Management Information System - Free Essay Example

Sample details Pages: 2 Words: 524 Downloads: 7 Date added: 2017/09/14 Category Advertising Essay Did you like this example? MANAGEMENT INFORMATION SYSTEM DEVELOPMENT OF LONG RANGE PLANS OF MIS INTRODUCTION Any kind of business calls for long range plans for success, the same being true for MIS. The plan for development and its implementation is a basic necessity for MIS. In MIS the information is recognised as a major resource like capital, time and capacity. Don’t waste time! Our writers will create an original "Management Information System" essay for you Create order We need an MIS system flexible enough to deal with the changing information needs of the organisation. Hence an ideal MIS system is an open system which interacts with the outside business environment and provides necessary required information. Hence designing of such systems is a complex task . It can only be achieved through MIS planning. The plan of MIS is concurrent to the business plan of the organisation. This is because the implementation of the business plan is based on the information provided by MIS. To ensure such an alignment possibility, its necessary that the business plan-strategic or otherwise, states the information needs. Long range MIS plan provides direction for the development of the systems, and provides a basis for achieving the specific targets or tasks against a time frame. CONTENTS OF THE MIS PLAN (IN THE CONTEXT OF MIS PLAN IS LINKED TO BUSINESS PLAN) )MIS GOALS AND OBJECTIVES It is necessary to develop the goals and objectives which will support the business goals. The MIS goals and objectives will consider management philosophy, policy constraints, business risks, internal and external environment of the organisation and the business. 2)STRATEGY FOR THE PLAN ACHIEVEMENT a)Development strategy- An online, a batch, a real time b)System development strategy- Any approach to the system development-operational versus fucctional; Accounting versus Analysis; Database versus Conventional approach; Distributed versus Decentralised rocessing; One datsbase versus Multiple datsbases SSAD vs OOT. c)Resource for system development: in-house versus external, customized development versus the use of packages. d)Manpower composition: Analyst, programmer skills and know-how 3)THE ARCHITECTURE OF MIS The architecture of the MIS plan provides a system and subsystem structure and their input, output and linkages. It also provides a way to handle the systems or subsystems by the way of simplification, coupling, and decouplinf of subsystems. It spells out in detail the subsystems from the dats entry to processing, analysis to modelling and storage to printing. 4)THE SYSTEM DEVELOPMENT SCHEDULE A schedule is made for the development of the system. While preparing the schedule due consideration is given to the importance of the system in the overall information requirement. Due regard is also given to logical system development. For example, it is necessary to develop the accounting system first and then the analysis. 5)HARDWARE AND SOFTWARE PLAN Giving due regard to the technical and operational feasibility, the economics of investment is worked out. Then the plan of procurement is made after selecting the hardware and software. One can take the phased approach of investment starting from the lower configuration of hardware going over to higher as development takes place. The process is to match the technical decisions with the financial decisions. The system development schedule is linked with the information requirements which in turn, are linked with the goals and objectives of the business.

Teacher Pupil Education - Free Essay Example

Sample details Pages: 9 Words: 2551 Downloads: 4 Date added: 2017/06/26 Category Education Essay Type Review Level High school Did you like this example? Review of literature This literature review looks at how teachers develop pupils through physical education using quality standards and which teaching styles are required? This review of literature will look at how the quality standards of teaching and support within PE can help pupils develop their talents. Teachers are required to develop pupils through using the quality standards of teaching as recommended by the government. Talent development within schools has been looked at in greater detail by the department of education and skills (DFES) in (2001) and (2002) and the Office for Standards in Education (OFSTED) (2003). Don’t waste time! Our writers will create an original "Teacher Pupil Education" essay for you Create order The provision of schemes such as the PESSCL strategy and enrichment schemes can see if these help pupils develop within schools. The different types of teacher styles can also be an important factor to each individuals talent development. What is talent? Talent matters describes talented pupils who demonstrate high-level ability within a range of PE contexts, or have the potential to do so. www.talentmatters.org (Gagne 2000, p. 67) believes talent is, the superior mastery of systematically developed abilities (called competencies or talent) and knowledge in at least one field of human activity to a degree that places a childs achievement within at least the upper 10% of age peers who are actively in that field or fields Trackle et Cushion (2006, p. 267). Freeman (1998) goes on to mention that in defining Gifted and Talented pupils as those who either demonstrate exceptionally high level performanceà ¢Ã¢â€š ¬Ã‚ ¦ or those whose potential for excellence has not yet been recognized Bailey et al, (2004 pp134). Every school has talented pupils these pupils once identified, require high quality teaching and support to help them fully realize their talents www.talentmatters.org. Within schools, teachers are the people resp onsible for developing talented pupils of which whom demonstrate high level ability within physical education. High quality talent development is characterized by identification and selection, teaching and supporting, professional development and policy www.talentmatters.org. This was considered an interest by the government as they believed that children that had great ability within physical education could be developed into sports players that may well compete at the highest level. The Department for Education and Skills (DFES, 2001) mentioned that the identification and development of children in schools is the foundation for future elite performance and international success (DCMS, 2000; Kirk Gorely, 2000). Bailey, Tan, Morley, (2004) also believe that the governments huge emphasis on the identification and development of talented pupils within schools will improve a pupils performance as well as giving them the best opportunity to perhaps progress through to the el ite level after their school education is