Information Management Systems in the US medi

Executive Summary Organisations having much information to analyse as the basis of making decisions often employ large numbers of employees in case they do not deploy management information system (MIS) to ease the analysis process.Advertising We will write a custom assessment sample on Information Management Systems in the US medi-corp specifically for you for only $16.05 $11/page Learn More However, from the perspective of the US medi-corp, which is a hypothetical company, such an approach introduces ineffectiveness and inefficiencies in decision making especially where decisions from different departments are to be fed into a central platform to arrive at an overall decision to execute a given task. The current paper introduces ERP (Enterprise Resource Planning) as an MIS strategy for handling customer relationship challenges, supply chain management, and manufacturing function challenges of the US medi-corp. Background When an organisation grows in t erms of its size and production capacity, its customer and supply chain problems and complaints become difficult and time consuming to solve. This case is evident in the US medi-corp (a hypothetical company). The US medi-corp manufactures medical equipment, which it sales within the US after sourcing manufacturing materials from a myriad of suppliers located across the US. Apart from sales of products, the company also gets revenue from customer support services such as maintenance of the medical equipment. The company has a hierarchical management structure so that command flows from the top to bottom. Making the organisational decisions is informed by the information flowing from customers, suppliers, and other organisational stakeholders to and from the organisation. The strategic plan of the company is to exploit the global market. To achieve this goal, the US medi-corp values employees as the most important asset available to realise its strategic plans.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Operating in such a business environment, the company has been constantly looking for solutions to facilitate both urgent and quick decision-making processes especially in its effort to engage in the global trade. Setting the Stage The operation of the company has faced a number of problems in the continued effort of the US medi-corp to resolve supply chain and customer problems and complaints with urgency. Indeed, this major problem may hinder the success efforts of the company since, â€Å"in a fiercely competitive environment, business strategy not only determines success, but also governs business survival† (Fui-Hoon Lee-Shang 2001, p.285). Hence, it is important for the US medi-corp to anticipate putting in place mechanisms of response besides ensuring an ardent reaction to market place demands. Due to the increasing number of the customers that th e US medi-corp has to attend, problems such as quick location of the customer and determination of frequency of purchases for each customer have been encountered in the recent past. Consequently, making decisions on market targeting has proved problematic thus making the company suffer from being unable to precisely forecast its production. The above problem is even more significant by noting that making target marketing decision in good time results in challenges for â€Å"helping to determine, which of the business practices could be altered to increase customer numbers† (Grant, Hall, Wailes, Wright 2006, p.7).Advertising We will write a custom assessment sample on Information Management Systems in the US medi-corp specifically for you for only $16.05 $11/page Learn More Using the current information management systems, which are highly dependent on interaction of human decision makers (department heads and general managers) with segregated in formation systems running on different computers, location of past records involving customer communication is hard to access thus resulting to slowed resolution of customer disputes. In effecting the transactions between suppliers and organisation, the fact that information is held on different computers makes it difficult to urgently prepare all documents relating to a specific transaction (Kraemmerand 2003, p.229). This challenge forms a major hindrance to the attainment of the strategic plan of the company since â€Å"every minute that staff members spend on editing or otherwise generating paper work is an extra minute they are being less productive† (Head 2005, p.65). Therefore, a solution is necessary to enhance speedy preparing of documents ranging from invoices, shipping labels, purchase orders, receipts, and customer communication to preparation of manufacturing plans based on customers’ demands. Case Description People Perspective The challenges discussed abo ve among others have attracted various concerns from organisational stakeholders. The people of the US medi-corp are organisational stakeholders who are affected by the current state of information management systems. There is a challenge of efficient and effective management of the immense customer information base. Therefore, it has come to the attention of the US medi-corp that customers are conceiving the company as overlooking their orders. Consequently, the US medi-corp is concerned that it may lose dissatisfied customers to its competitors in the industry.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the attempt to build goods customer relations to retain them amid the looming challenges at least in the short-run before a solution is sought, the customer communication department sends individualised massages to explain the circumstances for order delivery delays coupled with other issues related with customer service. However, in this process, due to the large number of customer base, messages are sometimes sent to unintended customers. In some situations, messages are sent to the right customers though with the wrong preferred option. In the case of suppliers, staff members are incapable to make purchases of raw materials from the most outstanding suppliers. Organisational Perspective It is concerning the organisation that customer complaints and challenges in keeping track of the best suppliers will impair the success of the US medi-corp. With the increasing of customer base, the capacity of employees to handle the entire customer base both effectively and effectively with the current state of information management system is a major problem. In the realisation of this problem, the boards of directors coupled with the respective line managers meet to discuss the way forward. It was held that an intervention was necessary in the effort to ensure that the company will be able to handle even more quality and time cautious customers across the globe. In the organisation perspective, the most preferred strategy is the one that would result to low costs in the long run but ensure that customers are well satisfied with both by the products and services offered by the US medi-corp. Technology Perspective Current information management technology deployed at the company is customised for each department. For example, the manufacturing department makes decisions based on inventory levels of raw material, material in the process, and the finished products. Since the US medi-corp does not intend to hold large numbers of finished products, information from the sal es department is essential in determining manufacturing decisions. Unfortunately, since the information technology systems are customised as per the department, the manufacturing department depends on the analysed customer information from the sales department before consulting with the procurement so that raw materials can be sourced. This decision-making process takes time thus resulting to delayed order executions. In the effort to raise sale levels of the US medi-corp, the company has developed a web based sales strategy. However, this strategy faces a challenge since â€Å"web customers cannot choose a product related to the one they are looking for if they do not know that it exists† (Vilpola, 2008, p.63). From the technological perspective, a MIS technology that would integrate all the functions of the US medi-corp departments is required. Solution Design Options To help in the resolution of the problems faced by the US medi-corp, integration of the information managem ent systems is required to enhance rapid decision-making. Indeed, rapid decision-making is required for an organisation having large numbers of stakeholders whose contribution in the organisation affects the activities of the whole organisation (Dehning Stratopoulos 2003, p.211). For the case of the US medi-corp, this outcome could be attained in three main ways. The first option is to design a decision support system. The second option is to design and implement a transaction processing system. Finally, the third option is designing and implementation of a MIS that integrates these two systems. The choice of either system is based on SWOT analysis of each of the MIS systems. The decision support system has the strength of helping to make various decisions based on the analysis of data and statistical projections. Transaction processing system has the strength of â€Å"providing away of collecting processes, store, display, modify, or cancel transaction† (Mureell 2001, p.9). The decision support systems create an opportunity for improvement of the quality of the decisions made by organisation managers as opposed to replacement of the managers. Through a transaction processing system, an organisation gains an opportunity to permit multiple transactions to occur simultaneously (Davenport 2003, p. 128). In addition, through the transaction processing system, data collected by the system can be â€Å"stored in databases, which can then be used to produce reports such as billing, wages, inventory, summaries, manufacturing schedules, or check registers† (Fryling 2010, p.327). The two systems share common threats in that security of the systems is a big issue. A major weakness of the transaction processing system is that the appropriateness of the transactions is overly dependent on the accurateness of the information maintained in the databases. On the other hand, the decision support system is slower in helping to arrive at a decision because it inte racts with human decision makers. Upon consideration of the systems’ strengths and opportunities, the US medi-corp needs to take advantage of the strengths and opportunities of both designs. Hence, an integrated information system is selected for design and implementation. This system is the ERP (Enterprise Resource Planning). Solution and Implementation The selected solution is implemented so that the US medi-corp is able to integrate all its production and management function in a manner that decisions are quick to make and respond to all the US medi-corp stakeholders’ concerns in real time. Figure 1 below shows a schematic diagram of the modelling the ERP version to be used at the US medi-corp. Fig 1: Source (Turban et al. 2008, p.300) Implementation Methodology The implementation of the solution entangles the construction of the ERP system and introducing it in the US medi-corp. This step encompasses the construction of both software and hardware. Alternatively, t he hardware and the software can be sourced from manufactures who can customise it to suit the requirements of the US medi-corp. This option is preferred to save time that is required for the new MIS to be fully operational in the organisation. In the process of sourcing the software, bidding is the first step. The selected bidder will be based on the ‘low-price-bidder’ basis. However, the ERP software supplied must be able to support integration of external and internal management information throughout the US medi-corp. It should have modules for management of manufacturing functions, service and sales, modules for management of customer relationships, inventory control, production planning and forecasting, and procurement among other modules that would â€Å"facilitate the flow of information between all business functions inside the boundaries of the organisation to manage the connections to outside stakeholders† (Yusuf, Gunasekaran Abthorpe 2004). ERP is an expensive MIS in the short-run. Hence, the US medi-corp needs to cut the costs of hardware meaning that the ERP supplied needs to be compatible with the current US medi-corp’s hardware, which supports Windows NT, UNIX, and mainframe. Implementation of the ERP at the US medi-corp will require change management, which entails alteration of the processes that employees utilise to conduct the business of the organisation. Many operations that were executed by employees manually or with interventions of computers will now be integrated and automated throughout in the organisation’s processes. Therefore, employees will be retrained on how to use the new system to help them â€Å"share common data and practices across the entire enterprise to produce and access information in a real-time environment† (Fui-Hoon Lee-Shang 2001, p.285). Since the company does not have a technical team to facilitate the implementation of the MIS, a third vendor will be hired to evaluate the customisation needs of the organisation to suit its needs. Figure 2 below shows these customisation requirements. Fig 2: Customisation requirements The above areas of customisation evidences that ERP scope entangles significant alterations of staff work practices and working process (Monk Wagner 2009, p.56). Consequently, incomplete understanding of various processes before the implementation is initiated may lead to failure of the project (Somers et al. 2000, p.1001). The implementation methodology is based on the Markus and Tanis (2000) ERP life cycle. The phases are â€Å"chartering, project, and Shakedown† (Markus and Tanis 2000, p.173). The chartering phase comprises the evaluation of various decisions that lead to the funding of the ERP project. The main players in this phase are vendors, executives of the organisations, consultants, and the IT specialists of the company. The main activities encompass initiation of the ideas, making decisions to proceed with the project, and scheduling and planning of the project after selection of the ERP as the main software solution that will be implemented. In the project phase, rollout and system configuration is done. The main key players are the team members of the project, internal information technology specialists, vendors, and managers from the functional areas and business units to be integrated under ERP. The activities of the phases are software configuration, testing, integration, training, rollout, and conversion of processes. In the shakedown phase, bugs are fixed coupled with systems rework, retraining, tuning of the system performance, ands ensuring adequate staffing to ensure that temporary inefficiencies are mitigated. Monitoring of the ERP system is also conducted in this phase to ensure that no bug remains. References Davenport, T 2003, ‘Putting the enterprise into the enterprise system’, Harvard Business Review, vo.5 no.2, pp. 121-131. Dehning, B Stratopoulos, T 2003, à ¢â‚¬ËœDeterminants of a Sustainable Competitive Advantage Due to an IT-enabled Strategy’, Journal of Strategic Information Systems, vol. 12 no.3, pp. 202-241. Fryling, M 2010, ‘Estimating the impact of enterprise resource planning project management decisions on post-implementation maintenance costs: a case study using simulation modelling’, Enterprise Information Systems, vol. 4 no. 4, pp. 391–421. Fui-Hoon, F Lee-Shang, J 2001, ‘Critical factors for successful implementation of enterprise systems’, Business Process Management Journal, vol. 7 no. 3, pp. 285-296. Grant, D, Hall, R, Wailes, N, Wright, C 2006, ‘The false promise of technological determinism: the case of enterprise resource planning systems,’ New Technology, Work Employment, vol. 21 no. 1, pp. 2–15. Head, S 2005, The New Ruthless Economy: Work and Power in the Digital Age, Oxford UP, Oxford. Kraemmerand, P et al. 2003, ‘ERP implementation: an integrat ed process of radical change and continuous learning’, Production Planning Control, vol. 14 no.4, pp. 228–248. Markus, L Tanis, C 2000, The enterprise system experience from adoption to success: Framing the Domains of IT Management: Projecting the Future Through the Past, Pinnaflex Educational Resources, Inc., Cincinnatti, OH. Monk, E Wagner, B 2009, Concepts in Enterprise Resource Planning, Course Technology Cengage Learning, Massachusett, Boston. Mureell, S 2001, E–Business and ERP: Rapid Implementation and Project Planning, John Wiley and Sons, Inc, New York, NY. Somers, M, Nelson, K, Ragowsky, A 2000, ‘Enterprise resource planning (ERP) for the next millennium: development of an integrative framework and implications for research’, Proceedings of the Americas Conference on Information Systems (AMCIS), vol. 1 no. 1, pp. 998-1004. Turban, J et al. 2008, Information Technology for Management, Transforming Organisations in the Digital Economy, J ohn Wiley Sons, Inc, Massachusetts. Vilpola, I 2008, ‘A method for improving ERP implementation success by the principles and process of user-centred design’, Enterprise Information Systems, vol. 2 no.1, pp. 47–76. Yusuf, A, Gunasekaran, Y, Abthorpe, M 2004, ‘Enterprise Information Systems Project Implementation: A Case Study of ERP in Rolls-Royce’, International Journal of Production Economics, vol. 87 no. 3, pp. 75-81. Definition of Terms Shakedown: Removal of bugs in systems under implementation Project phase: a phase in the implementations of MIS that entails running of a system under implementation by the end users to determine its efficiently and effectiveness Chartering: A decision that entails the definition of business problems and constraints of the possible solutions. ERP: A software application, which enables an organisation to manage effective and also efficient utilisation of resources including human resource, financial resources, an d material resources among others Customisation: Configuration of MIS systems to meet the clients’ business needs Bugs: Errors that influence the functionality of a software application Change management: A group of techniques that are deployed by managers to effect changes in a firm Decision support systems: A type of MIS, which makes it possible for managers to make decisions based on statistical projections and data analysis. This assessment on Information Management Systems in the US medi-corp was written and submitted by user Giselle H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Australian Welfare System Essays - Social Inequality, Social Work

