HRM Assignment Example | Topics and Well Written Essays - 750 words - 1

HRM - Assignment Example Human resource managers have various roles in the organizations today. RyanAir’s attitude to its employees is one of no nonsense and no frill approach just like their attitude towards business and customers (Doganis, 2001). The human resource management team in the company is believed to be the major contributor to its survival and success. This is because their work entails ensuring that employees achieve sustainable competitive advantage, and help in meeting equity and efficiency objectives of the organization (Bratton & Gold, 2001).Since they are strategic partners, human resource individual play an important role in the growth and continuity of a business plan and to help in achieving the goals in an airline industry. The HR manager also plays a part in advocacy; the integral role played in this position in the airline industry is to ensure organizational success. Advocacy includes being in charge of how creating a healthy work environment whereby workers (human resources) are motivated, feel happy to contribute to the growth of the industry. Ryanair airline human resource manager has a role in championing change, as it is a critical detail for the betterment of all service industries. HR manager in this case has to apply strategies for change in the air line industry as discussed by Callaway (2007, p. 127). The HR role in performance appraisal allows him to work with other managers to establish performance dimensions and procedures required to ensure accuracy and needs to discuss the appraisal results of employees (Sims, 2002). A further analysis of the HRM purpose in the airline industry revealed that job satisfaction, managing conflicts, motivation, building teams, leadership, change managemen t, managing informal groups of people, human relations, and communication in the organization serve as good purposes for this position (Mullins, 2005) In regard to theoretical models, soft and hard management, I would say that Ryanair thrives in the hard

Why Effective Communication Is Important Essay Example for Free

Why Effective Communication Is Important Essay 1. Understand why effective communication is important in the work setting? Communication is the key to understating and being understood. Commotion is essential for our survival and we use it in every aspect of our lives from the moment we are born. E.g. Talking, shouting, crying, reading, writing, seeing and listening. Body language and ecpressions are also use when communtatin. We all communicate with each other to achieve goals in ife, whether it be physical or emotional. Communication allows us to convey information, thought , moods. ( Eg. Happiness , sadness,anger). As a human being we all have a basic need to relate to each other and effectively expressing ourselfe through communication. In work setting it enables us to create and maintain relationships with everyone we have contact with. Identify the different reasons people communicat? There are lots of different reasons people communicate. People need to express needs and share ideas and information to build relationships and ask questions. It essential tool a caer can use to meet the needs of children. This is a basic requirerment in all jobs to communicate with individuals and their families and staff on a daily basis. 1.2 Explain how communication affects relationships in the work setting? Communication can affct relationships in many ways in a work setting. Read more:  Explain the reasons why people communicate  essay Colleagues The manager Supervisor Parents of the children and children Effective communication- is a two way proess. When communication you need to send clear and concise message to the responding party. Everyone most be understood correctly to have a response. We can also communicate by telephone, written notes, email, text messages and vocal. 2. Be able to meet the communication and language needs, wishes and preferences of individuals? Communication can be difficult, especially when you are in a situation where you are unsure of the language and abilities of those who you are associating with. Its always best when you meet someone to begin communication on your own terms; if you speak English greet them as such, although ensure that you are speaking slowly and clearly. It should be fairly easy to work out whether they have not understood due to communication impairments or language differences based upon their reaction to your initial introduction. If they have disabilities, try to communicate through body language or they may even be able to lipread; perhaps try both to see which they are receptive to, and continue from there. If they seem to be speaking a different language, you can either try speaking in a different tongue (should you know another) or again try body language. You may even know someone nearby who may be able to help you out. 2.2 Describe the factors to consider when promoting effective communication? 3. Be able to overcome barriers to communication 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways 3.2 Identify barriers to effective communication 3.5 Explain how to access extra support or services to enable individuals to communicate effectively Here are some ways of access extra support or services. There is a number of services that can accessed to support communication. Interpreters Translators signers aduocators There is lots of different specialisr equipment for people that need them. Induction loops braille embossers and printers makaton. The local government body should provide language support services. British sign language interpreters deaf blind interpreters lip speakers or readers You can find services y utilised by educationa; and health sevices through a booking system. There is a local authority educational deportment access to a tea support specialistis indvding speech and language therapists. You can also find information on the internt various specialist website.

Gillette :: essays research papers

Gillette is leading worldwide home applicants, such as razor, battery, electronic and manual toothbrush, manufacturing company. On April 14, 1998, the company introduced the world’s first triple blades razor and begun to sell July 1, 1998 in the United States and September in the Western Europe. Since Gillette launched new razor in 1998, the company expected high returns in short-term; however, the result of the new product has been defined yet. SWOT ANALYSIS - Key Learning The areas of the internal factors are Finance, Management, Manufacturing, Market position, Personnel, and Research & Development. All these factors can be defined as either strengths or weakness or both. First of all, the company as a whole gained net sales amount of 10.1 billion dollars and net income of 1.4 billion dollars for the 1997 due to acquire leading battery company â€Å"Duracel† in 1996 and grow of â€Å"Sensor Excel† razor. As a result, company could spend 1 billion dollars to invent â€Å"Mach 3† which is triple blades razor. Even though Gillette had sufficient fund to invent the new product, the company took high risk of financial side that if the new product’s sale does not reach to company’s expectation, the company will face shortage of capital resources and can be lead to bankruptcy. But if Mach3 turn out to be a New Coke or McDonald’s Arch Deluxe – much-hyped new products that were mostly duds and fizzle- the gloom will be heavy from Gillette’s corporate headquarters in Boston’s Back Bay to the South Boston factory that Gillette has overhauled to produce 600 million Mach3 blade cartridges per year, or about half of Gillette’s annual target of 1.2 billion Mach3 blades. (Boston Globe, 4/15/98) Since Gillette introduced "Mach3" in April, the company changed its manufacturing tools to produce Mach3 South Boston's factory. Gillette already spent 300 million dollars for advertising and promotion worldwide for the year that company introduced new product. The amount is twice as much as the company put for advertising "Sensor Excel" in 1989. Gillette released the new product to retail stores on July 1, 1998, and starts to advertise on TV and the other media six weeks later; however, many people went to the company's web site to look at the new product. Even though company spent tremendous amount of fund for the advertising, some people from Asia did not recognize the product according to our group's survey. For customers, there are satisfaction and complaints for Mach3. People, who satisfied with Mach3 according to our survey, said there are less irritation and faster shaving time. Customers who complaint about Mach3 argue that they do not want to spend more money on better outlook. According to our survey, one hundred percent of

The Effects Of Aids On South African Sport :: essays research papers

Mr President, Mrs Hummel, Mrs Green, Ladies and Gentlemen By 2010 one in every two 15 year old South Africans will be HIV positive†¦ An alarming fact, which will have devastating impacts on all aspects of South African life. The statistics for HIV in SA, no matter how they are presented are frightening. Currently in SA 4,2 Million people are HIV positive, that is a tenth of our population, more than any other country in the world. As AIDS is a very contentious issue at the moment in our country. I am sure you have all heard plenty on the topic of AIDS. So I am focusing my speech this evening on a different aspect on AIDS, but one that is very important, that of the effects of AIDS on Sport in South Africa, now and in the future We are a country very passionate about sport, and AIDS will greatly effect our sport, and will raise many a question, such as, What are the risks of blood-to-blood contraction? Are our Sporting first aid facilities adequate? And what actions have and will be taken by Sporting governing bodies such as SARFU? 2000 was a bad year for sport in SA in general, The Hansie Cronje scandal, a failed world cup soccer bid, disappointing Springbok performances, the sacking of Nick Mallet and to cap it all off, A Gold-less Sydney Olympic Games. Can you imagine in 10 years time, when only half our 15 year olds can play sport†¦ imagine a half strength springbok team taking on the might of an all black side, or a half strength cricket team, battling it out at the world cup, with the likes of Australia. At the moment SA is one of the superpowers of African and World sport, containing many key components to ensure lasting successes on the sports fields of the world. Our population is large and diverse enough to ensure large numbers of elite sportsmen and women proceed through the ranks, to superstar status. Our wonderful climate allows for all-year round participation. All these ingredients have allowed SA to achieve sporting excellence, and the potential for even greater things is huge. Yet the threat posed by AIDS is a formidable obstacle in the development of SA sport and will surely hinder the progress. It is estimated that by 2010, the life expectancy of South Africans will have dropped to a mere 40 years. This not only means less doctors, lawyers and teachers, but also a decline in sportsmen and women, sports psychologists, nutritionists and administrators.

