Taino Construction Supplies Case Study Example | Topics and Well Written Essays - 500 words

Taino Construction Supplies - Case Study Example Besides the company is environment protection and social oriented. This is reflected in green building and social projects participation, using alternative ways of the extraction of sand. Secondly, Rivera analyses the company’s competitors, customers and market situation. It appears that though Taino does not have direct local competitors there are competitors on the global level and the main of them is Cementos de Mexico which is Tainos partner and client at the same time. Another big customer is House Depot (retail) and some big construction companies. The market analysis shows that the construction market in San Felipe is in time of crisis. However, some segments for example â€Å"do-it-yourself† are stable. Besides the company have faced with other challenges, such as government, environmental groups and partners difficult relations. At the same there are emerging possibilities on the market to raise sales of some products in home market and exporting to other count ries in particular into some states in the USA affected by hurricanes. Consequently, Mario Rivers searches for the ways of turning all the innovation investments in competitive edge of the company.

Syllabus: Designing Needs Assessment

Syllabus: Designing Needs Assessment The two terms of prime focus of this study are: Syllabus and Needs. This chapter includes a literature review on different aspects of syllabus designing and needs assessment .The characteristics and many faces of Curriculum Development/ Syllabus Design are presented in addition to needs assessment, reasons for conducting needs assessment, steps in needs assessment and the relationship between syllabus designing and needs assessment. 2.1 Curriculum A key term of this study is-Curriculum, hence this section aims to give clarity on the meaning, scope and process of curriculum. A common error that comes into notice while studying curriculum development process is the synonymous use of the words-curriculum and syllabus. This section also attempts to demarcate and differentiate these two words so that the course designers and developers may systematically initiate the process in context to SGBAU. 2.1.1 Definitions of Curriculum Although the idea of curriculum is not new and has been extensively used by education planners yet there remains considerable dispute as to meaning. The word is from the Latin root currere. It means a course or race. It term originated from the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Throughout the history of second-language programmes, the concept of curriculum has been important. However, there is little general agreement on actual form, function, and scope of curriculum. Before discussing the theory of curriculum development, some definitions of curriculum as quoted by Finch, A.E. (2000)1 are presented below: Stenhouse (1975) describes Curriculum as an attempt to communicate the essential properties and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice Eisner Vallance 1974, describe curriculum as: what can and should be taught to whom, when, and how Nunan 1988 adds to his curriculum elements designated by the term syllabus along with considerations of methodology and evaluation White et al. 1991,see curriculum as concerned with objectives and methods as well as content. Such a definition involves consideration of the philosophical, social and administrative factors of a programme. Richards, Platt ,and Webber 1985, definition of curriculum focuses on the components necessary for delivering instruction and evaluating the success or failure of the curriculum.: An educational programme which states: (a) the educational purpose of the program (the ends); (b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose(the means); (c) some means for assessing whether or not the educational ends have been achieved Tanner, 1980 define curriculum as : The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competence. Celce-Murcia and Olshtain,2000, offer the following definition of curriculum: A language curriculum can be viewed as a document that provides guidelines for textbook writers, teacher trainers, language teachers, developers of computerized and hi-tech teaching aids, language testers, and many other populations that might function as stakeholders in the language teaching context. As such a curriculum should express the cultural, social and political perspectives of the society within which it is to be implemented. It combines past and present ideologies, experiences, philosophies, and innovations with aspirations and expectations for the future. It serves as the major framework within which educational decision making is carried out with respect to goal specification and teaching methodology, teacher training and text book selection. The term curriculum is generally seen to include the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers and the syllabus, are therefore subsumed by this definition. From the above definitions and interpretations of curriculum , there emerge two broad perspectives According to the first of these, the term curriculum has a narrower scope and refers to the substance of a programme of studies of an educational system. In the second (and more recent) meaning, curriculum includes the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers. 2.1.2 Curriculum Components Despite the different perspectives on the meaning and scope of curriculum, Stern (1983) identifies three major curriculum components, which are further amplified by Breen Candlin (1980) and Stenhouse (1975) as presented in table 2.1 below: TABLE 2.1: MAJOR CURRICULUM COMPONENTS OF SECOND LANGUAGE PROGRAMMES Stenhouse (1975) Breen Candlin (1980) Stern (1983) i) planning; ii) empirical study; iii) justification. i)language teaching (what is to be learned?); ii) methodology (how is the learning to be undertaken and achieved?); iii) evaluation (to what extent is i) appropriate and ii) effective?). i) purposes and content; ii)instruction; iii) evaluation. Source: STERN 1983 According to Richards, Platt ,and Webber (1985) the most important components of curriculum development are: (a) the study of the purposes for which a learner needs a language(needs analysis); (b) the setting of objectives, and the development of a syllabus, teaching methods, and materials; (c) the evaluation of the effects of these procedures on the learners language ability. Brown (1989) concentrates on the following curriculum components: needs analysis, instructional objectives, tests, materials, teaching, and evaluation. TABLE 2.2 Curriculum Process Model NEEDS ANALYSIS E V A L U A T I O N OBJECTIVES TESTING MATERIALS TEACHING (Source:Brown 1989) There are some components that are common in all the above perspectives and they are: Needs analysis Setting of objectives Teaching Evaluation However, it is important that the two prime stakeholders should be involved in the curriculum development process. As Hills 1976, puts it- no teaching/learning method however innovative or systematic can succeed without a proper consideration of the two main participants, the student and the teacher. every learner will bring a different set of knowledge and experiences to the learning process, and will construct in different ways, their own sense of the situation with which they are faced. (Williams Burden 1997:96) It is therefore necessary to involve teachers and students in the process of curriculum design and to allow for individual differences in learners (Breen Candlin 1980:94) and for changes in self-perceptions of these differences as the courses progress. In the light of these considerations, important questions about curriculum content to be addressed are: How do the learners perceive themselves as language learners? What effect do their personal constructs have upon the process of learning a new language? How do individuals go about making sense of their learning? How can teachers assist learners in making sense of their learning in ways that are personal to them? (Williams Burden1997:96) 2.1.3. The Stages of Curriculum Design Curriculum designing is a systematic process and every stage needs to be followed sequentially. Tabas outline (1962:12) of the steps which a course designer must work through to develop subject matter courses has become the foundation for many other writers suggestions. Her list of curriculum processes includes the following: Step 1. Diagnosis of needs Step 2. Formulation of objectives Step 3. Selection of content Step 4. Organization of content Step 5. Selection of learning experiences Step 6. Organization of learning experiences Step 7. Determination of what to evaluate, and the means to evaluate Cited in Yordanova Svetlana, 2000 According to Long Richards [quoted by Johnson, 1989: IX] language curriculum design is regarded as a decision making process and involves: Policy making. Needs assessment. Design and development. Teacher preparation and development. Programme management and evaluation. a) Policy making Based on the information collected about learners , educational objectives and strategies have to constructed. According to Breen (1980) -The communicative curriculum defines language learning as learning how to communicate as a member of a particular socio-cultural group. The social conventions governing language form and behavior within the group are, therefore, central to the process of language learning. For Nunan [1994] the aim of communicative language learning is achieving language proficiency based on the development of the four macro skills. The level of language proficiency therefore ,vary for different groups of learners and will depend on learners needs. Thus this a crucial stage of curriculum development as it spells out the scope of the curriculum as well as the strategy to be used for curriculum design and implementation. b) Needs assessment On the basis of the identified aim it is possible to make an analysis of the learners both linguistic needs (expressed in structures or functions) and communicative needs expressed in communication situations. Needs assessment is discussed in detail in a subsequent section of this chapter. c) Curriculum design With the aims of the curriculum identified and the needs of the learners analyzed, the specific learning goals can laid for the different levels of the course (year/term). These learning objectives can be categorized as follows: Product objective- specifying the learners target language proficiency and performance. Process or pedagogic objectives- specifying the the learning process and methodology that shall be adopted to the learning outcomes. While deciding the learning framework the following are usually ascertained: Objectives or what is intended. Means or what is to be done to achieve the objectives planned. The results or evaluation of what is achieved. L. M. Kamysheva It is important that there is a logical relationship between the ends and the means. If there is a gap or discrepancy between the objectives and the process adopted in the classroom language curriculum would fail to achieve the desired result. It is this problem that constantly challenges language planners and often results in failure of many well-conceived curriculum. Just as there are product and process objectives there are product-oriented (summative evaluation) and/or process-oriented (formative evaluation) approaches to evaluation [Weir Roberts, 1994]. Evaluation usually attempts to compare current performance with desired performance by means of testing. The evaluation can be quantitative (based on quantitative criteria) and/or qualitative (based on qualitative criteria). Sometimes a mix of both may also be adopted to obtain valid findings. d) Teacher preparation and development Teachers are a vital part of the jigsaw puzzle of curriculum development and the curriculum designing process would be incomplete without their active involvement during development and implementation stages. Moreover, they are the ones who experience the curriculum in the class and their inputs are invaluable in subsequent curriculum improvements and innovation. e) Curriculum evaluation Course evaluation acts as a measure of the effectiveness of the curriculum and also provides indicators for further improvements and innovations. Evaluation is defined by Brown as the systematic collection and analysis of the relevant information necessary to promote the improvement of a curriculum and access effectiveness and efficiency. [Johnson, 1989: 223] According to Johnson, curriculum development would consist of a process of continuous adjustments or fine tuning. Curriculum evaluation consists in the interaction of formative (process) and summative (product) evaluation. 2.2 Syllabus A syllabus outlines what will be taught and thus helps the teacher and the learner to work together towards the objectives of the curriculum. Breen offers a very general definition of syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (1987a:83) Hutchinson and Waters (1987:80) cited in Rabbini Roberto, 2002, define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This definition focuses on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden.1987: 87). Yalden sees it as a representation of what will be taught and that it cannot accurately predict what will be learnt. Prabhu gives a more specific definition:specification of what is to be learnt (1987:89). For Allen HYPERLINK http://www.finchpark.com/afe/appends/(1984), the syllabus is that subpart of curriculum which is concerned with a specification of what units will be taught (Allen 1984:61), whereas for Yalden (1987), it is primarily a teachers statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive), and also sequences the learning that takes place, while NunanHYPERLINK http://www.finchpark.com/afe/n.htm#Nunan (1988c) takes a wider, non-specific view of a framework within which activities can be carried out: a teaching device to facilitate learning (1988c:6), and Prabhu (1987) proposes a form of support for the teaching activity that is planned in the classroom and a form of guidance in the constructio n of appropriate teaching materials (1987:86). In contrast, Kumaravadivelu sees the syllabus as a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners and claims that this is a widely recognized perspective (1993b:72). The above definitions rather than bringing clarity, add to the complexity of understanding the term syllabus: every syllabus is a particular representation of knowledge and capabilities. And this representation will be shaped by the designers views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning. (Breen, 1987a:83) 2.2.1 Curriculum/Syllabus The two termscurriculum and syllabus, are often used synonymously with each having areas and functions not distinctly defined. The discussion and confusion between the two terms continues since these can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). However for course designers and developers a distinction between the scope, objectives and functions of the two terms- curriculum and syllabus is necessary. Stern (1984) defines syllabus as connected with content, structure, and organization, while curriculum development is viewed as connected with implementation, dissemination and evaluation. For Yalden (1984) syllabus is connected with learners needs and aims. Syllabus along with selection and grading of content specifies and grades learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7). Nunan, 1994. Candlin (1984) as cited in Nunan, 1994,states the fact that while curriculum is connected with language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners, syllabus is a more concrete term, referring to the actual events in the classroom, i.e. the application of a syllabus to a given situation. Breen (1980) sees syllabus as a part of the overall curriculum: Curriculum can be distinguished from syllabus in that a syllabus is typically a specification of the content of teaching and learning and the organization and sequencing of the content. Content and its organization is subsumed within a curriculum as a part of methodology. A syllabus is therefore only part of the overall curriculum within which it operates. Stenhouse (1975:4), and Allen (1984) proposes: [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned with planning, implementation, evaluation, management, and administration of education programmes, and the syllabus focusing more narrowly on the selection and grading of content. (1984:61, cited in Nunan 1988HYPERLINK http://www.finchpark.com/afe/n.htmc:8). The position presented in Dubin and Olshtain (1986:3): A curriculum is a document of an official nature, published by a leading or central educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language- in a broad and varied context. Thus , a state at the national level, aboard of education at the district level, a community at the municipal level or a university or college at the local academic level may choose to issue a document stating the scope and goals of its program for teaching a second or foreign language. Accordingly, such a curriculum will present broad overall perspectives that can apply to large number of different programs within the specified context. At the state level, the document will be concerned with goals that apply to all types of schools and segments of the population. At the district level it will apply to all schools within the district and at a given university to all the language courses-even though they may be taught in different depart ments. A Syllabus, in contrast to the curriculum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or a particular series of textbooks. Ideally, in this sense, a curriculum should be implemented through a variety of syllabuses and each of these syllabuses should be compatible with the overall curriculum. At the state level this would mean that the curriculum provides general guidelines for all educational planners and policy makers and all material and courseware developers. All textbooks, supplementary materials, tests and courseware would be designed so as to fit the goals specified in the general curriculum. The above definitions and perspectives on syllabus and curriculum thus make it clear that curriculum has a broader scope and starts with deciding course objectives and ends with evaluation to judge whether the course objectives have been met. The term syllabus is seen as a part of curriculum which specifically refers to content selection and classroom delivery. 2.2.2 Classifications of Syllabus and Approaches to Syllabus Design There are at present several proposals and models for what a syllabus might be . Yalden (1983) describes the major current communicative syllabus types which were summarized by J.C. Richards and T.S. Rodgers (1986) with reference sources to each model: Type

