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. Gassmann, O., Frankenberger, K., Sauer, R. (2016). Conclusion: Opening up a New Debate on BMI. InExploring the Field of Business Model Innovation(pp. 107-111). Springer International Publishing. Hartmann, P. M., Hartmann, P. M., Zaki, M., Zaki, M., Feldmann, N., Feldmann, N., ... Neely, A. (2016). Capturing value from big dataa taxonomy of data-driven business models used by start-up firms.International Journal of Operations Production Management,36(10), 1382-1406. Itami, H., Nishino, K. (2010). Killing two birds with one stone: profit for now and learning for the future.Long Range Planning,43(2), 364-369. Kodama, F. (2004). Measuring emerging categories of innovation: Modularity and business model.Technological Forecasting and Social Change,71(6), 623-633. Madhok, A., Marques, R. (2013). Competing on action: business models and the competitiveness of emerging market enterprises. Sandstrm, C. G. (2010).A Revised Perspective on Disruptive Innovation: Exploring Value, Networks and Business Models. Chalmers University of Technology. Schloderer, F., Mezias, S. (2016, January). Knowing Pains: Identity Based Market Control and the Creation of the Hollywood Studio Business Model. InAcademy of Management Proceedings(Vol. 2016, No. 1, p. 10713). Academy of Management. Smith, W. K., Binns, A., Tushman, M. L. (2010). Complex business models: Managing strategic paradoxes simultaneously.Long range planning,43(2), 448-461. Wirtz, B. W., Pistoia, A., Ullrich, S., Gttel, V. (2016). Business models: Origin, development and future research perspectives.Long Range Planning,49(1), 36-54. Zott, C., Amit, R., Massa, L. (2010). The business model: Theoretical roots, recent developments, and future research.IESE business school-University of Navarra, 1-43.

Believe In Myths Essays - War Gods, Shapeshifting, Zeus, Mythology

Believe In Myths Every race of humans and most cultures believed in a myth or type of myth at one time. Sometimes a myth can be something small like a teacher who's said to be an alien. Yet some are quite big and still believed in today like the loch ness monster. Myths have been around since the beginning of time and will be there to the end. All of us no one, and we've all told one. Probably the biggest myth of all that was believed in by two different cultures was that of Greek and Roman mythology. The list of gods go on and on, to name few I'd have to say Zeus, Artemis, Atlas, Athena, Cronus, Hera, Rhea, Hermes, Hades, and the god of the sea, Poseidon. In Roman myth they just changed the names to names like Jupiter, Saturn, Mercury, Venus, Mars, Pluto, and Uranus. There was also Demo-gods who were half-man half-god; these were usually heroes like Hercules and Achilles. The strongest of these gods was Zeus who wielded the mighty thunderbolt. He was the king of the gods. His wife was originally his sister and her name is Hera. She was the goddess of birth. Some of the most told Greek stories were these as I found out in the book Greek and Roman Mythology from A to Z. They told the story of Atlas, doomed to hold the sky forever (21). Medusa, if you looked at her you turned to stone (77). Yet some of the most popular stories were of Zeus and his love affairs which all together he had thirteen (125). Scandinavia had many myths as well called Norse mythology. I learned from the book Norse Gods and Giants that According to them Ymir the Blackstone 3 Frost giant was the first living thing (1). After that men grew from his fur during his sleep. Odin was their leader (14). He rode and eight-legged horse and claimed that the frost giants are evil and therefore should be destroyed (154). Odin had a son named Thor, he was the strongest of the Norse gods. They called Thor the god of thunder and sometimes the hammer thrower. Unlike Greek and Roman myth the Norse gods did not meddle in human affairs. Most stories of gods didn't include humans. When there was a story of a great hero the gods were not involved almost at all. Most myths have been proven to be false but some still exist today. They were improved on by some cultures at times but eventually they faded away because most never really believed in them in the first place. We study them to get a feel for what it was like for that culture at the time and the way people acted. Myth's still exist but does not play the role it once did. Bibliographies 1. Rosen, Donna. World Mythology Chicago: National Textbook Company, 1986. 2. O' Flaherty, Wendy D. Hindu Myths Aylesbury Bucks, England: Penguin Books, 1975. 3.Ions, Veronica. Indian Mythology New York: Peter Bedrick Books, 1984. 4.D'Aulaires. Norse gods and giants New York: Double day, 1986. 5.Daly, Kathleen, N. Greek and Roman Mythology A to Z New York: Facts On File, 1992.