A Letter to Seamus Heaney Commenting on His Poetry Essay

Coimisià ºn na Scrà ºduithe Stà ¡it State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2005 English – Higher Level – Paper 2 Total Marks: 200 Wednesday, 8 June – Afternoon, 1.30 – 4.50 Candidates must attempt the following:†¢ ONE question from SECTION I – The Single Text †¢ ONE question from SECTION II – The Comparative Study †¢ ONE question on the Unseen Poem from SECTION III – Poetry †¢ ONE question on Prescribed Poetry from SECTION III – Poetry N.B. Candidates must answer on Shakespearean Drama. They may do so in SECTION I, The Single Text (Hamlet, As You Like It) or in SECTION II, The Comparative Study (Hamlet, As You Like It) INDEX OF SINGLE TEXTS Wuthering Heights Silas Marner Amongst Women Hamlet As You Like It − Page 2 − Page 2 − Page 2 − Page 3 − Page 3 Page 1 of 8 SECTION I THE SINGLE TEXT (60 marks) Candidates must answer one question from this section (A – E). A WUTHERING HEIGHTS – Emily Brontà « (i) â€Å"Heathcliff deserves the sympathy of the reader of Wuthering Heights.† Write a response to this statement, supporting your views by reference to the text. OR (ii) â€Å"The novel Wuthering Heights portrays a clash between two worlds represented by Wuthering Heights and Thrushcross Grange.† Discuss this view of the novel, supporting your answer by reference to the text. B SILAS MARNER – George Eliot (i) â€Å"The story of Silas Marner has the magic of a fairy-tale, which leaves the reader feeling good about people.† Write a response to this view of the novel, supporting your answer by reference to  the text. OR (ii) â€Å"Godfrey Cass is not perfect, but, in the eyes of the reader, he is always a better man than his brother, Dunsey.† Write your response to this statement, supporting it by reference to the text. C AMONGST WOMEN – John McGahern (i) â€Å"Michael Moran undoubtedly loves his sons, but his love contributes little to their happiness.† Discuss this view of the relationship between Michael Moran and his sons. Support your answer by reference to the text. OR (ii) â€Å"Unlike the men, the women in Amongst Women support each other very well.† Discuss this statement confining your attention to the female characters in the novel. Support your answer by reference to the text. Page 2 of 8 D HAMLET – William Shakespeare (i) In your opinion, what is the appeal of the play, Hamlet, for a twenty-first century audience? Support the points you make by reference to the text. OR (ii) â€Å"We admire Hamlet as much for his weaknesses as for his strengths.† Write a response to this view of the character of Hamlet, supporting your points by reference to the text. E AS YOU LIKE IT – William Shakespeare (i) â€Å"Rosalind’s attitudes and qualities make her a very attractive character.† Do you agree with the above view? Support your answer by reference to the play. OR (ii) â€Å"The play, As You Like It, presents many opportunities for dramatic performance.† Write your response to the above statement, supporting it by reference to the play. Page 3 of 8 SECTION II THE COMPARATIVE STUDY (70 marks) Candidates must answer one question from either A – The General Vision and Viewpoint or B – Literary Genre. In your answer you may not use the text you have answered on in SECTION I – The Single Text. N.B. The questions use the word text to refer to all the different kinds of texts available for study on this course, i.e. novel, play, short story, autobiography, biography, travel writing, and film. The questions use the word author to refer to novelists, playwrights, writers in all genres, and film-directors. A 1. THE GENERAL VISION AND VIEWPOINT â€Å"Each text we read presents us with an outlook on life that may be bright or dark, or a combination of brightness and darkness.† In the light of the above statement, compare the general vision and viewpoint in at least two texts you have studied in your comparative course. (70) OR 2. (a) With reference to one of the texts you have studied in your comparative course, write a note on the general vision and viewpoint in the text and on how it is communicated to the reader. (30) Compare the general vision and viewpoint in two other texts on your comparative course. Support the comparisons you make by reference to the texts. (40) (b) Page 4 of 8 B 1. LITERARY GENRE Write a talk to be given to Leaving Certificate students in which you explain the term Literary Genre and show them how to compare the telling of stories in at least two texts from the comparative course. (70) OR 2. â€Å"Powerful images and incidents are features of all good story-telling.† (a) (b) Show how this statement applies to one of the texts on your comparative course. (30) Compare the way in which powerful images and incidents are features of the story-telling in two other texts on your comparative course. Support the comparisons you make by reference to the texts. (40) Page 5 of 8 SECTION III POETRY (70 marks) Candidates must answer A – Unseen Poem and B – Prescribed Poetry. A UNSEEN POEM (20 marks) Answer either Question 1 or Question 2. BACK YARD Shine on, O moon of summer, Shine to the leaves of grass, catalpa and oak, All silver under your rain tonight. An Italian boy is sending songs to you tonight from an accordion. A Polish boy is out with his best girl; they marry next month; tonight they are throwing you kisses. An old man next door is dreaming over a sheen that sits in a cherry tree in his back yard. The clocks say I must go – I stay here sitting on the back porch drinking white thoughts you rain down. Shine on, O moon, Shake out more and more silver changes. Carl Sandburg 1. (a) Do you like the world that the poet describes in this poem? Give reasons for your answer supporting them by reference to the text. (10) Choose a line or two that you find particularly appealing and explain why. (10) (b) OR 2. Write a personal response to the poem ‘Back Yard’. (20) Page 6 of 8 B PRESCRIBED POETRY (50 marks) Candidates must answer one of the following questions (1 – 4). 1. â€Å"The appeal of Eavan Boland’s poetry.† Using the above title, write an essay outlining what you consider to be the appeal of Boland’s poetry. Support your points by reference to the poetry of Eavan Boland on your course. 2. What impact did the poetry of Emily Dickinson make on you as a reader? Your answer should deal with the following: – Your overall sense of the personality of the poet – The poet’s use of language/imagery Refer to the poems by Emily Dickinson that you have studied. 3. Write about the feelings that T.S. Eliot’s poetry creates in you and the aspects of his poetry (content and/or style) that help to create those feelings. Support your points by reference to the poetry by T.S. Eliot that you have read. Write an article for a school magazine introducing the poetry of W.B. Yeats to Leaving Certificate students. Tell them what he wrote about and e xplain what you liked in his writing, suggesting some poems that you think they would enjoy reading. Support your points by reference to the poetry by W.B. Yeats that you have studied. 4.

The Rape of Lucrece Themes

The Rape of Lucrece Themes Shakespeares greatest poem is  The Rape of Lucrece. Explore some of the key themes in this classic text. The Plague It has been suggested that this poem reflects fears about the plague, which was rampant in Shakespeare’s England. The dangers of inviting a stranger into your home could result in your body being ravaged by disease, as Lucrece is ravaged. She kills herself to save her family from shame, but if the rape signifies the plague might she kill herself to prevent the disease from spreading? The play was written at a time when the theaters would have been closed to prevent the spreading of the plague and may, therefore, have informed Shakespeare’s writing. The story would have been familiar to Elizabethans and various versions of it were already available. Love and Sexuality The Rape of Lucrece serves as an antidote to Venus and Adonis in that it provides a moral contrast to how it deals with the idea of love and sexuality. Tarquin is unable to subdue his desires despite misgivings and he suffers for this, as does the undeserving Lucrece and her family. It is a cautionary tale of what can happen if you let your desires run free. Tarquin, Lines 267-271 Why hunt I then for colour or excuses?All orators are dumb when beauty pleadethPoor wretches have remorse in poor abuses;Love thrives not in the heart that shadows dreadeth;Affection is my captain, and he leadeth This play is a contrast to the romantic comedy of As You Like It, for example, where the pursuit of love and affection is treated in a light, though hard-won, way. This poem highlights the dangers of self-satisfaction and pursuing the wrong person. The pastoral is replaced by the military and instead of a game; the pursuit of a woman is seen as the spoils of war but in the end, it is seen for what it is which is a kind of a war crime. The poem comes under the genre known as the complaint, a type of poem which was popular in the late middle ages and Renaissance. This style was particularly popular at the time when this poem was written. A complaint is usually in the form of a monologue in which the narrator laments and bewails their fate or the sad state of the world. The Rape of Lucrece fits the complaints’ highly elaborate style, which uses digressions and long speeches. Themes of Rape Violation often takes Biblical images in The Rape of Lucrece. Tarquin takes on the role of Satan in the garden of Eden, violating an innocent and incorruptible Eve. Collatine takes on the role of Adam, who lures Satan in with his boastful discourse about his wife and her beauty. When he takes the apple from the tree, the Snake enters Lucrece’s bedchamber and violates her. Lines 85-87 This earthly saint adored by this devilLittle suspecteth the false worshipper,For unstained thoughts do seldom dream on evil. Collatine is responsible for inciting Tarquin’s desires and redirecting his rage from the enemy in the field to his own wife. Tarquin becomes jealous of Collatine and instead of vanquishing an army, his desires are redirected towards Lucrece as his prize. Lucrece is described as if she is a work of art; Lines 27-28 Honour and beauty in the owner’s armsAre weakly fortressed from a world of harms. Tarquin’s rape of her is described as if she is a fortress under attack. He conquers her physical attributes. Through her suicide, Lucrece’s body becomes a political symbol. As feminism later coined, the personal is political and the King and his family are finally overthrown to make way for the Republic to be formed. Lines 1849-1855 When they had sworn to this advised doomThey did conclude to bear dead Lucrece thenceTo show her bleeding body thorough Rome,And to publish Tarquin’s foul offence;Which being done with speedy diligence,The Romans plausibly did give consentTo Tarquin’s everlasting banishment. Source Shakespeare, William. The Rape of Lucrece. Paperback, CreateSpace Independent Publishing Platform, March 11, 2018.

