Management Information Systems

Management Information Systems Abstract This study examines the effects of rapid changes in information technology in decision-making. The rapid changes in technology have led to changes the way managers make decisions. Managers tend to change their policies and decision-making processes depending on the most current technology.Advertising We will write a custom thesis sample on Management Information Systems specifically for you for only $16.05 $11/page Learn More However, the rapid changes in technology are extremely to the extent that managerial decision making has been affected severely. This study will be conducted to see how managers have adapted to rapid changes in information technology. Background Adoption of Information technology support decisions making process at different levels of the organizational. Managers make structured decisions (Ayadi 56). These decisions are usually dependent on the information technology adopted. Studies have shown that manager decision-making proc ess is structured according to the technology they are hoping to adopt. However, with the rapid changes in the technology the process of structuring the decision making process has become difficult. Managers find the task of incorporating the concept of rapid changes into the process of decision making difficult. Managers believe that the cost of adopting new technology is escalating with growth in the IT industry (Miles 45). Managers have the duty of adopting new technology in an entity. However, technology is changing at a faster rate than most elements that affect managerial decision-making. Most managers, in the current world, are of the opinion that rapid changes in technology are affecting the process of decision-making (Ayadi 122). This has led to managers developing different attitudes and perceptions towards the rate of technological changes. Various managers argue that with the rapid changes in IT, the new technology adopted by an entity becomes outdated before it has been implemented fully. A good example of such a case was the advance in Microsoft operating system between 2006 and 2010. Many entities upgraded their computers from lower operating systems like XP to windows 7 operating system. However, before the Windows 7 was fully implemented, Microsoft upgraded their operating system software. They came up with Windows 8 that was more advanced than Windows 7 (Jones 256). These rapid changes in technology are making managers more cautious while adopting new technology. Decision-making is a critical tool in determining the competence of a manager.Advertising Looking for thesis on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Managers therefore have to be careful while making decisions on information technology since such decisions may determine how competent a manager is. Managers have adopted the use of models to assist them in the processes of decision-making (Jones 320). Ra pid technological changes have also led to development of new policies and procedures. Managers have been forced to learn a new code of conduct that is compatible with the new technology. Advances in technology have led to overlaps in policies. Changes in technology have also lead to scrapping off redundant policies. New policies have been introduction of new to cater for the rapid changes in technology. In the process of adopting new policies and adopting new ones, policies may overlap. Sometimes a policy vacuum is created thus making it difficult for manager to make crucial decisions on certain matters. In such cases, managers tend to use old policies that may be irrelevant in current decision-making process (Miles 119). Problem Statement Technology is changing at a rapid rate. With every new dawn, there is always new technology. It has become a difficult task for managers to keep up with the technological changes in their organizations. Due to the rapid changes in technology, man agers are finding it difficult to choose the most appropriate piece of technology that would suit their function. Adopting relevant technology is becoming harder and harder for managers. Therefore, different managers tend to have different attitudes and perceptions regarding changes technology. These attitudes and perceptions affect managers’ decision making processes. Moreover, managers’ view on adopting new technology is changing. This has been attributed to the rising costs of keeping up with the rapid technological changes. Institutions in the current world adopt technology that is deemed relevant. Managers have shifted their decision-making stance in cases that involve technology. Instead of adopting newest technology, they only adopt relevant technology. This enables them to cut their costs and maintain the company’s profitability in the process. Objectives of the Study The main objective of this project is to determine whether there are significant effect s on rapid changes in technology in decision-making process. The specific objectives includeAdvertising We will write a custom thesis sample on Management Information Systems specifically for you for only $16.05 $11/page Learn More Analyzing decision-making models that have been formulated with emergence of information technology. Determine the challenges facing managers in adopting new technology Propose areas requiring further research to fix the problem associated with new technology. Research Questions How does the rapid growth in technology affect decision-making? Have managers formulated models to assist in tackling this problem? What are the challenges facing managers when adopting new technology? Which area in decision making in regards to information technology require further studies? Limitations of the Study This study is to be conducted within a limited period of time that is insufficient to establish the full extent of the effects of rapid technology advances on the process of decision-making. Financial constraints also prevent study to be conducted effectively and efficiently especially the interviews that are to be conducted to managers of large-scale organizations who utilize management information systems as part of their management techniques. It will thus be difficult to determine the influence of management information systems across large range managers to determine how each manager is affected by the decisions made. Ayadi, Ingvar. Organizational Management in Modern Times. Tunis: Mashall publishers, 2009. Print Jones, Mitchel. The 21st Century Economy. London: Sage, 2005. Print Miles, Peters. Planning and Decision Making. Boston: Yale Publishers, 2002. Print