An Introduction to Windows 2000 Professional Essay -- Essays Papers

An Introduction to Windows 2000 Professional Reliability Windows 2000 Professional is up to 30 percent faster and, according to National Software Testing Labs (NSTL) tests, 13 times more reliable than Windows 98. The operating system is the most reliable version of Windows ever produced. Memory conflicts and missing or altered system files caused many of the system crashes prior to Windows 2000. To put an end to these problems, Microsoft changed Windows 2000 memory management to reduce the chance that software applications will interfere with one another. In addition, Windows 2000 includes a built-in safeguard called Windows File Protection. This feature helps prevent critical operating system files from being deleted or altered by users or applications. Industry studies show that as much as 80 percent of system failures can be traced to human errors or flawed processes. If a system file should be changed or deleted, Windows File Protection can detect the change, retrieve a correct version of the file from a cache, and restore it to the system file folder. The end user never knows the repairs have been made because Windows 2000 just keeps running ( (1)Windows). The following is a list of improvements in Windows 2000. It should be noted that this covers the entire Windows 2000 family (Server, Advanced Server, and Professional). †¢ Improved Internal Architecture: Windows 2000 includes new features designed to protect your system, such as preventing new software installations from replacing essential system files or stopping applications from writing into the kernel of the OS. This greatly reduces many sources of operating system corruption and failure. †¢ Fast Recovery from System Failure: If your system does fail, Windows 2000 includes an integrated set of features that speed recovery. †¢ Improved Code with Developer Tools: Microsoft provided third-party developers with tools and programs to improve the quality of their drivers, system level programs, and application software. These enhancements make it easier for independent software vendors to write dependable code for Windows 2000. †¢ Reduced Reboot Scenarios: Microsoft has greatly reduced the number of operations requiring a system reboot in almost every category of OS fun... ...ss/relavail Asp, Accessed 9 September 2001. 3. Mobile Computing and Windows 2000 Professional, www.mightywords.com, Accessed 15 September 2001. 4. (2) Windows 2000 Professional and Server Score an ‘A’ for Performance and Reliability, http://www.microsoft.com/windows2000/professional/evoluation/ news/external/gigaa.asp, Accessed 9 September 2001. 5. (3) Windows 2000 Professional: Built for Mobile Users, http://www.microsoft.com/windows2000/professional/evaluation/business/overview/ mobile/default.asp, Accessed 16 September 2001. 6. (1) Windows 2000 Professional: Most Reliable Windows Ever, http:// www.microsoft .com/windows2000/professional/evaluation/business overview/reliable/muchmore, Accessed 9 September 2001. 7. (4) Windows 2000 Professional: Easy to Use and Maintain, http://www.microsoft.com/windows2000/professional/evaluation/business/overview/ manage/default.asp, Accessed 21 September 2001. 8. (5) Windows 2000 Professional: Internet Ready, http://www.microsoft.com/ windows2000/professional/evaluation/business/overview/internet/default.asp, Accessed 22 September 2001.