Dui Bu Qi, Saying Sorry in Mandarin Chinese

Dui Bu Qi, Saying Sorry in Mandarin Chinese There are many ways to say â€Å"sorry† in Mandarin Chinese, but one of the most common and versatile phrases is ââ€" ºduà ¬ bu qÇ . It means sorry in the sense that you have wronged someone and want to apologize. The phrase consists of three characters in traditional Chinese: Ã¥ ¯ ¹Ã¤ ¸ Ã¨ µ · (Ã¥ ° Ã¤ ¸ Ã¨ µ ·. Dui Bu Qi Ã¥ ¯ ¹ (duà ¬) in this case means to face, but in other situations means many other things, such as correct or to.ä ¸  (bà ¹) is a negative particle that can be translated as no or not.è µ · (qÇ ) literally means to rise,† but is often used in an extended meaning to be able to. If you put these together, you get something like unable to face, which is the feeling you have when you have wronged someone. This phrase in Chinese can function as a standalone way of saying sorry, but it can also be used as a verb, so you can say: 我å ¯ ¹Ã¤ ¸ Ã¨ µ ·Ã¤ ½   wÇ’ duà ¬buqÇ  nÇ . I have wronged you. Lets look at a few more examples. As you will see, offering an apology is often just a way of being polite, just like saying sorry is in English. ââ€" ºDuà ¬ bu qÇ , wÇ’ gÄ i zÇ’u le.Ã¥ ° Ã¤ ¸ Ã¨ µ ·, 我è © ²Ã¨ µ °Ã¤ ºâ€ Ã¥ ¯ ¹Ã¤ ¸ Ã¨ µ ·, 我è ¯ ¥Ã¨ µ °Ã¤ ºâ€ Sorry, I have to go now.ââ€" ºRà º guÇ’ wÇ’ shuÃ…  duà ¬ bu qÇ , nÇ  shà ¬ fÇ’u jià ¹ huà ¬ yun ling wÇ’?Ã¥ ¦â€šÃ¦Å¾Å"我è ª ªÃ¥ ° Ã¤ ¸ Ã¨ µ ·, ä ½  Ã¦Ëœ ¯Ã¥  ¦Ã¥ ° ±Ã¦Å"Æ'原è «â€™Ã¦Ë†â€˜?Ã¥ ¦â€šÃ¦Å¾Å"我è ¯ ´Ã¥ ¯ ¹Ã¤ ¸ Ã¨ µ ·, ä ½  Ã¦Ëœ ¯Ã¥  ¦Ã¥ ° ±Ã¤ ¼Å¡Ã¥Å½Å¸Ã¨ °â€¦Ã¦Ë†â€˜?If I say I’m sorry, will you be able to forgive me? It should be mentioned that there are other ways of interpreting or breaking down this phrase. You could also think of it as Ã¥ ¯ ¹ meaning to treat or correct, which would give the sense that you have not treated someone the right way or that you have done them wrong. For practical purposes, it matters little which phrase you use. Pick whichever explanation you find easiest to memorize. -Edited by Olle Linge

After the French and Indian War

Question: After the French and Indian War, the separation of colonies from England was inevitable. To what extent do you agree? The struggle between France and England for North American sea power and colonial rule ended by the French and Indian War. The war began in 1754 in the upper Ohio Valley. Two years later, the conflict spread to Europe where it was known as the Seven Years War. One of the greatest battles of the war that practically ended Frances power in America was the English capture of Quebec in 1759. The treaty of Paris, signed in 1763, formally ended the war in America, making Great Britain master of Canada and the lands between the Appalachian Mountains and the Mississippi River. These terms ended French power in the New World and made Great Britain supreme. Although the tensions between both England and its colonies were released, there was still no acknowledgment of any severance of the colonies from England. Proceeding the war, Britain passed new Acts, which colonists regarded as, for the most part, unbearable. These new Acts and the determination for colonial independence an! d uniformity made the separation of the colonies from England inevitable. Because colonists proved resistant to British control, British policies were forced to be relaxed. Even so, the colonial assemblies reluctantly continued to respond to British needs. The British Empire was in great need of organizing. With the territorial annexations of 1763, the British Empire nearly doubled in size, making it difficult to rule. Because of this, and other factors such as Englands war reparations, it was necessary that Britain seek greater control over its colonies. English government made efforts to find a way to deal with its war debt, and their effort to do this was made through raising the already high taxes. According to Document C, this resolution caused great uneasiness and constern

Week 11 IND WORK Research Paper Example | Topics and Well Written Essays - 250 words

Week 11 IND WORK - Research Paper Example Usually it is the responsibility of the legal assistants (paralegals). Basic sections of the trial note book for this case is as follows; In this case, Joseph Delgado is the plaintiff who raised the claim against the BioMed Pharmaceutical, Inc. Plaintiff works as a certified public accountant in the BioMed Pharmaceutical, Inc. Plaintiff’s attorney for trial is Laura Broke. Her address is Popson, Pierce, Rueber, and Burke Attorneys at Law 5293 St. Clair Avenue Montgomery, Alabama 36101 (205) 725-8788 [facsimile number]. The document of the trial includes the facts which shows that both the companies i.e. Rawlings Maintenance Cooperation and diversified Security Solutions are the close friends of the defendant company. Characters includes in this case are; Joseph Delgado the plaintiff, defendant pharmaceutical company, Rawlings Maintenance Cooperation and diversified Security Solutions (supporter of the defendant), plaintiff witnesses Carl Logia, Maria Mendez and some others. As in this, the accident is not caused by the negligence of our client but it was an accident that was caused by the negligence of the security and maintenance companies. Therefore because of the convincing claim of our client would be deemed by the

Stories Assignment Example | Topics and Well Written Essays - 250 words - 2

Stories - Assignment Example The Lt. carried the guilt and blame because he placed his daydream as an important factor in the story. Pete suggested stories help dampen loneliness. He wrote of â€Å"interviewing† Mt. Hood. In paragraph 5 of page 3, Pete quotes â€Å"Leaves of Grass† by Walt Whitman to explain his sense of stories. Like the Mumford Sons music, poetry and other art forms of storytelling give company and relieve isolation through the understanding of the common experience. Pete’s retelling about the mountain reminded me of â€Å"On a Rainy River†. This story of a physical barrier to freedom, the river between Canada and the U.S. explained O’Brien’s reluctance to turn his back on his own history, his own stories. And, since as Pete reminds, stories are for eternity, when memory is gone. O’Brien did not want to have his story end in shameful cowardice, as he suggested draft dodging would be. O’Brien’s hometown people would not understand such an act. Stories shamed him into staying in the U.S. and being

Integrated Marketing communication plan of Honda Civic in the US Assignment

Integrated Marketing communication plan of Honda Civic in the US - Assignment Example Communication plays a pivotal role in determining the success of an organisation in as much as marketing of the product offered is concerned. It can be observed that modern communication technology has made dramatic changes in the contemporary marketing communication landscape given that the consumers are now able to evaluate the choice of the goods they want. On the other hand, the marketers are also aware of these indispensable changes brought about by new information and communication technology and these have compelled them to adopt the use of an integrated marketing communication plan in their operations. An integrated marketing communication (IMC) plan is ideal for Honda Civic in the US. In order to outline the communication plan that can be used by Honda, it is important to begin by explaining the meaning of IMC concept in order to gain a full understanding of it. Basically, an integrated marketing communication can be defined as, â€Å"a concept of marketing communication planning that recognises the added value of a comprehensive plan that evaluates the strategic roles of a variety of communication disciplines such as advertising, personal selling, sales promotion, direct marketing, public relations, sponsorship,† (Cant, 2000 p.285).... ises the added value of a comprehensive plan that evaluates the strategic roles of a variety of communication disciplines such as advertising, personal selling, sales promotion, direct marketing, public relations, sponsorship,† (Cant, 2000 p.285). These communication channels are integrated and coordinated to deliver a clear, consistent and compelling message about the organisation and its products. Kotler & Armstrong, 2004 also posit to the effect that all the corporate messages, positioning and images, and identity are coordinated across all marketing communication venues which reinforce the image and identity of the organisation. The main objectives of marketing communication mainly depend with what the company seeks to achieve through the integration of different communication disciplines. As such, Honda’s IMC plan should include the effective use of advertising, personal selling, public relations, direct marketing as well as sales promotion. In this case, the aim of the IMC will be to create loyal customers through giving them the right information about a particular product or brand offered. Against this background, this report seeks to develop an IMC plan for Honda Civic. According to AutofairHonda (2011), the 2011 Honda Civic GX is powered by natural gas and it does not use fossil fuels like other conventional vehicles. This model of car was developed after the realisation that the environment also needed to be protected given that carbon gas emissions from vehicles significantly contribute to global warming which is seen as an environmental concern across the whole world. Honda Civic 2011 is a luxury vehicle which is environmental friendly. However, of notable concern is the fact that this particular type of vehicle appeals to a unique segment and this is

Reflection of your leadership style Essay Example | Topics and Well Written Essays - 750 words

Reflection of your leadership style - Essay Example With this form of leadership, I am not interested in power, excess money or selfish prestige. I am guided equally by my heart and mind. I lead a multitude with zeal of passion and compassion as I think greatly while engaging my mind (George, Peter, Andrew, &Diana 2-3). Authentic leaders lead with purpose, meanings and values giving them with a very strong sense of people relationship. This makes people follow them as they can be relied upon, they are strong and quite consistent. An authentic leader will never bend their beliefs for the sake of another person’s interest; furthermore, they will never compromise any situation or case for anything. I believe that becoming a leader takes a lifetime therefore; I am dedicated to personal growth and learning. Relation to the course content The course content has enabled me realize the form of leadership characteristic that I exhibit. This is because I have lifted myself to the position that I am able to interact with the people and pi ck out of our interaction the pieces which will make a lot of sense to me. I develop my own model in the community by finding a group which belives in the same things that I do believe in. through becoming self directed and independence of mind, I am able to stay consistent with my personality and my values. This has gone to the extent that when O try paying attention to what everyone else wants me to be, I develop a feeling like my head is spinning in my shoulders and my feet wanting to from under me. I therefore find myself in a situation where I am comfortable always standing alone and this has developed to be one of my strengths. The leadership style is one which enables an individual form relationship building skills hence ability to work with various people in different environments or situations. I highly appreciate the fact that this form of leadership skill has enabled me be in the position where I am able to embrace my weaknesses and use my strength (George, Peter, Andrew, &Diana 5). The only setback is the peoples complaint that I intimidate then given they are not confident with their abilities. I make decisions fast and move as fast hence get disgusted when other people cannot make decisions faster. This impatience has been polished by me paying attention to people and their feelings hence making them feel they have been heard and therefore fully engaged. Strengths and weaknesses Form the studies I have come to realize that my strengths are vast. They start from my ability to listen to others compassionately and assist people as they wish. I am also quite patient when it comes to listening to a group and acting upon their grievances even before I act on my own. I have also come to learn that one must not only be born a leader to be one, you can as well endure for some time and become a very great leader (George, Peter, Andrew, &Diana 6-7). The weaknesses than I need to rectify are not much but a few. That is the ability to bring people from divers e backgrounds together and make them believe in the same shared thoughts. It is worth noting that leadership is in us, whether in business, government or a volunteer organization, whatever we need to work on is the ability to understanding ourselves and discovers where we can use our leadership gift to serve others. In doing so we will adequately discover ourselves and the purpose of our