Tallest Buildings in the World

Tallest Buildings in the World Since its completion in January 2010, the tallest building in the world has been the Burj Khalifa in Dubai, United Arab Emirates. However, the building called Kingdom Tower, being built in Jeddah, Saudi Arabia, is expected to be completed in 2019 and would move Burj Khalifa to the second place spot. Kingdom Tower is expected to be the worlds first building that is taller than a kilometer (1000 meters or 3281 feet).   The Changing Sky-Scape Currently proposed as the worlds second tallest building is Sky City in Changsha, China to be built by 2015. Additionally,  One World Trade Center in New York City is also nearly complete and will be the worlds third tallest building when it opens sometime in 2014. Thus, this list is extremely dynamic and by 2020, the worlds current third  tallest building, Taipei 101, is expected to be around the 20th tallest building in the world due to numerous tall buildings being proposed or constructed in China, South Korea, and Saudi Arabia.   The Top 20 Tallest Buildings 1. Worlds Tallest Building: Burj Khalifa in Dubai, United Arab Emirates. Completed in January 2010 with 160 stories which reach 2,716 feet (828 meters) high! The Burj Khalifa is also the tallest building in the Middle East. 2.  Makkah Royal Clock Tower Hotel in Mecca, Saudi Arabia with 120 floors and 1972 feet tall (601 meters), this new hotel building opened in 2012. 3. Asias Tallest Building: Taipei 101 in Taipei, Taiwan. Completed in 2004 with 101 stories and a height of 1667 feet (508 meters). 4. Chinas Tallest Building: Shanghai World Financial Center in Shanghai, China. Completed in 2008 with 101 stories and a height of 1614 feet (492 meters). 5. International Commerce Centre in Hong Kong, China. The International Commerce Centre was completed in 2010 with 108 stories and a height of 1588 feet (484 meters). 6 and 7  (tie). Formerly the worlds tallest buildings and known for their distinctive appearance, the Petronas Tower 1 and Petronas Tower 2 in Kuala Lumpur, Malaysia have gradually been moved down the list of the worlds tallest buildings. The Pertonas Towers were completed in 1998 with 88 stories and are each 1483 feet (452 meters) tall. 8. Completed in 2010 in Nanjing, China, the Zifeng Tower is 1476 feet (450 meters) with a mere 66 floors of hotel and office space. 9. Tallest Building in North America: Willis Tower (formerly known as the Sears Tower) in Chicago, Illinois, United States. Completed in 1974 with 110 stories and 1451 feet (442 meters). 10. The KK 100 or  Kingkey Finance Tower in Shenzhen, China was completed in 2011 and has 100 floors and is 1449 feet (442 meters). 11. The Guangzhou International Finance Center in Guangzhou, China was completed in 2010 with 103 stories at a height of 1439 feet (439 meters). 12. The Trump International Hotel Tower in Chicago, Illinois, United States is the second tallest building in the United States and, like the Willis Tower, is also located in Chicago. This Trump property was completed in 2009 with 98 stories and at a height of 1389 feet (423 meters). 13. Jin Mao Building in Shanghai, China. Completed in 1999 with 88 stories and 1380 feet (421 meters). 14. The Princess Tower in Dubai is the second tallest building in Dubai and in the United Arab Emirates.  It was completed in 2012 and stands 1356 feet (413.4 meters) with 101 stories. 15. Al Hamra Firdous Tower is an office building in Kuwait City, Kuwait was completed in 2011 at a height of 1354 feet (413 meters) and 77 floors. 16. Two International Finance Centre in Hong Kong, China. Completed in 2003 with 88 stories and 1352 feet (412 meters). 17. Dubais third tallest building is 23 Marina, a residential tower of 90 floors at 1289 feet (392.8 meters). It opened in 2012. 18. CITIC Plaza in Guangzhou, China. Completed in 1996 with 80 stories and 1280 feet (390 meters). 19. Shun Hing Square in Shenzhen, China. Completed in 1996 with 69 stories and 1260 feet (384 meters). 20. Empire State Building in New York, New York state, United States. Completed in 1931 with 102 stories and 1250 feet (381 meters). Source Council on Tall Buildings and Urban Habitat

New Venture Assignment Example | Topics and Well Written Essays - 2500 words

New Venture - Assignment Example Once the market is there everything can be steamrolled to make the plan work. It would be better if she could conduct market segmentation so as to narrow down her target market to a small niche of consumers who she can supply adequately and profitably, and then slowly expand her clientele. The three points form the first assumption, which is that there is an opportunity which the entrepreneur (Olivia) can take advantage of. There are already plenty of coffee houses in Frankfurt, but Olivia’s decision to focus on flavored gourmet coffee is both strategic and realistic. Does Olivia understand the coffee industry/business well? Does she have a good understanding of the coffee industry in Brazil and that of Frankfurt in particular? These are very important questions because although she may have the capital and the market, the coffee business requires hands-on management and skills. It is not enough to just assemble the materials/resources required for the business. For instance, Olivia needs to understand that just like other industries the coffee retail industry has trends (Langen, 2013). Whether she like it or not those trends will affect her business; this is through aspects like climate changes, demand, market volatility, competition, hoarding, production/supply, and government policies (taxation and regulation). Olivia must have or develop an understanding of these issues because they will have a huge impact (positive or negative, depending on how she addresses them) on the success of her business. As such, we make two assumptions here. One is that she understands how the coffee retail industry works and the dynamics involved. Two is that if she does not understand how it works, she knows people who will support her until she does, and she is willing to learn. It has been mentioned that DC would ship to Olivia on receipt of payment for each order. This comes with its

