A practical guide to information systems - Myassignmenthelp.Com

Question: Examine about the A functional manual for data frameworks. Answer: Presentation Data framework and computerized systems can assume an essential job in various degrees of business activities. The data framework procedures alludes to various methodologies which can react to the business condition changes by giving data to various exercises and guaranteeing that there is data framework for all the exercises of the association (Arvidsson, Holmstrm Lyytinen, 2014). The fruitful usage of data framework can expand the upper hand of the firm, improve productivity, decline botch and lessen superfluous expense to the association. In the current period, with constant changes in the inward and the outside business condition, business may discover troubles in adjusting the business and data framework systems. The current report analyzes the item, administrations, and the data framework foundation of the Coles. It proposes methodology to adjust its Information Technology foundation with its business procedure. Coles is the second biggest general store in Australia. The organi zation has received advancements to expand its efficiencies in activities. Distinguishing proof and Discussion of Companys Structure, Products and Services Coles, one of the biggest Australian open retail association works from its administrative center at Melbourne. The organization was obtained by Wesfarmers in 2007, and it is the second biggest general store of Australia. The organization sells retail items to the clients at a low or markdown cost. As the organization sells the items requiring little to no effort, its essential capacities are related with the refrigeration, lighting, and the emanation control. The organization has been fruitful in controlling the discharge by receiving a scope of vitality sparing activities. Presently, from the previous not many years, the benefits of the association are not according to the desires. Accordingly, the organization is taking a few in key activities to build its upper hand. Coles association was established in 2007 when the retail locations were procured by the Coles GRop. It gives new vegetables, food, general merchandize, alcohol, fuel, and monetary administrations. The organization serves 21 million clients with the assistance of its online stage and chain of retail locations. It has a group of 102,000 representatives and has in excess of 2400 retail locations spread all through Australia and New Zealand. Coles is national store specialist organization, which has 780 grocery stores spread over the globe. Coles has a rich history in Australia and plans to give various individuals of Australia solid items and present a shop where they can trust, convey high caliber and high worth items and administrations to the clients. In the ongoing occasions, it has opened an online market store where the clients can sign in at some random time and request food and basic food item things, which they require. The food and conveyance orders are conveyed by the online drivers to the chose areas. Coles was obtained by Wesfarmers in 2007 and under the initiative, the organization changed its IT framework and embraced new innovation. The organization has purchased a few innovation changes in its activities. The association has actualized specialized changes by executing distributed computing innovation in the association. There are a few reserve funds in the utilization of outer cloud condition for test and preparing exercises. Enormous information can convey business efficiencies and increment client commitment inside the association. The organization is utilizing enormous information to pick up customer knowledge from the unstructured information. The association has put resources into expanding the announcing abilities with the goal that the head supervisors can take trustworthy choices. The local head supervisors and pioneers will have drillable reports, dashboards, and iPads through which they can get to various kinds of data. The innovation can be utilized in coordinated innovation to organize the work inside a gathering of partners so as well as can be expected be given inside a restricted extension and course of events, which can give best results (Reich, Benbasat, 2013). The IT foundation can bring about constant network, which can build the proficiency and speed of the dynamic procedure. Continuous availability is additionally fundamental in expanding the versatility of the articles inside the association. The organization has likewise executed a corporate BYOD program in which the workers need to carry their own gadget to the association. The organization has productively kept up a great many gadget inside the system and keeps up the security of the gadget (Cameron, 2014). Data Systems Strategy and Need of such Strategy in the general Organization technique As of late, data frameworks are concentrating on the idea of planning. It is considered as a piece of dynamic and iterative procedure. Planning is the way toward understanding information acquired through both formal and casual framework. The idea of data framework methodology or computerized business technique mirrors a combination between IT framework and business procedure. The Information System methodology can reshape the plans of action and change the client cooperations and encounters. The IT foundation has the ability to change the business tasks and the gracefully chain in the Coles. Today, the vast majority of the organizations have a huge portion of computerized in the showcasing and the gracefully chain system (Peppard, Galliers Thorogood, 2014). In the current occasions, data framework has a significant job in building up the serious system of the organizations (Chen, Mocker, Preston Teubner, 2010). The Coles can utilize data frameworks to distinguish new item prerequisite or require and build up a specialty market or it can drastically change the business forms. The Coles can utilize the activities to extend their household and personal business tasks. Data frameworks can be utilized to set up relations with various colleagues. Data framework is additionally a urgent piece of the development methodology of an association. The open advancement is the procedure where an association can connect with and team up with its accomplices in the development procedure. A few driving organizations, for example, Google and Microsoft are utilizing data framework system to encourage development inside the association. Data framework help in collective choice creation process as all the partners are associated through a typical stage (Cassidy, 2016). It is broadly realized that gatherings settle on preferable choices over people and the data framework aid it. It is likewise significant in forcing cutoff times to task and urging or inspiring individuals to buckle down. Amazon is another association has the best web based business plan of action. The organization has created fast item advancement and market-reaction plan of action. Amazon has been fruitful to wander into various business territories and handle various sorts of clients without bringing down item quality. The association learning and information the board are additionally a significant piece of the IT procedure of an association. Without successful and nonstop learning, it is hard to adjust to the market changes. Difficulties in the Implementation of Information Systems Strategy There are a few difficulties, which are should have been tended to during the execution of Information System in Coles. The data framework needs to distinguish all the necessities and issues in data the executives. It is basic to convince the top administration, the significance of data framework. When the arrangement is created, the top administration must support of the proposed framework. The administrators should design the framework altogether by deciding the time and the time and spending plan required by the framework. Another test is to adjust the data system to the business methodology (Galliers, Leidner, 2014). There are a few difficulties, for example, inward correspondence channels, powerless administration at the top generally level and the connection with the senior administrators, which can be sorted as administrative difficulties in the framework usage. The human asset issue is an essential test to the business associations. There is a test to draw in the workforce with the client instruction with the new innovation. The associations likewise think that its hard to select fitting staff individuals, utilize specialists who can achieve the data innovation exercises. The specialists must have the option to distinguish the ways, which can address the client needs and requests. The more seasoned representatives show absence of premium and reluctance to learn new innovations (Pearlson, Saunders Galletta, 2016). Aside from it, specialized difficulties are basic in the product and equipment parts of Information Technology framework execution. There are sure media transmission issues additionally which may be seen as an obstruction. In large organizations, the movement from old programming to new programming or redesigning the past ones is likewise an issue. Data System Failures and Recommendations At present, an enormous number of organizations neglect to actualize a fruitful Information System. The significant explanation of the disappointment is that the association surpasses its financial plan or time window. In this way, so as to direct a fruitful execution, the association ought to comprehend the idea of the key change required, which can be related to the assistance of progress or disappointment model. The disappointment of the framework is set apart by the consistent dissatisfaction of the clients with the framework. The client obstruction additionally blocks the acknowledgment of the framework by the expected clients (Jarzabkowski Paul Spee, 2009). There is plausibility that the clients may continually assault the framework stamping it as unusable or inadequate with the end goal of the framework. Coles can follow following methodologies to adjust its data framework techniques with the objectives of the association. The insufficient managem

Multinational Corporation (Mnc) or Multinational Enterprise (Mne)

