Statistical Process Control

Standard Operating Procedure for inline Q. A, using Statistical Process Control charts OBJECTIVE To remove or minimize, cost of poor quality. SCOPE This procedure is applicable for all kind of critical points for which variable charts are being made to know about the process stability. RESPONSIBILITY 1) Q. A. Manager Q. A. Manager is responsible for allotting the critical points in a particular product to in line Q. A. ’s. 2) A. Q. M. A. Q. M. is responsible for carrying out the SPC effectively in their given lines.He is also responsible to assist the in line QA’s in case of any difficulty. 3) In Line Q. A. ’s In line Q. A. ’s are responsible to fill the variable chart correctly and take appropriate actions required after depicting the charts. PROCEDURE ? One Variable chart is to be prepared against each critical point. ? Take 5 samples at random produced in a particular hour and start measuring critical points on each sample. ? Write down the measurement difference as per the size-measurement specification given on variable chart in the period of that hour. After the five pieces are inspected, find out the median and range of these five readings by the following method. o Arrange the data in ascending order and write down the third no. in the median array for that particular hour. o To calculate range note down the difference between the maximum reading and minimum reading of that particular hour. Write it down in the range array. ? Calculate Upper Control Limit and Lower Control Limit by using the following formula: o Calculate X Bar for previous days 8 hours reading by following formulaX1+X2+X3+X4+X5+X6+X7+X8 X = 8 Where X1 †¦.. X8 are the median readings for previous day 8 hour. o Calculate R for previous days 8 hours reading by following formula R1+R2+R3+R4+R5+R6+R7+R8 R= 8 Where R1 †¦.. R8 are the range readings for previous day 8 hour. o UCL and LCL for median chart will be calculated by the given formula: __ UCL = X +0. 691* R LCL = X-0. 691 * R o UCL and LCL for Range chart will be calculated by the given formula: UCL = 2. 14 * R LCL = 0 * R ? Now once limits of median chart as well as range chart are calculated start marking the points of median and range on the median and range graph respectively that to corresponding to that particular hour. ? If any point is found to lie outside the control limits, immediate action should be taken to bring the process in control. ? One point should be kept in mind that process should lie somewhere near central line. It means your process is stable and predictable.

Employment status Essay

Background of the Study Decades have marked the beginning of a fast changing world. Fast growing economies have rapidly increased the number of students attending college in recent years. Now the pool of unemployment graduates is rising to worrying levels. Of particular concern is the difficulty in finding a job due to the increasing demands of employers, growing competence of job seekers and the growth of the number of qualified job applicants. According to many accounts, graduates are finding it difficult to secure a job and those who find work is often too confined to wage positions. In 2014, the annual employment rate was estimated at 93.2 percent and the annual unemployment rate falls from 7.3 percent 6.8 percent as more people were employed in the services and industry sectors. The annual rate was based on the results of the quarterly Labor Force Survey (LFS) conducted in January, April, July and October of the year 2014. Education plays an important role in determining employment status of an individual. It is one of the investments that need to be recovered in due time. Historically, those who have made this investment have received substantial economic benefit. Moreover, education is an important factor that contributes to nation’s growth. Tertiary education gain from universities and colleges especially has its paramount roles in developing the society. Universities and colleges nowadays offer many courses for students that may suit their specializations and skills as individuals. In the Philippines, one university in the Ilocos Region aims to produce graduates of any courses who are competitive locally and globally. The Pangasinan State University operates in nine campuses producing thousands of competent graduates, many of whom excelled in various fields such as agriculture, education, health, engineering and fisheries to name a few. In the field of health, one of the courses offered in Pangasinan State  University Lingayen Campus is the Bachelor of Science in Nutrition and Dietetics program. The said course is designed to adequately equipped the students with the fundamental knowledge, attitudes and skills in food, nutrition, dietetics, management and allied fields in order to prepare them for entry level professional responsibilities in education, communication, food and nutrition, research, clinical dietetics, food service industries, wellness programs and public health/community nutrition. Moreover, the Nutrition and Dietetics education is responsive to Philippine society and takes into account its needs, resources and potentials. According to Bernal et.al in their research entitled â€Å"The Trend in the Employment Status of Bachelor of Science in Nutrition and Dietetics Graduates S.Y. 2001-2010: A Basis for Curriculum Development†, there was a decline in the number of employed graduates for batches 2001 to 2002. However, the trend rose from batches 2002 to 2006. After which, the trend declined again for batches 2006 to 2008 and at its peak in 2010. The results also showed that the nature of employment of most BSND graduates were not related to their course and most of them were not hired on a permanent status. The present study entitled â€Å"Employment Status of Bachelor of Science in Nutrition and Dietetics Graduates in Pangasinan State University, Lingayen Campus, S.Y 2010-2014† will provide feedback to the Nutrition and Dietetics and Livelihood Education Department regarding the performance of BS Nutrition and Dietetics graduates. Statement of the Problem This study will determine the employment status of the Bachelor of Science in Nutrition and Dietetics graduates of Pangasinan State University, Lingayen Campus, Lingayen, Pangasinan from batches 2010-2014. Specifically, it will seek to answer the following questions: 1. What is the profile of the Bachelor of Science in Nutrition and Dietetics graduates from the batches 2010-2014 in terms of the following: 1.1 Age; 1.2 Gender; 1.3 Civil status; 1.4 Year graduated; 1.5 Eligibility; and 1.6 Additional course(s) taken 2. What is the employment status of the BSND graduates 2.1Employed a.Type of employment b.Nature of employment c.Present monthly salary d.No. of month/ years before graduates were employed e.No. of institution/ agencies applied before finally employed 2.2 Self employed a. Kind of business b. Monthly income c. Year the business started 2.3 Unemployed a. No. of months/years of being unemployed 3. What are the problems encountered by BSND graduates in finding employment? 4. What recommendations can be proposed to help solve the problems of the BS ND graduates in terms of employment? Significance of the Study This study is significant to the following: Nutrition and Dietetics and Livelihood Education Department. This will help them determine the strength and weaknesses of the Nutrition and Dietetics program. It will also determine what specific areas should be focused in order to make the program more responsive towards the needs of the global market. For teachers, this will serve as a guide on how they will improve their skills, strategies and principles in teaching for more effective learning of the students. Incoming College Students. This study will help them decide on what course to take in college upon knowing the employment opportunities and status of the graduates of BS Nutrition and Dietetics. BS Nutrition and Dietetics Students. This will help them realize whether the knowledge and skills developed in the program would be useful to them in their future careers. It will also encourage them to appreciate and pursue the course that they ventured. Graduates of BS Nutrition and Dietetics. This  will provide them insights about the status of the employment of graduates of BS Nutrition and Dietetics. It will also inspire them to make initiatives on how to further enrich their knowledge and skills in the field to make them competitive in the global market. Scope and Delimitation of the Study This study will focus on the employment status of BS Nutrition and Dietetics graduates of Pangasinan State University, Lingayen Campus from batches 2010-2014. The respondents of the study will be limited to the BS Nutrition and Dietetics graduates of Pangasinan State University, Lingayen Campus of the years 2010-2014. It will not include the graduates from the other years and other universities and colleges offering the same program. Definitions of Terms To make the study more comprehensive, the following terms are hereby defined. Age. The amount of time during which a thing has existed  Bachelors Degree. Rank given by a college or university to one who has completed a prescribed course in the arts or sciences. Bachelor of Science in Nutrition and Dietetics. A four year course offered at Pangasinan State University, Lingayen Campus, Lingayen, Pangasinan. Civil Status. Refers to the standing and condition of the respondent’s whether single, married, separated, widowed or divorced. Eligibility. .It refers to whether the BSND graduates are board passers or not. Employment Status. Refers to the standing or condition of the graduates of BSND with regards to their employment. It includes whether they are employed, self-employed and unemployed. Employed. Refers to the graduates doing job for which they are paid a fixed wage or salary as means of livelihood. Self-Employed. One who make use of his skill to earn a living without aid of an employment. Unemployed. Refers to an individual who finished a Bachelor Degree of any of the private or public institutions and who has no permanent or stable job. Franchise. It is a business system in which private entrepreneurs purchase the rights to open and run a location of a larger company. Gender. Is the range of characteristics pertaining to, and differentiating between, masculinity and femininity. Graduates. A holder of an academic degree or diploma. Limited liability. It is where a person’s financial liability is limited to a fix sum, most commonly the value of a person’s investment in a company or partnership. Nature of Appointment. It refers to an individual who is employed whether they are permanent, temporary and casual. Casual. It is the nature of appointment of position wherein the worker is only given 1-6 months working duration. Permanent. It is the nature of appointment of position wherein the worker or employee has security of tenure. This applies to private or public office or school Temporary. It is the nature of appointment of position wherein the worker is given longer working duration but not yet a permanent appointment. Nature of Employment. This refers to the nature of employment of the graduates whether it is course related job or not course related. Course-Related. This refers to the jobs that are related to the finished degree course of the graduates. Not Course-Related. This refers to the jobs that are not related to the finished degree course of the graduates. Partnership. It is a single business where two or more people share ownership. Personal Profile. This pertains to age, gender and civil status of the graduates. Problem. It is any difficulties encountered in applying for an employment of BSND graduates. Pre-testing. It is the administration of data collection instrument with a small set of respondents to identify problems and to find possible solutions before the actual administration of data collection instrument with the actual total number of respondents. Unemployment Rate. It is a measure of the prevalence of unemployment and it is calculated as a percentage by dividing the number of unemployed individuals by all individuals currently in the labor force. Salary. It refers to the monetary taken from the respondents from their work or their living. High Income. It is the salary income above thirty thousand pesos. Low Income. It is the salary income below fifteen thousand pesos. Middle Income. It is the salary income between fifteen thousand pesos and thirty thousand pesos. Slovin’s formula. It allows a researcher to sample the population with a desired degree of accuracy. It gives the researcher an idea of how large his sample size needs to be to ensure a reasonable accuracy of results. Sole-proprietorship. It is a type of business entity that is owned and run by one natural person and in which there is no legal distinction between the owner and the business. Stratified random sampling. A method of sampling that involves the division of a  population into smaller groups known as strata. In stratified random sampling, the strata are formed based on members’ shared attributes or characteristics. A random sample from each stratum is taken in a number proportional to the stratum’s size when compared to the population. These subsets of the strata are then pooled to form a random sample.