complete. Office for Standards in Education, 2001 (OfSTED 2001) mentions that achievement criterion within schools should not just work with high ability children who are achieving through physical performance but those pupils who have the potential and make every effort to achieve. Freeman et al., (1998 pp137), mentions they should take a broader perspective, encompassing the potential to excel. Talent matters also mentioned that schools should recognize pupils who are currently achieving, underachieving or have the potential to achieve a high level ability. The problem also found here with talented pupils or pupils that may have the potential to excel is that the school can only identify a limited number of pupils who have talent. Bailey et al (2004). Bailey et al (2004), mentions that the flexible provision for gifted and talented pupils is limited to one third per year group which gives less opportunity for all pupils to deve lop. This is probably due to teachers not having the time to help every child progress and develop which affects pupils that have potential but wont be identified purely because of the time for identification to be observed. (Office for Standards in Education, 2001) can only identify approximately the same proportion of gifted and talented pupils each time within each year group although there could be a year group with more gifted children that cannot be identified by schools due to the proportion. Bailey et al (2004). This is why the government has tried to set a framework on the provision of school-based mainstream curricular identification and provision strategies which should develop talented pupils. Fisher, (1996); Beashel, (2002), found it unfortunate that evidence is showing a proportion of pupils excluded from activities, because not being given the opportunity or support to develop their selves which is why these new strategies and schemes should be put in place within schools to prevent any talented pupils being excluded. Government plans for provision of school-based mainstream curricular identification and provision strategies are put in place within schools so it can help teachers identify this talent and develop them to the elite level as mentioned by Kirk et al, (2000). Qualifications and Curriculum Authority (QCA) mention that schools systems and teachers need to consider the best way of identifying talent, which could be through assessing a pupils ability which can help keep tracks of their progress www.qca.org.uk. The quality standards is a measure of high quality practice in the identification, selection, teaching and support of talented pupils, as well as the professional development of teachers involved and associated school policy. A model was produced by the talent matters which showed abilities that were needed, to develop talent and how quality standards of identification and teacher support could produce t he best outcomes for pupils within physical education. Looking at appendix 1 shows the model of talent development, and if quality standards are met then it would help produce, Lifelong physical activity Rewarding PE experiences Elite sport performance Sport leadership www.talentmatters.org Research has shown that PE and school sport focuses its time on regular and frequent practice, therefore the activity should motivate everyone within the group to take part which will help top level performers progress quicker. www.qca.org.uk When talent has been identified it is important to give the pupils with talent the best support and high quality of teaching to fully develop their talents. www.talentmatters.org. High quality talent development is needed to be taken seriously as it can enhance an individuals learning, and achieve the outcomes bulleted above, but this can only be helped if the support and guidance is there from their teachers. It was found that pupils who are highly motivated to achieve and have excellent knowledge of activities but not the most skilful within performance, do gradually develop if the teacher has an open approach and gives the same support through a positive impact on the learning of all pupils as mentioned by www.talentmatters.org. Although it was found by (Hellison Templin, 1991; Bailey, 2002) that some pupils with great knowledge and understanding of PE were excluded as their talent doesnt shine through physical performance, which is not recognized by some teachers as talent (Hellison Templin, 1991; Bailey, 2002). This shows why there arent enough talented pupils as opportunity isnt available to all. Gifted and talented pupils need to be acknowledged for the different abilities they have and that specific development programmes should exist to suit their educational needs. Bailey et al (2006). (Doll-Tepper Scoretz, 2001), mention, Physical education can contribute to a wide range of recreational and career outcomes, and among the most important of these, we suggest, is lifelong physical activity Bailey et al (2006, p.215). The government invented the schemes below which offer the range of quality teaching, coaching and learning for talented pupils in order to raise the ir attainment, aspirations, motivation and self-esteem. High quality teaching and support involves positive working relationships between relevant internal and external groups www.talentmatters.org. PESSCL strategy EIC scheme Enrichment schemes A programme called Physical Education School Sport Club links (PESSCL) strategy was introduced to include all children in more sporting activities within school and out of school activities. This scheme was supported by  £459 million by the central government and was set up to ensure all pupils have the opportunity to participate in physical activity in and outside of school www.llrsport.co.uk. The main aim of the governments PESSCL strategy, enhance the take-up of sporting opportunities by five-to-sixteen-year-olds by increasing the percentage of school children who spend a minimum of two hours each week on high quality PE and school sport within and beyond the curriculum from 25% in 2002 to 75% in 2006 and 85% by 2008 www.llrsport.co.uk. PESSCL has seen a higher percentage of children are getting involved with PE and sport as better support and opportunity is available, and more talented pupils able to develop through high quality PE and sport at school. A 20 04/2005 school sports survey across most of England has shown that pupils have been spending at least two hours of time within high quality physical education lessons. This survey also mentions, the number of pupils identified as gifted and talented and receiving extra coaching in PE and sport has more than doubled to 106,100 from 44,400 last yearwww.llrsport.co.uk. The school sport survey showed the amount of children taking part in two hours of high quality PE was achieved a year early, which the new aim of the