The Learning Management System ( Lms ) For Teaching And...

There were three sources of data explored in this study. One was the interviews of 24 subjects who had been teachers of District X since the learning management system, the HUB, had been introduced. The second form of data used was artifact data from analytics reports from the HUB, and course information used by teachers for instruction, when necessary. The third form was field notes taken by the researcher, used to paint a more complete picture of each participant as an individual case and to gain more insight as to their attitudes and motivations for their innovation adoption decisions. The information sought was in response to the following research questions (RQs): RQ1. Of the teachers who have adopted the learning management system (LMS) for teaching and learning, what is different about those who adopt more quickly than others? (Interview questions #1 2) RQ2. How has the learning management system been incorporated into teaching and learning in the classroom? What were the early successes or failures that may have influenced the choice to adopt? (Interview questions #1, 2, 3, 4, 5, 6, 7) RQ3. What have been current steps toward communication, collaboration and instructional use of the LMS implementation and adoption phase? What feedback loops exist in order for leadership and end users to stay informed and work to remove barriers to implementation? (Interview question #6) RQ4. What other characteristics of this implementation have been unique, or haveShow MoreRelatedExploring The Role Of A Learning Management System Essay1118 Words   |  5 Pagesthe Role of a Learning Management System Emily Durray Nelson Lachina University of West Florida Abstract Learning Management System (LMS) provides an integrated platform for content, delivery and management of learning as well as accessibility by a range of users that may include learners, content creators and administrators. Learning Management Systems have been implemented successfully in various settings which include educational, corporate and non-profit environments. The LMS is a tool usedRead MoreLearning Management Systems ( Lms ) Essay924 Words   |  4 PagesLearning management systems (LMS) are design to allow the instructor to develop a webpage that encourages learning. The LMS is sometimes a place for information to be given and quizzes to be develop to test the knowledge of the learner. Simulation software is another technological based tool that allows for active learning. Simulators often times are dummies that use computer software that simulates situation that is designed to assist the learner. The purpose of this paper is to take a look at theRead MoreCourse Activity : A Case Study Of Students1088 Words   |  5 Pagesstudents and 29 users who are assigned to the LMS. The total time in the course is 193.29 and the average time per user is 6.67. The course activity overview shows most students are actively on the LMS on Sundays for 52.14 hours, then on Saturdays of 35.48 hours, last on Tuesdays of 32.25 hours. The main areas the X, Y, Z students are engaging is the Content folders, Discussions 1 2, and e-Activities. The highest weeks of student’s engaging in the LMS were in Week 4 and Week 5. The main areas theRead MoreComputer Science Department And The Lecturers1746 Words   |  7 Pagesproject. Abstraction: The Learning Management System was developed to help the education system in this university to hold the large amount of students, lecturers and staff to manage and organize the teaching system. Simply by one electronic platform that can be accessed at any time from different places. LMS is a software application for the administration, documentation, tracking, reporting and delivery of all university learning resources. Table of ContentsRead MoreThe First Catalog Of Instructional Films4169 Words   |  17 Pagesin the latter part of the 19th century, then through the motion picture projector, in 1913, Thomas Edison said, â€Å"Books will soon be obsolete in the schools†¦It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed in the next ten years† (Saettler, 1968). While public schools did not completely abandon their textbooks, instructional media did emerge as educational television in the 1950’s, the infancy stages of technology-based educationRead MoreThe Impact Of Digital Transformation On A Learning Management System1195 Words   |  5 Pagesattempts to collect knowledge of the complexities of adoption, teacher attitudes, and other data regarding the impact of the digital transformation to a learning management system. Research focuses on 24 interviews of teachers across the district, and factors that influence their decision to adopt or not adopt the district’s learning management system. The case study approach was selected because of its ability to acquire information through each individual vicariously and to examine their attitudesRead MoreI Am An Elementary Teacher At North Hialeah Elementary1531 Words   |  7 PagesI am an elementary teacher at North Hialeah Elementary. This school year 2015-2016, I am teaching Spanish and Math CCHL. My school belongs to Miami-Dade County Public Schools System. â€Å"Miami-Dade County Public Schools is the fourth- largest school district in the United States, comprised of 392 schools, 345,000 students, and over 40,000 employees. Located at the southern end of the Florida peninsula, the school district stretches over 2,000 square miles of diverse and vibrant communities ranging fromRead MoreLiterature Review Learning Management System1887 Words   |  8 PagesBACKGROUND While virtual learning environments have been available in some capacity since 1960, â€Å"the PLATO system featured multiple roles, including students who could study assigned lessons and communicate with teachers through on-line notes, instructors, who could examine student progress data, as well as communicate and take lessons themselves, and authors, who could do all of the above, plus create new lessons† (Wikipedia, 2006a, 1960s section,). Learning management systems have only been availableRead MoreWhy Using Lms For Your Organization?1873 Words   |  8 PagesA LMS is a software application that is used to strategy, bring, issue and place self-paced online sequences in online lists. No hard-and-fast list of apparatuses exists to demote what is and isn’t a knowledge management structure. While a sequence of features is quite shared, the full competences of the LMS will vary among organizations and envisioned uses. The following rudiments best describe an LMS: †¢ The skill to create class schedules, control recording and create waiting tilts †¢ The skillRead MoreLearning Management System1949 Words   |  8 PagesLEARNING MANAGEMENT SYSTEM FOR PARANG SCHOOL INTRODUCTION BACKGROUND At its core, a Learning Management System (LMS) is a software application or Web based technology used to plan, implement, and assess a specific learning process. Typically, a learning management system provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. The LMS enables the learning content to be to be available and/or accessible online thereby allowing