Survival of the Fittest

Survival of the Fittest His sweaty palms clutch a few coins. The bus line moves forward. Ticket paid for, a quick glance to the back of the bus. They wait, feeding off his panic and distress as he walks to his seat. Fiona Dove investigates teen bullying. Survival of the fittest has been a notion well accepted by society when applied to animals. The strong and the weak battle it out to determine who will be supreme. Does this theory apply to bully behaviour? If three-quarters of Australian households have at least one person affected by bullying are our children fighting a battle, which will determine how they conduct their lives? The Education of Queensland Child Protection Act defines bullying as â€Å"The abuse of power with the intention of causing distress to other person(s)†¦Ã¢â‚¬  Bullying is a poisonous weed within society. Research shows that children who bully at a young age have a higher risk of committing felonies as an adult and becoming a criminal. Indeed victims of bullying have experienced psychological damage so severe it lead to suicide. Chanelle Rae was fourth student from Western Height College in Geelong, Victoria to commit suicide in a five-month period. Chanelle was a zealous supporter of the Geelong cats. Her idol Corey Enright a cats team member was pallbearer at her funeral. However on the 17th of July in 2009 Chanelle committed suicide after a brutal cyber bullying attack. [pic] It's natural, so what’s wrong with this Picture? With technology constantly advancing this generation has much more choice in torturous devices than 20 years ago. Mobile phones, Internet physical violence and smear campaigns are all weapons in a bully’s arsenal. With all this at a bully’s disposal victims are in a constant state of trepidation unsure as to which direction the blow will come from. Television programmes preach that only those who fit the stereotype of a â€Å"Nerd† are bullied in society; the reality is that a bully can target anyone. Insecurities, fear and jealousy are the underlying emotions that bullies deal with by intimidating and antagonizing others. As a consequence of young people being herded together for extended periods of time, the instinct to overpower and â€Å"bully† others is natural. As caregivers we should be asking ourselves whether bubble wrapping and shrouding children from the public domain mean that they have insufficiently developed social skills? Are we, ironically, making children revert back to the battle for supremacy? With one in five students having been harassed at school and at least one in three children bullied almost daily, only a fool would say that bullying in schools is a minor problem. â€Å"Bullying will always be a part of school culture,† agrees Alison Heder a school bus driver. To change the bullying culture children need to be told from a very young age that telling a trusted adult, whether it may be a school counsellor or a parent in OK and not â€Å"tattle-telling†. Rather than being sheltering children should be out learning how to behave. Instead of being thrown straight into the sharks at the age of six when school starts, the transition from home to school would be less of an ordeal for children if the basic foundations of good communication were already in place. Queensland Government Department of Education and Training, Code of School Behaviour requires that schools provide a safe and supportive learning environment. When asked about her thoughts on this in regards to the current bullying issues Alison exclaimed â€Å"It’s not the schools fault! Parents need to teach their children acceptable behaviour through example† Studies have shown that with effective communication between the school and home in most cases is able to stop the bully and help the students move forward. On the other hand when the student is too afraid to reach out for help the result can be fatal. On the 15th of February 2010 a young boy encountered a terrible fate. Elliot Fletcher, at just 12 years old was stabbed in the chest. This story was met with shock Australia wide as the reality of bullying in schools was realised. The well-established Catholic school, St. Patrick’s College, recorded 380 absences out of 1100 after the news of Elliot’s passing had spread. The reputation of all Private schools was further tarnished as several more violent attacks were reported. Parents are now questioning how the government is handling the bullying epidemic. Alison Heder concurred that the government’s current handle on the bullying situation is as ineffectual as it is inadequate. Whilst bullying may never be truly eliminated from society the aim of new bullying campaigns is to inform the victims of bullies of the various resources each school has to help them stop the bullying and move on from the traumatic experiences. Hotheaded, savage and ungovernable; dread, panic, terror; from covert and subtle to openly ridiculing. Natural or not, bullying is not something to be pushed away to the sides where it festers and thrives. The culture of society must first change if we are to eradicate this practice. Bibliography Personal Interview †¢ Heder, Alison. 1961. Working. Local School Bus Driver, interviewed 19th February 2010. Newspaper Articles †¢ Tomazin, Farrah. â€Å"3/4 of Australian Households have at least one Person who has been Bullied†, The Age, 20th March 2010. †¢ Ironside, Robyn. Vogler, Sarah. â€Å"Boy, 12, dies after being stabbed at St. Patrick’s College Shorncliffe†, The Courier Mail, 20th March 2010. †¢ Scott, Edwina. â€Å"Hundreds Gather for Suicide Teen’s Funeral†, The Courier Mail, 20th March 2010. †¢ Chilcott, Tanya. â€Å"School Bullying Shame: Three Children a Class Bullied Daily†, The Courier Mail, 20th March 2010. †¢ Ironside, Robyn. Chilcott, Tanya. â€Å"Pupils Struggle with Heartbreak after Boy Stabbed to Death in Brisbane School†, The Herald Sun, 20th March 2010. Websites †¢ Anon. 2000. Code of School Behaviour. http://education. ld. gov. au/studentservices/behaviour/bm-codebehav. html. (Accessed 20th March. 2010) †¢ Anon. 2007. Child Protection Act 1999. http://www. childsaftey. qld. gov. au/legislation/child-protection/child-protection-act-1999. html. (Accessed 20th March. 2010) †¢ Field, Evelyn. 2003. Bully Blocking. www. bullying. com. au/school-bullying/. (Accessed 21st March 2010) ———————– â€Å"Children are terrified to go to the school guidance counsellor because they are afraid that the bully will find out they’ve been tattle-telling,† tells Alison Heder Survival of the Fittest Survival of the Fittest His sweaty palms clutch a few coins. The bus line moves forward. Ticket paid for, a quick glance to the back of the bus. They wait, feeding off his panic and distress as he walks to his seat. Fiona Dove investigates teen bullying. Survival of the fittest has been a notion well accepted by society when applied to animals. The strong and the weak battle it out to determine who will be supreme. Does this theory apply to bully behaviour? If three-quarters of Australian households have at least one person affected by bullying are our children fighting a battle, which will determine how they conduct their lives? The Education of Queensland Child Protection Act defines bullying as â€Å"The abuse of power with the intention of causing distress to other person(s)†¦Ã¢â‚¬  Bullying is a poisonous weed within society. Research shows that children who bully at a young age have a higher risk of committing felonies as an adult and becoming a criminal. Indeed victims of bullying have experienced psychological damage so severe it lead to suicide. Chanelle Rae was fourth student from Western Height College in Geelong, Victoria to commit suicide in a five-month period. Chanelle was a zealous supporter of the Geelong cats. Her idol Corey Enright a cats team member was pallbearer at her funeral. However on the 17th of July in 2009 Chanelle committed suicide after a brutal cyber bullying attack. [pic] It's natural, so what’s wrong with this Picture? With technology constantly advancing this generation has much more choice in torturous devices than 20 years ago. Mobile phones, Internet physical violence and smear campaigns are all weapons in a bully’s arsenal. With all this at a bully’s disposal victims are in a constant state of trepidation unsure as to which direction the blow will come from. Television programmes preach that only those who fit the stereotype of a â€Å"Nerd† are bullied in society; the reality is that a bully can target anyone. Insecurities, fear and jealousy are the underlying emotions that bullies deal with by intimidating and antagonizing others. As a consequence of young people being herded together for extended periods of time, the instinct to overpower and â€Å"bully† others is natural. As caregivers we should be asking ourselves whether bubble wrapping and shrouding children from the public domain mean that they have insufficiently developed social skills? Are we, ironically, making children revert back to the battle for supremacy? With one in five students having been harassed at school and at least one in three children bullied almost daily, only a fool would say that bullying in schools is a minor problem. â€Å"Bullying will always be a part of school culture,† agrees Alison Heder a school bus driver. To change the bullying culture children need to be told from a very young age that telling a trusted adult, whether it may be a school counsellor or a parent in OK and not â€Å"tattle-telling†. Rather than being sheltering children should be out learning how to behave. Instead of being thrown straight into the sharks at the age of six when school starts, the transition from home to school would be less of an ordeal for children if the basic foundations of good communication were already in place. Queensland Government Department of Education and Training, Code of School Behaviour requires that schools provide a safe and supportive learning environment. When asked about her thoughts on this in regards to the current bullying issues Alison exclaimed â€Å"It’s not the schools fault! Parents need to teach their children acceptable behaviour through example† Studies have shown that with effective communication between the school and home in most cases is able to stop the bully and help the students move forward. On the other hand when the student is too afraid to reach out for help the result can be fatal. On the 15th of February 2010 a young boy encountered a terrible fate. Elliot Fletcher, at just 12 years old was stabbed in the chest. This story was met with shock Australia wide as the reality of bullying in schools was realised. The well-established Catholic school, St. Patrick’s College, recorded 380 absences out of 1100 after the news of Elliot’s passing had spread. The reputation of all Private schools was further tarnished as several more violent attacks were reported. Parents are now questioning how the government is handling the bullying epidemic. Alison Heder concurred that the government’s current handle on the bullying situation is as ineffectual as it is inadequate. Whilst bullying may never be truly eliminated from society the aim of new bullying campaigns is to inform the victims of bullies of the various resources each school has to help them stop the bullying and move on from the traumatic experiences. Hotheaded, savage and ungovernable; dread, panic, terror; from covert and subtle to openly ridiculing. Natural or not, bullying is not something to be pushed away to the sides where it festers and thrives. The culture of society must first change if we are to eradicate this practice. Bibliography Personal Interview †¢ Heder, Alison. 1961. Working. Local School Bus Driver, interviewed 19th February 2010. Newspaper Articles †¢ Tomazin, Farrah. â€Å"3/4 of Australian Households have at least one Person who has been Bullied†, The Age, 20th March 2010. †¢ Ironside, Robyn. Vogler, Sarah. â€Å"Boy, 12, dies after being stabbed at St. Patrick’s College Shorncliffe†, The Courier Mail, 20th March 2010. †¢ Scott, Edwina. â€Å"Hundreds Gather for Suicide Teen’s Funeral†, The Courier Mail, 20th March 2010. †¢ Chilcott, Tanya. â€Å"School Bullying Shame: Three Children a Class Bullied Daily†, The Courier Mail, 20th March 2010. †¢ Ironside, Robyn. Chilcott, Tanya. â€Å"Pupils Struggle with Heartbreak after Boy Stabbed to Death in Brisbane School†, The Herald Sun, 20th March 2010. Websites †¢ Anon. 2000. Code of School Behaviour. http://education. ld. gov. au/studentservices/behaviour/bm-codebehav. html. (Accessed 20th March. 2010) †¢ Anon. 2007. Child Protection Act 1999. http://www. childsaftey. qld. gov. au/legislation/child-protection/child-protection-act-1999. html. (Accessed 20th March. 2010) †¢ Field, Evelyn. 2003. Bully Blocking. www. bullying. com. au/school-bullying/. (Accessed 21st March 2010) ———————– â€Å"Children are terrified to go to the school guidance counsellor because they are afraid that the bully will find out they’ve been tattle-telling,† tells Alison Heder

Journal Entry for Stephen Crane’s, An Episode of War Essay

This short piece of American literature is a descriptive prose depicting a scene in the American Civil War. An unnamed lieutenant is wounded at his right arm while resting with the rest of his troops during an active battle. The story enables the readers to take part on the lieutenant’s perceptions on what is happening and how the battle was shaped and he is a participant or a victim of a battle unknown to him. The battle is fierce and tumultuous; it was able to take the innocent lives and anything on its way. All of this thinking happened while the lieutenant passed the line of the battle, while he was in search of the field hospital.  At the hospital, the wounded officer had a brief and unpleasant encounter with a surgeon who is rude and lied to him, saying that his arm will not be amputated. The story was able to envelop the soft and meek side of an army officer in a few lines of dialogue of having his right arm amputated. In the end, the lieutenant went along with the surgeon for a medical procedure but end up losing his arm. The army officer felt ashamed when he got home to his family and showing an empty sleeve. He was a victim of a war that could have been avoided and he will not have to lose his arm.