Some important innovative practices in recruitment Essay

Some important innovative practices in recruitment - Essay Example According to the research findings the hiring scenario has gone through dramatic changes in the past decade with organizations, consequent increasing talent crunch. The use of internet is an innovative approach in this hiring scenario. While sources such as campus recruiting, head hunters, and lot of executive search processes plays their own role, organizations develop strong internet recruiting capabilities to enable recruitment processes efficiently. â€Å"There is no doubt that the use of the Internet and social networking sites to recruit candidates and screen applicants is on the rise†. Internet Helps in Three Areas of the Recruitment Process: †¢ Identifying large number of candidates which is not possible through other sources †¢ Screening process automation †¢ Advertisement to potential targets Internet provides considerable appeal to college graduates, young talents, workers and executives. The acceleration resumes capture, and processing are done by the web, and it helps to remove most of the steps in the old processes. It also gives faster information review and standardized applicant data, and ultimately provides productivity and effectiveness. The trend however is towards reaping the benefits of online social networking. To this trend, there are websites like Linkedlin, and job portals such as www.naukari.com. Technology based training method is one of the best practices used to train staff, which include computer based training, electronic performance support system, distance and internet based training and audiovisual based training. â€Å"The growing adoption of technology based training in organizations has been fueled largely by the potential practical benefits offered by these systems† (Bell & Kozlowski 31). Computer based training usually involves teaching the trainees to do the job using a system, computerized simulations and multimedia including videotapes. The computer screen shows the applicants employment application and information of the job. In other training methods the trainees have to go or manage time for training, but in this case trainee can do it at their own pace. â€Å"Within a self-paced instructional program, an employee may review specific topics on which he/she needs clarification† (Chappell). People normally cannot recollect all the things they learnt, and it is the same in the case of training too, so computer based support systems provide the employee with the knowledge and information about the organization regarding systems, workprocesses, culture etc. Electronic perf ormance supportive systems can be referred to as a job aiding mechanism these days. It is a set of displays and computerized tools that executes training, phone support, documentation, and integrates all applications, which are faster, cheaper and more effective than any other traditional methods. Now firms are using various methods of distance learning tools for training, which includes teletraining, video conferencing, and internet based classes. The benefits in tele training are that the trainer in a central location can teaches groups of employees in a remote area. If the employees are geographically separated they use videoconferencing. Some organizations facilitate internal intranet training to their employees, or they can take online training

Planning Assessment Essay Example for Free

Planning Assessment Essay When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which have seven levels with the basic entry level 1 being the first. Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different area that need to be worked on. When this has all been achieved the learners will need to be given information about the planned assessment. First of all they will need to have an understanding of what they are about to study, explaining what they need to do to meet the criteria set by OFQUAL – the governing body of the qualifications. They will need to understand what is expected of them when attending the course by giving them the code of conduct for them to follow. It is important that the health and safety procedures are explained to ensure their safety throughout their assessment. After this has been completed, the learners will be given the folder to look through and their assessment plan to see how they will complete it. 3. 3 EXPLAIN HOW TO PLAN A HOLISTIC APPROACH TO ASSESSMENT By taking a holistic approach to assessment, it can provide the learner with a more in depth report on their progress by covering all the different methods – observations, session plans, witness testimonies, knowledge evidence and professional discussion across all the units in one go. This allows me to understand the different kind of approaches each individual learner feels comfortable with to achieve the highest possible grade. 3. 5 EXPLAIN HOW TO MINIMIZE RISKS THROUGH THE PLANNING PROCESS It is the responsibility of the assessor to minimise the risks by making sure all of the health and safety procedures are covered such as risk assessment of the facilities. The assessor needs to gather information that is personal from the learner in order to adapt and provide special needs that they might have. Also the assessor will need to treat all learners equally, ensuring that equality and diversity issue are met. Once this information has been gained, the assessor can then produce an action plan for the learner which is both realistic and achievable so they are comfortable to achieve the best possible results. 4. 1 EXPLAIN THE IMPORTANCE OF INVOLVING THE LEARNER AND OTHERS IN THE ASSESSMENT PROCESS Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback. Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria. If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in place which include grievance procedures, systems for appeals and confidentiality procedures. 4. 2 SUMMARISE TYPES OF INFORMATION THAT SHOULD BE MADE AVAILABLE TO LEARNERS AND OTHERS INVOLVED IN THE ASSESSMENT PROCESS. The first thing that should be made available to the learners and those involved in the assessment process is what the reason is for assessment. The NVQ award is structured for a candidate to provide evidence through practical assignments and portfolio evidence that is gained throughout the qualification. They will also need to know how long they have to complete the course which is up to the assessor. By giving them information on deadlines then it will ensure tasks are not left until the last minute which could affect the standards of the work. One other type of information that they will need to know is what the criteria is for them to achieve the grade. Each qualification has a minimum requirement needed to be met and once they learner knows this, they can work towards meeting it and gaining the qualification. 4. 3 EXPLAIN HOW PEER AND SELF ASSESSMENT CAN BE USED EFFECTIVELY TO PROMOTE LEARNER INVOLVEMENT AND PERSONAL RESPONSIBILITY IN THE ASSESSMENT OF LEARNING Peer and Self-Assessment can be used effectively within the learners when one of the group has difficulty within a task. Learners can interact with each other and help each other out which would be a lot less intimidating and in some situations embarrassing for shy and insecure learners than an assessor telling them they are right or wrong in front of the rest of the group. 6. 3 SUMMARISE THE PROCEDURES TO FOLLOW WHEN THERE ARE DISPUTES CONCERNING ASSESSMENT IN OWN AREA OF PRACTICE If there are disputes concerning assessment in own area of practice then the procedures to follow are as follows: First of all the assessor has to be available to discuss the problem as it could be sorted out quickly and effectively through discussion. If the learner feels they want to take it further then they can take the steps to show their disagreement which will be listed in their ‘Student Handbook’ given to them at the beginning of the course. This includes a formal written complaint to the assessor’s superior which they will then deal with in an efficient and non-discriminatory way, treating the claim with upmost confidentiality where they will decided whether to uphold or overturn the assessor’s original decision. 7. 2 EXPLAIN HOW FEEDBACK AND QUESTIONING CONTRIBUTE TO THE ASSESSMENT PROCESS Feedback and Questioning can help learners improve on a specific task. Feedback provides correction and improvement on a piece of work. Not only can it correct or improve the work but it can be used as encouragement or motivation to a learner especially when they are doing well or think they are not doing well.

