Division/Classification Essay free essay sample

Division Classification Essay I remained there, with my knees twisted and sweat-soaked hands laying on my thighs as I watched my group gradually travel up the field towards me with the ball pointing right to my situation as midfielder. I started getting on edge realizing that on the off chance that I mess up even a smidge of a centimeter my â€Å"teammates† would have my head on a platter. So centered around the scene spreading out before me I practically simply missed my name being hollered out by our group commander Alexia. â€Å"Don’t mess up! Pass the ball to me and I will wrap up and score the triumphant objective! † obviously she was going to score the objective, doesn’t she generally. At long last the young ladies had arrived at my position and passed the ball quickly to me. I turned and ran as the midfielder of the rival group was behind me in arms arrive at separation. Protection on the rival group was acceptable on the grounds that they had Alexia blocked I couldn’t discover a passage. I began freezing and I kicked it to the main individual open right at that point. They all started shouting at me all the while in light of the fact that fortunate for me I kicked it to the one young lady who was lost in her property of unicorns and rainbows and the ball zoomed directly past her cluelessness and into the different team’s region. Well the consummation of this story is that we lost, obviously. In sports there are largely various sorts of individuals. Tall, short, thin, huge, young lady, kid, dark white yet it’s the classification that they fall in that tells you who you’re managing with regards to cooperation. The naturals, the notorious ball hoard, the one that is in the group however not so much in the group, and the ones who are continually shouting at you and figure out how to get under your skin unfailingly. The naturals. Easy. You are a characteristic ‘born with it’ competitor. The ones you make a decent attempt to be and contrast yourself such a great amount with. Each game group has one of those whether you like them or not on the grounds that you are excessively envious. It’s like those naturals were made to be acceptable in a specific game since they kill it each time on the field or in the courts. You realize they are acceptable and they know it as well. Now and again they can get somewhat proud in view of the ability they were had with during childbirth. What's more, when you become loaded with yourself it can get slightly irritating to every other person. Be that as it may, when you are a characteristic the mentors worship you and you become their star student and have preference towards you which upsets every other person yet you were honored so hello, on the off chance that you got it parade it. Next are the most exceedingly awful ones as I would see it. Those unique couple of competitors who simply need the ball stuck onto their head constantly with the goal that nobody else could get the opportunity to get the show on the road. BALL HOGS!! Urban Dictionary characterizes ‘ball hog’ as a player who saves the ball for themselves, never goes to a partner, consistently makes the effort themselves or consistently calls plays for his/her self to shoot. It is known as a ‘Team’ for an explanation numerous individuals are associated with the game not only one sole individual. Evidently the ball hoard feels that the game is a one individual show. Playing a game with those sorts of individuals will promise you scarcely any play time particularly if the mentors don’t state anything, you should remain on the seat on the grounds that at any rate you’ll be sitting as opposed to remaining there hanging tight for a chance. I don’t think they understand that they are narrow minded in doing the hoarding of the ball. I make a move in my local b-ball court and there is this one young lady that I generally give that smelled look that you provide for those individuals who merit it since she sincerely has a degree in hoarding the ball. That is the explanation nobody picks her to play, however she despite everything advances in. On the off chance that you know you don’t need to be on a school’s sport group why join. I ask myself this when I see those young ladies who are in a group only for the free shirts and to really say that they have a place on a games group at their school. Generally they don’t even skill to try and play the game that they mystically chose to join. That just makes that individual look terrible in light of the fact that you are remaining there like a nitwit not realizing who does what and where you have a place. In the long run individuals are going to see that you don’t realize how to play and that you just don’t truly care about what occurs in the games. In the event that you’re going to be in the group in any event put in some exertion and gain proficiency with the game. The last classification where a competitor can fall in is the insane, psycho, shouting, intense about the game competitor. There is nothing more awful than somebody hollering in your ear continually bothering at you guiding you in a game. It’s like a steady ringing in your ear that you can’t dispose of regardless of how diligently you attempt. I comprehend telling somebody that they accomplished something incorrectly and adjusting them however those young ladies won't quit shouting at you regardless of whether they are toward the finish of the field. Particularly in the event that they don’t comprehend what they are doing themselves, I once in a while state to myself â€Å"who are you let me know what’s right and what’s wrong†. It’s great to have a great time in sports that’s the principle motivation behind why I do them. I don’t need to feel like I’m in severe military camp in which our group commander is my first sergeant and she is hollering in my face while her spit is flying toward each path like you find in films. Those sorts pay attention to sports way too for my enjoying. Competitors are for the most part extraordinary not one is the equivalent but rather for the most part they are totally characterized into those classifications I set up. In any case, a group is a group so you need to endure the individuals who you don’t like in light of the fact that with cooperation you can achieve anything.

Evaluation to organisational learning practices Free Essays

string(183) to set it aside and decision another other option, or better still to continue receiving a similar technique and plan if there is no difference between its normal outcome and real result. Association settle on choices which are standard, day by day in nature, operational or key in nature; which has to do with the corporate or authoritative arrangement on the best way to work and complete its capacity so as to viably and productively accomplish its targets and objectives. These choices now and then outcome in results that are not great for the association. Now and again the association stands to pay the consequences for setting out on an inappropriate choice, or settling on a pleasant choice at an inappropriate time. We will compose a custom article test on Assessment to hierarchical learning rehearses or then again any comparative subject just for you Request Now Accordingly, authoritative learning is an exit plan and a field, which contemporary associations have embraced in figuring out how to recognize and settle on rectifications to mistaken choices in the operational technique of the association. The unique circumstance and substance of the organisation’s activities are contemplated; the change related with it is taking into cognisance. Furthermore, how this influences the authoritative administrative elements of Planning, Organizing, Staffing, co-ordinating, Reporting and Budgeting, is additionally concentrated in order to achieve viable and proficient dynamic in the association. What job does assessment play in the hierarchical learning rehearses? Since assessment is a helpful instrument in the hands of supervisors of organization, it is seen that assessment approaches set great precedent at giving precise, substantial and fitting data in individual and the authoritative fruitful dynamic. Along these lines, the bit of this review is to scrutinize and basically break down the commitment of assessment to hierarchical learning rehearses. CONCEPTUALISATION OF TERMS What Is Organizational Learning? An unmistakable researcher that has contributed tremendously in the field of hierarchical learning is Prof. Chris Argyris. He has amazingly a few books on hierarchical learning. And furthermore crafted by Don Schon is profoundly perceived. Learning accordion to Argyris and Schon (1978:2), includes the identification and remedy of blunder. Hierarchical learning worries on how associations figure out how to be situated viably in distinguishing and settling on revision to negative choice and authoritative methodology. The fast changing condition that most associations expect had made the securing of new information troublesome and hazardous. â€Å"Even if change is endemic this is flawed. Just as being proactive or basically uninvolved, associations may likewise be casualties of over the top change† (Mande, 2005). As a method of doing hierarchical learning, Argyris and Schon (1974), thought of the Single-Loop Learning and Double-Loop Learning. In Single-Loop learning, given or picked objectives, qualities, plans and rules are operationalised as opposed to addressed. As indicated by smith (2001), single-circle learning is by all accounts present when objectives, qualities, systems and to a huge, degree techniques are underestimated. In single-circle learning the fundamental program isn't addressed; the mind-boggling measure of learning done in an association is single-circle learning, since it is intended to distinguish and address mistakes so the activity completes and the activity stays inside expressed approach, rules. (Argyris, 1993). Single-circle learning is portrayed as an indoor regulator that realizes when it is hot or excessively cold and turns the warmth on or off. This is performed with the data got by the indoor regulator in regards to the room temperature and take remedial measures. The Double-circle learning offers question to administering factors themselves, to expose them to basic examination. Such learning may them lead to a change in the overseeing factors and, in this manner, a move in the manner by which systems and outcomes are surrounded. (Argyris and Schon, 1974). To Usher and Bryant (1989:87), â€Å"Double-circle learning includes scrutinizing the job of encircling and learning frameworks which underlie genuine objectives and systems. Argyris (1974; 1982; 1990) contends that twofold â€loop learning is vital if specialists and associations are to settle on educated choices in quickly changing and frequently unsure settings Edmondson and Moingeon (1990:160) puts it that; The fundamental hypothesis, upheld by long stretches of exact research, is that the thinking forms utilized by people in associations repress the trading of pertinent data in manners that make twofold circle learning troublesome and everything except unimaginable in circumstances in which much is in question. This make a quandary as these are the exceptionally authoritative circumstances where twofold circle learning is generally required. The outline underneath show and speak to the procedure of authoritative single and twofold circle learning. Source: Mark K. smith 2001, Chris Argyris: Theories of activity, twofold †circle learning and authoritative learning. The outline delineates that outcomes from the hierarchical choices and procedures that are negative under the single-circle learning, these are altered in accordance with organisation’s activities and system, however under the twofold circle realizing there is an over all change and return to other administering factors that appear to be better and operationalisable in viable accomplishment of the authoritative objective. What Is Evaluation ? During the time spent creation choices about association practices and methodologies numerous options are renounced for a picked one. What's more, it become important to evaluate the picked choice in order to know whether truly it meets its objective or as such, if the decision for picking it's anything but an off-base decision. In this equivalent vain, Fadeyi (1999:74), has it that â€Å"Once proper choices have been confined, the subsequent stage in dynamic is to assess them and select the one that will best add to the objective. This is the purpose of extreme choice making†. Assessment, as indicated by Williams (2005), is a field that precisely, truly, and thoroughly investigates the qualities or worth of human exercises. The term is most normally applied to the evaluation of openly supported social projects, however can cover pretty much any to incorporate numerous components which settle on it valuable in dynamic. In any case, to Oksanen (2005), â€Å"evaluation is certifiably not an enchantment solution for all circumstances; rather, the dispatch of an assessment must be very much arranged and it must be founded on clear objectives. Assessment is an appraisal of set arrangement, choice or procedure of an association or individual, or a gathering and so on, to check whether they can viably meet the objective, targets or objectives to which they are attracted to meet. Hence, assessment empowers any association to realize whether to change and existing association a current association plan or technique, or to set it aside and decision another other option, or better still to continue receiving a similar methodology and plan if there is no fluctuation between its normal outcome and real outcome. You read Assessment to authoritative learning rehearses in class Learning However, here and there assessment has not effectively unite individual and hierarchical dynamic. As Williams (2005) puts it â€Å"Established assessment approaches have a decent record at giving precise, legitimate and suitable bits of knowledge, however have had blended achievement in getting these fused into individual and association choice making†. By the by assessment has been a powerful device in better dynamic in association. Techniques For EVALUATION According to Williams (2005), the strategies for assessment have been drawn from the applied sociologies. Meeting, review and little gathering forms have been the prevailing information assortment device, composed reports and oral introduction have been the predominant detailing devices. The natural supposition that supports most assesses information prompts dependable data; and solid data impacts suitable authoritative and individual conduct. In the perspective on Fadeyi (1999:74), two significant strategies for assessment are; 1. Minor Analysis: This is an assessment framework whereby the extra income and the extra expenses are looked at. This can be utilized where the goal is benefit augmentation, which may require ideal utilization of machines that can be accomplished when extra information equivalent yield. 2. Cost Effectiveness Analysis: Cost adequacy, in its easiest structure, is a method for browsing among choices, by distinguish a favored decision when goals are far less explicit than those communicated by such clear amounts as examination does is to drive the chief to see different other options, by recognizing a favored decision when targets are far less explicit than those communicated by such clear amounts as deals, expenses or benefits. All cost viability investigation does is to drive the choices creators to see different option considering their adequacy versus their expenses. Commitment OF EVALUATION TO Organizational LEARNING PRACTICES. Assessment, as talked about prior, is a viable instrument for dynamic and picking the privilege and achievable choices among given elective decisions. Through it an association can get a working procedure for the association that would cause it to accomplish its destinations and objectives, successfully, yet in addition effectively. Hence, assessment plays a critical and key job in a hierarchical learning practice. Assessment ahs a conspicuous job in the broad associations, for example, services and research foundations, assessment rehearses has upgraded the ability of this association to make broad changes. Along these lines, institutional assessment become more intense than innovative work program which is aberrant and happens inside a more drawn out time length â€Å"instituti