Humerous essay Example | Topics and Well Written Essays - 250 words

Humerous - Essay Example I waited for the Colonel to go on his walk and then telephoned him. You answered the phone. I kept on talking asking irrelevant questions. Of course you did not know it was me. Your voice, I swear, was sweet. Seeing that you visited the temple, I started visiting too. I developed devotion and started praying devoutly to God almighty to join us in holy wedlock. Whenever you saw me, your eyes used to light up with recognition and respect. I knew you loved me. I was sure. I had no doubt of it whatsoever. I belong to a well-to-do house and we were eight children. I was the eldest, and the others were girls. So I was too busy settling their marriages to think about my own. I was sacrificing my life for them. But I am not sorry about it. My sorrow is that those sisters do not care for me. I am not bothered about that, either. For, now I have you. And you are equal to a thousand sisters. I retired from government service last month. I get a handsome pension and this will be there for my wife too till her death. I am sixty years old. But what of that? I am hale and healthy. I used to play hockey and tennis. And badminton too. They say badminton is the game for pregnant women. So when you are in the family way, you won’t have to look for other pregnant women to play with. You can play with me. You are about 55 unless my eyes deceive me. I had a cataract operation last year, and they generally don’t. You are beautiful. Your strands of white hair, your dark complexion and the mole on your chin add to your beauty. But the thing that clinched the issue was the dimple on your left cheek. Whoever heard of a single dimple? And that dimple I am sure contains the whole universe and will show me everything that Yasoda saw in the Lord’s

Reflection of your leadership style Essay Example | Topics and Well Written Essays - 750 words

Reflection of your leadership style - Essay Example With this form of leadership, I am not interested in power, excess money or selfish prestige. I am guided equally by my heart and mind. I lead a multitude with zeal of passion and compassion as I think greatly while engaging my mind (George, Peter, Andrew, &Diana 2-3). Authentic leaders lead with purpose, meanings and values giving them with a very strong sense of people relationship. This makes people follow them as they can be relied upon, they are strong and quite consistent. An authentic leader will never bend their beliefs for the sake of another person’s interest; furthermore, they will never compromise any situation or case for anything. I believe that becoming a leader takes a lifetime therefore; I am dedicated to personal growth and learning. Relation to the course content The course content has enabled me realize the form of leadership characteristic that I exhibit. This is because I have lifted myself to the position that I am able to interact with the people and pi ck out of our interaction the pieces which will make a lot of sense to me. I develop my own model in the community by finding a group which belives in the same things that I do believe in. through becoming self directed and independence of mind, I am able to stay consistent with my personality and my values. This has gone to the extent that when O try paying attention to what everyone else wants me to be, I develop a feeling like my head is spinning in my shoulders and my feet wanting to from under me. I therefore find myself in a situation where I am comfortable always standing alone and this has developed to be one of my strengths. The leadership style is one which enables an individual form relationship building skills hence ability to work with various people in different environments or situations. I highly appreciate the fact that this form of leadership skill has enabled me be in the position where I am able to embrace my weaknesses and use my strength (George, Peter, Andrew, &Diana 5). The only setback is the peoples complaint that I intimidate then given they are not confident with their abilities. I make decisions fast and move as fast hence get disgusted when other people cannot make decisions faster. This impatience has been polished by me paying attention to people and their feelings hence making them feel they have been heard and therefore fully engaged. Strengths and weaknesses Form the studies I have come to realize that my strengths are vast. They start from my ability to listen to others compassionately and assist people as they wish. I am also quite patient when it comes to listening to a group and acting upon their grievances even before I act on my own. I have also come to learn that one must not only be born a leader to be one, you can as well endure for some time and become a very great leader (George, Peter, Andrew, &Diana 6-7). The weaknesses than I need to rectify are not much but a few. That is the ability to bring people from divers e backgrounds together and make them believe in the same shared thoughts. It is worth noting that leadership is in us, whether in business, government or a volunteer organization, whatever we need to work on is the ability to understanding ourselves and discovers where we can use our leadership gift to serve others. In doing so we will adequately discover ourselves and the purpose of our

Application of CATs in a nursing course Research Paper

Application of CATs in a nursing course - Research Paper Example k, Teacher-Designed Feedback Forms, Group Instructional Feedback Technique, and Classroom Assessment Quality Circles, offers a means for assessment of the student reactions to the teacher and the teaching style of the teacher. The second group of techniques namely Recall, Summarize, Question, Comment, and Connect (RSQC2), Group-Work Evaluations, Reading Rating Sheets, and Assignment Assessments, instead focuses the assessment on the reactions of the students to the activities, assignments, and materials used in the learning environment (Angelo). The essential purpose of Chain Notes is to provide the limited information of the level of engagement and involvement of the students to a particular teaching activity. The Electronic Mail Feedback serves the purpose of providing a channel of communication through which information can be gathered on the basis of the answers provided by the students to questions posed to them. Teacher Designed Feedback Forms provide an easy and quick means to get focused information from students. There are three questions that are central to the efficiency of learning in classrooms namely what students think is aiding their learning process, what are the obstacles in the learning process, and what are the specific suggestions they have to offer for making the learning process more efficient. The Group Instructional Feedback Technique provides a means for teachers to find answers to these questions. Classroom Assessment Quality Circles serve two purposes. The first is that they are the means through which student assessment feedback on their class lesions, readings, exams, and major assignments can be collected. The second purpose lies in the role that it can play in providing a structured and positive means for students play a more active role in the learning activities in the classrooms (Angelo). RSCQ2 technique permits the comparison the ability to recall, understand, and evaluate a class session. It is also capable of informing the

Jose Rizal Epic Poem Essay Example for Free

Jose Rizal Epic Poem Essay A natural hero was born on 1861 His name was Jose Rizal A gifted child who studied foreign languages This great hero was the founder of La Liga Filipina. During his lifetime there was a war The Philippines was shattered to the ground.. Many uprisings were fought against the Spaniards! All of it failed until the Noble Jose Rizal came. His divine weapon was not a sword nor a gun But a small pen. A pen so great it united the Filipinos. His words inspired the hearts of all It spread all over the country like a wild fire The Spaniards heard it just like a wind whispering to them They locked Jose Rizal in a dark tiny chamber in a basement They tortured him.. Oh poor sir Jose Rizal.. Yet his hated grows and burns within his soul The Filipinos planned to free him They had worked so hard.. and it succeeded! Jose sighed.. What a beautiful sight But he said â€Å" Ill stay here to represent our nation† Andres Bonifacio another great hero said.. Are you sure Jose? And Jose replied with all my heart yes I am.. The Spaniards came with an army so great They have to leave Jose Rizal to the hands of the Evil Spaniards They confine him with a great heavy chains Tormented his life for trying to escape And one day the government ordered his death His death day was on December 30, 1896 There he was standing alone under the heavy rain Behind him a hundred gunman to shoot him dead. The leader shouted Fire! and then a gun echoed in the area, the Heroic Jose Rizal was shot in the back.. his eye sight blurred for the last time He felt the pain starts to erupt up to his spine he breathe for the very last time He looked up into the misty sky collapsing facing the gunman There he was lying dead on the bloody ground The Clouds weeps for his death All the Filipinos who watched him get shot screamed No! His death inflamed the hearts of the Filipinos