Describe with Examples How Different Aspects of Development Affect One Another Essay Essays

Describe with Examples How Different Aspects of Development Affect One Another Essay Essays Describe with Examples How Different Aspects of Development Affect One Another Essay Essay Describe with Examples How Different Aspects of Development Affect One Another Essay Essay Question:Describe with illustrations how different facets of development affect one another. Answer: When turning up kids learn many things and at times these can overlap and go intertwined with each other. I have wrote a brief description of these different facets of development and what they mean in general footings: Behaviours – The manner in which one acts or conducts oneself. particularly towards others. Communication – The conveyance or exchanging of information by talking. composing. or utilizing body linguistic communication. Emotional – The feelings and/or reactions of an individual’s fortunes. temper. or relationship with others. Intellectual – The module of concluding and apprehension. Language – The method of communicating. i. e. written or spoken. which has been structured to be understood. Physical – Relates to the organic structure and non the head. Social – Relates to how one works in partnership with others and the demand for company and communicating. Example: When my girl was a babe. she learned that the things she did prompted different reactions from her pa and I. such as smiling when she smiled. and coming to her when she cried. In this manner she was get downing to larn that physical Acts of the Apostless. are a method of pass oning and a manner of showing emotion’s such as felicity and unhappiness. Through this she gained the mind to understand that shouting agencies she is sad and as she got older she came to understand that other people are sad when they cry excessively. The more contact she has had with people. the more her ain societal assurance has expanded and as such she will now travel to household members and seek to pass on and acquire positive reactions through her good behavior such as clapping her custodies when happy. She is now a twelvemonth old and trying to larn what words are and what they mean. as she has observed that this is how adults communicate through spoken linguistic communication. I have used my girl as an illustration to demo how different facets of development affect each other and can happen at about the same clip. If we hadn’t smiled back at her when she smiled. she may non hold attached this physical motion as an look of her emotion’s. which would hold impacted her ability to socialize with others and sympathize with their emotion’s every bit good as communicate her ain. In small ways such as that. each facet of development can impact each other and as these chief phases of development continue to impact kids as they learn and grow. it finally affects the individual the kid will go. Children are influenced by those around them such as parents. friends and instructors who the kids will emulate and larn from through observation and so put into pattern in their ain societal brushs.

Reasons Gillette Is The Best A Brand Can Get Assignment

Reasons Gillette Is The Best A Brand Can Get - Assignment Example The researcher states that the mark-up that a brand commands without sacrificing on market share shows us the value attached to that particular brand by the consumer since he is willing to pay the extra amount for that particular brand because he associates the great value to it. Based on this criterion, there are a handful of brands that come to mind that charge a very big mark-up, however very few global brands come close to the mark-up commanded by Gillette. The razor series by Gillette commands a mark-up ranging from 3000% to a whopping 4750%. This mark-up is huge if we are to compare it with other global brands of our times. The cosmetic industry average is 80% to 90%, while that of brands like Coke is in the range of 300% to 600%. The mark-up of Gillette is all the more significant because in its field of operations it has a market share of close to 70%, which proves the value that the consumer sees in the brand. On another front, it proves the profitability of the brand. The h uge margin that Gillette products have clearly indicated to us that the brand is a star in the portfolio of companies P&G has. Thus the mark-up along with the market share it has and with no clear competitor insight makes Gillette the most enviable brand in the world today. The important factor in analyzing the company’s marketing strategy is to understand the 4Ps in their entirety and not as separate entities and more importantly one has to understand that every strategy comes from the vision and mission the company has and in the case of Gillette the vision is â€Å"to establish a brand value by delivering consumer value faster through innovation in customer leadership†.

Poverty and Suggested Solutions Essay Example | Topics and Well Written Essays - 1000 words

Poverty and Suggested Solutions - Essay Example In fact, â€Å"of the world’s 6 billion people, 2.8 billion—almost half—live on less than $2 a day, and 1.2 billion—a fifth—live on less than $1 a day, with 44 percent living in South Asia† (World Bank). Countries that are economically well-off are not absolutely without cases of poverty too. When the global financial crisis hit these, their poverty levels also grew substantially. However, when compared to the developing and underdeveloped countries, these are still far better. Poverty becomes more glaring and reprehensible if it exists while there are a few that enjoys immense wealth. It is the economic inequalities that actually make people conscious of their impoverished situations. According to the World Bank report â€Å"the average income in the richest 20 countries is 37 times the average in the poorest 20 – a gap that has double in the past 40 years† (2001). The global financial crisis that gravely affected the economies of the developed countries did not level the economic conditions or reduced the gap. While the developed countries did suffer from the crisis, those that are poorer were also badly affected. What happens is that when an economic recession of a global scale occurs, the most developed countries get badly hurt but it is the underdeveloped majority in Africa, Latin America, and most of Asia that get the worst beating. It is necessary to define poverty accurately so that determining its existence and severity in every society is made possible. If it is not defined in the most objective and precise manner, there is the tendency to exaggerate it or to ignore its seriousness. In many underdeveloped countries with less democratic governments, the tendency is to deny its severity in attempts to make themselves unaccountable for the impoverishment of their respective citizens. Timo Airaksinen â€Å"distinguishes relative and absolute poverty, explaining relative poverty as the inability to r each an ‘acceptable’ and ‘average’ standard of living, whereas for absolute poverty, the words used are ‘minimal’ and ‘bare survival’† (Axinn, 1985, p.59). The World Bank, on the other hand, that poverty generally means being in the state of hunger, lacking in shelter and clothing, not having access to healthcare and education. Airaksinen may be right when he stressed that poverty can be relative, considering that this becomes more pronounced when there are a few that are enjoying extreme affluence. While it may be appropriate to describe poverty as it is, analyzing it further for the purpose of achieving an accurate definition may lead to consider relativity. The fact is that people tend to feel the pain of poverty more if they had experienced living a relatively more affluent lifestyle before or if they see that there are others who are. The World Bank report pointed out the three dimensions that are prominent among the imp overished (2001). First is the lack of economic capabilities in the form of income from productive activities and assets or properties. It is because of this poor people do not have the purchasing power needed to acquire the basic necessities such as food, shelter, and clothing, as well as the fundamental health services and education. The second is their apparent powerlessness in the political sphere. Even in countries that claim having a political system modeled after the key democracies in the West,