Australian Welfare System Essays - Social Inequality, Social Work Australian Welfare System PART 1 -INTRODUCTION Review Process On 29 September 1999, the Minister for Family and Community Services announced the Government's intention to review the Australian welfare system. The Minister appointed this Reference Group to consult with the community and provide advice to the Government on welfare reform. The Group's terms of reference and membership are at Attachment A to this report. In March this year the Reference Group released an Interim Report that outlined a new framework for a fundamental re-orientation of Australia's social support system and sought feedback from the Australian community. After the Interim Report was released, the Reference Group received over 300 written responses as well as verbal feedback from income support recipients, business and community representatives. This Final Report presents our medium to long term recommendations. In addition, we set out some initial steps, which could be taken in the development of a new Participation Support System. The Reference Group believes the full implementation of the new system may take a decade. Nevertheless, much can be done in the short term to improve the current system to encourage and facilitate participation. The Need for Fundamental Reform Trends Australia is in the midst of a profound economic and social transformation. The consequences of this transformation require us to re-think and re-configure our approach to social support. Disappointingly, the current social support system may be failing many of those it was designed to help. Australia is in its eighth year of strong economic growth, yet joblessness, underemployment and reliance on income support remain unacceptably high. Disadvantage is also concentrated increasingly in particular segments of the population and in particular localities. These are not problems being faced by Australia alone; they are being experienced in many comparable countries. Over recent decades a variety of economic and demographic factors have combined to create the new and disturbing phenomena of jobless families and job poor communities. These unequal outcomes have generated the unacceptable prospect that significant concentrations of economic and social disadvantage might become entrenched. In its analysis, the Reference Group focused on four trends (discussed more fully at Attachment B) that underpin the need for a bold change to our social support system: A growing divide between 'job rich' and 'job poor' households. There is strong employment growth in some areas, but high rates of joblessness persist in many regions and localities. In addition, too many children live in families with no parent in paid work. Labour market trends have brought changes in the balance between permanent full-time jobs and part-time and casual work, between male and female employment, between jobs in manufacturing and primary industry and jobs in service industries. Many of the new part-time jobs have been taken in households where there is someone already in employment, which contributes to the widening gap in the distribution of jobs. More people receive income support. Over the past thirty years, there has been a steady upward trend in the proportion of the workforce-age population receiving income support and other publicly provided assistance. Of special concern is the proportion of the population that depends on income support for the majority of their income. Job opportunities for less skilled workers have stagnated or declined, while technological change and the globalisation of industry and trade has increased the demand for highly skilled workers. This has been associated with a widening distribution of earnings. Entrenched economic and social disadvantage Without appropriate action now, Australia may be consigning large numbers of people to an intergenerational cycle of significant joblessness. Australia already has one of the highest levels of joblessness among families with children in OECD countries (OECD 1998). In June 1999, about 860,000 children lived in a jobless household. The available evidence suggests that children in families experiencing long term joblessness are more likely to rely heavily on income support as they grow up (Pech & McCoull, 1999). Long term economic and social disadvantage has negative consequences for individuals, their families and the broader community. Lack of paid employment during the prime working years, and consequent reliance on income support, reduce current and lifetime incomes. Participation in paid employment is a major source of self-esteem. Without it, people can fail to develop, or become disengaged from, employment, family and community networks. This can lead to physical and psychological ill health and

Final Project Research Paper Example | Topics and Well Written Essays - 1000 words