Essay On Love Without Sex - 1715 Words

LOVE WITHOUT SEX: THE IMPACT OF PSYCHOLOGICAL INTIMACY BETWEEN MEN AND WOMEN AT WORK 1. Research topic In this article the research was focused on non-sexual relationships between men and woman in the workplace and the impact it has on the dynamics of the work group and the relationships with the co-workers, and the organizations they work for. There have been many studies done on sexual harassment in the workplace, but not on the benefits and potential costs of non-sexual relationships in the workplace between male and female workers. 2. Research method The research was done through questionnaires. The researchers first built a questionnaire with some key questions. They then used the data received from that research to narrow down the†¦show more content†¦Moreover, as organizations change their managing styles to include team building, networking and union building, the interactions between male and female co-workers increase. This creates the need to for co-workers to gain support from each other. These circumstances invite closer relationships between the opposite sex. Researchers found that it was important to investigate these relationships to get a better understanding of what prompted the relationships and the impact these relationships have for the organization and the workers. The research that was conducted focused benefits and pitfalls of these relationships, both for the workers and the organizations they worked for. 5. Methodology The research was first conducted through a questionnaire sent to 900 randomly selected members of a national association in professional training and development. The questionnaire asked a variety of questions related to experiencing non-sexual relationships in the workplace. The asked if the subjects had experienced non-sexual relationships in the workplace with the opposite sex. If they had stated yes, they were asked to describe that subjects, how the relationship began and any other key events. They asked the subjects to describe the characteristics of the relationship, the closeness of the relationship and what deterred the subjects from having a sexual relationship. They asked for further information about the benefitsShow MoreRelated Sex Without Love by Sharon Olds Essay733 Words   |  3 PagesSex Without Love by Sharon Olds Sex Without Love, by Sharon Olds passionately described the authors disgust for casual sex in which she vividly animates the immorality of lustful sex through the variety of her language. The sarcasm used in this selection can easily be misunderstood and quite confusing if the words and lines are not analyzed with specific construction. Olds clever use of imagery and frequent uses of similes, to make the reader imagine actual events, makes this poem comeRead MoreSex Without Love by Sharon Old Essay1100 Words   |  5 Pages Sharon Olds’ poem â€Å"Sex Without Love† wonders at the ability for two people to have sex and not involve emotions or pretenses of love. The poem argues that it is better to have sex without love under the premise that love is a false savior for people, and everyone is all alone anyhow. In other words, the claim is that personal interactions do not serve a purpose other than being a distraction, and they will inevitably end. However, the notion th at attachment and love are false hopes for people andRead Morequot;Sex Without Love:quot;by Sharon Olds Essay600 Words   |  3 Pagesshe has been praised for the courage and emotional power of her work which continues to witness pain, love, desire, and grief with persistent courage. Sex Without Love, by Sharon Olds passionately describes the authors disgust for casual sex and her attitude toward loveless sex as a cold and harmful act. She brilliantly uses various poetic techniques to animate the immortality of loveless sex through her words and her great description evoke clear image in the reader mind. One of the characteristicsRead MoreWhat is wrong with adultery Essay1697 Words   |  7 PagesAdultery Bonnie Steinbock in her essay â€Å"What’s Wrong with Adultery?† starts by quoting the data from studies to show that the number of women who have committed adultery has significantly increased. Despite this increase in female adultery, it is in some degree due to the attitudes changing toward sex and sexuality, but Steinbock thinks that people should use rational justification to evaluate the disapproval of adultery. Then in the rest of the parts of Steinbock’s essay, she is generally arguing againstRead MoreAnalysis Of The Poem Elena By Elena Essay882 Words   |  4 PagesName: Institution: Course: Date: Comparison Essay In the poem, Elena, the author conveys the main theme using the two main protagonists. The poem shows the feelings of a mother who has lost touch with her children, since they are no longer a big cohesive family as was the case in Mexico. All her children sang and engaged in sporting activities at their leisure time. The phrase â€Å"understanding every word they’d say.† is emotional and to some extent painful since she remembers the time she spentRead More Gays Have a Right to Marry Essay779 Words   |  4 Pagesfaces that time when their parent or parents choose to tell them about sex. Well, what if it happened that instead of sex your parents chose to tell you about the injustice of not letting people in the gay community marry. If this was to happen, then there would be a better understanding of gay relationships and their want to get married. This would more then likely lead to the ending of the ban on gay marriages. In his essay â€Å"Let Gays Marry†, Andrew Sullivan, who happens to be a homosexual maleRead MoreWomen can Stand with Men819 Words   |  3 Pagesliving moment. This essay will pertain to how women should be treated justly and equally to men when in the hookup and sex culture, having the â€Å"slut stigma† reduced to a minimum. It is said that men seduce and women are designed to be seduced. This entails that women who want to be active in the sex culture have to â€Å"pull maneuvers† to be seduced by men, for example wear â€Å"slut attire†, or behave in a â€Å"slut† manner. The word â€Å"slut† is used to describe a woman who is part of the sex and hookup cultureRead More Comparing William Bennetts Leave Marriage Alone and Andrew Sullivans Let Gays Marry1537 Words   |  7 Pagesthousands years, marriage has been a combination between a man and a woman. When they love each other, they decide to live together. That is marriage. But what will love happen between two same sex persons? Will they marry? Is their marriage acceptable? It is the argument between two authors: William J. Bennett and Andrew Sullivan. The two authors come from different countries and have different opinion about same sex marriage. Sullivan agrees with the gay marriage because of human right, on the othe rRead More thematic essay on identity941 Words   |  4 Pages Thematic Essay on Identity nbsp;nbsp;nbsp;nbsp;nbsp;There are many aspects of identity in the poem â€Å"Sex without Love,† by Sharon Olds. I can relate my own thoughts to how the author views the subject that she talks about in this poem. There has been a situation in my own life where I was thinking to myself, just as the author was, â€Å"How do they do it, the ones who make love without love?† (Olds 740). Having been raised as a well-rounded and disciplined person, as well as religious, I know theRead MoreGay Marriage: Refutation Researched Argument1465 Words   |  6 Pages Gay sex marriage is the most conflicting issue in the contemporary social world. Marriage is an association of persons through which we perceive the reflection of a particular culture. It is basically a private matter and a fundamental human right. People should have the right to decide with whom they marry, not the state. If two persons are closed to each other regardless of their gender, they should be allowed to marry with each other  (Eric). Legalizing gay marriage is granting same-sex couples

Essay The Futility of Dreams in John Steinbecks Of Mice...

