Supply Chain of Barilla Case Study Example | Topics and Well Written Essays - 1750 words

Supply Chain of Barilla - Case Study Example Supply chain management deals with the management of materials, information and financial flows in a network of suppliers, manufacturers, distributors and customers.(Lee,1999).This management runs the entire gamut of operations that involve getting ready the supplies and reaching them to consumers. Various layers of distribution and the logistic network assist vitally in the task of reaching the supplies to the consumers. However, it is important for the entire supply chain system to know as to when, how much of which product would be required in which particular outlet and market. The more extensive the supply chain network the more critical is this requirement. Barilla has a wide network and thus their requirement for gathering information and processing it meaningfully becomes more important. Barilla spa was the world’s second largest pasta producer in 1990 It primarily produces 2 categories of products which are categorized as fresh and dry. Barilla accounted for about 35 percent of pasta sold in Italy and 22 percent of the pasta sold in Europe. Barilla mainly supplies the pasta to retail outlets such as small independent shops and supermarkets. In Barilla’s supply chain Barilla’s CDCs (centre distribution centre) and the production factory are located at places that exhibit maximum changes in demand patterns in the supply chain. The Barilla distribution layers include such outlets as GD(grand distributor, DO(organized distributor) and BD (i.e. Barilla-run Depots).These distribution layers receive orders from the supermarkets and shops, and, in turn, place consolidated orders to Barilla CDCs.Barilla CDC ,in turn, for wards the area consolidated figures to the Barilla factory. These distribution outlets serve the purpose of serving Barilla's overseas markets also. For instance Barilla products have a great demand in UK and most UK major supermarkets stock Barilla products through Barilla distribution outlets present in UK. In UK, retailers like Tesco and others generally depend on Barilla's third party distributors for its orders. In UK, Waissel's Ltd. is a major importer of Barilla's product. A long list of Barilla products are imported by Waissel's which includes Savouries, Biscuits & Cakes, Pasta Sauces and Pastas. The Barilla administration relies on computerized systems for its key functions including the supply management involving stock control. It has an excellent distribution service network throughout the UK. While it's administrative office is located in Harrow, its central warehouse is at Thamesmead, London for all of Waissel's worldwide incoming shipments as well as nationwide deliveries (Waissel's).

Applying Ethical Theories Essay Example for Free

Applying Ethical Theories Essay Summary Plagiarism in todays â€Å"copy and paste generation† is an unremitting, complex issue that is not yet fully understood. The paper responds to this proposition with a thesis that understanding the ethical reasoning provided by students in defending plagiarism is crucial in preventing it in student populations. The reasons can provide the basis for specific action-orientated recommendations to reduce plagiarism and to design programs to encourage originality and academic honesty within the relevant educational institutions. Moreover, the authors explain that this study has broader implications, given the link between educational plagiarism and the organisation and profitability of businesses. The paper develops an ethical framework to analyse the reasons that students use when defending their plagiarism. This framework is based on previous research into the ethical reasoning of students in different contexts. The authors explain and apply six ethical theories in the paper: Deontology, Utilitarianism, Rational self-interest, Machiavellianism, Cultural relativism and Situational ethics. The paper uses content analysis methodology to implement the ethical framework described above. Consequently, the research evaluates the recorded content found in the confidential files of students found to have plagiarised work at a US university. This includes the formal process by which the students were charged with plagiarism and how they defended their actions. To ensure the research was not biased two judges were used to evaluate the reasoning. To ensure a sufficient level of inter-rater reliability, the judges evaluated 20 identical ads before being given the cases used in the study. Their results show students used all 6 ethical theories, deontology being the most common with 41.8% of using this reasoning. Variables such as â€Å"Sex, Ethnicity and GPA† had no effect on the student’s ethical reasoning. Students who used the Internet to plagiarize were more likely to resort to Situational ethics and Utilitarianism. The  paper concludes by listing a