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]

A Breakdown of the Hiring Method of an Organization

A Breakdown of the Hiring Method of an Organization The recruitment procedure will start after a full evaluation of the need for the post as well as strategic plans, and the budget has been finished. The recruitment policy should consider the need for fresh ideas and approaches. It should ensure a diverse workforce by planning to employ groups that are not represented adequately in the company. This will be achieved by placing job advertisements in the minority ethnic press, the women’s press and other types of publications targeting the under-represented (Armstrong, 1999). The company will add statements in the advertisement that seek to encourage under-represented groups to apply for the advertised posts. Any new or modified position will be officially assessed and graded before advertising it so as to maintain equal wages for work of equal value After completing a post evaluation, the vacant position will be advertised. All positions will first be advertised within the company. This is essential so as to maximize equality of opportunity and offer existing staff a career growth. The vacant post will afterward be advertised externally through media such as newspaper and online. Adequate details will be provided to the applicants so as they can make an informed choice. Selection Policy Internal as well as external candidates should be evaluated in a neutral way using the selection criteria set out and the only candidate who possess the required specifications should be shortlisted. All managers will be involved in shortlisting candidates to avoid any possibility of bias, but the HR Manager will be in full control. All candidates will be questioned based on the individual specification. Once the short listing process is over, it should be handed to the HR service department. The shortlisted candidate will be contacted by emails or telephone and given information about the selection procedure including any interviews. Shortlisted candidate will be given a notice five days working days before the interview to allow them to participate fully in the selection procedure. The interview process will be carried out by at least two individuals. One individual will be the Company recruiting manager. Notes should be taken during the interview to record relevant points of the process. This will be used to refer when evaluating candidates and making decisions. Notes on a candidate recorded during the selection procedure should be submitted to the HR department. These notes will be stored for at least six months after the selection procedure. Candidates who fall short of the interview will be handled courteously and sensitively. They will be notified about the selection procedure results via telephone or a written letter. A reference check will be carried out before making an offer to the applicant. Before conducting the reference check the selection panel needs to familiarize thoroughly with the details provided by the applicant such as application, resume or work experience. Recognize areas that need verification particularly work experience. Telephone calls will be made to one or more referees provided by the candidates. Since most employers are not allowed to give information without permission, the selection committee will send signed applicant release and Disclosure consent form. The question will be noted in advance; highlighting the details that need verification or explained further. Employment checks will be conducted where the successful applicant will be required to provide proof of identity The successful candidate will also provide actual certificates of qualifications The successful candidate must complete a confidential health questionnaire to prove suitability in working for cloth making company.

Journalism Essay Example | Topics and Well Written Essays - 2750 words

Journalism - Essay Example Internet has helped develop the speed with which reports get fed in the news channels and newspapers. It has eased up work as well as made the element of giving quick reports possible. The aspect of live reporting has also been made possible with the advent of Internet and more so in the field of journalism alone. It has been proven by recent studies that the masses have stood up and taken due notice of the role of technology within journalism and have generally appreciated the very fact which brings upon a positive influence towards their respective lives (Berger, 1998). This paper specifically discusses the role of Internet and the newer forms of online communication under the domains of journalism and discerns the relation between these newer media and journalism within the broader contexts. The notion of technology working for the benefit of journalism is a very important one in the time of age of today. This is because technology has manifested growth and development for the people who are related with the field of journalism in the last 2 decades or so. The Internet has helped shape up the way the work gets done. The reporting has become much easier. News stories are prepared at the end of the reporters and producers and then transmitted to the channels where these get encrypted and thus read out or printed over the local medium (TV, radio or newspaper). The use of expressive vocabulary has in essence built a much needed bridge between the provider and the receiver of this information, which has actually made the journalistic viewpoint more liable to creating a solid impact on the minds of the viewers, listeners and readers. The audience is thus getting the message fast and they now do not have to rely on the traditional media vehicles for confirming a particular pie ce of news and/or reporting which had been done the earlier day. Things have started to change with the advent of the Internet and one can deduce from this fact that this

Anthropology of humor and laughter Essay Example | Topics and Well Written Essays - 250 words