Aâ multinational corporation (MNC) orâ multinational enterprise (MNE)[1] is aâ corporationâ enterprise that managesâ productionâ or deliversservicesâ in more than one nation. It can likewise be alluded to as anâ international company. The International Labor Organization (ILO) has defined[citation needed]â an MNC as a company that has its administration central command in one nation, known as theâ home nation, and works in a few different nations, known asâ host nations. Some worldwide partnerships are large, with financial plans that surpass some nations'â gross local products (GDPs). Worldwide partnerships can have an incredible impact in neighborhood economies, and even theâ world economy, and assume a significant job inâ international relationsâ andâ globalization. Apple Inc. formerly Apple Computer, Inc. is an Americanâ multinational corporationâ that structures and sellsâ consumer electronics,â computer programming, andâ personal PCs. The organization's most popular equipment items are the Macintosh line of PCs, the iPod, the iPhone and the iPad. Its product incorporates the Mac OS Xâ operating framework; the iTunes media program; the iLife suite of mixed media and imagination programming; the iWork suite of efficiency software; Aperture, an expert photography package; Final Cut Studio, a set-up of expert sound and film-industry programming products; Logic Studio, a set-up of music creation apparatuses; the Safari web program; and iOS, a versatile working framework. Starting at July 2011, Apple has 357â retail storesâ in ten nations, and anâ online store. It has been theâ largest traded on an open market organization on the planet by advertise capitalization,[7][8]â swapping spots with ExxonMobil, and the biggest innovation organization on the planet by income and benefit. [9] As of September 24, 2011, the organization had 60,400 lasting full-time workers and 2,900 transitory full-time representatives around the world; its overall yearly deals totalled $65. 23 billion, developing to $108. 249 billion out of 2011. Fortuneâ magazine named Apple the most appreciated organization in the United States in 2008, and on the planet from 2008 to 2011. 10][11][12][13] However, the organization has receivedâ widespread criticismâ for its temporary workers' work, and for its natural and strategic policies. [14][15] Established on April 1, 1976 in Cupertino, California, and joined January 3, 1977,[16]â the organization was named Apple Computer, Inc. for its initial 30 years. The word â€Å"Computer† was expelled from its name o n January 9, 2007,[17]â as its customary spotlight on PCs moved towardsâ consumer hardware. [18] 1976â€1980: The early years Mac was built up on April 1, 1976 by Steve Jobs, Steve Wozniak, and Ronald Wayne,[1]â to sell the Apple Iâ personal PC pack. They were hand-worked by Wozniak[19][20]â and first appeared to people in general at the Homebrew Computer Club. [21] The Apple I was sold as a motherboard (with CPU,RAM, and fundamental literary video chips)â€less than what is today viewed as a total PC. [22] The Apple I went at a bargain in July 1976 and was showcase evaluated at $666. 66 Apple was fused January 3, 1977[16]â without Wayne, who sold a lot of the organization back to Jobs and Wozniak for $800. Multi-millionaire Mike Markkulaâ provided fundamental business ability and financing of $250,000 during the joining of Apple. [ By the finish of the 1970s, Apple had a staff of PC creators and a creation line. The organization presented the evil fated Apple III in May 1980 trying to contend with IBM and Microsoft in the business and corporate registering market. [35] Jobs and a few Apple workers including Jef Raskin visited Xerox PARC in December 1979 to see the Xerox Alto. Xerox allowed Apple engineers three days of access to the PARC offices as a byproduct of the alternative to purchase 100,000 offers (800,000 split-balanced portions) of Apple at the pre-IPO cost of $10 an offer. [36] Jobs was quickly persuaded that every single future PC would utilize a graphical UI (GUI), and advancement of a GUI started for the Apple Lisa. [37] When Apple opened up to the world, it produced more capital than any IPO since Ford Motor Companyâ in 1956 and in a flash made progressively tycoons (around 300) than any organization ever. In 1984, Apple next propelled the Macintosh. Its introduction was declared by the now well known $1. 5 milliontelevision business â€Å"1984†. It was coordinated by Ridley Scott, disclosed during the second from last quarter of Super Bowl XVIIIon January 22, 1984,[39]â and is currently viewed as a turning point for Apple's success[40]â and a â€Å"masterpiece†. [41][42] In 1985 a force battle created among Jobs and CEO John Sculley, who had been employed two years sooner. [45] The Apple top managerial staff trained Sculley to â€Å"contain† Jobs and breaking point his capacity to dispatch costly raids into untested items. Employments left Apple and founded NeXT Inc. that year. [46] 1986â€1993: Rise and fall Having taken in a few excruciating exercises in the wake of presenting the bulky Macintosh Portableâ in 1989, Apple presented the PowerBook in 1991. The Macintosh Portable was intended to be similarly as incredible as a work area Macintosh, however gauged 7. 5 kilograms (17â lb) with a 12-hour battery life. That year, Apple introduced System 7, a significant move up to the working framework, which added shading to the interface and presented new systems administration abilities. It remained the building premise for Mac OS until 2001. During this time Apple tried different things with various other bombed purchaser focused on items includingâ digital cameras,â portable CD sound players,â speakers,â video comforts, and TV apparatuses. Gigantic assets were additionally put resources into the issue plagued Newton divisionbased on John Sculley's unreasonable market figures. [citation needed] Ultimately, the entirety of this demonstrated short of what was expected for Apple as their piece of the overall industry and stock costs kept on sliding. [citation needed] 1994â€1997: Attempts at reevaluation In 1996, Michael Spindler was supplanted by Gil Amelioâ as CEO. Gil Amelio rolled out numerous improvements at Apple, including broad cutbacks. [54] After different bombed endeavors to improve Mac OS, first with the Taligent project, afterwards with Copland and Gershwin, Amelio decided to purchase NeXT and its NeXTSTEP operating framework, taking Steve Jobs back to Apple as a counsel. [55] On July 9, 1997, Gil Amelio was removed by the governing body in the wake of supervising a three-year record-low stock cost and devastating monetary misfortunes. Occupations turned into the break CEO and started rebuilding the organization's product offering. 1998â€2005: Return to gainfulness On August 15, 1998, Apple presented another across the board PC suggestive of the Macintosh 128K: the iMac. The iMac configuration group was driven by Jonathan Ive, who might later plan the iPod and the iPhone. [59][60] The iMac highlighted current innovation and an interesting plan, and sold very nearly 800,000 units in its initial five months. [61] On May 19, 2001, Apple opened the first official Apple Retail Storesâ in Virginia and California. 69]Later on July 9 they purchased Spruce Technologies, a DVD authoringâ company. On October 23 of that year, Apple declared the iPod portable digital sound player, and began selling it on November 10. The item was amazingly successfulâ †more than 100 million units were sold inside six years. [70][71 2007â€2011: iPhone, iPod Touch and iPad Delivering his keynote discourse at the Macworld Expoâ on January 9, 2007, Jobs reported that Apple Computer, Inc. would starting there on be known as Apple Inc. since PCs were not, at this point the fundamental focal point of the organization, which had moved its accentuation to portable electronic gadgets. The occasion likewise observed the declaration of the iPhone and the Apple TV. [83] The following day, Apple shares hit $97. 80, an untouched high by then. In May, Apple's offer cost passed the $100 mark. [84] In October 2010, Apple shares hit an unequaled high, overshadowing $300. [98] Additionally, on October 20, Apple refreshed their MacBook Air laptop,iLife suite of uses, and unveiled Mac OS X Lion, the most recent portion inâ their Mac OS X working framework. 99] On January 6, 2011, the organization opened their Mac App Store, a computerized programming appropriation stage, like the current iOS App Store. [100] Apple was highlighted in the documentary Something Venturedâ which d ebuted in 2011. 2011â€present: Postâ€Steve Jobs time On January 17, 2011, Jobs reported in an inward Apple update that he would take another clinical time away, for an uncertain period, to permit him to concentrate on his wellbeing. Head working officer Tim Cookâ took up Jobs' everyday activities at Apple, in spite of the fact that Jobs would even now remain â€Å"involved in major key choices for the organization. [101] Apple turned into the most significant customer confronting brand on the planet. [102] On October 4, 2011, Apple declared the iPhone 4S, which incorporates an improved camera with 1080p video recording, a double center A5 chip fit for multiple times quicker designs than the A4, a â€Å"intelligent programming assistant† named Siri, and cloud-sourced information with iCloud. [110][111]One day later, on October 5, 2011, Apple declared that Jobs had kicked the bucket, denoting the finish of a time for Apple Inc. [ â€â€â€â€â€â€ â€â€â€â€â€â€â€â€â€â€- Culture Corporate Apple was one of a few profoundly effective organizations established in t

Parcc English Essay Samples Grade 9

Parcc English Essay Samples Grade 9Is it too much to ask of your English teachers to offer parcc English essay samples grade 9? It seems that the same teachers who are giving you so much advice on writing a story are not in a position to give you any help with essay. In other words, they are putting forth a huge effort, but the results are not going as well as we all wish them to be. It's time for us to do something about this.What exactly are part English essay samples grades 9? A student that needs some help with essay is someone who has a very basic knowledge of English and has no idea how to use good grammar. This is a fairly common scenario, and if we pay a little attention, we can help our students get a basic, yet comprehensive grasp of how to properly utilize the rules of grammar.Let's take a look at what we have learned so far. In the past, we learned that students that were new to writing should start off with a paper that was free from grammatical mistakes. However, these papers were marked according to rules of grammar and were graded based on their use of the rules. This approach really helped students become familiar with the proper way to present sentences and ideas in a way that they understood.Today, we have some parcc English essay samples grade 9 students that do not understand how to do this. They do not even know how to use an English dictionary, let alone any other type of reference materials. Instead, they rely on the experts, i.e. their English teachers.Now this leaves us with two options. One option is to help our students get rid of their reliance on the English language altogether. The other option is to make sure that they are taught how to use English correctly and that they are equipped with the knowledge needed to be able to write quality essays. We want to show them the advantages that this knowledge can give them.When we teach our students English, we give them a strong foundation. We teach them how to use correct grammar in ord er to be able to present their ideas in a manner that makes sense. Then we will make sure that they understand why this is important. They learn the fact that the English language is used to communicate with one another and that it is important to use the correct language in order to be able to do this. We don't just teach them grammar; we also teach them why we need to use this language and how important it is.Another benefit to having students that know English grammar is that they can communicate a great deal with one another. Not only can they communicate with each other, but they can also express themselves through writing. Many students will use a paper to relay thoughts and ideas to their English teachers. By having them use good grammar, students can convey the ideas that they have and then share their thoughts with their teacher. This creates a lot of benefits for both students and teachers.We want to show our students what we can do in order to help them become better writ ers and students of English. The best way to do this is by taking a couple of extra minutes to offer the correct level of support to our students. When we teach our students to use English correctly, we become part of the solution as well. We want our students to learn how to be professionals in the English language.