Africa Essay -- essays research papers

The combination of individual and national power and the need to find a safe route to the trade markets of the Indian Ocean led the Europeans to the continent of Africa in the late 1400’s. They would soon discover the abundance of its natural resources and in the next four centuries would systematically trigger the breakdown African societies. These acts would lead the Africans to be integrated into an exploited and racially dominated labor structures that would spread throughout the world.   Ã‚  Ã‚  Ã‚  Ã‚  It began with the exploration of the Portuguese in and around western Africa in the late 1400’s to gain access to the Akan goldfields of West Africa. Once they gained access to these fields it helped finance future exploration round the southern tip of Africa and reach the trade markets of the Indian Ocean. They purchased silk, spices, perfumes and other goods, return it to Europe and sold it for a profit. They built the fort of Elmina in West Africa to protect their interests from other European countries who were also seeking fortune in Africa. When they reached the eastern coast of Africa it was amazed by the wealth of the Swahili States comprised of Zanzibar, Kilwa, Mombassa and Sofala, they wanted to seize them. They first sailed into the important towns and demanded the rulers to become Portuguese subjects and pay them tributes. When the rulers refused the Portuguese would raid the towns until they gave into them. They built a fortress called fort Jes ... Africa Essay -- essays research papers The combination of individual and national power and the need to find a safe route to the trade markets of the Indian Ocean led the Europeans to the continent of Africa in the late 1400’s. They would soon discover the abundance of its natural resources and in the next four centuries would systematically trigger the breakdown African societies. These acts would lead the Africans to be integrated into an exploited and racially dominated labor structures that would spread throughout the world.   Ã‚  Ã‚  Ã‚  Ã‚  It began with the exploration of the Portuguese in and around western Africa in the late 1400’s to gain access to the Akan goldfields of West Africa. Once they gained access to these fields it helped finance future exploration round the southern tip of Africa and reach the trade markets of the Indian Ocean. They purchased silk, spices, perfumes and other goods, return it to Europe and sold it for a profit. They built the fort of Elmina in West Africa to protect their interests from other European countries who were also seeking fortune in Africa. When they reached the eastern coast of Africa it was amazed by the wealth of the Swahili States comprised of Zanzibar, Kilwa, Mombassa and Sofala, they wanted to seize them. They first sailed into the important towns and demanded the rulers to become Portuguese subjects and pay them tributes. When the rulers refused the Portuguese would raid the towns until they gave into them. They built a fortress called fort Jes ...

