Information and Communication Technologies Essay -- Technology, Digita

NOTHING STAYS THE SAME Change is a steady component of contemporary society, and a lot of it is by all accounts affected by the fast and proceeding with advancement and utilization of data and correspondence innovations (ICTs). This is unquestionably evident undoubtedly, as ICTs alter how data is gathered, prepared, imparted, put away, recovered and even deciphered, adequately making various understandings of three of constituent components of data work : the holders of data (records); the methods by which they can be conveyed; and the instruments which are utilized to oversee them. One of the more critical late mechanical improvements is that of advanced libraries (DLs), which have given LIS instructors the chance to reconceptualise and retheorise their scholarly zone just as helping with reviving and upgrading proficient practice. What are DLs †and how are they not quite the same as conventional libraries or, without a doubt, ‘digital repositories’, ‘digital curation’ and ‘digital archives’? It is concurred that the term ‘digital library’ stays muddled and challenged and still has an assortment of potential implications which go from ‘database’ to ‘a digitized assortment of material’ like what one may discover in a customary library. The definition most often cited and utilized is that created by the Digital Library Federation (DLF): Advanced libraries are associations that give the assets, including the particular staff, to choose, structure, offer scholarly access to, decipher, disperse, save the honesty of, and guarantee the constancy after some time of assortments of computerized works with the goal that they are promptly and financially avai... ...ple can discover data and use it. The social ramifications of a world wherein data is dispersed nearly without establishments are not comprehended. I'm not catching this' meaning for colleges, for instruction, for distributers? (Lesk, 1997, p. 5). There is little uncertainty that the overall population presently approach significantly more data (from the web, specifically) than has ever before been conceivable †to such an extent, that many feel that data was developed by the web. Regardless of whether individuals consistently find what they need, whether the data they discover is of the best quality, whether they comprehend the data they recover and what they do with the data once they have found it, are for the most part addresses that remain to a great extent unanswered, alongside Lesk’s significant inquiry which he posed longer than 10 years back, yet which will be considered here.

UK Government Policies Essay Example | Topics and Well Written Essays - 1500 words

UK Government Policies - Essay Example The purposes behind the financial emergency were many including low genuine loan costs, an excessive amount of liquidity and a misconstrued confidence in the budgetary framework. These three variables made an escort that was incredibly hopeful and loaded with inverse assessments. By not understanding the delicate circumstance, a few banks have just themselves to fault (Singh, 2007). The custom inside the financial division in the UK has been one of the dangers taking sort that lead to its definitive disappointment. Investors ruined the money related perusing and henceforth the monetary circumstance (Singh, 2007). In any case, this disappointment was confined to singular banks as well as the framework built to shield the general population from chance. Banks got worried about the estimation of their home loan and furthermore about the home loans they had bought from different establishments. Consequently they would not loan to different banks in the currency markets (Singh, 2007) The measures that the legislatures stuck during the money related emergency were open ventures like obligation and value which further brought about gaining banks and different organizations. Government speculations facilitated the circumstance of banks that failed and neglected to meet its commitments. It expanded the measure of cash or capital they had and ready to cause them to go on with their every day business schedule. The banks that didn't keep up to their notorieties were legitimately mediated by the legislature as it is a piece of lawful strategy. This mediation implies removing the permit from the banks in the event that they were failing to meet expectations to the level that they had gigantic obligations. This training anyway is basic in the USA and a few models incorporate the bringing of Washington the deal to a close to JPMorgan (Giudice, 2012). At times a couple of banks couldn't be sold thus the administration chose to assume control over them by nationalization. Fo r instance in the UK the administration nationalized numerous banks and assumed control over some by purchasing through normal stock. Regular stock gave them the privilege to proprietor boat of probably the biggest banks in the UK like Royal Bank of Scotland and Lloyds (Giudice, 2012). To recoup from this money related emergency, the legislature of the United Kingdom came out with various plans. One of the plans was known as the recapitalization program. Under this plan the administration consented to back the biggest banks in the UK by infusing ?50 billion worth of venture. An organization called the UK Financials Investment Limited (UFIL) was made to oversee interests in these enormous banks and to check on the off chance that they were furnishing loaning with sensible paces important to the overall population (Lybeck, 2011). The recapitalization program required an endorsement from Her Majesty’s treasury for banks to accomplish it. Eight banks and building social orders bo ught in to the program including RBS and Lloyds who were conceded reserves worth ?20 billion and ?17 billion separately. The administration additionally put a few requests forward. It said that the banks, in the wake of accepting assets should attempt to help individuals with their home loan installments so they could remain in their homes. The administration likewise kept the option to choose new non-official chiefs. The legislature recapitalized RBS and Lloyds and taking over 70% and 65% individually. It assumed total responsibility for Northern Rock and Bradford and Bingley. The explanation

Following My Passions At MIT

Following My Passions At MIT [by Susan Shepherd 11] Choosing a set of colleges to apply to can be a daunting task. I discovered MIT fairly early on in my search, and when I read the Admissions Blog entries of a certain biology major (thanks, Mollie!), MIT rose to the top of my list. Even so, I couldnt help but worry as I waited for the Admissions Staff to send back their reply. I thought that MIT was perfect for someone as passionate about biology as I was but would MIT be so well suited for my second passion? Would a writer fit in at MIT? After arriving at MIT, I quickly learned that my fears were groundless. Campus Preview Weekend gave me the opportunity to visit the MIT Literary Society, where I met students who were interested enough in literature that they meet in their free time to discuss it. While I was there, the topic was Herman Hesses Steppenwolf, and they had just finished William Gibsons Neuromancer. On the more stereotypically nerdy side of things, I also joined the MIT Science Fiction Society at the start of the term. MITSFS maintains a check-out library containing essentially every science fiction book published in the past forty years, including fantasy novels. They fill two large rooms full of bookshelves, and there are more (many, many more) in storage. Since it is hard to visualize how many books there are until you see them, here are some pictures to give you a better idea: The MIT Science Fiction Society also maintains a bit of MIT culture that I think some of you, especially those of you who read science fiction, will really enjoy. Note the name of the fourth folder: The Pinkdex is so named because it was originally maintained by another member of MITSFS, many years ago Marilyn Fuzzy Pink Niven, whose husband, Larry Niven, has written or co-authored many of the books in the MITSFS library. Clubs arent the only way for literature fans to express themselves, of course. Although engineering, science and mathematics are very much a part of MITs curriculum and culture, so too are the arts, and lovers of the written word are well-served by the Program in Writing and Humanistic Studies. From Rhetoric to Playwriting to Science Journalism, these classes teach students how to write more persuasively, to hone the skills they already possess, and to communicate even more clearly than before. Several months ago, I spoke with an upperclassman who had taken one of the science fiction courses. She had enjoyed it immensely, especially since her classmates and professor were enthusiastic about the subject. Every student was in the class because they wanted to be, not because a requirement made them take it and as a result, class discussions were lively, thorough, and well-reasoned. When the opportunity presents itself, MIT students will often go out of their way to share their love of the written word. Last November, the ESP program Splash! brought 1,500 local middle and high school students to the campus so that MIT students could fill their heads with information. While there were many classes on mathematics, computer programming, duct tape and even how to draw shiny things, there were also classes on sonnet writing, Shakespeare, and classic poetry. Each class was taught by MIT students who love learning about those subjects in classes or in their free time, and I was glad to see that the high schoolers were asking pertinent questions and working hard even though the weekend is normally a chance to escape schoolwork. Of the twenty-six people living on my dormitory hall, three of them myself, Brian Wu 11 and Naomi Hinchen 11 are also experienced writers. Naomi is just one of several students I know who successfully wrote a novel for NaNoWriMo (National Novel Writing Month) in between p-sets last November. In short, a writer may not be the first thing that comes to mind when you picture a typical MIT student. But if you look a little more closely, you might notice that for every student with a bookshelf crammed with textbooks, theres another with a shelf holding JRR Tolkien and George R.R. Martin, Robert Heinlein and Chaim Potok. And MIT is all the better for it. Naomi Hinchen 11, who participated in NaNoWriMo this November, holds up a bound copy of her first NaNo novel.