The Samantha Runnion Case

The Samantha Runnion Case On July 15, 2002, 5-year-old Samantha Runnion was playing with her friend, Sarah Ahn, outside of her home. A man approached, asking if they had seen his chihuahua. Samantha spoke to him briefly and then he grabbed her and pulled her into his car. Samantha, while fighting to get free, screamed out to her friend, Help me! Tell my grandmother! Sarah ran and told her mother what had happened and the massive manhunt for little Samantha Runnion began. Sarah, who was the same age as Samantha, was able to provide the police with a description of the man and the details about his car. Other witnesses confirmed details for the police. They were looking for a Hispanic man with slicked-back black hair and a thin black mustache, possibly driving a light green Honda or Acura. On July 16, a  man called 911  and reported that he found a little girl’s nude body along rural Highway 74 in neighboring Riverside County.   The  Riverside County Sheriffs Department confirmed that the body found was Samantha Runnion. An autopsy determined that Samantha was sexually assaulted, suffered physical trauma, and was asphyxiated sometime on July 15. Authorities reported that the killer spent several hours with her before murdering her. Orange County Sheriff Michael Carona delivered a strong message to the killer: Dont sleep. Dont eat. Because were coming after you. We will take every resource thats available to us to bring you to justice. The Investigation A tip line was set up and by July 18, caller’s tips lead the Federal Bureau of Investigations (FBI)  to Alejandro Avila, 27, a production line supervisor from nearby Lake Elsinore. Avila reportedly denied any involvement in the murder, telling the police that he was 30 miles away on the day of the abduction. Phone and credit card records did not support his alibi. The FBI learned that Avila had previously been to the apartment complex where Samantha lived during 1998 and 1999. His ex-girlfriend’s daughter lived in the same complex as the Runnion family. His relationship with the woman ended in 2000. In 2001, Avila was charged with molestation of her 9-year-old daughter and another young girl, but he was acquitted on all charges. An Arrest Is Made On July 19, 2002, Avila was arrested and charged with the murder, kidnapping, and two counts of forcible lewd acts on Samantha Runnion. Detective Carona reported having evidence from the two crime scenes found outside of Samantha’s home where she was kidnapped and where her body was found, and what they obtained from Avila’s home and cars. Samantha Runnion’s funeral was held at the Crystal Cathedral and a crowd of over 5,500 mourners attended. Mourners received a program with a drawing of Samantha’s – a little girl in a red dress, a house and a heart under a bright blue sky with her favorite saying written, Be Brave. The DA Seeks the Death Penalty District Attorney Tony Rackauckas from Orange County announced that because the murder occurred after the kidnapping and the crime involved lewd acts with a child, the prosecutors would seek the death penalty against Alejandro Avila pleaded not guilty. Public Defender Denise Gragg was turned down by an Orange Country Superior Court judge after she requested a delay in the arraignment of Avila for at least a month. The judge also scheduled a pretrial hearing for Sept. 16. Erin Runnion on Larry King Live The day after the funeral for Samantha Runnion, her mother, Erin Runnion, discussed Samanthas murder on the Larry King Live program. She expressed anger toward the jury that let Alejandro Avila go when he was on trial for a previous charge of molesting two young girls: I blame every juror who let him go, every juror who sat on that trial and believed this man over those little girls, I will never understand. And that is why he was out. And that is why his sickness was allowed to do this. Erin Runnion Faces Daughters Accused Killer Larry King interviewed Erin Runnion a few days after she faced her daughter’s accused killer for the first time in person at his pre-trial hearing. Erin Runnion told Larry King, I tried to prepare myself for it, but there was no way I could. It was awful. It was awful. I dont know what it is for everybody else, but I just- I want so much from that person. I want him to undo what he did. And I want to see some remorse. I want him to know the magnitude of what happened. And we cant get that, and so I was just instantly flooded with tears. Joyful Child Fund in Memory of Samantha Runnion Erin Runnion and her partner Ken Donnelly established the foundation out of a commitment to turn Samantha’s tragedy into something positive. The foundation’s focus is on proactive approaches in dealing with the difficult issues of violence against children while celebrating the gift that is every child.

Guilty by Suspicion, a Film essays

Guilty by Suspicion, a Film essays Guilty by Suspicion, a Film of Turmoil. After watching the film Guilty by Suspicion and reading historical information about the same era: the Red Scare in the 1950s, I am beginning to be disgusted with our so-called perfect America. I know that this may be dissident, and some people may consider that I am jumping to conclusions, however, I am not going to adhere to the atrocious reality of what America has turned out to be on several occasions. The United States of America has been dubbed the land of the free, but is all that just a sham to falsely glorify our own country in order to adopt preeminence over other countries? I was educated for 11 years, and am continuing my education for years to come, and it is sad to see that so far into my education that I have just begun to realize that I have only learned what my country wants me to learn, not what I could have learned. Time has shown that those who are the winners of that historical event write history, if you can really call them winners after killing so many people to reach to a goal that seems void once they attain it. Tell me, is it worth fighting for the people, if all the people had to be killed in order to succeed in reaching your goals? There are very few sources of information about our history that condemn American actions. In the film I just watched, it didnt force me to believe what they were trying to portray, the film had only helped me envision that our country is not exactly the sensation that we have come to adopt under a blanket of deception. History has not been my favorite subject throughout my education, I cannot slap a reason on why I do not like it, it may be the fault of my teachers, or that I just dont like reading about George Washingtons wooden teeth. However, a plausible reason may be the fact that I am jaded with the repetition of how wonderful America is, and how lucky you are able to be i...

28 Lighthearted Quotes From the Harry Potter Novels

28 Lighthearted Quotes From the Harry Potter Novels Despite the sinister plot in author J.K. Rowlings Harry Potter stories, each book has its funny moments. Characters Ron, Fred, George Weasley, and many others add funny quips along with Harry Potters witty jabs, which easily lightens up some very serious situations. And what they have to say reveals a lot about each characters personality too. We have made sure to get at least one quotation from each of the seven  books from the Harry Potter series. Test your memory: Can you recall what was going on at the time of the quote? These quotes are also great as a starting point for book discussions too. Book 1: Harry Potter and the Sorcerers Stone (Note: published as Harry Potter and the Philosophers Stone in the United Kingdom.) Dudley Dursley: They stuff peoples heads down the toilet the first day at Stonewall. Want to come upstairs and practice?Harry James Potter: No, thanks. The poor toilets never had anything as horrible as your head down it - it might be sick. Fred Weasley 1st Twin: Oh, are you a prefect, Percy? You should have said something, we had no idea.George Weasley 2nd Twin: Hang on, I think I remember him saying something about it. Once - Fred Weasley 1st Twin: Or twice - George Weasley 2nd Twin: A minute - Fred Weasley 1st Twin: All summer - Percy Ignatius Weasley: Oh, shut up! Professor Minerva McGonagall: Well, thank you for that assessment, Mr. Weasley. Perhaps it would be more useful if I were to transfigure Mr. Potter and yourself into a pocket watch. That way, one of you might be on time. Professor Albus Percival Wulfric Brian Dumbledore: I was unfortunate enough in my youth to come across a vomit-flavored one, and since then I have rather lost my liking for them. But, I think I could be safe with a nice toffee. (eats it)...Hmm, alas, earwax. Hermione Jean Granger: (in the Devils Snare) Stop moving, both of you. This is a devils snare! You have to relax. If you dont, itll only kill you faster! Ronald (Ron) Bilius Weasley: Kill us faster? Oh, now I can relax! Harry James Potter: So light a fire!Hermione Jean Granger: Yes... of course... but theres no wood!Ronald (Ron) Bilius Weasley: HAVE YOU GONE MAD! ARE YOU A WITCH OR NOT! Book 2: Harry Potter and the Chamber of Secrets Ronald (Ron) Bilius Weasley: A Study of Hogwarts Prefects and Their Later Careers. That sounds fascinating. Fred Weasley 1st Twin: Oh get out of the way, Percy. Harrys in a hurry.George Weasley 2nd Twin: Yeah, hes off to the Chamber of Secrets for a cup of tea with his fanged servant. Ronald (Ron) Bilius Weasley: Why spiders? Why couldnt it be follow the butterflies? Ronald (Ron) Bilius Weasley: Can you believe our luck? Of all the trees we couldve hit, he had to get one that hits back. Draco Lucius Malfoy: Sure you can manage that broom, Potter?Harry James Potter: Yeah, reckon so.Draco Lucius Malfoy: Got plenty of special features, hasnt it? Shame it doesnt come with a parachute in case you get too near a Dementor. (Crabbe and Goyle sniggered)Harry James Potter: Pity you cant attach an extra arm to yours, Malfoy. Then it could catch the Snitch for you. Book 3: Harry Potter and the Prisoner of Azkaban Ronald (Ron) Bilius Weasley: Right, youve got a crooked sort of cross†¦ (consulting Unfogging the Future) That means youre going to have trials and suffering - sorry about that - but theres a thing that could be a sun†¦ hang on†¦ that means great happiness†¦so youre going to suffer but be very happy†¦Harry James Potter: You need your Inner Eye tested if you ask me†¦ Professor Remus  John  Lupin: Now repeat after me - without wands please - repeat after me, Riddikulus.Class: Riddikulus!Professor Remus  John  Lupin: And again!Class: Riddikulus!Draco Lucius Malfoy: This class is ridiculous. Hermione Jean Granger: Ancient Egyptians used to worship cats, you know.Ronald (Ron) Bilius Weasley: Yeah, along with the dung beetle. Professor Sybill Trelawney: The study of Divination will give you the rare gift of SIGHT! (stands up, and promptly bumps into her table) Professor Sybill Trelawney: Would anyone like me to help interpret the shadowy realms within their orb?Ronald (Ron) Bilius Weasley (whispering to Harry James Potter): I dont need help. Its obvious what this means. Theres going to be loads of fog tonight. Ronald (Ron) Bilius Weasley to Peter Pettigrew (with revulsion): I let you sleep in my bed! Book 4: Harry Potter and the Goblet of Fire Fred Weasley 1st Twin: Anyone can speak Troll. All you have to do is point and grunt. Ronald (Ron) Bilius Weasley: Dont talk to me.Hermione Jean Granger: Why not?Ronald (Ron) Bilius Weasley: Because I want to fix that in my memory forever†¦Ronald (Ron) Bilius Weasley (his eyes closed): Draco Malfoy, the amazing bouncing ferret... Percy Ignatius Weasley: I shudder to think what the state of my in-tray would be if I was away from work for five days.Fred Weasley 1st Twin: Yeah, someone might slip dragon dung in it again, eh, Perce?Percy Ignatius Weasley: That was a sample of fertilizer from Norway! It was nothing personal!Fred Weasley 1st Twin: (whispering to Harry Potter): It was. We sent it. Hermione Jean Granger: You seem to be drowning twice.Ronald (Ron) Bilius Weasley: Oh, am I? Id better change one of them to getting trampled by a rampaging Hippogriff. Ronald (Ron) Bilius Weasley: Poor old Snuffles. He must really like you, Harry†¦ Imagine having to live off rats. Book 5: Harry Potter and the Order of the Phoenix Luna Lovegood: No, I think Ill just go down and have some pudding and wait for it all to turn up... It always does in the end. Book 6: Harry Potter and the Half-Blood Prince Professor Albus Percival Wulfric Brian Dumbledore: Let us not deprive Molly any longer of the chance to deplore how thin you are. Book 7: Harry Potter and the Deathly Hallows Peeves: We did it, we bashed them, wee Potters the one. And Voldys gone moldy, so now lets have fun! Fred Weasley 1st Twin: He can run faster than Severus Snape confronted with shampoo. Enid Smeek: Shes nutty as squirrel poo. Auntie Muriel Weasley: You there, give me a chair, Im a hundred and seven!