Final Project - Research Paper Example For example, it would be necessary to know why one needs to put up the department, what has changed in order for the company to decide to set up the department, the functions the company wishes the department to do, and how the department will contribute to the success of the company (Mathis & Jackson, 2011). In the case of Wabash Box Company, I would first consider hiring employees with prior experience in the manufacturing field. This is vital because it would reduce cost of training required to train inexperienced employees. I would also consider analysing categories of jobs required by the company in order to evenly distribute the 150 employees. To set up human resource department, I would also be required to set up a recruitment and selection team that will be mandated to hire new employees. Selection criteria will of course be determined by the working environment in Franklin, and this should go in line with the culture of Tennessee. Since the company needs to develop and offer distinct or quality corrugated containers, I would also strategically consider designing a career development plan, which will among other functions include training of the employees in order to develop and advance their skills. This should also go hand in hand with a strategy to maintain human resource. Question two: most appealing function of HR My most appealing HR management is employees motivating. Obtaining employees is one thing, and retaining them is a different thing all together. Retention of employees, however, requires a combination of multiple concepts. One and most obvious is as the function states â€Å"motivating†. There are various incentives and strategies of motivating employees. These need to be taken seriously as they may lead to employees leaving for another motivating organization or company, thus lose of credible asset to the company, which translates to loss of business (Mathis & Jackson, 2011). The articles I selected involves employees motivating. The argument in articles is about how to address the issue of employees when they tell their bosses that they are leaving the organization. A number of issues are raised in this argument, but, which all revolve around the issue of employees motivating. The problem arising is that these news may be surprising to the boss since it means losing that the employee would lead to lose of business. To some extent, the problem could be related to the boss refusal to motivate his or her employees, and probably the reason could be the organization could not be in a position to do so. The key point is that addressing employee’s salary should involve ensuring that they are market worth. The issue of employees motivating can be applied in academic and also professional career by a way of putting measures of employee’s retention into practice. Research on employees motivating can be of great importance to students, since this would help them dig deep in order to have an in-depth unde rstanding of the phenomena. Question three: 100 Best Companies to Work For Companies that I would like to work for: i. Google, The Boston Consulting Group, and SAS Institute a. Google’s mission is â€Å"to organize the world’s information and make it universally accessible and useful† (Google Company, 2012, 1). Google has a vast of jobs to offer ranging from sales and account management, product and customer service, administrative and many more. According to what Google displays on its career

Emmanuel gallery Essay Example | Topics and Well Written Essays - 250 words

Emmanuel gallery - Essay Example The featured artwork for this review has the title Raze the Roof #1, and is a wall-hung collage composed of latex rubber, wood, acrylic, human hair and white cotton cloth. The artwork is two-dimensional, and has thin strips of wood placed side-by-side and attached to a large piece of cotton fabric with the use of acrylic. The fabric is shaped in such a way that it seems to be hanging or dangling from somewhere. There is also the use of hair strands as well as making the wooden strips seem like these were peeled off and re-attached to the fabric. By adding creases and folds to the cloth, this makes the artwork seem natural. The artist is known to create artworks that evoke different senses that seem primal. By working on textures instead of just creating easy-to-understand images, Page’s artworks bring a sense of awe and stirring of emotions. The different components of the artworks are arranged in such a way that the forms are seen as harmonious. The artwork featured in this review is arranged in a different way, and that it gives off a vibe of being stripped out of all out shells, as well as showing a sense of freedom due to leaving off pretentiousness. Also, the feeling of nakedness and being vulnerable is evoked, especially upon seeing the parts with hair strands, almost like raw skin. For me, the artwork resonates with the artist’s aim to show that humans can be as basic as nature, using only the skin and bones as the point of contact. I like artworks such as this, which is able to convey emotions even without making an obvious visual image of a person.

Business integration topics 1 Essay Example | Topics and Well Written Essays - 1500 words

Business integration topics 1 - Essay Example The International Panel on Climate Change (IPCC) has come out with a report in 2007 which has tried to provide evidence for this phenomenon. According to this report, the average temperature on Earth in 1905 was 14Â ºC and since then has increased at a rapid rate of 2.5 annually. The warming period in the last 50 years has been double of that of the last 100 years. (Norcia 2008) There have been critics of these findings who suggest that such numbers are not abnormal, some critics or global warming skeptics have even said that the IPCC report is not based on science but instead it is based on some ‘new faith based religion.’ (Norcia 2008) There are three main greenhouse gases in the atmosphere; carbon dioxide, nitrus oxide and methane. The levels of all three gases has been increasing rapidly. Specifically, carbon dioxide has increased by 35 per cent, nitrus oxide has increased by 18 er cent from 1750 to 2005 and methane has increased 142.2 per cent from 1750 to 1990 and then 2.4 per cent in 2005. These rates are more than those shown in the ice cores and other geological data. (Norcia 2008) We can notice the change in the temperatures over the last couple of years, it has gotten fairly hot. The climate swings can be in both directions, warm and cold, but mostly there has been an increase in the temperature. There have been a few cold seasons as well but these remain insignificant in front of the high temperatures that the world all around has been expereincing. According to the findings of the IPCC report it is not the natural causes which have led to higher temperatures, it is rather human activities which have led to the phenomenon of global warming. Humans have increased their use of fossil fuel, deforestation and use of excessive fertislizers which has led us to theis problem. Many of the effects of global warming are being felt