The Epic Scale Of The Poem Beowulf - 2968 Words

The Anglo-Saxon story of Beowulf, as it appears in the version written by an unknown author in the early Middle Ages, is unique as a rare surviving example of epic poetry in the English tradition. In this paper, I will show the qualities that make Beowulf an epic, and I will explain the significance of the epic scale of the poem by looking at the battles that take place in the story. The three great beasts that Beowulf has to defeat represent the fears of the Danes about the uncontrollable violence of nature and about their own fallibility as men. At the same time, these creatures also represent an inversion of the three primary qualities a hero and a leader must possess, namely courage, justice and generosity, and Beowulf’s attempts to defeat them symbolize his internal struggle to become a good and just leader. Beowulf follows most of the conventions of composition that are characteristic of a literary epic, such as the use of a grand temporal and spatial scale. The hero of an epic must be a figure of great national or cosmic importance. (Abrams and Harpham 108) According to the story, Beowulf is the legendary representative of the King of Denmark, and he defeats a monster that has long terrorized the kingdom, thus saving the nation of Denmark and making him a great national hero. The beginning of the tale strengthens the importance of Beowulf as an epic, as the narrator tells us that this is a story about how the kings of the Spear-Danes in days gone by had â€Å"courageShow MoreRelated Epic of Beowulf Essay - A True Literary Epic1700 Words   |  7 PagesBeowulf : A True Literary Epic       The Adventures of Beowulf, a rousing Old English poem of man and monster, and perhaps the earliest European vernacular epic, is rightfully considered an epic for it possesses those features which characterize epic poetry.    For example, in epic poetry the central character has heroic or superhuman qualities. In The Adventures of Beowulf, the main character, a Geat warrior named Beowulf, possesses such qualities: â€Å"He was the strongest of men alive inRead MoreTheme Of Good And Evil In Beowulf1040 Words   |  5 PagesWhile the epic poem Beowulf has no specified author or exact translations, the legendary story echoes through time as the fame of this hero continues to expand. Beowulf, the King of the Geats, is the protagonist in this epic; many describe him as the greatest man to have ever lived. Beowulf fits the architype for hero extremely well, possessing all the essential traits; he creates an aura as the ultimate source of good in this entire story. Of course, Beowulf is not alone, there are several otherRead MoreEssay on Grendel1169 Words   |  5 Pages In 1971, American author John Gardner wrote Grendel. With a mastermind of creativity, John Gardner successfully retells the classic e pic poem, Beowulf. He captures the reader by giving an interesting view of order and chaos, good and evil, hero and monster, allowing the monsters point of view to be seen. On July 21, 1933 John Gardner was born in Batavia, New York. He was the son of a preacher and diary, and his mother taught English. They were very fond of Shakespeare and lovedRead MoreAnglo-Saxon Literature Was Composed Between The Years 6501510 Words   |  7 Pagesbetween the years 650 and 1110. Beowulf is one of the most famous epics written during this time. It’s also known as the oldest surviving Germanic epic and the longest Old English poem. Most stories written during this time were about the deeds of warriors, heroic acts, and religion. Beowulf is a warrior from the Geats who is asked to come protect king Hrothgar from an attack by a sea monster named Grendel. All of these characters are men. There are very few epics from this time that put any focusRead MoreBeowulf And The Anglo Saxon Epic Poem, Beowulf1637 Words   |  7 Pages In the Anglo-Saxon epic poem, Beowulf, a myriad of virtues define the warrior Beowulf. Coming from his homeland, Geatland, he a rrives in the land of the Danes resolute in helping King Hrothgar defeat an evil monster, Grendel. Beowulf is an impressive, strong warrior who will triumphantly defeat Grendel; moreover, he will demonstrate how one must seek glory before death, a legacy. A man’s reputation and his lineage is exceedingly important in the patriarchal society Beowulf lives in. ConsequentlyRead MoreCharacter Analysis Of Beowulf900 Words   |  4 PagesThe main character in the epic poem â€Å"Beowulf† is Beowulf. An epic hero is one that has superhuman qualities and who beholds values of his society and is braver than life. â€Å"Epics are stories told on a grand scale, with armies, heroes, gods, and the brutal forces of nature depicted over long character arcs and sweeping landscapes.