Bang & Olufson Marketing Analysis

Bang Olufson Marketing Analysis The aim of this report is to critically assess the marketing strategies of â€Å"Bang & Olufsen† considering their business in United Kingdom. It comments on the B2B and B2C products in brief. The report comments on the following: The macro business environment Organisation’s Marketing Mix Organisation’s segmentation, targeting and positioning strategies. Based on the findings and observations, some recommendations are put forth at the end of the report. Company Background Bang & Olufsen manufactures a highly distinctive and exclusive range of televisions, music systems, loudspeakers, telephones, and multimedia products that combine technological excellence with emotional appeal. Founded in 1925, by â€Å"Peter Bang†Ãƒâ€šÃ‚  and  Ã¢â‚¬Å"Svend Olufsen† in Struer, Denmark, Bang & Olufsen a/s is world renowned for its distinctive range of quality audio, video and multimedia products that represent their vision: â€Å"Courage to consta ntly question the ordinary in search of surprising, long-lasting experiences†. Bang & Olufsen employs over 2,550 staff members and had a turnover of DKK 4,092 million (EUR 5486 million) in the 2007/2008 financial year. (Bang & Olufsen) The Macro Business Environment Most of the B&O products are manufactured in Denmark. Considering the business in UK, it has to understand the political, economic, socio-cultural and technological environment in UK. Since Denmark and UK are the members of European Union (EU), there are some advantages for the organisation. Political The European Union (EU) allows the free movement of goods and services between almost 500 million consumers in 27 EU member states. Due to this, import duty is not payable on goods sourced from Denmark, being one of the EU member states. (Business Link UK) There could be changes in the VAT and service taxation policies with the formation of new government. Economic The economic crisis and recession had affected the bu siness of B&O as people and businesses are more likely to hold on to their cash and not to spend it on high priced consumer goods. Due to the fall in share prices and real estate markets, the consumers of the high end products, like B&O, will be less likely to spend as earlier. Another economic factor faced by the B&O is currency exchange rates. As large part of the products produced in Denmark and with the Danish Krone (DKK) pegged to Euro, devaluation of GBP to the Euro has affected sales in UK which is one of the largest markets of the company. Socio-cultural B&O has adopted the philosophy of Danish Design, which is renowned for its high class design and quality. The products of this class are considered as status symbols and products of pride. Technological Competitors like Bose, Loewe who are also known for their design, quality with the high prices are coming up with new products with the same functionalities as B&O with equal or slightly lower prices. Due to the advancements in the technology, components are getting cheaper which may help companies like Sony, Samsung etc. with range of products in various qualities, targeting customers spanning across price conscious segments to quality focused segments. Legal The company has to ensure the protection of the trademarks of the brand. The logos and other trademarks should be registered in UK.

Advances in Transportation SLP Research Paper Example | Topics and Well Written Essays - 750 words

Advances in Transportation SLP - Research Paper Example Today life without systems like London’s tube or Japan’s Shinkansen is unthinkable in a society where commuting between the home and workplace depends to a large extent on this form of transport. The 19th. century was an era of great technological advances. Perhaps none of these has had as far reaching an effect on the lives of people, as has the steam engine that led to the invention of the railway. The British used this invention to maximum advantage in their colonies, to expand business opportunities, ferrying local goods like spices, tea, coffee, rubber and cotton to the shipyards from where they were marketed to every part of the western world. The railways were used to carry the finished goods from factories to far flung corners of the world and allowed even farmers to sell their products further away from the regions where they were grown. This new means of transportation that ferried people as well as goods at speeds unmatched at the time by any other means of t ransport; was a boon, giving people a chance to explore new opportunities, to live away from their work places and above all to travel to far away places, that allowed them a glimpse of a world they had never seen before. As Nobel peace prize winner Sir John Boyd Orr remarked â€Å" After the First World War the economic problem was no longer one of production. It was the problem of finding markets to get the output of industry and agriculture dispersed and consumed.† (Boyd Orr, 1949) Railroads provided the solution to this problem by transporting finished goods to markets across the world. Huge public structure investment ensured that distances shrank and railroads began to determine the location and shape or size of new cities and towns. Joe Biden put it in a nutshell when he remarked â€Å"public infrastructure investment raises private sector productivity †¦.they literally are the veins and arteries of commerce.† (Biden, 2011) Railways brought economic prosper ity to people in towns and cities supplying them with every necessity - food, clothes, building material, fuel and access to markets. The railroad system resulted in a production boom; as resources and raw materials from one part of a country or continent were transported to far away factories, and finished goods marketed to every nook and corner that was now accessible through this new system of transportation. In Russia the Trans-Siberian Railway, gave an economic boost by facilitating agricultural exports from Siberia, to Russia and Europe. In Japan, the government promoted railways to cut down dependence on imported fossil fuels. Railroads have therefore been the backbone of the Japanese urban transport system and train stations formed the nucleus around which cities bloomed. Japan was the first country to have high speed rail and Japan’s business, economy, life and culture has been greatly impacted by the bullet trains that run at amazing speeds. High speed rail has beco me an efficient and convenient means of transport in Western Europe, and although this means of transportation has become popular throughout the world due to its efficiency and economy, Japan, China and Europe have the largest networks of high speed rail. It has however not taken off yet in the US. President Barack Obama in an effort to increase job opportunities in an economy that is yet to pick up after the down slide of 2008 remarked, High Speed Rail â€Å"will help accelerate job growth in an economy tha

Ecosystem, Temperate Forests Essay Example | Topics and Well Written Essays - 2000 words

Ecosystem, Temperate Forests - Essay Example The animals that live in this type of forest generally include squirrels, rabbits, skunks, birds, deer, mountain lion, bobcat, timber wolf, fox, bears, foxes and other wildcats although most of the larger predators have been killed off or displaced by the human population. The climate goes through well-defined seasonal changes, trending toward long warm summers, moderately cold winters and an evenly spread level of precipitation throughout the year, providing the trees and other plants with sufficient moisture year round for growth while not drowning them. This seasonal shift causes the trees to drop their leaves in the fall, becoming dormant in the winter, only waking in the spring with a new crop of fresh leaves. The process of dropping the old leaves in the fall results in the brilliantly colorful displays of reds, oranges and yellows that characterize this time of year. Many other plants in the temperate forest will also go dormant during the colder months of the year and many of the animals devote their summers preparing for a winter hibernation period. These types of trees require a high level of soil fertility to grow, requiring soils high in nutrients for the development of a new crop of leaves every year. The annual drop of leaves in the fall provide many of these nutrients as they begin to decay and the leaf litter covering the forest floor also serves to reduce the amount of runoff during spring rains, allowing more of the precious nutrients to remain where the tree roots can get them. Where the soil nutrients are reduced in areas such as the more weathered soils of the Southwest or the sandy soils of coastal plains, the trees are characterized by less showy species with narrower leaves or pines. Isolation of these forests leads to a prevalence of only a few types of tree species and a specialized set of characteristics among the animal-life, such as a dominance of black bears in one region and brown bears in another,

How to use tactics of social influence Essay Example | Topics and Well Written Essays - 2500 words

How to use tactics of social influence - Essay Example These are usually outside factors that provide people with power - for instance, wealth, physical attractiveness, success in career. These factors place the person to a higher position compared to other people around. So even in case the person is not powerful as politician or military man, he may also possess the power that is not so evident but is also strong and intense. The singers and actors may serve as the example of the persons that possess this kind of power. They are not powerful in political sense, but they are attractive, recognized and successful, so they may influence other people. (Wikipedia) The researches observing social influence and social activity rapidly grow at present, as this problem is relevant in modern society. These researches may appear to be helpful in solving various social problems, as well as provide people with the measures that should be taken in case any kind of problem appears. Jan Bruins in his research observes the nature and effects of social influence and social power and their implementation in the relations of people, within the groups of people and among the groups of people. ... Various kinds of situations produce various kinds of effect that the influence may have: "For instance, in interpersonal situations, a faltering influence process can lead to the breakup of close personal relationships and to interpersonal aggression. At the intragroup level, it can lead to effects such as family violence and organizational burnout, and at the intergroup level it can result in discrimination and hostilities like gang wars and the Rodney King beating." (Bruins) The main subject for consideration is the way the social influence and power create the base for problems that individuals may face, both as individuals of as the representatives of a definite social group. The author also focuses on the problems that start on individual level, as they may produce effect that will touch upon higher levels of interpersonal communication. When the problems that appear on the individual level start to increase and spread its influence, this may lead to collective attempts to change the situation: "in combination, individual-level problems as directly addressed in this issue not only are interesting in their own right, but can also contribute to the occurrence of larger scale disruptions like the Los Angeles riots, student uprisings, and other forms of protest and civil unrest." (Bruins) In his investigation, author addresses historical context of the problems, observes earlier researches on this topic and describes conceptions and definitions that are related to the problems of social influence and power. The problems of power and social influences were observed by the social sciences within the centuries. Such famous philosophers and

Marketing - Explain and Evaluate Porter's 'five forces' model Essay

Marketing - Explain and Evaluate Porter's 'five forces' model - Essay Example This model has become widely known, discussed and applied to various markets or industries. Porter’s Five Forces Model attempts to explain the forces which operate in the market with a potential to reduce the profitability of a firm as a result of the interests of various actors which are a part of the market, or who interact with the industry. Although consideration of Porter’s Five Forces model is essential for any analysis related to an industry or a market, the model also presents some limitations when it is used for the analysis of dynamic, global markets in which fast innovation, technology change and a rapid change of players has come to be accepted. This essay presents an explanation of Michael Porter’s Five Forces Model and examines some of the model’s limitations. Existing industries and those players who are about to enter a market, as well as the investors who want to make an investment in an industry need to understand the competitor dynamics associated with the industry or market. Such an understanding is necessary for the assessment of the potential investment opportunities associated with a venture so as to provide a better assessment of the returns which can be expected, sound business or strategic planning and how the products or services which are being offered by an industry player may be differentiated or enhanced from what is being offered by the competitors. Various models have been offered to assist with such an analysis including the Strengths, Weakness, Opportunities and Threats or SWOT model, Igor Ansoff’s Gap Analysis model, the resource based model and Michael Porter’s Five Forces Model (Porter, 1998) and (Quick MBA, 2005). Michael Porter’s Five Forces Model is one of the most popular and respected model which attempts to provide a greater understanding of the business environment of the industry and its relative attractiveness. The