The Ever Changing Spirit Of Architecture - 1213 Words

Jules Romier Professor Wheeler April 30th 2015 Paper 2 The Ever-Changing Spirit of Architecture The Egyptians built the pyramids as vehicles for their great leaders and their most valuable possessions to travel to the afterlife. They even planned ahead by designing secret rooms and passageways to fool potential tomb robbers. The great pyramids are still standing to this day and serve as a small window into the ancient Egyptian civilization. For thousands of years, buildings have been made primarily in masonry construction with either vaulted ceilings or wooden beams. Masonry construction is cheap, strong, and the materials are widely available; it is the single best way to build a structure, at least until the industrial revolution in the late 18th century. The industrial revolution was the start of many changes to architecture as it was known at the time. The inventions of more powerful machines and stronger materials meant architecture could reach new heights, quite literally. During this time period, the first skyscrapers towered abov e the cities; the first large suspension bridges spanned the rivers and gorges. Using and observing these new inventions and methods, several very important architects have documented not only structural changes throughout architecture but also their own ideas on which direction to lead architecture. These architects lived during different eras from the industrial revolution to the mid twentieth century and are responsible for many of theShow MoreRelatedThe Concept Of Modern Design1483 Words   |  6 Pagesinterpreted in many ways, but in all, it strives to create a lasting form that will withstand generations. Throughout time architecture is not only shaped by the aesthetics of stylistic design but also the emotional impact a building can create. 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Indian Institute of Advanced Study – 2:30 pm - 4 pm Also called the Viceregal Lodge or the Rashtrapati Niwas, this IndoRead MoreTorii Essay2138 Words   |  9 PagesEvery visitor who has ever been to Japan must have seen a post and lintel structure that is commonly painted in black and red. The structure is called a Torii (é ³ ¥Ã¥ ±â€¦) (fig.1). It is a Japanese shrine gate that is usually found to be the entrance of or within a Shinto Temple. On a map of Japan, the icon of a Torii appears as the symbol of the location of a religious temple located. Just like a Torana in India, a PaiFang in China, and a Hongsalmun in Korea, people think Torii is just a gate to a templeRead MoreHinduism : A Cultural Performance And Drama1968 Words   |  8 Pagesis one island in Indonesia where the majority of the people are Hindu, Bali. Bali is not a huge island but it is one of the most tourist attraction spots in the country. 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My Personal Political Position - Free Essay Example

Sample details Pages: 3 Words: 770 Downloads: 5 Date added: 2019/08/12 Category Politics Essay Level High school Tags: Government Essay Did you like this example? Republican or Democratic Currently, I have been living in 4155 Pleasant Run Road, Texas which is considered as district 16. 1 According to the official website for the Texas Senate, Don Huffines represents district 16 in the Texas Senate who is from a republican party. Around 846,307 people are living in district 16. Don’t waste time! Our writers will create an original "My Personal Political Position" essay for you Create order 2 Among them, 7.2% are between 0 to 4 years, 17.1 % belongs to 5 to 17 years, 65.8% are between 18 to 64 years and around 9.8% are 65 and above years. 3 Similarly, most of the people are Anglo covering 48.3%, 11.8% are black people, 30% of them are Hispanic, 41.3% are mixed that is both black and white, and 10.4% are others in district 16. Talking about education, the population of 216,508 are enrolled in school and among them 56,872 are in college, graduate, or professional school. Moreover, 44.1% of them have bachelors degree or higher in district 16 and 15.3% have less than high school graduation. Similarly, 447,320 are the employed civilian population of age 16 and over in which 85% of them worked in private sector, 7.8% in government and 7.1% are self-employed. Only 0.9% of the population are involved in agriculture. Most of the population are involved in educational service and health care and social assistance and professional, scientific, management, administrative, and waste management which is 17.5% and 17.1% respectively. For the general election around 478,098 total population are registered for vote. As per the report of several district election, republican found to be taking over the election. But the current presidential election shows that 49.9% of the vote is in favor of democrat and 45.3% in republican. According to the survey, I have been categorized as liberal democrats. Everyone people have their own way of thinking and have own perspective on certain thing. I believe to be a supporter of democrats. Don Huffines who is the member from a republic party and a senate of district 16 has an intense passion for liberty and expanding conservative philosophy. The first issue I am against of is Immigration policy by the Trump administration. I strongly oppose the policy of abusing children making them apart form their parents. The tender age house for infants and small children and the zero tolerance policy of trump administration to immigrants is totally unfair to the immigrants. Similarly, the policy to no longer recognize asylum claims and ban on religious affiliation or country of origin for immigrants by Trump administration policy is not right decision which I strongly oppose. One can protect the border of country by treating asylum seeker humanely. Secondly, I strongly oppose the policy of right to keep and bear arms. The opponent party i.e. republican supports this term. But, keeping arms and carrying them freely can results different kinds of violence. A persons mood can change at any time and if he has a gun then he can do anything to anyone at any time. We can take the example of gunshot in Northlake Community College recently or the gun shot in other states where many people lost their lives because of one person. It can bring fear in people which affects the quality of life. As an international student, I find it scary which makes me to think twice to walk in the street alone during midnight. Third, the use of energy and environment in a rational way is the best way of reducing the global problem i.e. global warming. Republican believes in drilling, constructing new refineries which is good in this modern era for short term. But if we look for the long term, it will affect the living creatures and environment. So, I support the concept if democrats who believes in recycling and waste reducing by decreasing the use of natural resources and following the idea of reuse and recycle. Thus, as a liberal democrat, I agree with the beliefs of democrats regarding immigrants policies, right to bear arms and use of energy and environment wisely. As per the survey, I found myself as liberal democrats. A per my understanding, liberal democrats defines free, fair, and open society which try to maintain the balance in the society by removing poverty, discrimination and corruption. As per the survey, I found myself as an opportunity democrat which seems to be liberal with attitude. I have a liberal view in environment, immigration, and homosexuality issues. I believe in hard work which can take people ahead and makes them success. As per the survey, I have an involvement in the global markets. Works Cited Senator Don Huffines: 5 District 16, The Texas Senate, senate.texas.gov/member.php?d=16. Accessed 7 Oct. 2018. Republican Party of Texas, www.texasgop.org/wp-content/uploads/2016/01/PERM-PLATFORM.pdf. Accessed 7 Oct. 2018. Texas Democratic Party 20182020 Platform, Texas Democrats Platform, www.txdemocrats.org/our-party/texas-democratic-party-platform/. Accessed 7 Oct. 2018.

Place and Process for the Promotion of Nike Removable Massaging Insole Free Essays

In Nike Inc. ’s deliberation of where to physically position and place their new product of a sneaker with removable massaging insole, they can focus on making this product available at main flagship outlets and various retail stores across different cities among countries. Nike Inc. We will write a custom essay sample on Place and Process for the Promotion of Nike Removable Massaging Insole or any similar topic only for you Order Now can prioritize mainly the various, almost universally-situated retail outlets known as Nike Town, serving as Nike’s premier product outlet amongst district, states, and nations. Such massive and multi-leveled outlets hold the obvious purpose and reputation of holding a comprehensive merchandise and accessory list and availability. Mall retail stores could also provide the product, but only after great discernment and thought. Nike Inc. must learn to build and at the same time keep the anticipation and buzz for this insole technology. Being that the product is of innovative and break-through orientation, many from sport enthusiasts, athletic foot-wear collectors, and even avid Nike accessorized shoe aficionados themselves may have an already heightened anticipation. Nike Inc. hould identify and foresee the sales requirement enough to provide for the demand of the product but not to the unnecessary point of landing clutter inventory at the said profit nests for Nike’s sneaker insole technology sales and distribution channels. Availability should be kept and maintained at either par or above par but should not be overdone in terms of in-store stock supply. With all of these, Nike Inc. must keenly consider a sense of consistency among the availability of the product. In terms of development of a formidable promotion strategy for the pioneering technological feature found exclusively first in Nike footwear, Nike Inc. hould build a series of promotional business activities for better and over-all brand and product awareness that would affix the company specifically as a sports athletic brand committed in spearheading in-detail inventiveness among products for customer satisfaction. Thus, truly giving note-worthy distinction to the brand’s reputation, in terms of product quality, ingenious product ideas, execution and indeed also on product promotion, separate from other players of the athletic shoe market and industry. The selection of promotional tools for a consumer good such as athletic footwear is still rather traditional, but with an originally unique Nike attribute, an edge could be truly utilized, and the creative envelope can be pushed further for endorsement. However, the objectives of the promotion strategy must be concretely identified and should touch as many bases as possible in terms of reaching consumers. As Kotler explains, â€Å"For consumers, objectives include encouraging purchase of larger-sized units, building trial among non-users, and attracting switchers away from competitors’ brands† (Kotler et al. 2006, p. 620). A good and strong sales promotion strategy â€Å"would have short-run sales impact as well as long-run brand equity effects† (Kotler et al. , 2006, p. 620). Nike Inc. must choose the most fitting means, and with such a revolutionary product, a choice of effective methods can be done. Such activities can range from optimization of handing out fr ee trials at outlets for the customer to acquire firsthand experience on the new product. Since the product is the first of its kind, Nike Inc. ust encourage in-store promotions for these help communicate product benefits, in-person, to the customers. Moreover, ensuring product warranties entails confidence in the product and at the same time conveys a sense of accountability in customer relations. And, also realizing cross promotions and holding sponsorships, and building independent programs for events with evidently sporting and athletic themes are other options to be included as part of the sale promotion program. This is where resourcefulness and ingenuity can be stretched. Nike Inc. ust incorporate the value and indispensability of the product in the customers’ lives through a gathered experience via events. In addition, with a strong and justly experienced advertising expertise, Nike Inc. ’s product promotion could have greater impact. Such potent pair-up is confirmed by Kotler and associates as they mention that, â€Å"Sales promotion seems most effective when used together with advertising† (Kotler et al. , 2006, p. 622). In terms of an initial sales promotion schedule, Nike Inc. must capture interest and awareness from the beginning as the product is launched to the market. The series of promotional endeavors at introduction should be broadly well-built and wide-spreading yet calculated. In-store promotions should be consistent in every outlet where the product is available. From the product’s launch until its maturity, customers must be well-informed of Nike’s insole technology even as the promotions gradually change. For approximately four months as the product is introduced, Nike’s sales promotions will be simultaneous and at its strongest, reinforced by an ample advertising campaign and also a comprehensive public relation program implementation. How to cite Place and Process for the Promotion of Nike Removable Massaging Insole, Essays

