SureCut Shears Essay Essay Example

SureCut Shears Essay Essay There were many intensifying factors that caused SureCut Shears to be unable to pay its bank loan by March 31. 1996. When looking at the pro forma income statement as compared to the existent income statement we see the undermentioned incompatibilities. which are lending to SureCut’s fiscal jobs: AnticipatedActualDollar Loss Contributed Sales25. 80022. 9872. 813COGS ( % to Sls ) 70. 5 % 73. 8 % 768Gross Profit ( % to Sls ) 29. 5 % 26. 2 %SG A ; A Expenses ( % to Sls ) 9. 4 % 10. 6 % 269Entire dollar loss contributed by addition in disbursals 1. 037 Entire dollar loss contributed by lessening in gross revenues 2. 813 As disbursals addition. net incomes are squeezed and SureCut continues to pay dividends at the same rate and sum. further squashing the maintained net incomes. and therefore net income of the company. In entire over the nine months. the per centum addition in COGS and SG A ; A disbursals contributed to over a $ 1 million loss based on the existent gross revenues during that clip. We will write a custom essay sample on SureCut Shears Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on SureCut Shears Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on SureCut Shears Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In add-on the instance refers to a works modernisation plan. which is claimed to be the ground for an addition in needful financess. However. when examined more closely. the works modernisation undertaking was supposed to make efficiencies that would salvage $ 900K in fabrication costs ( to demo up in COGS ) . If we look at the overall addition in existent COGS through March vs. the awaited sum. we find that this nest eggs of 3 % is non realized and the procedure has really reduced in efficiency. By looking at the pro forma balance sheet compared to actuals through March we see this drama out – existent hard currency on manus in March is $ 1. 68 million lower than anticipated. Since SureCut did non do fiscal accommodations to their payables or receivables period to increase hard currency flow. this loss straight contributed to their inability to pay the $ 1. 25 million loan at the terminal of March. To measure the fiscal state of affairs of SureCut Shears we examined a fewfiscal ratios. Based on our appraisal. SureCut Shears’ fiscal state of affairs has decidedly declined and Mr. Stewart should be concerned. Before discoursing ratios. we looked at the tendency over clip of gross revenues and stock list. as seen in Exhibit 1. As you can see. gross revenues drop off of prognosis in September/October. but it doesn’t look that SureCut dynamically changes their production and stock list scheme. Alternatively of the difference of existent vs. awaited stock list dropping with gross revenues. it increases. As a consequence. stock list continues to construct and gross revenues soften. doing hard currency to be tied up. and forestalling SureCut from paying off their seasonal loans. This is seen in the fiscal ratios listed in the chart below every bit good. RatioAnticipatedActualCalculationNet income Margin29. 5 % 26. 2 %ROE9. 2 % 5. 5 % ( Common Stock + Earned Surplus ) /Net IncomeAsset Turnover24. 3 % 23. 4 % Average Sales/Current AssetsInventory Turnover30. 7 % 25. 6 % Average COGS/Ending Inventory Current Ratio 7. 89 5. 75 Current Assets/Current Liabilities Acid Test 3. 49 1. 87 ( Current Assets – Inventory ) /Current Liabilities Days Gross saless in Cash 28. 85 8. 74 Cash in March/ ( Annual Sales/365 ) Together these ratios reinforce the issues discussed supra. Without doing alterations to fiscal policy. SureCut Shears continues to increase liabilities while gross revenues decline. stock list grows. and hard currency dwindles down to merely 8. 74 yearss gross revenues in hard currency in March 1996. If Mr. Stewart were paying close attending to these ratios compared he would be concerned that SureCut hasn’t changed its fiscal policy to suit. other than bespeaking to borrow more money. In short. Mr. Stewart should non impart extra dollars to SureCut given the fiscal state of affairs. All three instances. SureCut. Play Time Toys. and Wilson Lumber had hard currency flow jobs that contributed to the fiscal problem our supporters found themselves in. As a consequence of the hard currency flow jobs. the proprietor of the company in each of the instances requested a loan from the bank in order to back up the continued operations of his concern. However. the concluding behind the requested support and the hazards and returns associated with its fulfilment varied in each of the instances examined. For Wilson Lumber. the company was sing rapid growing and the nature of the concern ( long hard currency rhythms and low net income borders ) necessitated that Mr. Wilson secure outside support to finance its growing. Wilson Lumber is an constituted concern with 10 old ages of profitable returns in a non-seasonal industry that has small volatility in gross revenues and is comparatively unaffected by swings in the economic province of the state. These features differentiate Wil son Lumber from the other instances discussed and impact the options available to Mr. Wilson in footings of outside support. Mr. Wilson had antecedently been trusting on extended trade credits as a agency of funding. However. by widening the life of the trade credits. Mr. Wilson was non merely increasing his hard currency rhythm but besides running the hazard of financing his payables at a much higher rate than obtaining a bank loan. Mr. Wilson was hence left to make up ones mind how to finance his turning company. something his narrow net income borders left him unable to make on his ain. The trade-off between the two beginnings. bank loans and drawn-out trade credits. finally depended on the rate of adoption and the impact this determination would hold on his concern and supplier/customer relationships. Both Play Time Toys and SureCut have seasonal gross revenues periods which greatly affect the hard currency flow rhythm of the concern. Mr. King from Play Time Toys is seeking to happen a manner to increase net income by keeping a degree production throughout the twelvemonth. For Play Time Toys. the seasonality of the fabrication and production procedure meant that equipment was left idle or underutilized during the off-seasons while labour disbursals and rewards spiked during peak seasons. In order to level production. Mr. King needs outside support because the blue gross revenues during the off-season are non plenty to finance flat production during this clip. In order to obtain this outside support from the bank. Mr. King needs to calculate future gross revenues and purchases to show sensible demand and recovery of the requested loan sum. However. prognosiss in a seasonal industry carry great hazard of volatile returns particularly when carrying stock list for goods mostly depende nt on the province of the economic system and consumer tendencies. Play Time Toys must see this hazard in footings of the company’s investing because in add-on to the bank loan the company will necessitate to partially finance the additions to stock list by utilizing its extra hard currency. Mr. King needs to see the tradeoff between the nest eggs ( increased net income ) from degree production and the involvement payments. decrease in marketable securities income and increase in storage costs ensuing from its execution. While the fiscal trade-off between these scenarios can be estimated given the forecasted gross revenues and disbursals the greater hazard lies in the forecasted Numberss themselves. SureCut Shears is an illustration of how the inability to run into forecasted sums can hold black effects on the long term profitableness and viability of the company as a whole good beyond any awaited nest eggs. The nature of the fiscal jobs SureCut Shears is confronting root from a failure to run into the gross revenues and net income prognosiss that it submitted to the bank and its ensuing inability to pay back the loan sums. Similar to Play Time Toys. SureCut Shears operates in a seasonal industry and its forecasted gross revenues fell abruptly of outlooks. However. in add-on to decreased gross SureCut Shears besides failed to keep its net income borders and control costs in the face of worsening gross revenues. The impact of the gross revenues forecast on SureCut Shears financials was extended because the company decided to keep a degree production throughout the twelvemonth. To finance this determination the company increased its liability by taking out bank loans to fund the production of stock list during months when grosss were low and future net incomes were unsure. The original pick to keep flat production. a hazardous move in itself for a company in a seasonal industry. was compou nded as SureCut increased adoption sums and stock list degrees ( above the â€Å"level limit† ) despite the perennial inability of the company to run into its gross revenues marks month after month. As a consequence. the company has been left with a reserve of stock list ( its largest current plus ) . diminishing net income borders and undependable prognosiss. SureCut Shears has been made riskier in the eyes of the loaning bank and is hence non expected to be able to keep its current adoption bounds.