Anthropology of humor and laughter - Essay Example People belonging to different cultures consider something appropriate for laughter in accordance with their cultures. From a social perspective, humor is a positive emotion of an individual, which is elicited in different social contexts and is demonstrated by different vocal and facial behaviors of laughter. Canned jokes, funny utterances, funny expressions, and spontaneous witticisms are some of the main forms of humor (Martin 29). Psychological functions of humor bring various cognitive and social benefits for the humans. Some of the most significant benefits of humor include increased social interactions, help in relieving the tensions and stress, and help in regulating the emotions. In the past couple of decades, the overall concept regarding laughter has shifted from something being viewed as socially inappropriate to being perceived as socially desirable and healthy for the mind (Martin 29). The sense of humor acts as the main source of laughter for any individual. Although th e sense of humor has a number of psychological and social benefits, the mainstream psychology still needs to pay some more attention to this aspect of human behavior. Works Cited Martin, Rod. The Psychology of Humor: An Integrative Approach. Burlington, MA: Elsevier Academic Press, 2007.

International Business Case Analysis Study Example | Topics and Well Written Essays - 750 words

International Business Analysis - Case Study Example While it provided a big number of people with an entertainment opportunity, it also offered job opportunities for various kinds of workers. Moreover, it led to the development of the area. On the other hand, though, the park contributed to the pollution of the place, especially noise pollution. 2. Euro Disney's woes started right on the opening day of the park. The grand opening received a poor attendance, owing to a number of things that went wrong. On the exact day of opening, commuter trains leading to the park went on strike due to protesting of staff and security problems. Residents in the nearby neighborhood protested over the noise from the park, while a terrorist bomb missed disabling nearby electrical facilities the night before. These were the first indicators of trouble. Was the management keen enough on the number of people attending the theme park, they would have looked into these issues from their very first time. However, they held the belief that attendance numbers w ould peak with the course time, an anticipation that did not happen. The management could have provided reliable transport to the park, to avoid public failure. The management should have taken nothing for granted on the very opening of the Euro Disney. Another thing that went wrong was France’s weather. ... Campsites, on the other, hand went for $47. These charges were high; the company should have considered revising them downwards to allow more people to attend all year round. The park’s capacity was 50,000 people. Whenever it reached this capacity, gates were closed. People had to wait until a group left the park to gain entry into the park. This was not only inconveniencing, but also frustrating. The management could have developed a waiting area for these people, a place where they could have fun whenever they waited. Alternatively, they could have increased the capacity to reach the 60,000 people attending the park daily. 3. One aspect that should have remained same in Euro Disney as was in America and Japan was the design of the theme park. By choosing a European feeling, they lost their fantasy. For instance, Snow White lived in a Bavarian village, while Cinderella lived in a French inn. 5,000 square foot of European hedge maze surrounded Alice in the Wonderland. These lo st their original meaning, a factor that might not have been very appealing to the people. They might have expected the real experience of Alice, Snow White or Cinderella. Choosing not to serve wine at the park was another element that went wrong. Although the American and Japanese parks did not serve wine, the French have a culture of wine consumption, something that people honor whenever having fun. They should have provided areas where people could have their wine. Some aspects, however, were better off being specific to Japan and America. However, some aspects were transferable to Euro Disney. Among these are the kind of entertainment provided and the actual setting. Planners should have put into consideration the individualistic nature of Europeans and, therefore, come

Literature review on administrative marketing vs entrepreneurial Essay

Literature review on administrative marketing vs entrepreneurial marketing - Essay Example This latter form of marketing, also called entrepreneurial marketing, is more about a unique spirit of marketing than a single strategy of marketing, which sets it apart from more administrative or traditional marketing practices. Rather than adhere to the fundamental traditional marketing principles meant for large and generally well-established firms, entrepreneurial marketing uses unorthodox and new practices aimed at gaining market share for the entrepreneurial firm in a crowded market (Ruzzier & Hisrich, 2013: p34). Indeed entrepreneurial firms are more successful as a result of unconventional marketing. Brettel et al (2010: p8) note various points of difference between entrepreneurial marketing and more traditional administration marketing with regards to their management structure, commitment and control of resources, opportunity-recognition and commitment ability, and strategic orientations. Hills et al (2010: p11) concur, noting that the strategic orientation of entrepreneurial marketers showed a strong zeal and commitment to marketing and concluding that successful entrepreneurs do not behave in a sequential or rational manner that administrative marketing theory assumes. Rather, entrepreneurial marketing is always in contact with the market, while the preference of consumers is always in their mind alongside their vision thinking constantly on ways to enhance customer value. Nasution et al (2011: p340) add that entrepreneurial marketing adapts to new competitive advantage opportunities through without being constrained by their conceptualised strategy as administrative marketing tends to do. For entrepreneurs, marketing is viewed as different fragmented factors influencing the performance of sales, instead of comprehensive, coherent, substitutable, and strategic variables of demand, including the marketing mix used in traditional marketing. Most successful entreprene urs often ignore traditional constructs of marketing in their best practices,