Action Potentials In Squid Axon

Action Potentials In Squid Axon In 1952, Hodgkin and Huxley published a series of four papers in the Journal of Physiology (London) reporting their experiments to investigate the underlying events of the action potential. In their final paper, they derived a series of equations that describe the relationship between sodium conductance (gNa+), potassium conductance (gK+) and the membrane potential in a squid axon following electrical stimulation. Hodgkin and Huxley were awarded the Nobel Prize for this work. In this practical, you will use a computer program based on the Hodgkin and Huxley equations to show what is happening to the membrane potential, gNa+ and gK+ during and after electrical stimulation. An example of the output from the program is illustrated in figure 1. It can be seen that the electrical stimulation depolarises the membrane. Once a depolarisation of 30mV has occurred, the conductance to sodium ions increases rapidly and the membrane potential rises to +20mV. The rise in gK+ is slower in onset and lasts for longer than the increase in gNa+. The fall in gNa+ and the associated rise in gK+ returns the membrane potential towards the resting value. Figure 1: Simulation of changes in membrane potential, Na+ and K+ conductances following the application of a single electrical stimulus of 50  Ã‚ ­A/cm2 for 1  ms. The peak height, amplitude, latency and threshold of the action potential are shown. Methods and Results Run the Squid Giant Axon simulation from the Start menu, HHX. Experiments using a single electrical stimulus In the first series of experiments, you will use a single electrical stimulus to initiate an action potential. Run a simulation with the following parameters: Stimulus 1 Amplitude ( Ã‚ ­A/cm2) Stimulus 1 Duration (ms) Delay (ms) Stimulus 2 Amplitude ( Ã‚ ­A/cm2) Stimulus 2 Duration (ms) 50 1 0 0 0 A trace similar to figure 1 will be obtained. From this trace, you can measure the peak height, amplitude, latency and threshold of the action potential: Peak Height (mV) Amplitude (mV) Latency (ms) Threshold Voltage (mV) +19 109 0.46 -66 Q1 and 2. Investigate the effects of varying stimulus amplitude and duration by running all the simulations shown in the matrix below in Table 1: Enter a X in the Table 1 matrix for experiments that produce an action potential, and record the peak height, amplitude, latency and threshold of any action potentials in Table 2 overleaf. For experiments that fail to elicit an action potential, enter a O in the matrix below, and record a value of  ¥ (infinity) for the latency and - for the other parameters in the table overleaf. Table 1. Success/failure matrix Stimulus Strength ( Ã‚ ­A/cm2) Stimulus Duration (ms) 0.1 0.5 1 2 5 50 O X X X X 20 O X X X X 10 O O X X X 7 O O X X X 5 O O O X X 2 O O O O O Table 2: Action potential characteristics Stimulus Response Strength ( Ã‚ ­A/cm2) Duration (ms) Peak Height (mV) Amplitude (mV) Latency (ms) Threshold Voltage (mV) 2 0.1  ¥ 0.5  ¥ 1  ¥ 2  ¥ 5  ¥ 5 0.1  ¥ 0.5  ¥ 1  ¥ 2 14 104 2.89 -61 5 15 105 2.74 -59 7 0.1  ¥ 0.5  ¥ 1 12 102 4.38 -57 2 15 105 2.16 -58 5 16 106 2.16 -57 10 0.1  ¥ 0.5  ¥ 1 15 105 2.01 -61 2 16 106 1.62 -64 5 16 106 1.62 -64 20 0.1  ¥ 0.5 15 105 1.58 -64 1 16 106 1.02 -63 2 17 107 0.97 -66 5 17 107 1.04 -61 50 0.1  ¥ 0.5 17 107 0.59 -61 1 19 109 0.54 -60 2 19 109 0.52 -62 5 19 109 0.57 -58 Q3. Plot two graphs to show the relationship between: (i) Stimulus strength and latency and (ii) Stimulus duration and latency. How these graphs should be plotted is not immediately obvious, and information on how to complete this task will not be explicitly given! The optimal solution to the problem is for you to find, but the following points are provided for guidance: It is not legitimate to plot infinity on graphs It is not appropriate to extrapolate beyond data points It is not legitimate to plot average latencies. The graphs must be plotted so that every value of latency (except  ¥) is represented. Use the blank sheet on the proforma, there is no need to use graph paper. Graph 1 : Stimulus strength and latency Remember you need to distinguish different stim durations in this gr Graph 2: Stimulus Duration and Latency Make sure you distinguish different strengths as well These can be plotted accurately using excel for your submitted report. Experiments with dual stimuli Q4. Run a simulation with the following parameters to demonstrate the absolute refractory period: Simulation Stimulus 1 Amplitude ( Ã‚ ­A/cm2) Stimulus 1 Duration (ms) Delay (ms) Stimulus 2 Amplitude ( Ã‚ ­A/cm2) Stimulus 2 Duration (ms) A 50 0.5 4 50 0.5 B 50 0.5 4 100 0.5 Briefly describe the responses obtained in simulations A and B in the space below: In A the first and second stimulus is equal. The first stimulus causes an action potential whilst the second stimulus does not. The delay is only 4ms. The membrane is at the absolute refractory period when the second stimulus is sent. Therefore an action potential cannot be produced. The first stimulus for A causes the gK value to change from -0.36 to 6.0. The gNa, 0.01, does not increase for the second stimulus and the peak reached is -92mV for the second stimulus and the threshold is -52mV. In B the second stimulus is larger than the first one but the delay remains the same at 4ms. The increase of the stimulus does not cause an action potential. This suggests it must be in the absolute refractory period because a larger stimulus should be able to generate an action potential if it is in the relative refractory period. The value of gK changes from -0.36 to -5.87. The peak was -83mV Q5. Repeat the simulations, but with a longer delay between stimuli: Simulation Stimulus 1 Amplitude ( Ã‚ ­A/cm2) Stimulus 1 Duration (ms) Delay (ms) Stimulus 2 Amplitude ( Ã‚ ­A/cm2) Stimulus 2 Duration (ms) C 50 0.5 7 50 0.5 D 50 0.5 7 100 0.5 Compare and contrast the responses obtained in simulations C and D with those of A and B. Stimulation C and D has a longer delay between the first and second stimulus than stimulation A and B. Stimulations C has a lower second stimulus than D but the same as A. Likewise for Simulation A which has a lower second stimulus than B. Stimulation B and D have got the same amplitude for the second stimulus. The second stimulus, like A, for simulation C did not generate an action potential. Whilst with simulation D, unlike B, an action potential was generated. This is because in the absolute refractory period it is not possible for an action potential to be generated hence why simulation B did not produce an action potential. The delay in stimulation C and D is longer therefore the membrane is in the relative refractory period. This is suggested by the action potential produced in D. The extra delay in D enables more inactivation gates to open generating an action potential. The larger amplitude in D caused the membrane to reach threshold. Discussion Answer the questions below in the spaces provided. This will provide the basis of your report discussion Q6. Briefly justify why a latency of  ¥ was recorded if an action potential was not produced. Latency is the time from the start of the stimulus to threshold. If no action potential is produced then it is not ever possible for it to reach threshold, -59mV, therefore it has to be labelled as infinity because no matter how long you wait you will never reach threshold. Q7. What evidence from your results suggests that action potentials are threshold phenomena? Only the experiments which reached threshold value produced an action potential, refer to table one. For example when the strength of the stimulus is 2mA/cm2 no action potential was produced but the membrane potential did change however it did not reach threshold. When the strength of the stimulus was increased the, for example to 5 mA/cm2, and the duration of the stimulus as increased to 2ms then an action potential was reached. This is because the membrane must depolarise to the threshold level therefore generating an action potential with the same amplitude. This is the all or nothing principle. Q8. Comment briefly on the amplitude of the action potentials generated in these experiments. In all the experiments, table 2, which an action potential was generated, the amplitude was always similar even though the stimulus strength and duration had changed. This is part of the all or nothing principle. The amplitude was always around 106mV showing that action potentials are not graded. The frequency of the action potential is determined by the intensity of the stimulus. The frequency of action potential is caused during the relative refractory period. Graded potentials can be larger and last longer than action potentials. Therefore during the relative refractory period if the graded potential is stronger than the threshold at resting then it will produce another action potential. If the graded potential last longer than the relative refractory period an action potential will also be generated. Both these factor effect the frequency of action potentials. Q9. From Graph 1, describe the effect of increasing stimulus strength on the latency of the action potential. The graph shows that the strength of the stimulus increases as the latency decreases. For example, when the stimulus strength is 5mA/cm2 and has duration of 2ms the latency is 2.89ms. When the stimulus strength is increased to 50mA/cm2 for the same duration of 2ms the latency decreased to 0.52ms. This shows that the latency has decreased by 2.37ms. Latency is the time from the start of the stimulus to the threshold. Therefore as the strength of the stimulus increases, the time for an action potential to be generated decreases. Q10. From Graph 2, describe the effect of increasing stimulus duration on the latency of the action potential. The graph shows a larger effect with the lower stimulus strength. For example if the stimulus strength is 50mA/cm2 and the duration is 0.5 the latency is 0.59ms and if the duration is 5ms the latency is 0.57. However, if the stimulus strength is 10mA/cm2 and the duration is 1ms the latency is 2.01ms and if the duration increases to 3ms the latency is 1.62ms. Latency is the time from the start of the stimulus to the threshold. Therefore as the duration of the stimulus increases, the time for an action potential to be generated decreases. Sodium permeability increase in membrane Number of sodium channel open increaseQ11. Draw a simple flow diagram to illustrate the positive feedback cycle that results in the rapid depolarizing phase of the action potential. Activation gates open Membrane depolarises Stimulus causing to reach threshold Positive feedback Charge of cell increases causing depolarisation Influx of sodium into cell increase Q12. What event at the ion channel level terminates the above cycle? 1ms after the activation gate open the inactivation gate closes. This is a delay response of the depolarisation. The channel is now incapable of opening until it reaches near resting potential; this is when the inactivation gate opens. Therefore the sodium channels closes and sodium ions cant enter the cell. Also the opening of the potassium channels helps terminates this cycle. Q13. What physiological mechanism is responsible for the absolute refractory period? Absolute refractory period is during the depolarisation and most of the repolarisation phase. At this point the sodium channels inactivation gates are closed and the activation gates are open. Therefore the channel is closed and incapable of opening so an action potential cannot be generated by another stimulus in this period. Q14. Explain your observations to simulations C and D in the Methods and Results section. Stimulations C have a lower second stimulus than D. The second stimulus, for C did not generate an action potential but simulation D did. The delay in stimulation C and D is long therefore the membrane is in the relative refractory period. This is suggested by the action potential produced in D because the larger stimulus amplitude. The extra delay in D, compared to B, enables more inactivation gates to open allowing. Also the larger stimulus allows another action potential to be generated. Q15. Briefly summarise two effects that refractory periods impose on the behaviour of neurones (N.B. restatement of the definitions of refractory periods is not what is asked here) There are two types of refractory period absolute and relative. During the absolute refractory period no action potential can be produced. In the relative an action potential can only be produced depending on the strength of the stimulus. Therefore there is a minimum delay required before a second action potential can be generated. Also it controls the frequency of the action potential generated. This period also helps ensure action potential can only move in one direction. Questions to answer after the practical. Q 16 . Most Local anaesthetics are Sodium channel blockers. Describe how these compounds work, the side-effects and what their main clinical uses are. ( max 300 words). Local anaesthetics are weak bases which are used for loss of pain and muscle power so that a particular area of the body becomes numb. When sodium channel blockers, like lidocaine, enter the body it will be equilibrium with the tissue fluid. The anaesthetic will be in its ionised and non-ionised form. The non-ionised form will be able to pass through. It will be become partially ionised and cant leave, ion trapping. The ionised form will bind to the sodium channel. This will prevent sodium ions from entering the cell and therefore it cannot be depolarised. As a result it does not reach threshold and an action potential is not generated. Consequently the nerve cells cant signal to the brain so pain cant be felt or muscle cant be moved. (Tuckley, 1994). There are many different local anaesthetic available with the side effects differing for each drug and. The general side-effects can be, for example, numbness, sickness, lower blood pressure, light headedness and drowsiness. Not all of these are felt by the patient. (Joint Formulary Committee (2010). The anaesthetic can be administered in by several methods, for example, a dentist will use an injection to the mouth. The effect of the anaesthetics will only be felt by the area in which it is injected in. Dentist will use local anaesthetic so that their patient will have loss of pain only in their mouth. Therefore the patient will not be able to feel any pain whilst the dentist carries out the procedure. It is also used for some eye surgery and minor skin surgery. (Tuckley, 1994). Referencing Tuckley, J, M. (1994).The pharmacology of local anaesthetic agents, Pharmacology, 4, 7. Joint Formulary Committee (2010). British National Formulary. (59th ed.). London: Pharmaceutical Press. Q17. Will these compounds work if they dont block all the Na channels ? Why ? (Use your experimental data to help answer this question) During the relative refractory period some channels are open allowing a second action potential to be generated. For example for stimulation D an action potential was produced for the second stimulus because the cell was in its relative refractory period. However for stimulation C an action potential was not produced for the second stimulus, even though the delay was the same. However the second stimulus was larger for D than C. Therefore if the compound does not block all the sodium channels then an action potential may be generated depending on the number of sodium channels blocked and the strength of the stimulus because the concept is very similar to the relative refractory period as some of the channels are not be open but in this case some channels are blocked. In both cases, relative refractory period and local anaesthetic, some channels allow sodium ions to enter the cell. As a result the compound will not work.