Essay Sample on Life Journey My Own Experience

Essay Sample on Life Journey My Own Experience Each persons life is a journey on a contorted road dotted with bumps and craters. At certain points, the bumps could seem as high as mountains and the pits as deep as lots, making this journey called life appear quite despondent. Although occasionally, your predicaments are entirely fates blunders, but perchance, they are your own. Your personal characteristics roughly resemble a steering wheel for your journey. They could be positive traits, which could steer you on a more decent path; or negative traits, which could steer you to a path thats, well†¦ not so decent. Although you have no control over fate, you have power over your own driving skills, and could thus widen or narrow your chance for a smooth, prosperous journey. Also, it is beneficial to remember that you are not alone, for there are many other roads that coincide with yours, where others are conducting through their own journeys and floundering through their own bumps and craters as well. Drive together, and you co uld purvey support and encouragement for one another, and thus institute milder paths for all of you. Most prominently, no matter how harsh the terrain of your road becomes, just remember that you will pull through and be transformed for the better because of it. This optimistic philosophy that Ive adopted had been much solace to me in my own journey in becoming a successful high school student. It was not at all easy. Although fate has been overall lenient to me, it was my driving skills that tended to direct my course towards huge bumps. Despite my awareness of my own flaws and omissions, I still compulsorily reproached others and sought ways to exonerate myself. This was one of the worst traits I retain. It precluded me from obtaining responsibility for my choices and learning from past oversights, thus impeded my maturing process. For example, my projects were oftentimes undone till the last minute (including this one). I would think to myself, I dont feel like doing it today, so Ill work on it tomorrow. Thus the project was delayed further and further until there was no tomorrow for it anymore, and then I would end up working well over midnight while secretly scowling at the teacher for giving out such a tedious and inane assignment. Imm aturity and refusal to admit my errors caused me to plunge into countless pits in my journey. The one positive trait that had proved to be highly efficient in boosting me out of these pits is ambition. I know that too much of it could corrupt a person, but so far it had only empowered my spirit with much-needed optimism. My greatest ambition is to become a renowned novelist; therefore every hardship and pain to me befits an inspiration for a potential novel. It is a most optimistic perception of things, and it had succoured me through many phases of emotional turmoil. Although my own choices and personal characteristics had prompted many of my dilemmas, a certain number of large bumps on this road did bluntly materialise without my causing them. An example of that would be my kindergarten teacher. Back then, I was excessively shy and timid. (I still am, but not as much). I mainly kept to myself and was far too apprehensive to participate in class activities. Consequently, I might have appeared to be rather slow or mentally challenged. That was exactly what my teacher assumed. She would openly denounce me as a retarded child in front of myself and all my peers, and I was at that stage in my life of accrediting whatever adults told me. Thus for a long time, I subconsciously retained the impression that I was somehow less than other kids. The lack of self-esteem had often induced me to fail before I even try. The other major obstacle that Ive contended with was during my first years in the States. I had moved to Philadelphia, PA at the age of nine wi th primitive English comprehension. In addition, we were coerced to dwell in one of the most delinquent and precarious districts in West Philadelphia due to our low budgets. The despicable socio-economic status of my neighbourhood could be seen from the school I attended, which had metal detectors installed at its doors. I underwent a great deal stress both academically and socially due to problems of communication. Plus there were a number of students that discriminated against me because I had the lightest skin colour in my school. As a result, I developed paranoia towards my peers, which ensues me even now. Nevertheless, everybody undergoes their own adversities, shed their own tears, and abide their own pains. At these times of needs, friends, family, and other favourable resources are to be treasured more highly. I was never alone on this road, for many other roads that coincided with mine have brought much joie de vivre upon my journey. One of which who was always there behind me was my dad. I am not abashed to say that he is my best friend. There was a period in my childhood when he was not there for me. However, he made up for it by being the best father one could have. Not only did he did take the time to assist me with my homework when needed and spent plenty of quality time with me, he was always there with wisdom, encouragement, and consolation. The other momentous source of benefit is Canada. Moving across the Atlantic Ocean was undoubtedly the best thing that ever happened to me. The reason is that the education system in China is not only relentlessly harsh; it is sadistical ly cruel. Society has deemed that if you failed to attain a university degree, youd be a disgrace. Your career and marital opportunities would be despicably downtrodden. In addition, China possesses an enormous population and too few universities to match, thus eliciting nervous breakdowns among many high school students, some were even impelled to commit suicide due to the immense pressure. I, on the other hand, am indescribably glad to be here in Canada, where I am much more likely to do well in high school and thus hold a promising future. Now here I am in grade 10 with a tolerable grade average and a healthy attitude towards school and life in general. Although this journey had been difficult and even toilsome at times, I pulled through. One of the merits that I have acquired from my past experiences is strength. (Im not referring to muscles, of which I have none). Strength in mind and spirit is like steel, and the most sublime of its quality can only be heated through suffering. I do not mean to pity myself, but I do believe that Ive suffered more than many other teenagers have. There are certain things that I have not mentioned in this assignment, deeper pits in the hidden trails of my memory. Nonetheless, each time I fall, I was obliged to obtain strength in order to rise. Thus each time I rose, I was a little stronger than before. My kindergarten teachers abuse, for example, had brought me much self-loathing, but not anymore. Whats left is a searing urge within me to spite her by proving her wrong. Another lesson that Ive learned through my journey up to this point is to appreciate all that life has to offer. Life is short, and my road could abruptly come to a halt at anytime. Thus it is prominent to savour each and every moment of it by focusing on the positive things. My struggles and desolation have procured me to value what I have in order to overcome depression. My family, friends, and other fortunate events in my life have been lights in times of darkness, reminding me that the world is not completely forlorn and bleak. Optimism, along with strength, is all that I need to carry on. And thus I go forth on this journey with the memories of all the people and places Ive left behind. I know that as long as I possess a goal, I will never be lost. My goal as a successful high school student had been so far adequately accomplished, however, as always, there is much room for enhancement. It had been a most arduous but rewarding journey. My friends and family, especially my father, had made this journey much easier. Also, I would not overlook Canada, which is such an enlightening and lenient learning environment. All of these allies and resources have presented me with guidance in the right course. However, some of my personal characteristics, like irresponsibility, were inclined to steer me astray. Then again, other traits that I possess, like ambition, succoured me in the continuance of my journey. The bumps and craters that Ive met along my journey held a large role in constituting the person that I am now. I have fallen so many times into the seemingly abyss of desp air and struggled against the mirror for just a speck of self-esteem, but I have survived. I understand that there will be greater obstacles and barriers in the future, but I personally believe that pain is a thing to be prized. Someone who does not know pain would not appreciate joy, nor would he obtain the strength to make his journey worthwhile.