Web accessibility and the Internet - Cultural Issues Essay - 1

Web accessibility and the Internet - Cultural Issues - Essay Example The general perception of the internet based information dissemination is often mixed. Some of them are of the view that these initiatives could bring significant benefits to the viewers while the other group are of the opinion that the internet medium could be very "annoying or intrusive" (Pacheco, 2008). Most of the commercial operators opinion that t he internet based operations would be the future gold mine. Also, the viewers feel that the medium of the internet gives them an unique opportunity to get any information in the most quicker and cost effective manner. The studies that explores the importance of views and reactions on the acceptability of internet and web content would certainly help to initiate steps to enhance the teachability of wen content. This exercise is inevitable considering the potential applications the internet have in all the vital domains of human interaction. The studies have been undertaken extensively to assess the qualitative features of the web content that primarily results in their acceptability. On the research undertaken to analyze the aforementioned factors considering the web advertisement as the core aspect have given significant information. The factors like the volume of the content, the type of graphical illustration, the gender and age of viewers, colour and type of fond and artwork are considered in the investigation. The opinion from one such researcher was on the impact that the animation pictures have on the viewers (Zhang, 2006). The researcher was of the opinion that the animation always created displeasure among the viewers as even if the viewer is not inclined to see them they were forced to observe the content. But on the aminated banners positioned on the internet sites it was observed that these had resulted in the quicker reaction times and faster recall than the

Business Strategy Coursework Example | Topics and Well Written Essays - 1750 words

Business Strategy - Coursework Example This is also because of the growing demand of UK retail products all around the world and advent of ecommerce facilities (Ethical Consumer, n. d.). When it comes to calculating the maximum retail spending, London is the most popular shopping centre of the country. Though during recession, UK's retail industry faced a heavy blow, but this did not affect their international rankings among the largest retail sectors of the world (Gordon, 2011). UK has been always the hub for clothing and high quality fabrics. The high street fashion industry in London is estimated to be about ?450 billion. This clearly signifies the contribution of the retail apparel stores in UK's economy. The citizens of the country spend about ?1,054 million on clothing and also on footwear in 2009. Overseas also the retail industry of UK earn about ?7.3 billion revenue, which includes countries like USA, China, Russia, Japan, Italy, etc. Internet retailing is also quite prevalent in the country. The top retailers in UK are Tesco, Sainsbury, Morrison, Asda, Marks & Spencer, Alliance Boots, Home retail group and many more (Oxford Said business school, 2011, p. 9-10). Strategic Group Analysis of Marks & Spencer Company Overview The study is all about the strategic group analysis of Marks & Spencer. Marks & Spencer is one of the leading retailers of UK. The retail shops of Marks & Spencer receive about 21 million visitors every week. The retailer provides an attractive range of clothing, food, wine, and home products to its customers. There are around 78,000 employees in the company round the world, including UK. The retailer have about 700 retail store in UK and further plans for expansion is on progress. Marks & Spencer is number one retailer of lingerie and women wear in the country. It is also striving to become number one in menswear, kids wear and home products. The clothing and the home product department of Marks & Spencer generates 49 percent revenue, while other 51 percent revenue is gen erated from the food and wine department. The company has also declared itself carbon neutral and has created a five-year eco plan for the company. The company was started by Michael Marks as a penny stall in the year 1880. He was soon joined by Tom Spencer, who was a cashier of the supplier. The company aims to focus mainly in their core business area that is the clothing section and improve the range of their products. The company also want to work upon their sub-brands. Their motto for the food and wine segment is to present the British flavour to the world. Michael Marks had certain principle, based on which he wanted to develop his retail store. The principles formulated for the day to day business operation were: They wanted to offer their customers high-quality products at an affordable price. They wanted to encourage their suppliers to use the most advance technologies for production. The company wanted to work with the suppliers to ensure highest quality of products offered to the customers. They wanted to provide a friendly atmosphere in the store, helpful services and an excellent shopping experience to the customers. The retailer wanted to improve their efficiency by simplifying their operations. Lastly, the company wanted to maintain a good relationship with the customers, employees and suppliers. Strategic Group This term is mainly used in strategic management. It simply signifies the companies in the same industry have

Federal Government Essay Example | Topics and Well Written Essays - 250 words

Federal Government - Essay Example After the great depression, however, when people were starved and had lost most of their properties, people believed that the Federal Government through its structures ought to provide necessities to its population. In as much as the then leadership under Roosevelt focused on fighting the great depression, and heeded the cry of various organized corporations and labor unions, the belief among the citizens was that such strategies were aimed at assisting bankers, large farmers and employees who belonged to certain unions. In a rather unfamiliar manner, even those who had been benevolent supporters of the strategy rebelled including Huey Long, who was the then senator for Louisiana. Such moves prompted the government to take charge of certain responsibilities including creating a social security fund project for the elderly and compensating workers who lost their jobs. Amidst all the challenges that existed nevertheless, the United States did not refuse to believe. And in as much as some of their recovery strategies stalled, the nation adopted mechanisms that has made it become a model nation to the whole

Concider the global impact of a waterborne infectious disease (which Essay

Concider the global impact of a waterborne infectious disease (which may be caused by a bacterium or parasite) and discuss current methods for detection, treatment and prevention - Essay Example They can help in promoting good health, some digestion and some serve medicinal purposes. Lactobacillis is a family of bacteria found in the human digestive tract. Acidophilus is a member of lactobacillis and it is the best known bacteria of this family aiding in the breakdown of lactose to lactic acid and also the breakdown of other sugars. The production of lactic acid in the body provides acidic environment in the body which can inhibit the growth of harmful bacteria. Acidophilus is also used in certain drugs. Bifidobacteria is also a beneficial group of bacteria and is present in the human digestive tract and helps in digestion as well as ; it has also shown some anti-tumor qualities. Some bacteria are beneficial in other ways like they are used in agriculture for plant growth and some are used for cleansing of water. (Jeremy & Simon 2004). Many of the emerging pathogens nowadays are waterborne i.e. they take birth in water. Cholera has been a known disease in the world and two emerging waterborne pathogens are Vibrio cholerae O139 and Escherichia Coli (E.coli O157:H7). E.coli has not only become a problem for the underdeveloped nations but has also become a problem for the developed ones. This bacterium would be discussed subsequently. Vibrio Cholerae O139 is a pathogen which first infected many of the people living in Asia. It started in Bengal and then spread to India in 1992 from where it entered the vicinities of Thailand. It is through different methods that these emerging pathogens are spreading all over the world giving a difficult time to the authorities who have not handled such cases previously (Sharma et al 2003; Smolinski et al 2003). Enterohemorrhagic Escerichia coli (EHEC) O157:H7 is the full name of the bacterium E. coli O157 which is a food and waterborne pathogenic strain of bacterium E. coli. The bacteria E. coli O157 was first known as a result of gastrointestinal illness in the early 1980s.