Metadata Encoding Transmission Standard Overview

Metadata Encoding Transmission Standard Overview Elizabeth Rogers Metadata Encoding Transmission Standard History The origins of the Metadata Encoding Transmission Standard, or METS, can be traced back to a 1996 attempt by The University of California Berkley to address the institutions inability to rebind pages of a book once they had been digitized. The program created by UC Berkley, called Ebind, was not successful. However, it paved the way for another attempt at solving this problem, the Making of America II Project. This project, started in 1998, was taken on by several U.S. universities, including UC Berkley (McDonough, 2005). While MOA2 was a step in the right direction towards the organization of digital objects, it was discovered that MOA2 had limited ability to fulfill this role. In 2001, a group of libraries working on digital library development programs decided that a replacement for MOA2 was needed, which led to the development of METS (McDonough, 2005). Metadata Encoding Transmission Standard Importance and Significance When an institution creates metadata for a resource, particularly a book, the metadata can be used to aide users in finding the book, and helps the library keep an accurate account of its collection and holdings. However, if the library fails to create accurate structural metadata, that does not mean the resource is lost or that the pages of the book will be forever separated. The same cannot be said of books once they are digitized. When a book is digitized, each page becomes a separate resource, and before the creation of METS, there was no encoding standard that provided a platform to create the structural metadata necessary to digitally bind these resources to ensure that they would be findable and able to used and evaluated as a cohesive unit (METS: An Overview Tutorial, 2016). Brad Westbrook, a librarian at the University of California in San Diego, describes METS as an XML standard that is a type of digital wrapper. It functions to relate the components of a digital resource (Rose, 2005). METS was specifically created for the digital library community to allow for the digitization and encoding of complex digital objects, like books or presentations. These resources can contain a variety of parts as well as different types of files. For example, one presentation can contain text files, images, video, and sound files. Using the structural metadata elements included in METS, institutions can ensure that all components of a resource are linked, even if they are stored in different places. METS also enables institutions to use structural metadata to control the presentation of resources and ensure that the objects are presented in the way they were intended to be (Rose, 2005). As previously stated, METS was born out of MOA2. METS did not replace MOA2, but rather built upon the work that had already been done. One of the major shortcomings of MOA2 was its lack of flexibility at the local level with administrative and descriptive metadata elements. METS allows for flexibility at the local level with administrative and descriptive metadata, as it does not require either of these to be included in an objects METS document. If descriptive or administrative metadata are used, METS does not require the use of controlled vocabularies for many elements, and allows for the use of whatever metadata element set the record creator chooses, furthering its increased flexibility over MOA2 (McDonough, 2005). Additionally, MOA2 was limited by its ability to encode only texts and still image media. MOA2 was unable to encode audio or video resources. Even in 2001, this would pose a significant challenge to any library with a well-developed collection that was serious about di gitizing all of its resources (McDonough, 2005). METS gives institutions and repositories the ability to encode audio and video resources, in addition to print objects. Finally, METS was created to allow for improved sharing of digital objects between repositories, which MOA2 could not facilitate (McDonough, 2005). Metadata Encoding Transmission Standard Schema Description METS documents are created using XML, so that the document is machine readable. A METS document can include up to seven sections, METS header, descriptive metadata, administrative metadata, file inventory, structural map, structural links, and a behaviors section. The only required, and most important, section for a METS document is the structural map. The structural map defines a hierarchical structure for a digital object, this section is where the relationship between the digital objects files is described. The information found in this section is what allows users to more easily look through a digital object, much in the way a user would look through a physical book. The structural map can also links the objects digital files back to their descriptive and administrative metadata (McDonough, 2005). The structural map is a unique aspect of this scheme because it can be represented by an actual diagram that illustrates the relationships between the parts of an object and the objects metadata. Another unique section of the METS document is the structural links section. This section is generally used in the archiving of websites. It allows the document creator to record hyperlinks between items in the structural map. A METS structural map can show the page hierarchy of a website, showing the relationship between a parent page and subsequent child pages underneath it. The structural links section allows for the recording of links between the child pages that would not be displayed in a traditional hierarchical organizational structure (METS: An Overview Tutorial, 2016). The behaviors section of a METS document is used to record behavioral metadata. This section records any metadata related to software or applications that may be needed to view, or use, a digital object. The behaviors section enables institutions to exercise control over how users experience a digital object. However, this section can also create significant challenges for repositories. Software and applicat ions change consistently and often, rapidly. If a behavior changes, a repository manager would need to modify the record for every object associated with this behavior (McDonough, 2005). The seven required sections of a METS document are also some of the top level elements used in METS. Other elements unique to METS include, structural requirements, technical requirements, maintenance agency, behavior files, and description rules. This is a departure from other schemas that tend to include top level elements that lend themselves solely towards descriptive metadata. In METS, these traditional descriptive elements are found within the descriptive metadata element. Here, elements from Dublin Core, MARC, MODS, EAD and VRA can be wrapped inside METS sub elements to describe the digital work (METS: An Overview Tutorial, 2016). This distinction is important because it reinforces that while METS does allow for the inclusion of descriptive metadata, its focus is on the administrative and structural metadata that is necessary to maintain the objects original structure and presentation. Metadata Encoding Transmission Standard Resources METS Schema Documentation. (2016, August 9). Retrieved March 12, 2017, from http://www.loc.gov/standards/mets/mets-schemadocs.html Schema Documentation. (2011, July 1). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/profile_docs/mets.profile.v1-2.html METS: An Overview Tutorial. (2016, February 9). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/METSOverview.v2.html#structlink Rose, Trish. (Summer 2005). METS: A Data Standard for Access and Preservation Now and Into the Future. Digital Letters, 8, 1-4. McDonough, Jerome. (2006, February 1). METS: standardized encoding for digital library objects. International Journal on Digital Libraries, 148-158. Metadata Encoding Transmission Standard Example Alabama blues Lomax, Alan 1915-2002 Recordist Hurston, Zora Neale Recordist Barnicle, Mary Elizabeth 1891-1978 Recordist Metadata Encoding Transmission Standard Conclusion METS was created in response to a void in the Library and Information Science community, with respect to archiving digital objects. Repositories that curate digital objects are tasked with organizing and disseminating a number of resources that can far exceed the collections of institutions with only physical objects in their collections. Once objects become digitized, they also present the unique challenge of taking on characteristics they did not possess as physical objects. In addition to their physical characteristics, these objects now have digital characteristics as well. Ensuring the that the integrity of the objects remain intact is important, if the objects are going to best serve patrons and users. The encoding scheme provided by METS enables institutions to organize and display vast collections of digital objects, while maintaining the objects integrity. METS achieved the flexibility that institutions felt MOA2 was lacking. However, one of the challenges presented by increased flexibility can be decreased interoperability. The lack of controlled vocabularies and required schema elements in METS makes it more difficult for individual repositories to share digital objects that have been encoded using METS. The future of METS will be focused on overcoming this challenge, and working towards interoperability between repositories. Jerome McDonough suggests that the creation of METS profiles by institutions is a step that can be taken on the road towards interoperability. In a METS profile document, institutions can detail restrictions on, and guidelines for, creating METS documents. Institutions can include directions about the schema and controlled vocabularies that should be used in the creation of METS documents. Additionally, McDonough suggests that a METS profile could contain guidelines for the forms that should be used for digital objects. This way, repositories could easily communicate with each other regarding the forms of objects that can accept and give. (McDonough, 2006). The LOCs METS website already has information on developing a METS profile for a digital object and describes the requirements for a complete profile. The requirements laid out by the LOC for a METS profile include information about an objects title and creation date, contact information, related profiles, profile context, external schema, rules of description, controlled vocabularies, structural requirements, technical requirements, tools and applications, and examples. (METS Profile Components, 2011). As more institutions start to adopt this profile format, they will be able to move towards increased sharing of metadata and records. Categories for the Description of Works of Art History Cataloging non-print items has always proved challenging for the Library and Information Science community. The uniqueness of the objects held by galleries and museums makes standardization and interoperability difficult. As a possible answer to this conundrum, Categories for the Description of Works of Art, or CDWA was developed. CDWA can trace its roots back to the early 1990s when it was created by the Art Information Task Force, also known as the AITF. This task force was comprised of art historians, museum curators and registrars, visual resource professionals, art librarians, information managers, and technical specialists. CDWA is the basis for CDWA Lite, an XML schema used to describe works of art that was developed out of CDWA (Categories for the Description of Works of Art: Introduction, 2015). Categories for the Description of Work of Art Importance and Significance The art documentation and museum communities realized that developing a data structure standard for the explicit purpose of describing art, architecture, and material culture was a necessity (Baca, 2007). As the community was developing and changing, so was its need to describe its collections and holdings. Traditional data structure standards and schema, such as MARC, were primarily intended to describe textual works, as evidenced by the data element sets that include elements such as creator and publisher. These elements simply dont apply to visual works of art. In contrast the CDWA includes 532 categories and subcategories directly related to visual works of art (Baca, 2007). It was important for this community to develop a schema that had a wide variety of categories because repositories, like art museums that hold a wide variety of objects. Art objects can include textiles, paintings, pottery, sculpture, and works of architecture just to name a few. With the development of CDWA this community finally had the data structure standard it needed. However, CDWA is not able to be expressed in a machine-readable form. To be able to make this data machine readable, and thus more sharable, another standard needed to be developed by this community. In response to this need, CDWA Lite was created. Now, the art documentation and museum communities had an XML schema that was based off CDWA. Though this schema does not contain as many categories and subcategories and CDWA, CDWA Lite still achieves great depth and flexibility with over 300 elements and sub elements (Baca, 2007). Categories for the Description of Works of Art Schema Description The Getty Institute describes the purpose of CDWA on its website stating, The Categories for the Description of Works of Art (CDWA) are a set of guidelines for best practice in cataloging and describing works of art, architecture, other material culture, groups and collections of works, and related images, arranged in a conceptual framework that may be used for designing databases and accessing information (Categories for the Description of Works of Art: Introduction, 2015). The category/subcategory sets for CDWA are vast and allow for detailed and accurate descriptions of these types of collections and holdings. CDWA has several core categories that are strongly recommended to be included in the description of a work using this schema. While the IATF states that they feel the core categories represent the minimum information necessary to uniquely and unambiguously identify and describe a particular work of art or architecture, they concede that ultimately which core categories to in clude should depend on a particular institutions purpose and users (CDWA List of Categories and Definitions, 2014). The core categories in CDWA are object/work, classification, title or names, creation, measurements, materials and techniques, subject matter, current location, related textual references, person/corporate body authority, place/location authority, generic concept authority, and subject authority (Categories for the Description of Works of Art: Categories, 2014). These categories clearly lend themselves to describing works of art and differentiate this schema from others like Dublin Core or MARC. In contrast, CDWA Lite requires fewer elements, presenting instead a core description of the object (Baca, 2007). Per its website Getty explains that the purpose of CDWA Lite is to describe a format for core records for works of art and material culture, based on the data elements and guidelines contained in the Categories for the Description of Works of Art (CDWA) and Cataloging Cultural Objects (CCO) (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). Records created with CDWA Lite are less detailed that those created using CDWA intentionally, so that they represent the essence of the work. Murtha Baca of the Getty Research institute says The goal of the CDWA Lite schema is to provide core descriptive metadata about cultural works-i.e., an essential metadata record that can be easily shared and contributed to union resources and that provides enough information to enable users to understand what the work is and what instituti on owns it (Baca, 2007). The core categories recommended by the IATF for CDWA are the basis for the twenty-two high level elements in the CDWA Lite schema. In this schema elements 1-19 deal with descriptive metadata and elements 20-22 deal with administrative metadata. (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). Within CDWA Lite, only nine of the twenty-two top level elements are required. These elements are, object/work type wrapper, title wrapper, display creator, indexing creator wrapper, display materials/techniques, indexing dates wrapper, location/repository wrapper, and record wrapper (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). One of most unique features of CDWA and CDWA Lite is that within the required categories and elements, there are recommended sub elements and sub categories. For example, within the creation category for CDWA the following sub categories are also strongly recommended, creator description, creator identity, creator role, creation date, earliest date, and latest date. (CDWA List of Categories and Definitions, 2014). There are considerably more recommended categories and subcategories required by CDWA than other metadata schemas I have encountered thus far. The inclusion of such a wide variety of elements and sub elements is essential when an institution holds objects in its collection that all possess distinct characteristics. Another interesting aspect of this schema is the harvesting ability of CDWA Lite. CDWA Lite records foster interoperability between museums and other institutions that use the Open Archives Initiative, or OAI by allowing repositories to harvest metadata from one another (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). According to Murtha Baca of the Getty Research Institute this is an advantage because the metadata comes from (or should come from) the institution that owns the corresponding objects or items, and is therefore accurate and authoritative (Baca, 2007). As was mentioned earlier, an XML record that is created using CDWA Lite represents only the most core information about the work. This was done to make the harvesting of metadata using this schema achievable and manageable (Baca, 2007). Categories for the Description of Works of Art Resources Categories for the Description of Works of Art: Introduction. (2015, October 6). Retrieved March 20, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/introduction.html Categories for the Description of Works of Art: Categories. (2014, April 9). Retrieved March 19, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/categories.html Categories for the Description of Works of Art (CDWA). (2012, August 9). Retrieved March 23, 2017, from http://www2.archivists.org/groups/standards-committee/categories-for-the-description-of-works-of-art-cdwa CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol. (2006, July 17). Retrieved March 22, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/cdwalite.pdf Baca, Murtha. (Spring 2007). CCO and CDW Lite: Complementary Data Content and Data Format Standards for Art and Material Culture Information. VRA Bulltein, Vol. 34, Number 1, 1-8. Categories for the Description of Works of Art Example 12345 http://www.getty.edu/art/collections/objects/o1091.html 12346 http://www.getty.edu/art/collections/objects/o1092.html 98077 full view, oblique view from the right front corner general view oblique view 1996 98076 detail of the desktop with inlaid coat of arms overhead view detail view coat of arms Metadata Encoding Transmission Standard Conclusion Museums and art institutions recognized the need for a cataloging system that enabled them to accurately represent the works held in their collections which led to the development of CDWA. As more institutions and repositories began to develop digital collections, a new need also arose. Institutions that previously had distinct collections found themselves having the same digitized copies of works in their online repositories. Interoperability, which wasnt as a great of a need before now needed to be realized. It was this realization that led CDWA Lite. Both CDWA and CDWA Lite have element and sub element sets with a great amount of depth that are specific to describing works of art. Within CDWA this allows for the development of rich and accurate records. Within both CDWA and CDWA Lite the element and sub element sets allow institutions to use one system to catalog a variety of works that have dissimilar properties. This need sets this community apart from the library and archival communities which mainly house textual objects. These schemas rely heavily on descriptive metadata, and most of the elements in the CDWA and CDWA Lite element sets fall under the descriptive metadata umbrella. Through CDWA Lite institutions are also able to harvest metadata from each other, enabling museums and art repositories to create accurate and up to date records for digitized works. CDWA and CDWA Lite are still relatively young schemas, CDWA just reached is barely twenty years old. Considering the future of the schemas, one change that may come for CDWA Lite is the inclusion of more of the elements and sub elements from CDWA (CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol, 2006). Adding more elements to CDWA Lite would enable museums to make the metadata for more of the objects in their collections harvestable and would increase the quality of the harvested metadata. It will be exciting to see how this schema develops and continues to improve standardized cataloging and interoperability in the museums and art repository communities. Works Cited: Baca, Murtha. (Spring 2007). CCO and CDW Lite: Complementary Data Content and Data Format Standards for Art and Material Culture Information. VRA Bulltein, Vol. 34, Number 1, 1-8. Categories for the Description of Works of Art: Introduction. (2015, October 6). Retrieved March 20, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/introduction.html Categories for the Description of Works of Art: Categories. (2014, April 9). Retrieved March 19, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/categories.html Categories for the Description of Works of Art (CDWA). (2012, August 9). Retrieved March 23, 2017, from http://www2.archivists.org/groups/standards-committee/categories-for-the-description-of-works-of-art-cdwa CDWA List of Categories and Definitions. (2014). Retrievied March 23, 2017 from https://getty.edu/research/publications/electronic_publications/cdwa/definitions.pdf CDWA Lite: Specification for an XML Schema for Contributing Records via the OAI Harvesting Protocol. (2006, July 17). Retrieved March 22, 2017, from http://www.getty.edu/research/publications/electronic_publications/cdwa/cdwalite.pdf McDonough, Jerome. (2006, February 1). METS: standardized encoding for digital library objects. International Journal on Digital Libraries, 148-158. METS Example Documents. (2016, February 9). Retrieved March 14, 2017, from https://www.loc.gov/standards/mets/mets-examples.html METS: An Overview Tutorial. (2016, February 9). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/METSOverview.v2.html#structlink METS Schema Documentation. (2016, August 9). Retrieved March 12, 2017, from http://www.loc.gov/standards/mets/mets-schemadocs.html Rose, Trish. (Summer 2005). METS: A Data Standard for Access and Preservation Now and Into the Future. Digital Letters, 8, 1-4. Schema Documentation. (2011, July 1). Retrieved March 12, 2017, from https://www.loc.gov/standards/mets/profile_docs/mets.profile.v1-2.html