Programming games in C# using SDL.NET

Programming games in C# using SDL.NET One of the problems with open source is that projects sometimes seem to fall by the wayside or take confusing turns. Take SDL.NET. Ignoring the website for sale, a search on the web reveals cs-sdl.sourceforge.net a project that seems to have stopped in November 2010. We dont think it has stopped but just looks like it has. If you dont know C#, you will first need to learn how to program in C#. Looking elsewhere, we came across the Tao framework linked on the Mono website which seems to cover the same area and adding support for sound etc. But looking on sourceforge (again!), it has been superseded by OpenTK but the focus there is OpenGL. However, it also includes OpenAL so installing the two (cs-sdl and OpenTK) seemed to be the way forward. Part of the OpenTk install failed; the NS (shader) because we dont have VS 2008 installed! However, the rest of it was ok. We created a C# Console project and started playing with SDL.NET. The online documentation can be found here. Looking back, we can see that the OpenTK framework wasnt needed as such, that SDL.NET installed everything but that wasnt clear at the time. It still uses the Tao Framework even though development of that has been superseded by OpenTK. Its a little confusing and we hope the SDL.NET team will bring out an OpenTk compatible version in the future. What Exactly is SDL.NET? Its not, as we thought, just a thin wrapper round SDL, but adds considerable extra functionality. There are a number of classes provided to provide the following: TimersProvides Sprites, including animation and TextProvides surfaces for 2D and OpenGlProvides support for Movie loading and playingProvides support for AudioProvides Bezier, polygon (and textures), square, circle, line, pie drawingProvides particle support with emitters and sprites and manipulators.Provides interfacing with Windows forms through a shared PictureBox with surface. Preparations There are several things you have to do to get it set up. Here they are: Locate the two SDL.NET dlls (SdlDotNet.dll and Tao.Sdl.dll) as well as the OpenTK dlls, and add them to the project references. After installation, the dlls are located in Program Files\SdlDotNet\bin (on a 32 bit Windows and Program Files (x86)\SdlDotNet\bin on 64 bit Windows. Right click on the References section in Solution Explorer then click Add Reference and select the Browse tab. That opens an Explorer dialog and after locating the dlls select then and click ok. SDL.NET uses the SDL set of dlls and installs them under the lib folder. Dont delete them! One last thing, click on the View\Properties so it opens up the Property pages and on the first tab (Application) Change Output type from Console Application to Windows Application. If you dont do this when the program first runs and opens up the SDL main Window it will open up a console Window as well. Were now ready to start and Ive created a short application below. This blits randomly sized and located rectangles and circles on the Window surface at 1,700 drawn per second at a frame rate of 50 frames per second. That 1,700 comes from setting the number drawn per frame to 17 and displaying the frames per second in the Window caption using Video.WindowCaption. Each frame it draws 17 filled circles and rectangles, 17 x 2 x 50 1,700. This figure depends on the video card, CPU etc. Its an impressive speed. // By David Bolton, http://cplus.about.comusing System;using System.Drawing;using SdlDotNet.Graphics;using SdlDotNet.Core;using SdlDotNet.Graphics.Primitives;public class ex1{private const int wwidth 1024;private const int wheight 768;private static Surface Screen;private static Random r new Random() ;public static void Main(string[] args){Screen Video.SetVideoMode( wwidth, wheight, 32, false, false, false, true) ;Events.TargetFps 50;Events.Quit (QuitEventHandler) ;Events.Tick (TickEventHandler) ;Events.Run() ;}private static void QuitEventHandler(object sender, QuitEventArgs args){Events.QuitApplication() ;}private static void TickEventHandler(object sender, TickEventArgs args){for (var i 0; i 17; i){var rect new Rectangle(new Point(r.Next(wwidth- 100),r.Next(wheight-100)),new Size(10 r.Next(wwidth - 90), 10 r.Next(wheight - 90))) ;var Col Color.FromArgb(r.Next(255),r.Next (255),r.Next(255)) ;var CircCol Color.FromArgb(r.Next(255), r.Next (255), r.Next(255)) ;short rad ius (short)(10 r.Next(wheight - 90)) ;var Circ new Circle(new Point(r.Next(wwidth- 100),r.Next(wheight-100)),radius) ;Screen.Fill(rect,Col) ;Circ.Draw(Screen, CircCol, false, true) ;Screen.Update() ;Video.WindowCaption Events.Fps.ToString() ;}}} Object Oriented Development SDL.NET is very Object Oriented and there are two predefined objects that are used in every SDL.NET application. Video provides methods to set the video mode, create video surfaces, hide and show the mouse cursor, and interact with OpenGL. Not that well be doing OpenGL for a while. The Events class contains events which can be attached to to read user input and other miscellaneous occurrences. Here the Video object is used to set the size and resolution of the game Window (full screen is an option). The parameters for SetVideoMode let you change these and 13 overloads provide plenty of variety. Theres a .chm file (Windows html help format) in the doc folder documenting all the classes and members. The Events object has a Quit events handler that lets you add close down logic and you should call Events.QuitApplication() to make it respond to the user closing the application. The Events.Tick is possibly the most important event handler. It calls the specified event handler each frame. This is the model for all SDL.NET development. You can set your desired frame rate and my reducing the loop to 5 and changing the Targetfps to 150 we got it running at 164 frames per second. TargetFps is a ballpark figure; it puts in delays to get you near that figure but the Events.Fps is what is delivered. Surfaces Like the original non Windowed version of SDL, the SDL.NET uses surfaces for rendering to the screen. A surface can be constructed from a graphics file. There are a large number of properties and methods that make it possible to read or write pixels as well as draw the graphics primitives, blit other surfaces, even dump a surface to a disk file for taking screenshots. SDLNET provides just about everything to let you create games. Well be looking at the various features over the next few tutorials then move onto creating games with it.