How to De-Stress With a Smile

How to De-Stress With a Smile Stress Management Management Techniques Print How to De-Stress With a Smile Boost Your Mood (and Your Heart) By Sharon Basaraba twitter Sharon Basaraba is an award-winning reporter and senior scientific communications advisor for Alberta Health Services in Alberta, Canada. Learn about our editorial policy Sharon Basaraba Updated on February 04, 2020 How Stress Impacts Your Health Overview Signs of Burnout Stress and Weight Gain Benefits of Exercise Stress Reduction Tips Self-Care Practices Mindful Living Hero Images/Getty Images Next time youre so frustrated you feel like gritting your teeth, you might try grinning instead. Studies suggest  smiling is not only good for you psychologically, but physiologically, too. Surprisingly, a smile can bring you health benefits even if you don’t start out feeling happy. A team of psychologists from the University of Kansas set out to discover whether having your face in a smiling position could reduce stress. In their study, published in the journal Psychological Science, researchers Sarah Pressman and Tara Kraft wanted to test the old adage “grin and bear it to determine not what makes a person smile, but what a smile can do once it’s in place. About the Research Subjects were given a couple of different tasks known to be stressful, including tracing the outline of a star using the non-dominant hand while looking in a mirror (phew!)  and plunging a hand into a bowl of ice water for one minute. Study participants performed the tasks three different ways: without smiling, with the teeth held in a moderate smile and with a broad smile, all while holding a chopstick between their teeth as instructed by researchers. The chopstick provided a way of standardizing the facial expressions, in order to compare them and to create a smile artificially. A broad, or so-called Duchenne smile - named after the French neurologist who documented facial expressions back in the 1860s - engages not just muscles around the mouth, but around the eyes as well. Subjects with Duchenne smiles were coached to engage those muscles, too, though not asked explicitly to smile. What They Found Stress levels were gauged two ways: by taking heart rate measurements and by asking the subjects how stressed they felt while performing the difficult tasks. All of the participants, regardless of facial expression, reported feeling about the same degree of stress during the tasks. What differed, however, was how quickly the different groups heart rates returned to normal: the heart rates of the subjects with a neutral expression (no smile) took the longest to recover. Subjects heart rates in the broad-smiling group recovered the most quickly, and those with a moderate or so-called standard smile were in-between, still experiencing better heart rate recovery than those with a neutral face. The results support prior studies in which research subjects who used pencils to manipulate their facial expressions found certain cartoons funnier when their faces were held in a smiling position than when their expressions were neutral. Pressman and Kraft also cite past research that found similar areas of the brain appear to be activated, whether a smile is spontaneous (a result of good feelings), or displayed intentionally, without those emotions. Fake It Till You Make It? Should you fake a happy demeanor, would you feel less stressed? It depends. Research published in 2007 in the Journal of Occupational Health Psychology reveals that subjects in a customer service call center simulation who were told to be enthusiastic and hide their frustration were more exhausted and made more mistakes on the job. The authors cite the energy cost felt by workers trying to act happy on the surface when they are not. Despite this, researchers write that focusing on positive thoughts or reappraising a difficult situation can help improve feelings over time. Deeply acted” faking of feeling happy is tiring but focusing on the positive can eventually result in a more positive outlook. The key may lie in how long the stressful situation lasts, according to Pressman. “Smiling is not a cure-all for every type of stress, especially for long-term stressors,” she says, like dealing repeatedly with hostile customers or other difficult people, but it may offer relief “for brief, acute stressors, and only for short periods of time or as an antidote to a passing negative mood.” So next time you’re stuck in traffic or the person ahead of you in the grocery line is taking too long, consider smiling. It may make you feel better and bring your heart rate down, too.

What Are Teachable Moments

A teachable moment is an unplanned opportunity that arises in the classroom where a teacher has a chance to offer insight to his or her students. A teachable moment is not something that you can plan for; rather, it is a fleeting opportunity that must be sensed and seized by the teacher. Often it will require a brief digression that temporarily sidetracks the original lesson plan so that the teacher can explain a concept that has captured the students attention. Taking the time to explore this tangent is almost always worthwhile. A teachable moment could ultimately evolve into a full-blown lesson plan or unit of instruction. Examples of Teachable Moments Teachable moments can happen anytime, and they often pop up when they are least expected. Once, during a morning meeting, a student asked his teacher why they had the day before off from the school. The day before was Veterans Day. The teacher used the students question as an opportunity to talk about the sacrifices that men and women in the armed services have made on behalf of their country. The students were fascinated hearing the teacher explain the significance of Veterans Day. Together, they spent 20 minutes discussing their friends and neighbors in the armed services and what their contributions meant for the countrys future. Another example of a teachable moment took place when a student asked her teacher why she had to do  homework  every day. Children are curious by nature, and many of the other students were probably wondering the same thing, even if they didnt have the nerve to ask. The teacher turned the students question into a teachable moment. First, she asked the students themselves why they thought they had to do homework. Some students said it was just because the teacher said so, while others said that it was a way to help them learn. The teacher and the students spent about 20 minutes discussing why homework was important for their  learning  and how it helps them practice  concepts that they are studying  in class. How to Create a Teachable Moment Teachable moments come up all the time. As a teacher, you have to pay close attention and be ready for them. Like the teachers in the examples above, you have to be willing to engage with student questions and have open and honest dialogues. Taking the time to explain the why behind the answer to a students question is often one of the best ways to create a teachable moment. You can also create teachable moments by asking students to talk about the book they are reading or about the lesson they are learning. You can have students listen to music and talk about the lyrics or look at photographs and talk about what they notice in the pictures. If you ever come to the point where  a student asks you a question and you do not know the answer, all you have to do is say Lets look up at the answer together. Learning alongside your students is a great way to build trust and create more opportunities for teachable moments.