Job Description Posting for Fritzas Childrens Clothing Research Paper

Job Description Posting for Fritzas Childrens Clothing - Research Paper Example All job descriptions should be clear and concise and should answer all the questions for the employees (Management, Web). The small business chosen for this assignment is Fritza’s Children’s Clothing. The need for creating a job description is determined when the need for an additional job is felt by the management. It can also be determined if the employee responsible for this particular job did not carry out his duties well and therefore, a replacement is needed. The duties of a clothing store employee include keeping all the retail areas in an orderly way. Te duties could also include folding and hanging the items neatly, vacuuming, cleaning the dressing rooms and all other duties related to the maintenance of the store. The employee would also be responsible for providing superior customer service. The employees should communicate in an effective way and assist the customers in every way possible. The employee should also have good persuading skills to persuade the customers to buy the clothing items they like. The employee will be required to be friendly and customer oriented. The main focus should be on customers as they are really important for a clothing store. The employ ees are also required to be clean and have a professional appearance. Other requirements include punctuality as well as basic skills including mathematical to count the money and other related tasks. In order to apply for this job at the Fritza’s Children’s Clothing store the employee also need to have some preexisting knowledge or skills required for the position. These jobs normally have an entry level requirement and employees should be currently enrolled in high school or should have completed high school. The employees should have the basic knowledge and know-how related to customer interaction. In all, the employees should basically know how to interact with customers effectively

IKEA's global sourcing challenge Essay Example | Topics and Well Written Essays - 750 words

IKEA's global sourcing challenge - Essay Example During the video program the company representative will come prepare with information about the good deeds of the company to demonstrate the high level of corporate socially responsibility the company applies. Social corporate responsibility can be defined as the economic, legal, ethical, and discretionary expectations that society has of organizations and its members (Referenceforbusiness). b. What actions should she take regarding the IKEA supply contract with Rangan Exports? IKEA has to take a strong stance against Rangan Exports. A simple yet effective solution is to cancel the contract of the supplier. This decision would push away the critics that claim that IKEA supported suppliers that used child labor. The strategy behind such a move is to deny knowledge of the existence and child labor. The business move is a reactive strategy. One of the cons with this alternative solution is that the exploited children are not benefiting from the move. A second alternative for IKEA is to fine Rangan exports and to implement a process improvement plan to eliminate child labor and to find other ways to reduce costs. Rangan Exports would agree to immediately eliminate all child laborers and would accept termination of contract if a future violation occurs. IKEA would negotiate a deal in which Rangan Exports would publicly apologize for their actions and they would certify that IKEA had no knowledge of their actions. To compensate the exploited children IKEA will pay a full scholarship to the children to be effective from the grade the student is enrolled until college graduation. The scholarship will pay the child $300 a month, books, educational materials, and tuition to private school. The company should also invest money in hiring a law firm to consult on the possible collateral damage associated with continuing the relations with Rangan Exports. IKEA should also implement an audit system that would mandate four yearly visits to the facilities of Rangan Exports. c. What long-term strategy would you suggest she take regarding IKEA’s continued operation in India? Should the company stay or should it exit? (Be prepared to describe the impact of such a decision and how you would manage it) Leaving India would be a simply way to push away a problematic region and minimize the risk to the reputation of the company of doing business with contractors that rely on child labor. IKEA should attack the problem head on and leaving India is the coward’s way out. IKEA should stay in India to take advantage of the low labor costs available in the Indian marketplace. By staying the company can continue to offer low cost items particularly rugs imported from India. The company must hire an Indian accounting consulting firm. This firm will be responsible of performing audits in all IKEA Indian suppliers. The company must perform at least two audits per supplier yearly. Staying in India will help IKEA keep its cost structure low which can help the company pass off the savings to its customers to continue to offer very low prices. IKEA would decrease its sales in the rugs marketplace in the short term if it exited the Indian marketplace. The labor cost advantage in India should be further exploited by IKEA by expanding its supply chain operations in India. IKEA also has to improve its relations with the governmental agencies and non-profit organizations in

Job Description Posting for Fritzas Childrens Clothing Research Paper

Job Description Posting for Fritzas Childrens Clothing - Research Paper Example All job descriptions should be clear and concise and should answer all the questions for the employees (Management, Web). The small business chosen for this assignment is Fritza’s Children’s Clothing. The need for creating a job description is determined when the need for an additional job is felt by the management. It can also be determined if the employee responsible for this particular job did not carry out his duties well and therefore, a replacement is needed. The duties of a clothing store employee include keeping all the retail areas in an orderly way. Te duties could also include folding and hanging the items neatly, vacuuming, cleaning the dressing rooms and all other duties related to the maintenance of the store. The employee would also be responsible for providing superior customer service. The employees should communicate in an effective way and assist the customers in every way possible. The employee should also have good persuading skills to persuade the customers to buy the clothing items they like. The employee will be required to be friendly and customer oriented. The main focus should be on customers as they are really important for a clothing store. The employ ees are also required to be clean and have a professional appearance. Other requirements include punctuality as well as basic skills including mathematical to count the money and other related tasks. In order to apply for this job at the Fritza’s Children’s Clothing store the employee also need to have some preexisting knowledge or skills required for the position. These jobs normally have an entry level requirement and employees should be currently enrolled in high school or should have completed high school. The employees should have the basic knowledge and know-how related to customer interaction. In all, the employees should basically know how to interact with customers effectively

Why do want to be a teacher what experiences have led you to wantto Essay

Why do want to be a teacher what experiences have led you to wantto teach in a high-need school in New York City - Essay Example During my work as a social worker/therapist, I have encountered many troubled adults. Some adults I have encountered experience mental issues, economic deprivation, or little education. Somewhere along the way, the system failed these individuals. If one of their teachers had attempted to identify their problems, instead of just passing them on, maybe these individuals would have different lives. I want to be able to help troubled children from the beginning, instead of having to deal with adults when it is too late. I know that I am only human. The only effort I can make is my best one. However, I feel that if I impact one, just one child, then the decision to become a teacher would be vindicated. I want to be a positive influence shaping the future, instead of picking up the pieces of the past today. Instead of solving yesterday’s problems, I want to create tomorrow’s solution. My experience of being a social worker has equipped me with the educational, emotional, and intuition necessary to teach in a high need school in New York City. I have dealt with issues relevant to high need students. I have provided therapeutic intervention services to children, adolescents, and adults using individual, family, and group therapy. I have assisted and formed group counseling for children and teens in the areas of self esteem, peer managing, and anger management. These experiences have made me prepared to work in a high need school. Another reason for wanting to teach in a high need school in New York City is my own personality. I have always be a fighter for the underdog. Minorities, women, the wrongly accused, and other individuals down on their luck have always made me want to fight for their rights. I have always wanted to even the odds for the underprivileged. Many politicians and others spout the rhetoric every American student should receive the same