The Futility of Dreams in Of Mice and Men Everyone has a dream they hope to achieve, but dreams are not always possible to attain. In John Steinbecks Of Mice and Men, two ranch hands, George and Lennie, find work in Salinas Valley. Lennie, constantly getting into trouble, inadvertently causes the two of them to be run out of town and thus have to find new work regularly. George and Lennies search for work in the hope of accomplishing their dream of a small farm of their own displays how futile realizing dreams can be. The major themes identified by commentators in Of Mice and Men are friendship and isolation, hope and futility(Votteler 334). Through George and Lennies friendship, the hope to achieve their dream is†¦show more content†¦George holds Lennie in check by telling him about the farm and the condition that if he is good he will be allowed to tend the rabbits on the farm. The dream was originally designed by George as a way to try to get Lennie to be good, but after many times of repeating it, he begins to believe it himself(Moore 341). George uses Lennie to sustain his own dream of the farm, that if he didnt believe that Lennie needed him for protection his illusion would dissipate under the pressures of the workday world(Marks 354). George and Lennie come to work in the Salinas Valley where they are on the brink of achieving their dream or doom(Moore 341). The itinerant workers hope to get the farm they dream of with the money earned from working on the ranch(Doren 335). Curleys wifes dream of becoming a famous movie star in Hollywood is as real to her as Lennies dream of tending the rabbits is to him(Beatty 362). George and Lennie are not like the other ranch hands in their friendship for each other and proves to be so unusual that it brings hope to the bunkhouse keeper, Candy, and Crooks, for the possibility that the dream of a home on their own farm could be fulfilled(Dusenbury 346). The unexpected offer of three hundred dollars by Candy suddenly convinces George that their dream may finally be attained(Shurgot 365). Crooks wants this dream, that is unattainable by himself, so badShow MoreRelatedThe Pursuit of the American Dream in John Steinbecks Of Mice and Men1967 Words   |  8 PagesOf Mice and Men is a short novel about the story of two migrant workers who are best friends during the Great Depression (Goldhurst 49). The setting is the Salinas Valley in California, and the majority of the characters are unskilled migratory workers who do what their name implies. They travel from towns and ranches and farms looking for work and eventually move on to find another job. John Steinbeck puts the spotlight on two migratory workers who dream to finally settle down by saving money toRead MoreThe Futility Of Dreaming By John Steinbeck942 Words   |  4 PagesEnglish ENG1D: Block 7 February 5, 2015 The Futility of Dreaming As the late Osho believed, And desires are never here and now -- they are non-existential. They are just mental, in the mind. And they cannot be fulfilled because their very nature is to move into the future. John Steinbeck s novella, Of Mice and Men explores this theme of futile desire through various relationships and character complexes. This fictional story begins by introducing two men with a relationship built from the very foundationsRead MoreJohn Steinbeck s Of Mice And Men 1656 Words   |  7 PagesIn the novel ‘Of Mice and Men’, Curley’s Wife is one of the many characters who represent a minority in the American society in the 1930s. In the award winning book, John Steinbeck provides many different aspects to the world he was living in at the time he wrote the novel: dreams, hopes and loneliness to name a few, all channelled through one mentality - prejudice. Curley’s Wife was one of the many characters that Steinbeck used to get his point acros s about prejudice with. She is not a complexRead MoreTheme Of Creation And Expulsion Of Cain From The Garden Of Eden Essay2550 Words   |  11 Pages When looking over Of Mice and Men, we come to realize that this work portrays various questions when it comes to man and his life. The main question that this work asks when the story is told is â€Å"is man destined to live alone, a solitary wanderer on the face of the earth, or is it the fate of man to care for man, to go in his way in companionship with another?† Should we ride solo or join others along the way? That is one of the themes of this work. This theme is like the theme that occurs in theRead MoreThemes, Styles, And Techniques Essay2289 Words   |  10 PagesSpencer Kandel English IV Mr. Otton 16 November 2016 Themes, Styles, and Techniques as Expressed in the Works of John Steinbeck INTRO INTRO INTRO INTRO INTRO INTRO INTRO When looking over Of Mice and Men, we come to realize that this work portrays various questions when it comes to man and his life. The main question that this work asks when the story is told is â€Å"is man destined to live alone, a solitary wanderer on the face of the earth, or is it the fate of man to care for man, to go in his wayRead MoreOf Mice And Men By John Steinbeck2184 Words   |  9 Pagesâ€Å"Of Mice and Men† is a novella written by John Steinbeck in the 1930’s and he used the line from an 18th Century poem by Robert Burns as the title of the story. â€Å"Of Mice and Men† (â€Å"OMaM†) as a title foreshadows the idea portrayed by Burns in his poem â€Å"To a mouse† because in this poem the mouse’s house was destroyed in an accidental mistake which implies dreams being shattered and depression along with death following as a result. Loneliness is a key theme in this book which outlines the harsh life