series of recommendations for each ethical theory on how to instil ethical behaviour and help prevent cases of plagiarism. Critical Analysis of the papers purpose Plagiarism and the internet Granitz and Lowey describe a new plagiarism epidemic in the paper subject to review. The analysis that they present, that plagiarism is increasing due to the ease of which information can be lifted from the internet, is justified by previous academic research. The Internet provides as huge source of information which is easily available to students for use in academic papers (Weinstein Dobkin, 2002.) Moreover, the way that information is presented and is accessible on the Internet has made plagiarism easier (Klein, 2011). Students have the opportunity to copy and compile information from a variety of sources with speed, particularly when compared with old-style plagiarism using hard copy sources. However, since the publication of the paper in 2006, it could be argued that many professors have become more tech savvy, particularly with the development of technology in electronic detection tools (Klein, 2011.) Consequently, it is less easy to sustain the argument that transgression may present an irresistible challenge to students, as technology improves and if teachers in academic institutions become more technologically adept. Applying ethical reasoning to plagiarism After a historical analysis of the development of the concept of plagiarism, the paper moves on to conclude that our modern perception of plagiarism is that it is morally reprehensible. I would critique this approach using the analysis of Morality and Ethics put forward by Klein in 2011. Granitz and Lowey do not appear to consider the extent to which the moral and ethical approach of students in academic institutions may differ from the general modern perception of plagiarism that they describe. Klein describes the research which suggests that there is ambiguity on what is perceived as plagiarism among learners. Quoting Weiss Bader (2003), [a]n example of an area of ambiguity might include peer collaboration and knowing to what extent the collaboration is considered inappropriate. Consequently, I would argue that the paper does not fully consider the extent to which the ethical  problems posed by plagiarism may be problematic because they are non-traditional and that they may not fit easily into existing and well used categorisation systems (Clegg et al., 2007). Instead, the paper seeks to apply ethical philosophies taken from different ethical contexts (albeit ideas used by students) and it maintains the general proposition that plagiarism is considered as morally wrong, without analysing this specifically in relation to students and academic institutions. Content analysis as a research methodology The paper applies a content analysis to review student files which record the formal process by which students in a large US West Coast university were charged with plagiarism and defended themselves. The article recognises the fact that students may disguise their true reasoning whilst providing the reasoning, but concludes that they are still exposing the logic that they use to defend plagiarism – and being able to counter that logic is valuable for the faculty. This problems has been considered in the business context, in which virtually every empirical inquiry of issues relevant to applied business ethics involves the asking of questions that are sensitive, embarrassing, threatening, stigmatizing, or incriminating† (Dalton and Metzger, 1992, p. 207). Furthermore, since the early 1950s researchers in organizational sciences have expressed concern that the â€Å"tendency of individuals to deny socially undesirable traits and to admit to socially desirable ones† may impair empirical studies based on questionnaires which require respondents to report on their own behaviour or attitudes (Randall and Fernandes, 1991, p. 805) Recommendations The paper outlines a basis of recommendations based on the results achieved by the content analysis. Given the above critique of the content analysis, and the limit that the context of asking sensitive or incriminating questions in a business, and I would suggest academic, context, one could critique the assumption put forward in the paper that the recommendations for each ethical theory will achieve the effect of reducing plagiarism in institutions and provide a basis for the implementation of clear academic policies. Moreover, expanding on what I have suggested above, given the critique forwarded by Weiss and Bader (2003), it could be argues that poor  public perception of plagiarism in academic institutions may make any changes difficult to implement. I would argue that a more useful critique would be to consider the reasons offered by students in a non-confrontational and stigmatizing context, which could be used to understand the specific ethical context of plagiarism and to p roduce more