The History of Vaccines - 3022 Words

Joseph Albietz explicates what vaccination is and how â€Å"vaccine is safe† for people to be able to use it without having to overwhelm with startled facts about the linkages between the 2009 H1N1 epidemic and autism. John E. Calfee enlarges Albietz information by providing proof of scientific findings. The findings that Calfee provided for us was how some scientists â€Å"failed to replicate Wakefields results and in fact had ruled out any connection between autism and any vaccine, including the MMR vaccine.† (Calfee) Karin Decoster and Richard M. Eckersley both contradict what Albietz and Calfee have to say. Decoster asserts the false interpretation of how the government is promoting flu when â€Å"no one wants the vaccination so they have to push it and advertise it.† (Decoster) Eckersley relates the vaccination leading to drug abuse in a broader environment such as having disadvantages of acquiring the vaccination shot. I approve both Albietz and Calfee beca use they provided with many findings and researched that makes it credible to the reader. I think that vaccination itself cures many infectious diseases, but does not relate to affecting the people and their child with Autism or any other brain development issues. Before attending the school year, students from kindergarten to 12th grade have to take some sort of immunization. It is a requirement to show documentations to the school about the vaccines that the students took during their doctor’s check-up. Many infectiousShow MoreRelatedThe History of Vaccines594 Words   |  2 PagesThe history of vaccines began with the creation of a smallpox vaccination developed by Edward Jenner and ended in extreme debate as more locations require vaccines despite dangerous side effects. Forty-two states have mandatory vaccine policies and many children are required to receive at least 22 vaccinations before the first grade. Vaccinations, a controversial topic among medical professionals, should not be mandatory due to possible health risks. Despite common belief, vaccinations are actuallyRead MoreEssay on The History of Vaccine1385 Words   |  6 PagesThe Matter of Vaccine When children are born and for the first two years of their lives, they receive multiple shots and drops of vaccines. These vaccines protect them from getting diseases that were deadly and common in children many decades ago. Vaccine is one of the greatest achievement in medicine history. There were thousands of lives lost in the battle with some of the terrifying diseases like smallpox and polio. Now, after years of vaccine invention, vaccination spread in many countries whichRead MoreThe History of Vaccines and Immunization4179 Words   |  17 PagesThe History Of Vaccines And Immunization: Familiar Patterns, New Challenges Alexandra Minna Stern and Howard Markel Abstract Human beings have benefited from vaccines for more than two centuries. Yet the pathway to effective vaccines has been neither neat nor direct. This paper explores the history of vaccines and immunization, beginning with Edward Jenner’s creation of the world’s first vaccine for smallpox in the 1790s. We then demonstrate that many of the issues salient in Jenner’s era—suchRead MoreThe Science And History And Development Of The Influenza Vaccines1737 Words   |  7 Pages Introduction Influenza vaccines, also known as flu shots, are vaccines that claim to protect against influenza. The extent to which the influenza vaccine reduces the risk of disease under controlled conditions is known as the vaccine s efficacy. The testing of vaccine efficacy is quite stringent and involves Phase I, II, and III trials. Two of which, are double-blinded placebo controlled trials. Influenza adapts, and mutates such that is never the same from year to year, and therefore makingRead MoreCholera Symptoms, Causes, Vaccine, Treatment and History1672 Words   |  7 PagesCholera is no longer considered a critical health threat in North America and Europe due to filtering and chlorination of water supplies.However, it still affects developing countries and especially the children inhabiting them. (Balakrishnan/ 2008) History Filippo Pacini It was believed that cholera was caused by an exorbitant production of bile by the patient before the study of bacteria gained importance and before microorganisms were linked to infectious diseases. In the 1800s this explanation wasRead MorePrevention And Prevention Of Vaccination1447 Words   |  6 PagesVaccination is a form of artificial immunity that works with and jumpstarts the body’s own immune system to protect the body from various pathogenic organisms. An article by the Centre for Disease Control and Prevention (2013) states that to understand vaccines, it is best to first understand how the human immune system works. When germs, such as bacteria or viruses, invade the body, they attack cells and multiply. To protect the body from further infection, the immune system acts as a security system andRead MoreVaccines And Its Effects On Children1010 Words   |  5 PagesVaccines Debates have risen lately whether or not to vaccinate children. Although vaccines potentially cause negative side effects, they are a common procedure for most families each year. Over time, several case studies have developed highlighting these side effects and raised concern about whether or not to accept vaccines. However, many people are not familiar with the typical vaccine and what it actually does once inside the body. â€Å"A vaccine is consisted of killed or weakened versions of aRead MoreVaccinations And The Prevention Of Infectious Diseases Essay1051 Words   |  5 PagesKristen DeFlorio Student ID: 22339369 Introduction to Biology, SCI120 Research Project Number 25011100 11/29/2016 VACCINATIONS â€Æ' Throughout history, vaccinations have been used to help the prevention of infectious diseases; some of which can produce serious illnesses, crippling disabilities, and ultimately be the cause of death. There is evidence of ancient culture’s attempting to treat transmittable diseases with various forms of inoculations. Developments in the research of vaccinations increasedRead MoreMandatory Vaccinations Of School Age Children1473 Words   |  6 Pagesearly as the 1800s (History of Vaccines). Major anti-vaccination movements began around 1815 during the smallpox epidemic in England (History of Vaccines). Doctor Edward Jenner conducted an experiment where he tested the vaccine first on cows, and later proved it effective on children (History of Vaccines). Jenner’s experiment consisted of taking a lymph from a cowpox blister and inserting it into the blood stream of the patient (History of Vaccines). News about the vaccine brought hope to parentsRead MoreA Call for Vaccin ations 865 Words   |  4 Pagesâ€Å"Vaccines save lives; fear endangers them. Its an unpretentious message parents need to keep hearing.† –Jeffery Kluger. The change in seasons can be intense for some people. It triggers them to become ill and get sick if they do not take care of themselves. Children, among these people, are more prone to becoming ill because their immune systems are not yet fully developed. A great number of parents do not know that getting their children vaccinated when recommended by doctors is a simple solution

BLR Savings Project P Free Essays

Data Code of Conduct We, in our dealings, are self-regulated by a Code of Conduct as enshrined In the Data Code of Conduct. We request your support In helping us adhere to the Code In letter and split. We request that any violation or potential violation of the Code by any person be promptly brought to the notice of the Local Ethics Counselor or the Principal Ethics Counselor or the CEO of TTS. We will write a custom essay sample on BLR Savings Project P or any similar topic only for you Order Now All communication received in this regard will be treated and kept as confidential. 2 Table of Content 4 2. Project 3. Scope of 4. Suggested Solution by TTS 6 5. Technology and Tools ? 7 6. Facts and 9 7. Highlights . 8. Benefits to the Customer ? 3 The customer is one of the leading financial services companies in the United Kingdom (I-J). They have over 7. 5 million people investing in various life assurance, pension, investment and general insurance plans. This is one of Auk’s top 50 companies in the Financial Times and Stock Exchange (FETES) Index and its operations are spread across the world, mainly in the United States (US), France, Netherlands, Germany and I-J. This leading financial services company makes financial security easier to achieve for millions of people. Through the range of general insurance and protection products that the company offers, it helps protect lives, health, homes and belongings of millions of people. 2. Project Background The customer, based in the I-J, has entrusted Data Consultancy Services (TTS) with the task of managing the today-day IT operations of various business units. This engagement aims to deliver administration services of high quality to the customer’s Wealth Business Unit at reduced costs, increased efficiency and reduced time to deliver projects. The following systems form a part of the Wealth Delivery Unit: Future Product Framework The Future Product Framework (OFF) system plays a central role in the customer’s Pension and Investment business and in the customer’s strategic Pensions and Bonds administration system. OFF was implemented in 1999. It was designed to provide flexibility in products to meet customer requirements. OFF is a rules and derivative system and has the capability to launch products to the market quickly. UNIt Linked PENsion UNIt Linked PENsion (UNEVEN) is the customer’s legacy system that was developed in- house and was originally implemented in 1980. Since 2001, many of its functions eve been replicated within the newer OFF system, and as a consequence almost all new pension contracts are set up on OFF rather than on UNEVEN. Some parts of UNEVEN have been replaced by separate applications such as Individual Pension Claims (PC) and Pensions Increments (PINCH). PC The PC is an online system that enables the creation, maintenance, and printing of Personal and Corporate pension quotations based on the customer pension plans. This system handles retirement, death and transfer out. It is predominately an online system. Quotation documents are composed using SF. PC was implemented in 1992. PINCH The PINCH system was built to replace the existing UNEVEN renewal routines and to provide dados Benefit Statements and online illustrations. It is primarily used to produce Benefits Statements and Incremental Illustrations for Individual and Occupational Pensions. It was implemented in 1994. Group Pensions The Group Pensions system handles the administration of the following pension products: POP, POP and the Group Pension schemes with respect to maintaining member records and renewal processing. It also administers the settlement of claims for deaths and retirements, including producing claim quotations. Valuations The Valuations system performs the valuation of policies across various applications within this account to finally arrive at a valuation of customer’s business. Agency, Customer, Finance and Healthcare These systems coordinate with the business to align with the business with respect to Agency and customer details. 5 3. Scope of Work The scope of this engagement is to provide application development and maintenance services across both the legacy and strategic systems of the customer’s Wealth Business Unit. TTS provides the following services to the Wealth Business Unit: Management of all the phases of the project lifestyle How to cite BLR Savings Project P, Papers