Class Dialogue Assignment Example | Topics and Well Written Essays - 250 words - 3

Class Dialogue - Assignment Example Libreria Editrice Vaticana: Chapter I: #24-27; 36-39; 41-45. 6-10. Accessed online on June 8, 2014 from http://w2.vatican.va/content/francesco/en/apost_exhortations/documents/papa-francesco_esortazione-ap_20131124_evangelii-gaudium.html. This source takes a look into evangelism and the role that Christ plays in evangelism. According to the source, Christ is proactive and loved humans first. Additionally, the source looks into the role played by patient and restraint on time. The relevance of this source to the topic at hand is that evangelism and the role played by Christ in showing love provides relevant perspectives for developing the current class dialogue. United States Conference of Catholic Bishops. (n.d). Faithful Citizenship: A Catholic Call to Political Responsibility. Accessed June 8, 2014 from http://www.usccb.org/issues-and-action/faithful-citizenship/upload/forming-consciences-for-faithful-citizenship.pdf As citizens, American are controlled by policies that aim to maintain law and order within the society. As faithful Christians, Catholics demand that citizenship and faith should integrate provided that the church is free to carry out its mission without interruptions from policies that watch over humans. The relevance of this source to the current topic is providing insight on how, Christians should show love to other people, maintain their faith as Catholics, and function under national policies (the constitution). This quote is of special interest as it points out that the relevance of documents is slowly deteriorating and interest in following up with administrative doctrines has been deemed insufficient. This quote raises the question of what more is needed to regulate the outcomes of choices. In 2013, the USA was in the news headlines for the wrong reason. With the efforts to control or monitor terror, a spy program called Prism was developed to intercept communication of various citizens. This program would

How do corporations use e-learning Term Paper Example | Topics and Well Written Essays - 1250 words

How do corporations use e-learning - Term Paper Example based training that is aimed at enhancing their working capabilities and, overcome challenges through putting together different systems, as well as measure their profits on these investments. According to (Zoeller & Berg, 2008), e-learning is any teaching or training via digital technologies as a way of distributing and conveying material or information to employees. From teaching or training videos published on DVDs to computer-based courses, eLearning has developed over the years. On the other hand, with the growth of the Internet, computer-based training has appeared at the top of eLearning, and growing figures of employees are being trained via the World Wide Web at the present (Zoeller & Berg, 2008). Presently business activities in a real-time world are becoming more complex and innovative for instance, presently organizations have competitors appear from the entire areas, innovation rules, knowledge offer more influence than capital, as well as the previous policies no longer be relevant. Presently each business requires a competitive edge in the business. Now organizations want those process, tools, and technique that will offer them the benefits over their marke t competitors. Corporate e-learning solutions and training courses are aimed at providing corporate the business training that is required for staying ahead of as compared to other market competitors (E-learningCenter, 2009) and (Morch, Engen, & Asand, 2004). According to Schweizer (2004), e-learning is putting back face-to-face learning interaction and emerging the trend of e-learning in business or organization. On the other hand, the quality of interaction, a helpful e-learning educational culture, the cost-effectiveness of modern and up-to-date technology, a development of the Internet, an augment in online courses, smaller business cycles, unions and rising competition support business and organization to make use of e-learning (Schweizer, 2004). According to (Commonwealth of Australia,

“In What Ways Does a Rising China Impact the World” Essay

â€Å"In What Ways Does a Rising China Impact the World† - Essay Example China’s rise on the world scene as a growing economic strong house has been received ambivalently. Her increased control on not only the Asian economy but abroad as well has brought a power shift with her neighbor Japan who has been the dominating force since the first world war, as well as abroad. But what exactly does china’s rise mean to the rest of the world? China has a history that makes it renowned for opting to use military force to gets its way. China still holds a lot of anger and resentment towards the treatment it has suffered at the hands of the international community over the past two centuries and there are bones of contention between her and Japan ( Mahbubani, 2005). Though china has held out the olive branch saying that its intentions are peaceful and their sole interest is in economic growth and development, most countries approach her with caution. The slightest show of claws leaves the international community in jitters. What has brought china into the spotlight is the global financial crisis. When Chinese leaders mulled over whether it was time a new currency was created because of the state of the dollar, every one was all ears and waiting to see what was the next step that china would take. It means that china’s intentions are still regarded as being highly suspicious (Gee, 2009). The most wary are the smaller Asian nations who china has been making attempts to do more business with over recent years. China has changed her tactic and has approached south east nations with a more open attitude to dialogue and treating them as equals. China even offered to sign a free trade agreement with Southeast Asian countries as well as recognizing the Association of South East Asian Nations (ASEAN) (Goh, 2006). It seems that china’s new approach is working with the Southeast Asian nations because these nations have been more welcoming of china’s participation in their economies. It has also helped that china has adopted a

Of The Monetary Model Essay Example for Free

Of The Monetary Model Essay The exchange rate determination in UK is not an exception to the contemporaneous developments in econometric theory in economics field. This is because the economic world today is competitive and dynamic. This competition and dynamism that engulfs the economic arena of exchange rate require keen studies to establish the reliability and validity of monetary models used in determining the exchange rate. United Kingdom enjoys a relatively good and positive economy than other European counterparts. Evidently, sterling pound is strong against the euro and even the US dollar. This is because of the nature of economic structure and policies. In addition to that, UK attracts large quantity of foreign investors due to its open economy. Thus, in policies regarding to monetary policies especially exchange rate determination should be good enough to sustain and attract other foreign investors. It is in this line of thought that this dissertation chapter shall empirically examine exchange rate determination in UK. In order to do that effectively, the paper look forward to validate the monetary model in the determination of the sterling pound exchange rate by applying cointegration methodology. Introduction Exchange rate determination has a long history in the UK, this date back from Bretton wood era when exchange rate was fixed by agreement in relation to United States dollar from 1944 to 1971. However, after the United States government cancelled its undertaking to buy gold at a fixed rate the peg was abandoned. The new approach to exchange rate determination from 1971 was inevitable. United Kingdom and other countries were adopted a float to the currency, such that the price of sterling pound currency in terms of another currency was determined by foreign currency money market. But today, the exchange rate determination regime is based on the exchange rates being adjusted at a regulated rate (Davidson, 1998; Dawson Baillie 2007; Fredrick 1968). Thus, the concern of this dissertation chapter on methodology is concerned about the validity of this regulation of exchange rate. Therefore, the objective of this paper is to empirically assess the relationship between sterling exchange rate with other major currencies and a vector of explanatory variables in the monetary model of exchange rates in order to establish whether the behavior of this exchange rate lends support to the monetary model. This is an interesting area of study in relation to its importance to businessmen, academicians, investors and policy makers. In relation to the importance of the exchange rate determination, Rogoff and Maurice (1996), states that; issues relating to monetary approach to exchange rate is a core area and remains vital to bilateral trade involvement especial to Britain and other nations. In regard to exchange rate determination aspect, the oversight of exchange rate history since 1970s (Richardson1979: 215), there has been a decline in the nominal value and fluctuations of the UK sterling pound in the world market against other currencies like US dollar and Japanese yen. This was as a result of the abandonment of the fixed exchange rates which were applicable across all transaction counters. But during the late 1990s the pound gained strengths due the available trade deficits with its trading partners. In this connection, Laurence, (2005) states that monetary models of exchange rates are to help the economical conscious mind to establish whether there is a way by which exchange rates in the money market enhances support for the monetary models. Literature Review on methodology The monetary approach to exchange rates remains and continues to be a key area for spartial and temporary research in relation to field of international monetary and financial management. Due to this importance, the substantial contribution by xxxxemphasisis that exchange rate is a core area and remains key to bilateral trade involvement. Thus, econometrics scholars emphasize on the proposition of monetary exchange unit as a prerequisite to bilateral trade rather than the transaction between the two trading partners (Davidson, 1998; Fredrick 1968). Exchange rate determination as a monetary exchange unit policy has bearing on the impact of trade and business transaction that may likely to occur between the UK and other trading partners. Therefore as a consequence, various studies have been done that constructs a rich body of knowledge that about the empirical examination of the monetary model in relation to the exchange rate determination in UK. The monetary theory in regard to exchange rates suggests that the nominal exchange rate is determined by contemporaneous excess supplies of money between United Kingdom and the other trading nation. Nations that adopts and adhere to a relatively restrictive monetary policy usually experience an appreciation of their currencies against that of their trading partners, while the nations that adopt and adhere to a relatively expansionary monetary policy experience a depreciation of their currencies against that of their trading partners. Therefore, theory application in practical aspect of econometrics in relation to exchange rate determination helps to project the proportional relationship between the relative money supply and the exchange rates between the bilateral trading nations for a specific period of time. The aspect of the theory that enables it to project the proportional relationship between the relative money supply and the exchange rates between trading partners of Britain, is important and has tangible and intangible implications at levels of policy, empirical and theoretical. For instance, at theoretical level the monetary approach is the basis foundation for United Kingdom open economy. The theory of open economy was adopted from work of Lucas (1982) of open economy quantity theory. While at policy level, the theory has impact on the structural adjustment programs. These structural adjustment programmes are sponsored by IMF, World Bank and exchange rate misalignment in monetary unions that UK is a partner like EMU (European Monetary Union). Due to this domestic and global implication of the monetary model, it has not only been widely accepted, but also widely tested model for exchange rates in econometrics. Rich body knowledge has been contributed by empirical Research conducted by other researchers like Wilford (1980); Haynes and Stone (1981); and Rogoff (1983), in their studies during the period of floating exchange rates to establish support for the model was not in favor of the model, since their evidence did not support the monetary model. While other category of researchers by Frankel, (1976); Billson, (1978); and Downburst, (1979). In their studies during the period of interwar and the periods of flexible exchange rates, the outcome of their results was largely supportive of the monetary mode. In an attempt to explain the reason for poor performance of the model, Rogoff and Meese, (1983); hypothesized that the reasons for poor performance of the model was due to the constraints imposed on relative monies, assumptions of purchasing power parity, incomes, exogeneity of money supply, uncovered interest rate parity, interest rates, and the statistical problems were some of the hindrance that were pointed out. However the new approach to the model that incorporated the use and the development of the cointegration and error-correction statistical technique awakened the research into empirical examination of the monetary model. Despite the renewed anxiety and drive for research to determine the validity of the model, there was mixed results coming from different researchers. For instance, research by Engle and Granger (1987); through employing a two-step cointegration methodology came up with negative response in support for a long-run relationship between exchange rates and the set of monetary variables as projected by standard monetary model. These results by Engle and Granger resulted to a low morale and discouragement for further research. Hoper was found by the research that was conducted by Taylor and MacDonald in 1994, which they used multivariate method of Johansen and Juselius. The results of studies of Taylor and MacDonald supported that the model determine with precision the stylized facts of recent float because the residuals were I (0) (Gardner 2007; Huston 1969; Jonson 1999; James, 2008) and the point estimates are close to their a priori values. In regard to recent work on the model was that which was conducted in the year 1998 by Diamandis. Diamandis employed relatively a more sophisticated approach to the study by using multivariate unit root test, cointegration test and panel unit root test that found a tangible support for the monetary model of exchange rates. Furthermore, Diamandis suggested that unrestricted monetary model is and should be a valid framework for explaining the long-run movements of exchange rates. To elaborate on the literature review, a lot has been covered by various scholars on the monetary model of the exchange rate in the UK and Europe at large. Ranging from empirical studies during the flexible exchange rate periods, during the inter war periods (1970s) in Europe was done by Fredrick (1968) and Huston (1969). While the study and research on floating exchange rates during the post war period was done by Davidson, (1998) and Granger, (2002). Who found that there were constraints imposed (Taylor, Lucio 2003) on relative interest rates, monies and incomes, in addition to assumptions of interest rate and purchasing power parity and exogeneity of money supply within Europe and UK included that lead to the unworthy performance of monetary models in relation to exchange rates determination. Up to the recent work by Diamandis that gave life to the monetary model through his supportive research outcome. The main reason for the high and intensity engagement in the research on the empirical test is all because the empirical monetary model of exchange rate is the most tested propositions in the country’s economic undertakings. Evidently, many scholars have had their take on the empirical determination of the exchange rate determination of which they have coming up with different and mixed empirical results. This paper shall seek to empirically investigate the efficiency, effectiveness, validity and reliability of the monetary model for the bilateral exchange rate between the UK sterling pound and other currencies like US dollar. In order to do this examination effectively, the methodological approach is the use of the Gregory and Hansen (1996); cointegration test.