specific recommendations. References Clegg, Kornberger and Rhodes: 2007 Business Ethics as Practice: British Journal of Management 18: 107-122 Dalton, D. R. and M. B. Metzger: 1992, ‘Integrity Testing’ for Personnel Selection: An Unsparing Perspective’, Journal of Business Ethics Kaptein M and Schwartz S: 2008 The Effectiveness of Business Codes: A Critical Examination of Existing Studies and the Development of an Integrated Research Model, Journal of Business 77: 111-127 Klein D: 2011 Why Learners Choose Plagiarism: A Review of Literature, Interdisciplinary Journal of E-Learning and Learning Objects 7 Randall, D., Fernandes, M. F. (1991): The Social Desirability Response Bias in Ethics Research. Journal ofBusiness Ethics Robertson, D.C. (1993). Empiricism in Business Ethics: Suggested Research Directions. Trevino, Linda K., ‘Ethical Decision Making in Organizations: A Person-Situation Interaction Model’, Academy of Management Review, 11(3), 1986, pp.601-617. Weinstein and Dobkin: 2002 Plagiarism in U.S. Higher Education: Estimating Internet Plagiarism Rates and Testing a Means of Deterrence, USA: Committee for the Protection of Human Subjects, University of California, Berkeley, USA. Weiss, D. H., Bader, J. B. (2003) Undergraduate ethics at Homewood. Standler, R. B. (2000). Plagiarism in colleges in USA

Grisham Essay -- essays research papers

John Grisham once said of his own writing, â€Å"I write grab readers. This isn’t serious literature.† (John Grisham CLC, 189) Serious literature or not, Grisham has written nine best-selling novels, many of which were also made into very successful movies. Before starting to write professionally, Grisham was a lawyer in Southhaven, Mississippi, which has provided him with plentiful ideas for legal storylines. In many of his novels, Grisham has on ongoing link of novice lawyers who uncover and overcome flaws in the legal system.   Ã‚  Ã‚  Ã‚  Ã‚  Influences during Grisham’s childhood and adult life have helped to shape his writing career. His family moved around a great deal during his childhood. Eventually, they settled in Southaven, Mississippi. (Brandstrom, 2) Grisham was an athlete in high school and decided he was going to play either professional football or baseball. After high school, he went to Northwest Junior College to play baseball. After one year, he transferred to Delta State for more baseball opportunities. While at Delta State, his grades suffered and he decided he wasn’t ment to be a baseball player. In 1975 Grisham transferred again to Mississippi State University as and accounting major. (2) While at MSU, he started writing two books, neither of which was finished. (3) In 1977, Grisham received an undergraduate degree in accounting from MSU. He then went to the University of Mississippi and received his law degree in 1981. Grisham went back to Southaven in 1982 and establi shed his first law firm. One year later, he was elected to the Mississippi House of Representatives.(1) He now had he time to start a new book, which he finished in 1985. He called it Deathknell, but the publisher changed to name to A Time to Kill. The book published a mere five thousand copies during the first print. Grisham immediately went to work on his second book called The Firm. This hugely successful started Grisham on his new profession as an author. He moved to Oxford and has been writing one book per year ever since. Grisham’s courtroom skills never suffered and in 1996 he took time off from writing to return to the place where his career began, the courtroom. This was to fulfill a promise he made to the family of a railroad man killed at work. He prepared the case with the same passion as the characters he writes about and won the biggest verdict of h... ... haunt him. Brock learns that Hardy had been in and out of homeless shelters most of his life, but he had recently begun paying rent in a rundown building; that means he has legal recourse when a big money-making outfit such as Sweeny & Drake boots him with no warning. When Brock realizes that his profession caters to the morally challenged, he sets out on an aimless search through the rougher side of D.C., ending up at the 14th Street Legal Clinic. The clinic's director, a large man named Mordecai Green, woos Brock to the clinic with a $90,000 cut in pay and the chance to redeem his soul. Brock takes it--and some of the story's credibility along with it; it's hard to believe that a Yale graduate who sacrificed everything--including his marriage--to succeed in the legal profession would quickly jump at the opportunity for low-paying, charitable work.(56-90) Brock settles the dispute of the wrongly evicted squatters and thus solves a problem within the legal system. Now, it may se em as though Michael Brock is not a novice lawyer. In reality, he is not novice to law, but he is very much a novice to street law. Although this is a new twist, Grisham’s link continued in this story.