Homosexuality In Schools And Education Sociology Essay

Homosexuality In Schools And Education Sociology Essay Itll be okay, Blake said to himself, Its 2010, nobody will have a problem with it. As he walked through the doors of his high school, there was a sense of belonging and that truly everything would be okay. Halfway through the day, Blake had already met a handful of nice people and decided to sit with them at lunchthis is when things took a turn for the worst. Towards the end of lunch, he told one of his new friends he was gay. Instantly, his new friends face went stark with disgust. Shortly after a group of football players walked towards the table they were sitting at and began harassing Blake until the bell rang. This is the world that gay and lesbian youth are being exposed to on an almost daily basis. There are more homosexual people in the United States than there are Asians; with those estimates you would believe that there would be more acceptance and understanding amongst society towards homosexuals. The only way to combat these vicious attacks on GLBT youth is to educate their peers as well as counselors and teachers. Given that more and more adolescents who are gay or lesbian are now coming out and identifying their sexual orientation, disregarding that American society continues to exhibit bias and even hostility toward gays and lesbians, counselors working with this population must take a proactive role in providing much needed support (Callahan, 2001). Gay and lesbian youth, according to Callahan (2001), are at greater risk for school failure and suicide. They are often harassed and need counselors who will understand while working with them without passing judgment. Court cases demonstrate the liability of schools that fail to protect gay and lesbian students from harass ment. Counselors, because of their position as student advocates, must take the lead role in identifying any and all incidents of violence, abuse, or harassment directed toward gay and lesbian students. Counselors must also help to sensitize faculty and staff to issues impacting upon gay and lesbian students while simultaneously educating heterosexual students as well. Counselors are key actors in identifying the type of resources and curricular materials that should be included in school programs to help reduce homophobia, discrimination, bias and prejudice directed at gay and lesbian students. Garbo (2001) reported on the results of a Massachusetts Department of Health study which revealed that gay and lesbian high school students, compared to their heterosexual classmates, were four times as likely to attempt suicide. In a survey of 4,000 high school students in Massachusetts, the investigators found that lesbian, gay, and bisexual youth are not predisposed to suicide and are no more me ntally unstable than other students. However, because students in this minority population tend to be susceptible to all types of victimization by their peers, suicidal ideation and attempts may be more commonplace than is the norm among adolescents. Anti-gay politicians and parents do not see a benefit of adequately creating informative programs for school officials dealing with homosexuality. They believe acknowledging homosexuality in such a way would further send the message that being gay or lesbian is okay. In their eyes, homosexuality is a choice and should not be accepted amongst society as a social norm. Conservative State Rep. Sally Kern was quoted saying at a Republican organization, studies show no society that has totally embraced homosexuality has lasted more than a few decades. This coincides with the logic that teaching in schools that homosexuality is okay at an early age will destroy our society from within itself. When looked through their perspective, without delving research it would seem that acknowledging homosexuals in the sense of legal rights and protection would promote more people to be homosexual. But that is not the case. During my interview with a Graduate social worker, he shed light on what is currently being implemented into schools and his thoughts on how things should be handled. He currently provides therapy services at schools in rural communities and volunteers at his local LGBT organization: This is my interview with Mr. Johnson, Myself: What is your viewpoint on harassment against homosexuality? Do you think that it is a notable issue worth spending time and money on? Mr. Johnson: My view on harassment on homosexuality well, its not just harassment against homosexuality. Its against even perceived characteristics of a sexual minority anything that varies from the most stereotypical gender norms. Mr. Johnson:Gay and faggot have become terms that get thrown around now in judgment of any less manly qualities. Mr. Johnson: So is it a notable issue worth spending time on? I say yes. Time and money. Both by way of having competent training for teachers and administration, competent counseling staff, and local community-based resources for LGBT youth to have social and emotional support. Myself: At what age do you feel it important to implement these strategies? Mr. Johnson: I volunteer with a local LGBT center and they have started to implement training in some of the local schools as early as Kindergarten, however theres been a lot of controversy with this training as they dont specifically talk about LGBT issues or terms (its focused on empathy skills). Developmentally, their sexual development isnt quite present enough to be effective at Kindergarten. Perhaps by 5th grade, concurrent with when some schools implement initial classes in sex ed., there should be general implementation of targeted curriculum on issues related to sexuality and gender identity. Myself: What are your feelings on persons who believe that informing youth of homosexuality or letting it become social norm will inevitably lead to more homosexuals? Mr. Johnson: Ha. This is hard. The issue is so engrained in the socio-political context that we have surrounding legislation, public education, and the supposed separation of church and state. I can get tied up in jargon all I want to, but sticking our tongues out and saying the opposite doesnt further the process. Mr. Johnson: I would go to the studies that demonstrate the development of sexuality and parenting (that obviously many homosexuals come from straight parents devoid of homosexual influence), studies regarding increased rates of depression, marital issues, and divorce for males who come out later in life. Myself: Do you think federal government should be involved in these improvements or local? Mr. Johnson: Its my perspective that the multiple levels of government must work to protect students. Looking at the SNDA (Student Non Discrimination Act) which currently does not protect LGBT students in their protected classes is a clear sign that the values of the country are not inherently separate from the religious values of the majority. What argument against homosexuality is there if not based on religious beliefs. That said, there should be no opposition to the SNDA expanding to include issues of gender and sexual orientation in its protection. After the interview concluded, I walked away with more knowledge than I would have expected to learn on the subject. Several studies in the literature focus on counselors responsibilities with respect to gay and lesbian high school students. Callahan (2001), for example, recommends that a key action which must be taken by school counselors is to curb any harassment directed against gay and lesbian students. Strategies for doing this include; using inclusive language, challenging anti-gay slurs, designating persons who would be supportive of this population, making resources available and visible, educating staff members, making appropriate referrals, and referring parents of gay and lesbian students to organizations like Parents and Friends of Lesbians and Gays (PFLAG). Callahan (2001), along with Stone (2003), assert that the role of the counselor with gay and lesbian students is of enormous significance. This would make sense being that children always need an adult to look up to o r relate to during their adolescent years. Also noting that counselors must be educated about homosexuality to the Nth degree. Callahan (2001) claims that counselors must function as advocates who work on school curricula. Including information about gay and lesbian people to promote awareness is essential. This helps to provide gay and lesbian students with role models and to demonstrate to the mainstream population that gays and lesbians lead viable and productive lives. Counselors must support and protect sexual minority youth by making it safe for gay and lesbian students, promoting policies that protect this minority population, and develop the culturally sensitive skills needed to serve gay and lesbian students in the counseling relationship. Legal support for advocacy on behalf of gay, lesbian, and bisexual students was mandated in a May 1999 Supreme Court ruling. This ruling, coupled with recent interpretations of the Title IX statute, strengthens the position for a more humanistic school environment. School counselors both can and should take a lead role in facilitating such an environment. The Arlington Gay and Lesbian Alliance (2003), a Virginia-based advocacy group working with local public schools, strongly recommends that school counselors should be provided with additional training and education so they can become more effective in working with students from sexual minority groups. This is also the position taken by Pearson (2003) who calls for targeted seminars and courses for graduate level counseling students who intend to have careers in the public school system. In Massachusetts, the Department of Education has created a Safe Schools Program which addresses issues relevant to the safety and counseling needs of gay and lesbian students (Research notes, 2003). Counselors in this program take a lead role in developing school and district-wide programs to educate faculty and students and to provide for those policies and programs that support gay and lesbian students while creating safe school environments.