† (Rebecca Ray 1) Beowulf is a selfless warrior that puts the kingdom of Herot first and tries to rid evil for the people. Beowulf wanted to help his kingdom. The evilRead MoreTragedy And Epic Of Beowulf2267 Words   |  10 Pagespoetry, tragedy, and epics. He details the specific characteristics that poetry, tragedy and epic needs to have in order to make it such. The poem Beowulf is a wonderful example of a brilliant piece of poetry, originating from England, tells of the great warrior Beowulf and his battles with Grendel, Grendel’s mother, and finally his last battle with the dragon that terrorizes his city and leads to his death. Considering Beowulf’s death while fighting the dragon, should the poem, Beowulf, be thought ofRead MoreAnalysis Of The Killing Of Grendel 1532 Words   |  7 Pagesauthor of Beowulf uses to describe Grendel’s vicious descent on Heorot not only places the reader in the shoes of the victims and allows them, in a way, imitation of fear experienced by those being attacked at Heorot. As Aristotle points out, reversal and suffering are two critical compo nents in the nature of tragedy (Poetics 30). Reversal being the change in direction of events from good fortune at Heorot to bad fortune; although this should be expected as only good fortune in a poem, or any writtenRead MoreBeowulf - The Glory And The Fame880 Words   |  4 PagesFor the Glory and the Fame (What Motivates Beowulf in the Epic Poem Beowulf) In heroic novels or poems, there is always some sort of ulterior motive for the hero. Maybe they are doing what they do for someone else, or for a prize as in some sort of money. In the epic poem Beowulf, he is doing some things that you don’t really understand why he is doing them. There is a monster that is attacking a town in another country and he decides that he wants to help. He hears of the attacks so he heads overRead More Beowulf, Christianity, and Paganism Essay963 Words   |  4 PagesBeowulf, Christianity, and Paganism The poem Beowulf is a renowned story that displays many different surroundings and religious beliefs. Some may believe the story of Beowulf portrays pagan beliefs or customs and others believe that the poem is more in agreement with Christian ethnicity. The author of Beowulf uses both Christian and pagan elements in the poem to define the heroic warrior, Beowulf, and the evil dragons. After reading Beowulf the author clearly shows how Beowulf is a man who

Prehistoric Life During the Pleistocene Epoch

The Pleistocene epoch represented the culmination of 200 million years of mammalian evolution, as bears, lions, armadillos, and even wombats grew to bizarrely large sizes--and then went extinct due to climate change and human predation. The Pleistocene is the last named epoch of the Cenozoic Era (65 million years ago to the present)Â  and is the first epoch of the Quaternary period, which continues to this day. (Up to the year 2009, when paleontologists agreed on a change, the Pleistocene officially began 1.8 million rather than 2.6 million years ago.) Climate and Geography The end of the Pleistocene epoch (20,000 to 12,000 years ago) was marked by a global ice age, which led to the extinction of many megafauna mammals. What most people dont know is that this capitalized Ice Age was the last of no less than 11 Pleistocene ice ages, interspersed with more temperate intervals called interglacials. During these periods, much of North America and Eurasia was covered by ice, and ocean levels plummeted by hundreds of feet (due to the freezing of available water at and near the poles). Terrestrial Life Mammals: The dozen or so ice ages of the Pleistocene epoch wreaked havoc on megafauna mammals, the largest examples of which were simply unable to find enough food to sustain their populations. Conditions were especially severe in North and South America and Eurasia, where the late Pleistocene witnessed the extinction of Smilodon (the Saber-Toothed Tiger), the Woolly Mammoth, the Giant Short-Faced Bear, Glyptodon (the Giant Armadillo), and Megatherium (the Giant Sloth). Camels disappeared from North America, as did horses, which were only reintroduced to this continent during historical times, by Spanish settlers. From the perspective of modern humans, the most important development of the Pleistocene epoch was the continuing evolution of hominid apes. At the start of the Pleistocene, Paranthropus and Australopithecus were still extant; a population of the latter most likely spawned Homo erectus, which itself competed with Neanderthals (Homo neanderthalensis) in Europe and Asia. By the end of the Pleistocene, Homo sapiens had appeared and spread around the globe, helping to hasten the extinction of the megafauna mammals that these early humans either hunted for food or eliminated for their own safety. Birds: During the Pleistocene epoch, bird species continued to flourish around the globe, inhabiting various ecological niches. Sadly, the giant, flightless birds of Australia and New Zealand, such as Dinornis (the Giant Moa) and Dromornis (the Thunder Bird), quickly succumbed to predation by human settlers. Some Pleistocene birds, like the Dodo and the Passenger Pigeon, managed to survive well into historical times. Reptiles: As with birds, the big reptile story of the Pleistocene epoch was the extinction of oversized species in Australia and New Zealand, most notably the giant monitor lizard Megalania (which weighed up to two tons) and the giant turtle Meiolania (which only weighed half a ton). Like their cousins around the globe, these giant reptiles were doomed by a combination of climate change