Collection of Poems by Various Authors Essay -- Edgar Allen Poe Langst

Collection of Poems by Various Authors Poet Biography, Edgar Allan Poe The Raven by Edgar Allan Poe Mamie by Carl Sandburg Explication, Mamie by Carl Sandburg Two Strangers Breakfast by Carl Sandburg Mag by Carl Sandburg Explications of Two Strangers Breakfast and Mag by Carl Sandburg Reasons Why by Langston Hughes Explication of Reasons Why by Langston Hughes The Faces of Our Youth by Franklin Delano Roosevelt Enjoyment, Explication, The Faces of Our Youth by Franklin Delano Roosevelt Annabel Lee by Edgar Allan Poe Explication Annabel Lee by Edgar Allan Poe Works Cited Poet Biography Edgar Allan Poe Edgar Allan Poe is one of the best-known American poets. His most famous poem is The Raven, a copy of which is included. His first poetry book, Tamerlane and Other Poems is so rare that it sells for two hundred thousand dollars per copy. Poe was also a mystery writer and he is often called â€Å"the father of mysteries.† Overall, Poe has greatly influenced American culture. Edgar Allan Poe was born on January 19, 1809, in Boston, Massachusetts. His mother, an actress named Elizabeth Arnold Poe, died in 1811 when Edgar Allan Poe was two. Because of this, he was put up for adoption. He was taken into the home of John Allan, who was a tobacco merchant. Poe attended grade school in England and Richmond, Virginia. He attended the University of Virginia for one year. He had to leave because his stepfather refused to pay tuition. Poe’s stepfather did, however, send Poe a little but of money every month. With that money, Poe was able to live comfortably and still have time for his writing. In 1832, after publishing three poetry books, the Philadelphia Saturday Courier printed five of his prose tales. On May 16, 1836, Poe married his younger cousin, Virginia Clemm. On January 30, 1847, she died. This death caused Poe much sorrow and he became an alcoholic. About three short years later, Poe was found dead on October 7, 1849. The conditions of his death are mysterious. After a visit to Norfolk, Virginia, and Richmond, Virginia, Poe was found unconscious and taken to a hospital, where he dies the following Sunday. Poe is buried in the Westminister Presbyterian Church in Baltimore, Maryland. The Raven By Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary, Over many a q... ...s lover is dead, he still loves her and will never stop loving her. I think that this is saying that two people who are truly in love cannot ever fall out of love. Even death cannot make their love go away. To me, this poem is an example of what everyone wants someday, true love. This poem has been my favorite poem ever since I first read it. I like how when you read it aloud it has a great rhythm to it and sounds very sing-songy. I believe that this is a wonderful poem with a meaningful message and I hope that one day I can experience this type of love for someone. Works Cited Canfield, Jack, and Mark Victor Hansen, and Kimberly Kirberger, eds. Chicken Soup for the Teenage Soul III. Deerfield Beach, Florida: Health Communications, Inc., 2000. Haskins, James S. Always Movin’ On. New York: Franklin Watts, 1976. Hendrick, George, and Hendrick, Willene, eds. Carl Sandburg, Selected Poems. New York: Harcourt Brace and Company, 1996. Washington, Peter, eds. Poe: Poems and Prose. New York: Everyman’s Library Pocket Poets, 1995. Wilson, James Southwall. A Summary of Facts Known About Poe. Edgar Allan Poe Museum: 30 Movember 2000, .

Essay example --

It was one of the greatest battles in Greek history, the battle of Achilles with Hector (Homer. Iliad. 22) and Cycnus (Ovid. Metamorphoses. 14); these two different versions of the Trojan War had both similarities and differences. As we can notice from these two books, there are similarities of character in Homer’s version of Achilles and Ovid’s version Achilles. Furthermore, the similarity of both Trojan heroes having the same enemy in both versions of The Trojan War. On the other hand, the difference between these two battles of Achilles is the character and how both Trojan heroes performed during the battle with Achilles. In addition, the main reason initiates battle of Achilles is different when he fights with Hector and Cycnus; additionally, how Achilles treats their corpse after he kills them, were not the same in both battles. Furthermore, the setting and timing of the battle between Achilles and the two Trojan heroes are distinct from one to another. According to Homer, Hector was the greatest and most famous mortal heroes in the history of Troy, who has protected Troy from many wars and have been treated as the guardian of his father, Priam kingdom. On the other hand, in Ovid version of The Trojan War, there are two great Trojan warriors, Hector and Cycnus, son of Poseidon, the latter is invulnerable warrior and have killed 1000 Greeks troop at the Trojan beach easily when the Greeks first landed on the beach. The character of Achilles, son of Peleus, in both battles has some similarities which are the violent, arrogant and uncontrollable like a beast. Achilles trusted his skill to fight and shows his arrogant character can be found in Iliad, â€Å"Achilles shook his head at his soldiers: He would not allow anyone to shoot A... ... year of the war. In general, the battle of Achilles with Hector and Cycnus had some similarities and differences. Both of the Trojan heroes are loyal to their country and both are Troy greatest warriors. Other than that, both versions of Achilles poses the arrogant and beast characteristic. However, the characters and attitudes of Hector and Cycnus in the battle with Achilles are completely different, where Hector fears and hesitate to battle with Achilles while Cycnus confidently faces the battle with Achilles. In addition, the main reason of battles is different which lead to different treatment of Achilles to their corpse, where Hector corpse was badly treated by Achilles rage for the revenge of Patroclus death. Last but not least, the setting of both battles Trojan heroes is completely different, even-thought they were fighting with the same enemy, Achilles.