Moneyball

At its core, the book Moneyball, to me, is about leadership and overcoming resistance to change to create a sustainable competitive advantage. In Moneyball a new General Manager challenges a traditional industry with a new paradigm. He successfully deals with the resulting resistance from the more tradition oriented employees. In the case of the Oakland A's this has led to a substantial competitive advantage through lower costs (their payroll goes down) and improved output (the have a higher percentage of win’s) which leads to an increase in return (average cost of a run is among the lowest in baseball).This represents a major learning to me, it means that I need to be prepared to challenge the conventional wisdom by being innovative in a traditional company or industry. At the same time it is not enough to be just innovative, you need to be the innovation champion and overcome resistance. Baseball particularly seemed like a very traditional environment which allowed Billie Be an’s radical innovation to lead to significant competitive advantage. His success is achieved through three major achievements: 1) He uses innovation to create a different perspective on a particular market. ) He creates competitive advantage by using his innovation to pick his resources in a different way. 3) He further enhances his advantage by building organizational capability around the new approach he has created. Question 1: What is the best way to think â€Å"out of the box† in a particular situation, business or market to come up with the innovation that will change everything. It was my belief that a different perspective on a particular situation can be created by using imagination, intuition and creativity on top of accepted wisdom.In Moneyball, a new breakthrough approach is achieved through pure technology and in detail statistical analysis. Billy Bean uses the power of statistics to uncover relationships in individual and organizational performance. At t he same time, those objective indicators and statistics, in and of themselves, were not the keys. He was able to find (and proof) those measures that are valid indicators of future successful performance. He managed by using the right empirical data. This makes me wonder if rigorous statistical analysis (i. e. ike sabermetrics in baseball) can be used in any industry or situation to determine the factors most associated with true value to the company. The old way of evaluating players was based on naked eye observation and using 5 measurable indicators, which turned out to not be really connected to future performance. As a consequence the book also teaches me to be very careful not to attribute the wrong cause to a result. In any future position I should search for the right statistics that help me zero in on a couple of key attributes closely related to success.In recent years there are several companies that have used technology and statistical analysis to change the game even in old fashioned industries (Amazon, Capital One, etc†¦). It seems to indicate that almost every market is ripe for such an approach. The secret, as Moneyball shows, lies in finding those factors that are linked to the desired outcome versus those metrics that have traditionally been considered as â€Å"the right ones† for an industry.In the case of baseball it took years before those new ways of measuring performance came through, and even then most of the establishment (the old management) scoffed at them. It took the right way of measuring combined with the right dose of persistence to cause a breakthrough. Question 2: What is the best way to evaluate talent ? The talent evaluation approach in baseball relied on personal scouting (a subjective analysis) using some measurable factors (like foot speed) but which are not proven indicators for future success.In business, talent is also evaluated through observation, which is largely a subjective approach (â€Å"employee xx x is a team player and has the right attitude†) combined with some measurable KPI's (key performance indicators) which are often not directly linked to an employee’s contribution to the value creation in the company. Money ball begs the question if there is a way to exploit the inefficiency of current performance evaluation systems by implementing a novel, fact based, employee performance measurement and feedback system.Can companies copy the sabermetrics approach to talent assessment, selection and utilization ? One can imagine that this is possible in a manufacturing or a sales environment where there is a direct relation between employee action and measurable outcomes. It becomes more difficult in the finance, marketing or human resources arena where the immediate impact of employee actions is less obvious. Therefor it would be a major breakthrough if one would be able to identify those factors that predict success.Billy Bean in Moneyball, after identifying the right empirical data and then training (and convincing) his people of the new approach needs to build organizational capability in using and implementing his new system. In the same way, if a company comes up with a new way of determining what will lead to success (see question 1) it cannot stop at just inventing the new â€Å"system†, the organization needs to build capability to use it as a competitive advantage. To build this capability, employee’s performance needs to be evaluated in the light of how much he/she is contributing to the success of the new approach.Usually this capability is built through more â€Å"intangible factors† like company culture, teamwork, motivation etc†¦ Question 3: What is the key driver of building a successful business ? I have been influenced several books (like Blink) or the