Nietzsche and Platonism - 935 Words

In Twilight of the Idols Nietzsche writes, My objection against the whole of sociology in England and France remains that it knows from experience only the forms of decay, and with perfect innocence accepts its instincts of decay as the norm of sociological value-judgments. The decline of life, the decrease in the power to organize, that is to tear open clefts, subordinate and super-ordinate -- all this has been formulated as the ideal in contemporary sociology. (p 541). The culture of Europe at the time of Nietzsches writing was experiencing a general decline in vitality which was exemplified in Christianity (Platonism) and anarchy or nihilism. Nietzsche saw himself as a kind of philosophical doctor, capable of diagnosing the†¦show more content†¦The Christian is a nihilist in that they reject the only kind of life possible in the here and now, and in this rejection they undercut the possibility of the only type of meaning that ever was or ever will be available to man. They hate the world in which they are what they are, so they desire a world ruled by the mediocre. Throughout Twilight of the Idols, it is apparent that Nietzsche felt that when the weakest portions of society band together, perverting and distorting the natural order, the situation becomes nihilism. Christianity is a symptom of this tendency, but in the example of Socrates we have the typical model of the slave revolt against master morality and the most significant aspect of modern nihilism. The most important thing to know about Socrates, according to Nietzsche, is that he was ugly. This physiological fact accounts for his entire orientation towards life in the Greek Polis. He sought to take revenge upon the beautiful culture of the Greeks, and in a masterful departure from nature, he developed the art of logical arguments. It was in the practice of logic and argumentation that Socrates saw his opportunity to overpower the authority of those around him and to thus secure a position of moral superiority to them. Anyone can learn logic, and since logic is directly opposed to unsu bstantiated appeals to authority, Socrates and his followers were advocates of a kind of a type of nihilism which invitedShow MoreRelated Nietzsche And Platonism Essay examples916 Words   |  4 Pages In Twilight of the Idols Nietzsche writes, quot;My objection against the whole of sociology in England and France remains that it knows from experience only the forms of decay, and with perfect innocence accepts its instincts of decay as the norm of sociological value-judgments. The decline of life, the decrease in the power to organize, that is to tear open clefts, subordinate and super-ordinate -- all this has been formulated as the ideal in contemporary sociology.quot; (p 541). The cultureRead MoreNietzsches critique of Plato and Christianity2437 Words   |  10 Pagesourselves, the murderers of all murderers?† (Nietzsche, 1882, 1887, s. 125).This is one of many renowned and influential quotes devised by the prolific German philosopher Friedrich Nietzsche. A lover of Greek myths and a philologist by trade, Nietzsche expounded his controversial philosophy with an iron fist criticizing Platonism, Christianity and other popular forms of thought as anesthetising and suppressing the instinctual, impulsive energies of man. Nietzsche was the original non-conformist and trueRead MoreThe Art of Rhetoric767 Words   |  4 Pageslanguage that holds the power to (re)define happiness alongside socially constructed state and self-interested agendas. The most radical voice in this spectrum is Nietzsche who inverts historiography in his claim that â€Å"Every advance in epistemology and moral knowledge has reinstated the Sophists (Will to Power). I’ve chosen Nietzsche as a â€Å"third sophistic† figure (alongside Gorgias) particularly because he counters the rhetoric of Christianity’s beating insistence that â€Å"the meek shall inherit theRead MoreShakespeares King Lear vs. Tuesdays with Morrie1495 Words   |  6 Pagesto modernism, but its roots can be traced to ancient philosophical traditions ranging from Zoroastrianism and Judaism, Buddhism and Platonism (Flynn). The essence of existentialism is authenticity of experience, asking the philosopher to undergo deep introspection. However, existentialism is perhaps most famous for its probing questions about what Friedrich Nietzsche called the tension of the soul, (2). Known colloquially as existential angst, the tension of the soul, search for meaning and purposeRead MorePhilosophy C100 Quiz 121572 Words   |  7 Pagesphenomena |    | noumena |    | das Ding-an-sich |   X | All of the above. | 16.   The early 19th century philosophical position which maintained that being is the transcendental unfolding or expression of thought or reason was known as    | Neo-Platonism |    | Kantianism |   X | Absolute Idealism |    | Darwinism | 17.   Whose philosophy could be described as vision of the history of the universe and human consciousness as a necessary unfolding of infinite reason.    | Marx | X | Hegel | Read MorePlato s Theory Of The Forms1704 Words   |  7 Pageshis student, Aristotle, laying the groundwork for Western philosophy and science through their collective work. Plato has also been considered one of the founders of western religion, especially Christianity, which Friedrich Nietzsche called â€Å"Platonism for the people† (Nietzsche, 2013). A lot of Plato’s philosophy focused on Christian ideals and aspects that are still used today in the Christian churches around the world. Plato was very involved in Athenian politics during his time and this was reflectedRead MoreThe Romantic Imagination in Action3457 Words   |  14 Pagesgenius, the world is made through the imagination. When Nietzsche in the 19th century made the statement that there were no real facts, only interpretations, it was clear that he was summing up the legacy of the 18th century and paving the way for the promise of 20th century psychology. The concept of Will to Power is a concept of Nietzsches thought, which has lead to many interpretations. In his theory of Will to Power, Nietzsche proposes that all living things are motivated by the need toRead MoreCallicles2039 Words   |  9 Pageslogical process of dialectic. He acknowledges that Callicles will probably dismiss this account as an old wives tale however he believes that this picture of the world or something like it is worth the risk of believing. Perhaps it is this form of Platonism that Leask refers to when he says it ‘is a spiritually-directed, â€Å"religious† philosophy which, although never anti-rational, realizes that its source and its â€Å"goal† is qua spiritual, beyond the grasp of correlational, discursive thought’.12 I haveRead MoreGod Is Dead2469 Words   |  10 Pagesreligion, but to practice it openly without fear of legal retaliation or of retaliation of any kind. The God-Is-Dead Theology is not a new belief but has existed since the late nineteenth century with its roots founded in statements made by Friedrich Nietzsche who lived from 1844 and died in 1900. The sole purpose of this paper is to show the historical workings of those â€Å"theologians† who created the God-Is-Dead theology, how it got its possible rise stemming from the events of the French Revolution, andRead MoreChristian Ethics in a Postmodern World Essay example6531 Words   |  27 Pagesworldview (secularism) is believed to be the universal truth. Fredrich Nietzsche critiques that all claims of truth, reason and science are tools for the preservation of life by the will to power which seeks to control and to dominate (1968: 227). Karl Marx warns us the possibility of â€Å"false consciousness† (False belief in social reality structures that betray the believers) (Mannheim 1936: 78). Karl Mannheim learns from Nietzsche and borrows from Karl Marx the concept of false consciousness and