Abortion :: essays research papers

Abortion is the termination of a pregnancy, and induced abortion is when a woman makes the decision to have her pregnancy ended in a surgical or medical way. The social conflicts arising from abortion have been around since the procedure was invented, and have risen since 1973 when it became legal after the Roe versus Wade decision. Communities are constantly battling over the issues of Pro-Choice and Pro-Life and how far into a pregnancy is too long to have the procedure performed.   Ã‚  Ã‚  Ã‚  Ã‚  There are several reasons that a woman may choose to abort a pregnancy. She may not feel she is ready to become a parent, or cannot support a baby at her current level of income or immature age. She may not want to be shunned upon by becoming a single parent or letting anyone know that she is pregnant and sexually active. An older woman might be dealing with the issues of already having enough children or she or the fetus could have a health problem. Another common occurrence of a woman wanting an abortion could be if she falls victim of rape or incest. The necessity of abortion within these circumstances draws great conflict from different points of view, especially those pertaining to religion. Many people have different ideas concerning which conditions are valid reasons to abort a pregnancy, while others feel the procedure is wrong no matter what.   Ã‚  Ã‚  Ã‚  Ã‚  All women, and even men, can be affected by this social conflict. According to Planned Parenthood, Nearly half of all women will have an abortion by the time they are 45 years old. About five million women in the U.S. become pregnant every year. Half of those pregnancies are unintended, and 1.2 million end in abortion. Promiscuous women Nicholson  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Page 2 using abortion almost as a form of birth control are the ones that bring about the most conflict of interest. Women living in inner-city areas with a high crime rate are more susceptible to become victims of rape, and therefore seek relief through abortion should a pregnancy occur. Abortion is a common social problem worldwide. Approximately 210 million women around the world become pregnant each year. Out of all of these pregnancies, 80 million are unplanned, and 46 million will end in abortion. Internationally, the lifetime average is about one abortion per woman (After Three Decades). â€Å"In the United States, following the Roe v.