success of a Facebook, so upto now I assumed that the way to build a business is largely by intuition, belief and drive†¦ Find something you think co nsumers are interested in and then build it. In Moneyball it is exactly the opposite: success (in the form of superior financial performance) is achieved through meticulous measurement and theory testing.There is a very clear process and approach behind the success of the Oakland A’s: decisions are based on first demanding empirical evidence; second, examining the cause-and-effect reasoning that would explain the empirical evidence; third, experimentation; and fourth, continuous learning. Moneyball is a case study on the application of evidence-based management. It boils down to a very logical cause-and effect analysis of the links between resources, cost of resources and performance.Bonus question: Why do colleges pay so much attention to test scores for MBA programs if it is highly probable that my test scores will not relate to my future success in business ? Moneyball clearly makes the point that success does not just depend of having a lot of good data but mainly on havi ng data that are clearly linked to a positive, successfull outcome. It appears that, looking at all the stories of successful businesspeople that did not even finish college, MBA programs should investigate the link between their admission criteria and future success†¦As a consequence an intensely competitive market for graduates of â€Å"elite† programs has emerged, resulting in prices being bid up relative to the next tier of MBA programs. However, â€Å"second tier† programs have highly talented students who receive excellent educations, and thus, are well positioned to be successful executives. Hiring companies could find ways to assess the abilities of MBA students at these programs and obtain excellent talent at a discount relative to the graduates of top schools. Moneyball Moneyball is a book written by Michael Lewis when he follow Oakland A’s general manager Billy Beane in the summer of 2003 to see about his approach to running a major league organization. He figures out that just because you may not have all of the money in the world, say like the New York Yankees, that you can still win your division and make the playoffs. Billy Beane shows you his approach at how he win’s as many games as he does that no other team was willing to follow.He would pay attention to statistics that no one else did, like on base percentage, amount of walks, and slugging percentage, and made his team into one of the best in the majors. Since his theory has been proven it’s been shown that on base percentage and slugging percentage are better signs of offensive success and avoiding an out is more important than getting a hit.Oakland had one of the smallest payrolls in the league with $55 million and were forced to get small market players to fill thei r roster. That meant that every pick they had in the amateur draft counted and couldn’t afford to miss. In the book it talks about how Billy got his idea on why to run his organization like this, and he got it from Bill James. Bill James was a writer and obsessive baseball fan who wrote many books on baseball, but his Baseball Abstract are the ones that had the most impact.James’ books though were laughed at when they first came out and didn’t really make an impact until Billy Beane, who had read every book of James’, ran his organization like James’ had said to. Ever since then almost every club has changed how they go about picking up players and using players. Moneyball is one of the best books of all time and has helped changed the way baseball is looked at and played in many peoples eyes and even in major league organizations.

Variances Between Learning Styles And Academics Education Essay

Students learn in diverse ways, each of them has their ain different manners or penchants in the manner they recognize and process information. Taking into considerations these penchants is of predominating important in the instruction – acquisition patterned advance. The mode by which each pupil learns will make a landscape by which the pupils will either maintain or keep their knowing knowledge. Therefore, the pedagogues ‘ cognition about the pupils larning manner is beyond uncertainty. Alfonseca et. Al. ( 2006 ) emphasis that to be witting of the pupils ‘ acquisition manners will ease the adaptation of suited techniques and methods to fit with the pupils ‘ disposition. The ways by which an person scholar normally obtains, sustains and recovers information are defined as the individual ‘s acquisition manners ; it indicates a general penchant for larning ( Knowles et.al. 2005 ) . these larning manners recognize that pupils learn in different ways. By stressing larning manner, attending will be on the scholars and by so making they will acquire to be familiar with the mode they learn which Hall and Mosley ( 2005 ) assert will bring forth constructive effect on their motive to larn. Acknowledging the pupils ‘ larning manner may good help pedagogues go more sensitive to the differences pupils bring in the schoolroom ; therefore can function as usher in planing acquisition experiences that go with the pupils larning manners. Cuthbert ( 2005 ) stated that consciousness of the acquisition manners is critical for to leting accommodation in the pedagogues ‘ pedagogic attacks. Gadth-Johnson and Price ( 2000 ) pointed out that there is a powerful relationship between a scholar ‘s alone learning manner and their academic accomplishment.Significance of the StudyIt is the duty of everyone who takes portion in the educational system to make and develop valuable and competent acquisition environment whereby enhanced acquisition