Project Feasibility Study

BREAKFAST: Brunch Egg Breakfast Recipe Ingredients: 6 eggs, beaten 6 slices bacon, cooked and crumbled 2 cups unseasoned croutons 1 1/2 cup shredded cheddar cheese 2 1/2 cups milk 1/2 teaspoon mustard 1/8 teaspoon onion powder 1/2 teaspoon salt 1 dash pepper Directions: 1. Place croutons and cheese in the bottom of a greased 9Ãâ€"13 pan. 2. Combine eggs, milk and seasonings; pour into baking dish. 3. Sprinkle with bacon. 4. Bake at 325 until set (55-65 min). Serve immediately. BEEF TAPA AND LONGGANISA Ingredients: Skinless Longanisa/ Longanisa Nuggets 350g ground pork tbsp soy sauce 1/2 tsp salt 5 cloves garlic, smashed and minced 1 tbsp vinegar 1 tbsp Mirin (sweet rice wine) (optional, or Worshteshire sauce) 1 tsp ground pepper 2 tbsp sugar Procedure: 1. Mix all ingredients 2. Scoop a mixture using a tbsp, put it into the wax paper/cling wrap and roll the wrap and shape it like a sausage, mini sausage. The wrap will serve as a the longanisa cover and to separate one from the other, and it should be removed before frying. OR if you want to eat it immediately, scoop a mixture, shaped it like a sausage or any shape you want, then fry them. . Store longanisa in the freezer (2 to 3 days), when you want to eat them, boil a little water (4 tbsp) and put your longanisa (unwrapped) , cover it for 5 mins, remove longanisa and fry them. serve with garlic-chili-vinegar. A little burnt on the outside won't hurt, it's more yummy.. LUNCH: CHICKEN DRUMMETS Ingredients: 10 pieces chicken drumsticks 1/2 cup garlic ranch dressing 1 1/4 cups breadcrumbs 1 (8-gram) pack Maggi Magic Sarap All-in-One Seasoning Procedure: 1 Toss and coat drumsticks with garlic ranch dressing. Chill in the refrigerator for 30 minutes. In a large bowl, mix together breadcrumbs with Maggi Magic Sarap All-in-One Seasoning. Roll each drumstick in breadcrumb-seasoning mixture until well-coated. 3 Deep-fry drumsticks in hot oil until golden and cooked through. Coco nutty Shrimps Ingredients: 1/4 kilo large shrimps (about 2 dozens) 1/2 cup dessicated coconut 3/4 cup garlic peanuts 1/3 cup flour 1 egg, lightly beaten 1 tablespoon lime juice salt and pepper to taste lime wedges for squeezing Procedure: 1 Devein and peel shrimps leaving tail intact. 2 Pat dry shrimps using a napkin. Transfer to a plate. Lightly sprinkle with salt and pepper. Using a food processor, process together coconut and peanuts until finely chopped. 4 Place flour in a bowl and season with salt and pepper. In another bowl, combine egg and lime juice. In a third bowl, place processed coconut and peanuts. 5 Dip shrimps one at a time first in flour mixture, second in egg and lime mixture, then in coconut-peanut mixture. 6 Deep-fry in hot oil until golden; about 3 minutes. Serve with lime wedges. DINNER: Ingredients: 3 lb whole chicken legs; drumsticks and thighs 3/4 cup distilled white vinegar 2 garlic cloves; crushed 1 bay leaf 1/4 teaspoon ground black pepper 6 tablespoons soy sauceProcedure: In a large kettle combi ne the chicken, the vinegar, the garlic, the bay leaf, the pepper and 1/2 cup water. Bring the mixture to a boil and simmer it, covered, for 20 minutes. Add the soy sauce and simmer the mixture, covered, for 20 minutes. Transfer the chicken with tongs to an oven-proof platter and discard the outer skin. Place platter in oven and grill both sides for about 15 minutes until browned. Strain the broth through a sieve, return it to the kettle and boil for 10 minutes or until it is reduced to about 1/2 cup Remove chicken from the oven, pour the sauce over it and serve with rice.Bistek Filipino Style Beef Steak Ingredients________________________________________ †¢400grams of beef fillet, thinly sliced †¢75ml light soy sauce †¢75ml dark soy saucet †¢250ml water †¢juice of 1 lemon †¢2 tablespoons of vegetable oil †¢1 large onion, sliced in rings How to make it ________________________________________ †¢In a pan add the beef, along with the soy sauces, water and lemon juice. Bring to the boil and let it simmer for about 10-15 mins until the beef is tender. Taste the sauce. If it's too sour, add more soy sauce or if too salty, add more lemon juice.It should be a balance of sourness and saltiness. †¢Once tender, remove the liquid to a bowl and leave aside. Let any remaining liquid in the pan evaporate off then add the oil. Gently fry the beef for a couple of minutes then add the onions. Cook till the onions are translucent and still have a little crunch. Add back the liquid and let simmer for another 2 minutes. †¢Serve with steam rice. DESSERT Creme Brulee You can prepare and eat this as is, or make it a touch more interesting with fruits and chopped chocolates. Makes 6 to 8 cups Prep and Cooking Time 45 minutes 2 cups cream vanilla bean, split lengthwise 6 egg yolks 1/4 cup white sugar 1/4 cup confectioners' or powdered sugar 1 Preheat oven to 160? C. 2 In a heavy saucepan, bring the cream to a boil together with the van illa bean. 3 In a large bowl, beat together egg yolks and sugar until pale yellow in color. 