21st Century Education Essay

We want stronger relationships with their teachers, with each other and with their communities locally, provincially, nationally and globally We want teachers to know how we learn, to take into account what we understand and what we misunderstand and use this knowledge as a starting place to guide our continued learning. We want to be able to work with others in the classroom, online and in our community. We want to be able to pick up our information anywhere, anytime We want indepth learning. We need feedback in time to help us learn and in time do something about it. This literary masterpiece has the best description of the students/learners of the 21st century. They have so many conditions and aspirations with regards to their learning process. This will also help the teachers of the 21st century to be ready and bear with these conditions of the leaners. TREATING MY STUDENTS I treat each of my students equally, giving them a chance to take responsibility for their own learning, express themselves, and learn at their own pace. I also encourage them to do collaboratively that can promote not only teamwork, but also healthy competition. I believe my biggest innovation is giving students a chance to show their abilities and to work in collaboration in a technology-integrated and cultural learning environment. I will also consider their individual learning styles. The following are some tips that should be consider in treating our students in a nice and good way. Let students choose their rewards. Create a list of acceptable rewards for excellent performance, either for individual students or the class as a whole, and let your students communally decide how they want to be rewarded. This will help make sure that the reward is an actual incentive, rather than just something you’ve pushed on them that doesn’t motivate them to work harder. Don’t see failure, see opportunity. When a student has made a mistake, don’t portray it that way. Don’t see it as a failure and don’t let them see it as a failure. Show them that it is a learning experience, a way for them to see how incorrect results are achieved. Let them try again and gently show them how to do it correctly. Remember, don’t say â€Å"wrong†. Say â€Å"close† or â€Å"good try†. Remember that a skill learned through trial and error will be much stronger than one which a student may simply get right on accident or through m eans they don’t fully understand. Make them feel unique and needed. Acknowledge and appreciate each student individually, for the qualities which make them unique and wonderful human beings. Encourage those qualities. You should also make each student feel like they have something to offer and contribute. This will raise their confidence and help them to find their proper path in life. Recognize their efforts. Even if students make only occasional, small efforts, those efforts need to be acknowledged and appreciated. Tell them when they’ve done a good job, individually, and mean it. Don’t be patronizing, be appreciative. If they’ve worked particularly hard, reward them. Give respect. It is extremely important to respect your students. It doesn’t matter if they’re graduate students working on a doctoral thesis or kindergartners: treat them like intelligent, capable human beings. Respect that they have ideas, emotions, and lives that extend beyond your classroom. Treat them with dignity and they will extend the same t o you. TEACHING MY STUDENTS â€Å"One can’t believe impossible things.† â€Å"I daresay you haven’t had much practice,† said the Queen. â€Å"When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.† Lewis Carroll, Alice’s Adventures in Wonderland Your Assignment, Should You Choose to Accept It . . . Like Alice, many educators, policy makers and even the general public respond resoundingly with â€Å"That’s impossible!† when challenged to adopt a new paradigm of education for the 21st century. Most people today adhere to a paradigm of education that is strictly 19th century. But, like the Queen, a growing number of educators are believing in and accomplishing â€Å"the impossible†. Scott McLeod, in his blog, Dangerously Irrelevant, recently reminded us of a line from Mission Impossible, and we must apply that challenge to all of society. â€Å"Your assignment, should you choose to accept it† is to take education truly into the 21st century. It is not enough to say that we are already living there. Technically it is the 21st century, but our schools are not there, and our challenge now is to reinvent schools for the 21st century – for the sake of our children, our students and the welfare of our world. Making such a paradigm shift is not easy. After all, when any of us thinks of education, we usually think of what we knew as school – the way it has always been. That is how parents, policy makers, politicians and many students think of school. But we have to make the paradigm shift to 21st century education. So what is 21st century education? It is bold. It breaks the mold. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities. Fortunately, there is a growing body of research supporting an increasing number of 21st century schools. We have living proof, inspiring examples to follow, in schools across the United States. These schools vary, but are united in the fundamentals of 21st century education – see Critical Attributes of 21st Century Education and Multiple Literacies for the 21st Century. Scott McLeod has issued the challenge of creating a plan to get us from â€Å"here† to â€Å"there†. I feel that its about time that someone address’s the issues that face many students in the 21st century. The 21st century is a great place; a dynamic place that is evolving to the point where no one can predict what the world will be like in the years to come. Technology drives our planet and everyday we are getting closer and closer to finding the solutions to many of life’s problems. Society itself is changing in the sense that there is no longer one road to success. The opportunities that are out there make it possible for the everyday individual to make a difference in his community with nothing more than the laptop in his book back and the diligence to make his dreams possible. The success of these individuals is largely due to the connectivity and will of the everyday man. The Internet is an open network where people share information that they feel would make life easier, information that would break down the walls that stand in our way. The issue being with all this information and students in the 21st century is that we are still living in the good old days. Our schools train us to pass but not to excel. Things like funding prevent schools from exploring fields that are revolutionizing our world. Our students are the ones who pay the price for living in a world that believes we can live in a world that ignores the changes being made. That in good time our students will learn to adapt to the changes and handle it all on their own. But that isn’t the case. We are fighting two battles that are constantly racing to the top: one that promotes the simple life and the other that promotes change. Both sides have their pros and both sides have their cons. But something