is afforded to all most specially to the scholars. The consequences of the survey will help in planing more effectual and synergistic schoolroom experiences to elate the value of larning. The instructors may cognize of which larning manner pupils perform good and could work out for different attacks to guarantee first-class academic public presentation of pupils. Taking into history the consequence which may be brought approximately by the consciousness of the pupils larning manner to the academic accomplishment of the pupils, it may besides enforce an consequence on the pupil abrasion which is one of the university ‘s foremost concern. When pupils learn fast, they perform better, derive more assurance and go more motivated to go on their instruction. The survey will happen its following measure for future research workers to research the relationships of the acquisition manners with the other dimensions of the educational procedure in wider position. The survey is limited to the first twelvemonth pupils of AMA International University -Bahrain. It is fundamentally to analyze the average differences of the acquisition manners in concurrence with the demographics of the pupils which include: age, gender, and BS plan enrolled. This is non strictly study research. The Index of Learning Style developed by Felder and Solomon is used to place and analyze the discrepancies between larning manners and academic accomplishments of the pupils. The academic accomplishment of the respondents will be determined by the class point norm ( GPA ) of the pupils during the first trimester.Statement of the ProblemLearning manner has its insightful impact on the peculiar dimensions of instruction and acquisition procedures. Students have their ain preferable manner to acknowledge, retain and recover information. The survey will research on the indices of discrepancies between pupil ‘s acquisition manners and their academic accomplishments. Using consciousness of larning manner within the educational background promotes more effectual acquisition. In add-on, lifting the consciousness of pedagogues sing the diverse acquisition attacks will ease them to be resourceful and adoptable in their instruction strategies. REVIEW OF THE LITERATURE Learning is by and large identified with a alteration in behaviour. Most of us understand it as a merchandise of a procedure by which behaviour transforms as a consequence of a learning experience. Harmonizing to Rogers A. ( 2003 ) there are two contrasting attacks to back up larning as a class of action or a procedure which brought about transmutation or alteration ; the Task- witting or Acquisition acquisition and the Learning- witting or Formalized acquisition. Acquisition larning refers to the unconscious acquisition or merely called contained acquisition. The scholar may non be witting of it but is normally cognizant that a definite undertaking is at manus and after executing the undertaking, alteration takes topographic point. Formalized larning on the other manus takes topographic point from the class of easing larning. It is educative instead than accretion of experiences. In this attack, the scholar is cognizant that what he is making involves larning. Formalized acquisition is doing leaner witting of the acquisition and therefore heightening it farther. On this note, heightening larning would intend affecting the scholars in the procedure ; it necessitates acknowledgment of how they learn in order for larning to be successful ; therefore a survey of pupils larning manners is beyond uncertainty a necessity to appreciate the procedure called acquisition. The survey of larning manners has been recognized in the recent old ages as significantly imperative in assisting pupils learn successfully. Today more than of all time, the educational universe is get downing up the importance of acknowledging and spoting the assorted ways pupils learn and placing the critical functions it takes portion in achieving permeant academic success ( Collinson, 2000 ) . This besides leads to several surveies bespeaking the benefit that instructors gain from developing an apprehension of how pupils learn every bit good as its consequence on their instruction.Learning Style ModelsThe look â€Å" learning manner † has many elements and can be characterized as the scholars ‘ dependable manner of moving in response to and the usage of stimulations in the context of larning. It has been explored from psychological, societal and educational point of views. To assist research workers in their probe of the learning manner penchant of pupils, developmen t theories in larning manners have been expanded which harmonizing to Hall and Mosley ( 2005 ) have produced in no fewer than 71 different theoretical accounts which normally portion the same features yet each has alone positions. Some of these theoretical accounts are briefly discussed and so a farther effort to speak about the Felder and Silverman ‘s theoretical account in order provides grasp of its usage that pertains specifically to this survey. Kolb ‘s learning manner theoretical account finds its foundation in Jung ‘s theory. It classifies scholars into four types based on their penchants on how to take and integrate information viz. ; obliger, diverger, learner, and converger. While each individual has his ain disposition, Loo ( 2004 ) asserted that efficiency is based upon the competency to move in response to assorted larning state of affairss by successfully doing usage of each manner as contrasting to merely using the preferable manner regardless of the conditions. Kolb ‘s experiential tilting theoretical account efforts to integrate each manner of larning into four-stage series or rhythm that consistently