4 Set aside vanilla bean and pour the boiling cream to the yolk-sugar mixture. Mix well. 5 With the tip of a paring knife, scrape the insides of the vanilla bean. Add scrapings to the cream and discard the pod. 6 At this point, you can add fruits or chopped chocolate to each ramekin or oven-proof cup as desired.Fill the mold with the custard mixture until half a centimeter from the rim. 7 Line the bottom of a shallow baking tray (about 2 inches high) with a dishcloth. Place ramekins on the tray and fill the tray halfway with water. 8 Bake in the oven for 15 to 20 minutes. Let cool, then chill in the refrigerator. 9 Before serving, dust the top with a thin layer of icing sugar. Caramelize the sugar using a gas torch or an oven broiler until you achieve a crisp, dark brown coat. BAKED RECIPES Shrimp-Stuffed Zucchini Flowers (Fiori Di Zucca Ripieni Con Gamberi) Ingredients ounces (226 g) large s hrimp, preferably wild, peeled and deveined 12 grape tomatoes, finely chopped 1 teaspoon chopped thyme 2 tablespoons (30 ml) extra-virgin olive oil Kosher salt and freshly ground black pepper 12 zucchini flowers, washed, and trimmed Bottom of Form Directions Position a rack in the center of the oven and heat the oven to 350 °F (180 °C). Finely chop the shrimp and then transfer to a medium bowl. Add the tomatoes, thyme, 1 tablespoon of the oil, and a pinch of salt and pepper; mix well. Fill the zucchini flowers with 1 heaping tablespoon of the shrimp filling.Arrange on a small baking dish and then drizzle with the remaining oil and sprinkle with a pinch of salt. Bake in the oven until the flowers are lightly golden, and the shrimp is cooked through, 7 to 10 minutes. Remove from the oven. Rich Chocolate Cake with Salty Dulce de Leche & Hazelnut Brittle o o1 cup freshly brewed hot coffee o1/2 cup Dutch-processed cocoa powder o3/4 cup packed light brown sugar o1/2 cup plain whole-mi lk yogurt o2 teaspoons vanilla extract o8 tablespoons (1 stick) unsalted butter, at room temperature o1 1/4 cups granulated sugar o1 1/4 cups all-purpose flour 3/4 teaspoon baking soda o1 teaspoon table salt o2 eggs oTOPPING: o1 1/2 teaspoon kosher salt o1/2 cup dulce de leche oHAZELNUT BRITTLE (makes about 2 cups): o6 tablespoons (3/4 stick) unsalted butter o1/2 cup sugar o1 tablespoon light corn syrup o1/8 teaspoon baking soda o1/8 teaspoon table salt o1/2 cup whole unsalted hazelnuts, skins removed Directions Preheat the oven to 350 °F. Prepare a 10-inch round cake pan by greasing it with cooking spray and then lining the bottom with parchment paper. To make the cake, pour the hot coffee into a medium bowl and stir in the cocoa powder until it dissolves.Stir in the brown sugar, followed by the yogurt and the vanilla. Stir thoroughly to ensure that all of the ingredients are incorporated. In the bowl of an electric mixer fitted with the paddle attachment, beat the butter and gra nulated sugar on medium speed until light-yellow and fluffy, about 3 minutes. Scrape down the sides of the bowl. Add the eggs and mix for 2 minutes, scraping down the bowl as needed. In a medium bowl, whisk together the flour, baking soda, and salt. With the mixer running on low speed, mix in a third of the flour mixture and half of the coffee mixture.Scrape down the bowl. Add another third of the flour mixture and all the remaining coffee mixture. Remove the bowl from the mixer and, using a rubber spatula, fold in the remaining flour mixture until all of the ingredients are fully incorporated. Pour the batter into the prepared cake pan. Bake for 25 minutes. Rotate the pan in the oven and bake for 20 more minutes, or until a cake tester inserted in the center of the cake comes out clean. Remove the pan from the oven and let the cake cool in the pan for 20 minutes.Then turn the cake out onto a clean plate, remove the parchment, and turn the cake back over onto a wire rack. Let the ca ke cool completely. In a food processor, pulse the brittle pieces 3 to 4 times until the brittle is powdery. Put the cooled cake on a serving dish. In a microwave-safe dish, heat the dulce de leche on high power for 30 seconds, or until it is just liquid. Spoon the dulce de leche over the cake, and then sprinkle the kosher salt over the dulce de leche. Sprinkle about ? cup of the ground brittle around the outer edge of the cake as a delicious decoration.