Zara Case Essay Example

Zara Case Essay Q1a. Should the company upgrade the POS terminals to a modern operating system? It might not be in the retailer’s best interest to perform such upgrade, as the new system will replace three of the existing legacy systems in terms of ordering and fulfillment. The IS department will perceive such upgrade as a radical move and is expected to show high resistance in response to it. Even though Zara has a decentralized decision making process, the retailer’s IS department exercises absolute autonomy on the IT infrastructure and design. The fact that â€Å"only one person had left the department† in the past 10 years further confirms that the retailer is suffering from cognitive and action inertia, and thus creating a huge barrier for such upgrade. Nevertheless, Zara should still perform such upgrade in the long run. Q1b. Should the company build in-store networks? Yes, it will remove some redundancies in daily operations. For instance, employees no longer have to collect data physically from each POS terminal in order to obtain daily sales totals. In-store network will also enable store managers to have a more comprehensive understanding of sales activities on both a consolidated level and section (Men, Women, or Children) level. Q1c. Should the company give employees the ability to look up inventory balances for items in their own stores? Yes, this will result in a more efficient and systematic stock auditing and ordering process. In specific, it will not only provide store managers with updated inventory balances, it also helps them when reviewing the latest offer from La Coruna and preparing â€Å"the order† in the face of the narrow 24-hour order window. We will write a custom essay sample on Zara Case specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Zara Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Zara Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer On the other hand, the store product managers can now retrieve more reliable and updated sales figures from each store. This enables the managers to be more effective when making store-to-store transfers. The commercials responsible for matching aggregate supply with demand from each store will demonstrate higher quality of decision making, especially when allocating inventory amongst stores in times of shortage of an SKU. Last but not least, the improved inventory figures will result in a better production schedule and planning that reflect the constantly changing customer demand for different SKUs. Q1d. Should the company give employees the ability to look up inventory balances for items in other stores? If employees have the ability to look up inventory balances of their own stores, granting employee access to inventory balances for items in other stores is icing on the cake. The is because store managers can have better inventory control, and will be in a better position respond quickly to unexpected surge of demand for a particular item. In the event that commercials at La Coruna didn’t deliver the full amount of a specific item that the store ordered, the store manager can immediately seek for â€Å"help† from stores that have extra inventory and thus capturing sales that might otherwise be lost. Q2. What is the Zara â€Å"business model†? How is it different from the business model of other large clothing retailers? What weaknesses, if any, do you see within this business model? Is it scalable? What information does Zara need to operate its business model? Zara â€Å"business model† The Zara business model is to link customer demand to manufacturing and link manufacturing to distribution. Terefore, Zara needs to respond very quickly to the demand of target customers, who are young, fashion conscious city dwellers with fast changing tastes. Differences between Zara and other large clothing retailers The business model is different from other large clothing retailers in the followings: -Zara does not rely on advertising and marketing to drive their business. It only spent 0. 3% of its revenue in marketing, as compared to 3% to 4% in other large clothing retailers. -The lifespan of the clothes is short. On average, 75% of its merchandise are sold within 3 to 4 weeks. -The decision making in Zara is decentralized. The employees in Zara are empowered to decide what garments to be put in the stores. The â€Å"commercials† at La Coruna have great discretion in deciding what clothes would be designed and produced, unlike other companies which use a small elite team for design and production. Weaknesses within Zara Business Model -Since Zara has a short lead time for delivering products, it keeps no buffer stock and most, if not all, logistics arrangements were centralized at the head office in La Coruna. This makes Zara very vulnerable to accidental incidents. -As the store managers are empowered to decide what products to be put in the store, their business sense are crucial. However, since the store managers are not expertise in this area, they may not be able to pick hot items and certain sales opportunities may be lost. Information needed to operate in this business model -To operate this business model, the store managers should have the access to accurate and updated sales and inventory data for them to decide what to order and what not to order. In addition, they should know the availability of the products they would like to order eg. by having access to the inventory level of other stores. -With the tight order deadline with La Coruna, the store managers need on-time inventory balance to plan for the re-order point and optimal order quantity. Q3. What current or potential weaknesses do you see in Zara’s IT infrastructure and IT strategy? IT infrastructure -Critical core services are relying on out-dated O/S (Operating System) and Hardware Technology, where failure of the services could heavily impact normal operations. As the Zara in-house POS system is implemented on an O/S which the vendor has dropped support, no official fix will be prepared once system or software bugs are identified which might lead to unstable system behavior or security leakage. -Running critical services on out-dated O/S will also limit the compatibility and extensibility with the improving software and hardware. This will prevent Zara from sustaining business growth by further improving scalability of services using enhanced hardware architecture or enhanced networking capabilities with other IT software/inventory systems. Moreover, as IT hardware is improving in a rapid pace, legacy hardware components might not be available in the market for Zaras purchase. Zara might face difficulties in purchasing commercial license for O/S that vendor has dropped support. -Unconnected terminals between headquarters and POSs might implied out-sync or inconsistent information sharing in time-critical information such as inventory. Bottl eneck in information sharing or slow responsiveness from customers query are fatal to real time sales, especially Zara is focusing on Fast Fashion Business and place Inventory Management as their competitive advantage. IT strategy -Zara fails to identify how IT can further improve and achieve the companys competitive advantage. For example, while Zaras success based heavily on competitive Inventory Management, the company fails to further improve it by enhancing communications of instant inventory data delivery to front line sales. -Zara fails to recognize the dependency on IT to achieve competitive advantage and it does not perform continuous improvement (or innovation). This will make Zara moving from Strategic Mode to Factory Mode especially when other companies are catching up Zara with similar strategy. Zara does not have dedicated planning, decision making or leading role for IT operations and strategic planning. While the General management core could share these responsibilities, they cannot concentrate their focus on IT incident management (upon system failure) and they do not have up-to-date knowledge and technical exposure for strategic planning, expansion and upgrade decision. For insta nce, Global CIO (Chief Information Officer) and/or Chief Operations Officer) should be employed for Global directions/planning and local CIO/COO (per region) should be assigned for local incident management and business process improvement. Zara does not have solid planning on ever greening of IT services. Ever greening of IT services will ensure the Company placing their IT assets on compatible and up-to-date O/S and hardware where vendor support or human expertise can be located promptly and efficiently for resolution against service failure or consultancy on service improvement. There is no regular strategic alignment with Company’s goal. Regular strategic alignment can help adjusting Zaras IT direction. -There is no constant operational improvement. Constant operational improvement is important for the optimization of IT work flow. It can reduce unnecessary IT overhead and improve service responsiveness. Also, Zara should reshuffle hardware resources after constant review of system usage. This will improve hardware utilization, which in turn improves Zaras ROA (Return on Assets). -There is no strategy to enhance extensibility which is the key to information sharing success. Great flexibility and readiness to interface with different data sources will improve Zara’s ability to perform data analysis or forecasting and to achieve fast responsiveness to fashion change or new source of marketing statistics.

Are We Losing Our Freedom essays

Are We Losing Our Freedom essays Are we losing our freedom? The answer is yes, we are. Phone lines are tapped legally but without the owners consent, e-mails and credit card numbers are read and stolen, and personal information are becoming not personal any longer. Parties, including the government, special interest groups, as well as ordinary citizens, are quietly leeching our freedom away. The government has done a large part in slowly taking our freedom. In recent months, some people are arrested for owning child pornography, some of those have only kept this pictures for their own private use and have not use these materials to affect others lives. I am not saying a agree on child pornography, but this is a clear example of how the government is digging into an individuals private life in an attempt to arrest those who has done nothing to harm the general public. Since a lot of people are standing with the government on arresting the child pornographic owners, this could mean that the government might use this power to control other aspects of our lives- aspects of ones life that would affect nobody but themselves. Our fellow citizens are also slowly taking the vast majoritys population of the freedom. Take the gay rights protestors for an example. In 1984, Trudeau passed a law that states that gay relationship is legalized and that bedroom businesses none of the governments business. In year 2000, these gay protestors are taking their bedroom businesses out of the bedroom and onto the streets! These people want to be socially accepted, and they want to integrate this aspect of bedroom life into the education system. So children, no matter if they want any part of the guy issue or not, are being force to learn and accept homosexual behaviour. This is a clear invasion of the vast majoritys freedom. All the society is talking about is gay rights, how the homosexual must have rights. Then, where are ou ...