directs scholars from concrete experiences to the patterned advance of constructs that will function as springboard for fresh experiences ( Loo, 2004 ) . A ring separated in quarter-circles depicts each phase, which are all deemed of import for experiential acquisition ; nevertheless advocates of t his theory have the same sentiment that persons have a preferable phase in which acquisition is found to be most comfy. ( Goby & A ; Lewis, 2000 ) . As a effect ( Young, 2002 ) noted that any phase preferred by an person can function as get downing point for acquisition. Dunn and Dunn acquisition manners theoretical account is another manner of presenting and measuring intelligence. The attack is founded on the construct that intelligence is non definitively linked to talent or inborn capablenesss ( Denig, 2004 ; Dunn et.al 2001 ; Lovelace, 2005. ) as a replacing for perceptual experience, comprehension, the accomplishment of cognition through experiences and analytical problem-solving and decision- devising accomplishments are acceptable and valid presentation of intelligence ( Denig, 2004 ) . This learning Style theoretical account respects 20 elements that form pupil larning which include puting, emotionalism, sociological fancy, physiological peculiarity and psychosomatic processing dispositions. The Dunn and Dunn larning manner theoretical account puts frontward the idea that scholars should be trained to use their chief or chief learning manner to analyze and larn new resources ( Denig 2004 ) . Myers-Briggs Type Indicator or the MBTI categorizes pupils as sociable or lone wolf, antiphonal or inventive, intellectuals or antenna and judgers or percipients. Despite the fact that MBTI is a behavior appraisal, the information that is assembled has frequently been related to how people think, learn and make judgement. In actuality, all people exhibit features of each of the four classs, but persons play their singularity in the extent to which they employ these features and the person ‘s effectivity in making so. McPherson ( 1999 ) maintained the weight of this connexion by his claim that the instructor ‘s cognition of pupils ‘ personality type can reenforce the development of important category activities. Summarizing up the theoretical accounts presented, two points were given accent ; different persons procedure information across many content countries, cognitive and affectional procedures are acknowledged to significantly spread out our penetrations into the issues that relate to motive which is an indispensable constituent of acquisition. ( Vawda A. 2005 )Felder and Silverman ‘s Model for Learning StylesThe research worker in the current survey adopted Felder and Silverman ‘s ( 1988 ) theoretical account to place the participants ‘ acquisition manner for the ground that this theoretical account intended for a comprehensive system of larning manners which help pedagogues be more cognizant of the demands of the pupils and adjust their direction consequently. ( Jarvis, 2005 ) . In add-on, each of the dimensions in this theoretical account is parallel with the other acquisition manners model although the combination is alone ( Felder and Spurlin, 2005 ) . Furthermore it was noted that one of the advantages of these theoretical account over the others is the richer and more flexible sliding graduated tables support sorting the pupils manners ( Alfonseca, 2006 ) Felder and Silverman ‘s ( 1988 ) theoretical account is used to sort larning manners in footings of four dimension ; comprehending information ( Sensing/ Intuitive ) inputting information ( Visual/Verbal ) treating information ( Active/Reflective ) and understanding ( Sequential/ Global ) . Feeling scholars like to larn inside informations and concrete stuffs. They like to work out job with typical attacks. . They are healthy and sensible and be given to be more practical. In contrast, Intuitive scholars have a penchant to larn abstract larning stuffs such as theory and implicit in significances. Active scholars learn best by executing actively with available larning stuffs or seeking things out by themselves. On the other manus brooding scholars prefer to believe about and reflect on the stuffs. Ocular scholars are more able to retrieve best what they have seen while verbal scholars get textual representations irrespective of the fact whatever they are written or spoken. Conse cutive scholars are those who learn in little incremental stairss and have linear learning advancement. They follow consistent stepwise waies in happening solutions. Global scholars conversely use a holistic judgement procedure and learn in great bounds. They tend to absorb learning resources randomly without seeing connexions but after they learned adequate stuffs they out of the blue get the whole image. Table illustrates the four dimensions.Academic Achievement founded on Learning StyleLearning manners can ease a more easy and successful propensity of the pupils ( Prabhakar and Swapna, 2009 ) . Awareness of their learning manner is indistinguishable to understanding their laterality and weaknesses ; this in bend provides them better motive. The degree of larning achieved by a pupil is one of the success indexs of a learning environment. Several surveies have shown that academic public presentation of pupils is related to their acquisition manners ( Rasimah et.al, 2008 ) . Without taking into history the instrument used, many surveies have revealed that the acquisition manners has an of import function in the academic public presentation of the pupils. The recognition of the acquisition manners in the acquisition landscape have uncovered a agency to an improved trial tonss while a dissension in larning uniqueness and learning