Two Ways To Belong In America Essays -

Two Ways To Belong In America The topic that I choose is ?Two Ways to belong in America". My personal experiences with different culture and Bharati's relationship with her sister are very similar to my own; however I have different experiences in the marriage and feelings of belonging. Bharati and I have one obvious similarity, which is coming from a different culture outside United States. She was born and grew up in India. She came to the U.S. after she graduated from university of Calcutta. I was born and grew up in Egypt, and came to the U.S. after I graduated from University of Alexandria. In India the maim language is English because there are so many languages and the main custom in clothe is Sarie. In Egypt the main language is Arabic and the second language is English. The clothes are very much like here on the U.S. except in the holidays most people like to wear the traditional clothes. Bharati's observation on the relationship between sisters is similar to my own experiences. She states, ?Mira and I have stayed sisterly close by phone. In our regular Sunday morning conversations, we are unguardedly affectionate? (341). This is one of my main weaknesses. I have my sister who lives in Egypt and I always call her every two weeks. We talk about everything and anything. I like to know what is going on with her life and she likes to know what is going on with my life too. Although my experience in the way I got married is similar to Bharati, which is marrying the American way, my personal experience with marriage is different from the author's. She stayed happily married, maybe because she married a person who is on the same level of education as her. She said, ?I married a fellow student, an American of Canadian parentage? (341). For me I was not happily married and I am a single mother now. I think that is because I married a person who is different from me in so many ways. In the beginning I thought he was the one, but after marriage the wax melted and the real him appeared. One of the main problem I could not get over was how he left five kids behind him and not even an ounce of guilt in his consciousness. Another difference between the author's experience and my experience is the way of belonging. She said, ?I need to feel like a part of the community I have adopted ( as I tried to feel in Canada as well)? (342). Bharati and I differ, because I have been moving around so many times it is so hard for me to feel connected and then move again. This feeling started in Egypt and I have had hard time getting over it. Although I was born in Egypt, the authorities did not consider me as an Egyptian. So I had been always treated as an outsider even though I had obeyed all the rules, I had paid my taxes, and I loved my work and my neighbors. I loved my Egyptian friend that I made. Then I moved to Yemen and I lived there for 6 years. I really loved the people their, and my best friend but I always had been treated as a foreign person. I think that is why it is so hard for me to feel belong.

The Prohibiton Movement essays

The Prohibiton Movement essays The article that I have chosen to review discusses and explains the entire prohibition movement of the 1920s. It explains that the temperance movements were began when there was an idea that the consumption of alcohol was hazardous to peoples virtue. The early efforts of people to ban alcohol were only partially effective. They were able to help 23 of the 48 states at the time to adopt antisaloon laws, which closed saloons and prohibited the manufacture of any alcoholic beverage in the state. These events all led up to the growth of the idea of a national prohibition law. By 1919, the dry members (prohibition supporters) outnumbered the wet members (against prohibition) by more than two to one. Due to this, on Dec. 22, 1917, Congress submitted the 18th Amendment to the Constitution. By January 1919 ratification was complete, and the 18th Amendment was in place. It officially banned the manufacture, sale, or transportation of intoxicating liquors. By the time the law was in place it had a large following of support both popularly and in Congress. Congress passed the National Prohibition Act in order to enforce the 18th Amendment. It defined what an intoxicating liquor was, and also made concessions for certain personal uses of lighter liquors. However, Congress was never really willing to give much money towards enforcing the movement, and people blatantly disregarded the unstable law. Because of the inability for the law to uphold itself it remained more of an ideal than an actuality. Almost as soon as prohibition had set in, it was challenged by many groups of people. Some claimed that it led to a social disorder and decay which was exemplified by the raids, seizures, and searchings of the police. People claimed that this style of law enforcement was an encroachment upon the private lives of civilians. Some of ...

A Guide to the Government Link to Abortions

A Guide to the Government Link to Abortions One controversial issue surrounded by rumor and misinformation is that of government funding of abortion. In the U.S., do taxpayer dollars pay for abortions? To dispel the rumors, lets look at a  brief history of federal funding of abortion. It will help you understand why, for the past three decades, abortion has not been funded by the government. The History of Federally Funded Abortions Abortion was made legal in the United States by the Supreme Court decision Roe v. Wade in 1973. During the first three years of legalized abortion, Medicaid the government program that provides health care  to low-income pregnant women, children, the elderly, and the disabled covered the cost of terminating a pregnancy. However, in 1977 Congress passed the Hyde Amendment which put limitations on Medicaid coverage of abortion. This allowed it for Medicaid recipients only in the cases of rape, incest, or if the mothers life was physically endangered. Over the years, those two exceptions were eliminated. In 1979, abortions performed if a mothers life was endangered were no longer allowed. In 1981, abortions performed due to rape and/or incest were denied. As the Hyde Amendment must be passed by Congress annually, the pendulum of opinion over abortion coverage has swung back and forth very slightly over the years. In 1993, Congress permitted abortion coverage  for victims of rape and incest. In addition, the  current version of the Hyde Amendment also permits ​abortion for women  whose lives are endangered by their pregnancies. It Extends Beyond Medicaid The ban on federal funding for abortion affects more than low-income women. Abortion is not covered for women in the military, the  Peace Corps, federal prisons, and those who receive care from Indian Health Services. The Hyde Amendment also applies to coverage provided through the Affordable Care Act. The Future of the Hyde Amendment This issue came to life again in 2017. The House of Representatives passed a bill establishing the Hyde Amendment as a permanent fixture in federal law. A similar measure is up for consideration in the Senate. If this passes and is signed by the President, the Hyde Amendment will no longer be up for review on an annual basis, but be a perpetual law.

6-sigma Essay Example | Topics and Well Written Essays - 750 words

6-sigma - Essay Example The process is commonly utilised in the manufacturing processes in seeking to minimise variability of products and enhance the quality through improvement of the business processes. The six-sigma approach utilises various quality management methods like statistics in the development of quality improvement approaches within the manufacturing industry. The term remains synonymous to the manufacturing terms associated with the modelling of the manufacturing process through the utilisation of statistical processes. The process aims at ensuring products remains product free, which is essential in determining the effectiveness of the manufacturing process. The sigma level is commonly measured through the percentage of detect-free products. The sigma process included in the manufacturing process follows a definite sequence of activities aimed at achieving quantifiable production targets. Effective achievement of the targets becomes a measure of the efficacy achieved in the implementation of the sigma process of management. The fundamental purpose for the adoption of the six-sigma approach remains the reduction of variability in the products. The variability defined by the six-sigma approach remains based on the occurrence of defects upon the products. The number of defects detected upon the products becomes the quantifying element in establishing the effectiveness of the production improvement process (Montgomery and Woodall, p331). This results in the reduction of the defects to a level that the occurrence of failure or defects becomes almost impossible. The methodologies utilised in the improvement of the manufacturing process consist of five phases that based on the operations adopted by the organisation. The processes involved in the six sigma include the following elements Define – this can be e defined as the definition of the various attributes which are expected to be achieved through the implementation of the six sigma approach. This