Summary †Automotive Supply Synchronization Free Essays

Operations Management â€Å"Automotive Supply Chain Synchronization† Summary The article, â€Å"Automotive Supply Chain Synchronization† by Matthias Berlit, Ulrich Dorndorf, and Hans Jurgen Zimmerman, discussed the importance of logistics planning in the management of automotive supply chains, and namely the role the transport management system SynroTESS played in the optimization of supply chains for Audi and Volkswagen (VW) Mexico. The article began by explaining that the unregulated inbound, internal and outbound movements within a given automotive supply chain were not only inefficient, but also led to significant wasted time evidenced by the queuing of vehicles and the congestion that results from waiting. The authors argued that this waste of resources could be overcome by the proper synchronization of movements with the use of a computer program called SyncroTESS. We will write a custom essay sample on Summary – Automotive Supply Synchronization or any similar topic only for you Order Now SyncroTESS was developed by a German IT company called INFORM and was described as a system that â€Å"intelligently synchronizes time-critical transport operations. The system is immensely capable of optimizing operations like the allocation of material handling resources within a plant to scheduling the trucks used for internal and inter-factory movements. The authors then went on to provide two case studies in which SyncroTESS was able to successfully optimize the synchronization of auto supply chains for Audi and VW Mexico. The first case study involved the Audi Ingolstadt production facility in Germany. The Ingolstadt factory is Audi’s largest production facility and produces roughly 850 built to order cars from its assembly lines daily. As we learned from the Marshall Fisher Harvard Business Review article â€Å"What is the right supply chain for your product,† these built to order vehicles are considered an innovative product must employ a market responsive supply chain to meet it’s demand properly. In order to optimize this sort of supply chain, the SyncroTESS system manages â€Å"the internal material flow† of at least 3 days worth of stock, â€Å"optimizes the execution of 60,000 internal transport orders per day,† including â€Å"up to 3,000 stock-in and 4,000 stock-out movement per day† and â€Å"the flow and transport of materials from the parts warehouse to the assembly line. As of 2006, the SyncroTESS system has been fully integrated into Audi’s IT system and is still currently in use. In fact, SyncroTESS’s responsibilities have been expanded to include the scheduling of about 500 inbound truck movements a day. The second case study showcased the impact of t he SyncroTESS system in the optimization of controlling finished auto inventory in the yards of VW Mexico. The vehicle yards in Mexico distribute about 350,000 vehicles to dealers worldwide yearly. The inventory is specifically tailored to store 2 types of production vehicles; built to order, hence innovative products, for the European market and built to stock, otherwise known as functional products, for the Mexican and North American markets. Although VW Mexico was dealing with essentially two types of products, the fact that these products were already completed and ready for shipment, this case study focused on SyncroTESS’s ability to handle an efficient supply chain for otherwise functional products. VW Mexico successfully implemented the optimization of its supply chain by marrying the SyncroTESS transport management system with VW’s proprietary TOMCADS system. This action allowed VW to rely on a single all encompassing logistical operation system and eliminated the confusion created from the use of the 3rd party logistic providers (3PLs) of the past. SyncroTESS and TOMCADS worked in concert through a process called â€Å"intelligent yard management. VW’s TOMCADS system would inform SyncroTESS of a vehicle’s impending arrival. At that time, the car would be inspected and â€Å"in the event of any defects† the car would be â€Å"returned to production and SyncroTESS (would) re-plan the car’s route allowing for repairs. † Otherwise, the synchronization system would work to optimize the flow of the vehicle inventory from each yard in great detail; from the flow of each vehicle within specific yards, to the order in which vehicle would be l oaded as cargo to reduce wasted movement. The successful impact of the synchronization of transport management systems was made evident when Bjorn Beckmann, head of Logistics Planning group at VW Mexico, explained that, â€Å"As a result of the (now) large number of cars leaving and entering our operations, most cars do not remain longer than 1. 5 days in the yards. † This lower lead-time in delivering the finished inventory is beneficial to both responsive and efficient supply chains, satisfying the demand of both types of production vehicles. The authors would then go on to describe how SyncroTESS has evolved to nclude GPS technology to further track the movement of inventory in real time. The full integration of the logistical system has allowed VW Mexico to create a more complete picture of its inventory flow. In fact, In addition to Audi and VW, BMW and Daimler have also adopted synchronization technology to optimize the execution of their supply chain with a typical â€Å"break-even period of two years. † The conclusion drawn from the authors essentially reinforced Fisher’s stance that the implementation of the proper supply chain for a given product, despite the cost, is ultimately more beneficial to a company than focusing on cost alone. How to cite Summary – Automotive Supply Synchronization, Essay examples