The Way In Which Numeracy Is Taught Education Essay

The survey sets out to look into the manner in which numeracy is taught and learned at a Further Education College in Staffordshire. Secondary research has been carried out by the writer into the undermentioned countries ; numeracy, criterions and course of study, appraisal, instruction and larning numeracy, formative appraisal and feedback, staff and staff preparation and good pattern in numeracy.Numeracyâ€Å" Numeracy is the cognition and accomplishments required to efficaciously pull off and react to the mathematical demands of diverse state of affairss. Numerate behavior is observed when people manage a state of affairs or work out a job in a existent context ; it involves reacting to information about mathematical thoughts that may be represented in a scope of ways ; it requires the activation of a scope of enabling cognition, factors, and procedures † ( Gal et al. , 2003, p4, online ) . Masters and Forster ( 2000, online ) agree that numeracy ability depends on the grownup scholar ‘s ability to use mathematical cognition and accomplishments in a assortment of personal and societal contexts. A utile sum-up of the different contexts of numeracy usage can be seen in Appendix a. Appendix B besides shows the contexts in which effectual numerate behavior is necessary. Numeracy accomplishments for mundane life can be found in undertakings such as managing money, comparing monetary values when shopping, clip direction, doing travel and vacation programs, playing games of opportunity, understanding athleticss tonss, reading maps and utilizing measurings when cookery or making DIY, harmonizing to Gal et Al. ( 2003, online ) . The contents of Appendix a and Appendix b support this claim. Unfortunately, both numeracy and mathematics are widely disliked ; some people may even be numerophobic and have an irrational and unlogical fright of Numberss. Pert ( 2009, online ) suggests many people will really squeal to detesting figure work and make what they can to restrict their battle in this country. The undermentioned subdivisions detail information about some elements of the grownup numeracy larning substructure ( Figure 1.1 ) in the order of the learning rhythm depicted in Figure 2.1, as a consequence of secondary research carried out by the writer. Figure 2.1: The acquisition rhythm ( TUC, 2004, p76 ) g. Progression to other instruction, preparation or employmenta. Need identifiedB. AppraisalScreening Initial and diagnostic appraisals Interviewf. AchievementSummational assessment/qualifications Information, advice and counselc. ILPNegotiated, realistic, relevant marks Curriculum referencedd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbackd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbacke. ReviewFormative appraisal Revisit ILP -Standards and Curriculum ( elements 1 and 2 of Figure 1.1 ) The Adult Numeracy Core Curriculum has been based on the National Standards ( DfES and BSA, 2001 ) . The course of study specifies the numeracy accomplishments, cognition and apprehension that are required to run into the nationally agreed benchmarks at each of the five degrees ( Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2 ) . -Assessment ( elements 3, 4, 6 and 8 of Figure 1.1 and subdivisions a, B, vitamin E and degree Fahrenheit of Figure 2.1 ) Assorted grounds suggests that good appraisal procedures are of import for effectual instruction and accomplishment of scholars, including that of Black and Wiliam ( 2003 ) and Clarke, Timperley and Hattie ( 2003 ) . In add-on to this, The Department for Education and Skills ( DfES ) ( 2002a ) acknowledge that different appraisal procedures are needed at the different phases of the larning journey. Beevers & A ; Paterson ( 2002 ) study that the intent of appraisal includes informing pupils of their strengths and failings in order to enable them to better and go more confident. DfES ( 2002b ) agree that assisting scholars to understand their acquisition strengths and failings gives them assurance in their ability to better their accomplishments. DfES ( 2002c ) summarised the procedure of numeracy appraisal as shown in Figure 2.2. Figure 2.2: Summary of Numeracy Assessment ( DfES, 2002c ) Screening For possible demand Initial Assessment For degree of accomplishments Diagnostic Assessment For elaborate scholar profile to inform ILP Formative For regular reappraisal of advancement to inform acquisition programme Summative For National Test or making, completion of ILP Figure 2.2 shows that, typically, numeracy scholars will hold a showing, initial appraisal and diagnostic appraisal to place their strengths and countries for development, therefore enabling instructors to put them on a class at the appropriate degree. This process is besides recommended by Sewell ( 2004, online ) , McIntosh ( 2005, online ) and CERI ( 2008, online ) . DfEE ( 2001, online ) and Stott and Lillis ( 2007, online ) identify that deficiency of these appraisals is a major factor in lending to the failure of grownups to take part and come on, hence consolidating the demand. DfEE ( 2001, online ) recommends that a senior member of staff should be defined as holding overall duty for the initial and diagnostic appraisals and for the production of the Individual Learning Plan ( ILP ) . Pert ( 2009, online ) substantiates this saying that organizational good pattern includes holding a nucleus squad with duty for naming numeracy concerns, a robust system of showing, initial appraisal and diagnostic appraisal to find scholars ‘ accomplishments degrees in numeracy and a named coach who is responsible for reexamining and supervising a scholar ‘s advancement. – Teaching and Learning Numeracy ( elements 5 and 7 of Figure 1.1 and subdivision vitamin D of Figure 2.1 ) Pratt ( 1998 ) identified five chief positions on instruction, summarised in Table 2.1. Table2.1: The Five Main Positions on Teaching ( Pratt, 1998 )PositionFeatures of instructorsTransmission Focus on content and find what scholars should larn and how they should larn it. Feedback is directed at scholar errors Developmental Value scholars ‘ anterior cognition and direct acquisition to the development of concluding and problem-solving accomplishments Apprenticeship Provide scholars with reliable undertakings in real-life scenes Fostering Focus on the interpersonal elements of acquisition and hearing and respond to scholars ‘ emotional and rational demands Social reform Relate thoughts explicitly to the lives of the scholars Benseman, Lander and Sutton ( 2005, online ) found that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip. In contrast, Derrick and Ecclestone ( 2006, online ) suggest it is normally ( although wrongly ) thought that mathematics is about â€Å" truths † and can merely be taught through a â€Å" transmittal † attack where scholars are treated as â€Å" inactive † receivers of information. Masters and Forster ( 2000, p3, online ) confirm the position that â€Å" pupils are more likely to go successful, independent scholars when they are encouraged to appreciate acquisition as a womb-to-tomb procedure of single growing through the development of new accomplishments, deeper apprehensions, and more positive attitudes and values. † Ciancone ( 1988, p8, online ) states that â€Å" The numeracy coach must set up an unfastened relationship with the scholar in order to be cognizant of the person ‘s demands and at the same clip must be familiar with the acquisition of mathematical constructs and the construction of the hierarchy of accomplishments in order to find an appropriate docket of direction. † new wave Groenestun ( 2003, p233, online ) agrees that â€Å" The art of instruction is to make and ease acquisition environments in which acquisition is possible and to steer scholars in their acquisition activities. † Admiting this, Ginsburg, Manly and Schmitt ( 2006, online ) province that numeracy coachs need to be familiar with the mathematics needed to pull off the demands of household, workplace, community and farther instruction. Skemp ( 1971 ) distinguished between two different attacks to learning and larning mathematics known as instrumental apprehension and relational apprehension. The former involves memorizing and routinely using processs and the latter involves assisting the scholar to develop their ain apprehension by learning for intending. Van Groenestun ( 2003, online ) besides believes that it is non plenty to simply see which numeracy accomplishments need to be taught but that it is vitally of import to take into history the manner in which they are taught and the manner in which they are learned by grownups. If a peculiar degree of numeracy is non wholly understood, the acquisition of any other constructs could be hindered. Ciancone ( 1988, online ) refers to a survey carried out by Skemp which compared schematic ( conceptual construction ) and rote acquisition. In footings of per centum callback, more than double the figure of campaigners who were taught by conventional methods remembered what they had learned than those taught by rote. In add-on, after four hebdomads merely 15 % of those taught by a conventional attack had forgotten their new cognition compared with 75 % of those taught by rote. It can hence be seen that the manner numeracy is delivered affects the manner a accomplishment is remembered which in bend affects the acquisition of other constructs based on that accomplishment. Several research workers cited in Coben et Al. ( 2005, online ) province that the capableness to make mathematics is localised within the encephalon and that many of the troubles that grownups face when larning really stem from the archpriest encephalon architecture. Other grounds besides suggests that additions in numeracy may be by and large more dependent on features of scholars and categories instead than on those of instructors and learning manners used ( Coben et al. , 2006, online ) . Van Groenestun ( 2003, online ) suggests the manner grownups learn in out-of-school state of affairss differs from the manner kids learn in school, irrespective of the instructors. Adults tend to treat new information by â€Å" acquisition by making † and therefore necessitate to be able to read, watch or listen to information, place cardinal points, communicate and discuss with others and reflect on possible deductions of their new cognition. From this it can be seen that the literacy accomplishments of an grownup can impact their acquisition of numeracy accomplishments. It is believed that scholars who have a good consciousness of how they learn are more effectual at puting their ain ends, developing a assortment of larning schemes and measuring their ain advancement ( Centre for Educational Research and Innovation ( CERI ) , 2008, online ) . Kirby and Sellers ( 2006, online ) recommend that coachs should prosecute scholars in â€Å" metacognitive consciousness † so that they can look into how they learn best as an person. The development of numeracy ability involves the acquisition of cognition and accomplishments every bit good as their application in existent state of affairss ( Dingwall, 2000, online ) . Therefore, the more independent the scholar, the more likely they are to be able to use their cognition and show numerate behavior. Brookes et Al. ( 2001 ) concluded that grounds about the impact of general grownup numeracy tuition was thin and undependable. Benseman, Lander and Sutton ( 2005, online ) besides found that there are really few empirical surveies of existent numeracy pattern. Interestingly, Benseman, Sutton and Lander ( 2005, online ) were unable to place any research during their reappraisal that discussed factors associated with advancement in numeracy or appraisal and its consequence on larning results. . Harmonizing to research carried out by Benseman, Lander and Sutton ( 2005, online ) most instructors tend to learn the manner that they themselves were taught because they were successful in those formal acquisition environments and because they do non hold adequate cognition of grownup larning theory and alternate theoretical accounts of bringing. They besides found that numeracy nosologies had taken topographic point and numeracy instruction was clearly linked to the diagnostic consequences and that numeracy teachers often concentrate their instruction on specific mistakes being made by scholars. Ironically, in the same twelvemonth, Bhattarai and Newman found that grownup numeracy programmes which really respond to scholars at their bing degree of mathematics were highly rare which links with the findings of DfEE ( 2001 ) , four old ages antecedently, that merely 15 % of suppliers carry out an initial appraisal to find numeracy demands, demoing that small advancement has been made in this country. Coben et Al. ( 2006, online ) discovered that the most common methods of category administration were whole category instruction or persons working on their ain. Very small group work was found. Very few instructors used concrete objects, games, computing machines or reckoners. Worksheets were used extensively but really few instructors used text books. The bulk of instructors used a scope of activities although alarmingly, merely about 50 % differentiated work and made connexions to other countries of maths. Benseman, Lander and Sutton ( 2005, online ) , found that instructors talked for up to 60 % of the ascertained session and there were few chances for scholars to discourse their new accomplishments. Many inquiries were asked by the instructors but these tended to be â€Å" closed † and were non used as scaffolds for farther acquisition. Most instructors used a comparatively little scope of learning methods. In contrast to Benseman, Lander and Sutton ( 2005, online ) , Coben et Al. ( 2006, online ) , discovered that numeracy learning activities most normally used by coachs include utilizing mundane stuffs, problem-solving, worksheets, gauging activities, utilizing concrete stuffs, co-operative job resolution, utilizing reckoners, presentations, critical numeracy activities, computing machines, little group work, mystifiers and games and vocabulary edifice activities. -Formative Assessment and Feedback ( element 5 and 7 of Figure 1.1 and subdivision vitamin E of Figure 2.1 ) Black and Wiliam ( 1998 ) define appraisal by and large as activities which are undertaken by both instructors and scholars in order to measure themselves and supply information which can so be used to modify instruction and acquisition. They suggest that appraisal merely becomes â€Å" formative † when the information gathered is really used to alter the instruction in order to run into the demands of the scholar and take their acquisition frontward. Pert ( 2009, online ) points out that even when groups have been set up harmonizing to their numeracy degree, scholars will still hold a scope of single demands. It is hence good pattern to include little, regular appraisals to guarantee scholars have understood a taught subject before come oning onto the following subject. If necessary, alteration of larning ends documented on the ILP can so take topographic point. Defined by CERI ( 2008, online ) , formative appraisal really refers to patronize, synergistic appraisals of pupil advancement and apprehension which are used to find future larning demands and differentiated instruction. Formative appraisal is â€Å" assessment for larning † and is a cardinal constituent in good instruction and acquisition pattern. Information gained from formative appraisal should be used to accommodate instruction and acquisition activities and can be used to put marks for future larning. Many research workers agree that formative appraisal should underscore advancement and accomplishment and addition scholars ‘ motive ( Ciancone, 1988, online, ALI, 2002, Beevers and Peterson, 2002 and Stott and Lillis, 2007, online ) . DfES ( 2002b ) confirm that appraisal should inform the development and reappraisal of ILP ‘s and that measuring is an indispensable portion of the planning procedure. Black and Wiliam ( 1998 ) and Her Majesty ‘s Stationery Office ( HMSO ) ( 2005 ) suggest that formative appraisal is an indispensable portion of and indivisible from effectual instruction and direction at all degrees. Similarly, learning which includes formative appraisal helps pupils to get â€Å" larning to larn † accomplishments which should help them with future larning throughout their lives, besides helps to raise degrees of pupil accomplishment and helps instructors to run into the diverse demands of scholars ( CERI, 2008, online ) . It emphasises the procedure of instruction and acquisition and involves scholars in that procedure. Derrick and Ecclestone ( 2006, online ) province that formative appraisal should