SAT Math vs ACT Math Whats the Difference

SAT Math vs ACT Math What's the Difference SAT / ACT Prep Online Guides and Tips Which is better/easier/faster- the SAT Math section or the ACT Math section? How does each stack up over the course of the entire test? Most importantly, which math section is right for you? We’ll break down both the similarities and differences in this SAT Math vs ACT Math guide and help you decide which standardized test suits you better. SAT Math vs ACT Math: Test Organization First, let us look at how each test is structured as a whole and how each math section fits into that overall form. ACT Test Organization The ACT is broken into four sections (five, if you take the ACT + Writing), making for a two-hour and 55-minute test (or a three-hour and 35-minute test), not including break times. Each topic section is taken all at once, meaning they are not broken into smaller subsections, and the topics will always appear in the same order. Here is an overview of the ACT Math section: ACT Section Order on Test # of Questions Total Time Time per Question Math 2 (after English) 60 60 mins 60 sec The ACT Math section will always be the second section and therefore will always be sandwiched between ACT English and ACT Reading. You'll have no opportunity to come back to the Math section once your time is up, so you'll have to balance your timing and strategies yourself. Even if you have an extra 10 minutes left on the Reading section, you can't come back to answer more questions on the Math section. This kind of structure tends to appeal to those who can focus on one task for long stretches of time or those who like to finish tasks completely before moving on. The trade-off is, of course, that you'll need to be vigilant when taking the section (if, for any reason, you always get very sleepy in the second hour of taking a standardized test, there goes your entire Math score!). SAT Test Organization The SAT has three main sections (four if you take the SAT with Essay) that, like the ACT, will always appear in the same order. The test is a total of three hours (three hours and 50 minutes with the optional Essay), with the Math section taking up 80 minutes total. Similar to the ACT, once the Math section is over, you'll have no opportunity to go back and answer any questions you might have missed. Here is an overview of the SAT Math section: SAT Math Section Order on Test # of Questions Total Time Time per Question No Calculator 3 (after Writing) 20 25 mins 75 sec Calculator 4 38 55 mins 87 sec The SAT Math section is the only section on the test that's broken up into two segments: a No Calculator subsection (for which you may not use a calculator) and a Calculator subsection (for which you may use a calculator). The No Calculator section comes first after Writing and is 25 minutes long, whereas the Calculator section comes afterward and is 55 minutes long. The SAT testing structure tends to appeal to those who feel more confident in their math abilities and don't need or want to rely on a calculator as much. You'll also get more time per question with the SAT Math section than you will with ACT Math, so it's ideal for those who'd like more time to solve problems and check their answers (we'll talk more about this in detail later). The difference between the two test structures mostly depends on how you like to test. For some people, solving math problems without being able to check them with a calculator is a huge challenge. Others might prefer getting the math section done as early as possible. There is no "better" test design for everyone- just the one that appeals to you more or works better for you specifically. Each test will always have its own predictable structure so there will never be any surprises. SAT Math and ACT Math: Question Types Although many of the math topics covered by the SAT Math section and the math topics covered by the ACT Math section are the same or similar (with some notable exceptions- we'll talk about this more in a moment), the way each test presents its questions is markedly different. Now that we've seen how each exam is organized, let's look at the type and presentation of each math question on the SAT and ACT. ACT Math Question Types The ACT tends to present math questions in a fairly straightforward manner. The questions may test you on challenging mathematical concepts, but they are not specifically designed to test your reading comprehension, nor are they set up to lure you to select bait answers. Basically, ACT Math questions test how well you have memorized a particular math concept and whether you can appropriately recognize and utilize it when necessary. Again, this is not to say that ACT Math questions are easy- many of them are quite challenging- but they're designed to test how well you know specific math concepts and not how well you can solve a puzzle you've never seen before, or how well you can translate a long paragraph that sets up an unusual math scenario. For example: Do you know what a rational number is? And: Do you know how to find the tangent or cosine of a particular angle? (For answers and step-by-step tips on how to solve these questions, check out our guide to the hardest ACT Math questions.) Note that each question gives you five answer choices, so you will always have a 20% chance of getting a question right, even if you were to just venture a guess. You will not be provided with any formulas on the test, so you must have them all memorized before test day. (For a complete list of formulas to know for the ACT, check out our guide to the 31 formulas you'll need to memorize.) Compared to the SAT, the ACT covers a slightly wider range of math topics, such as graphs of trig functions, matrices, and logarithms, none of which is on the SAT. But you must only memorize a few specific rules and formulas for each topic. In addition, geometry makes up about 35-40% of ACT Math but a far smaller percentage of SAT Math, so if you're really good at geometry, the ACT might work better for you. Essentially, the ACT casts a wider mathematical net than the SAT does, but each topic is covered a little more shallowly (except for geometry). SAT Math Question Types The SAT Math section is very similar to the ACT Math section in that questions generally test the same broad math topics (with a large emphasis on algebra) and are all fairly straightforward. In terms of content, the SAT has a much smaller focus on geometry than the ACT does (less than 10% of SAT Math is geometry questions). Furthermore, SAT Math tests fewer math concepts as a whole. While the ACT has slightly more questions that deal with trigonometry, the SAT only has a few at most, so if you're not really good with sines, cosines, and tangents, the SAT might be a better fit for you. The SAT Math section does have a large emphasis on word problems and data analysis, more so than the ACT Math section does. The data analysis problems are often connected across many questions as well. For example: Can you understand how algebra relates to a real-life scenario? And: Do you know how to interpret tables and charts? In terms of formulas and necessary information, the SAT will always give you a formula box at the beginning of both the No Calculator and Calculator sections. Despite this, we still suggest making time to memorize the most important formulas so there are no surprises on test day. Another big difference from the ACT Math section is that the SAT Math section has 13 grid-ins, or student-produced response questions, which account for a whopping 22% of questions on SAT Math. For these, you must come up with your own answer to a problem- there are no answer choices to choose from! Finally, as you could probably tell from the examples above, multiple-choice SAT Math questions will always have just four answer choices as opposed to the ACT's five answer choices. This gives you a slightly better chance (25%) of getting a question right if you were to guess. Each test gives you a slightly different array of math topics and problems, but, once again, there is no "better" test for everyone. If you are stronger in geometry and want to always have access to a calculator, then the ACT might be a better fit. On the other hand, if you like connected data analysis problems and are confident in your math abilities without a calculator, then the SAT might be the ideal exam for you. So let's talk scores (and hopefully none of us will be the throw on the top right). ACT Math vs SAT Math: Scoring For both the ACT and SAT, the balance of correct and incorrect answers gives you what is called a raw score, which is converted into a scaled score. Let’s break down this process and look at how each test differs in its scoring approach. ACT Scoring The entire ACT Math section is multiple choice with five different answer options. For each question on the ACT, you will earn the following points: +1 raw point for each correct answer 0 raw points for any incorrect or blank answer There is no penalty or negative points for wrong answers on the ACT. Once you have a raw score, you can convert it into a scaled score out of 36. This scaled score, in turn, will show you how you rank nationally in terms of your percentile, which indicates how you compare with other students who took the test. For example, if you scored in the 60th percentile, you scored better than 60% of all students who took the test (and 40% of all students received a higher score than you). For details on how to find your raw score, scaled score, and percentile, read our guides on how the ACT is scored and ACT percentiles and score rankings. SAT Scoring As we explained earlier, the SAT Math section is broken into a combination of multiple-choice and grid-in questions. For each question, you will receive the following: +1 raw point for each correct answer 0 raw points for any blank answer Like with the ACT, there is no point penalty for incorrect or blank answers on the SAT. The total raw score on the SAT Math section gets converted into a scaled score on a scale of 200-800. This scaled score will, in turn, give you your percentile ranking, which compares your scaled score to everyone else who took the SAT. To learn more about how to find your raw score, scaled score, and percentile, take a look at our guides on how the SAT is scored and SAT percentiles and score rankings. ACT Scores and Percentiles vs SAT Scores and Percentiles Now, let's look at a side-by-side comparison of the raw, scaled, and percentile scores of the ACT and the SAT, and the percentage of the Math section you must answer correctly in order to score in these zones. All data below comes from official SAT and ACT practice tests, and current SAT and ACT percentiles. (Note that these are general estimates for the raw score needed to get a certain scaled score on SAT and ACT Math. In reality, the exact raw score you'll need to get a certain scaled score differs a little with each test to account for differences in question content and difficulty.) ACT Raw Score ACT Scaled Score ACT Percent Questions Correct ACT Percentiles 16-18 16 27-30% 25th percentile 25-26 19 42-43% 50th percentile 34-36 24 57-60% 75th percentile 49-50 30 82-83% 95th percentile SAT Raw Score SAT Scaled Score SAT Percent Questions Correct SAT Percentiles 20 450 34% 25th percentile 28 520 48% 50th percentile 39 600 67% 75th percentile 52 730 90% 95th percentile As you can see, to get the same percentile on the ACT and SAT Math sections, you'd need to get a few more questions right on the SAT than you would on the ACT. For example, to get in the 95th percentile, you'd need to get around 52 questions right on the SAT Math section but only 49 or 50 questions right on the ACT Math section. For more tips on how to strategically select your answers for each test and generate the highest score, check out our guides on how to best guess on the SAT and how to best guess on the ACT. ACT Math and SAT Math: Time Per Question Now, let's look at how the time constraints for the ACT and SAT stack up against each other. ACT Timing The ACT gives you 60 Math questions to answer in 60 minutes, which gives you an average of 60 seconds per question. Remember, too, that the ACT also tests your mathematical stamina a little more so than the SAT does: unlike the SAT, which separates Math into two subsections (No Calculator and Calculator), the ACT gives you all 60 Math questions at once, with no break in-between. SAT Timing The SAT Math section is divided into two subsections (No Calculator followed by Calculator), each of which has its own number of questions and time constraint: SAT Math Section # of Questions Total Time Time per Question No Calculator 20 25 mins 75 sec Calculator 38 55 mins 87 sec Note that there is a short five-minute break between the No Calculator and Calculator sections, so you're not actually solving all these questions at once as you are on the ACT! As you can see, compared to the ACT, the SAT gives you a little more time per question on Math. You'll typically have anywhere from 15 to 27 seconds more per question on SAT Math than you would on ACT Math. If you're worried about having enough time for each math question, the SAT would probably be a better option for you. "And so the problem remained; lots of people were mean, and most were miserable, even the ones with digital watches." - Douglas Adams (Probably because digital watches are not recommended for the SAT or ACT!) Summary: SAT Math vs ACT Math To more easily see the two tests compared side-by-side, let us recap. The ACT Math section has the following characteristics: Appears second on the ACT, directly after English Contains two more math questions than the SAT does (60 total compared to 58) Is only one section, which allows you to use a calculator throughout as needed Gives you an average of 60 seconds per question Does not issue a wrong-answer penalty Is entirely multiple choice, with every question having five possible answer choices Will not provide you with any formulas Tests a slightly wider variety of math topics than the SAT does Has a much larger emphasis on geometry than the SAT does The SAT Math section, meanwhile, has the following characteristics: Appears third on the SAT, directly after Writing and Language Has two less questions than ACT Math does (58 total compared to 60) Is broken up into two subsections: No Calculator and Calculator Gives you an average of 75-87 seconds per question Does not issue a wrong-answer penalty Consists of a combination of multiple-choice and grid-in questions Has four answer choices for each multiple-choice question Will provide you with a box of formulas before each subsection Tests slightly fewer math topics than the ACT does Has more emphasis on data analysis and word problems than the ACT does Everyone will weigh their pros and cons differently. Don't judge your scale against anyone else's- your choice is ultimately up to you. ACT Math vs SAT Math: Which Test Is Better for You? Unfortunately, you won’t know which test you like better or which test suits your strengths unless you actually sit down and take a practice test of each (you can find free practice SAT tests and free practice ACT tests here). Take each complete test with the proper timing rules and then score your results (SAT scoring guides and ACT scoring guides). If the difference in your scores is huge (you can use current percentiles to get a feel for how "good" your scores are), you have a clear front-runner. If not, go with your gut or whichever test felt more comfortable for you. Colleges do not prefer one test over the other, so the choice is completely dependent on how you like to test. Although it might sound extreme to take two lengthy tests in your spare time, it's well worth it to find the right test for you. Think of it this way- If you’re going to dedicate the necessary hours to succeed (and we recommend that you study around 40 hours total!), then you might as well spend the first few of them figuring out which test you feel more comfortable with. It'd certainly be a waste of your time and effort if you spent 40 hours studying for the ACT only to decide that you actually like the SAT better! Taking a real practice test will also help you set realistic study and scoring goals, and help you figure out how to make the best use of your time, both before and during the test. Once you find your raw and scaled scores, you can start the process of setting realistic goal milestones until you get your score to where you want it to be. If your standardized test of choice is your big boss fight, it's best to pick the one you can soundly thrash. The Takeaways: Should You Take SAT Math or ACT Math? Again, there is no one true "better" test- only the test that better fits your own strengths and preferences. Once you take a practice test for both the ACT and the SAT and examine your scores and your feelings while taking each, you'll be able to clearly decide how to proceed. Remember that you must weigh the pros and cons of each Math section against the entire test as a whole. If you like the SAT Math section better but do a lot better on the ACT as a whole, then you must make the decision about whether your comfort level and Math score are more important than your score on the entire test. Standardized testing is all about balance, so take time to weigh your pros and cons carefully. And once you do this, only practice and diligence will help you strike that perfect balance and achieve your greatest testing potential. What’s Next? Want to compare the ACT vs the SAT across the whole test? Check out our complete ACT vs SAT guide to learn more about the nuanced differences between the two exams. Ready to make an SAT/ACT study plan? First figure out how long you should study for the ACT and how long you should study for the SAT. Running out of time on the ACT or SAT Math section? If you took a practice test but couldn't finish it in time, then check out our tips for how stop running out of time on ACT Math and SAT Math. Looking to get a perfect score? Our guides to getting a 36 on ACT Math and getting an 800 on SAT Math (both written by a perfect scorer!) will help get you where you need to be. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Our ideas of what it is to be British have fundamentally altered in Essay