Discuss the view that the impact of earthquake hazards depends primarily on human factors free essay sample

?Discuss the view that the impact of earthquake hazards depends primarily on human factors (40) Plan: Intro –What is a hazard? Human and Physical Factors – How to manage with events Main – Natural Hazards – Human Factors – Management – Case Studies –California 1994 –Gujarat 2001 –Indian Ocean Tsunami 2004 Earthquake Hazards occur when there are adverse effects on human activities. This can include surface faulting, ground shaking and liquefaction. In this essay I will be discussing the factors that affect earthquakes, whether human such as population density, urbanisation and earthquake mitigation or physical such as liquefaction, magnitude, landslides and proximity to the focus. Economic Development is one of the greatest human factors that affect the impacts. For example, in the Northridge Earthquake, California in 1994 only 57 people died after the 6. 7 magnitude quake occurred. Compare this to an LEDC such as India, and the Gujarat Earthquake in 2001, we can see how much of a difference being developed makes. The 7. 9 magnitude quake on the 26th January 2001, Gujarat claimed 20,000 people and injured a further 160,000, but in California, only 57 people died and there were only 1500 injuries. This is due to the development of the country which encompasses factors such as money to prepare for the quake and also money for aid after the quake too. As the USA’s GDP per capita stands at 49,965 USD and India’s is only 1,489 USD we can see that this would affect the money spent on quake proofing buildings, education for evacuation and money for aid too. But in India there is less economic development and as a result there were far more fatalities and impacts such as in the town of Bhuj, over 90% of all buildings were damaged. One physical factor of an earthquake is the possibility of lowland coastal areas being open to tsunami threats. The Boxing Day Tsunami of 2004, claimed 300,000 people due to the earthquake of magnitude 9. 0 triggering a slip in the plates. The focus, off the northwest tip of Sumatra, allowed the waves triggered by the quake to resonate around the Indian Ocean, destroying coastal areas of India, Sri Lanka, the Maldives and even the shorelines of eastern Kenya. Millions were made homeless by the huge waves that swept houses and cars away. It was estimated that the costs to repair all damage would be at approximately $5 billion. Another human factor is the earthquake mitigation through education and community awareness. Schemes such as the one in Sichuan, China helped to save thousands of lives. The weekly intervals of training in case of an earthquake, educated children and adults of what to do when the quake struck. Evacuation schemes such as the window slides or hiding under tables was reported to have saved thousands when the magnitude 8. 0 hit the area in 2008. However, some were not saved due to their unwillingness to move and evacuate the area. Some people of the village, notably the poorer and elderly refused to leave as they didn’t want to leave all they owned behind. The proximity of settlements to an area of seismic activity and the growth of urbanisation are two more human factors that affect the impacts greatly. These factors can cause many fatalities, but the impacts can be decreased by using land use regulations. These include land use zoning and exclusion zones, where there are laws as to the type and size of buildings able to be built in that area. This prevents many fatalities unlike in the Gujarat Earthquake, where it was estimated that 800,000 buildings were seriously damaged. A final human factor is that of using strict building codes so that the numbers of fatalities are kept to a minimum. This was particularly evident in Kobe Earthquake of 1995. When the 6. 9 magnitude struck, the main urban area of the CBD where all of the sky scrapers were situated remained standing. This was due to the building codes like the spring built foundations used in the towers. The scheme was a great success as it prevented the loss of thousands of lives. Another example was in the Northridge quake of 1994, California, where a good proportion of the 57 that died were due to collapse of buildings. Although America does now implement strict building codes, at the time, the buildings were old and so when they were built there were no codes. Finally, the physical factor of land relief plays a major part in impacting on people when a quake strikes. For example in the Haitian earthquake of 2010, although there were over 220,000 deaths, not many of these were caused by secondary effects such as landslides. Because Haiti is a low lying country, there weren’t any opportunities to suffer more fatalities through landslides, however, in the lesser known quake in Iwate-Miyagi-Nariku, Japan there were many landslides, the largest of which was caused by the 7. 2 magnitude earthquake which occurred on 14 June 2008. In conclusion, I think that it is difficult to argue convincingly that the impact of human hazards depends primarily on human factors because in every case there are always numerous factors that contribute to the extent of the earthquake. The easy route would be to argue that less developed countries are impacted more seriously by earthquakes due to human factors such as poorly built infrastructure and high population densities however; this is not necessarily the case in California where some of the impacts were primarily dependent on the human factors such as poorly constructed buildings in the area. But, all impacts of any case study cannot be proven to be as a result of human factors, thus it is impossible to argue that the impacts of earthquakes hazards depend primarily on human factors. The important word is â€Å"primarily†, and although it is clear that the impacts are affected by human factors, they are not solely responsible for causing all of the impacts of any earthquake.