Characteristics of problems

Characteristics of problems Characteristics of Problems Determining the type of problem to be solved is particularly difficult. From the scientific point of view it has not been treated sufficiently yet.   It is, nevertheless, of fundamental importance because it covers the whole field of creativity, and the problem solver(s) heuristic behavior is contingent on the type of problem.   What is a problem?   This question was asked and answered by Karl Duncker (1945).   Duncker, who was a Gestalt psychologist, defined a problem in these words: â€Å"A problem arises when a living organism has a goal but does not know how this goal is to be reached.†Ã‚   This definition is, no doubt, very useful, because creativity tasks and activities always strive to address a problem.   Yet, Dunckers definition and formulation poses these caveats:   It is necessary to distinguish between a task and a problem.   It is the subjects level of domain knowledge, including his ability to find pertinent knowledge, if necessary, that makes the difference between the two. A task set by a researcher or experimenter may be a problem to certain subjects and no problem to others.  Ã‚   A problem may vanish or be resolved if the subject changes his goal.   A problem does not exist de facto, unless the subject observes discrepancies between his current situation and the goals he pursues. Reitman (1965) proposed that problems be viewed as three-component entities, having an initial state, a final (goal) state, and a set of processes that facilitate reaching the goal, starting from the initial state.   Minski (1961) proposed a distinction between two types of problems, those that according to the nature of the conditions of acceptability of solutions are either well defined or ill-defined.   A problem satisfying Reitmans conditions (Reitman, 1965) is a so-called well-defined problem: it can be solved by applying a systematic procedure that makes it possible to decide whether a proposed solution is correct or not.   It means that it is totally decidable: all pertinent solutions can be evaluated strictly using one binary variable: right or wrong.   The solution can thus be described as an all-or-nothing phenomenon.   There are no intermediate solutions between the functional and non-functional ones.   In general terms, any tests for which there exists a rigorous method of comparison between what is proposed and what is required is a well-defined problem. Examples of well-defined problems are board games, problems in mathematics, or problems in logic.   They may be very difficult to resolve, nevertheless.   Taking mans limited resources, psychologists face the task of explaining how human beings manage to solve problems in chess, mathematics or geometry within reasonable time.   Ill-defined problems are those that are not well-defined.   They result in a multitude of solutions that cannot be classified by using a binary truth-value, but by using a relative qualitative scale.   The response to a requirement thus allows grades, the determination of which is left to the referees.   The majority of problems occurring in everyday life are ill-defined problems: the improvement on an object or an apparatus, a new use of what already is known, the search for a sales idea or a marketing idea, etc. Ill-defined problems arise when some components of the problems statement, in the sense of Reitman, are unspecified, or are vague or fuzzy.   The definedness of problems varies in degree (Reitman, 1965, Ch. 5).   For instance, ‘take a little flower and bake bread for these people, which is vague in terms of the quantity of flower and the number of people, but specifies clearly the method: bake.   Another statement may run like this: ‘Let us overcome the current economic crisis.   This statement does not specify the method: what should be done to overcome the crisis?   ‘Do not just hang around, maximize something is an exhortation taken from a cartoon, in which both the initial state, the method and the goal are shrouded in a mental fog.   Ill-defined problems are more common than are well-defined problems, but it is all the more difficult to explain how to tackle them. It is worth noting that Minskis postulate does not necessarily cover the distinction between problem solving and creativity. For instance, the discovery of a new algorithm, or a new combination of known algorithms, is a creative act. But well-defined problems in the sense of Minsky may lead to an opposition between algorithmic procedures and inferential procedures. As for the ill-defined problems, Reitman (1964) proposed a typology of six classes of problems comprising the transformation or generation of states, objects, or collections of objects.   This taxonomy is not presented as a universal tool covering the whole field of creative situations, but simply as a general structure making it possible to collect the largest number possible of the creative situations.   This attempt at systemization has mainly a descriptive value, but it is not unlikely that it could also be used for deducing hypotheses related to the behavior of effectual solutions. Reitmans work is based on the introduction of the following three concepts: let A be an initial state or object (one which is expected to undergo transformation, modification, complementing, improvement, etc.) and let B be a final state or object (the solution to be obtained, elimination of problem).   Let the symbol à ®Ã¢â‚¬ ¦Ã…’ denote a process, program, or sequence of operations.   It is then possible to represent a large number of problematic situations parting from these three symbols by representing them by a general vector [A, B, à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢].   Using these three concepts, six types of poorly defined problems can be distinguished. Type I.   The initial and terminal states A and B are well specified: the relevant data are known and the requirements to be satisfied are explained precisely.   The problem then consists in discovering the process à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢ that makes it possible to pass from the well-specified state A to a well-specified state B.   For instance: how can a given function be incorporated in a specific device?   This type seems to cover a large class of problem situations. Type II.   The terminal state B is less precisely specified than in the previous type, while A is left entirely at the discretion of the experimenter.   In fact, nothing is said about the state, object or assembly of objects from which to part.  Ã‚   The initial material is largely undetermined and admits only one constraint to aid in constituting the one possible solution.   For instance: what should be done to make traveling by train more pleasurable? Here, obviously, the current state represents some level of train travel comfort or pleasure, and this should be increased.   But what exactly is to be achieved is an open question. Type III.   The initial state A consists in this case of an assembly of constituent parts each of which represents a concrete entity, while B represents a state or object to be achieved which is defined vaguely and is characterized by the fact that one or several of constituent parts of A have lost their separate identities after reaching B.   Reitman cites as an example Napoleons cook who was charged with the task to â€Å"make a good dish† B to celebrate the victory at Marengo using only available ingredients A.   This type is undoubtedly less general than the preceding ones.   Type IV.   A and B are presented as consisting of sub-components and are rather poorly defined.   This type differs from type II in that in the latter case there are no restrictions imposed on search, different analogous paths, and different associative paths the exploration of which can be relatively fruitful.   In type IV it is not like that.  Ã‚   The distinction between sub-components provides constraints within which the problem solution has to take place.   The research is, in other words, more strictly restrained than it is in the problems of type II. Type V.  Ã‚   The initial state A is given by reference to a well defined object, the final state B is given by a set of similarities and dissimilarities with respect to A.   An example given by Reitman to illustrate this type is the following: manufacturer ÃŽÂ ± of some equipment encounters a serious competition from ÃŽÂ ²-companys product.   The first company, ÃŽÂ ±, decides to change the design of the product in point to offer a price that is lower for a comparable quality than what its competitor ÃŽÂ ² asks.   The task thus does not necessarily require an entirely new manufacturing process, because the added cost of the new process would not help to slash the price according to original estimates.   Besides, the modification must be implemented fast because the competing product already is in the market while ÃŽÂ ±-companys sales decrease with each passing day.   The exigencies of this example illustrate the general type V product as a new device that m ust be functionally similar to the old version but must be cheaper. Type VI.   In this case, the final state B is well specified while the initial state A remains essentially empty, unstructured and largely undetermined.   Characteristic examples cited by Reitman comprise: to explain a new phenomenon, discover an alibi for a criminal deed, etc.   This type differs from type II in the degree of precision of the task.   It is thus possible to distinguish among six categories of poorly defined problems resorting to almost formal properties of their application.   A research activity the results of which would show that these categories incite heuristically different behavior on the part of individuals and groups still has to be accomplished.   A relevant taxonomy establishes first some ordering, i.e. introduces some logic in the pertinent knowledge field.   For this purpose the taxonomy distributes the phenomena or the entities considered according to their relevant characteristics, with no ambiguity involved.   It appears that, in general, each taxonomy displays at least two different utility values: First of all, the taxonomy presents a reference value that provides a framework for a certain subset of the universe.   The information already available about the elements of this subset thus cease to be fragmented and simply accumulated: in the continuation they are ordered with respect to one another.   They can be integrated and complemented.   Fragmented knowledge thus becomes systematic. This knowledge also represents an â€Å"operational† or heuristic value of the taxonomy in point. This value becomes apparent when the taxonomy leads to empirical research in order to validate its structure, its principle and its extent, or to uncover which variables of the taxonomy can be expected and unified.   In the case of problem solution and creativity research, one can try to establish some correspondence between certain types of tasks with certain behavioral phenomena, particularly those of psycholinguistic nature.   The first problem differentiation might take into consideration the different objective properties of problems: The problem is algorithmic: it can be resolved using an ordered sequence of specific operations.   It allows, in this sense, a truly coordinated division of labor, and is particularly suitable for groups with the centralized communication structure.   The problem is inferential: it can be visualized by means of trees, but the process of generalization of the trees cannot be decomposed into concatenated elementary operations.   A homogeneous structure is, however, more appropriate.   It can be seen that groups facing a specific situation adopt spontaneously the optimum organization to respond to this situation. Most authors, however, have resorted to local dichotomies based on a multitude of imprecise criteria.   The straightforward problem typologies are the following: Verbal and non-verbal tasks.   Verbal tasks are supposed to mobilize important cultural experience and imply the use of specific functions or hypothetic factors.   Non-verbal tasks are symbolic, or in other ways dependent on non-verbal perceptions. Intellectual and manipulation-dependent tasks.   In intellectual tasks, the principal operator is the brain.   Manipulation-dependent problems require a coordination of the brain and muscular factors.   Unique-solution and multiple-solutions tasks.   Then there are problems having a unique solution and problems having multiple solutions.   The totality of distinctions pertinent to a particular solution domain cannot be generalized, because their underlying criteria are too coarse and do not allow more than just a very summary control of the situation.   Shaws dimensional analysis In an attempt to present various aspects of group tasks in a systematic manner, Shaw (1963) collected a very eclectic set of 104 statements mostly taken from experimental literature.   The statements relate to both ill-defined and well-defined problems, to verbally and non-verbally formulated tasks, etc.   These various statements were evaluated according to six a priori defined dimensions, which can be visualized as continuously varying intervals in which each task occupies a point.   The six dimensions are characterized in the following manner: Requirements of cooperation.   This dimension permits to define the degree to which it is required that members of the group act in a coordinated manner to complete the task successfully.   It is thus a measure of dependence between the goal and the coordinated activity of the subjects.   Verifiability of the decision.   It is the degree to which the â€Å"rightness† or adequacy of the solution can be proved, either by reference to an authority, or by logical procedures (usually a mathematical proof), or by feedback (for instance by examining the consequences of the decision taken). Difficulty.   This is defined by Shaw abstractly as the quantity of effort necessary for executing the task.   Specifically, an indicator of difficulty can be the time required for solution, the number of errors made, etc. Clarity of purpose.   This denotes the degree of precision with which the requirements of the task are presented to members of the group, and how the members perceive the requirements. Multiplicity of approaches to the goal.   This dimension expresses the more or less great possibility to resolve the problem by various procedures.   It is thus a matter of possible paths to the solution, i.e. of the number of alternative solutions. Relationship between mental and motor requirements.   A task that only requires the implementation of intellectual activities will be among the strongest on this dimension.   Conversely, tasks requiring only motor abilities will be among the weakest.   A task requiring both intellectual and motor activities occupies an intermediate position between the two extremes. Intrinsic interest.   Problems are not equally attractive, i.e. they do not mobilize the same motivation.   This dimension is thus assigned the degree to which a particular task appears interesting to the subjects. Operational requirements.   This dimension was introduced to evaluate the number of different kinds of operations, knowledge or abilities required for the completion of the task. Familiarity within the population.   Individuals might have had a previous experience of the task in point, either direct or by means of an analogous task.   This dimension thus evaluates the relative â€Å"rareness† of a class of problems to a population. Multiplicity of solutions.   It is the number of different correct solutions for the problem in point.   That number can in general be evaluated exactly in a well-defined problem, but not if the estimate is very intuitive. This family of dimensions is intended to cover the maximum of traits occurring in every heuristic situation.   Certain dimensions thus relate to formal properties of the task, for instance numbers 2, 5, or 10, while others, e.g. numbers 7 and 9 refer direct to the consequences of applying a particular semantics (second level of determination).   Forty-nine referees, mostly graduate students of psychology, got the task of distributing the 104 sample tasks according to the 10 dimensions shown above.   Eight positions or degrees ordered by their magnitude were defined.   The judgments were consistent, except for the dimension â€Å"clarity of purpose†. With these data, Shaw got two factor analyses that resulted in disclosing five significant factors for task analysis: Difficulty, (factor I), the quantity of required effort displays a close relationship to the number of operations, knowledge, and required abilities for solving the problem.   The forth dimension, the â€Å"clarity of purpose† is equally an important aspect of difficulty: the less clear the goal is, the more difficult is the task judged to be.   Multiplicity of solutions (factor II) is a complex dimension that relates both to the number of acceptable solutions, to the diversity of paths leading to the solutions, and to the verifiability of a solution.   Shaw thinks that the essential aspect is the number of solutions, while the other two merely are its consequences.   While there are several solutions available, there also are several ways how to reach them. Proving the adequacy of each solution rigorously is hardly possible. Cooperation requirements (factor III) correspond exactly to the dimension of the same name.   The degree of completing a task successfully implies a coordinated action on the part of group members. The relationship between intellectual requirements motor requirements (factor IV) constitutes no doubt an independent dimension.   But it only shows a very weak correlation with the familiarity with the task within the population.   Familiarity in the population is considered a separate dimension for the same reason.   Nevertheless, it is necessary to point out that the familiarity seems relatively irrelevant, at least under the particular conditions of this work, where the majority of the tasks were somehow familiar to the subjects. Intrinsic interest (factor V), which corresponds to the intensity of motivation and the attraction exerted by the problem on the group members, too, is a dimension permeated with factor II. The first three of the six dimensions obtained finally seem to be both the most important and the least ambiguous ones.   It is of course possible, as Shaw himself notes, that there are other dimensions, equally important, which continued research could bring forth.   This first attempt will make it possible largely to control the principal components of the situation that comes into being as a problem to be solved is given to the subjects.   This is the only condition under which accumulation of experimental data in this field can be transformed into scientific knowledge. Categorization by Roby and Lanzetta Roby and Lanzetta (1958) proposed a model intended to define and highlight the most important characteristics of a group task.   For this purpose, they distinguish four sets of events occurring in the functioning of any group task system: a. A set Tiof task input data.   Here belong, for instance, the formulation of the problem to be solved and of the material it implies. b. A correlative set Giof initial activities of the group.   These comprise, among others, waiting times, observation, data recording, communication associated with input variables, etc. c. A set Goof outputs produced by the group.   In the creative process these comprise the traces of the heuristic process and solution suggestions. d. A set Toof environmental changes following from the groups activities. Roby and Lanzetta define three general types of properties: Descriptive aspects, including the qualitative nature of various events, their number, and metric properties. Distribution of the events in the space or by relation to other events. Functional aspects of events, i.e. their temporal occurrence as a function of foregoing events (sequential analysis). Each set of events, Ti, Gi, Go and To, can be studied and related to according to these three types of properties.   In theory at least, it is possible to characterize any group task, and in particular any creative situation, using a double-entry table for 12 cases. This is the formal equipment of the descriptive system of group tasks proposed by Roby and Lanzetta.   In an abstract analysis, however, this representation does not make the understanding of a truly psychological meaning of a specific task possible.   This remark led the authors to propose a complementary notion of â€Å"critical exigencies†.   This concept was introduced to cover the fact that each task requires certain behavior on the part of the group to be correctly executed, and calls for certain specific types of activities to be carried out.   The implementation of these requirements should thus help to reduce the discontinuity mentioned between the structural properties of the task and the psychological or psychosocial phenomena generated by its handling.   It is a different manner of contrasting the general and the particular.   In a way, this is what was above called the â€Å"second level of determination†. Roby and Lanzettas intention was not to put forward a theory permitting to characterize the problems rigorously, but rather to present a table for the analysis of systems of group tasks.   Their framework thus permits theoretically to classify any task parting from the values relevant to the task in the 12 boxes of the analysis table, but it does not make it possible to classify the types of tasks using a specific corpus of formal properties.   Thus, Roby and Lanzetta did not forge a typological tool, but, rather, a descriptive tool the general purpose of which is found precisely in the fact that the tool is deemed able to adapt itself to any task.   The goal of their work was not to distribute the generalized variable â€Å"task structure† on an arbitrary scale, but rather to find a set of invariant characteristics that would make it possible to situate the various problems that appear in the life of a working group.   Creative problems constitute in this context evid ently merely a special case.   It follows that the effort to determine the â€Å"invariants† of the analysis is probably of utmost importance and should complement any typological effort. Finally, an adequate taxonomy of poorly defined problems must comprise a meta-linguistic analysis of their formulation in the natural language: it must be possible to establish a rigorous correspondence between a formal type and the multitude of its verbal expressions or concretizations and, in parallel, part from a specific semantics to reach a logical class it illustrates.   Roqutte (1975) sketches the first attempt in this respect. Psychologists studying the ways people solve problem have adopted a reasonable strategy.   They study how people handle seemingly well-defined problems, and then apply theprocedure to the study of ill-defined tasks.   In some instances shortcuts to solving an ill-defined problem are possible: seek a well-defined version of the same problem and try to solve it, or find a new definition of the problem.   Defininition or interpretation of the problem is as important in tackling well-defined tasks as it is in working with ill-defined tasks.   Adversary and non-adversary problems This is another distinction between problems.   An adversary problem is one in which the problem solver is competing with a thinking opponent, or a seemingly thinking opponent, like a chess-playing computer.   In non-adversary problems the battle goes between a thinking problem solver and inert problem features.   The latter may be symbolic or real, but they do not react to what the problem solver does, in order to â€Å"defeat† him, and they do not care about what the human problem solver feels.   Semantically rich and semantically impoverished problems This distinction seems to be increasing in importance.   It was elaborated by Chi and his coworkers (1982).   A problem is semantically rich for the problem solver who brings a significant relevant knowledge to the problem.   The opposite is true of semantically impoverished problems.   As an example, consider a problem given to two problem solvers.   For the domain expert it is a semantically rich problem, for the novice it is a semantically impoverished problem.   This distinction thus expresses the problem-solvers view of the problem situation, or Shaws familiarity within the population. Most puzzles, IQ-tests, and the like, are semantically impoverished for most subjects.   Much of psychological research has been focused on solving semantically impoverished puzzles of the non-adversary type.   The semantically rich non-adversary tasks are increasing in importance.   This category comprises most tasks in computer programming and in physics.  Ã‚  Ã‚  

