteria that determined the selection that was made. Table 7. Final Selection Criteria Method Selected |Advantages for Learner |Advantages for Instructor |Advantages for Administrators | |Combined Delivery using Web-Based |Interaction with instructor in/out|Live expert-lead classes delivered|No classroom setting needed | |Training through ASCENT We bClasses|of classroom |on the Internet |Development time minimal | |and traditional classroom setting |Immediate feedback in real time |Complete, standalone courses |Cost factors lessened | | |Accessibility to lesson notes and |Minimal training time |Fewer scheduling conflicts | | |slides | | | | |Accessibility to AutoCAD 2004 | | | | |software via Internet | | | If the proper amount of time and consideration is given when this course is created, the students, CAD faculty, and administrators will reap the benefits of a well-prepared delivery method. References 4D Technologies. Retrieved May 4, 2004 from 4dtechnologies. net. ASCENT. Center for technical knowledge. Retrieved June 7, 2004 from ascented. com. Belanger, F. Jordan, D. H. (2000). Evaluation and implementation of distance learning: technologies, tools and techniques. Hershey: PA. Idea Group Publishing. Bertoline, G. Wiebe, E. (2003). Technical graphics communication. New York: NY. McGraw-Hill Higher Education. Duggal, V. (2003). CADD primer. Elm Hurst: NY. MailMax Publishing. Lowery, B. Personal Communication. June 3, 2004. Monceaux, M. Personal Communication. May 25, 2004. Plant, J. (2000). Supplemental online courses. Retrieved May 4, 2004 from ( slcc. edu/tech/techsp/arch/courses/online. htm). Technical Education Department. Technical drawing program. Retrieved June 8, 2004 from http://www4. district125. k12. il. us/faculty/djohanns/TechEdHomePage/CADSystem. html. [pic]