The Importance of Capital Budgeting free essay sample

The importance of capital Budgeting In the world of business, capital budgeting is one of the most important steps that a company can take. Many in the business world do not properly understand the importance of capital budgeting. Here are the basics of capital budgeting and why it is important to businesses. What Is Capital Budgeting? Capital budgeting is a process that attempts to determine the future. Before any large project begins, the capital budgeting process should be utilized. Without capital budgeting, your company could make a fatal mistake.Here are a few aspects of the capital budgeting process and why each one is critical to your success. Identify Opportunities As a business owner or entrepreneur, you are often presented with many different potential opportunities. You could go in a number of different directions as a company. The first step in the capital budgeting process is identifying which opportunities are available to you at the time. We will write a custom essay sample on The Importance of Capital Budgeting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Before you can make a decision he have to know what is available first. Assess OpportunitiesOnce you have identified the possible opportunities for your business, the next step in the process is to assess each opportunity individually. You to compare each opportunity against your vision for the company and the mission statement. Look at the values of each opportunity and see if they match with your own values. Many of the potential opportunities can be eliminated in the step before you can get into the financial information. You want only pursue opportunities that match your business plan. Cash Flow AssessmentAnother vital part of the capital budgeting process is cash flow assessment. When looking at a new project, you to come up with a cash flow plan for it. You need to estimate the amount of cash that will take to complete the project and how much cash it will require going forward. This often requires the consultation of several different experts. For example, if you are considering starting a new plant for your business, you will need to consult with an architect and possibly a builder to determine how much it would ost. If building is not your expertise, do not rely on guesstimates for your information. The second part of the cash flow assessment process helps you determine how much money are project could bring in. When calculating these numbers do not ever use the best case scenario. Use numbers that are more realistic for your assessment. This part of the process helps you determine whether the project is viable or not. Making DecisionsUltimately, the objective of capital budgeting is to help you make decisions that are smart for your business. Taking the necessary steps to evaluate each opportunity can help you avoid disastrous consequences for your business. If these steps are not taken, you can take on a project that does not bring any value to your company. Ultimately, it could prove to be the last mistake your company remakes. Therefore, the capital budgeting process is crucial to consider before making any big decisions for any type of project.

Should practical investigation have a place in the Primary Science Curriculum Essay Example