needs to be done. We have to find a way to teach our students the fundamentals while preparing them for a world that is driven by technology. Purpose and collaboration is all it will take to provide our students with the direction needed to be successf ul in the 21st century. It’s hard to believe but experiences is key to teaching students in the 21st century. As adults we can understand what these students are going through. We know what it feels like to be a student at that age and the adversities they face. Therefore wouldn’t it make more sense to teach these students not to make the same mistakes we made as students. To teach them how to confront the challenges we once faced and what to do differently when that time comes. But in a world where money restricts what we are able to accomplish, it seems almost impossible to do this. Funding prevents the everyday school from promoting classes in fields that are revolutionizing our world. Funding stops our schools from having up to date materials. And funding is what will cripple the world we live in. An efficient solution must be found that eliminate the dollar sign that stands in the way of these schools, in the way of these students. Technology is one solution to this problem. The main purpose of technology is to invent something that provides a new or better way of doing something; something that is cost efficient and provides room for expansion. These are the tools we should be equipping our students with. It would provide them with the same education they are getting from the textbooks they are so used to. The books will continue to exist but will no longer be the only resource our students are exposed to. The logic behind teaching students with technology in the 21st century is that technology appeals more to students in a world driven by technology. The average student knows what a computer is, is part of a social network of some sort, and has used technology to help them do something in their everyday lives. It would thus make perfect sense to use what they use so much as a teaching tool. Technology isn’t just entertaining; it’s also educational. Hundreds of tutorials are out there and everyday new and better programs are being created. The people themselves who make these programs made them with the sole purpose of provide an easier, better way of doing something. They are inventors, engineers, and they’re also teachers. They’re people who saw a problem and found a solution. These are the type of people we should be motivating our students to be like. We should be teaching our student not to accept things the way they are but the way they should be. Purpose is another crucial element when it comes to teaching students in the 21st century. The tools being used will have no effect if there is no purpose behind their use. Teaching in the 21st century is thus a dynamic process. There isn’t a simple answer in terms of how to teach in the 21st century. It requires creativity and resourcefulness not found in the simple lifestyle we are teaching our students to live in. The purpose behind teaching in the 21st century would be to find easier, more dynamic ways of teaching students with higher goals and expectations. Motivating students to be the best they can be and showing them how to work towards that goal. That things such as money, fear, and doubts shouldn’t be the reason to do the minimum but should instead remind us that as a student in the 21st century you should be well rounded and resourceful; ready to take whatever life throws at you. As a student in the 21st century you have to remember that you do not stand alone; that collaboration is a key and very powerful element in this idea of teaching students in the 21st century with technology. As a driving force the possibilities are endless. The community aspect and project-based learning that comes with teaching in the 21st century is what will provide the huge turnout in students who excel not only in the classroom, but also in life. Collaboration is what makes this window of opportunity possible. It teaches students how to work together and provides them with real world experience. Collaboration helps a student see that the life isn’t all about survival of the fittest but establishing connections and using the connectivity available to produce results and motivate change. This is what makes teaching in the 21st century with technology different from through the simple life and the belief that passing is more important than excelling. Neither idea is perfect. At the end of the day it all comes down to the students. The information we provide and the influence we are able to make is what will ultimately decide what our students are able to accomplish. The use of technology and the implication of 21st century skills in a world driven by technology is what open windows of opportunities to students all across the globe. Students in the 21st century are well aware of the adversities they face; so aware that they would fear taking a chance and pursing fields where they might not measure up. Our schools push this idea forward instead of persuading students to pursue these illustrious careers. What students in the 21st century need is direction and change. We need real world experience that proves to that there is a way and that accepting things the way they are is accepting defeat. If you want to see the future of education, don’t watch children in the average classroom. Watch children play a video game. You’ll see them engaged, excited, interacting, and learning—even if it’s only about how to get to the next level of the game. Because of their immersion in this computerized world, children absorb information differently from their parents. Instead of following information passively from beginning to end—as people tend to do with television shows, newspapers, and books—children interact with the new technologies. Schools now have an opportunity to apply the information technologies that are so effective outside the classroom for educational purposes. Taking advantage of these new technologies will require profound changes in the roles of teachers, students, and schools. Instead of being the repository of knowledge, teachers will be guides who help students to navigate through electronically accessible information. They will use the new technologies to build networks with each other, with parents and students, with academic and industrial experts, and with other professionals. Turning opportunity into reality requires four important changes: Industry must develop educational devices from comparatively low-price game hardware and software, thereby dramatically lowering the costs of educational technology. Communities and government should include technological change when setting the agenda for systemic change in education. Software-makers must tie the content of their products to quality information and to the national education standards as they are implemented. Teachers must receive extensive training in how to use emerging information technologies. Computers will not solve all the problems of education; many difficult issues will remain. But the new information technologies provide an unprecedented opportunity to reexamine how we educate our children.