government is for each child to have access to five hours a week by 2012 www.youthsporttrust.org. This will have a great affect on children and should hopefully help teachers develop talented pupils through high quality teaching as there are extra hours of activity to look at more pupils. Montgomery, (2002), also found that sports based programmes often ignored pupils who are potentially talented, and are underachieving as a lack of opportunity and support isn t given which is why this extra curriculum sport will help develop talented pupils. The Qualifications and Curriculum Authority (QCA) mention that supporting talented pupils by giving opportunities can help develop their ability. The QCA mention that pupils should have the opportunity to practice, and their performance should be in context which considers their age, ability and size. www.qca.org.uk. Schools were found to have an inadequacy of existing educational procedures and provisions in which the UK government made sure that the schools were identifying and developing gifted and talented pupils as part of an Excellence in Cities (EiC) scheme (DFEE, 2000). Bailey et al, (2004). the excellence in Cities Scheme (EIC) this was introduced in march 1999 and had a strategy to raise education standards promoting education and partnership and disseminating good practice to the wide education community. Bailey et al (2004). The EIC scheme works closely with DFES and want to d evelop the quality of PE and sport Provision to ensure that pupils get the best opportunity to develop. Through the use of inclusion the government mentions that the needs of very able pupils are truly inclusive and can cater for the abilities within the whole group Bailey et al (2004 p. 135). Another way in which development of talented children can be helped is through enrichment programmes. This is common to provision and includes out of school opportunities. Enrichment can develop a childs knowledge within a subject area, and in different environments and situations. There is also opportunity for the talented pupils to be worked with by sports coaches in after school clubs Bailey et al (2006). The Qualifications and Curriculum Authority (QCA) mention the enrichment process and how knowledge can help a child develop within an activity at their pace of learning providing there is good support by a teacher. Broadening the range of pupils knowledge and experience by pr oviding different types of activity from within the same area of activity. For example, in gymnastic activities, talented pupils could use apparatus for rhythmic gymnastics rather than traditional apparatus; pupils learning basketball and netball could be given opportunities to use their knowledge and skills in handballwww.qca.org.uk. These activities require the teacher to use certain teacher styles to develop each pupil towards working at tasks at their own ability level. This is supported by Bailey et al (2006), who mentions that if teachers identify the right skills by supporting children through activities and having a focus on specific abilities so that each individual student gets assessed at their own level Bailey et al (2006 p.217). Teachers can support and develop each pupils ability through using appropriate teaching styles which is suitable to the lesson being taught. This enables each child to get the best learning and quality of teaching which is linked with Mosstons theory of teaching styles. Mosstons theory is how different teachers use their own personal preference to installing learning towards their pupils. Mosstons theory was originated in 1966 and was a detailed analysis of teaching styles and behaviours amongst teachers and student interactions www.sports-media.org. The spectrum established a framework of possible options in the relationship between teacher and learner (Mosston Ashworth, 1986) and was based on the central importance of decision making www.sports-media.org. The spectrum teaching styles was broken down into three areas; Pre impact, which teachers would need to consider preparation, learning objectives, organization and presentation before the practice commenced. Impact, which teachers would have to make decisions relating to the performance and execution of the activity. Post impact, which includes evaluation of performance and feedback to learner from teacher www.sports-media.org. The spectrum has ten styles of teaching where a teacher may be completely direct towards a lesson or where he/she can allow the student to have a role where more responsibility is needed to make decisions with the teacher just overlooking the lesson to make sure it is safe and to provide any feedback www.sports-media.org. The ten teaching styles are; Command- teacher makes all decisions Practice- students carry out teacher-prescribed tasks Reciprocal- students work in pairs; one performs, the other provides feedback. Self check- students assess their own performance against criteria Inclusion- teacher planned. Student monitor own work Guided discovery students solve teacher set movement problems. Divergent- students solve problems without assistance from the teacher. Individual- teacher determines content. Student plans the programme. Learner initiated- student plans own programme. Teacher is advisor. Self teaching- student takes full responsibility for the learning process. www.sports-media.org Teachers are responsible for identifying the talented children and using the best programme to suit their needs of learning and developing their abilities. Eyre, (1997) clarifies this as, a two-stage process in which talented students are recognized by teachers, after a programme of teaching or support is initiated Bailey et al (2006, p.216), in which these different types of teaching styles can help a child develop depending on what ability they are currently at. This is known as structured learning, which is either informal (that is, self-taught) or formal learning (such as taught within schools by a practitioner). Bailey et al (2006). Without any type of structured learning children will not benefit from an activities or have the opportunity to improve their ability. The more talented or higher ability pupil may require a programme to suit their own development where individual practice and provision to guidance of learning may be quicker f or them to develop. Conceptually, practice could be subsumed under the provision label, as it relates to informal or formal learning, but its vital importance for the development of talent is such that we suggest it warrants discrete consideration Bailey et al (2006 p.216). These all offer different options for a teacher to use depending on what accommodates the childrens needs and best ways of them developing through learning. It could also depend on which lesson was being taught as to which style of teaching would need to be used.