Critical Analysis of the Movie Munich Essay Example | Topics and Well Written Essays - 1000 words

Critical Analysis of the Movie Munich - Essay Example "The Palestinians are never developed to the same extent. We get the impression that their resistance is irrational and unfounded; they've never faced the same psychic misery that Israeli Jews have" (Samuel. 2006). In this movie justice is as equally visceral as carnage where victims are blown to pieces by exploding television sets, dynamite in hotel beds and booby-trapped telephones, as if advancing the idea that violence begets violence. "His exhausting thriller tries to plant a white flag between Israel and Palestine by revisiting one of the ugliest dogfights in their toxic history" (Christopher. 2006). Operation Wrath of God although never been formally acknowledged by Israel, is immaculately presented in this film with an expert use of considerable skills to create an alarming sense of authenticity. The details are so specific: the trendy flared trousers, the grainy film stock, even the way the poodles are shaved in Paris. While there are many other film critiques who marvels at the magnificence of the plot along with the timely twists and irony, to me this movie simply speaks about terrorism, being the central theme further expounded into several areas of justifications. A resounding justification that terrorism and the acts that goes along with it, is a solution and at the same time a problem similar to the purported notion on an eye for an eye. Terrorism and hostage taking traces its roots back during early civilization. There are numerous references to abduction throughout Greek mythology. In medieval times hostages were taken for money or a guaranteed safe passage through a country. In the U.S., Indians on the western frontier terrorized settlers to frighten them away. Throughout the twentieth century, up until the 1970's various terrorist acts were committed, yet they were not as big a problem as they are today. The new age of terrorism dawned at 4:30 in the morning of September 5, 1972, the members of the Israeli delegation awoke in their quarters in the Olympic village to the desperate cries of wrestling referee Joseph Gottfreund. Eight Arab commandos (from the Palestinian terrorist organization Black September) broke into the Olympic compound in Munich. In an attempt to create time for an escape, Joseph Gottfreund tried to block off the door to the quarters in order to stall the intruders. He told his colleagues to le ave the premises. The terrorist shot and killed him immediately along with Yaakov Springer, the weightlifting referee. Those in the adjoining apartments who were not woken by the muffled cries were woken from the sounds of machine guns. The commandos then took nine others of the eighteen-member Israeli Olympic team hostage. They then settled into the compound for a siege. The terrorists imprisoned and tied up the athletes and their coaches inside the apartments. They were moved into one of the delegates' room where they were guarded by eight of the terrorists. Their weapons included sub-machine guns, pistols and grenades. Moshe Weinberg, a wrestling referee, and Joseph Romano, a weightlifter, were killed during an effort to free themselves from the terrorists. History proved that the issues between the Israelis