and predation by early humans. Marine Life The Pleistocene epoch witnessed the final extinction of the giant shark Megalodon, which had been the top predator of the oceans for millions of years; otherwise, though, this was a relatively uneventful time in the evolution of fish, sharks, and marine mammals. One notable pinniped that appeared on the scene during the Pleistocene was Hydrodamalis (aka Stellers Sea Cow), a 10-ton behemoth that only went extinct 200 years ago. Plant Life There were no major plant innovations during the Pleistocene epoch; rather, during these two million years, grasses and trees were at the mercy of intermittently plunging and rising temperatures. As during preceding epochs, tropical jungles and rainforests were confined to the equator, with deciduous forests and barren tundra and grasslands dominating northern and southern regions.

School Climate Analysis Free Essays

How important is a school’s climate to student success? Research suggests that it is a key element in influencing student achievement, second only to quality instruction. A school’s climate has the ability to either support or impede learning greatly. School climate refers to the â€Å"day to day operational procedures which determine the culture of a school: warm, friendly, cold, supportive, helpful, etc. We will write a custom essay sample on School Climate Analysis or any similar topic only for you Order Now †(Federal Way Public Schools, n. d. , figure 30) To what extent does a school’s climate affect student learning, and how can a school’s climate be improved? Let us take a loser look. School climate is a significant element in today’s schools. Positive climates can solve problems such as bullying, inter-student conflict, suicide, and character education; however, there are many things in our society today that interfere with school climates. This includes decreased family values, increased tolerance to violence on television and in video games, and an overall breakdown in communication between parents, students, and schools. Schools must continually work to overcome these barriers. The social emotional climate of schools is predictive of mother’s reports of their school age children’s alcohol use and psychiatric problems. Research has also revealed a relationship between school climate and student self-concept. †(Center For Social and Emotional Education [CSEE], n. d. , p. 1) Schools with positive climates have fewer students with anxiety, depression, and loneliness. A positive, nurturing school climate also lea ds to effective risk prevention and health promotion. In a positive school climate the people within the organization feel a connectedness to one another. That connectedness is a powerful predictor of adolescent health and academic success. â€Å"Safe, caring, participatory and responsive school climates tend to foster great attachment to school, as well as providing the optimal foundation for social, emotional, and academic learning. Numerous studies have shown that positive school climates lead to higher grades, engagement, attendance, expectations and aspirations, a sense of scholastic competence, fewer school suspensions, and on-time progression through grades. (Michigan State University, 2004, p. ) In order to significantly improve student behavior and academic performance, schools must improve their overall climate. There are four main elements that impact school climate. They are as follows: A physical environment that is welcoming and conductive to learning, a social environment that promotes communication and interaction, an affective environment that promotes a sense of belonging and self-esteem, and an academic environment that promotes learning and self-fulfillment. (Michigan State University, 2004, p. ) These four environments cannot operate independently of one another. Each is interrelated to the others. How can school climate be improved? Change requires â€Å"moving individuals and organizations along a continuum from ‘at risk’ to ‘safe’ to ‘thriving’. This process takes time to accomplish. †(Michigan State University, 2004, p. 6) The new federal legislation of the No Child Left Behind Act is essentially a long-term effort to change school culture, requiring teachers and schools to be held accountable, and adopting the notion that all students can and must learn. Change begins with the superintendant of the district and the central administration, along with backing from the school board. â€Å"Their decisions on building size, budget allocations, selection of staff, as well as communication of the school district’s mission, training priorities, and promotional activities, all play a part in encouraging change. †(Michigan State University, p. 6) Other approaches to change at the school level include increasing the number of counselors and mentors in schools, and using smaller teacher-student ratios. It is also important to note that many schools are moving away from competition in favor of cooperation to avoid having winners and losers. In addition, schools need to provide professional development on such issues as cultural and class differences, emotional needs of other children, parental involvement, and