Fiction and Australian Identity Essay

The novel Cloudstreet, by Tim Winton resonates the idea of engaging readers through its focus on optimism despite hardship throughout the narrative. The text has the ability to be appreciated and understood through its textual integrity and realism, making it an inspirationally driven text for those engaged readers. A cultural perspective of the novel highlights how the characters in the novel overcome hardships and gain that sense of optimism, which is a true acknowledgment of the sentiment of the stereotypical â€Å"Australian† character. Winton’s focus on the overcoming of segregation in the novel, thoroughly emphasizes this notion of how after hardship, comes optimism, as once the family unites, there is this strong sense of optimism felt in the text. These ideas engage the reader to an extent of realisation that this text is one full of inspiration and encouragement, despite the hardship present at times. The cultural perspective of the novel incorporates the acknowledgment of the Australian identity, making the readers engage and relate with the various characters who posses similar traits. Sam Pickle’s lifestyle, focusing on vices and addiction, causes a great deal of hardship for himself and those around him. The influence gambling has on his life is shown in the quote, â€Å"He loved to gamble, for it was another way of finding water, a divination that sent his whole body sparking. † Comparing Sam’s gambling addiction to that of water allows for realisation of the importance of gambling in his life, as water is a necessity for life. This also creates a distinct connection between Sam and Fish, as Fish’s character thrives for water, bringing happiness and satisfaction to his life, as it is a â€Å"divination†. This creates the parallel that Sam may see gambling in this necessary way. It is known throughout the novel of the importance of water, and this quote portrays Sam’s view on gambling, thoroughly reflecting on its influence on his life. The hardships depicted in the novel are a realistic truth that creates textual integrity; recognizing the Australian identity, as a way to accept the hardships and move on with life, as Sam does throughout the novel. The significance of the inclusion of the Australian identity, is key in the characterization of the various characters, each bringing their own flaws and qualities to the narrative, giving it its engaging effect. The cultural perspective give the hardships faced in the novel a sense of realism, and relatability. Rose’s character is one that signifies the overcoming of these hardships, as she arguably faces the most significant adversities throughout her life. Rose’s private feelings regarding the impact of her parents’ vices is expressed in how, â€Å"There was too much shame, too much cowering under the neighbours’ eyes, too much agonizing embarrassment going to school with a black eye †¦Ã¢â‚¬  The repetition of â€Å"too much† evokes empathy for her circumstances as she is compelled to suffer not only neglect but physical abuse from her mother as well. The obvious physical pain, as well as her lowered moral shown throughout the novel, seem to entice the idea of the negativity hardship can have on ones life. It forces Rose to want to breakaway from her family ideas and values, and explore the world, looking for that sense of optimism. Her character proves the underlying attributes in the Australian identity; attributes that focus on pursuing happiness, to gain a greater perspective of life. The narrative allows for the idea of segregation to act as an aspect of the hardship faced by the characters. It distinguishes the differences between those who are separated, identifying their different lifestyles and values as factors, which has caused this disconnection. The segregation and major personality differences between the two families are highlighted in the quote, â€Å"Sometimes they squared off at one another like opposing platoons. † The metaphor of comparing the two sets of children to â€Å"platoon†, a word commonly used in war, parallels the separation caused by the war. This emphasizes a key aspect of the contextual features of the storyline, as the war has a major impact on the lives of the characters. This also exaggerates the level of separation between the two families, suggesting they have a war-like standing against each other, caused by different views and opinions. The notion of segregation between the families is an obvious cause of hardship, as the two families share so much, whilst being completely different. There is strong symbolism throughout Cloud Street that parallels this idea of segregation. The end of the novel signifies the overcoming of these symbols, in order to unite. The divided backyard is achieved through â€Å"old signs patched together,† symbolizing the patching together’ of lives after the previous hardships faced. The families of Cloudstreet are very different, one who works hard for their own benefit and the other strongly focused on taking life in its stride, letting luck decide life’s path. Winton tends to favour the Lamb families determination, as the constant reliance on luck is not always dependable, as it causes much disruption and conflict between members of the Pickle family. Representatives of the different families work collaboratively in removing both the physical and emotional barriers. â€Å"A square little woman unpegged and folded a tent another woman stepped forward, tottering a little. She crossed the long gash where yesterday there’d been a fence, and took a corner of the tent herself. † The families are literally brought together by the folding of the tent. Corner to corner, their lives are intertwined in a fashion that shows overcoming the hardships created by segregation, allowing for a united nature to be founded in Cloudstreet due to the determination of two family representatives overcoming mutual prejudices. Tim Winton’s novel Cloudstreet is inspirational in the sense that the realism that is created through the narrative, makes the text relatable and appreciated for different contexts. This enables for the reader to be engaged with the storyline, which acknowledges key features such as the Australian identity, and the overcoming of segregation.