Social Networks among Teachers

Social Networks among Teachers CHAPTER 1 The Social Fabric of Elementary School Teams: How Network Content Shapes Social Networks [1] ABSTRACT Background. Social networks among teachers are receiving increased attention as a vehicle to support the implementation of educational innovations, foster teacher development, and ultimately, improve school achievement. While researchers are currently studying a variety of teacher network types for their impact on educational policy implementation and practice, knowledge on how various types of networks are interrelated is limited. Moreover, studies that examine the dimensionality that may underlie various types of social networks in schools are scarce. Purpose. The goal of this chapter was to increase our understanding of how network content shapes social network structure in elementary school teams. The study examines the extent to which various work-related (instrumental) and personal (expressive) social networks among educators are related. In addition, we explore a typology of social networks in schools and investigate whether the common distinction between instrumental and expressive social networks could be validated in the context of elementary school teams. Method. Social network data were collected among 775 educators from 53 elementary schools in a large educational system in the Netherlands. The interrelatedness of seven social networks was assessed using the Quadratic Assignment Procedure (QAP) correlations. Multidimensional Scaling (MDS) was used to discern underlying dimensions that may explain the observed similarities. Finally, we describe and visualize the seven networks in an exemplary sample school. Conclusions. Findings suggest small to moderate similarity between the social networks under study. Results support the distinction between instrumental and expressive networks in school teams and suggest a second dimension of mutual in(ter)dependence to explain differences in social relationships between educators. The social fabric of elementary school teams; How network content shapes social networks INTRODUCTION The rapidly growing interest in social networks can be characterized as one of the major trends in social science research. According to scientific databases (ERIC, Picarta, and Web of Science), the number of publications in social sciences using the word ‘social network(s) in the title, keywords, or abstract, has increased exponentially over the last two decades (Borgatti Foster, 2003) (see 1). Evidence of this trend in education is exhibited by an increasing number of articles focusing on the intersection of social networks and education in a growing variety of settings and areas of emphasis. The thesis that ‘relationships matter is currently inspiring educational researchers around the world to study social networks in school teams (Daly, in press; Daly Finnigan, 2009; Daly et al., in press; McCormick, Fox, Carmichael, Procter, in press; Penuel, Riel, Krause, Frank, 2009) (see also 1). An important prerequisite for gaining insights in the potential of social networ ks for schools is the emergence of social network studies that provide a deepened understanding of the structure and content of teachers professional relationships (Coburn Russell, 2008). Social network scholars emphasize that social networks are shaped by the content or purpose of the social resources that are exchanged in the network (Burt, 1992; Coleman, 1990; Lin, 2001; Putnam, 2000; Scott, 2000; Wasserman Faust, 1997). Studies suggest that the distribution of resources in a network may depend on the content of the network (Haines Hurlbert, 1992; Raider Burt, 1996). For instance, a social network that is maintained for the purpose of exchanging work related knowledge and expertise may look significantly different from a social network that is created for personal support. Even though both social networks contain social resources that may be accessed and leveraged, both networks may be shaped quite differently. Several scholars have therefore voiced the need to examine multiple relationships simultaneously (Friedkin, 2004; Ibarra Andrews, 1993; McPherson, Smith-Lovin, Cook, 2001; Mehra, Kilduff, Brass, 1998; Monge Contractor, 2003; Pustejovsky Spillane, 200 9; Wasserman Faust, 1997). Yet, few studies have been conducted into the ways in which social networks are shaped differently depending on the content of their ties (Hite, Williams, Baugh, 2005; Moolenaar, Daly, Sleegers, in press). The goal of this chapter is to examine the extent to which multiple social networks among educators are shaped differently depending on their content. We will address this goal by exploring the similarity between multiple social networks in school teams and working towards a typology of social networks in school teams according to underlying dimensions. Our enquiry is guided by social network theory and the social network concept of ‘network multiplexity. In short, network multiplexity is concerned with the ‘overlap between social networks that transfer different content among the same individuals. With this chapter, we aim to contribute to recent knowledge on the nature of social networks in school teams by comparing and contrasting different networks (e.g., friendship, advice) in 53 Dutch elementary schools located in a single district. We will start with an overview of social network theory and network multiplexity as these provide the conceptual background to the stud y. THEORETICAL FRAMEWORK Social network theory A growing body of educational research points to the potential of social networks to affect teachers instructional practice, and ultimately, benefit student achievement (Coburn Russell, 2008; Daly et al., in press; Penuel, Frank, Krause, 2007; Penuel Riel, 2007). Building on social network theory, these studies examine the extent to which the pattern of relationships among teachers and the exchange of resources within these relationships may support or constrain school functioning and improvement. An important feature of social network theory is the focus on both the individual actors and the social relationships linking them (Wasserman Galaskiewicz, 1994). Through social interaction among educators, social relationships develop into a patchwork of ties that knit the social fabric of school teams (Field, 2003; Putnam, 2000). Social network theory argues that the quality and denseness of this social fabric eventually determines the speed, direction and flow of resources through a social network (Burt, 1992). In turn, it is through the flow and use of social resources that collective action may be facilitated and organizational goals may be achieved (Lin, 2001; Lochner, Kawachi, Kennedy, 1999). For instance, strong social relationships are suggested to facilitate joint problem solving, lower transaction costs, and support the exchange of complex, tacit knowledge among network members (Hansen, 1999; Putnam, 1993; Uzzi, 1997). Studies into social networks among educators have focused on various types of social networks that connect teachers within and between schools, such as discussion about curricular issues (content, teaching materials, planning), communication around reform, seeking advice, and friendship among teachers (Coburn Russell, 2008; Cole Weinbaum, 2007; Daly Finnigan, 2009, Hite, Williams, Baugh, 2005; Pustejovsky Spillane, 2009). While some studies focus on a single relationship (Coburn Russell, 2008), others include and contrast multiple relationships (Cole Weinbaum, 2007; Pustejovsky Spillane, 2009), although not for the purpose of explicating their similarities or differences per se. Therefore, what is less clear is whether educators social networks are shaped by the content that defines their ties (Hite, Williams, Hilton, Baugh, 2006; Podolny Baron, 1997). Insights in the way network content shapes collegial relationships is important for understanding the extent to which teach ers professional relationships may affect educational practice. As Little (1990) marks: ‘It is precisely such â€Å"content† that renders teachers collegial affinities consequential for pupils. This insight can be provided by investigating network multiplexity and exploring a typology of social networks in school teams. Network multiplexity In social network terms, multiplex relationships are relationships that serve multiple interests or are characterized by a multiplicity of purposes (Gluckman, 1955, 1965). In other words, multiplexity focuses on the extent to which there is overlap between different social relationships, for instance advice and friendship. Many studies focus on multiplex exchanges within a single relationship, for instance, whether a relationship between two individuals is characterized by the exchange of both work related advice and friendship (De Klepper, Van de Bunt, Groenewegen, 2007; Hansen, Mors, Lovas, 2005; Hite et al., 2006; Hite, Williams, Baugh, 2005, Koehly Pattison, 2005; Lazega Pattison, 1999; Lomi, 2002). Less attention has been paid to the issue of multiplexity in regard to whole networks. To advance social network theory in this direction, this chapter therefore focuses on multiplexity of whole networks. Meaning, we will examine the overlap between whole networks among the same s et of individuals that are characterized by a multiplicity of purposes. Multiplex relationships that serve multiple purposes are suggested to be stronger than relationships that only serve a single purpose, and individuals who are connected through multiplex networks will have greater success in accessing and mobilizing resources (Kapferer, 1969; Doreian, 1974). Multiplex, or multi-dimensional social networks have been studied outside education to validate name generator questions (Ruan, 1998), to examine the pattern of relationships among lawyers (Lazega Pattison, 1999), to differentiate between different types of support networks (Bernard et al., 1990) and advice networks (Cross, Borgatti, Parker, 2001). Yet, knowledge on the extent to which social networks in school teams can be differentiated is scarce. Towards a typology of social networks in school teams Teacher-to-teacher exchange can be captured by a variety of references that all refer to some form of collegiality (Little, 1990; Rosenholtz, 1989), such as sharing, giving advice, discussing work, and collaborating. Little (1990) argues that these exchanges are not just a straightforward collection of activities, but rather ‘phenomenologically discrete forms that vary from one another in the degree to which they induce mutual obligation, expose the work of each person to the scrutiny of others, and call for, tolerate, or reward initiative in matters of curriculum and instruction (p. 512). Little (1990) places various collegial forms on a dimension of mutual interdependence, with storytelling as an example of collegiality that entails low mutual interdependence, and joint work as an example of collegiality that involves high interdependence. She poses that a shift on this dimension toward increased interdependence relates to changes in the frequency and intensity of teachers in teractions and the likelihood of mutual influence. Moreover, increased interdependence poses rising demands for collective autonomy and teacher-to-teacher initiative (Little, 1990). While this dimension of mutual interdependence could serve as a valuable guide in typifying various forms of social relationships in school teams, it has not yet received much empirical attention. Given the popularity of social network studies in education, the question in which forms the amorphous concept of ‘collegiality permeates teachers daily practice is more relevant than ever before. Another useful dimensionality of social relationships that has become common practice in social network research is the distinction between instrumental and expressive relationships (Ibarra, 1993, 1995). These distinct relationships are believed to provide different kinds of support and transfer unique knowledge and information (Erickson, 1988). Instrumental relationships encompass social interactions that are ultimately aimed at achieving organizational goals, such as work related advice or collaboration. Instrumental ties are believed to be ‘weak ties through which work related information and knowledge is exchanged between experts and people who seek information (Granovetter, 1973). Expressive relationships are formed through social interaction that is not directly aimed at work related issues, that often places the individuals interest above that of the organization (Burt, 1997), and that is mostly characterized by an affective component, such as personal support and friend ship. In general, expressive ties are believed to be stronger, more durable and trustworthy, and offer greater potential to exert social influence (Granovetter, 1973; Ibarra, 1993; Marsden, 1988; Uzzi, 1997). Increased understanding of a typology of social networks in school teams is indicated as social network studies often examine various types of networks without specifically addressing differences between the social networks under investigation[2]. By exploring multiple social networks this chapter not only aims to deepen our insights in the social fabric of school teams, but also addresses the validity of the common instrumental-expressive distinction in the context of education. The boundaries between instrumental and expressive relationships are fuzzy and often tend to overlap (Borgatti Foster, 2003). In addition, recent research has suggested that one type of relationship can in part determine or reinforce another type of relationship (Casciaro Lobo, 2005). Since a systematic investigation of multiple networks in school teams is missing, this chapter is one of the earliest to explore a typology of social networks in school teams. In addition to advancing social network theory, t he study thereby offers a unique insight in the social fabric of Dutch elementary schools. METHOD Context We conducted a survey study at 53 elementary schools in south of The Netherlands. The schools resided under a single district board that provided the schools with IT, financial, and administrative support. The schools participated in the study as part of a district-wide school improvement program focused on school monitoring and teacher development. The 53 sample schools were located in rural as well as urban areas and served a student population ranging from 53 to 545 students in the age of 4 to 13. While the schools differed slightly regarding students SES and ethnicity, the schools student population can be considered as rather homogeneous in comparison to the Dutch average. Sample All principals and teachers were asked to participate in the survey study. A total of 51 principals and 775 teachers responded to this call, reflecting a return rate of 96.8 %. Of the sample, 72.9 % was female and 52.5 % worked full-time (32 hours or more). The age of educators in the sample ranged from 21 to 63 (M = 45.7, sd = 10.7). Additional sample characteristics are included Table 1 and 2. Instruments Social networks. To discern common types of interaction among teachers in elementary education, we interviewed seventeen elementary school teachers, two principals and one coach[3] who volunteered in reaction to a canvas call among the personal