Advantages and Disadvantages of Real Gdp

London School of Commerce Belgrade A Critical Analysis Of Real GDP Subject: Managerial EconomicsMentor:Student: Maja Paunovic Mirko Lazarevic Belgrade 2013 TABLE OF CONTENTS1. EXECUTIVE SUMMARY3 INTRODUCTION2. ADVANTAGES OF REAL GDP43. LIMITATIONS AND SHORTCOMINGS OF REAL GDP4 3. 1 RENEWABLE FINITE RESOURCE5 3. 2 OLD AND CHILD CARE5 3. 3 UNDERGROUND ECONOMY5 3. 4 UNEMPLOYMENT6 3. 5 THE INFLATION RATE6 3. 6 POLUTTION7 3. 7 LEISURE7 3. 8 POPULATION7 3. 9 INEQUALITY OF WEALTH7 4. CONCLUSION8 REFERENCES9 1. Executive summaryThe gross domestic indicator (GDP) is one of the main indicators used to measure the health of a country’s economy. GDP represents the sum of all goods produces over a specific period of time or in other words it is the size of the economy. Usually, GDP is compared to the previous quarter or year. As an example, if a yearly measurement was taken and the GDP went up 3%, this means that the economy has grown by 3% over the last year. Measuring GDP can be complicated, the calculation can be done in one of three ways: the product method, the income method and the expenditure method.The fi rst method of measuring GDP is to sum up the value of all goods and services produced in the country. Basically, we focus on firms and add up all their production. This method is known as the product method. The second approach is the income method which is focused on the incomes generated from the production of goods and services. When we look back, we will see that this is the same as the sum of all values added at each stage of production. The added value is basically the difference between a firm’s income from sales and the cost of its purchases from other firms.The difference is made up of wages and salaries, rent, interest and profit. Basically, it consists of the incomes produced by those involved in the production process. The final approach to calculating GDP is to add up all expenditure on final output. Which includes the following: consumer expenditure, government expenditure, investment expenditure, exports of goods and services and imports of goods and services. This final method is called the expenditure method. 1 Introduction Economic production and growth, what GDP represents, has a huge impact on nearly everyone within that economy.In order to analyze the health of an economy or examine economic growth, it’s necessary to have a way to measure the size of an economy. Economists usually measure the size of an economy by the amount of stuff it produces. When GDP is calculated in relation to the population of a country this is known as the average GDP per capita. This is often used as an indicator of a country’s standard of living. When calculating GDP international incomes are not included, even those earned by domestic workers in other countries. However, as a measure of the standard of living in a country, GDP has its limitations and shortcomings. . Advantages of real GDP You can use GDP to examine all economies of the world, from the USA to Somalia. No matter if a country is churning out fishing equipment or cars, all of i ts products have a certain monetary value, which added up gives a universally recognized measure. This measure is especially helpful if you consider how different economies around the world are in terms of the goods and services they produce, and the way they reinvest their income – pay back debts or invest in industry sectors. GDP is dynamic; it changes constantly based on new figures on productivity, consumption and investments.Therefore, economists and decision makers can use GDP to measure an economy’s growth or decline. However, they can only do that provided they have an established and accurate mechanism to measure GDP value regularly; without that, they don’t have any data to compare whether present activity is worth more or less than in the past. By removing inflation, real GDP allows economists to make more accurate comparisons between countries and across multiple years. Multinational corporations use real GDP when deciding where to send their investm ent dollars or headquarter their operations. National governments use real GDP to set currency exchange rate targets and evaluate the effectiveness of economic policy by comparing one year’s real GDP data against other years. Central banks put significant weight on real GDP data when determining interest rates and other fiscal policy. Real GDP is also used to compute economic growth, known as the GDP growth rate. This is calculated by comparing each quarter to the previous one. If real GDP were not used, then you wouldn’t know whether it was real growth, or just price and wage increases.The ideal GDP growth rate is between 2-3%. The GDP growth rate is critical for investors to adjust the asset location in their portfolios. Investors also compare countries’ GDP growth rates – countries with strong growth attract more investors for their corporate stocks, bonds and even their own sovereign debt.3. Limitations and shortcoming of real GDP GDP per capita is not a direct increase of living standards and qu ality of life in a country, so policies aimed at maximizing GDP may be seen as ill conceived. This is due to many reasons, including;3.1 Renewable finite resource: Most of country may grow rapidly by exploiting their non-renewable finite resources such as oil and forests. They may also over- exploit resources which renew slowly, such as fish and wildlife. While current living standards may be high, those of future generations may be jeopardized. Therefore, GDP is unable to act as an indicator of future welfare. For example; the fishing industry in Europe is currently facing many problems as a result of over fishing in the past. This has had a significant impact on the GDP of European countries.GDP measures the total value of output produced, but it cannot distinguish between the effects of different types of output on living standards. For example; two countries have the same GDP per capita, but country A has a well-funded education and health system, whereas country B has a well-eq uipped army. It is obvious that country A will have higher living standards than country B, but this is not apparent from their GDP figures.3. 2 Old and Child Care: If you care for your parents when they're old and enfeebled, it doesn't contribute to GDP, but if you pay someone else to care for them, it does contribute.The same goes for childcare and mental illness. The act of caring for the permanently sick, however compassionate that may be, is a use of resources for no tangible gain. Therefore, it does not contribute to GDP' For these reasons, some people prefer to use other indicator to measure a country's standard of living. These social indicators take non-economic factors into account, such as literacy rate, and life expectancy. Some examples are the physical quality of life index (PQLI), the Human Development Index (HDI), and the Basic Well-being Index (BWI).3. 