bullying and harassment. Research also suggests that schools should provide â€Å"multiple and varied opportunities to participate in extracurricular activities. †(Michigan State University, p. 7) The physical appearance of the facility is another important component of school climate. While it is common sense that teachers and students feel better about themselves when working and learning in an inviting and pleasant environment, research also supports this fact. A well-designed learning environment sends the message that learning is important. â€Å"Not only does a school’s architecture signal what is important; a school’s architecture also motivates students and employees, provides a message of deeper purposes and values, and can tie a community together. (Holt Smith, n. d. , p. 53) Interestingly enough, even though research suggests that the physical environment is an indicator of school climate, a report issued by the National Center for Education Statistics indicates that three out of every four existing public school buildings is in need of repair. Another important element in school climate lies in the decision making process. Schools that promote share d decision making have a greater sense of belonging among staff members and stakeholders, and therefore promote a more positive and cohesive school climate. Shared decision making also promotes mutual support and ongoing communication between staff members as well as members of the community. This type of decision making increases school climate because it increases the level of trust among stakeholders. â€Å"Trust is developed when people come to expect and predict the way others will act. When a school commits the time and energy to involve stakeholders in developing shared organizational values and people live out the shared values on a day-to-day basis, conjecture and suspicions about actions are dispelled. (Else, 2000, p. 1) It is important for schools to continually assess the overall climates within their organization. There are various instruments designed for this purpose. Most of these instruments are surveys that are designed for students, teachers, and parents. Results of these surveys are then analyzed and disaggregated to assess the overall climate, and identify areas of improvement. Although classroom level measures may be appropriate for the assessment of schools at the elementary level, this is not the case for middle and high school. The students at this level move throughout the day from classroom to classroom, are surrounded by many different groups of peers, and are confronted with varying teaching styles. For this reason middle and high schools require assessment measures that capture student’s experiences throughout the entire school day. Assessing school climate and using that data to identify areas of concern is, and should be, as important as test data in today’s schools. In this week’s reading, we read about a scenario that is present in many schools around the country. That is dysfunctional thinking. In this scenario, veteran teachers and new teachers are facing off in deconstructive power struggles. Because of their varying levels of experience, and their different eras, they do not see eye to eye. In this scenario, the new teacher obviously is better equipped to chair the event. She has had experience doing this event in the past, and she has demonstrated her competency in the area. The veteran teacher doesn’t really want to chair the event; she just doesn’t want a new teacher to have that kind of control. As an administrator, I would initiate a conversation with this veteran teacher. Seeing as she is very popular among the staff, this would have to be handled carefully. The conversation would begin with a sincere appreciation for everything she does, as teachers need to be recognized for their contributions; however, I would stand firm on my decision to assign the newer teacher, Mrs. Farmington, as the chair of the event. The information presented on the table on page 71 of our textbook would provide useful information when handling this situation. It would be important for the administrator to understand, and be respectful of, each individual’s background and values. It is important for an administrator to acquire the commitment of their followers, and based on how this scenario is acted upon, it could enhance or interfere with that commitment. The dialogue that takes place between the administrator and the veteran teacher must be well thought out and respectful. In addition, the newer teacher, too, must be made aware of the importance of allowing for shared decision making throughout her event, and allow for the veteran teachers to be heard and made a valuable a part of the event as well. In conclusion, students learn best when they are in an environment that is physically and emotionally safe. Teachers teach best when they are working in an environment in which they feel valued and connected. Parents feel secure sending their students to school when they know their children are being cared for and given quality instruction. Today so many parents have trouble trusting in their children’s schools, and too often circumstances