Sir Isaac Newton vs Gottfried Wilhelm Leibniz :: Sir Isaac Newton Essays

Sir Isaac Newton and Gottfried Wilhelm Leibniz are two of the most supreme intellects of the 17th century. They are both considered to be the inventors of Calculus. However, after a terrible dispute, Sir Isaac Newton took most of the credit. Gottfried Wilhelm Leibniz (1646-1716) was a German philosopher, mathematician, and statesman born in the country of Leipzig. He received his education at the universities of Leipzig, Jena, and Altdorf. He received a doctorate in law. He devoted much of his time to the principle studies of mathematics, science, and philosophy. Leibniz's contribution in mathematics was in the year 1675, when he discovered the fundamental principles of infinitesimal calculus. He arrived at this discovery independently at the same time along with the English scientist Sir Isaac Newton in 1666. However, Leibniz's system was published in 1684, three years before Newton published his. Also at this time Leibniz's method of notation, known as mathematical symbols, were adopted universally. He also contributed in 1672 by inventing a calculating machine that was capable of multiplying, dividing, and extracting square roots. All this made him to be considered a pioneer in the developement of mathematical logic. Sir Isaac Newton is the other major figure in the development of Calculus. He was an English mathemetician and physcist, whose considered to be one of the greatest scientists in history. Newton was born on December 25, 1642 at Woolsthorpe, near Grantham in Lincolnshire. He attended Trinity College, at the University of Cambridge. He received his bachelor's degree in 1665 and received his master's degree in 1668. However, there he ignored much of the universities established curriculum to pursue his own interests: mathematics and natural philosophy. Almost immediately, he made fundamental discoveries in both areas. Newtons dicoveries was made up of several different things. It consisted of combined infinite sums which are known as infinite series. It also consisted of the binomial theorem for frational exponents and the algebraic expression of the inverse relation between tangents and areas into methods that we refer to today as calculus. However, the story is not that simple. Being that both men were so-called universal geniuses, they realized that in different ways they were entitled to have the credit for â€Å"inventing calculus†. Both engaged in a violent dispute over priority in the invention of calculus. Unfortunately, Newton had the upper hand, considering that he was the president of the Royal Society. He used this position to to select a committee that would investigate the unsolved question. Apparently, Newton included himself on this committee (illegally) and submitted a false report that charged Leibniz with deliberate plagiarism. He was also the one who compiled the book of evidence that the â€Å"society† was Sir Isaac Newton vs Gottfried Wilhelm Leibniz :: Sir Isaac Newton Essays Sir Isaac Newton and Gottfried Wilhelm Leibniz are two of the most supreme intellects of the 17th century. They are both considered to be the inventors of Calculus. However, after a terrible dispute, Sir Isaac Newton took most of the credit. Gottfried Wilhelm Leibniz (1646-1716) was a German philosopher, mathematician, and statesman born in the country of Leipzig. He received his education at the universities of Leipzig, Jena, and Altdorf. He received a doctorate in law. He devoted much of his time to the principle studies of mathematics, science, and philosophy. Leibniz's contribution in mathematics was in the year 1675, when he discovered the fundamental principles of infinitesimal calculus. He arrived at this discovery independently at the same time along with the English scientist Sir Isaac Newton in 1666. However, Leibniz's system was published in 1684, three years before Newton published his. Also at this time Leibniz's method of notation, known as mathematical symbols, were adopted universally. He also contributed in 1672 by inventing a calculating machine that was capable of multiplying, dividing, and extracting square roots. All this made him to be considered a pioneer in the developement of mathematical logic. Sir Isaac Newton is the other major figure in the development of Calculus. He was an English mathemetician and physcist, whose considered to be one of the greatest scientists in history. Newton was born on December 25, 1642 at Woolsthorpe, near Grantham in Lincolnshire. He attended Trinity College, at the University of Cambridge. He received his bachelor's degree in 1665 and received his master's degree in 1668. However, there he ignored much of the universities established curriculum to pursue his own interests: mathematics and natural philosophy. Almost immediately, he made fundamental discoveries in both areas. Newtons dicoveries was made up of several different things. It consisted of combined infinite sums which are known as infinite series. It also consisted of the binomial theorem for frational exponents and the algebraic expression of the inverse relation between tangents and areas into methods that we refer to today as calculus. However, the story is not that simple. Being that both men were so-called universal geniuses, they realized that in different ways they were entitled to have the credit for â€Å"inventing calculus†. Both engaged in a violent dispute over priority in the invention of calculus. Unfortunately, Newton had the upper hand, considering that he was the president of the Royal Society. He used this position to to select a committee that would investigate the unsolved question. Apparently, Newton included himself on this committee (illegally) and submitted a false report that charged Leibniz with deliberate plagiarism. He was also the one who compiled the book of evidence that the â€Å"society† was