Macbeth Act 4 Coursework Example | Topics and Well Written Essays - 250 words

Macbeth Act 4 - Coursework Example 2. Do you have any sympathy for Macbeth in Act 4, scene 1? We feel sympathy when we learn someone is struggling and suffering, even if they are suffering because of their own sins and faults, in which they sincerely repent. In the case of Macbeth, he is willingly goes to witches; he has seen them before and knows that they are strange, evil and hideous creatures, however he chooses to go to them and, when he comes to their abound, he acts boldly, he commands witches to answer him, even if they will have to call on all the power of hell, and it would mean destruction in nature – he does not care for anything else, he only cares to get his answers. â€Å"Even till destruction sicken, answer me / To what I ask you† (4.1.61-62) 3. Imagine you are directing this scene. How would you: design the set dress Lady Macduff and her son direct the characters to act etc. To maximize the sense of innocence - i.e. the more innocent Lady Macduff and her son seem to the audience, the mor e cruel their murders seem, and the more wicked Macbeth will look. In the castle of Macduff there are usual daily activities that carried out – chores to attend, there are domestic animals, servants. Lady Macduff is in her middle age, tidy, stout woman; she has an apron and a headpiece. She is obviously a head of this household; she speaks gently, yet firmly.

Strategic Human Resources Essay Example | Topics and Well Written Essays - 2000 words - 1

Strategic Human Resources - Essay Example It also identifies the role, models along with the methods in which businesses can utilize their human resource teams to effectively achieve their goals. A) Findings And Analysis 1.0 The Key Drivers From The External Business Environment That Re-Shape Organizations And The Way Employees Are Managed There are several drivers from the external environments of businesses that influence changes to the way a business performs its activities and manages its employees. The first external driver to the way a business performs its activities is technology (Pace and Wayne, 2001). The development of technology has led to the inexpensive preparation and distribution of information. The current technology in use across many businesses is low cost, has high speed digital transmission and is utilized in producing vital information in a quick and easy manner. The utilization of this technology in businesses eliminates the temporal limitations, which include the restrictions on time, spaces and costs (Michael, 2007). Another key driver from the external environment that has greatly impacted on the reshaping of organizations and the management of employees is the concept of globalization (Harold, 2003). The concept implies that a business makes use of faster transportation systems, has fast access to information from distant markets. This is because the world market has become common with little barriers to trade. An organization’s customers can purchase any of their products from multiple outlets located in various areas around the world (Katherine, 2002). This implies that the organization will have to relocate its employees as well as recruit other members to their new branches so as to be effective in their endeavors. The concept of globalization will assist an organization to know how their competitors are fairing and enable them to remain competitive in the markets. An organization can also take advantage of the concept by attaining customer feedbacks on their produ cts and instantly work out corrective measures to correct the situation (Harold, 2003). Another major external driver that influences the way organizations reshape and manage their workers is the notion of power concentration on a few market shareholders (Katherine, 2002). These big investors normally hold majority of the stocks in other companies and influence the ways in which businesses are run in their respective markets (Pace and Wayne, 2001). When these organizations are displeased in the existing policies, they could in turn make the market fall into jeopardy (Katherine, 2002). The economic factors that affect an organization refer to the policies that governments use in their capital markets, their nature of reason bequest, and their business cycles along with their socio-fiscal infrastructures. For organizations to become successful and manage their employees effectively, they must scrutinize their market environments for any unforeseen changes (Erica, 2006). This type of s crutiny will greatly help the business or organization in maximizing their profitability while minimizing the costs they incur in the process. The wage rates in different countries differ and this implies that organizations will have to adopt suitable policies to handle the issues with their employees (Katherine, 2002). These policies should enable the organization to retain their labor force while remaining profitable in their activities. The social environment within a country