Our ideas of what it is to be British have fundamentally altered in the last fifty years. Discuss - Essay Example British citizenship and nationality is governed by the British nationality law, which can be acquired by a descent from British nationals. In an historical context, British people refer to the ancient Britons, the indigenous inhabitants of the Great Britain (Hall, 2004:108). In essence, this paper will delve the present assertion that the ideas of what it is to be British have fundamentally altered in the last fifty years. The English are ethnic group of people from England, a country of the United Kingdom and commonly known to speak English. They originate from the early mediaeval where old English was spoken. They are the source of English language, the parliamentary systems, the common law system, and the numerous major sports. The Irish people are the ethnic group who originate in Ireland, which is an island in the Northwestern Europe. Descendants of the Irish live in many western countries especially the English speaking countries. Their immigration was caused by politics, famine, and economic issues. The Welsh people are the ethnic group and native of Wales and speak the Welsh language. They are common in the northern and western region. They share a common cultural heritage and shared ancestral origin. The Scottish people are an ethnic group native to Scotland, amalgamation of the Picts and the Gaels. They are tied to their linguistic, culture, family ancestors, and generic nature of origin. Th eir decency in many countries with emigration is attributed to highland and lowland clearances. The notion of the Britishness was shamed during the Napoleonic Wars between the Britian and the first French Empire that later developed further during the Victorian era. Britishness became mixed in much older identities of English, Scots and the Welsh culture with a distinct that resist the notion of a homogenized British identity. Controversies of British identity arise in the Northern Ireland in Leu of the longstanding

A childs education is increasingly dependent on the wealth and wishes Essay

A childs education is increasingly dependent on the wealth and wishes of their parents, rather than the ability of pupils themselves. Discuss - Essay Example It is true that a child’s education is increasingly dependent on the wealth and wishes of their parents, rather than the ability of pupils themselves? How accessible is education in the United Kingdom? What sorts of conflicts does the inaccessibility of education produce? These questions and many more will be addressed and applied to this holistic analysis of education in the United Kingdom. Education is supposed to be meritocratic in nature and the means through which people break through the cumbersome social barriers of class and privilege. Is it true that education is meritocratic and based upon the notion that education allows people to advance, progress and move forward in life? A basic premise of the sociology of education is that it promotes greater equality and is based upon merit and equal opportunity for all. The expansion of education in the past two hundred years in the United Kingdom remains an incredible advance which has purportedly increased social equality to the betterment of society. Less than one hundred years ago, the educational institutions of this country were effectively closed to women, ethnic minorities and a whole host of other groups. Incredibly, educational opportunities were denied to more than 50% of the population for centuries. The sociology of education emphatically argues that public schooling and universal education promotes social equality, social cohesion and is characterised by opportunities for progress and social growth. A fundamental underpinning of the sociology of education is that it is meritoocratically based and that it promotes great equlaity. Now that educational access has expanded across this country, is it true that education promotes social equality and is based upon the merits of individual students? According to scholars Persell & Cookson in their study of

How much should be spend on the military?