social network contacts of the principal researcher. We asked the educators to describe a regular work week and give examples of the types of social interaction they had with their colleagues. The hour-long interviews were audio-recorded and conducted using a semi-structured interview guide (Patton, Table 1. Sample demographics of schools and educators (N = 53, n = 775) Individual level Gender Male 210 (27.1 %) Female 565 (72.9 %) Working hours Part time (less than 32 hours) 368 (47.5 %) Full time (32 hours or more) 407 (52.5 %) Experience 1-3 years 152 (19.6 %) at school 4-10 years 256 (33.0 %) > 11 years 367 (47.4 %) Grade level[4] Lower grade (K 2) 353 (45.4 %) Upper grade (3 6) 422 (54.5 %) School level Team experience 6 months to 2 years More than 2 years 20 (37.8 %) 33 (62.2 %) Table 2. Sample demographics of schools and educators (N = 53, n = 775) N Min. Max. M Sd Individual level Age 775 21 63 45.7 10.7 School level Gender ratio[5] 53 57.0 100.0 76.8 10.7 Average age 53 35.4 52.8 45.3 3.7 Number of students 53 53 545 213 116.6 Team size 53 6 31 14.8 6.8 Socio-economic status (SES) [6] 53 0.4 47.3 7.9 9.5 1990; Spradley, 1980). We analyzed the interview data using a constant comparative analysis method (Boeije, 2002; Glaser Strauss, 1967). We compared perspectives of educators with different formal roles and at different grade levels, grouped different forms of social interaction mentioned by the educators, and checked and rechecked emerging types of social interaction (Miles Huberman, 1994). From this preliminary analysis, we deduced seven social networks that capture the forms of social interaction as described by the interviewed educators. As a member-check procedure (Miles Huberman, 1994), these social networks were then shared with a new group of educators. This group comprised eleven principals and six teachers who formed a pilot sample to establish face validity of the social network questions. Based on their comments, slight adjustments were made that resulted in the final questions to assess social networks of educators in elementary school teams (see Table 3). We include discussing work as social interaction concerning the discussion of work related issues. The nature of teaching requires the accumulation, transfer and exchange of ideas, experiences, expertise, and knowledge, all which can be shared through the discussing of work with colleagues (Monge Contractor, 2003). Discussing work can be regarded a general form of resource exchange related to work and can pertain to various topics, such as instruction, planning, or use of teaching materials. Collaboration refers to joint work among educators who are collectively responsible for the product of collaboration, and as such, collaborative relationships address collective action among teachers (Little, 1990). Interaction through collaboration may offer valuable opportunities for the exchange of knowledge and ideas, and the alignment of shared goals and expectations. Given the nature of schools as ‘loosely coupled systems (Weick, 1976) and the relative autonomy that teachers have in their classrooms (Lortie, 2002), collaboration in Dutch elementary schools often follows formal task hierarchy and is prescribed by formal roles, such as coaches or social support specialists. However, collaboration may also be voluntary, such as participating in a committee for a specific event. Asking for advice is of interest to the study of teacher networks since receiving advice may be part of ongoing teacher development and may facilitate the adoption and implementation of reform and innovation in schools (Moolenaar, Daly Sleegers, in press). Asking for advice addresses the issue of ‘who seeks out whom for work-related advice and thereby, in contrast to the previous types of instrumental interaction, implies an interdependence of knowledge, expertise, or information between the advice-seeker and the advice-giver. For the advice-giver, advice relationships are a powerful tool to gain social control as they convey information and disclose vulnerability and risk-taking on the part of the advice-seeker. Research has indicated than advice-seekers often seek advice from people with a higher status than the advice-seeker (Blau, 1964; Lazega Van Duijn, 1997). Table 3. The seven social network questions to assess social networks in Dutch elementary school teams Social network questions (in Dutch) Met welke collegas kunt u goed over uw werk praten? Met welke collegas werkt u het liefst samen? Aan welke collegas vraagt u meestal advies over uw werk? Met welke collegas brengt u graag pauzes door? Met welke collegas heeft u wel eens meer persoonlijke gesprekken? Met welke collegas spreekt u wel eens buiten het werk? Welke collegas beschouwt u als vrienden? English equivalent of the original Dutch question Whom do you turn to in order to discuss your work? With whom do you like to collaborate the most? Whom do you go to for work related advice? With whom do you like to spend your breaks? Whom do you go to for guidance on more personal matters? Who do you sometimes speak outside work? Who do you regard as a friend? Network Discussing work Collaboration Asking advice Spending breaks Personal guidance Contact outside work Friendship The interviewed educators mentioned spending breaks as another important form of social interaction. During breaks, teachers may exchange many types of resources, both work related and personal. Relationships based on spending breaks may be seen as mostly expressive since, according to the interviewed educators, breaks imply ‘off the job moments in which teachers may discuss personal issues or social conversation more easily than during formal meetings. Another social relationship among educators involves going to a colleague for personal guidance and to discuss personal matters. This form of interaction explicitly addresses the informal, personal nature of relationships. A relationship around personal guidance and the discussion of personal matters implies a certain level of trust between the people involved in the relationship. Such a personal bond is believed to be more strong and durable than work related relationships such as work related collaborative exchange (Granovetter, 1973). Whereas ‘spending breaks and ‘personal guidance may be described as ‘friendly relationships, the next two relationships tap into interaction that more specifically addresses ‘friendship (Kurth, 1970). The next social relationship, according to the interviewed educators, entails having contact outside work. When teachers have frequent contact with one another outside school, this may indicate a relationship that is built on more personal grounds than work. Therefore, having contact outside work may be a good indicator of some sort of friendship or strong bond, even though both individuals may not define the relationship as a friendship relationship (Ibarra, 1992; Zagenczyk, Gibney, Murrell Boss, 2008). The final social relationship addresses friendship. Friendship is included in many social network studies as the prototypical expressive relationship (e.g., Cole Weinbaum, 2007; Lazega Pattison, 1999) as friendship expresses personal affect and social support (Gibbons, 2004). Individuals depend on friends for counseling and companionship (Krackhardt Stern, 1988), and friendship ties facilitate open and honest communication that may boost organizational change (Gibbons, 2004). These seven social network questions were included in a social network survey to assess social relationships among educators. Respondents were provided with a school specific appendix that contained the names of the school team members of their school, accompanied by a letter combination for each school team member (e.g., Mr. Jay Hoffer[7] = AB). They were asked to answer each social network question by writing down the letter combination(s) of the coworker(s) they would like to indicate as being a part of their social network as specified by the question. The number of colleagues a respondent could answer was unlimited. Data analysis Social network analysis. The data were examined using social network analysis. Social network analysis is a technique to systematically analyze patterns of relationships in order to understand how individual action is situated in structural configurations (Scott, 2000; Valente, 1995). We first constructed matrices for each network question for each school. The matrices were compiled following the same procedure, namely if educator i nominated educator j as an advice relationship, a 1 was entered in cell Xij. If educator i did not nominate educator j, a 0 was entered in cell Xij. This procedure resulted in an asymmetric matrix that summarized all directed relationships among the educators within a single school. To explore and describe the networks, several social network properties at both the individual and school level were calculated based on the matrices using software package Ucinet 6.0 (Borgatti, Everett, Freeman, 2002; Borgatti, Jones Everett 1998; Burt, 1983). Individual level properties include raw and normalized scores for out-degree and in-degree, and ego-reciprocity. Out-degree depicts the number of people nominated by the respondent, and can therefore be interpreted as a measure of individual activity. In-degree represents the number of people by whom the respondent was nominated, and can be read as a measure of individual popularity. The raw scores of in- and out-degree encompassed the actual number of educators that were named by the respondents. Because the average in-degree is the same as the average out-degree (each out-going relationship for one educator also implies an in-coming relationship for another educator), we only report the average in-/out-degree. The standard deviations of the out- and in-degrees reflect the variability among educators in the amount of out-going and in-coming relationships, and may thus be different for the out-degrees and in-degrees. For instance, educators may vary greatly in the number of relationships they indicate to have, but there may be less variability in the number of relationships that educators receive. The range of the average raw scores varies from 0 to 14.8 since this is the average team size of the sample schools. Besides these raw scores, we also report normalized scores for out-degree and in-degree to facilitate comparisons among schools with different team sizes . The normalized scores can be interpreted as the percentage of relationships of the whole network that an educator maintains. The normalized out- and in-degrees range from 0 (the educator has no relationships) to 100 (the educator has a relationship with all of his/her team members). Again, the average percentage of out-going relationships is the same as the average percentage of in-coming relationships. The standard deviations of the normalized out- and in-degrees mirror the variability among educators in the percentage of relationships that are sent (out-going) or received (in-coming). Ego-reciprocity is a measure of reciprocity at the individual level. Ego-reciprocity is calculated as the number of reciprocal relationships in which in educator is involved, divided by the total number of his/her relationships. Ego-reciprocity thus reflects the percentage of ties of an educator that is reciprocated. Ego-reciprocity ranges from 0 (none of the individuals relationships are reciprocated) to 100 (all of the individuals relationships are reciprocated). At the school level, we calculated the network measures of density, reciprocity, and centralization. Density represents the concentration of relationships in a social network, and is calculated by dividing the number of observed relationships by the total number of possible relationships in a given network. This means that the greater the proportion of social relationships between school staff members, the more dense the social network. The density of a schools network may range from 0 (there are no relationships in the school team) to 1 (all school team members have indicated to maintain a relationship with each other). The density of a network can be thought of as a measure of cohesion (Blau, 1977). A dense network is believed to be able to move resources more quickly than a network with fewer ties (Scott, 2000). Reciprocity captures the extent to which the relationships in a social network are reciprocal, and is calculated as the number of reciprocal relationships in a team, divided by the total possible number of reciprocal relationships. Higher levels of reciprocity have been associated with complex knowledge exchange and higher organizational performance (Kilduff Tsai, 2003). The reciprocity of a schools network may range from 0 (none of the relationships in the school team are reciprocated or mutual) to 1 (all of the relationships in the school team are reciprocated or mutual). In-centralization was included to examine the central tendency of the social networks. This measure assesses whether the relationships in a given network are evenly dispersed in a network, or whether the relationships are centralized around one (or a few) very central people, who receive many nominations. In-centralization is based on the variability of in-degrees within a given team. High in-centralization reflects a high variability in the school team between educators who are often nominated and educators who are seldom nominated. As such, centralization of a social network refers to the difference between one or a few highly central person(s) and other (more peripheral) people in the network. Centralization ranges from 0 (no variability all members of the network are chosen for advice as frequently) to 1 (maximum variability every educator in a network only nominates a single person in the network, while these educators themselves are not nominated at all). The more centralized the social network is, the more resources are disseminated by a single or a few influential people to the rest of the network. In contrast, relationships and resources in a decentralized social network are much more evenly shared among all school team members. Examining multiplexity To determine the similarity between the seven social networks within each school, we estimated a series of Quadratic Assignment Procedure (QAP) correlations in Ucinet (Borgatti, Everett, Freeman, 2002; Hanneman Riddle, 2005; Krackhardt, 1987). The QAP is a procedure to calculate correlations between social networks. When conducting social network research, statistical assumptions of independence are violated because relations between individuals are nested and embedded within the same network. Social network data are often interdependent, thus limiting the use of ‘conventional statistical techniques such as Pearson correlations. The QAP was designed as a variation on conventional correlational analyses for the use with social network data. The QAP follows a specific process. First, a Pearson correlation coefficient is calculated for two corresponding cells of two matrices that contain network data. Then, it randomly permutes the rows and columns of one of the matrices hundreds of times (each time computing a new correlation coefficient), and compares the proportion of times that these random correlations are larger than or equal to the original observed correlation. A low proportion (p