supervise learner public presentation against set marks, give feedback on the following stairss necessary for betterment, step scholar advancement, enable scholars to take charge of their ain acquisition, promote independency and advance self-reflection. Bimrose et Al. ( 2007, online ) suggest it should be carried out at the beginning of or during a learning programme in order to better the quality of acquisition and the consequences used to reexamine and modify a programme of acquisition. Harmonizing to Black ( 1999 ) and Briggs and Ellis ( 2008 ) , formative appraisal is the analysis of pupils ‘ acquisition to detect what they know, understand and can make and the appropriate response during instruction and acquisition to guarantee it informs future planning and learning. They besides all province that formative appraisal is the analysis of pupils ‘ acquisition and the appropriate response after the instruction. In comparing, Beevers and Paterson ( 2002 ) position formative appraisal as an appraisal which is merely undertaken during a class or faculty and non after the instruction has taken topographic point. There is no uncertainty, nevertheless, that formative appraisal helps the scholar and instructor to reexamine advancement and that it is cardinal to the acquisition procedure ( HMSO, 2005, Briggs and Ellis, 2008 and CERI, 2008, online ) . Key characteristics of formative appraisal include set uping a schoolroom civilization which encourages interaction, supervising pupil advancement towards single acquisition ends, usage of a assortment of learning and larning methods in order to run into the diverse demands of scholars, constructive and regular feedback on scholars ‘ public presentation and the active engagement of pupils in the full acquisition procedure ( CERI, 2008, online ) . Furthermore, Black and Wiliam ( 1998, p19 ) claim that â€Å" aˆÂ ¦there is a steadfast organic structure of grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. † Unfortunately, in a survey of 15 Skills for Life coachs, Benseman, Lander and Sutton ( 2005, online ) , found really few of them used schemes or activities associated with high quality formative appraisal. Questions used were closed instead than open and merely required callback instead than higher thought accomplishments. Extensive research carried out by Black and Wiliam ( 1998 ) showed that if formative appraisal was improved, important additions and betterments in larning were besides achieved. They argue that the overall quality of instruction and acquisition can be improved by heightening instructors ‘ ability to utilize formative appraisal efficaciously. It is interesting to observe that much of the research besides showed that bettering formative appraisal helps lower attainers more than the higher attaining scholars. This implies that effectual formative appraisal of numeracy should hold a greater impact on the success of Skills for Life scholars who tend to be lower attainers. The most common signifiers of appraisal used by numeracy instructors are formative and include teacher observation, portfolios and self-assessment ( Benseman, Lander and Sutton, 2005, online ) . CERI ( 2008, online ) said feedback can be used to detect the extent of scholar apprehension and aid instructors to flip their instruction at the right degree so that scholars can go on to better their accomplishments. By supplying feedback, instructors are able to concentrate on what scholars do and make non understand and are therefore better able to set their instruction schemes to run into single demands. Adapting the instruction and larning procedure from the consequences of formative appraisal draws upon a instructor ‘s pedagogical and capable cognition and besides requires a great trade of flexibleness and creativeness on their portion. Feedback should concentrate on the issue, be specific and constructive and offer thoughts of how the scholars could better. It should non be excessively drawn-out and should ne'er stop negatively, harmonizing to Derrick and Ecclestone ( 2006, online ) . It is indispensable that feedback includes suggestions about ways to better hereafter larning public presentation ( CERI, 2008, online ) .Staff and Staff TrainingDingwall ( 2000, online ) and Schmitt ( 2003, online ) rise concerns about the maths accomplishments and apprehension of instructors presenting numeracy, allow alone their numeracy learning accomplishments. A coach ‘s experience of learning numeracy has been found to positively affect scholars ‘ advancement in and attitude towards numeracy ( Cara and de Coulon, 2008, online ) . Therefore, the Government began developing compulsory instruction makings for new instructors from 2002 ( Cara and de Coulon, 2008, online and Simpson, 2008 ) . The Further Education Nation al Training Organisation ( FENTO ) developed a new scope ( Level 2 to Level 4 ) of learning makings for numeracy coachs. Newly qualified instructors are expected to hold a generic instruction making ; for illustration, a Certificate in Education ( CertEd ) or a Postgraduate Certificate in Education ( PGCE ) , every bit good as a capable specializer making ( Level 4 ) . Those already learning Skills for Life have been encouraged to derive these makings every bit good so that by 2010, all post-16 instructors will be to the full qualified ( McIntosh, 2005, online ) . In 2004, the TUC recommended that merely to the full trained staff should be employed and it is pointed out by Benseman, Sutton and Lander ( 2005, online ) that those staff should set about regular Continuous Professional Development ( CPD ) to update their accomplishments. Interestingly, in 2005/2006, merely 29 % of numeracy instructors were to the full qualified and 18 % of them did non hold any teaching makings at all ( Cara and de Coulon, 2008, online ) . In footings of experience, nevertheless, Coben et Al. ( 2006, online ) found that in a survey of 34 instructors, they had, on norm, been learning maths or numeracy for 13 old ages and learning grownups for 8 old ages. In comparing with Cara and de Coulon ( 2008, online ) , Coben et Al. ( 2006, online ) identified that 79 % had a making in maths and 88 % had a teaching making but that merely 18 % had gained the new degree 4 making in grownup numeracy instruction. There is much grounds to propose that extremely qualified instructors lead to higher accomplishment of scholars but there is besides grounds to counter this from research that suggested that over-qualified instructors are sometimes less effectual at presenting numeracy to grownups ( Cara and de Coulon, 2008, online and Cara et al. , 2008, online ) . It is interesting to observe that numeracy specific CPD requested by respondents at a treatment group about the province of numeracy learning included practical, hands-on workshops focussed on effectual diagnostic appraisal ( Wedgbury, 2005 ) . Mackay et Al. ( 2006, online ) found that other precedence countries for professional development included covering with the demands of scholars with several disadvantages, developing accomplishments in the usage of computing machines when presenting numeracy and understanding the backgrounds and demands of peculiar groups of scholars. These research workers besides found numeracy staff requested that professional development be provided by experts and appealed for the chance to portion good instruction pattern with equals, experiencing that this would be an effectual manner to turn to any spreads in accomplishments and cognition. Presently there is an over-reliance on voluntary or parttime instructors and this presents a barrier to the development of effectual pattern ( CERI, 2008, online ) . However, holding voluntaries who have been selected carefully and good trained does enable larning to be farther tailored to individual ‘s demands ( McIntosh, 2005, online and CERI, 2008, online ) . McIntosh ( 2005, online ) recommends that larning is delivered by full-time staff and confirming research suggests that learning is less effectual overall when delivered by largely parttime staff because this can take to miss of consistence in learning attacks and less engagement in CPD ( McIntosh, 2005, online and Benseman, Sutton and Lander, 2005, online ) .So what is â€Å" Good Practice † in Numeracy?â€Å" Most scholars on grownup numeracy classs have studied the topic of numeracy or mathematics in primary and secondary school. Many have besides attended cardinal accomplishments and a Return to Study class, and helped their ain kids. They have had several different instructors and experienced assorted teaching/learning attacks. So why have n't any of these done the fast one? † ( Kirby and Sellers, 2006 p4, online ) . Appendix c provides a sum-up of best pattern in learning and larning numeracy compiled after extended research by the writer. Possibly the importance of each pattern is emphasised by the figure of research workers citing it as best pattern. Many of the patterns mentioned in Appendix degree Celsiuss are discussed in the undermentioned text. Adult numeracy programmes are thought to be effectual if they are designed and delivered in conformity with the â€Å" best patterns † of big instruction, including associating larning to ends, constructing on old cognition and experience, doing the acquisition relevant, concentrating on scholars and their state of affairss and maximizing flexibleness ( Dingwall, 2000, online ) . The TUC ( 2004 ) expand on this, summarizing good instruction as shown in Appendix vitamin D. In footings of length of survey, research suggests that a lower limit of 100 hours per twelvemonth are necessary in order for scholars to demo some accomplishments ( Benseman, Sutton & A ; Lander, 2005, online ) . McIntosh ( 2005, online ) found intensive classs over a long period of clip have proved most successful for pupils up to Entry Level or Level 1. McIntosh ( 2005, online ) and Benseman, Sutton and Lander ( 2005, online ) agree that scholars below Entry Level should hold entree to 330-450 hours of larning. Those already at Entry Level necessitate 210-329 hours and those at Level 1 need 120-209 hours. Ginsburg and Gal ( 1996, p16, online ) , back up the theoretical account shown in Figure 2.3, saying that coachs should supply chances for grownup scholars to â€Å" †¦ grok a state of affairs, make up one's mind what to make, and take the right tool ( s ) from their â€Å" mathematical tool thorax † that will enable them to make a sensible solution † because this is what they will necessitate to be able to make in their lives. Ginsburg and Gal ( 1996, online ) besides steadfastly believe that a important proportion of Sessionss should be focussed on situational inquiries so that scholars have the chance to analyze state of affairss and determine which numeracy accomplishments are required. â€Å" Ultimately, direction should take to be more evidently utile ( maintaining pupils involved and coming ) and more cognitively meaningful ( so that pupils will be more likely to go forth the schoolroom with accomplishments that will be retained and applied ) † ( Ginsburg and Gal, 1996, p17, online ) .Figure 2.3: Model for Numeracy Tuition ( Ciancone, 1988, p11, online )existent universe abstract concrete account motive pattern application High quality resources should be used to back up all numeracy work. Harmonizing to Pert ( 2009, online ) the chief modification factors to this are the institutional budget allocated to buying published resources and the clip instructors have available to make advanced and inspiring stuffs. It is critical that numeracy instructors recognise scholars ‘ personal attacks to work outing peculiar jobs. Teachers should do attempts to understand what the scholar is really making, how their method really works, why they have chosen this peculiar method and the success rate of their chosen method. â€Å" Merely if the scholar ‘s method is unsuccessful, arduous and has limited usage should you see enforcing an alternate algorithm † ( Pert, 2009, p19, online ) . Ginsburg and Gal ( 1996, online ) besides recommend that coachs should inquire scholars why they did what they did and what alternative method they could hold used. If the method is successful, a instructor would hold to be highly confident that a more traditional method of computation would keep important benefits for the scholars before swapping, harmonizing to Pert ( 2009, online ) . Derrick and Ecclestone ( 2006, online ) found that â€Å" student-centred acquisition † featured on a regular basis in big instruction research but it was unfastened to diverse reading by instructors. Apparently, numeracy instructors interpret this by believing that illustrations should be every bit ocular as possible, learning AIDSs should be used, illustrations should be related to the â€Å" existent universe † and accomplishments should be consolidated through alteration ( Benseman, Lander and Sutton, 2005, online ) . Using kinesthetic stuffs can increase learner motive, increase interaction and treatment and better formative appraisal due to instructors being able to detect where acquisition is taking topographic point or name any troubles ( Kirby and Sellers, 2006, online ) . They conclude that increased activity in numeracy Sessionss seems to better scholars ‘ apprehension and makes Sessionss more merriment and synergistic, but province that utilizing kinesthetic and haptic attacks requires more clip to be spent preparing resources. However, instructors have said that, irrespective of the clip spent preparing resources, they felt motivated to utilize kinesthetic attacks because of the benefits to the scholars. Kirby and Sellers ( 2006, online ) found that increased activity in numeracy Sessionss seemed to better scholars ‘ apprehension and made Sessionss more merriment and synergistic. Teachers should be encouraged to develop a repertory of oppugning techniques and portion their tho ughts with co-workers. Double, taking, rhetorical and closed inquiries are non thought to be peculiarly utile when learning numeracy because they discourage scholars from reflecting on the job or acknowledging that they do non understand the construct ( Derrick and Ecclestone, 2006, online ) . Black et Al. ( 2006 ) found a direct nexus between the types of oppugning used by instructors to look into acquisition and apprehension and improved motive of scholars. Traditionally, numeracy is taught to the whole category and so scholars work through worksheets separately but this attack allows small collaborative larning with equals in order to portion experiences. It is better pattern to advance group larning so that scholars can larn from each other and assist each other to develop solutions to the numerical jobs set ( Pert, 2009, online ) . Foster and Beddie, 2005, p6, online agree that â€Å" Human interaction is indispensable for effectual instruction and acquisition. † Ciancone ( 1988, p11-12, online ) makes the undermentioned recommendations to numeracy coachs when learning grownups which concur with the positions of writers already mentioned: Each little measure in learning a accomplishment should be consolidated before traveling on to the following measure It is better to reenforce a scholar ‘s method than to present a new method Lessons and larning stuffs should be independent and self-contained due to the irregular attending of some grownup scholars Be cognizant of the scholar ‘s reading ability and cultural background Informal larning utilizing games and mystifiers should be introduced sensitively if the scholar ‘s past acquisition experience was really academic Peer-group coaction should be encouraged since the best manner to clear up apprehension of a construct is to explicate it to person else Use single and group work, depending on the accomplishment to be learned In drumhead, harmonizing to Benseman, Lander and Sutton ( 2005, online ) , effectual numeracy instructors plan exhaustively, utilize a scope of larning activities and stuffs, inquiry scholars skillfully and give constructive feedback to scholars. Ineffective numeracy instructors ask merely general inquiries and do non put specific undertakings for scholars to show their new accomplishments. To reason, â€Å" Teaching is a professional, skilled activity. Expert instructors do non come into the schoolroom programmed with a set of regulations drawn from a manual of good instruction pattern†¦ Excellent instruction is founded on penetration, creativeness and opinion † ( Heggary, 2003, p30 cited in McNamara, 2004 ) . This literature reappraisal has investigated several countries of instruction and larning numeracy and the information gained has been used to inform the writer ‘s research tools when analyzing the larning experience of numeracy scholars at a Further Education College in Staffordshire.