How much should be spend on the military? Topic: â€Å" Evaluate the idea that governments should spend less money on war and their military, and more on other areas such as health care and education† In recent years, developing a comprehensive nation must rely on many areas such as environmental protection, health and education. Military can be defined as one of the areas that need attention. Some suggested that the military must be kept as strong as possible because the world is a dangerous place. There have been two major wars in the past which include World War 1 and World War 2 where heavy losses was experienced, but in the end the results showed that the government with the highest power of military could lead to victory. History has proven that war could happen again anytime and with the world getting more dangerous every year, especially now that the world is experiencing economic turmoil. There can be no doubt that the next major war will happen within a few years. In particular, China is now considered as a number one threat to the U.S. economy and the safety of the sea in the Asian area. This stems from national interests with Chinas ambition to become the number one position in the world. A recent report shows that China is increasing their military budget, which should be alarming and be monitored closely. On the other hand, many believe that the government should spend more on other areas such as educational welfare and the health system instead of investing in going to war and pouring money into another country. Even though a country may be considered as having one of the best health and educational systems in the world, there are always areas where improvement is needed. Every country should be obligated to make every effort to do that. Health and education really matter for the future of the country and its people. This essay seeks to address the following question: Should the government cut some of the Department of Defence’s budget and dedicate more funding to education and health care. This paper has been divided into three parts. The first part deals with consequences of investing too much budget on the military and war. Secondly, why do the government need to pay more attention to health issues? Finally, the achievement of educational development will be clarified. First of all, using a large amount of the government’s money for development of military and wars could lead to a shortage of the budget leading to an economic crisis. Consequently, the more they spend, the more they will be in debt. In fact, people believe that crime can not be excluded by only spending too much money on the military instead of education or health care. For example, in 2011 America had a $553 billion military budget which couldn’t even stop the prevention of the twin towers bombing attack. Even though America had spent billions of dollars on military weapons and security it had little impact. Many people questioned how come a county with such a high military budget could not stop a couple of hijackers from attacking one of the most populated cities in the country. â€Å"Of all the enemies to public liberty war is, perhaps, the most to be dreaded because it comprises and develops the germ of every other. War is the parent of armies; from these proceed debts and taxes †¦ known instruments for bringing the many under the domination of the few.†¦ No nation could preserve its freedom in the midst of continual warfare.†- James Madison , Political Observations, 1975. Furthermore, another example includes the consequences of the war in Iraq. With all the funds injected into this primary focus à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹America is gradually losing their economic power position in the world and gradually increasing their debt. At the start of the Iraq war, the Bush administration predicted that it would cost the country around $50-60 billion in total. Evidently, they were wrong by more than a factor of ten, sending the U.S.’ debt soaring, a condition that has yet to be rectified. According to a recent study, the war is set to have cost the U.S $2.2 trillion, though that number may reach up to $4 trillion due to the interest payments on the loans taken out to finance the conflict. Of that staggering amount, at least $10 billion of it was completely spent in rebuilding efforts (http://thinkprogress.org/security/2013/03/18/1732841/us-iraq-war-10-years/) . With the consequences of spending more money from investment budget into the milit ary and war, it is time for the government to balance the budget for the development of other sectors such as health care and education. Debate continues about the best strategies for the management of governments budget in health care of citizens. Health care is an index based on the evaluation criteria on the number of people per doctor, number of hospitals in each region, the rate of child mortality and life expectancy of the population. Some speculators believe creating a health care for the people will result in higher taxes with the government having to pay a ton of money buying medicines. In fact, every citizen at one time or another has contributed to society in one way or another. Every year, they have paid a very large amount of tax for the countrys development, therefore, they also expect to have access to the best medical services. Investment budget for health care services brought tremendous efficiency. Firstly, saving dollars, making sense, a research of U.S. suggests that improving nutrition programs for children and low-income mothers could save the health care system between $1.77 and $3.13 for every dollar spent. Secondly, this creates a better future for children, because they are the new generation of the country as they need to be trained and nurtured in a healthy society. Research leads us to believe that if children are exposed to good health services, they can avoid suffering from cardiovascular diseases, obesity or depression.( https://www.ecmap.ca/Early-Childhood-Development/Pages/Benefits-of-Healthy-Development.aspx ). Also the average longevity of the population increases the satisfaction and happiness of the people with social services. According to the World Health Organization France has the number one health care system in the world where the increase life expectancy now averages 85 years for women and 78 years for men. (http://www.huffingtonpost.com/international livingcom/best-countries-for-health-care_b_4773837.html ) Another area of government spending can be the investment in the development of education so every country can benefit from having a good educational system. How to organize such a system and what the optimal level of resources to allocate to it is of course a difficult question. Moreover, education can really shape the future of the country, whether that country has developed strengths in education or not. For this reason, education can make people wiser, therefore leading to good citizens who make better life choices which create a better country. With many countries, innovating education is often required, if not want to be left behind in the development race, which takes place increasingly fierce. Since a few decades ago, history has proven a rule, no country can be separated prosperity with success in the field of education of this country . Which countries disregard education or have not enough knowledge and ability necessary to develop education as an effective way, countries that may suffer worse consequences than bankruptcy. A great experience of the world has been drawn and is also summarizing the rule such as if a country fully invested in education, the country will progress faster in its development, otherwise, developmental delays or setbacks are inevitable. Alvin Toffler, futurist American said: The illiterate of the 21st century are not those who can not read and write, but those who do throw away the old knowledge to further study He also said that The World War III will take place on the field of education. It will change the basic direction of development of human civilization, which will develop strong human curiosity. Whoever slows in this direction, does not catch up with the general progress of humanity Japan is admired as a country with miraculous phenomenon. From a country of poverty and backwardness, natural resources are almost nothing significantly, the population density east, lost the battle, have been devastated by the World War II, but they have become economic power and technology to make the world to admire and marvel. What makes Japan go up so fast? Education is a great motivation to promote the development of Japanese society. The Japanese soon realized this when they would understand the secret behind that of the European powers, the United States is so well run education, training people qualified and creative energy in industrial society. Japan also influenced by Confucianism but they escape profound influence of confucian education receptive to Europe, America, and they took the country into one of the boom. In conclusion, the consequences of investing too much on the military budget and the wars, why should we go to war if we can not develop new technologies with smarter people, and there is no way that cutting any education budget will make that better. In a modern world, where the military is not the only weapon, the governments should concentrate on funding other more important things like public healthcare and proper education,or maybe even free university or paying of the debt. Reference list: (http://thinkprogress.org/security/2013/03/18/1732841/us-iraq-war-10-years/) https://www.ecmap.ca/Early-Childhood-Development/Pages/Benefits-of-Healthy-Development.aspx http://www.huffingtonpost.com/internationallivingcom/best-countries-for-health-care_b_4773837.html http://www.takepart.com/article/2014/06/17/this-country-has-best-health-care-nope-not-the-united-states http://www.debate.org/search?q=the%20idea%20that%20governments%20should%20spend%20less%20money%20on%20war%20and%20their%20military,%20and%20more%20on%20other%20areas%20such%20as%20health%20care%20and%20education Stereotyping and prejudice: Stigmatized groups Stereotyping and prejudice: Stigmatized groups First of all I would like to consider what stigmatization is and what it means in the modern society. According to Anna Scheyett (2007), stigmatization means social stigma hanging labels. In this sense, stigmatization is the association of any quality (usually negative) with a specific person or group of people, although this relationship is absent or is not proved. Stigma is an integral part of many stereotypes. It should be noted that origin of the term stigmatization is associated with the word stigma, which in ancient Greece called stamp on the body of a criminal or slave. Since the second half of the XIX century the word was used in a figurative sense as a marker, and in medicine as a sign of illness. Stigma is more than just labeling. Public attitudes to the different phenomena rarely occurs quite spontaneously, without justification, it does not arise from nothing. As a fact, subconscious fear is the main cause of any stigma. However, this fear has always supported selective reporting in the media. As a rule, to create a social stigma to one quality that is considered to be illustrative, and a set of qualities that are attributed on the basis of having the first, as evidenced by the following examples: Women can not drive car properly it is a form of stigma associated with sexism. As a fact, on average women drive car not worse than men do, although, of course, they have their own characteristics in this activity. It is important that not necessarily every woman will be greeted poorly led and well-established stigma that implies. Germans are Nazis in this case it is used the collective responsibility (unacceptable humanistic morality) to justify the actions of individuals in that period. Homosexuals have feminine behavior it is the transfer of features typical for some, the entire demographic group. It should be noted that stigma can lead to discrimination as the real action that limits the rights of some groups. Though, in civilized countries a clear stigma and related discrimination are prohibited by law or condemned the culture of almost every society that saturated stigmas. For example, people who came to New York from the provinces, being labeled provincial. It is believed that they are less cultured than the locals; consequently, it can be said that stigma leads to discrimination. As a matter of fact, social stigma sometimes can be couched in positive form, for example, the military can praise for an unusually sensible idea for a man of his profession. Such positive labels can be no less offensive than the stigma explicit negative direction. At the same time it should not be attributed to the discharge stigmas each offensive or ironic definition. If a man was offended in transport, it does not mean that he was stigmatized. According to Patrick Corrigan, Amy Watson (2005), scientists distinguish following types of social stigmatization: Cultural stigma is social labels, rooted in the culture of the state or world culture (New Yorkers are arrogant). Institutional stigma is a legislatively fixed stigma (a man with a criminal record). Personal (or inner) stigma is a prejudice against yourself, based on involvement in anything (I am a fatty). As a rule, society establishes ways of categorizing people and defines a set of qualities that are considered as normal and natural for each of the categories. The routine practice of social interaction in the current environment allows you to others familiar to people, not particularly thinking about it. Even everyday language uses special terms to refer the stigma (e.g. cripple, moron, etc.) as a figurative expression. As a rule, we do not think about their original value, and tend to attribute to man a long series of imperfections on the basis of some of them. I think that in our view, the processes of stigmatization are formed from primary school, then developed and fixed in adolescence. Term labeling is associated with the position of a primary school teacher, as a teacher, which is attached to the childs socialization. He introduces children into the world of culture, and on how it is done depends how does child feels himself as a normal part of society or not. It should be tak ing into account that the stereotypes that were glued in childhood, often inadvertently fixed in the ordinary course of social interactions. There is no doubt that stigma can be created and can be reduced, but its formation occurs easier and