Fundamentals of economics Essay Example | Topics and Well Written Essays - 500 words

Fundamentals of economics - Essay Example Some people are intended to spend loads of money and they also easily can do. We will see how rise in prices affect the living standards. There are so many elements in the standards of living. These are not only consumer goods but also there are some elements included in standards of living that cannot be purchased or are not under our control for example environmental quality and the services provided by the government. 2 Decline in living standard is not because of rise in prices. There are so many elements affecting the standards of living. 1. There have been a general slowdown in economic growth (the growth in the amount of goods and services produced) and in the growth of national income (the sum of all the income received in the nations). This means that the size of the income pie available to be divided among the families is growing very slowly than before. The prices of goods plays important roles for spending life, it can make life easy if prices of goods and services are low and it can creates more difficulties it prices are very high. But it does not mean to decline the standards of living. Standards of living depend on many factors. We have seen the factors those are affecting the standards of living and those are not affecting. There are also many other elements such as education, quality of education, health facilities.3 It can be defined as the income of the individuals or people after adjusting for inflation. It can be measured by subtracting the inflation from the nominal income. Mathematically it can be written as: Real income is a more useful indicator of well-being; it is based on the amount of goods and services that can be purchased with the income. It involves real variables as real income, real GDP and real interest rates. These real variables can be measured in physical units (standards of measurements of physical quantities)4. Nominal Income is the income that has

International Business Case Analysis Study Example | Topics and Well Written Essays - 750 words

International Business Analysis - Case Study Example While it provided a big number of people with an entertainment opportunity, it also offered job opportunities for various kinds of workers. Moreover, it led to the development of the area. On the other hand, though, the park contributed to the pollution of the place, especially noise pollution. 2. Euro Disney's woes started right on the opening day of the park. The grand opening received a poor attendance, owing to a number of things that went wrong. On the exact day of opening, commuter trains leading to the park went on strike due to protesting of staff and security problems. Residents in the nearby neighborhood protested over the noise from the park, while a terrorist bomb missed disabling nearby electrical facilities the night before. These were the first indicators of trouble. Was the management keen enough on the number of people attending the theme park, they would have looked into these issues from their very first time. However, they held the belief that attendance numbers w ould peak with the course time, an anticipation that did not happen. The management could have provided reliable transport to the park, to avoid public failure. The management should have taken nothing for granted on the very opening of the Euro Disney. Another thing that went wrong was France’s weather. ... Campsites, on the other, hand went for $47. These charges were high; the company should have considered revising them downwards to allow more people to attend all year round. The park’s capacity was 50,000 people. Whenever it reached this capacity, gates were closed. People had to wait until a group left the park to gain entry into the park. This was not only inconveniencing, but also frustrating. The management could have developed a waiting area for these people, a place where they could have fun whenever they waited. Alternatively, they could have increased the capacity to reach the 60,000 people attending the park daily. 3. One aspect that should have remained same in Euro Disney as was in America and Japan was the design of the theme park. By choosing a European feeling, they lost their fantasy. For instance, Snow White lived in a Bavarian village, while Cinderella lived in a French inn. 5,000 square foot of European hedge maze surrounded Alice in the Wonderland. These lo st their original meaning, a factor that might not have been very appealing to the people. They might have expected the real experience of Alice, Snow White or Cinderella. Choosing not to serve wine at the park was another element that went wrong. Although the American and Japanese parks did not serve wine, the French have a culture of wine consumption, something that people honor whenever having fun. They should have provided areas where people could have their wine. Some aspects, however, were better off being specific to Japan and America. However, some aspects were transferable to Euro Disney. Among these are the kind of entertainment provided and the actual setting. Planners should have put into consideration the individualistic nature of Europeans and, therefore, come

Fundamentals of economics Essay Example | Topics and Well Written Essays - 500 words