3 Underground economy: Oliver (2006) in his book ‘Macroeconomics' states about the underground economy as fol lows: ‘Underground economy is the part of economic activity not measured in official statistics, either because the activity is illegal, or because firms and workers would rather not report it to avoid paying taxes – is an old issue in Spain'. (p 45) Black market: Michael & Charles (1993) describes that everybody wants to take advantage of a carpenter's, car mechanics, or painter's, offer to do some work without a receipt.Agents engage in the black, or underground, economy for straight-forward reasons. First, they want to avoid taxes (the value added tax, employment and social security charges, profit taxes). Another reason is that criminal activities, such as drug dealing, prostitution, or racketeering, are obviously better kept underground. (p24) Different countries may have different sizes of informal/ ‘black' economy (e. g. crime, subsistence farming, drug dealer, and bartering and cash payments) and this is not taken into account by those who calculate GDP.GD P will therefore underestimate the actual value of output. For example; Russia has a very large black economy, so its relatively small GDP is a poor indicator of actual income and living standards. (Source: John Sloman, 2006, 6th ed,)3. 4 Unemployment: Oliver (2006) states that unemployment is the number of people who do not have job but are looking for one. It directly effects on the welfare of the unemployed. Although unemployment benefits are greater today than they were during the great Depression, unemployment is still often associated with financial and psychological suffering. It is not the question how much suffering depends on the nature of the unemployment. Real GDP is failure to measure unemployment of a country.3. 5 The Inflation Rate: Oliver (2006) states that ‘Inflation is a sustained rise in the general level of prices in the economy-called the price level. The inflation rate is the rate at which the price level increases. (Conversely, deflation is a sustained d ecline in the price level. It corresponds to a negative inflation rate)'. If the price level increase nothing happened for the rich people but something happened for the poor people. As example, some Asian Country there GDP is high, price of goods is also high, and the rich people can easily buy the goods because there income is high. But poor people which income is low they can't buy the goods. The real GDP mean per people per capital so real GDP can't measure the inflation rate which mean Standard of living.3. 6 Pollution: Environment is very important part of Standard of living. But this important part is polluted in many ways. Industry is produce lot of product. On the other hand, at the same time industry is throwing wastage or rubbish, smoke and useless chemicals.It is polluting environment by motor and vehicles which making sound and air pollution. Climate change is a big factor for standard of living. Power station and chemical plant which cause global warm and for that reas on why some countries like Maldives and south part of Bangladesh going down under water. Also High GDP per capita might be accompanied by high levels of pollution and exploitation of the workforce, thus causing a decrease in living standards which is not reflected in GDP figures. Therefore, GDP may overestimate living standards in a country. Here real GDP can't measure Standard of living. (Source: John Sloman, 2006)3. 7 Leisure: Leisure is important for every age. By growing GDP people going to be like machineries. People are all time busy for their earning money to build up their life. They don't have time for entertainment like cinema, game; party also there is not enough leisure centers where people can go easily. When people not involved with recreation to have proper leisure, it is not even mentionable whether the current GDP is high or low in the country. So, real GDP fails to measure the Standard of living.3. 8 Population: Population is a big impact of standard of living. Mos t of third world county has been suffering of this problem (Bangladesh, India, and Pakistan). If the population increase GDP automatic decrease as a result standard of living of county go down. Real GDP cannot solve the countrymen problem.3. 9 Inequality wealth: GDP per capita is not an indicator of the distribution of wealth, because when GDP increases, this extra wealth may be received by only a small section of society with the rest of society even worse off. For example; the GDP of oil producing countries like Saudi Arabia is very high, but the wealth is only shared among a small minority of citizens, while the majority of citizens living relative poverty. (John Sloman, 2006) GDP can only measure the material standard of living, without taking into account the quality of life as perceived by each individual, which cannot be standardized across a population or countries. Let’s take USA and France for example.The USA had a GDP per capita of USD 46, 900 in 2008 (http://www. indexmundi. om/united_states/gdp_per_capita_(ppp). html) while France had 45, 982 (http://www. indexmundi. com/france/gdp_per_capita_(ppp). html). Not a big difference, France trails by a little. Now let’s consider how well are people in each country – In the happy planet index, France ranks 71 while the USA ranks 114, just below Madagascar. People in France are much happier than people in the USA. They have better and free healthcare, free education and so on. Besides these two countries Costa Rica has a GDP much lower than both (http://www. ndexmundi. com/costa_rica/gdp_per_capita_(ppp). html) but its people are considered to be the happiest in the world. Some countries, even though they have low GDP’s, its people are better off. Countries that one rarely hears of have very good life expectancies like in Andorra, Cayman Islands, and so on. (http://www. happyplanetindex. org/data/).4. Conclusion GDP discusses how economists measure the total growth of a nation. At this point it is important to know about how the GDP is doing in the change of standard life style.It is already assumed that real GDP shows the total amount of growth in value in specific year. Economist can predict what to achieve and what is the difference in achievement by the end of the year. As we have seen that real GDP is countable by the value, it is easy to know for any people to predict what further contribution needed in the country. But whatever the economist prediction is, the economic factors should be remain same. Without the economic factors stability, the total development of the country is not possible.References:1.John Sloman & Dean Garratt (2010), Essentials of Economics, 5th Edition, Prentice Hall. (Pages259-267)2. (John Sloman. 6th edn , 2006).3. Oliver Blanchard (2006), ‘Macroeconomics, 4th Edition, New Jersey: Prentice Hall.4. Michael Burda & Charles Nyplosz (1993), Introduction to Macroeconomics, 1st Edition. Oxford University Press.5. http://www. indexmundi. com/united_states/gdp_per_capita_(ppp). html6. http://www. indexmundi. com/france/gdp_per_capita_(ppp). html7. http://www. indexmundi. com/costa_rica/gdp_per_capita_(ppp). html 8. http://www. happyplanetindex. org/data/