faster. According to Catherine Campbell, Harriet Deacon (2006), many scientists consider that parents have great influence on the stigmatization process, very often adult family members do not think about the implications of what was said at parent meetings, visiting, telephone, etc. But in my opinion stigmatization is more depends on special role of school teacher. The current organization of the educational process in schools have increased focus on the psychological and pedagogical methods for determining mental and other abilities of the child, his emotional and volitional characteristics. Such an approach is often appears a cause in fact there is only a consequence of manifestations of deeper social, cultural and other factors in the educational process. As a member of a social group, the child or young person has certain social roles and comes with other group members and representatives of other groups in social and communication relations. Any person is included in the system of social relations, so is the product of social relations with others. Stigmatized identity is no exception. According to Daphna Oyserman, Janet K. Swim (2007), phenomenon of stigma is widespread in the educational process, as were evidenced by the study of U.S. schools students, conducted by sociologist in 2006. There were surveyed 448 secondary school students of different states. The study showed that as a rule students are labeled as bully, whore, junkie, etc. by 33,2% of teachers and 32,4% of other adults. Among the parents such occasions meets twice less 14,2%. It seems quite all right that 71,2% of respondents indicated that teachers formally conduct educational activities in schools. The findings suggest that in the eyes of American students responding teacher today one of the main stigma creator, put labels on their students, and therefore, has direct relevance to the deviant behavior of students and their psychological outcast class, and informal childrens groups. This analysis suggests that the stigma is one of the socio-cultural phenomena of the educational process resulting from a specific role identification and regulation of personal qualities. In this case, the norm and deviation from it belongs to the decisive role. Thereby, stigma in school performs the reverse side of used pedagogical techniques. In my opinion, the stigmatization of education should be investigated and deserves further research. I am convinced that this is a serious problem and society should react on such problems immediately. As a rule, the grounds for the social stigma may act as belongs to ethnic or religious group, physical or mental disabilities; very often people such categories like drug junkie, prisoners and unemployed suffer from stigmatism. There are many definitions of social stigma, Irving Hoffman, a sociologist at the University of California, is one of the most famous scientist of the XX century, engaged in the problems of stigmatization. In his book, he defines stigma as a quality significantly damaging social group. It should be mentioned that discredit is the central idea of the Hoffmanns concept. As a fact, a person belonging to a stigmatized group, considered inferior, and on this basis denied the rights and privileges. According to Being Targeted By Stereotypes And Prejudice Affects Self-Control And Academic Performance (2009), people are deprived of the right to be full the consequences of this are numerous and horrific. The majority belongs to the minority as inferior beings, flawed or dangerous, and believes that they have rights to feel anger and hate them. The majority discriminates stigmatized groups, selecting its capabilities, which should be equal for all people. For example, a landlord may refuse to pay salary to good housekeeper a representative of stigmatized group, and employer refuse to give a job. Moreover, most of them can terrorize the minority. Social stigma can lead to such egregious crimes such as lynching of African Americans during XX century, prostitution of Chinese women during the Second World War and the inquisitorial torture. It should be noted that Hoffman believes that the source of stigma lies in the man himself: the base is to discredit any quality of a person. Black skin of African Americans excites prejudice. The wheelchair gives rise to the stereotype of incapacity of its owner. Smokers are obliged to the stigma of cigarettes. In these two cases, the bases for stigma are the outward signs wheelchair and cigarettes. The irony is that the interpretation of the stigma as the inherent quality enhances the blame: it is characteristic of man that causes the bias of others. This arise an important question: does it follow that if African Americans have had a white skin, they would not be discriminated? Edward Jones and Albert Hastorf, and their colleagues from the Center for special studies Institute for behaviorism of Stanford University discovered this discrepancy and finalized the definition of stigma. They concluded that stigma plays major role in perceptions of labels. As a fact, stigma arises not when most people see a sign, and when the majority hangs on this feature label. Black skin itself is not a label; rather, in the view of Europeans black skin means membership to the second class people. It leads to prejudice. Injustice arises because of viewers perceptions. According to Anna Scheyett (2007), Bruce Link, a physician-epidemiologist at Columbia University, summed up these arguments and based on them brought four statements the criteria by which we can determine whether the group exposed to stigma: The differences between people are labeled. Beliefs that one culture is dominant comparing with others. Majority group discriminates minority group with labels. The group with labels has a lower social status and is discriminated. As a rule, advocates of social justice will tell you that any stigma, mentioned above is a terrible sin. Anything that deprives people of social respect and individual empowerment entails irreversible consequences for the cultures in which there are such injustices. Supporters of opposing viewpoints can recall the original problem of stigma in ancient Greece, where a special mark (mark on his cheek or shoulder, special clothing) have noted the people who represented a danger to society. Stamps warned that the man is the criminal or insane. Although this practice seems outdated, the public stigma still exists in Western countries. In most U.S. states exists the practice of registering sex offenders, so that people can, for example, check to see whether living with them in the neighborhood pedophile. Arrested for drunk driving must stick to the bumper special sticker. It should be mentioned that the results of scientific studies conducted over the past 30 years, suggests that the media is one of the most significant factors influencing the belief systems. Because individuals with diseases associated with stigma, usually stay in the shade. People form their attitude towards them on the basis of movies, television programs and news programs. For this reason, the media play an important role in the fight against stigma, against people with mental health problems, and media reports may be correct only if they are given correct and accurate information. It can be said that advocates of the stigma were founded upon the main idea of conflict resolution, according to which individuals often can not get along with each other, since differ in their interests and outlook to life, with those who are in power, have opportunity to express their views and principles in the rules governing institutional life, and successfully hang the negative labels on violators of these norms. They are interested in the process by which certain individuals receive the stamp of the deviants, begin to consider their behavior as a deviant. According to Shana Levin, Colette van Laar (2004), adherents of the theory of stigma Edwin Lemert, Howard Becker and Kai Erikson argued that, firstly, action by itself has not criminal nature. Negative action is not due to internal content, but by how others appreciate such an act and react to it. Deviation is always a subject of social definition. Secondly, all people tend to deviant behavior associated with the violation of some rules. Proponents of this theory deny the popular idea that people can be divided into normal and that who have some pathology. For example, some exceeding the speed drive, commit shoplifting, cheating with homework, hiding income from the tax office, get drunk, have engaged in acts of vandalism in honor of the victory of his favorite football team, violate the rights of private property without permission or rolled into the car of his friend. Proponents of the theory of stigma are called such action a primary deviation, defining it as behavior that violates social norms, but usually escape the attention of law enforcement. Third, whether the specific acts of people regarded as deviant depends on what these people are, and how the reaction of the others, i.e. this estimate depends on how the rules will prefer to strictly follow the company, in what situations and for some people. Not all those who exceeded the speed ride, shoplift, withheld revenues, violated the rights of private property, etc. For example, in U.S. African Americans are condemned for the actions, which is permissible for whites, and women for the actions, which is permissible for men, some may be condemned for the same acts that commit them with impunity friends, individual behavior may be condemned as deviant, although it is not violate any rules, simply because they indiscriminately accused of such acts, which they may have never done (for example, a person looks effeminate and it labeled as a homosexual). Of particular importance is the social environment, and then denounces it as a specific individual violator of norms or not. Fourth, the labeling on the people implies certain consequences for these people. It creates the conditions that lead to secondary deviation deviant behavior, produced by the individual in response to sanctions imposed by others. According to Shana Levin, Colette van Laar (2004), adherents of the theory of stigma argue that such a new departure from the norm triggered hostile reactions from legislators and law-abiding citizens. The individual receives a public definition, which is built into a stereotype, and is declared by the offender like crazy, forger, rapist, junkie or criminal. The label helps to perpetuate the status of an individual in an outsider (a person out of our circle). Such a master status suppresses all other statuses of the individual in shaping his social experience and as a result of playing the role of self-fulfilling prophecy. Violators of the rules begin to perceive their status as a particular type of deviance and shape based on the status of their own lives. Fifth, those who received the stamp by the offenders usually find that the law-abiding citizens condemn them and do not want to have business with them. They may turn away from friends and relatives, in some cases they may be jailed or put in the hospital for mental illness. Universal condemnation and isolation of stigmatized individuals is to push deviant groups, comprising people whose fate is similar to their own. Participation in the deviant subculture is a way to cope with a critical situation, to find emotional support and an environment where you take the way you are. In turn, enter into such a deviant group strengthens the individuals view of themselves as on the offender, promotes the development of deviant lifestyle and relax with a law-abiding environment. Thus, according to the theory of stigma, the deviation is determined not by the behavior, and societys response to such behavior. When the behavior of people is viewed as retreating from the accepted norms, it gives impetus to a range of social reactions. Others define and evaluate the behavior to a certain label. The offender begins to harmonize their standards further actions with such labels. In many cases, the individual produced by self-presentation, which coincides with that label, as a result he is able to embark on the path of deviation. To sum it up, I would like to estimate theory of stigmatization. The theory of stigma, not focusing on the reasons for committing deviant acts, it helps explain why the same act may be regarded as deviant or not, depending on the situation and characteristics of the individual in question. Many proponents of the theory of stigma applied to the provisions of the theory of conflict, primarily to existing inequalities in society, to understand what are the basis of the structure and social institutions, which drawn up and enforced the laws. The theory of stigmatization has its critics. First, although the theory of stigma helps to understand how individuals become professional abjurers, it does not show what caused the original factors of deviant behavior. Indeed, for many forms of deviation living conditions are responsible for the labeling on these people. So, it seems clear that the vast majority of people placed in the hospital for the mentally ill, experiencing severe violations associated with the inner psychological or neuralgic abnormalities. Their confusion and suffering can not be explained solely by the reactions of other people. Nevertheless, a large number of facts suggest that the professional psychiatrists provoke social manifestations of mental illness through the application of systems stigma, and not just discover the inner pathology or mental illness. Labels also play an important role in shaping the ideas of ex-patients clinics for the mentally ill from other members of society, and have themselves ex-patients. Secondly, the deviation can not be understood in isolation from social norms. If the behavior is not deviant as long as it has not received such an assessment, then how to classify such secret and remained unsolved crimes as embezzlement of public money, tax evasion or secret sexual violence? Moreover, many criminals convinced that the crime is a payback to the society. One study found that a third of crimes against private property committed by the conviction of criminals in that way they can get much more than by an honest, legitimate work, and another third of crimes committed are unemployed. I think everybody must think about this situation that we created. In my opinion people should be more tolerant to each other. Of course, this will not solve stigmatism problem, but it will help mitigate contradictions in our society. Finally, like said one wise man, even the biggest trip begins with a small step.