Hotel Rwanda and United 93 Analysis of Film Techniques Essay

Hotel Rwanda, directed by Terry George, is a 2004 film made depicting the Rwandan genocides. The historical context of the film is in 1994 in Rwanda, when the extremist Interahamwe militias were gathering forces to kill Tutsi tribe’s people. They succeeded for the most part, killing more than 800,000 innocent people within a hundred days. The film is shown entirely from the point of view of Paul Rusesabagina, who hosted over 1200 Rwandan refugees in his Hotel Mille Collines. The camera only leaves Paul’s situation very rarely. The effect that this has on the veracity of the film is that it shows that this story is only his story. It recreates all the emotions of unpredictability, suspense and unsureness of what’s going to happen next. For example, in one of the scenes after Paul and his family enjoy a safe night together, the next morning he wakes up with a gun to his head. However, following Paul’s situation is used more than just for dramatic value. The audience is drawn in to the film, as if they are right there with Paul, and this creates a very â€Å"real† experience. United 93 uses second-skin camera placement to achieve effectively the same result. For example, during the hijacking, you would have all noticed the jerky motion of the camera and the â€Å"imperfect†, out-of-focus shots. They illustrate the confusion in the atmosphere. Again the audience feels as if they are the person watching through the lens of the camera and that they are actually involved in the situation, thus recreating reality for the viewers. In Hotel Rwanda, footage shot of the Interahamwe beating their victims is shown. It is footage that a news reporter catches on tape in the film, but is a replica of that which another man found in reality. Additionally, Paul says that after people see the footage they will intervene. The reporter replies to him that â€Å"People will watch the footage and say, ‘Oh my god that’s horrible,’ and then they’ll go back to eating their dinners.† This quote sums up the harsh and ugly reality of the Rwandan people’s situation – that it was seen as insignificant and trivial. Similarly United 93 uses a lot of broadcasted material in the film. For  example, the coverage of the trade centres being attacked enhances the genuine nature of the film and allows the audience to remember the news coverage of the day as well. In some of the scenes in Hotel Rwanda, real Rwandan soldiers are used. Their experience brings an authenticity to the film. However, in United 93, the professionals re enact their role on the day of the attacks. For example, after the second attack, in the military, the woman had to continue giving coordinates despite the emotional turmoil and shock that she was feeling. Using real people deters from the drama of the film and brings it back to the real world where they must continue their duties in spite of whatever may happen. During almost all of Hotel Rwanda, there is the diegetic sound of gunfire in the background. Sometimes, gunfire disturbs even the most beautiful and peaceful of scenes. For example, when Paul and his wife are on the roof of the hotel enjoying a talk, they can hear and see the gunfire as they look out into the city. These kinds of intrusions constantly remind the audience of the graveness of the situation, and engage them in the atmosphere, creating a constant fear and paranoia of what will happen next. United 93 sometimes has talking in the background and never focuses on one person’s speech either. Especially in the scenes with Ben Sliney, it was sometimes difficult to tell who was talking. The people working in the background even had voices to answer to. That’s exactly what it would be like if we were there – there would be people talking over people and constant confusion. This texture of sound again adds to how genuine the film is perceived to be. Terry George and Paul Greengrass employ similar and different techniques to achieve verisimilitude in their films. Greengrass kept his movie as true to the events as possible. Terry George added in a few extra bits to add to its entertainment value, yet managed to capture the scope of the genocides very well, tell the story of Paul Rusesabagina in a credible manner, and maintain historical veracity. â€Å"Hotel Rwanda† (2004) directed by Terry George†United 93†³ (2006) directed by Gary Ross

What Are the Strengths and Challenges of Teams at Work

What are the strengths and challenges of teams at work? Team work has been the biggest development In management of human resources for organizations In the past few decades (Norman, Cohen and Norman, 1995). It has been implemented in a wide variety of spheres and the growth of the popularity is still ongoing. It is obvious that these changes have not happened without a reason, there is something to team work that is attracting every manager like kids to an ice- cream car. Before I continue, I want to state some things so there would not be any misunderstanding further on the essay.First, I do not want any confusion when it comes to defining a team and a group, because I understand that there is not much of a difference (Ouzo, 1996) between these terms. The only thing that I want to state is that team always has an interdependent nature; they perceive themselves as a whole unit. Second, as the topic is about teams In general, the evaluation Is quite superficial and It will not be val id for every team. The way team performs depends on the size of the team, the management of It and of course the working environment It Is In.So every team has to be evaluated Independently to give an objective report. I will describe aspects that stand out amongst the others and are present for most of the teams. My goal in this essay is to evaluate teams at work environment drawing on theory and research. I am going to point out the strengths of a team-based work from member's point of view and challenges that team members have to face. Eventually, what I am trying to state is that people (managers, leaders etc. Who are leaning towards team work as the best way of getting things done have made this assumption based on feelings they have towards team-work rather than researching hurry and experiments made on the approach to get the bagger picture of what team-work consists from and what are the actual drawbacks. I am basing my work on the paper about ‘romance of teams' (Allen and Yecch, AAA) taking some Ideas from the paper, but putting them Into my own perspective. I am going to start with the most obvious strengths that teams has, because those are the ones that people are most aware of.Followed by additional strengths, that according to researches lies in our sub consciousness. After that I will describe the biggest challenges teams have to face. Strengths A team consists of several people and each one of them has their own skills, characteristics, gender, age and perception of things in general (Britton et al. , 2010). There are several definitions of a team, but this one serves the best for my purposes – ‘A group of people with a full set of complementary skills required to complete a task, Job, or project' (Chicken, 2009).Indeed each one of us Is unique and by coming together and supplementing each other we form a living organism called ‘team'. Knowledge, opinion, experience and personal views can be shared in this living mind', in this way implying additional strengths. Maybe these are not the strengths that people will mention the most when speaking about pros of teams, but they exist and they do form our feelings towards teams. I would like to continue by focusing on strengths of teams that people are unaware of or they are aware of them subconsciously.Every team is a social formation; accordingly it includes interaction with others, whether it is Just a chat that started with â€Å"how are you doing? † or a discussion about the subjective they are trying to achieve or a social evening to bring he team closer together, it does not matter. The thing that matters is that team gives you a wide range of opportunities to satisfy your social needs; it gives you a feeling of belonging (Godard, 2001 a).Alongside, comes the feeling that overtakes you, that gives you the idea that you want to be a part of a team, which is natural, because people are creatures that has been living in groups since the beginn ing of time and social desires has developed naturally and is a part of our lives. The thing is that, not everyone is aware of this phenomenon, so this is where unconscious strengths appear. To continue, I would like to introduce a research made by Diddle and Strobe, 1991.This research states that individuals perceive working in group activities to be more fun and enjoyable than working alone and that time is perceived as passing more quickly when working in a group (Allen and Yecch, Bibb). Moreover, some researches shows that working in a team can increase your mental well-being and state of mind in general (Carter, 2000). Teams provide a benefit like reduction of stress (Godard, 2001 b) which mostly comes from the fact that teams reduces uncertainty about particular situations and verifies member's beliefs and ideas (Hog and Mulling, 1999).As all the facts that are mentioned before comes together, it is only obvious that teams do paint a really nice picture about themselves in our minds. Additionally, the way how people actually perceive themselves in a group is different from the way they do outside of one. Researches have shown that people tend to take less responsibility for failures of the team and in the same time more responsibility for success of the team (Schlesinger, 1975), which is kind of illogical, but in the nature f any human being.It is much easier to assign blame to others in that way preserving your own feeling of competence, rather than admitting that you are the one to blame, and when being in a team you have the opportunity to do that, because who will possibly forbid you, except yourself. The perception of team as a unit working together plays a big role here, because in your mind you do understand that you are not the only one who is in the team, so if the team fails or succeeds then the whole team does that.To add to this idea, people tend to evaluate their own reference higher when working in a team rather than working alone, both, th eir actual expectations and conclusions, of their performance in the team has been recorded to be of a higher value (Phallus et al. , 1993). This all can be very misleading, but as long as we – human beings – will not change our nature and start seeing things as they actually are, these will be some of the most mind impacting benefits towards teamwork.Challenges The point about the diversity of a team and different people coming together that When people with different ideas and different views on life come together and has o work as one and unbreakable unit, arguments between them are inevitable. That is why certain roles have to be assigned and a specific structure formed, so the team would manage to work productively. Size and composition of a team has an influence on individual behavior, on decision making (Kooks-De Bode et al. 2008), if these aspects are not sorted out in a timely manner then one of the biggest strengths of a team can turn into a drawback and then it is Just matter of time when the team will collapse. Another challenge for a team is goal setting, which is a really important aspect when it comes to whether the work is going to be smooth and whether it is going to be without misunderstandings. Goals has to be set at the very beginning and they have to be defined very clearly to everyone in the team, so everyone would really understand what the team is trying to achieve.If this is not done, then there is a possibility that team members start to head in different directions. An equally significant set of challenges comes from too much of dependence on your teams decisions. Researches made by Stanley Amalgam, 1973 shows that when decision has o be made, team members tend to follow the point of view that is presented by others or by most members of the team, that way actually not expressing their own thoughts. Besides that, these researches shows that people tend to follow the leader of a team even if the things that are being don e are against their principles and are morally wrong.Justification to these kinds of decisions comes from the fact that any decision made in a group actually is a group decision and therefore made by several people, accordingly the responsibility is being shared amongst all of the group embers. This results in poor decision-making process, which can further result in serious damage made to the work-group itself or to the possibility of achieving the goal that has been set out. Hence, the challenge for a team is to set certain norms.Norms about how the work has to be led, to what extent members should follow their leader and what are the social, moral, ethical and physical norms that should not be crossed. To sum up the challenges, team work has to be well balanced and well organized; it has to be like a machine that does not work if one of the parts is broken. To do that you have to take in consideration a lot of aspects, starting with leaders role and importance, ending with team m embers moral and physical needs. Everything has to be balanced and managed smartly and efficiently (Allen, 1996).That is the hardest challenge to deal with in team-work and it becomes even harder if the person who is in charge of the team does not know about these elements. Before I draw the conclusion I would like to remind the fact that the Judgments being made in this essay is superficial and regards the general population of people included in teams. Therefore, I am not stating that it is true for every person. To summarize, I have stated the strengths that in my mind form the feeling towards team-work inside a person's mind. I hope that others reading these points will be able to relate to them as well.