Science, Philosophy and Society Free Essays

Subject: Science, Philosophy and Society Question: Do you know you are not in the Matrix, and does it matter? From my understanding, I am not live in a real life, I live in some kind of system such as Matrix Philosophers and physicists were discussed a lot about the matrix that we live in, so and they gave much more ideas about the computer simulation and a real life. From my point of view, we are absolutely live in the matrix, and the life is not real that we live. I think the world is somehow like a system and everything depends on one another. We will write a custom essay sample on Science, Philosophy and Society or any similar topic only for you Order Now And I have enough clear reasons and examples to prove that. So if we think carefully and logically, we can admit that the life we live in is not real. Why?Let’s think logically, about on the planet Earth that we live in. If the moon was just a little bit further or closer away from our planet how that would affect and change everything and if we were further closer to the sun how that would affect and change everything and how our body has these complex functions process oxygen and sunlight what it produces and we it’s so complicated. And how we create, so we have been created right everything that we create in our society starts with a thought by our brain. The world we live in feels normal and ordinary. It feels like this is just how humans exist and always existed. But its not. According to my understanding, our planet is going round its axis, and we can not live on the planet than from the planet Earth. We are protected by the layers of the sky, and we are given air and water for our lives, and we will do other important things for survive by ourselves. For example; we are creating different types of physical and intelligent techniques to make things physically easer, and we are contrive different kind of products to use; we cultivate different kinds of plans to eat. If we do not do these things, we can not possibly imagine our lives. So from my understanding, it’s just like a perfectly structured program, and we’ve got this perfectly structured program, we have to play for alive and we have programmed into this planet Earth. Maybe my ideas are wrong, but think carefully, that our brain and body is such a perfectly structured system. For example; if we smell, hear, eat, touch, or see anything, we can not say it’s all real because everything we fell that automatically will send signals to our basic system which is brain. So we can easily say it is somehow like a system. If we do not have a brain we can not feel at all. Take an example of the stomach, and this is very complex such as other organisms is works like a system. So single cell of the 10000 trillions cells in our body actually has its own intelligence, yes is it incredible but when we zoom it, we can see it like a universe.Furthermore, how do we know that anything is exists how do we know there’s a world outside my mind I look around there a world of cars and tables and trees and buildings how do really that any of it is real I think none of them is real, so why? Because, many things that we see and the physical objects is not to show us the truth it is to hide the truth so that we do not have to deal with all that complexity and we have a little eye candy for our species that let us do what we need to do to stay alive. So we can see only outsides and we cannot see inside that things and as will as any kind of very little things. We can only see things simpler, but it will look totally different when we look at it with microscopic, closely-distinct, and distant proximity devices. For example, we cannot see bacteria floating in the air, so millions of different kinds of bacteria fly in the air we breathe. We cannot afford to see very small insects and neither plants. So I admire that everything that we see is not real. We see and feel this truth, but that does not mean we live in real life. We only see tenth of what we see around us, this mean we only see falsehood but not real.I believe that all people are created by Allah and live in a real life. And I want to say an example of a book created by God, the book is called Quran. If we take Islam from a religious point of view, if we see the Quran which is 1400yrs old, still mentions many facts which is we are not live in real life, for example we cannot see and feel any kind of the soul and the snouts, and this cannot be seen by human eyes, but animals can see it and also they can be seen on the camera images we are just living in a system that God has created, but we can see real life after we die. Some people may claim that the Quran was changed as new scientific facts were discovered. But this cannot be the case, because it is a historically documented fact that the Quran is preserved in it is original language. A Quran was written down and memorised by people during the lifetime of the Prophet Muhammad.Thank you for your time. How to cite Science, Philosophy and Society, Papers

Jealousy And Mistaken Identity In Shakespeare Essay Example For Students

Jealousy And Mistaken Identity In Shakespeare Essay Jealousyand Mistaken Identity in ShakespeareWilliam Shakespeares life is somewhatof a mystery to scholars due to the fact that most information that isknown is very scattered and sparse. No one knows the exact date ofShakespeares birth, but his baptism occurred on Wednesday, April 26, 1564. His father was John Shakespeare, a tanner, glover, dealer in grain, andtown official of Stratford. His mother, Mary, was the daughter ofRobert Arden, a prosperous gentleman-farmer. William Shakespeareand his family lived on Henley Street. A bond dated November 28, 1582 stated thatWilliam Shakespeare and Anne Hathaway entered into a marriage contract. The baptism of their eldest child, Susanna, took place in Stratford inMay of 1583. Hamnet and Judith, their twins were christened in thesame church one year and nine months later. In May of 1597, Shakespearepurchased a residential property in Stratford called New Place. Due to the fact that his father had suffered financial problems prior tothis date, it is assumed that Shakespeare must have achieved success byhimself. On March 25, 1616 William Shakespeare revised his last willand testament. He died on April 23, 1616. There are certainly many things in whichscholars cannot explain about the life of William Shakespeare, howeverthe facts that do exist are enough to identify him as a real person. He was a writer who, for the last three hundred years, has continued tobe a major influence on drama and poetry. Shakespeare wrote thirty-sevenplays that are all very unique in their style and subject matter. The themes vary anywhere from