Fundamentals of economics - Essay Example Some people are intended to spend loads of money and they also easily can do. We will see how rise in prices affect the living standards. There are so many elements in the standards of living. These are not only consumer goods but also there are some elements included in standards of living that cannot be purchased or are not under our control for example environmental quality and the services provided by the government. 2 Decline in living standard is not because of rise in prices. There are so many elements affecting the standards of living. 1. There have been a general slowdown in economic growth (the growth in the amount of goods and services produced) and in the growth of national income (the sum of all the income received in the nations). This means that the size of the income pie available to be divided among the families is growing very slowly than before. The prices of goods plays important roles for spending life, it can make life easy if prices of goods and services are low and it can creates more difficulties it prices are very high. But it does not mean to decline the standards of living. Standards of living depend on many factors. We have seen the factors those are affecting the standards of living and those are not affecting. There are also many other elements such as education, quality of education, health facilities.3 It can be defined as the income of the individuals or people after adjusting for inflation. It can be measured by subtracting the inflation from the nominal income. Mathematically it can be written as: Real income is a more useful indicator of well-being; it is based on the amount of goods and services that can be purchased with the income. It involves real variables as real income, real GDP and real interest rates. These real variables can be measured in physical units (standards of measurements of physical quantities)4. Nominal Income is the income that has

Visiting Hour by Norman MacCaig Essay Example for Free

Visiting Hour by Norman MacCaig Essay I have chosen to write about the poem Visiting Hour by Norman MacCaig. The poem is about a hospital visit to someone close to his heart. The poet believes that the person, who incidentally is his wife, is going to die. From the poem I can sense that Norman MacCaig is speaking through his emotions and by writing the poem he is aiming to release some of his emotional pain. The poem had a profound impact on me. I felt very empathetic towards him because I also feel that when someone close to me is about to die. When both my Gran and Grandpa have been severely ill in hospital, I have feared the worst and saw myself being strong whilst in the company of others, but naturally breaking down into a sob of tears when alone. When reading the poem I could clearly visualise going to visit someone in hospital and I started to cry as I read the poem more. I feel that being strong for someone is very important in this poem and he shows this throughout. The poem was written is six paragraphs of which only two were long. The first four paragraphs are about MacCaig building up to the visit t his wife and what he is thinking. In paragraph three he says, I will not feel, by this he means he doesnt want to show his emotions in front of his wife. I think that the poem was divided into two halves, the shorter first four paragraphs being one half and they longer two paragraphs being the second half. In the second half, MacCaig writes about the visit itself. I think he does this to get an equal balance of importance, too gradually lead us up to his heartache. MacCaig uses a lot of unusual ideas in his poem. When he is describing walking into the hospital he writes this, The hospital smell combs my nostrils, by this he is telling us that the hospital smells so clean, that his nostrils would feel out of place if they hadnt been combed. It seems as if his mind is set on death as he sees someone on a hospital trolley being trundled into a lift and going up words, he writes, What seems a corpse is trundled into am lift and vanishes heavenward, to me this signifies that he is seeing a negative in everything. I was confused by the way he described a nurses movement at first as he says, Nurses walk lightly, swiftly, here and up and down and there, and by this he means that a nurse sets to go somewhere and can end up somewhere completely different because of demanding patients or unexpected urgencies. I admire the poets style of writing because it is very moving. By this I mean I can feel empathy towards him throughout the poem.