Should practical investigation have a place in the Primary Science Curriculum? Essay We use practical work in science classes when students are unlikely to have observed the phenomenon we are interested in or to have observed it in sufficient detail in their everyday lives. In such situations, it is essential and irreplaceable. (Millar, 2004, p. 9). The centrality of the laboratory to the teaching of science has become like the addicts relationship to their drug; an unquestioned dependency which needs to be re-examined and weakened if not broken altogether. (Osborne, 1998, p. 156). The juxtaposing statements above form the base of this research piece on the place of practical investigation in our curriculum. Both authors are well respected in their fields, and both have completely opposite views on not only the effective teaching of, but also indeed the very place of practical work in the Primary National Curriculum. This is particularly relevant as the curriculum is currently in a state of flux due to the National Curriculum Review. We will write a custom essay sample on Should practical investigation have a place in the Primary Science Curriculum? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Should practical investigation have a place in the Primary Science Curriculum? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Should practical investigation have a place in the Primary Science Curriculum? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The National Curriculum Review has stated that Science will be kept as a Core subject when the new curriculum is released next year, but until early 2012 it is not known exactly what the programme of study will entail. What is known is that teachers are being given the freedom to teach their subjects in their own way; they are being told what to teach, but not how to teach it, which is a massive step forward from the old curriculum (National Curriculum Review, 2011). However, this does raise concerns about how, and indeed if, teachers should incorporate practical work and experiments into their lessons, or if it is easier to teach scientific concepts through other means, such as videos and worksheets. This research piece will draw on both literature reviews and the authors own personal experiences and observations in an effort to ascertain whether or not practical investigation is indeed an effective method of teaching science, or whether the risk of it being taught poorly negates its place in the curriculum entirely. So what is practical work? In recent decades the role of practical work was and to some extent still is heavily influenced by the Nuffield science teaching projects of the 1960s. These projects aimed to turn pupils into scientists in their science lessons, and so many new experiments and apparatus were integrated into school science. It was assumed that if children were allowed to make the necessary observations of selected experiments and procedures then they would be able to infer and conclude scientific laws and theories by themselves too. Nowadays, it is clear that children will not arrive at the laws of science by a process of natural intuition, and nor is this the way that real scientists arrive at these conclusions either (Alsop Hicks, 2001). With this in mind, the role of practical work is becoming more creative and teachers are using methods other than just laboratory-based work to get children involved. Practical work now includes: group discussion, science trips, videos and interactive whiteboard resources, ICT programmes and whole class/pair/group and individual experiments. Due to these recent changes in understanding how children learn, practical work in science is evolving and there is a lot of support for it, whilst still some arguments against it. Wellington (1998) states that there are at least six types of activity that take place in school science that we would probably all class as practical work: teacher demonstrations, whole-class practicals (with all learners on similar tasks), working in small groups, a carousel of experiments with small groups engaged in different activities (rotating round each experiment) and investigations organised in one of the above two ways. In order for teachers to feel confident about teaching each one, it is obvious that they need to practise and gain experience of each technique. Wellington (1998) also presents three arguments and corresponding counter arguments for doing practical work: the cognitive argument, the affective argument and the skills argument. The cognitive argument is based on the premise that by carrying out practical work, children will better understand complex theories and abstract concepts of science education as these can be visualised and confirmed by their own experiences. However, in 2000 Wellington admitted that practical work can lead just as easily to confusion as to clarity of understanding, especially if the teacher is not entirely comfortable with their subject knowledge. The affective argument is the belief that practical work helps to generate interest and motivation for the subject. Wellington believes that pupils find it easier to remember the information and that the excitement around the subject means they will concentrate better. However, Johnstone Wham (1982) noted that whilst pupils do indeed enjoy practical work and pick up motor skills with varying degrees of proficiency, they actually learn little of the theoretical information that practical work is purported to initiate and provide. The skills argument claims that practical work helps to promote the development of intrinsically valuable skills such as: observation, inferring, investigating and hypothesising. However, Hofstein Mamlok-Naaman (2007); and Jenkins (1999) also argue that the practical skills children learn in laboratory-based science lessons bear no relation to the real world of scientists, where many of the techniques that children learn are now either outdated or completed by automated machines. They believe that the problems children encounter in the classroom are psuedo scientific, with children often knowing the answer and the outcome before they begin, meaning that the work becomes a lengthy elaboration of the obvious (Leach Paulsen, 1999, p.27). It is not only Wellington who believes that practical work in science should play a role in our curriculum; both the government and researchers such as Dillon and Woodley also argue that practical investigation in science is one of the most effective methods of successfully teaching difficult scientific concepts to children, as it allows children to gain a wide range of skills. These include: giving the child first-hand experience of scientific equipment, materials, living things and artefacts, increasing the childs sense of ownership, improving the childs social skills, teaching them how to work safely and responsibly and teaching them observational, analytical, critical and evaluation skills, as well as motor skills (HMI, 1999; Dillon, 2008; and Hodson, 1993). Aside from the government and researchers believing that practical investigations are an important aspect of science; teachers and students are positive about practical work too. For example, in a recent NESTA survey (n=510), 99% of the sample of UK science teachers believed that practical and enquiry-based learning had a positive impact (83% very; 16% a little) on student performance, understanding and attainment (NESTA, 2005a, p. 5). Whilst it is true that the quality of practical work varies considerably, there is strong evidence both from this country and abroad that, When well-planned and effectively implemented, science education, laboratory and simulation experiences situate students learning in varying levels of inquiry, requiring students to be both mentally and physically engaged in ways that are not possible in other science education experiences (Lunetta et al., 2007, p. 405). Evidence of effective practice in the use of practical work comes from a range of studies. For example, White and Gunstones (1992) study indicates that students must manipulate ideas as well as materials in the school laboratory, as this helps to deepen their understanding by allowing them to gain experience of scientific concepts and activities for themselves, which creates a physical (hands-on) to cognitive (brains-on) link. There is a growing body of research showing the effectiveness of linking hands-on and brains-on activities in school science both inside and outside the laboratory. Brains-on refers to scientific ideas that account for childrens observations, and hands-on occurs when children build a bridge between what they can see and what they are handling. Making these connections is challenging, so practical activities that make these links explicit are more likely to be successful (Millar, 2004; Lazarowitz Tamir, 1994; and Hofstein Lunetta, 2004). With so much research in favour of practical work, it is perhaps surprising to learn that some bodies still dispute its worth and effectiveness. However, this is largely due to concerns over teachers subject knowledge and planning skills. Research shows that teachers are not confident when it comes to teaching science practically, and also that they do not always have a clearly defined beginning, middle and end to their lessons, which is paramount to childrens understanding. Many teachers are also far too vague with their learning objectives and success criteria. Abrahams Millar (2008); Wellington (1998); Woolnough and Allsop (1985); and Gough (1998) found that many experiments are nothing of the sort, and that teachers need to devote more lesson time to helping students discuss ideas associated with the phenomena they have produced, rather than seeing the successful production of the phenomenon as the most important and sometimes only learning objective. Whilst the National Curriculum (Great Britain. Department for Education and Employment, 1999) specifies that practical and investigative activities must be carried out by pupils, and (as previously discussed) there is research to indicate that generally teachers strongly advocate the use of practical work and experience, it has to be noted that there is still a gap between policy and practice; between what is written in curriculum documents, what teachers say they do and what pupils actually experience. For example, Lunetta et al. (2007); Hodson (1993 and 2001); and Wilkenson Ward (1997) note that despite a recent shift of emphasis towards learning outcomes and success criteria, there is a chasm between what teachers identify as their outcomes before lessons and the outcomes that their students perceive after the lesson has finished. Hodson (2001) found that teachers stated lesson aims frequently failed to be addressed during actual lessons and that often children left lessons unawa re of what the learning outcome was, and whether or not they had achieved it. Tamir and Lunetta (1981) found that despite curriculum reform aimed at improving the quality of practical work, students spent too much time following recipes and, consequently practising lower level skills. As a result, students failed to perceive the conceptual and procedural understandings that were the teachers intended goals for the laboratory activities (Lunetta et al., 2007, p. 403). This pattern of under-utilisation of the opportunities provided by practical activities has been reported by several researchers including: Tasker, (1981); Hofstein and Lunetta, (1982); Champagne et al., (1985); Domin, (1988); Eylon and Linn, (1988); and of course not forgetting Osborne (1998)! With so much debate over practical science, it is hardly surprising that many teachers lack the confidence needed to teach it successfully. Teachers subject knowledge needs to be completely sound, and they also need to be aware that things may happen in the experiments that they are not anticipating; the outcome may not always be what they expect; but there is always something valuable to be learnt from practical science, at least in this authors opinion. The author observed many instances where practical science was being taught effectively, and some where it was not so useful for the children and these are detailed in the case studies below. The first case study the author observed was in a Year 3 class, where the children were learning about light and shadow using shadow puppets. This was a particularly effective use of practical science as it was also cross-curricular. The children used techniques they had learnt in both Art and Design and Technology to create their own shadow puppets after the teacher had modelled it to them. They also gathered ideas from watching a video where a puppeteer explained that different materials could be utilised to make the puppets, and she put on a short show herself. The children experimented with different opaque materials such as card and wood, as well as translucent and transparent objects such as paper and transparent film, which they coloured in. The teacher allowed the children to experiment freely; only giving them very basic guidance on the best materials to use and how the light should be positioned in an attempt to let the children discover the best materials and position them selves. Feedback from the children was highly positive, with many saying the activity had been lots of fun and that they now knew that opaque materials were the best to use, and that to make things seem bigger the light needed to be further away, or closer for making things appear smaller. The teacher had succeeded in her learning objective of helping the children understand that shadows form when light from a source is blocked in some way, by either translucent or opaque objects, and she was more confident in teaching practical science after that, so the author believes this was a positive instance of practical science being used successfully.