extreme jealousy to silly humor. Twomajor themes that are apparent in a lot of Shakespeares works are mistakenidentity and jealousy. The idea of mistaken identity as a plotdevice in comedies dates all the way back to the writers, Menander andPlautus, in the Greek and Roman times. Shakespeare borrowed thatdevice and used it to further his plots in his comedies. His artisticuse of mistaken identity is brilliantly used in many of his plays. In Shakespeares comedy, The Comedy ofErrors, mistaken identity is the sole story line of the play. Theidea of asking how one really knows who one is, is introduced, but theproblems that will occur between appearance and reality are not totallyrealized. As Shakespeare begins to write more about mistaken identity,his comic style using this ploy begins to develop more and more. In a very simple form, mistaken identityis shown in Twelfth Night. The twins are mistaken for each otherand this brings about a comic conflict throughout the play. Thissimple form of the plot device is extended when it becomes known that onetwin is actually a girl who would not normally be mistaken for her brother. This is a result because she has resorted to a disguise. Viola disguisingherself as Cessario is a beginning to the double meanings throughout thedialogue that Shakespeare uses as comedy within the playing of the words. When her twin brother, Sebastian, arrives her passive nature is mistakento be his and he is married to Olivia who thinks he is his disguised sister. As an audience member, part of the fun of mistaken identity is the soleenjoyment of trying to keep who is who straight and knowing something thatthe actors do not. Disguise is one of Shakespearesfavorite devices, found in many of his works. Through it he altersthe identity of an individual, which creates an elevated irony, a developedtheme, and an enhanced comic element to the story. In As You LikeIt, Shakespeare, by having characters in disguise, creates an outlet fornew ironies and comic twists throughout the work. The shepherdesswho is in love with the shepherd Ganymede who is really a girl (Rosalind)is one of the comic twists, as well as Orlando sharing feelings of loveto Ganymede who is really Orlandos love Rosalind in disguise. Onceagain the hidden and mistaken identity constructs this plot and furthersits comedy. The entire purpose of mistaken identity can only be accomplishedwhen a disguise is shown in the way to say and experience things in theone identity that can only be accomplished by the altar identity: thisis what composes the comedy within the words. For example, in MeasureFor Measure, the Duke uses disguise and mistaken identit y to reveal thetruth about Angelo, while simultaneously providing comic moments when Luciospeaks of the Duke to the Duke unaware of his true identity. .ue0413964d2387e67c81df8f0159f32fa , .ue0413964d2387e67c81df8f0159f32fa .postImageUrl , .ue0413964d2387e67c81df8f0159f32fa .centered-text-area { min-height: 80px; position: relative; } .ue0413964d2387e67c81df8f0159f32fa , .ue0413964d2387e67c81df8f0159f32fa:hover , .ue0413964d2387e67c81df8f0159f32fa:visited , .ue0413964d2387e67c81df8f0159f32fa:active { border:0!important; } .ue0413964d2387e67c81df8f0159f32fa .clearfix:after { content: ""; display: table; clear: both; } .ue0413964d2387e67c81df8f0159f32fa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue0413964d2387e67c81df8f0159f32fa:active , .ue0413964d2387e67c81df8f0159f32fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue0413964d2387e67c81df8f0159f32fa .centered-text-area { width: 100%; position: relative ; } .ue0413964d2387e67c81df8f0159f32fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue0413964d2387e67c81df8f0159f32fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue0413964d2387e67c81df8f0159f32fa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue0413964d2387e67c81df8f0159f32fa:hover .ctaButton { background-color: #34495E!important; } .ue0413964d2387e67c81df8f0159f32fa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue0413964d2387e67c81df8f0159f32fa .ue0413964d2387e67c81df8f0159f32fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue0413964d2387e67c81df8f0159f32fa:after { content: ""; display: block; clear: both; } READ: Psychophysics EssayAnother re-occurring theme throughout Shakespearesplays is jealousy. Perhaps the most outstanding form appears in Othello. It is a classic story of boy meets girl and the jealous lover, only withan extremely tragic ending. Othello and Desdemona are in love witheach other. Iago, the antagonist, wants Desdemona for himself andis extremely jealous of Othello. He plots a scheme to make Othellobelieve that Desdemona was having an affair with Cassio. Withouteven asking Desdemona if it is true or not, Othello kills her by smotheringher. Then, after becoming cognizant of the truth, he kills himself. Jealousy is a hard subject to write and read about because it is an emotionof terror, meaning that it can be extremely dangerous in any situation. Jealousy can produce tragic denouements. Iago says in the play, Ohbeware, my lord, of jealousy. It is the green-eyed monster whichdoth mock the meat it feeds on. Perhaps the theme of Othello isthat it is wise to find out the truth before jumping to conclusions becausejealousy can eat away your heart. The theme of jealousy throughout Shakespearesplays is a great plot device because it is a very universal emotion, whereasmistaken identity is exactly the opposite; it is something we can lookat and know that it would never happen, therefore we laugh. Bothdevices are efficient and produce extremely different reactions. In A Midsummer Nights Dream the jealousy is very differently portrayedthan it is in Othello. Hermia and Lysander are in love, however Demetriusis in love with Hermia as well. Helena is in love with Demetriusand very admirable of Hermia. O, teach me how you look and withwhat art you sway the motion of Demetrius heart. The jealousy inthis play is in its simplest form. Helena is jealous of the lovethat Demetrius has for Hermia and wants his attention turned toward her. This type of jealousy is not even close to the extreme it was in Othello,however it produces the same reaction that it is a universal emotion. Helenas jealousy is more of an admiration, whereas Othello and Iagosjealousy is more of a desperation. Shakespeares use of the two literary devices,mistaken identity and jealousy, are only a suggestion of everything elsehe wrote about in his literature. They are elements within his worksthat reoccur and help in furthering the plot within the story. WilliamShakespeare wrote with many different approaches and about many differentsubjects. The devices he used within his literature are only an additionto the words Shakespeare wrote so beautifully.