Juvenile Correctional Officers Essay Example for Free

Juvenile Correctional Officers Essay When a person is charged for a crime that was committed and is sentenced to serve time in a facility, a correctional officer is responsible for the supervision and safety of the detainee. Correctional officers work in adult and juvenile detention centers, though in each facility their responsibilities differ pertaining to whether the detainee is an adult or a juvenile. Because of the ages of the detainees a correctional officer at a juvenile detention facility are greater than if they were dealing with adults. To understand what the differences are in regards to a juvenile, one must know, child development, punishment, and deterrence play a part in the unique situations pertaining to a juvenile detainee. Every child that commit’s a crime has their very own unique situation behind the crime. Some children were taught the crimes they commit by a trusted adult, or television. Some may have an underlying mental or psychological defect that brought them to commit the crime. There are also situations where a child was neglected, abandoned, or abused by an adult they cared about, thus bringing violence among the child. A child’s development can play a very important role in corrections. There may be a violent child that may need to be restrained or put in separate quarters to protect themselves as well as other detainees from harm. A child may also need to be medicated because of an underlying condition or disease. All of these factors can not only affect how a child is taken care of in a facility, but also before that when they are arrested and tried. All of the above factors can either help or hurt a child. If there is no proof of abuse or an mental condition, the courts may be less lenient on their charge and sentence, then a troubled child with underlying factors, in which a judge may take those factors into consideration and gives a lesser charge, House them in a mental facility instead, or provide extra programs or services to help the child once detained. Through punishment a court can show the juvenile what happens if they commit a crime and keep them off the street and from the community by taking away their freedom. Most juveniles are punished by a fine, community service, probation, home electronic monitoring, or incarceration in a juvenile detention center. While there they will be under close supervision of correctional officers and therapists in some facilities. There are occasions for serious crimes that a judge will sentence a juvenile to an adult detention center if they have been tried as an adult. The juveniles that are occasionally tried as adults are ones that commit crimes such as manslaughter, sex crimes, or murder. While a juvenile is in a detention center, they can have visitors as long as it is an immediate family member and this is usually on certain days. In some facilities, recreation, religious, and educational programs are given while they are detained as well. â€Å"Increased punishment of juveniles reduces the amount of crime they commit in a way similar to the impact punishment has for adults, according to a new paper by Steven Levitt, Associate Professor of Economics at the University of Chicagoâ€Å". â€Å"The evidence suggests that juvenile crime is responsive to harsher sanctions,† Levitt writes. â€Å"The estimated decrease in crime associated with incarcerating an additional juvenile is at least as large as the corresponding reduction in crime for adult offenders†, (Levitt, S, 1998). â€Å"In an effort to strengthen the sanctions for serious juvenile crimes, a number of states have enacted laws increasing the types of offenders and offenses eligible for transfer from the juvenile court to the adult criminal court for trial and potential sentencing†, (Redding, R, 2010). These laws are created to try and set precedent to deter juveniles from following certain crime trends and teach them what is in store for them if they do offend. Deterrence has became a popular practice in the criminal justice system. With success of a deterrence, jails and detention centers do not get overcrowded, and more money of the individual states can go to fund therapeutic programs and services to assist troubled individuals. In some instances, a juvenile can be given an opportunity to make heir offense right by attending therapy and psychological meetings, thus helping them cope with whatever issues they may have. This can aid in deterring the individual from committing a crime. Juveniles are our future and it is the responsibility of us adults to help them grow up into fine law abiding individuals and not into a life of crime. To help adults teach juveniles they , must know the juvenile corrections department and educate their children. Knowing how a child develops, how punishment can help, and ways to deter the juvenile are good practices for any parent and adult to learn. For us to safely say we raised our kids right, we must keep the world free of crime and full of love. Resources Redding, Richard, Juvenile Justice Bulletin, US Dept of Justice, Juvenile Transfer Laws, 2010, Right Margin Steven Levitt, Associate Professor of Economics at the University of Chicago, Juvenile Delinquents, University of Chicago News Office, December 21, 1998, Para. 1.