Fundamental Perspectives and Techniques of Decision Making Dissertation

Fundamental Perspectives and Techniques of Decision Making - Dissertation Example In the contemporary uncertain business contexts, making a decision which has certainly long-term implications on business requires thorough understanding of all possible future situations and more importantly the managerial ability to balance both controllable and uncontrollable parameters (Bhushan and Rai, 2004, p. 3). Managerial decisions are key factors to influence a firm’s success and failure. Managers need to ensure that their firms are able to continually innovate and get accustomed with changing business environments so that it can maintain a reasonable stance and pace in competitive edge. If managers want their firms to survive in the dynamic and uncertain business conditions, they need to carry out effective decision making processes. ... Creative thinking aims at bringing newer ideas whereas problem solving is directed to find a solution, an answer or a conclusion (Adair, 2010, p. 1). An individual or organizational decision is the end result of much more dynamic processes and a series of activities labeled as ‘decision making’. McGrew, Wilson & Wilson (1982, p. 5) stated that the decision maker, in his decision making process, identifies the problem, clarifies particular goals that are desired, examines various possibilities for achieving the desired goal and finally completes the process by taking a definitive choice of action. Decision is therefore an answer to a specific question or some problems or a choice between two more courses of actions. Ahmad, Hasnain and Venkatesan (2012, p.21) described a five-stage process for decision making. It comprises of identifying all alternatives, valuing these different choices according to preferences and potential outcomes, assembling the information, choosing a mong the preferences and outcomes and finally selecting the most favourable and appropriate choice. Decision that has been taken after careful coordination of information, evaluation of potential outcomes and analyzing of various preferences based on advices, suggestions and help of people involved as members in a group-decision making has been found to be very effective in terms of its appropriateness and positive outcomes. Decision making is a cognitive process that involves logical reasoning and creative thinking about choosing a specific course of action that is supposed to bring the decision maker to a certain result. One of the key challenges in decision making is reducing or eliminating the uncertainty. A better way to avoid uncertainty is to collect relevant information before

Sociology - Discuss the argument that the family is in decline Essay

Sociology - Discuss the argument that the family is in decline - Essay Example school of thought contests this view and a third argument states that nothing has changed and that the family unit remains largely unchanged (Gillies, 2003). This paper explores the argument that the family is in decline. Firstly, a definition of family will be provided. Secondly, three theoretical perspectives will be presented in regards to the family being in decline. Finally, a conclusion will synthesize the main points raised in this paper, and provide recommendations for future research. Defining what a family is is a highly contentious issue. In 1949 George Murdock defined a family as a group of people that includes two of both sexes, at least tow of who have a legally sanctioned relationship, and one or more children. This view was upheld by functionalist theorists such as Parsons and Goode (Parsons & Bales 1955, Goode 1963 cited in Levy, Widmer, & Kellerhals, 2002). However, over time the variety of families in industrialised societies has increased dramatically, hence its definition has been modified. Macionis and Plummer (2002) define a family as a social institution that can be found to exist in all societies. The function of the institution being to unite people into a cooperative group, to enable survival and raising of children, socialization of children and a regulation of the sexual activity of the people within the group. The family unit being a social group of two or more people who may be related through blood or marriage, or through adoption or by vir tue of cohabitation or family by choice, and so share in the economic and social responsibilities (Macionis & Plummer, 2002). In 21st globalised society numerous forms of family structure exist: the nuclear family remains, with two parents and children, although the term has been extended to include same sex couples who may not be married; the reconstituted family that combines two one-parent families; single-parent families; and the extended family which may be â€Å"vertical† in that

Toyota Foundation in Toyota Motor Corporation Essay

Toyota Foundation in Toyota Motor Corporation - Essay Example Through the visits to the US and Europe, and the research that he carried out, Kiichiro Toyoda gained a lot of insight and knowledge about automobile production. In 1933, the Toyota Automatic Loom Works Ltd established the Toyoda automobile department. This led to the creation TMC in 1937 as a separate and independent company, with Kiichiro Toyoda as its president (Toyota Motor Corporation 1). Before becoming a separate and independent company in 1937, TMC had already produced and sold its first standard passenger car, the AA sedan, in 1936. TMC got its logo from a public competition held in September 1936, in which participants were required to design the best logo. Toyoda then changed its name to Toyota, trademarked its new name, and registered itself as the TMC in August 1937. TMC officially began its commercial production of vehicles at the Honsha plant in 1938. From September 1947, it sold its small-sized vehicles under the name â€Å"Toyopet†. The company focused on truck production during World War 2 for the Japanese army. Japan was hit by serious financial difficulties after World War 2. For this reason, TMC faced a financial crisis in 1949 that brought it to the brink of bankruptcy (Toyota Motor Corporation 1). During the financial crisis that the company faced, it only produced 300 trucks in 1950, and almost went out of business. To deal with the financial crisis, a consortium of banks lent TMC a loan to revamp itself. On obtaining the loan, the company began eliminating excess workers through layoffs and reduction of wages. In 1950, the company started the Toyota Motor Sales Company that lasted only until 1982 because it was merged with the TMC. Toyota launched the Crown Deluxe, Toyopet Master, and Toyopet Crown in 1955 (Toyota Motor Corporation 1). In 1950, Kiichiro Toyoda resigned as the president of TMC. Taizo Ishida took over the company’s presidency and was credited for focusing his efforts on investing in equipment. One such example was  when he led the establishment of the Motomachi plant.

THE PERIPATOS COULD NOT HAVE LOOKED LIKE THAT, AND OTHER EDUCATIONAL Research Paper

THE PERIPATOS COULD NOT HAVE LOOKED LIKE THAT, AND OTHER EDUCATIONAL OUTCOMES FROM STUDENT GAME DESIGN - - Research Paper Example Nonetheless, the current approach to learning among youngsters is highly related with the use of technology, unlike the learners of the previous century who rarely had the opportunity to see, let alone use computer technology in their studies. Individuals who can flash memories of popular tunes or feel the impact of cutting edge technologies in entertainment have undoubtedly been accustomed to the use of â€Å"video games,† though in different ways. As a result they have transformed memories of significant social events in history remain etched on the minds of the viewers and consumers. Videogames offer an innovative sense of conventions, which are inevitably being assimilated at a very high speed by children in their early childhood (Shelton, & Wiley, 2007). Their mental development would definitely mature faster to reflect what is presented in the video games, just as the perception of the current geriatrics were influenced by the advent of television toward the mid-twentieth century. The current technological innovation is more complex than the advent of television, however. With video games, children are set to gain more cognitive skills in their attempt to not only become well-conversant with playing the game, but in identifying what actually make the games tick. As a result, current crop of children will be screen manipulators rather than screen watchers. The combination of educational material to entertainment content or edutainment has been well taken care of under videogames. The current generation of learners has already triggered the development of a persuasive, attractive and entertaining mode of education. According to Shelton and Wiley (2007) if the learning facilities and classrooms in particular were to lack entertainment tools, children would not learn as well. Some would be reluctant to stay in school or concentrate in class for

Industrial standard Syringe Essay Example | Topics and Well Written Essays - 750 words

Industrial standard Syringe - Essay Example The present paper deals with a syringe’s low Reynolds number flow. This scenario presents itself in the slow regulated intravenous fusion of drugs and fluids in laboratories or hospitals. For instance, in indicator-dilution experiments, the common values for the Reynolds number are Re= 0.07 (50cc syringe at 1cc/min or Re= 0.015(10cc syringe at 0.1 cc/min). A calibrated infusion pump is often used in maintaining the rates of infusion at constants. In figure 1 the plunger is moving to the left in a cylinder; fluid is pumped through a hollow needle of a diameter that is often less than 3% of the cylinder’s diameter. Because of the geometry the fluid dynamics can be divided into 2 parts: the flow in the needle and the flow in the cylinder. Dagan, Weinbaum and Pfeffer [1] solved the flow in the needle (orifice). They concluded that the velocity profile is mostly Poiseuille, with end effects maintained at a length of just  ¼ the diameter of the needle. In the sections that follow we will examine the cylinder region, with the needle hole estimated by a sink. x’s partial differentiation is numerically solved using finite difference techniques, which result in an estimation for x at every grid point. In the middle way from all borders, standard difference equations are applied in the estimation of the partial derivatives. Close to the borders, multiple standard equations are required. These new difference equations, using both partials and values of x on the borders, were derived via the symbolic manipulation package, SMP. All the finite difference estimations applied are provided in Appendix A. The finite difference estimation produces results in a linear system of equations Ax = b, with dimension being 2500 for a basic 50 x 50 grid. Due to the fact that the boundary conditions are asymmetric and difference equations using known derivatives are used, the coefficient matrix A is