arise where parents and schools are battling one another. This is not constructive to school climate, and is not in the best interest of children. It is important for all stakeholders to share the decision making process so that everyone has a vested interest in the overall well-being of the school climate. Teachers, parents, and administrators should be partners, working together to ensure that students needs is being met, and that they are academically successful. At the end of the day, we all want the same thing, and that is what is best for our children. Working together, rather that independently, is the best way to make this happen. In the words of the old African proverb, it takes a village to raise a child. Our schools, along with parents, are the â€Å"village† that our children need. References Center For Social and Emotional Education (n.d.). School Climate Research Summary. Retrieved November 14, 2008, from http://nscc.csee.net/effective/school_climate_research_summary.pdf Else, D. (2000). School-Based Shared Decision Making. Retrieved November 14, 2008, from http://www.uni.edu/coe/iel/sdsum.html Federal Way Public Schools (n.d.). Federal Way Public Schools Glossary of Terms. Retrieved November 14, 2008, from http://www.fwps.org/info/glossary Holt, C. R., Smith, R. M. (n.d.). The Relationship Between School Climate and Student Success. Retrieved November 14, 2008, from http://normes.uark.edu/erps/erps_journal/ERPS%20VOL%202%20N2/pdf/52-64.pdf Michigan State University (2004). Best Practice Briefs: School Climate and Learning. Retrieved November 14, 2008, from http://outreach.msu.edu/bpbriefs/issues/brief31.pdf How to cite School Climate Analysis, Papers

Competing on Action Business Models

Question: Discuss about the Competing on Action for Business Models. Answer: Introduction The business models are mainly for the large body work which also includes the ideal forms to work on the static, dynamic and the system view. These involve the proper understanding of the linkage in between the global business ecosystem as well as the related subsystems. (Gassmann et al., 2016). The practice is based on the stimulation process mainly for the business models. This includes the details of the model where the methods are set to generate the revenue as well as handling the selling of the products, with the services or the charging of the subscription fees. It is also able to create the revenue opportunities where the model shows the factors for the operations of the business as well as the higher margins than the competitors, where there is a lower cost source of supply. The major importance is based on the current customers who can be profitable depending upon the marketing like an advertisement. The major focus has been on the product development where the communication moves on the web. (Berglund et al., 2013). The business plan works on the scrutinizing that is used to implement the model along with using the people and capital, where the projections are based on the results of implementing the model. Conceptualisation business models as systems. The conceptualisation of the business models where the block terms are the nine building blocks that have been highlighted to describe the business model where the approach is easy to describe to visualize, assess and then change the business model. In the dynamic view, the functions are based on the power over time, with a proper understanding that leads to the profitability in a higher value creation over the longer stretches. The conceptualized forms are the design themes which includes the novelty, lock-in complementarities, and efficiency, designing elements that are for the business models with the encouragement of the holistic forms with critical thinking. (Hartmann et al., 2016). The business models can be used for handling the static problems in the way where the objective of the system is based on creating a better value for the customer through the use of the firm resources. In turn, there are certain non-monetary forms of the value of the firm, which needs to be conceptualized with the building blocks. It includes the setup through the canvass approach where there is an easy way for the visualization, assesses and the change to the business model process as well. Hence, the static processes are for the change over the longer period, where the scope of implementation is based on the improvement of the process as well as the automation of workflow, and the data gathering. (Madhok et al., 2013). The benefits are set to handle the utilization of the knowledge with the one-time basis in the process. For the dynamic structured problems, there is a way to choose the components where the business models are made of the functions where the power is set at the time. It is also important to understand the combinations of the different input forms that will lead to the profitability in the short-medium terms. This includes the higher value creation over the longer stretch of time. (Smith et al., 2010). Static: Business model generation nine components according to Osterwalder Pigneur, 2010 Business models to understand how firms partner. The business model mainly comprises