Physical Violence Essays

Physical Violence Essays Physical Violence Essay Physical Violence Essay Physical violence is the intentional use of physical force with the potential for causing injury, harm, disability, or death, for example, hitting, shoving, biting, arm twisting, restraint, kicking, or use of a weapon. It also include strangling, slapping, burning, chocking and murder Physical violence is more visible than any other type of domestic violence and is the one mostly reported probably because it is easier to give evidence. It is perpetrated by fathers, mothers, husbands, wives, sons, daughters, in-laws and any other family member that is for one reason or the other dominating the family. Although husbands are notorious for battering their wives, cases of wives meting violent actions against their husbands have been reported. In fact such cases are believed to be more common than reported because many men shy away from reporting such cases first due to the fear of being loved at and secondly because of their superiority complex. This is possibly why some men disappear from their homes never to come back. Those who are brave enough seek divorce in order to liberate themselves from their battering wives. Whether originating from fathers, mothers, husbands, wives, sons, daughters or in-laws, the results are always far reaching as we shall see later in this work.

Mano and Other Words That Break Spanishs Gender Rule

Mano and Other Words That Break Spanish's Gender Rule Spanish nouns that end with -o are masculine, and ones that end with -a are feminine, right? Well, almost always. But there are exceptions to the  gender  rule, of which the two best-known are mano, the word for hand, which is feminine; and dà ­a, the word for day, which is masculine. So you can talk about la mano and las manos  and well as el dà ­a and los dà ­as. Key Takeaways Most Spanish nouns ending in -o are masculine, and most ending in -a are feminine, but there are exceptions.Some of the exceptions occur because of how the words were treated in other languages, such as Latin and Greek.Many nouns that refer to jobs or roles of people can be either masculine or feminine depending on the person they refer to. 6 Ways in Which the Rule Is Broken Exceptions fall into six  categories: Words that are shortened versions of other words. For example, la foto (photograph) is feminine because its short for la fotografà ­a.Words that end in -ista as the equivalent of the English -ist. For example, dentista can be either masculine or feminine depending on whether the dentist referred to is a man or woman. A few words with other endings are treated the same way. For example, modelo can be either masculine or feminine when referring to a human model, but masculine in other uses (such as when referring to a model airplane).Words whose meanings vary depending on the gender. For example, in some areas, la radio means radio, while el radio means radius or radium. Sometimes la radio is used to refer to the communications medium and el radio for a radio set.Some masculine words that come from Greek and end in -a (often -ma). Most of these words have English cognates.A few compound nouns, which are traditionally  masculine, even when the noun portion comes from a feminine noun. Words that are just exceptions, such as mano and dà ­a. Usually these exceptions come from the way the words were treated in Latin. Here is a list of the most common exceptions to the masculine o, feminine a rule: el aroma - aromael Canad - Canadael clima - climateel cà ³lera - cholera (but la cà ³lera, anger)el cometa - comet (but la cometa, kite)el cura - male priest (but la cura, cure)el dà ­a - dayel diagrama - diagramel dilema - dilemmael diploma - diplomala disco - disco (short for la discoteca)el drama - dramael enigma - enigmael esquema - outline, diagramla foto - photo (short for la fotografà ­a)el guardia - policeman or male guard (but la guardia, vigilance, policewoman or female guard)el guardabrisa - windshieldel guardarropa - clothing closetel guà ­a - male guide (but la guà ­a, guidebook or female guide)el idioma - languageel idiota - male idiot (but la idiota, female idiot)el indà ­gena - indigenous male (but la indà ­gena, indigenous female)la mano - handel maà ±ana - near future (but la maà ±ana, tomorrow or morning)el mapa - mapla modelo - female model (but el modelo, male model)el morfema - morphemela moto - motorcycle (short for la moto cicleta)la nao - shipel panorama - panorama, outlookel papa - pope (but la papa, potato) el planeta - planetel plasma - plasmael poema - poemel policà ­a - policeman (but la policà ­a, police force or policewoman)el problema - problemel programa - programel quechua - Quechua languagela radio - radio (short for la radiodifusià ³n; but el radio, radius or radium; usage of the feminine form depends on the region)la reo - female criminal (but el reo, male criminal)el reuma, el reà ºma - rheumatismel sà ­ntoma - symptom, signel sistema - systemel sof - sofala soprano - female soprano (but el soprano, male soprano)el tanga - G-stringel telegrama - telegramel tema - theme, subjectel teorema - theoremel tequila - tequila (short for el licor de Tequila)la testigo - female witness (but el testigo, male witness)el tranvà ­a - streetcar Gender for Names of Occupations and Other Roles Most words that refer to peoples jobs or roles, many ending in -ista or -eta, that can be either masculine or feminine are not listed above. Most have English cognates. Among the abundance of words that fit that category are el/la atleta (athlete), el/la artista (artist), el/la astronauta (astronaut), el/la dentista (dentist), el/la comentarista (commentator), el/la izquierdista (leftist or left-winger), el/la oficinista (office worker), el/la poeta (poet), el/la profeta (prophet), and el/la turista (tourist). Feminine NounsThat Use El Also not included in the list are combinations such as el agua (water) - feminine words that begin with a stressed a- or ha- and are preceded by el in the singular form only. Others are el guila (eagle), el ama (woman of the house), and el alma (soul). But note that the normal rules are followed in the plural form: las aguas, las guilas, las amas and las almas. With these words, el doesnt indicate gender but is used instead for ease of pronunciation. It is similar to the way in which Englist substitutes an for a in front of some nouns, as the rule applies to the opening sound of the word, not how its spelled.

Rewrite Essay Example | Topics and Well Written Essays - 750 words - 3

Rewrite - Essay Example The brand name is developed from the words architecture and Cymru, which is Wales in Welsh. This brand name will help us expand within the local Welsh market, which enhances the company’s ability to become a premier Welsh firm. We wish to take advantage of the increased investment in Wales’ construction sector by seeking for funds through our brand name. Although the brand name seeks to establish our company in the local market, our wider objective is to become a major firm in Europe with the capacity of executing major architectural projects within the continent and the rest of the world. Within the first three to five years of our operations, the company will operate as a private limited company with each shareholder having equal rights. Thereafter, the company will liquidity or offer some of the shares to the public through an initial public offering with the company becoming a public limited company although this objective is based on the long-term achievements of company and its success as reassessed in the long-run. Through various milestones in infrastructural designs, Wales’s construction industry plays an important role in the development and growth of the local economy while considering various environmental and societal issues. Economical estimates indicate that the industry contributes about 10% to the country’s Gross Domestic Product (GDP). Each year, estimated investments in the sector are likely to be about  £2.3 billion with the industry experiencing high competition, as there are around 12,000 construction firms in the sector. Despite the stiff competition, the industry experiences a wide range of specializations. Concerning the labor force benefiting from the industry, industrial estimates indicate that over 100,000 workers are employed by the industry and they range from various construction professions such as architecture, builders, engineers, surveyors, maintenance groups, and other companies that restore and

Sociology Essay Example | Topics and Well Written Essays - 1750 words

Sociology - Essay Example status to being equated with disputed accounting techniques and off balance-sheet financing transactions, misleading statements, unscrupulous executives, dishonest partnerships, and ill-gotten personal gain? The roots of Enrons fall can be found in its failed internal control system and bureaucratic culture. Henry Fayol and Taylor’s approaches of internal control help describing how executives at Enron created an organizational bureaucratic culture that put the bottom line ahead of ethical behavior. (Prentice, pp 3-4) After a brief background on Enron and its rise and fall, like the analysis of the Salomon Brothers fall, the five most important mechanisms available to leaders to create and reinforce aspects are used to analyze systematically the bureaucratic culture and internal control system that led to the companys fall after shocking disclosures about the companys finances. Firms differed not only in the general character of their control systems that changes as the length of the hierarchy, the labor breakdown, and the cost structure. The command hierarchy could be anything from two to twelve distinct levels of control system between the board and the operators. The varying lengths of the command hierarchy made it impossible to make direct comparisons between firms of the size of the span of control at the intermediate levels of management. No single misstep brought Enron to the brink. A series of missteps and just plain bureaucratic control system brought Enrons more nefarious dealings to light, precipitating its ultimate collapse. (Julian, pp 1-2) The dirtiest of Enrons deals involved SPEs of its own construction that sported names straight from Star Wars such as Chewco. While Enrons traders may still have inhabited the fantasy worlds of their youth, their trades had a harsh reality to them that touched the heart and soul of American life. Who got electricity during Californias energy crisis, which farms would have water to irrigate their crops, and