Maltese Falcon essays

Maltese Falcon essays Brigid O'Shaughnessy and Lady Lou are both dynamic characters with intriguing personalities. As seen in their respective roles in The Maltese Falcon and She Done Him Wrong, both possess the ability to tantalize the men around them. Throughout both works, one can observe the tactics these women utilize in an attempt to reach their goals. However, despite their manipulations, the battle of the sexes ends favoring the men who do not make themselves susceptible to the ploys of Brigid and Lou. Because the final result shows the women being outsmarted by the men, both narratives illustrate the limitations of women. In examining the reasons why Sam Spade was capable of not being totally hypnotized by the tactics of Brigid O'Shaughnessy, it is important to note the differences between their motivations. When Spade recounts the story of Flitcraft to Brigid, he indirectly makes evident those aspects of his life and career that he values most. Although Flitcraft had a very successful life and was secure in his finances and relations, he disappeared from all that is familiar to him only to start again. Spade ends his story by telling Brigid that by having such an orderly life, Flitcraft had "got out of step, and not into step, with life" (Hammett 64). Spade enjoyed telling this story because it indirectly illustrated his own personal outlook on life. Like Flitcraft, Spade felt that a fulfilling life would require more than financial security and a steady job. The fact that Flitcraft left his wife without much trepidation parallels Spade's own detachment to a woman. He did not show sympathy fo r the family of Flitcraft, nor did he express any remorse for the actions Flitcraft took. Brigid O'Shaughnessy, on the other hand, has her sights set on one thing only the black falcon. In making a comparison between the goals of these two characters, one can see how narrow Brigid's motivations are compared to those of Sam Spade. While she is...

ENGL 100 20 Star Essays - Existence Of God, Philosophy Of Religion

ENGL 100 20 Star Essays - Existence Of God, Philosophy Of Religion The idea of science and religion are merging to lend a hand to mankind, who is seeking for universal knowledge was explore in "The Star" by Arthur C. Clarke. Religion has always been there to provide humanity a reason for its existence in this world, and science has developed into a way to test religious beliefs. The question if mankind can handle the truth when they attain the knowledge and it doesn't match their expectation is talked about in the story. On the search for proving God's existence, the narrator faces a predicament. He begins to question himself about his faith at the point where science and religion merge. Clarke demonstrates the narrator's trouble because of the significance of the nebula's scientific and religious. The narrator's uncertainty comes from his inability to acknowledge that humanity is not the center of religion or the universe. The name of the narrator and Phoenix Nebula have a huge significance impact on the story. The narrator is a Jesuit-astrophysicist who name is unknown. Even though we do not know his name, this suggests that the author wants to identify him as a whole with humanity rather than a specific person. The Phoenix Nebula, later known to be the Bethlehem star, became the symbol for the birth of Jesus and religion. The idea that Christianity rises from the death of the star and eventually another civilization is similar to the animal Phoenix. The narrator is forced to see the possible outcome that awaits him when he remembers the similarities in the other civilization, resembling human civilization. His search to prove God existence allows him to notice a wide range of possibilities. He believes in them but was unaware of how his fate will be determined by the hand of God just like how he was unaware of how the quest for knowledge could have an impact on him. The narrator couldn't rid of the image, because it reflected his own personal emotions toward the beginning and his inevitable downfall. A civilization, similar to human civilization was sacrificed in order for Christianity to be born shows how humanity will end up with the same fate because the glory of God surpasses the glory of humanity or any existence. The narrator finds himself admitting that his findings did not reject God's existence. In the end, the narrator does not question faith but rather on what it means for mankind in the universe. However, he still does not accept the fact that humanity is rest in the hands of God. Ultimately, the "The Star" by Arthur C. Clarke does not question the presence of God but the question of man's arrogance. It is neither justifying or falsifying that God made the narrator to question himself about faith, but him realizing that he is not at the center of everything including religion anymore. Mankind is left with the decision on choosing what to do with the newly inquire knowledge for humanity and its future.

Analysis of the Process Description of the Property Assignment

Analysis of the Process Description of the Property - Assignment Example   Demand for inspection is required to comply with Form 24 of the Appendix to the Federal Rules of Civil Procedure. (Federal Rules of Civil Procedure) A motion is an application to a court for relief, guidance, protection or assistance and can be made either orally or in writing at any time during a trial. However, if a motion is an originating process it must be made in writing. By its very definition and nature, a motion contains four relevant parts despite the fact that there is no real statutory provision mandating these four requisite parts. (Blanchard, p. 463) The most obvious part of the motion begins with a statement of the relief or assistance and the actual order the party moving the courts wishes to obtain by way of the motion. This part of the motion should be followed by a statement of the legal authority for which the application by way of motion can be made. The legal authority is typically contained in the Rules of Civil Procedure. For example, the applicant can make a motion to dismiss on the grounds that the complainant fails properly state a claim contrary to Rule 12 of the Federal Rules of Civil Procedure. (Blanchard, p. 464) The third part of the motion will usually state the grounds upon which the applicant is moving the court as well as the court’s authority to entertain the motion. The grounds relied upon are no more than the reasons for making the application and the court’s authority to grant the relief based upon the reasons stated. The fourth and final part of the motion will provide the court with the e vidence giving rise to the grounds for the motion. This evidence will consist of relevant affidavits and exhibits. (Blanchard, p. 463)   

The Impact of Inward FDI on Host Countries Essay

The Impact of Inward FDI on Host Countries - Essay Example Discussion The impacts of inward FDI on host countries Transfer of resources Inward FDI has various effects on host countries. Grimwade (2000) indicates that inward FDI has the effect of transferring resources whereby resources such as technology, capital and management are transferred during investment. Capital transfer increases the capital stock in a host country while the transfer of management leads to the improvement of management skills in this country. Moreover, during transfer of resources, host countries may benefit from new technologies from the foreign investors. Overall, the transfer of the aforementioned elements leads to an increment in the host country’s productive potential as it leads to the increase of the Gross Domestic Product (GDP). Host countries have witnessed substantial economic growth due to FDI. This growth, alongside other benefits, has heavily depended on various factors. The multinational corporations in host countries have raised funds in these countries through bank loans, issuing shares or issuing bonds to the investors in these countries. However, such a move has not yielded the result of transfer of capital and it has instead pushed the costs of raising capital for the firms in the host countries. ... (2004) indicate that some MNCs from industrialized countries have introduced capital-intensive methods in countries that require labor-intensive methods owing to abundance in labor there. Furthermore, management skills and technologies brought to the host countries may have a little benefit to their economy in case they are not passed on to the employees in the local firms. Balance of payments and trade Buckley and Casson (2002) reveal that through inward FDI, host nations have been able to enjoy positive effects on their balance of payments in the short run. The inflow of foreign capital has benefited the capital account of balance of payments, with the current account improving due to a decrease in imports or an increase in exports. Foreign companies also face the need to import various parts and components from their parent companies during their early stages. Moreover, there is a possibility of large inflows emanating from the foreign countries pushing the exchange rates, which r enders the exports less lucrative and increases competition. Appreciation in the exchange rates may have the effect of attracting speculative capital inflows, which may push the rate further and lead to its overshooting. In case the central bank wants to prevent the rise of the rate through selling currency to foreign money holders, there will be an increase in the supply of money, which culminates into inflation. In the end, there will be an outflow of FDI when the parent companies are paid dividends and interest payments (Jones, 2005 ). Employment Dicken (2007) highlights that inward FDI has the effect of increasing employment in the host countries. This is a direct effect of FDI as the foreign firms in these countries are able to employ workers who might not have attained any form of