How Do Environmental Changes Affect A Population Lab Essay Example

How Do Environmental Changes Affect A Population Lab Paper What role does genetics play in the variation seen in this leafhopper population? Hint: How does genetics allow for variation? When it comes to the variation seen in the leafhopper population, there are two traits that are determined by genetics. Those traits are the color of the leafhopper and their size. Natural selection would be if the environment favors either color or the size of a leafhopper over the other. 2. Note the results from the 20th enervation under global warming conditions. Before continuing with the 30th generation, predict the population composition of the 30th generation. Hint: include color and size. One possible prediction of the composition of the 30th generation of leafhopper is that most, if not all of the 30th generation will be smaller in size and darker in color. 3. What happened to the proportion of each type of leafhopper in subsequent generations under global warming conditions? Suggest a reason why the traits of the 30th generation make this population better adapted to its altered environment. Under global warming conditions, the size of the leafhopper became smaller over 30 generations (University of Phoenix, 2015). The decreased body size may have been a significant advantage in these warmer temperatures since the smaller body size helps them to regulate their body temperatures more easily. 4. Why would you expect a change in predators to cause a difference in the types of leafhopper being selected? A new predator in the area might cause a difference in the size and the color of future generations of leafhopper due to what the predator prefers in its diet along with possible hanged in the hunting strategies off new predator. We will write a custom essay sample on How Do Environmental Changes Affect A Population Lab specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How Do Environmental Changes Affect A Population Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How Do Environmental Changes Affect A Population Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A predator might prefer a certain size or color. 5. Note the differences between the parental, 10th, and 20th generations when the predator changed from a bird to a snake. What evidence supports the view that leafhopper size is not affected by a change in predators? In the 10th and 20th generations, the same number Of large and small leafhopper still exist (University of Phoenix, 2015). Since the numbers of each remain the same we can assume a change in the type of predator has not affected the size of the population. What happened to the proportion of each type (color) of leafhopper in subsequent generations when the predator changed from a bird to a snake? Suggest a reason why the traits predominant in the 30th generation make this population better adapted to the change in predators. The number of brown leafhopper increased with the number of black leafhopper decreased (University of Phoenix, 2015). One explanation could be that the snake is not able to see the brown leafhopper as well as it can the black ones. This would result in the loss of more black leafhopper. 7. Describe some human activities around your school/home/business that could have influenced the natural vegetation in the area. How did these activities affect the vegetation? There is a lot of open land where I live. Over the years I have noticed some of this land being cleared and leveled to make way for new homes and businesses. This not only affects the vegetation that grows in this area, but the wildlife, as well. 8. Notice the differences between the parental and the 30th generations. What happened to the proportion of each type of leafhopper when the vegetation hanged? Suggest a reason why the traits Of the 30th generation make this population better adapted to its altered environment. When the vegetation changes, so does the size and color of the 30th generation of leafhopper. Over the generations the population adapted by changing their body size to medium. The leafhopper are thriving with the change in vegetation due to not having to require as much for their own survival (University of Phoenix, 201 S). 9. Identify some major sources of pesticides in your area. What are the pesticides used for? Some of the major sources of pesticides in the area where I live are the farms in the surrounding area and homeowners. The farmers spray their crops to keep unwanted bugs and rodents away from the food that they are growing and individuals spray pesticides inside and outside of their homes to keep away bugs and dangerous insects. 10. What happened to the proportions of leafhopper in each subsequent generation when pesticides were added to the environment? Explain why all the leafhopper were not killed by the pesticide application. The average size of the leafhopper increased to the larger size while the majority changed color to mostly black (University of Phoenix, 2015). It is possible that some of the leafhopper had a gene that was passed down through the generations that was resistant to the pesticides being used.