of the standards where the value of the customer or the partner is based on the value proposition. As per Klein, 1996, inter--organizational systems have been used for the analysis where the firm tends to operate. The value of the network is based on complementing and amplifying for the own resources of the firm. There is a bridge component that refers mainly to the decisions as well as the working for the value network. (Sandstrom, 2010). The firm needs to work on the value proposition that also implies on offer to the customers that also contain the partners who can easily fulfill the value proposition for the customers. For the business model innovation process, there is a need to focus on the customer needs as well as realigning of the resources, processes and the profit formulas. (Zott et al., 2010). There is a need to understand the identity, core resources and the target markets which are focusing on the offers for the specific customers or the segments. (Schloderer et al., 2016). The channel strategy is mainly to reach the customers with identification with the choices for managing the customer relationship. Explain Itami and Nishino's (2010) arguments. The activity-based model of Itami and Nishino is based on the delivery system with the profit models. With the conceptualisation, the profit model is the best way that has been used by the firm to make sure about the ability to earn profits. The former tends to also work on the summarization of how the value can be created for the customers with the value that has been for the firm. (Itami and Nishino, 2010). The customer tends to offer the choices for the products and the services that have been identified mainly to create the value for the customers as well as solving the problems to meet the specific needs and the desires. (Itami and Nishino, 2010). The supply chain strategy and the product services include the delivery of the product to the customers at a particular cost. Example, the major profit model, and the business model comprise of the system where it is important to make a clear level of the delivery system where the activities are for the firm by the external partners. The learning system has been mainly for the understanding of how the business model ends up with being changed mainly for the strategic reasons. It has been clear that the delivery system is set where the learning occurs based on the activities in the firm. (Itami and Nishino, 2010). Hence, it is important to handle the external partners as well as the value chain of the firm. The system also includes the incorporating of the internal and the external learning in an efficient manner. Identify the helping article The work from Kodama has been impressive as the business model where he tends to integrate the knowledge integration firm. It has been seen that there are certain coordination and the collaboration based on the Japanese firms with proper organizational boundaries that are aimed towards the technological and the marketing innovation. Hence, for this, there is a renewal of the accumulated path dependent knowledge, where the dynamic approach is set in and out of the firm. (Kodama, 2004). The study is also based on the clarification, which includes the performances with the differentiation competencies that have been characterized based on the use of the semiconductors or the mobile phones. It has also been made clear that the firms with the different types of the business models tend to work on the ability to develop the core competencies. Here, the major focus is on the technological change and how to integrate the heterogeneous knowledge in the internal format within the boundaries. Kodama also includes the knowledge of the integration model, where the identified the across system models and between the s ystem model for the organization. It has been completely networking-centric where the process is mainly through the networks in and out of the firm. Hence, for this, there is a need for handling the internal networks and the knowledge which will be important for the processes to create a better sense of knowledge through the corporate boundaries. (Kodama, 2004). The empirical study has been about how to work on the prominent factors where the Japanese firms tend to involve the dynamic forms of the human network as well as the architecture that involves the integration process for the knowledge development. (Kodama, 2004). Conclusion As per the analysis, the value chain is not only for the value activities, but it also focuses on how the firms can integrate the knowledge patterns along with working with the partners. (Wirtz et al., 2016). The delivery of the value to the customers tend to include a proper draw on and develop the internal resources that have been set with the hyper-innovation. It is based on ensuring that the values could easily be created by the firm and does not get diminished by the others. Reference Berglund, H., Sandstrm, C. (2013). Business model innovation from an open systems perspective: structural challenges and managerial solutions.International Journal of Product Development,18(3-4), 274-285. 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