Ralph Ellison s Invisible Man - 1268 Words

Ralph Ellison s â€Å"Invisible Man† is an illustration of African American scholarly work managing the racial fight against African Americans in the USA. The fundamental character, in this specific case it is the storyteller, stays anonymous all through the novel which permits him to present his backgrounds with a specific level of separation, yet, in the meantime offering the pursuer a look into his one of a kind view of the occasions that occur all throughout the novel. As the novel unfolds it turns out to be clear to the audience that anonymous storyteller is an extremely gullible individual, who, because of his honesty, is living to satisfy the indiscreet desires of others. The societal desires constrained on him essentially concern the†¦show more content†¦Such states of mind are intended to enhance a dark man s support according to white Americans by expecting the part that they have produced for him. Also, even though the creator depicts such thoughts basically, storyteller s credulous presumption of such state of mind, notwithstanding, demonstrates useful to the specific point which causes him to get granted into the school. While the school is an ideal case of regulated unfairness, the occasions at Golden Day uncovers the outcomes of a use of the separation and vanquish guidelines of the social diversity in the public s eye. This efficient and social disparity causes the better propelled dark individuals to abandon their kindred African Americans which have stayed uneducated and energizes singular partialities by organizing prejudice. The second group the storyteller ends up in is The Liberty Paint plant, where he step by step tackles a vocation of a right hand to design Lucius Brockway. It is clear that creator utilizes incongruity while portraying the plant: brilliant white paint can conceal anything, however is made with the assistance of dark chemicals; generally as white sales representatives make the most astounding wages while the plant truly relies on upon dark specialists doing all vital work. The plant is allegorically speaking to the bigot