String, procedure and macros in microprocessor

String, procedure and macros in microprocessor Strings In Microprocessor In order to understand strings, one has to keep in mind that a string is made up of an array of characters. The string data type is an in-built data type that is an array of 256 characters (type string= parked array of chaege). When stored in memory, the processor should know where the string starts and where it finishes. In order to know where the string finishes, in Pascal, the 0th element of a string is defined as the length of the string. So, if you try to access character 0 of a string, the number of characters stored in that array is returned, thus letting the processor to know where the string finishes. The power arc behavior on HV insulator strings is studied with regard to both the testing procedures and the design of guard devices. More precisely, the paper discusses the problems of firing the arc with an impulse or a fuse wire and the importance of the symmetry conditions of the supply and the return circuit in order to obtain reproducible and representative tests. The consequences of such testing procedures in the design of HV transmission lines are shown in some typical cases, that is, for vertical and for V- insulator strings. A string-oriented operating system for Intel-8080-based microcomputers is described. The system consists of a hierarchy of virtual machines. The lowest level virtual machines extend the instruction set of the 8080 to include additional 16-bit arithmetic and logical instructions, new data types, and operators. The data types include strings and string operators derived from the SNOBOL programming language. A table data type is constructed from strings, and table-manipulation operators are provided. A bit-map data type and associated operators are also included. An Input/Output Control System (IOCS) support device-independent IO to multiple devices and diskette files. File name aliases permit many logical IO streams to be dynamically mapped onto a restricted set of physical IO units. Pseudo device handlers expand the capabilities of IO devices and are transparent to application programs. Distributed command decoders interpret IO command strings. Once communication is established with a logical device, a low-overhead IO Vector mechanism may be used for further access. A keyboard monitor provides interactive debugging facilities to application programmers. System resource allocation is implementation dependent and is not embedded in the system nucleus. Multiple implementations over a range of system sizes have demonstrated the utility and adaptability of WIZARD. Apparatus and methods for testing a microprocessor chip using dedicated scan strings A test apparatus and method for design verification of at least one microprocessor chip includes a compatible Joint Task Action Group (JTAG) terminal for access to a plurality of computer functional units contained in the chip. A test input terminal included in the JTAG terminal receives a scan string, the string being coupled to each computer functional unit through a first multiplexer. The scan input string is separated by the JTAG terminal under program control into a series of dedicated scan strings, each dedicated scan string being supplied to a selected functional unit through the first multiplexer. Each functional unit includes start and stop scan clocks for testing the functional under program control using the dedicated scan train for the functional unit. A test output terminal included in the JTAG terminal is coupled to each functional unit through a second multiplexer. The test results of the dedicated scan string under control of the scan clock are supplied to the output terminal through the second multiplexer. The compatible JTAG terminal includes further elements for controlling the scan clocks to select a targeted functional unit for testing purposes while the scan strings for non-targeted functional units remain in an inactive state. Macros In Microprocessor A macro is a set of tasks combined together so that you can run or replay the entire task together with a single command. Macros are a powerful productivity tool. With macros you can perform long or boring tasks just by a single click. If you think you are doing the same task again and again and it is frustrating and wasting your time and energy, you are ready to use macros. Even if it is not getting on your nerve, using a macro is a smart and fun way of working. A microprocessor with a macro-rom exhibits reduced latency time and greater flexibility by including both a macro-rom queue and a main program queue. The arrangement eliminates the undesirable latency associated with fetching program as part of a return sequence from a macro-rom instruction. Also, the arrangement allows parameters to be extracted from the main program queue as the macrosequence is executing from the macro-roms program queue. Field Of The Invention : The integrated chip greatly improved the use for transistors, but it could only do what it was originally programmed to do. It couldnt change programs, and it certainly couldnt remember anything. This invention relates to microprocessor organizations and more particularly to such an organization including a macro-rom. Background Of The Invention : A microprocessor includes a datapath portion and a control portion. Data and addresses are manipulated in the datapath portion. The control portion is operative to decode instructions in a program into a form suitable for controlling that manipulation. Programs typically are stored in a main memory external to the chip and include sequences of instructions and data at specified addresses in the memory. The control portion of the microprocessor conveniently comprises a programmable logic array (PLA) for decoding instructions from main memory as well as auxiliary logic circuitry for applying decoded instructions to the datapath. A PLA includes an input register and an output register each having a set of latches. Instructions from main memory are applied to the latches of the input register typically during a first phase of each clock cycle of operation. During a second phase of each cycle, the latches of the output register are set to provide the binary code for controlling the datapath for the next subsequent cycle of operation. An instruction applied to the input register is called an op-code, and the output of the PLA (output register) is called a line of microcode. Each such line of microcode determines the state of the microprocessor for the instant cycle of operation. A PLA is characterized by feedback loops between the output register and the input register. These feedback loops carry binary data back to the input register to modify some bits of the input to the PLA in a manner to generate a sequence of related states. A PLA is able, thus, to generate a sequence of related microcode lines in response to each of one or more instructions in the program. As is most often the case, data located at more than a single address in the main memory are required in order for even a single instruction to produce useful results. These data must be accessed and moved to (fetched from main memory) on-chip registers in the datapath under the control of consecutive microcde lines in response to the single instruction. It typically takes a number of clock cycles to accomplish this movement of data even in response to a single instruction. The requisite number of clock cycles for such movement is reduced if the microprocessor includes an on-chip queue in which the instructions and data for a portion of a program can be stored. If this portion of the program is prefetched (i.e., fetched during earlier cycles) and stored in an on-chip queue in consecutive locations in the queue, the program can then be executed without wasting extra cycle time to access data stored in the main memory. Instead, the requisite instructions and data, when required, are obtained in a single cycle from the first location in the queue. Instructions in the queue are then applied to the input register of the PLA, and data in the queue are applied to elements of the datapath. Limitations imposed upon the speed of microprocessor operation by the bandwidth of the input/output (I/O) bus which carries instructions from main memory are thus reduced in microprocessors which include such a program queue into which such prefetched instructions and data ar e stored temporarily. A macro-rom is used to store on-chip, frequently-used programs called routines. Such routines are often called for in the execution of certain instructions called macro-instructions. A macro-rom is a word organized, on-chip, read-only-memory (ROM) operative to generate an ouput sequence of binary codes (coded words) in response to a corresponding sequence of input codes. The input codes are applied to the macro-rom from an on-chip register controlled by the output register of the PLA. Operation of the macro-rom is initiated when a program in main memory calls for a macro-instruction to be applied to the input register of the PLA. The PLA responds to generate microcode, specified bits of which set specified latches of the output register of the PLA for configuring the datapath elements (i.e., the queue, counter, address register, . . . ) to execute routines stored in the macro-rom and for activating the macro-rom as well. In turn, the macro-rom applies appropriate portions of the routine to the PLA input register. The routine is selected by the macro-instruction which specifies the addresses in the macro-rom at which the firt byte of the selected routine is stored. Consecutive macro-rom outputs typically are not applied directly to the PLA because a macro-rom instruction is not necessarily aligned in a proper field for the input register of the PLA, and execution is slow due to the requirement of several clock cycles for accessing a macro-rom memory to obtain an instruction. Instead, the selected macro-rom program is also stored in the queue. However, the selected routine cannot be stored in the queue without first erasing all unexecuted data then stored in the queue when the macro-rom is activated. The reason for this is that the queue is a sequential memory which can be loaded only from one end and read out only from the other. In the absence of erasing the unexecuted data, the routine from the macro-rom thus would not be located properly with respect to the unexecuted program already in the queue and would often occupy more space than would be available in the queue. Consequently, for proper operation, unexecuted program is erased and the qu eue is filled with a routine from the macro-rom. Procedure In Microprocessor The suboptimum detection procedure based on the weighting of partial decisions (WPD) was introduced as an improvement of one-bit-quantisation digital matched filtering, also known as binary matched filtering (BMF). The WPD is characterised by minimal additional hardware and software requirements but considerably better performance in comparison with BMF. A primary application of the WPD is the implementation of cost-effective medium-speed voice-band data medem receivers, but it can also be used in a number of other parametric and nonparametric detection problems. Formerly, the WPD was analysed only for binary transmission with an antipodal set of signalling waveforms. In this paper, the concept of the WPD is generalise and analysed theorectically for M-ary transmission with an arbitrary set of equal-energy signalling waveforms. Here, it is treated as the generalise procedure with BMF is its special case. The results of the performance analysis are provided, as well. These Operating Procedures outline the orderly transaction of business of this committee. For the development of standards, openness and due process must apply, which means that any individual with a direct and material interest has a right to participate by: a) expressing a position and its basis, b) having that position considered, and c) appealing if adversely affected. Due process allows for equity and fair play. In addition to openness, due process requires balance, i.e., the standards development process should have a balance of interests and shall not be dominated by any single interest category. Refrences 1- www.macro-automation.htm 2- www.microstat.php.htm 3- www.answers.com 4- www.microprocessor.htm 5- www.micropinv.htm

Assisted Suicide Should Not Be Legal Essay -- Argumentative Essays

Assisted Suicide has been a controversial issue for some time now. It is also confused with the term euthanasia; however the two do not mean the same thing. Euthanasia is the killing of another to relieve their pain; whereas assisted suicide is the practice where an individual assist the person committing suicide. The practice of both of these issues reliefs the person that is in pain. Assisted suicide has positive and negative issues. There is a debate on whether it should be legal or not. Some of the positive issues on assisted suicide are it reliefs a person from the pain they are in. The person has the right to choose how they want to die because that falls under the equal protections clause. Oncology patients don’t necessary like the idea of physician assistant suicide. Some negative issues of assisted suicide are that it violates ethics that people may have. Also it is compared to Euthanasia and people find that to be just as bad as assisted suicide. Assisted nor Physician Assisted suicide should be legal in the U.S. In the following essay the articles Technical Difficulties and National Center for Biotechnology Information will help with support and evidence as to why there are benefits and negative issues to assisted suicide, but no matter what it should still not be legal. Assisted suicide has some benefits. One of those benefits is that it helps to end the suffering of the person that is in pain. There was a case of a woman a few years ago who was in pain and the court denied her the request that her husband help her end her life. According to Professors Len Doyal and Lesly Doyal from National Center for Biotechnology Information state that, Diane Pretty was refused the legal right to choose the circu... ...s, but it still however does not change the fact that it is morally wrong to make it legal. It is already illegal here in the United States. One state may have something legal that is similar to assisted suicide but it has a different name. That should be revoked and made illegal. Works Cited â€Å"The Lancet.com – Technical Difficulties.† Thelancet.com – Technical Difficulties. N.p., n.d. Web. 27 Mar. 2014. Doyal, Len, and Lesley Doyal. â€Å"Acknowledgments.† National Center for Biotechnology Information. U.S. National Library of Medicine, 10 Nov. 2001. Web 28 Mar. 2014 â€Å"Equal Protection | World Of Criminal Justice, Gale – Gredo Reference.† Equal Protection |World Of Criminal Justice, Gale – Credo Reference. N.p., n.d. Web. 28 Mar. 2014. â€Å"Credo Reference Where Are You From?† Credo Reference Where Are You From? N.p., n.d. Web. 28 Mar. 2014

Rosa Parks :: essays research papers

Rosa Parks On December l, 1955, Rosa Parks got on the bus because she was feeling tired after a long day at work. She was sitting in the middle of the bus, which she wasn’t allowed to do. After a while a white man got on the bus and told her that her and some other people to get up because the white part of the bus was full. All the Black people except for her moved to the back of the bus but her, she refused to get up. When this happened the white bus driver threatened to call the police unless she gave up her seat, but she said no and "Go ahead and call them". When the police got there, the driver was very mad and then the police asked the driver if he wanted Mrs. Parks to be arrested or let go with a warning, he said he wanted her to be arrested arrest. Many Black had been arrested for this crime but Mrs. Park was well known in her community because she was once a secretary for the president of the NAACP (National Association of the Advancement of Colored People). She was al lowed to make one phone call. She called a NAACP lawyer, The lawyer got her release through bail. Just because of this one time that a black woman stood up to society she started the civil rights movement, which got the Civil Rights Act of 1964 which made sure that â€Å"All black Americans must be given equal treatment with whites under the law.† It was an "established rule" in the American south (at that time) that African-American riders had to sit at the back of the bus. African-American riders were also expected to surrender their seat to a white bus rider if it was needed. (Levenglick, p1) Mrs. Parks had been called as "the mother of the civil rights movement". Since the boycott had been started she was getting threats, which caused her husband to have a nervous breakdown, and in 1957 they both moved to Detroit, where one of Mrs. Parks's brother lived. The bus boycott When people heard that Mrs. Parks had been arrested the Women's Political Council d ecided to protest her treatment by organizing a boycott of the buses.

Dostoevsky and Psychology :: Biography Biographies Essays

Dostoevsky and Psychology "A sick man's dreams are often extraordinarily distinct and vivid and extremely life-like. A scene may be composed of the most unnatural and incongruous elements, but the setting and presentation are so plausible, the details so subtle, so unexpected, so artistically in harmony with the whole picture, that the dreamer could not invent them for himself in his waking state. . . "1 Fyodor Dostoevsky's remarkable insight into the psychology of man is seen here in the development of Raskolnikov's dream on the beating of a horse by drunken peasants. The dream is significant on several planes, most notably in the parallel of events in the dream with Raskolnikov's plan to murder the old pawnbroker. It also serves as perhaps the most direct example of the inseparable tie between events of the author's life with the psychological evolution of his protagonists, as well as lesser characters, through the criminal minds of Raskolnikov, Rogozhin, Stavrogin, and Smerdyakov, and into the familial relationships of The Brother's Karamazov.2 Traditional interpretation of literature from a psychoanalytic standpoint has relied extensively upon the work of Sigmund Freud. In the case of Dostoevsky, however, this method is both anachronistic and inadequate. Dostoevsky's great works, considered individually or holistically, though fictional, established him as one of the forefathers of psychoanalysis, and a predecessor to Freud.3 Indeed Freud himself acknowledged that "the poets" discovered the unconscious before he did,4 stating further in a letter to Stefan Zweig, "Dostoevsky 'cannot be understood without psychoanalysis- i.e., he isn't in need of it because he illustrates it himself in every character and every sentence.'"5 There is, however, a complementary relationship between Dostoevsky and Freud brought about through the striking clinical accuracy of psychological traits exhibited both individually in Dostoevsky's characters, as well as in reflecting the author's own mental processes. Thus, it is necessary first to exami ne Freud as a point of departure before looking at modern alternatives of psychoanalytical method. Freud on the Oedipus complex Epileptic seizures plagued Dostoevsky throughout the last thirty-four years of his life, occurring about once a month on average, and consisting of "A brief, intensely exalted, premonitory sensation, loss of consciousness, convulsions, and a lingering depression with vague feelings of criminal guilt for three to eight days."6 Freud delves into the psychological roots of this illness in his essay "Dostoevsky and Parricide", calling into question Dostoevsky's "alleged epilepsy". "It is highly probable", he states, "that this so-called epilepsy was only a symptom of his neurosis and must accordingly be classified as hystero-epilepsy- that is, as severe hysteria.