The strategic role of the Royal British Navy in the First World War The WritePass Journal

The strategic role of the Royal British Navy in the First World War Introduction The strategic role of the Royal British Navy in the First World War ). Kitchener could not take any troops from the Western Front, so he turned to naval capacities for active involvement. As a result, the best location for action would be the tapered strip of water from the Mediterranean into the Sea of Marmara. The purpose and plan, masterminded by Winston Churchill, was to avoid the Turkish capital, First Lord of the Admiralty. Churchill created a complicated structure of a ‘third Allied front’ which gave tremendous assistance to Russia. The Royal Naval Division, moreover, went on to form an important part of the Mediterranean Expeditionary force (MEF), was which also included the Australian and New Zealand Army Corps (ANZAC), the 29th Division (British Army) and the Royal Naval Division (RND) (Dupuy 1967). Responsibility for the division was given to General Sir Ian Hamilton, The marines’ first conflict was in March 1915, where they targeted Turkish citadels and 22 individuals lost their lives while several others were injured. On 25 April the Plymouth Battalion with a group of 2nd South Wales Borderers landed on Y beach where a number of soldiers lost their lives (Churchill 1940). However, these successes were not without setbacks, and it should not be concluded that the Royal Navy was unequivocally of strategic value in these cases. There had been an early problem when the navy initially landed on 25 April and this had given Turkey chance of help to organize their defenses from Germany especially on top of cliffs that gave a direct view of the neighboring beaches and into the interior of the land (Dupuy 1967). On 28th April, the Chatham Battalion landed on the Anzac shoreline in order to safeguard a beach, and they stayed there until 12th May despite many deaths and casualties. On the 29th April, the Admiralty gave control of the Royal Navy Division to the British War office and it became the 63rd Royal Naval Division. The 63rd also had control of the RM training division located at Blanford (Herwig 1987).   During May and June, Royal Marines participated in warfare at the 2nd and 3rd Battles of Krithnia. Additionally, there was action at Achi Baba on the 12th June. The MEF held their initial position at Gallipoli to try and find a conclusion to the struggle (Herwig 1987). One point of important to note about this episode is that the Mediterranean Expeditionary Force (MEF), along with the Royal Navy, experienced various levels of difficulties and higher levels of casualties. This prompted MEF’s withdrawal from Gallipoli, moreover. Winston Churchill’s administration has received severe criticism for the large number of lives lost over this period, and it can reasonably be questioned whether such as campaign can be deemed of strategic value. One might even say it was a strategic folly in human terms; and as Osbourne (2004) points out, the fact that Churchill stepped down from the Admiralty as a result is damning. Following the activities of this period, more action then took place in the sea rather than on land. The Battle of Jutland was the largest wartime conflict that occurred at sea during World War I. The battle commenced on 31st May 1916 when Germany fired against the British Battle Cruiser regiments. Royal Marines proved their strategic value here, as they were involved in 10% of the most important naval attack on crafts (Osbourne 2004). This proportion comprised mainly RMA whose job during this time was to operate guns. As it got bigger, the battle looked like it was getting out of control. The next day, British demolisher vessels attacked and sunk the Pommern. However in total, the Germans lost 11 ships while the British lost 14 ships, which suggests strategic folly in numerical terms (Osbourne 2004). In May the same year, RMLI brigades arrived from Gallipoli and were repatriated to France where new resources and weapons were organised. In addition, they were given more manpower and upgraded weapons to machine guns.   In July, the RM Company was joined by companies called Howe and Anson the 188th Brigade of the re-titled 63rd RND (Herwig 1987). This group moved to a fairly quiet region of the Western Front. At this point, because of new weapons technology it was necessary to safeguard the line using three trench positions. Common Trench warfare was intended for use in heavy infantry but that was not commonly experienced through the commando tactics of RMLI (Friedman 2011). These battalions became a vital element to the Battle of Ancre Heights near Beaumont Hill. There were financial implications for this battle, as well as many casualties. On 17th April 1917 the 1st and 2nd regiments participated in armed combat at Miraumant and also during the 2nd Battle of the Scarpe later tha t month. During this armed effort, troops from the 63rd Division took over captured Gavrelle, led by General C. Lawrie.   Immediately afterward, the 63rd Division also participated in the Battle of Arleux (Friedman 2011). The RND marched to various regions including Arras and Ypres during the winter weather, carrying heavy army equipment. In Ypres, the battalions trained very hard to prepare for a key offensive on the German border, north of Ypres. When it happened, the attack would take the forces to the strategic location of the Paddebrek stream, in the north region of the canal (Randier 2006). Because of significant losses earlier that year the 1st and 2nd RMLI contingents joined together to increase their masses numbers. However, at this point, there were some signs that the war was moving towards an end and the Germans begun realizing that their momentum begun to slow down. Finally, on 8th August the British put into place their counter plan to impact on German troops, disturbing all levels of hierarchy in the army, including the German High Command. This appeared to be a possible chance for victory, although it is vital to point out that victory was not guaranteed. On 2nd to 3rd September 1918, the 1st and 3rd Armies fought at the Battle of Drocourt-Queant, alongside the 63rd (RN) division in the Third army (Morison 1942). On 27th September to 1st October 1918, the 1st and 3rd Armies also engaged in combat at the Battle of the Canal du Nord. During this time, the 63rd RN group was once again a component of the third Army (Stephenson 2011; Osbourne 2004). As has emerged through this essay, the strategic value of the Royal Navy was mixed. Many historians viewed Gallipoli as a catastrophic tragedy, facilitated by confusing tactics and problems that allowed the enemy to prepare for the attack (Stephenson 2011).   However, despite awful circumstances, the Marines still managed several successes demonstrating that they were a significant force on the ground in the capacity of infantry.   