My wonder years Essay Example for Free

My wonder years Essay I was so late that I almost slipped on the bridle path as I ran to catch my bus. I looked like an inhuman jumble sale. My clothes where so large on me they where either cast off Pavarotti uniform or designed for the supersized. My shoes had the clumpy factor that matched my entire look. Any 70s sad Dad having a mid life crisis would be proud to own them; they were loafers of another era. To add to physical insult I was very ungainly tall, skinny with big hands and feet a typical reject. I couldnt have stuck out more if I had YEAR 7-NEW MEAT imprinted on my forehead. The kids on my bus thought I was direct evidence that God has a sense of humor. The journey to school felt totally traumatizing, when I finally got off the bus I was so nervous my knees couldve beat James Stuart at a jitterbug dance off. To my relief there were a dozen other rather inconspicuous kids from my year that failed at being invisible by huddling under one tree. We followed the mass of students into the playground in attempts to find people we knew. As the bell sounded it wasnt hard to do-a tidal wave of tenth years swept over us, they left behind a large entourage of first years. A teacher rescued us from the window ridicule we where being subjected to-courtesy of every other year group. We got placed in our forms I knew absolutely no one! Our tutor looked as equally as nervous as us. He himself looked out of place, like he belonged to the hippie mud baths at Glastonbury not in a Science lab, with a bunch of kid strangers. Our first lesson was French-affreux! It was fairly simple but Madame Mao seemed rather too eager to make our lives a living hell. Her salive took out the front row with accompanied by ear piercing terrier like shrieks. Cooking was less exhausting but the smell of sunshine bars was beyond stomach turning, sulpher dioxide mixed with rotting flesh and hush puppys (I think in England theyre called Cornmeal fritters or battered cornmeal) would be understated. Lunch, if you classify the canteen food as edible was adequate. My new found friends and I walked through the school. Over 300 million people speak English you wouldnt think so if you were in a school playground. The language of teenagers seemed similar to that of a caveman. A lot of monosyllabic words making no sense at all. Speaking of language, teenagers are like Inuits they have fifty words to describe a variation of snow but not one word for just snow. (Reading Bill Bryson fills your head with unnecessary facts). Teenagers in the school seemed like that-there were plenty of cliques but no happy medium-there was no such thing as just a teenager. I was given little time to worry about where I would fit in as the third lesson approached. Geography-I am one of the many geographically confused that often end up asking for directions. Luckily it seemed to involve earthquakes-to which I was no stranger (Hong Kong provided me with first hand experience) rather than map reading. Finally Music, the less said about the boy that got his fingers stuck in a flute the better-and I thought I was accident prone! (I dont know whether it was due to first impressions but I no longer take any of the aforementioned subjects! ) The trip home was hardly a rollercoaster, yet somehow it still made me feel dizzy and a little dazed. The first day had confirmed my worst fears, that my childhood was O. V. E. R (alphabetical breakdown was so this year). I felt so maladjusted, even though I had made quite a lot of friends in the one day. There was and still is so much to take in! I went home 11 going on 15. I have changed tremendously as time has gone on, now that I am 15 going on 16; the 90s occasionally calls with its re-runs of Dawsons Creek. Pangs of nostalgia pass as the past brings me back to my childhood and 2003 my wonder year. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section. Download this essay Print Save Not the one? Search for

Flag Desecration is Freedom of Expression :: Argumentative Persuasive Argument Essays

Flag Desecration is Freedom of Expression Our nation’s flag is an everlasting symbol of freedom and hope that stands as a testament to our nation’s power. Most importantly our flag represents the freedom of the individual to express his ideals as they see fit. Therefore when the very essence of Americans freedom is challenged by the â€Å"flag amendment,† that would forbid the desecration of the American flag, a dilemma forms. While flag burning is highly offensive, it is none the less a means of expression and is protected by the constitution of America. Forbidding an individual from expressing themselves is the opposite of what our flag represents. Even though Flag burning is considered one of the highest displays of hatred toward a country, it is still protected by the first amendment. It is a means of expression. Despite the fact that this sounds a little farfetched, flag desecration is under the same category as art, or literature—expression. When an individual feels dissatisfaction towards his country, depending on the individual, they may write a political satire, draw a political cartoon, or burn the flag. It is all relevant to the level of dissatisfaction of the individual. Flag burning cannot be thought of outside of the spectrum of expression. In some cases flag burning is not even taken seriously by those involved in the act; most cases are considered â€Å"drunken pranks† or merely â€Å"teenage vandalism.† In the entire history of the United States there have been less than two hundred reported cases of flag desecration. In addition to the fact that there is a lack of flag burning in total, flag desecration is on the decline—In 1996 there were 31 reported cases, in 2002 11 cases, in 2003 six cases, and this year so far there has been only one case. The U.S. Supreme Court, the highest court in the judicial system, ruled that â€Å"the government may not prohibit the expression of an idea simply because society finds the idea offensive†¦Ã¢â‚¬  Supporting this amendment debases the ideals of our founding fathers.