Choose one case study and write an academic essay Essay

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or relevant educational body) policies, frameworks, statements and directives that will have implications for this class/training group (include website address). Note how these policies will support your planning that you have written about in part A. Due Date: 20th January, 2014 Course: Education Specialization: Early Childhood Lecturer/Course Examiner: Noah Mbano Word Count: 2380 This assignment will identify and address the educational needs present in the early childhood case study. The educational needs being addressed will be the basis for Part A, which are, English as a second language (ESL), cultural diversity, social skills, intellectual disabilities and behaviour management. Pedagogical practices and strategies will be suggested to cater for the diverse learning needs of all children attending the service. The focus will be on the delivery of learning opportunities, according to need, to maximise students’ learning capacity and not to label the children. Part B will support the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service. PART A English as a Second Language (ESL)/cultural diversity The case study states that the centre has a number of children with different cultural backgrounds. The first educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop knowledgeable and confident self-identities (DEEWR, 2009). A positive sense of self is fostered when children are supported in their environment to feel safe, secure and supported (DEEWR, 2009). Early childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and engage within their new environment. From the start of their enrolment, students and their families should be welcomed and feel a sense of belonging at the service. The centre’s philosophy should be based on an understanding that parents should be recognised as the child’s first and most influential educator, whilst supporting the National Childcare Accreditation Council’s quality area two ‘Partnerships with families’ (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be encouraged to have a settling in period, which can be used to share knowledge about the center; it’s curriculum and cultural background. Educators should exchange this information verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to become more familiar in their new environment, whilst in the comfort of their parents. Enrolment strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures. Educators should build an understanding of individual culture including â€Å"norms, values, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions† (Ashman & Elkins, 2012). Educators can familiarised themselves with the families’ beliefs and values by providing the parents with English-language programs or translators, helping by collaborating and giving continuing support. Using these strategies to encourage family participation within the centre will support cultural diversity and an understanding of the world we live in. Example of  this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture. Workers in the industry report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their native language or invite them to talk about their culture or share a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of communication and observations to recognise confidence could be used. Have classroom routines and consistent expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and understood by children to reduce frustration and barriers from being formed (Ashman & Elkins, 2012). Social Skills The second educational need is the inclusion of social skills. Educators have the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each student’s positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps move towards an inclusive environment. An inclusive classroom should provide a safe, flexible learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualised approach aims to promote success and self-esteem (Ashman & Elkins, 2012). It cannot be assumed that social inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are actively involved in the organisation of the classroom; the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students’ friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done promptly with regular observation and review on progression  in social skills from the child. Through anecdotal evidence, documenting these observations have shown to support the reflection process and assist in justifying and preparing plans for the child’s individual needs, interests, strengths and weaknesses (Churchill et al, 2013). Intellectual disability The third educational need is the inclusion of children with intellectual disabilities. All schools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students’ ability based on their diagnostic label. Reasonable steps should be taken to ensure students with disabilities are given multiple means for participating in learning. These would involve learning through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for expressing what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012). Multiple strategies can be guided by the principles from the ‘Universal Design for learning’, which is a framework that shifts educators’ understanding of learner differences. It challenges them to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs (Wright, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the method of instruction, providing additional human and technical resources, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be designed in such a way that the student with a disability is able to participate in the learning experiences on the same basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal ac cess, participation, and recognition that a person’s level of functioning will improve if appropriate, individualise and supports are provided. Behaviour management The fourth educational need is behaviour management. Before considering specific learning issues, there are a number of factors outside of the school that influence school behaviour issues; family, socio-economics, culture, religion and race; and socio-political factors. Educators should agree that it is important to establish a cohesive understanding of socio-culturally acceptable behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn best when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not yet learnt how to do what is expected. Strategies aimed at preventing misbehaviour include setting clear limits with input from the children and teaching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A critical aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most important strategies for any teacher is to be a role model and to create a supportive and welcoming classroom. This will encourage all students to persist and work together more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability. This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change suddenly and this can result in routines been disturbed, for example, changes at home and the circumstances affecting behaviour is out of your control. The main idea is to facilitate individuals in developing his or her authentic self, through fostering student’s knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldn’t suit  everyone’s needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that â€Å"the way children learn, is as unique as their fingerprints† (CAST, 2012). Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to listen to what others have to say, understand that they may have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn cater for the multiple ways of learning throughout the class. PART B The Early Years Learning Framework (EYLF) is Australia’s first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLF’s curriculum supports children’s learning from birth to five years of age, as well as their transition to school. Part A mentions strategies that relate to the EYLF’s curriculum The ‘Being, Becoming and Belonging: The Early Years Learning Framework is the document used in all services implementing the National Quality Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators. Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the importance of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National Quality Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that  impact on a child’s development and empower families to make informed choices about which service is best for their child. The NQF has many implications for the centre, including a national legislative framework that consists of the Education and Care Services National Law and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. ‘The Guide to the National Quality Framework’ directs centres in implementing the framework. The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the Seven Quality Areas; this ensures the organisation and its educator’s are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are; Educational program and practice, Children’s health and safety, Physical environment, Collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions. The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is implemented consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the lawful standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fundamental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of ch ildren, to help them reach their fullest potential. Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be  protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist people with a disability under the DDA. The DDA therefore has direct implications for the service when catering for children with disabilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability. These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re-designing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and strengthening of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The ‘Commitment to Action’ supports the planning for part A in such areas as developing stronger partnerships and strengthening early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008). References Ashman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW: Pearson Australia Australian Children’s Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http://acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdf Australian Government Department of Education, Employment and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. CAST,inc. (2012, May 3). National centre on Universal Design for Learning: UDL at a glance [Video file]. Video posted to http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0 Churchill, Rick. (2nd Ed.). (2013). Teaching: making a difference. Milton Qld: John Wiley & Sons Australia, Ltd. Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http://www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.html Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Ministerial Council on Education, Employment, Training and Youth Affairs, {MCEETYA} (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http://www.curriculum.edu.au/verve/_resources/national_framework_file.pd Module 4 – Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984 National Childcare Accreditation Council. (2005). Quality Improvement and Accreditation System: Quality Practices Guide. Retrieved from http://www.ncac.gov.au/resources/qias_qpg.pdf Queensland Government. (2012). Disability Discrimination Act 1992. Retrieved from http://www.comlaw.gov.au/Details/C2013C00022 Unicef. (2012). Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/

Hedda Gabler Essay

In todays federation we have the privilege of doing as much as we can in order to succeed in aliveness or raise for one self. Hedda Gabler sadly did not have this privilege and in work divulge did any other wo hands throughout the 1800s. The roles for gender, any(prenominal)(prenominal) while and women were set in stone. The man was meant to provide stability and the woman to provide children and preform other household chores. both of Heddas sustenance the most she could try for for was to marry into wealth or mettlesome stature. She wasnt able to work or make money for herself without being frowned upon. Yet, Hedda seemed to repulse as many boundaries as practical and go against eitherthing for her to have a sheeny moment and try to make her life memorable.This aspect I find passing significant considering how different life for women and men is in current society. He depicted either character in a modality that each one had some way of passing game against th e world they knew and this ignominious assortment of characters made for an enticing thought on the role of men and women in the late 1800s. The whole point I purport Ibsen wanted to make was that everyone should discerp themselves accordingly because his view on the society made it clear that he disagreed with what was going on at the time. Practic tout ensembley every critic in the play considered Hedda to be a monstrous creature, yet I doubt that anyone wanted to look prehistoric the play and re in ally, what if? What if this way of living is unjust? What if it were different?This outrageous play was dictate in place to cause a widespread eye opening to all that were willing to watch it. Ibsen tore every piece of society he had a problem with into pieces and carefully morphed them into something that could inspire an inherent generation of people to change on that point ways. There was Hedda with her masculinity and shocking personality that made women uncomfortable in their pose her character made them overthink about how women act, how they should act, and what is or should be acceptable. Teasmen made the men liveliness as if he was a complete fool to swoon and beg in order to gain Heddas approval.Thea whitethorn have seemed to act lady wish well and her type of personality was what was usually pass judgment of a women but I feel she did have her weaknesses yet at the homogeneous time she had a sneaky way of being manipulative in assay to get out of her situation as well. She was similar to Hedda in that sense, the only discrimination is that Hedda would always love to be the focus on of trouble which made her more acknowledged. Henrik Ibsen attention to social issues in my opinion brought out all the good, the bad, and the ugly of that times society. He had much attention to detail and an ripe way of thinking which effectively brings all the problems of society into light.