Many of the experiences acquired by soldiers in World War I were valuable resources that were applied again in the experiences they would go through in WWII (Stephenson 2011). This essay has detailed the many triumphs of the Royal Navy; however, of them all the Zeebruge campaign was arguably the most important in strategic terms (Koerver 2010). After dealing with frightful conditions and dreadful weather, the Marines still managed to carry out their responsibilities and sabotage the canal (Stephenson 2011). Their accomplishments led to an unintentional benefit of giving a confidence boost and momentum for all British soldiers involved in the conflict in other places (Knight 2006). As a final, but by no means insignificant point, the importance of the Royal Navy as a blockading force deserves a mention. The efforts of the marines and the navy kept Germany surrounded, creating barrier to many trade routes and ports, causing starvation and eventually defeat. This contributed to higher levels of bankruptcy, as Germany exhausted its finances trying to keep up with Britain (Stephenson 2011; Osbourne 2004). In conclusion, is clear that the Royal Navy was an indispensible strategic tool during WWI. It had the capacity to fight effectively in different environments and landscapes, as has been outlined in the narrative sections of this essay. It was also useful in observing and introducing a wide range of tactics, strategies, and military equipment to Britain, which helped to evolve many modern aspects of warfare that are still with us today (Knight 2006). Its versatility on land and sea, moreover, which has been outlined throughout this essay in description of campaigns, was enormously useful.   In concrete terms, the most essential raids that consolidated included Antwerp, Mesopotamia, Gallipoli, and Zeebruge, all of which involved the Royal Navy. Of course, it certainly had its shortcomings, and some of its failures and blunders have been discussed. However, this is an inevitable part of the operations of any force. In the end, while the Germans lost the war for a wide range of reason s, the impact of the British Royal Navy was certainly one of them; it was undoubtedly of great strategic value. Reference List   Benbow, T   Naval Warfare 1914-1918: From Coronel to the Atlantic and Zeebrugge. (Newbury: Amber Books Ltd, 2011) Churchill, W The Second World War. Vol. 2, Their Finest Hour ( Houghton Mifflin Company, 1949) Dupuy, T. N.   The Military History of World War I: naval and overseas war, 1916-1918. (New York: Franklin Watts, 1967) Friedman, N., Naval Weapons of World War One: Guns, Torpedoes, Mines, and ASW Weapons of All Nations: An Illustrated Directory (UK: Naval Institute Press 2011). Grove, E. Vanguard to Trident, (London: Naval Institute Press/The Bodley Head, 1987) Halpern, P.   A Naval History of World War I. The Standard Scholarly Survey. (Annapolis: Naval Institute Press, 1994) Koerver, H. J. German Submarine Warfare 1914 1918 in the Eyes of British Intelligence, (Reinisch: LIS 2010) Herwig, H. H. Luxury Fleet: The Imperial German Navy,1888-1918. (Oxon: Routledge, 1987) Joll, R. Jackspeak. (UK: Maritime Books, 2000) Will Knight, UK unveils plans for a new submarine fleet. New Scientist (Environment) 2006, McMillan, M. The War That Ended Peace: The Road to 1914  Ã‚   (London: Profile Books Ltd, 2013) Morison, E. Admiral Sims and the Modern American Navy. (UK: Houghton Mifflin Company, 1942) Osbourne, E. W. Britains Economic Blockade of Germany, 1914–1919. (London and New York: Routledge 2004). Randier, J. La Royale: Lhistoire illustrà ©e de la Marine Nationale Franà §aise. (Brest: Éditions de la Cità ©, 2006) Stephenson, D. With our backs to the wall: Victory and defeat in 1918. (UK: Penguin, 2011)

Aspects of Communication & Culture Essay Example | Topics and Well Written Essays - 2000 words

Aspects of Communication & Culture - Essay Example 63). Other people such as Stahl (2011, p. 1) and Goldkuhl (2003), among others, have different theories. This essay is an analysis of a telephone conversation between Michael and Prinze, based on communication analysis’ theoretical concepts and features of communication. Michael and Prinze’s Profile and their Background This is a telephone conversation between two close friends; Michael in his early fifties and Prinze in his late forties. One of the participants (Prinze) was observed throughout the recording for body language and gestures. These two interlocutors have known each other for more than ten years and share similar back grounds and interests. Also both interlocutors were born and have spent most of their lives in East London although their cultural and ethnic backgrounds are very different; Prinze is an English speaking cockney born and raised in London with a Pakistani parentage, whilst Michael is a native English speaking cockney. Each conversant is calling from the comfort of their home and from different towns; Mohammed lives in Luton and Michael in East London. Michael is recovering after a shoulder operation, whilst Prinze has just got home after a walk in the park. Both the interlocutors had not spoken or seen each other for more than a couple of months, but there had been regular communication between them by text messaging (SMS). The purpose of the call from Prinze to Michael was to get an update on how Michael was doing and also to discover if he had received the forwarded mail Prinze had sent him earlier. A transcription of the conversation between the two is given in the Appendix. Analysis Based On Theories and Main Communication Features Theories There are different theories of communication and theoretical concepts used in communication analysis. Just as noted Different authors have different views about these theories. Stahl has described nine categories of communication theories as listed by Little John (1999); cyberneti cs, semiotics, conversational analysis, message reception, socio-cultural approach, message production, symbolic interaction, phenomenological hermeneutics and critical theory (2011, p. 1). Littlejohn and Foss have eight theories; all described in the introduction (2007, p. 63). Goldkuhl (2003), on the other hand, considers the theories in the Language Action Perspective. The author notes that there are two theoretical concepts of communication representation approaches that are within the named perspective. These are; that there are predefined patterns in which communication is always organized as found in conversational analysis, and that language use can be considered as action as found in speech act theory (Goldkuhl, 2003, p. 51). In this case, two of the theoretical concepts will be explained with reference to Prinze and Michael’s conversation. These are; conversational analysis and speech act theory. Conversational Analysis It is the systemic analysis of human talk-in-i nteractions (Hutchby & Wooffitt, 2008). Conversational analysis’ theoretical concept is based on the view that conversations have predesigned structures. According to Psathas, telephone conversations open with a caller, who in this case, knows whoever he/she is calling. This is then followed by a response from the recipient who may know the caller or not. If the recipient does not know the caller, the next response will be