The Main Sources Of Carbon Dioxide Emissions Environmental Sciences Essay

The Main Sources Of Carbon Dioxide Emissions Environmental Sciences Essay Since the Industrial Revolution, human activities such as the burning of oil, coal and gas, as well as deforestation have greatly increased CO2 concentrations in the atmosphere. Almost all CO2 emissions (about 96.5%) come from fossil fuels use. The 3 types of fossil fuels that are used the most are coal, natural gas and petroleum. When fossil fuels are combusted, the carbon stored in them is emitted almost entirely as CO2. The three main sectors that use fossil fuels are: à ¢Ã¢â€š ¬Ã‚ ¢ Transportation à ¢Ã¢â€š ¬Ã‚ ¢ Utilities (power, gas, oil etc) à ¢Ã¢â€š ¬Ã‚ ¢ Industrial production Transportation: The first new projections of future aircraft emissions in 10 years predict that carbon dioxide and other gases from air traffic will become a significant source of global warming as they double or triple by 2050. à ¢Ã¢â€š ¬Ã‚ ¢ The most important source of CO2 emissions worldwide is caused by the transportation of goods and people. The emissions caused by people traveling (by car, plane, train, etc) are examples of direct emissions since people can chose where they are going and by what method. à ¢Ã¢â€š ¬Ã‚ ¢ The emissions caused by the transportation of goods are examples of indirect emissions since the consumer has no direct control of the distance between the factory and the store. Since the distance between the manufacturer and the consumer is constantly growing, more pressure is put on the transportation industry to bridge this gap and this ends up creating more indirect emissions. Whats worse is that 99% of the energy used to transport people and goods all over the world comes from the combustion of fossil fuels. Industrial production: à ¢Ã¢â€š ¬Ã‚ ¢ Manufacturing and industrial processes all combine to produce large amounts of each type of greenhouse gas but specifically large amounts of CO2 because of two reasons. First, many manufacturing facilities directly use fossil fuels to create heat and steam needed at various stages of production. Second, their energy intensive activities use more electricity than any other sector so unless they are using renewable sources the energy that they use is responsible for vast amounts of emissions. à ¢Ã¢â€š ¬Ã‚ ¢ By industrial production we are mainly talking about manufacturing, construction, mining, and agriculture. Manufacturing is the largest of the 4 and can be broken down into 5 main categories: paper, food, petroleum refineries, chemicals, and metal/mineral products. These categories account for the vast majority of the energy use and CO2 emissions by the sector.3, 4 Land-use Change It is estimated that man-made changes in land-use have, until now, produced a cumulative global loss of carbon from the land. Widespread deforestation has been the main source of this loss, estimated to be responsible for nearly 90 percent of losses since the mid-nineteenth century. Losses primarily occur due to the relatively long-term carbon sinks of forests being replaced by agricultural land. The conversion of land from forested to agricultural land can have a wide range of negative effects as far as greenhouse gas emission is concerned. Soil disturbance and increased rates of decomposition in converted soils can both lead to emission of carbon to the atmosphere, with increased soil erosion and leaching of soil nutrients further reducing the potential for the area to act as a sink for carbon. Respiration Respiration, both on land and in the sea, is a key component of the global carbon cycle. On land, an estimated 60 Pg C (60 billion tones) is emitted to the atmosphere each year by autotrophic respiration. In the sea, autotrophic respiration is thought to account for about 58 Pg of the dissolved inorganic carbon in surface waters each year, with the contribution of heterotrophic respiration being 34 Pg C. Effects of increasing temperatures on pollution can be observed which : 1. Higher temperatures due to carbon dioxide increased the chemical rate of ozone production in urban areas 2. Increased water vapor due to carbon dioxide-induced higher temperatures boosted chemical ozone production even more in urban areas. Engineers have designed a simple, sustainable and natural carbon sequestration solution using algae. A team at Ohio University created a photo bioreactor that uses photosynthesis to grow algae, passing carbon dioxide over large membranes, placed vertically to save space. The carbon dioxide produced by the algae is harvested by dissolving into the surrounding water. The algae can be harvested and made into biodiesel fuel and feed for animals. A reactor with 1.25 million square meters of algae screens could be up and running by 2010. America is by far the largest contributor to global warming than any other country releasing a quarter of the worlds carbon dioxide the primary cause of global warming. Bayless, with a team at Ohio University, created a photo bioreactor that uses photosynthesis to grow algae just like a plant would take carbon dioxide up and, through the energy of the sun, convert that into oxygen. That passes the carbon dioxide over these membranes, Ben Stuart, an Ohio University environmental engineer, tells DBIS. These membranes are fabric just like your shirt. Its a woven material, and as the carbon dioxide pass by them, that carbon dioxide dissolves into the water. That carbon dioxide is broken down by the algae. Nitrogen and clean oxygen are released back into the atmosphere. But to capture the CO2 created from a power plant, algae would have to fill a building the size of Wal-Mart. The size of these things would be enormous, about an acre worth of land space. And so the flu gases would run through this huge building and the algae would be growing on the suspended vertical surfaces. Stuart says. But what makes it cost effective? The algae can be harvested and made into biodiesel fuel and feed for animals. # Sea level rise densely settled coastal plains would become uninhabitable with just a small rise in sea level, which would result from melting of the ice caps # Impacts on agriculture Global warming could have major effects on agricultural productivity # Reduction of the ozone layer Warming would result in increase high cloud cover in winter, giving chemical reactions a platform in the atmosphere, which could result in depletion of the ozone layer # Increased extreme weather A warmer climate could change the weather systems of the earth, meaning there would be more droughts and floods, and more frequent and stronger storms # Spread of diseases Diseases would be able to spread to areas which were previously too cold for them to survive in # Ecosystem change As with the diseases, the range of plants and animals would change, with the net effect of most organisms moving towards the North and South Poles