The Role of Computer and Internet in Education

CHAPTER 5 THE INTEGRATION OF COMPUTER USE IN instruction JAN Department VAN hideout AKKER, PAUL KEURSTEN and TJEERD PLOMP of precept, University of Twente, P. O. The Netherlands pilfer Box 217, 7500 AE Enschede, on that point is an increasing aw argonness that thwart welcomes with the introduction of computing machines in preparation ar a consequence of insufficiently taking into explanation factors that ar decisive when introducing salmagundi in schedule lineal settings. legion(predicate) of the problems in the writings draw neat similarity with the kind of problems lots pay off in course of acquire writ of act.In this scope the endeavors to make electronic reckoner expenditure an incorporate part of naturalizeroom activities argon analyzed. way go forth be laid on the fundamental interaction mingled with instructors and courseware elements for a more in force(p) dodging for the integrating of electronic computing machine custom in educational activityal coiffure will be presented, with special attention to the pattern of aid materials as an essential part of courseware. interpolation Despite legion(predicate) content and local initiatives, examples of victorious information attend toing system social occasion in classroom perform are suave relatively rare. In umpteen countries the number of reckoners in conditions has considerably increased in recent years.However, little progress has been make still few instructors are actual subroutiners bundle example is often restricted to drill and normal figure the alignment with the course of instruction pattern is poor. explore results (of cardinal surveys and case studies) from many countries point to the conclusion that in that respect is still a massive appearance leading before computer usance will be effectively blendd in virtu entirelyy classrooms ( chit-chat e. g. Becker, 1986 part of engine room Assessment OTA, 1988, for t he USA, Chomienne, 1988 Olson & Eaton, 1986, for Canada Cox, 1987, for the U. K. Inspectorate, 1986 Plomp & parvenu wave hideout Akker, 1988, for the Netherlands).There is an increasing mindfulness that these disappointing construes are a consequence of insufficiently taking into account factors that are crucial when introducing qualify in educational settings. well-nigh(prenominal) of the reported problems that naturalises and instructors face when implementing computer wasting disease show great equality with the kind of problems often experienced in political program instruction execution (cf. Fullan, Miles, & Anderson, 1987 Sheingold, Martin, & Endreweit, 1987 Walker, 1986). For that reason we would care to analyze the endeavor to make computer drill an integrated part of classroom activities 65 6 .I. VAN den AKKER et al from a course of instruction implementation perspective. We shall start with an over interpret of the variables that foundation act upon t he exercise and outcomes of course of instruction implementation. For the dissimilar categories of those variables we shall then discuss the books on computer employ in education. Emphasis will be laid on the interaction between teachers and courseware. Based on this problem abbreviation we shall present elements for a more effective system for the consolidation of computer routine in the educational class period.Special attention will be salaried to the practice of (written) nurse materials as an essential part of courseware. An Over flock of Factors affecting execution _ Drawing upon the work of Fullan (1982) and of cutting edge Velzen, Miles, Ekholm, Hameyer, and robin redbreast (1985), we propose a framework for discussing factors influencing the implementation of re genesiss in the educational practice by distinguishing four categories of variables national (and/or state and/or district) context characteristics of the naturalizeing ( governance) immaterial keep back characteristics of the renewing itself.Within each family several(prenominal) variables evoke be mentioned National context aboriginal legislation and regulations governing dust of indemnity constitution and close making in educational personal business quantify, resources and facilities made usable for an diversity proclaimed set and aims most(predicate) an foundation garment attitude of politicians and ( just to the mettlesomeest degree opposite(a)) opinion leadership around an innovation. inculcate organization experiences with foregoing innovations constituent of the school leader(s) methods of decision making practiseable facilities (time, money, materials) ingrained co-operation and mutual support distribution and ex transmute of instruction.External support inservice rearing assistance with internal coaching and guidance personal contacts with staff development for individual teachers experts and colleagues from other schools. m ultifariousness characteristics rele wagon traince of the innovation for invites and problems of practicers limpidity of the goals and practical means of a change object implementation of reckoners in Education 67 mazyness of innovation requirements, especially in instruct lumber and practicality of the innovation harvest-homes. ehavior In the next pieces we shall first ingeminate literature on the consolidation of computer utilization, as far as it relates to the first three categories (national context, school organization, and external support). We intimate to those categories of variables as the conditionalfactors, because they are conditional for the ultimate use of products by teachers in their workaday work. Afterwards we shall focus our attention on the characteristics of the innovation product itself in relation to the teachers type.Conditional Which computer literature, emphasis Factors for the Integration of computing device phthisis research results nearly use in education? We but restrict ourselves on semiempirically found conditional factors batch be found in the literature on do not intend to offer an exhaustive overview of this to a compendium of some aimed publications, with an sources. National Context Still little empirical research is done about the impress of variables in the national (state/district) context on the actual use of computers in the school practice.Descriptions of national policies on information engineering science in many countries are available (e. g. Beishuizen, Tobin & Weston, 1988), but focused research efforts in this sphere are hard to find. Broad attention for policy variables is given by Fullan et al. (1987) in their study on the implementation of the new information engine room in Ontario schools. Apart from obvious tasks as investing in hardware, computer computer software development, research, teacher fosterage and the like, policy makers should as well play a stimulating go vernment agency in the mean and co-ordination of implementation activities.Proclamation of new aims for the educational system and encouragement from above for initiatives and activities in the field arsehole be helpful for the many participants in the innovation. School Organization The influence of the school organization on the implementation of computer use has been studied more a great deal. The results comm unless confirm the findings from the more familiar innovation literature. Encouragement and support from school administrators and principals are of snappy importance (Carmichael, Burnett, Higginson, Moore, & Pollard, 198. Cox, Rhodes, & Hall, 1988 Fullan et al. , 1987). Help from principals is especially necessary in providing for facilities for instruct, the bargain for of hardware and software, the rearrangement of timetables and other organisational measures. overly conducive to the implementation suffice is a lordly school climate where teachers give mutual support by exever-changing ideas and experiences and by providing feedback (Carmichael et al. , 1985 Cox, 1987 Inspectorate, 1986). 68 J. VAN retreat AKKER et al.A beneficial role shadower as well as be played by computer coordinators, especially if they mix computing expertise with strong interpersonal and organisational skills (Strudler & Gall, 1988). Also measures wee-wee to be mete outn to apprehend long term supplies and maintenance of hardware and software (Bitter & Gore, 1986 Wagshal, 1986). External Support A growing body of experience and research data has become available about effective atoms of inservice training and other forms of external support for schools and teachers in the use of computers.A criticism on past inservice onrushes is that the emphasis on good aspects was too strong, while too little attention was paid to the integration of computer use in the e reallyday classroom practice and as well as to the skills in selecting and evaluating coursewa re homienne, 1988 DArcy & Gardner, 1988 Wiske et al. , 1988). teachers need a strong support to get well their (initial) problems of uncertainty and their concerns about changing teacher/ pupil relationships and about accountability (OTA, 1988).There is a growing consensus about characteristics of inservice training that can increase its effectiveness (OTA, 1988 Stecher & Solorzano, 1987) take into account balance between lecture and (guided) practice expatiate course of instruction guides and plans for the course plus lesson-related materials and hand-outs clear training objectives inservice lessons linked to teachers own instructional practice friction match interaction, including communication during hands-on activities strategies for inform heterogeneous groups r evaluation support and guidance. This (selective) literature review indicates a fractious imilarity between conditional factors for two integration of computer use and syllabus implementation. Future, more foc used, research activities are necessary to sharpen our insights in this area. Product Characteristics and the Teachers Role Educators and educational researchers consistently deferred payment one factor as central to the exuberant development of technologys use in the schools the classroom teacher (OTA, 1988, p. 87). For that reason it is important to take a closer look at the changes cladding teachers at the implementation of computer use in their classroom practice.As Fullan (1982) has pointed out, nearly every innovation requires teachers to change on several dimensions the use of new materials, alterations in their precept behavior, and changes in their beliefs and attitudes. In this section we deficiency to explore how certain characteristics of the new materials (especially courseware) can influence changes in instruction behavior and beliefs. From the general innovation literature we know that at that place are several product characteristics that can influence the fat e of a certain innovation. First, we present a brief overview of this literature.Then we shall use this as a filter to screen the literature on computer use in education. Implementation of Computers in Education 69 Well-known discourses about influential (product) characteristics of innovations are delivered by Rogers and Shoemaker (1971) who disembowel features like observability, building complexity, compatability, and relative ad cutting edgetage, and by Doyle and Ponder (3977-78) who push to the practicality ethic of teachers, with criteria like instrumentality, congruence, and cost. An authorative summary of these characteristics is provided by Fullan (1982 mold also Fullan et al. , 1987).He mentions the issue forthing characteristics, elucidated by some central questions Need and relevance What is the need for and the appropriateness of the change? What is the priority of the efforts to implement the innovation relative to other concerns? Clarity How clear are the goals an d essential features of the innovation? practical implications for the users? Complexity How clear are the How many components of instructional practice are affected and how over more do they differ from existing practices and beliefs? How difficult is it to fall upon the necessary changes? Quality and practicality How well developed and tried are the products?How certain is the repair of the innovation? What is the tradeoff between the actual benefits and the personal and organizational cost? Weaknesses in one or more of these characteristics usually cause major obstacles for implementation. Fullan (1982, p. 62) underlines the importance of individual perceptions in this respect ImpIementation is a problem of individuals developing meaning in relation to specific policy or program directions. Although materials alone can never be sufficient for the implementation of innovation proposals by big target groups of teachers, the potential influence of materials is great.Well desig ned and vafidated products can contribute substantially to the realization of educational changes (Crandall and Associates, 1982 Emrick & Peterson, 1978 Van den Akker, 1988). We proceed now with a short(p) overview of research findings about the interaction between product characteristics and teachers in the domain of computer use. Courseware Quality and Teachers Problems There is a wide dissatisfaction about the pure tone of educational software and courseware (OTA, 1988). Some conclusions are Much educational software is isolated material, badly attuned to the curriculum 0 J. VAN lair AKKER et al (content, materials, strategies) in use (Inspectorate, 1986 Woodhouse & Jones, 1988). Often computer use cannot be a process of simply incorporating new into old, but it requires reshaping what was there (Hawkins & Sheingold, 1986). But also a warning is in place if the software closely relates to the existing curriculum, it can indeed be easier for the teachers to use, but then it is o ften seen as just an extra and not to the full integrated in the day to day practice (Cox, 1987).Thus, software should either support the goals of the existing curriculum or meet the needs for a curriculum change (Mallatratt, 1988). Much software has been developed for use by individual students, not taking into account the usual whole-class teaching and the practical constraints of a classroom with limited numbers of computers (Centre for educational Research and Innovation CERI, 1986). This restriction places a considerable demand on the planning and management skills of teachers. Much software is seedy documented (Jorde, 1985). User guides contain mainly technical information about operational aspects of the software.Support (print) materials for the teacher with suggestions