Discuss Issues of Equality

â€Å"Entitlement, equality, inclusivity, diversity and differentiation. Basically, all of these are about acknowledging and respecting the individual needs of your learners, helping and supporting where appropriate. † (Gravells, A, 2008). Before any discussion it is essential for everyone to understand the terms Equality and Diversity. â€Å"Diversity is defined as valuing the differences in people whether they stem from race, religion, gender, sexual orientation, age or disability. Equality is offering each person equal rights and opportunities despite any differences†. Gravells, A, 2008). So Equality is about the rights of learners to attend and participate regardless of their gender, race, ethnic origin, religion, disability, sexual orientation or age. And Diversity is about valuing the differences that people have and appreciating their individual characteristics. Above all it is important as a teacher, keeping equality and diversity in mind, to find ways to promot e inclusion of all learners, yet through differentiation by using difference approaches and resources, to finds ways to meet the needs of individuals within the group. Differentiation is one of the tools that teachers can use to promote equality and diversity. It is the accommodation of differences between learners to allow each individual the best chance of learning. † (Petty, 2004). This is could be done by adapting teaching styles or resources so that all learners receive equal opportunities. Referring back to the teacher / training cycle, preparation and planning will enable us to best promote inclusion for all learners, and enable us to access other points of referral if necessary.During the planning process, all learners should have an initial assessment for suitability and to diagnose strengths and weaknesses. The need to potentially access other points of referral could appropriately be picked up in this initial assessment. Learners will be diverse on the basis of many different backgrounds and needs. These may include learning needs such as dyslexia, dyspraxia, Asperger’s syndrome, socio economic status, health – both mental and physical, age, ethnicity, gender, sexuality, religious beliefs and size to name but a few.Differentiation will enable the teacher to meet the needs of these individuals yet value their diversity. The main ways to differentiate are by Task, Outcome, Resource and Support. Different tasks can be set for different people but with the same aim in mind allowing for their different needs and diversity. The same task can be set but a different outcome is expected from individual learners. Different resources and different support can be provided for learners allowing for the individual needs of the whole class to be met.Group work and buddying up can be used so that peers can support one another. Students with a learning disability will benefit from a scaffold to their work and the environment can be adapted to hel p, by for example integrating learning support into classes. There may be a point at which it is assessed that a learner’s needs cannot be met adequately within the specific learning environment due to some of the above diversities. Here, it is appropriate to refer the learner so that their needs can be met.College counsellors, welfare officers and connexions advisors may be appropriate where it is deemed that the learner’s needs are not being met. To conclude my discussion, I will follow the words of Malcolm Knowles. ‘As a learning organisation there is a need to understand the needs of our students. The major problems of our age deal with human relations; the solutions can only be found in education. Skill in human relations is a skill that must be learned: it is learned in the home, in the school, in the church, on the job and wherever people gather together in small groups’. (Malcolm Knowles, 1950,:13)