Closed Loop Motor Speed Control

INTRODUCTION 1. 1 In order to be able to build a closed loop controller, you need some mean of gaining information about the rotation of the shaft like the  number of revolutions executed per second, or even the precise angle of the shaft. This source of information about the shaft of the motor is called â€Å"feed-back† because it sends back information from the controlled actuator to the controller. 1. 2 METHODOLOGY: LASER BASED SPEED SENSOR The methodology of our project is shown in the block diagram in fig 1. 1 . LCD DISPLAY MOTOR DRIVER MOTOR INPUTS MCU MOTOR CONTROLLER Fig 1. 1: Block Diagram of DC Motor Speed Control 1.INPUTS: User defined or user desirable speed are fed to the MCU block or microcontrller through numerical keyboard. 2. MCU: The main controlling unit which takes as well as sends signal to control the speed of the motor and displays the speed as well. 3. MOTOR CONTROLLER: It takes the reference signal from MCU and convert it into required voltage. 4. MO TOR DRIVER: The required power to drive the motor will be fed by the motor driver. 5. MOTOR: The motor now runs at the desired speed as given. 6. LASER BASED SPEED SENSOR: Here laser speed sensor circuit is used to drive the speed of the motor and feeds the equivalent signal to the MCU. . LCD DISPLAY: Displays the obtained speed. 1. 3 CIRCUIT DIAGRAM: 1. 4 WORK PLAN: In this semester we are planning to design the optical tachometer and learn the basic operation of the microcontroller. START Doing some literature survey and studying the project Design the block diagram of the whole circuit Design the circuitry for each blocks Testing the hardware for the blocks Make changes to the circuitry. Is the hardware working properly NO Test the changes Integrating different block together YES Testing the assembled circuit Make some modification in the circuit Is the model working properly STOP Documentation NO YESFig 1. 4: Flowchart Showing the Methodology of the Project. 1. 7 CONCLUSION In t his project we learn about optical tachometer using microcontroller, its uses and advantages. We can implement this knowledge in further application of using microcontroller. Through this microcontroller we can arrange a pattern of speed. This can be easily done with microcontroller but through other technique it becomes difficult because using microcontroller we just have to change the software to change the speed. But in other technique the complete hardware has to be changed. The speed of the motor can be changed by using duty cycle. REFERENCE: 1] Peter Nawfel,†Laser Based Non Contact Speed Sensor Reduces Breaks On High Speed Unwind†,Paper Age,Nov/Dec 2003. [2] Priya Duggal,†Microcontroller Based Speed control of DC Motor Through RS-232 Interface With PC. †International Journal of Advances in Electronics Engineering. [3] Azim Fauza Bin Md khair,† The Motor Speed System Using Infrared System †,May 2008, http//www. google. com [4] R. Arulmozhiyal ,etal. ,† Space Vector Pulse Width Modulation Based Speed Control of Induction Motor using Fuzzy PI Controller†, International Journal of Computer and Electrical Engineering, Volume. 1, No. 1, April 2009. [5] Rohit Gupta,etal. †Thyristor Based Speed Control Techniques of DC Motor: A Comparative Analysis†,International Journal of Scientific and Research Publications, Volume 2, Issue 6, June 2012. [6] Atul Kumar Dewangan,etal. ,† PWM Based Automatic Closed Loop Speed Control of DC Motor†, International Journal of Engineering Trends and Technology,Volume 3,Issue 2,2012. [7] Ashok Kusagur,etal. ,† Modelling of Induction Motor & Control Of Speed Using Hybrid Controller Technology†, Journal of Theoretical and Applied Information Technology. [8] Sanjeev Kumar,etal. ,† Speed Control Of Separately Excited DC Motor Using Neuro Fuzzy Technique†,http//www. oogle. com,2009-2010. [9] Sarat Kumar Sahoo,etal. ,† Touch Screen based Sp eed Control of Single Phase Induction Motor†, International Journal of Engineering and Technology, Volume 2 (6), 2010, 392-396. [10] Sharanbasappa. B. Belamgi,etal. ,† Speed Control Of AC/DC Motor Using Single Phase Line-Interactive Power Supply†, World Journal of Science and Technology, 2011. [11] Amir Faizy,etal. ,† DC Motor Control Using Chopper†, http//www. google. com. [12] Hussein TH. Khamees,†Design and Implementation of speed control Induction Machine by Using Interface programming†, International Journal of Modern Engineering Research (IJMER), Vol. , Issue. 3, May-June 2012 pp-1334-1338. [13] M. V. Ramesh,etal. † Speed Control Of Brushless DC Motor By Using Fuzzy Logic PI Controller†, ARPN Journal of Engineering and Applied Sciences,Volume 6, NO. 9, September 2011. [14] Donato Pasquariello,etal. , â€Å"Remote-Touch: A Laser Input User–Display Interaction Technology†, JournalL of Display Technology, Volume 4, NO. 1, March 2008. [15] Mehdi Ghazavi Dozein,etal. , â€Å"Speed Control of DC Motor Using Different Optimization Techniques Based PID Controller†, Journal of Basic and Applied Scientific Research,2(7)6488-6494, 2012. [16] V. Bhaskar,etal. â€Å"GSM Based Motor Monitoring and Speed Control†, International Journal of Mechanical and Industrial Engineering (IJMIE), ISSN No. 2231 –6477, Volume-1, Issue-2, 2011. [17] G. Gurusamy,etal. ,† Design of Speed Controller for Speed Control of Converter Fed DC Motor Drive using Model Order Reduction Technique†, European Journal of Scientific Research, ISSN 1450-216X Vol. 76 No. 2 (2012), pp. 288-299. [18] Ahmed Rhif ,â€Å"Stabilizing Sliding Mode Control Design And Application For a DC Motor: Speed Control†, International Journal of Instrumentation and Control Systems (IJICS), Vol. 2, No. 1, January 2012. [19] M. Dechrit,etal. † Wheelchair Stabilizing by Controlling the Speed Control of its DC Mot or†, World Academy of Science, Engineering and Technology 58 2011. [20] R. P. Dhobale,etal. ,† FPGA Implementation of Three-Phase Induction Motor Speed Control Using Fuzzy Logic and Logic Based PWM Technique†, 1st International Conference on Recent Trends in Engineering & Technology, Mar-2012 Special Issue of International Journal of electronics, Communication & Soft Computing Science & Engineering, ISSN: 2277-9477. [21] â€Å"Internal Peripheral Of AVR MCUs†,Extreme Electronics. [22] â€Å"Pin Configuration of AT mega 16†, Extreme Electronics.

Njhs Essay Samples Reviews & Guide

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A Dolls House The Analysis of Nora and Her Case of...

In Henrik Ibesens play A Doll House, Nora Helmer struggles with telling her husband, Torvald Helmer, the truth about a loan she receives for them to go to Italy when he was sick. Consequently, when Torvald learns of the news he instantly insults Nora and declares that she has ruined [his] happiness (Ibesen 93). However, when Torvald tries to dismiss his insults after receiving a note that her contract was revoked, she does not accept his apologizes and decides to leave Torvald and her children to make sense of [her]self and everything around [her] (Ibesen 100). Her selfish decision to leave makes her a bad wife and mother, but she there are a few more characteristics that makes her a bad wife. The characteristics that Nora shows in†¦show more content†¦Unfortunately, there are two players to this game, and Nora decides to betray her husband and borrow money anyhow, not only to help her aide him during his illness, but also use it to an advantage: Years from now, when I†™m no longer pretty †¦ Then it might be useful to have something up my sleeve† (Ibesen 18). Fabienne Oguer states that Torvalds motivation to play Trust is that â€Å"he believes Nora would feel guilty if she betrayed his trust (Oguer 86). Unfortunately, it only makes her feel an obligation to be an individual, separate from martial control. Nora is motivated throughout the story to be according to her free, however, she does not only want to be free of the loan she is owning to Krogstad, she wants to be free from her father and husbands control. Throughout the story, Nora feels as if she has always been treated like a doll child first by her father and then by her husband and is never given the opportunity to evolve as an individual and become a woman who has the potential to be independent and forceful (Yuehua 83). The perfect example her attempt to fulfill her potential as a woman is when she first borrows the loan from Krogstad by forging her dying fathers signa ture. Although she knows her act is wrong and against the law, she still goes on with a naà ¯ve challenge to Krogstad during their encounter about the forged signatureShow MoreRelatedA Critics Opinion of a Dolls House1743 Words   |  7 PagesOpinion of A Doll’s House In Henrik Ibsen’s A Doll’s House many views could be seen from both sides of the gender world. Critics will argue about the true meaning of the story and why Ibsen wrote the story. The main points of the play that critics discuss are sexuality i.e. feminism, the wrong doing of the father figure, and spiritual revolution. I believe these critics are each right in their own way from my understanding of the play and their ideas about the play. Sexuality or, in the case of A Doll’sRead MoreAnalysis Of A Doll s House 1005 Words   |  5 PagesA Doll’s House is an iconic play focusing on the themes of respect and reputation, lies and deceit, men and masculinity, and women and femininity. It emphasizes physical aspects of women, while excluding influence on the men s appearance, giving insight into the time period. It shows how society judged others while presenting information about how reputation influenced relationships and marriage, leaving the audience pondering what would have happened to the Helmer family if Nora had been unattractiveRead MoreA Dolls House Feminism Essay1763 Words   |  8 Pagesfeminist issues without realizing it, such as Henrik Ibsen. 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