how to integrate the program in the instructional process is frequently privationing (Inspectorate, 1988). Most software does not to that extent sufficiently exploit the capacity of the computer to util isation and practice software continues to enhance teaching and acquirement. . tower all theatre of operations areas (OTA, 1988, p. 122). Furthermore, much of the early generation of software can be characterized by the test Syndrome (Mackey, 1987). An innovation which appears to bring just one long question-answer routine gets a bad name.The available educational software covers only parts of the different landing field theme domains (Inspectorate, 1988) most software is just bit by bit (Williams & Williams, 1984). The lack of sufficient tall quality materials obstructs the integration of computer use into the daily practice. Problems many teachers experience are the following For various reasons it is difficult to select suitable software. no. only is software often poorly documented, but also many teachers lack the knowledge and skills for an effective evaluation of the software quality (Knupfer, 1986 Preece & Jones, 1985).Moreover, there are only limited possibilities to see potentially useful software before purchase (Balla, Gow, & Burton, 1986 Mallatratt, 1988). Teachers often lack technical skills in development computers and software (CERI, 1986 Ridgway et al. , 1984). This often leads to uncertainty, especially when the level of computer familiarization of the teacher is the same as or plane lower than that of the students (Carmicheal et al. , 1985 Heywood & Norman, 1988). A consequence of this phenomenon whitethorn be that educational computing will be restricted to the limited level of expertise of the teacher.Teachers often experience unanticipated problems with their instructional roles (Carmicheal et al. , 1985 Cuban, 1986 Hawkins & Sheingold, 1986 Wiske et al. , 1988). Computers challenge teachers existing instructional routines by requiring a shift from expository teaching towards a role in which the teacher is more of a partner and guide of the students. Many teachers shade uncomfortable about these changes and therefore try to de crease them (Elder, Gourlay, Johnstone, & Wills, 1987 Olson, 1988 Plomp, Steerneman, & Pelgrum, 1988). This factor is particularly Implementation f Computers in Education 71 important because research has shown that the way a teacher integrates computer use through with(predicate) his ongoing instructional decisions is tiny to the impact of computer use on assimilators and learning results (Wilson, 1988). Cox et al. (1988) sustain that teachers frequently lack knowledge and skills for effective arousal of students microcomputer activities, and thus children fail to learn what they power learn with judicious teacher intervention. Teachers experience many practical problems when they start to use computers (Carmicheal et al. 1985 Elder et al. , 1987 Inspectorate, 1986). Computer use demands from teachers many time-consuming management and organizational activities. Wiske et al. (1988) conclude that the major barrier for computer use is that it is unclear for teachers how the pot ential contribution of computer use can outweigh the costs involved. In summary we whitethorn conclude that the research on the integration of computer applications in education reveals many similar problems as described in the literature on curriculum implementation (cf. Fullan et al. 1987). Most factors that influence curriculum implementation also influence the integration of computer use in the instructional practice. An Infusion climb for the Integration of Computer Use In this section we will try to identify elements of an effective strategy for the integration of computer use in education by analogy reasoning with border ones of effective curriculum implementation. Most teachers, if they are utilize computers at all, are still inexperienced users the great majority are in the initial implementation soma.In this academic degree venial flourishing experiences are an important factor in stimulating the use of the innovation by teachers, both in the field of curriculum imp lementation (Van den Akker, 1988b) and computer integration (Fullan et al. , 1987). There are two components of successful experiences first, the students attain clear learning results second, the teacher succeeds in an effective lesson execution without major problems, and is aware of his own contribution in this respect.Such successful experiences can only take place when teachers commence high quality courseware at their disposal. We define courseware as a package comprising computer software and (mostly written) support materials. Since our compendium of implementation problems indicated that especially the support materials if available are of a poor quality, we shall focus on that component (lessonware) of the courseware.In order to identify high quality characteristics, we need to clarify what functions the materials should have for the teacher. Functions and Characteristics of Courseware As shown in the preliminary sections, integration of computer use by teachers is co mplex and involves them in learning new roles and unlearning old ones. Implementation can be 72 J. VAN DEN AKKER et al. conceived as a learning process for the teacher in which changes are required in teaching behavior as well as in beliefs, attitudes and understanding.A literature review of Van den Akker (1988b, c) on curriculum implementation, teacher planning, and general learning theories provides some answers to the question of how materials can contribute to this learning process of teachers in their initial implementation phase. The literature on curriculum implementation reveals that in teachers initial implementation efforts personal self-concerns dominate, changing via more task-oriented concerns to concerns about the impact of the curriculum on learners (Loucks & Lieberman, 1983).Research indicates that this change model also applies on computer integration (Cicchelli & Beacher, 1985, 1987 Wiske et al. , 1988). Thus, at present, where most teachers are still in the initia tion phase where personal survival concerns dominate, courseware materials should support the teachers by anticipating as much as possible potential user problems and by offering practical advice to prevent or solve much(prenominal) problems.From research on teacher planning (Clark & Peterson, 1986) it has become more evident that changing the practice of teaching requires more attention to the stage of pre-active planning. The lesson planning approach is of crucial importance for the lesson execution, and, ultimately, also for learning-by-reflection of the teacher afterwards. Literature on general learning theories indicates that (intensive) orienting activities yield more precise and heavy plans for action.Courseware may activate and support teacher planning by providing a clear orientation to the teaching task, by pointing to critical features of (computer assisted) lessons and by making suggestions about how to deal with emergent problems during the instructional process. From this analysis we may conclude that courseware, intended for teachers initial use, should contain a large amount of adjective specifications very surgical how-to-do-it advice focused on essential but apparently vulnerable elements of the curriculum.This means that the support materials should not only contain technical information about the use of the computer program, but also detailed advice about the instructional process (cf. Fullan et af. , 1987). With the help of such materials, the teachers should be stimulated to a task orientation and to concrete role-taking experiences and should be supported with practical advice for successful lessons. In order to produce such courseware, one has to follow a very careful development approach, with much attention for formative evaluation and revision of the materials.Obviously, the technical certainty of the software must be guaranteed and the program should be easy to use (Fullan et al. , 1987). Special efforts have to be made to det ect teachers problems with the use of the courseware in their classroom situation. These evaluation findings should lead to the incorporation of procedural suggestions for the teachers in the support materials about how to prevent or solve such problems. It depends desirable that the development of the software and the support materials (lessonware) proceeds in close interaction.More or less simultaneous design, construction and evaluation activities can further the interwoveness of the different courseware components. Such an approach may also increase the chances to produce courseware that is innovative from an instructional and curricular perspective (cf. Hawkins & Sheingold, 1986). Implementation of Computers in Education 73 An Illustrative Study An explorative study along these lines has been done by Keursten (1988), who developed courseware for immemorial intuition.He pointed out that there is a remarkable resemblance between major implementation problems of teachers with a new approach in (activity-based) science education and the earlier discussed problems with the integration of computer use. Van den Akker (1988a, b) mentioned the following key problems for teachers in the science domain complex and time-consuming lesson preparation a lack of priming knowledge and skills (causing a lack of self- self-assurance) great difficulties in changing the didactical role insufficient view of possible learning outcomes.In the research project of Van den Akker (1988a, b), a successful effort was made to diminish these problems by providing teachers with many, conservatively tested procedural specifications in curriculum materials. Keursten (1988) applied the same split up of specifications in courseware for a series of seven lessons (on the write up weather final grade of main(a) school), to be used by teachers who had neither experience with computer use nor with an activity-based science approach.The courseware package consisted of written lesson materi als containing subject matter information and directions for lesson preparation and execution educational software with a very succinct manual about its operation and some student materials. The procedural specifications for the package were divided over the written lesson materials (lessonware) and the software manual. In the lessonware the following categories were incorporated i general characterization of the series of lessons in terms of objectives, content, time (also division of time over different lessons), suggestions for spying learning effects. ackground information about the subject matter so that it is not necessary for the teacher to refer to other sources during the lesson preparation. Per lesson were included a short abbreviation of the lesson suggestions for the lesson preparation, including issues like necessary learning aids, classroom organization, social organization of the lesson in keywords, personal preparation by the teacher. guidelines for lesson execut ion with suggestions for instructional activities, for classroom organization, and for guidance of the students.The manual of the computer program consisted of directions for the use of the computer (especially important for teachers without experience with computers) description of the objectives (short, because it is also part of the written lesson materials) directions for the use of software (important, as it must answer all possible questions teachers may have in using the program) points of attention about the siting of the computer(s). 74 J. VAN DEN AKKER et al. Two basic elements in the design approach should be underlined.First, the curricular perspective was in the headspring the computer software was developed as a tool for realizing the formulated curriculum aims. Second, the primary election focus in the elaboration of the materials was on the tasks and user problems of the teachers and not on the possibilities of the software. An evaluation of the use of this co urseware with pentad teachers had validatory results. The teachers were able to use the package as meant by the designers. They hardly experienced any technical problems and adequately know the activity-based science approach.Also the reactions and learning outcomes of the students were very satisfying. A general conclusion of this study was that the characteristics of the courseware seem very appropriate to reduce implementation problems. Therefore follow out research has been started for further investigation of this approach. Conclusion The integration of computer use in the instructional practice of teachers infusable support materials (cf. Wilson, 1988). We would like to summarize our infusion approach as follows benefits by eachers can start their computer use with short and well organized applications successful use is strongly advanced by carefully designed and validated procedural specifications in the different courseware components based on these successful experience s, teachers acquire clearness about the meaning and potential of the innovation, gain confidence in their own competence, and develop their own view of the appropriateness of the innovation for their students and themselves. Without such early high quality experiences, teachers judgments about the relevance and practicality of computer use can only be superficial.As Wiske et al. (1988) found, the initial reservations of teachers about computer use diminish after experiencing examples of computer use that yield clear educational benefits. A real integration of computer use in the curriculum can only be realized when teachers recognize the surplus value of computer use. Successes in the early implementation phase are crucial for motivating teachers to further activities and to elicit commitment to the change efforts. We have strongly concentrated our arguments on the role of products (courseware) in the process of implementation.Of course we realize see the first part of our article that there are many other variables at stake. But we couple with Collis (1988) that it makes sense to focus on those variables which are relatively easy to manipulate. And, within the then available options, we have strong indications that a sophisticated design of the support materials within courseware can have a great impact on implementation activities and outcomes. 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