Cognitive orientation to learning Essay

While the behavioural orientation dwelt on the environment, the cognitive one looked at the learner’s mental process; it is concerned with cognition, which is the process of knowing. It recognises the importance of the environment while at the same time exploring changes in the inner cognitive organization. James Hartley (1998) identified some important principles of learning related to cognitive psychology. The principles identified are as follows: proper organisation of instruction, clear structure of instruction, use of perceptual features of the task, importance of prior knowledge of the subject, the view that differences between individuals affect learning, and use of cognitive feedback to inform the learners about their failure or success. Humanistic orientation to learning This orientation was developed in the 1970s and 80s, and concerns itself mainly with the human potential for growth. Learning is seen as a form of self actualisation, contributing to psychological health (Caffalerra, 1991). Although self-actualization is perceived as the principal goal, other goals related to other stages are also present, including accomplishment of impulses (Maslow, 1970). The best insight into the humanistic orientation to learning was done by Carl Rodgers (2003), who stressed on education with the whole person and with their experiences, intellect and feelings. Some of the important elements involved in experimental or significant learning are as follows. It involves personal involvement, it is self-initiated, pervasive, evaluated by the learner and its essence is meaning. Social orientation to learning According to this orientation, people learn by observation of others in a social setting (Merriam and Caffarella, 1991). However, observation does not allow the learners to see the outcome of the other people’s behaviour in order to have some idea of what might happen when one acts in a certain way. This orientation concentrates on attending to behaviour and rehearsing on how it might work in various situations. In this model, behaviour is as a result of the interaction of the learner with the environment. Instead of looking at learning as acquiring some forms of knowledge, this model also incorporates social relationships, which are situations of joint participation. According to Tenant (1977), this model has the advantage of paying attention to the need of understanding knowledge and learning in context. The model is limited by the fact that learning that is unrelated to the life situation or context. Moreover, situations can arise where the community of practice has power relationships exhibiting participation and entry (Wenger, 1999). Part Two Learning and development supports and enhances organisational development Any form of learning, training and development is aimed at improving the learners as well as their performance, leading to organisational development. Organisational development is not just concerned with sending people to course to get trained. On the contrary, it is about encouraging people to examine and challenge any assumptions acting as a filter for learning. Learning is usually motivated by the need to arrive at solutions to problems, whether one wants to move away from a particular state; such as conflict, lack of team collaboration and lack of skill, or wants to achieve greater satisfaction personally or within an organisational setting. Learning has been described by organisations as the only competitive advantage that any organisation may have, since it responds to the ever unpredictable and dynamic business environment. Learning in organisations enables the organisations to make proper use of the immense mental capacity of its members, creating the type of process needed to improve it (Dixon, 1994). An organization that encourages its members to learn eventually ends up improving and transforming itself for the better. Moreover, organisations where their members continuously expand their capacity in creating the outcomes they really desire, where fresh and wider thinking patterns are nurtured; where joint aspirations are set free and people learn together develop greatly. For an organization to have sustainable development, it must be adaptive to its external environment, continually enhance its capacity to adapt, develop individual and joint learning, and use learning to attain even better results. The learning organisation There is a growing interest in organizations to develop a learning culture within themselves in order to improve their existing products and services and for innovation purposes. This has led to a number of initiatives such as Total Quality Management, TQM and Business Process Reengineering, BPR. Companies have come to the realisation that their success or failure greatly depends on human factors such as organisational culture, attitudes and skills. It also appears that the implementation of organizational programs is geared to highly specified procedures that are defined for foreseen situations. These organisations have further recognised that any initiatives do not usually work by themselves and something extra is required. This is in order to cope with quick and unanticipated changes where existing programmed responses are not adequate in order to provide the necessary flexibility to deal with dynamically changing conditions, and allow top management to respond with initiatives based on customer needs as opposed to being limited by business processes established for different situations. Organisations have increasingly had to among other things develop capacities for the fast-paced innovation to develop capacity and learn to appreciate change. As the competitive atmosphere becomes increasingly variegate and complex, these organisations have seen the need for greater genetic variety; a wider variety of managerial thinking, and a more enhanced repertoire of management actions. Top and successful organisations have reached such heights by organising around people and honouring the need to recognition, lifelong learning, challenge, something to believe in and a feeling of control. With the pace of change ever getting faster, organisations have seen the need for developing mechanisms to help in innovation and continuous learning better than ever before (Dixon, 1994). Learning in an organisation is about development of higher levels of skills and knowledge as opposed to more training, and is classified into four levels. The first level involves learning of facts, procedures, processes and knowledge and mostly applies to known situations that have very minor changes. The second level entails learning new job skills that can be transferred to other situations (Easterby-Smith et al, 1999). This is often applicable to situations whose existing responses need changing. Outside experts can be very useful at this stage since they bring in fresh expertise and skills that may have been lacking initially (Dixon, 1994). The third level is all about learning to adapt, and is often applicable to more dynamic circumstances where solutions need development. Here, the mode of learning is experimenting and deriving lessons from past failures and successes (Easterby-Smith et al, 1999). Finally, the fourth level is learning to learn, which involves creativity and innovation; design of the future as opposed to just adapting to it. Here, knowledge is reframed and all assumptions challenged. Additionally, the model is applicable at various levels that include learning of individuals, organisations and teams. Organisations achieving learning level four will not only reinvent their organization but also their entire industry (Easterby-Smith et al, 1999). Conclusion Learning greatly helps in improving both individual and organizational innovativeness and efficiency. There are numerous learning models applicable to various situations, all of which have their unique advantages and disadvantages. The adoption of a particular learning model entirely depends on the prevailing conditions. Organisations are striving to continually improve their performance as well as the quality of their products and services. From the analysis above, it is evident that indeed learning and development supports and enhances organisational development. References Bruner, J (1977) The Process of Education, Harvard University Press, CambridgeDixon, N (1994) The Organizational Learning Cycle, McGraw-Hill Easterby-Smith, M et al (1999) Organizational Learning and the Learning Organization-Developments in Theory and Practice, Sage Hartley, J (1998) Learning and Studying-A research perspective, Routledge, London Maslow, A (1970) Motivation and Personality 2nd edition, Harper and Row, New York Merriam, S and Caffarella (1998) Learning in Adulthood, A comprehensive guide, Jossey-Bass, San Francisco Rogers, C and Freiberg, H (2003) Freedom to Learn, Merrill, New York

Product Evaluation Apple iPhone 3G

Product Evaluation Apple iPhone 3G Today, the smartphones produced by Apple Inc. are familiar to many persons. This market is competitive, and new versions of the products are presented almost every year when the production of the outdated models is regularly discontinued. The market is based on improvements and innovations in the sphere that is why the outdated models cannot compete during a long period of time. It is possible to discuss this idea using the example of the Apple iPhone 3G.Advertising We will write a custom essay sample on Product Evaluation: Apple iPhone 3G specifically for you for only $16.05 $11/page Learn More From this point, it is necessary to assess the qualities of the Apple iPhone 3G which was launched in 2008 as a revolutionary variant of the smartphones of the second generation with GPS and 3G possibilities, then it was proposed as the budget model, and later its production was ceased. The Apple iPhone 3G can be discussed as an outdated model of smartphones in relat ion to such criteria as the software used, hardware features, Internet connectivity, and additional specifications presented in this model as innovative. The software and hardware are the important characteristics of smartphones which influence the aspects of the device’s work. The Apple iPhone 3G used iPhone OS 2.0 as the software which can be discussed as improved for the period of 2008, but it is updated in comparison with the modern versions of the operating systems for the family of Apple iPhones. Furthermore, the main specifications of the smartphones’ hardware did not change much in comparison with the previous model’s characteristics. The designers did not reinvent the model, but added some new features to it (Mannion 32). The Apple iPhone 3G operated the support memory of Numonyx which was the Intel/STMicro spin-off, and it included 16 Mbytes of NOR flash and 8 Mbytes of pseudo-SRAM (Mannion 30-32). Moreover, the communication function was based on the Skywords SKY77340 824-to 915-MHz quad-band GSM/EDGE, and it is important to note that this component was also used in the original iPhone. The work of battery was based on the Linear Technology LTC4088-2. Such features as the absence of significant differences in the look in comparison with the original iPhone and the usage of the same 2-Mpixel camera can be discussed as negative characteristics of the model which were determined after the release of the Apple iPhone 3G (Mannion 30-32). Launching the product, the company declared the considerable improvements related to the Internet connectivity. Thus, the interactive experience of clients was based on ATT’s High-Speed Packet Access 3G network. In spite of the fact the manufactures paid attention to the clients’ Web browsing experience, the download speed was rather low in comparison with the expected speed of 700K to 1.7Mbps. It is also low in comparison with the contemporary standards which are approximately 4,290Kbp s.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, some innovations and improvements in the model were also presented. They are the built-in GPS, the exchange support based on Microsoft ActiveSync, the possibility to use Cisco’s IPSec VPN client, the orientation to Wi-Fi Protected Access 2, and the access to new developed App Store (Cox 14; Shaw 28). Although these improvements were current and necessary for 2008, today the Apple iPhones and the other smartphones have all these characteristics as basic ones. Basing on the examined criteria, it is possible to conclude that the Apple iPhone 3G as the representative of the second generation of smartphones was the improved model of the original iPhone, but the basic characteristics were almost unchanged. Thus, the features and specifications of the Apple iPhone 3G cannot be discussed as innovative in comparison with th e modern standards developed for the iPhones of the sixth generation. Cox, John. â€Å"IPhone 3G Has Corporate Feel†. Network World 16 Jun. 2008: 14. Print. Mannion, Patrick. â€Å"Apple iPhone 3G Exposed†. Electronic Engineering Times 10 Nov. 2008: 30-32. Print. Shaw, Keith. â€Å"Review: iPhone 3G Makes Great Greater†. Network World 21 Jul. 2008: 28. Print.

BLUE EYES TECHNOLOGY

BLUE EYES TECHNOLOGY Blue eye technology is a technology which is being developed so that the machines get sensational abilities and perceptual abilities just like our human beings. These abilities make the computational machines to understand the feelings of humans and this helps to interact with them. The main aim of this technology is to analyse human brain and understand their physiological conditions. Imagine a world where humans can communicate with their computers. This concept was first developed by a research team in IBM at Almaden Research Center (ARC) in San Jose, California since 1997.This based on the idea of Paul Ekan’s facial expression. The etymology of the term blue eyes goes as blue stands for Bluetooth technology which is wireless and the term eyes are used because it is the only part that helps us in finding the human expressions easily. The main aim of this technology is to provide computers all those human abilities of understanding the feelings of others by just recognizing their facial expressions, and the tone in which they speak so that these machines would interact with human beings very easily. It could understand your feelings even with the touch of the mouse. For example, if you are really tensed and you want to call your friend; this technology automatically understands the urgency and calls your friend who is working in your office or someone who is very close to you. In short its objective is to provide sessional and perceptual powers to machines to interact with humans and help the in all situations. Hence computer could act as intimate partners to humans. This technology works with the combination of both software and hardware components. Central system unit and the data acquisition unit act as the hardware component. Microcontroller acts as the heart for this technology. Bluetooth technology is used for connecting both hardware and those software units. We could use this type of technology in all working places to understand the emotions humans and to record them. It generally consists of the following units data acquisition unit Central system unit The software unit It is otherwise called as mobile measuring unit. The main objective is to get the physiological information from the sensors and transfer it to central system unit. This is done for processing purposes and for verification too. A Bluetooth is integrated with the DAU is used to send the data to the central system. Both CSU and DAU contains their own pin codes and id numbers for authentication purposes. The components that are used are five-key keyboard, beeper and LCD for displaying purposes. The voice is transferred by using a headset. The next component being used is the CSU. It contains a codec and a Bluetooth module. codec refers to those voices transmitted information. This part is connected to our computers by using a USB cable or a parallel cable. The microcontroller which is present in it handles the UART transmission. The physiological condition of the operators will be continually supervised by this blue eye technology software. The operators real time physiological condition will be respond by the software. It helps to transfer the data from manager to analyzer. The data visualization module supports the user for interface section. It will continually fetch the information from database and record audio, video and physiological parameters of the user if the visualization module is offline. The blue eyes software is mainly enables to know about the physiological condition of the operator. To design a computational machine having sensory and perceptual abilities like human beings, we are using ‘blue eyes technology. This technology uses most modern cameras, microphones and advanced non-obtrusive sensing techniques to interact with humans to understand the emotions of human beings. The process of making sensing and emotional capabilities by computer is called Affective computing. Steps involved for designing this type of computers: Process of giving sensing capacity. Human Emotion detection or Affect Detection. Respond appropriately and properly. Brain computer interface is to develop an adaptable computer system. These types include speech recognition, eye tracking, facial recognition, gesture recognition etc. Blue Eyes technology enables the machines to identify the minor emotional variations of human being by a single touch on keyboard or a mouse. According to the emotion level the machine started react with the user. It is a substitute for usually available machine vision face or eye recognition methods. The glass senses and identifies the expressions by analyzing the facial expressions method. The Simple User Interest Tracker: The SUITOR is having the ability to maintain an intimate relationship between the human and the computer by using the revolutionary approaches towards the machine. It continuously analyze where eyes is focus on the screen. Artificial Intelligent Speech: The working environment should be very important for implementing the Artificial Intelligent Speech Recognition system in Blue Eyes technology. Some important factors that influence the features of speech recognition system they are user’s speech, grammar, noise type, noise level and position of the microphone. This THE BLUE EYES technology assures appropriate techniques. It simplifies the life in a more elegant and user friendly way in computer device. Blue Eyes will reach as your handheld mobile devices in future generations.

DQ1 Essay Example | Topics and Well Written Essays - 500 words

DQ1 - Essay Example Within change opposing corporations, the administrators characteristically do not get or take note of the awakening calls unless the signals grow to be so throbbing as well as hazardous that they intimidate the corporation's very existence. At this very early on phase during the change, it is vital to recognize and appreciate what awakening calls subsist, what they denote, also what is being done with all of them by those within the positions to set off a modification attempt. The approach of the leaders has a key influence on the sense made of the information within the awakening call. If the leaders at all levels are mindful and open to culture and altering, they will tackle with the awakening call in a different way than if they are not. The changed line of attack that the leaders eventually blueprint will be resolute by their deepness of considering the wake up calls. This is the foremost instance of reality within the change attempt; it can signify the distinction amid an immediate, external change along with the one that is mindful, resolute, and reflective for one and all concerned ( Dean, 2001, pg 79). For instance, if an organization realizes with time that they need to change, they might never be prepared