environment resulted in decreased achievement. ( Andrews, 1990 ) . ` The look larning manner has been attributed in a broad scope of surveies which have been founded to be decidedly related with specific facets of acquisition and measured larning results in footings of academic accomplishment. Learning manners similarly takes portion in the schoolroom public presentation. Decisions from the assorted research workers showed that tonss in larning manners become from independent variable and is a step of the academic success of the scholars. ( Rayneri and Gerber, 2004 )Surveies on Learning Style and Academic AchievementThere are a figure of surveies that explored the relationship between larning manner and academic public presentation in varied subjects. Some of these surveies indicated connexion between public presentation accomplishment and the meeting learning manner ( Mainemelis et. al. , 2002 ; Rutz 2003 ) while others surveies expounded on the differences in the acquisition manners penchant and the academic public presentation. Dyrsdale, Ross and Schulz ( 2001 ) made a survey on the overall academic achievement ( GPA ) of 4546 pupils enrolled at the metropolitan Canadian university in 19 introductory university classs based on their prima acquisition manners and came up with a decision that 9 of the 19 classs concerned in the survey, the dominant manner was concrete consecutive and that these pupils have a leaning to higher classs. Concrete random scholars ‘ public presentations varied and abstract random scholars appeared to fight academically as a group. Cartmell, Majors, Ashlock and Sitton ( 2007 ) compared the acquisition manner and GPA ‘s and demographics ( Gender, categorization ( Senior, Juniors, Sophomore, Freshman and lasting residence ) of 135 pupils enrolled in agricultural communicating at Oklahoma State University. Most of the pupils were found to be concrete consecutive scholars and these pupils had overall GPA ‘s higher than the other pupils that are classified harmonizing to the other acquisition manners. Lehman ( 2011 ) conducted a survey on the relationship of acquisition manners, class Markss and instructional favourites every bit good as gender differences related to larning manners in an introductory biological science class at Longwood University. She found out that of the 173 pupils, 39 % had concrete consecutive acquisition manners and 12 % of them were abstract random scholars while 21 % were concrete random scholars. She made a decision that there was no major disparity in between gender, Markss, or instructional penchants based on larning manners. Myers and Dyer ( 2006 ) have discovered out that there were no important differences in the acquisition manners of males and females enrolled in agricultural leading development class at the University of Florida yet, they have found out that for scholars with deeply rooted abstract consecutive acquisition manner, their critical thought ability evaluations were significantly higher than the other deep rooted learning manners. Thomas et.al. , ( 2002 ) made a survey on the acquisition manners of pupils enrolled in an introductory scheduling class. The bulk of the pupils in the survey were assessed as detection, ocular, brooding and consecutive. Consequences showed that in the exam part of the class, important differences were perceived in the pupils ‘ public presentation ; between reflective and active scholars, brooding scholars got higher tonss while between verbal and ocular scholars, verbal scholars perform better.

5 Qualities to Consider During Character Development

5 Qualities to Consider During Character Development 5 Qualities to Consider During Character Development 5 Qualities to Consider During Character Development By Mark Nichol Descriptions of or references to your characters, their belongings, and their immediate surroundings say much about the people. Here are five aspects of personality that deserve some thought as you develop characters before and during the completion of your novel or short story. 1. Appearance Writers are naturally inclined to make their main characters especially attractive unless they believe there is a very good reason to do otherwise: The character wishes to avoid attention, the story has an ugly duckling theme, or the character is reprehensible (in which case they might nevertheless be, for contrast, extremely good looking). Don’t introduce your character with an extensive physical appraisal, but do sprinkle hints about their appearance (or don’t many great works of literature don’t describe main characters’ looks at all). Make sure that physical features are consistent with that person’s ethnic origins, unless there’s a good reason for exceptions. If you do want readers to visualize your conception of the character, consider not just physical characteristics but also carriage and comportment. How does the person move? Fast, or slow? Purposefully, or uncertainly? Gracefully, or awkwardly? Self-consciously, or without regard for how they are perceived? 2. Attire How do your characters dress? The period and locale will determine the general costume, but personality is still easily conveyed within these parameters. What does what the people wear say about their social status and about their character? Is their clothing austere, or ostentatious? Prim, or provocative? What kind of accessories, if any, do they wear, and why? 3. Business I refer here not to business as a synonym for commerce but in the theatrical sense of the character’s physical actions. What facial expressions do they employ? Are they self-conscious about them, or are they natural, or does it depend? If the character is physically demonstrative, how is this characteristic conveyed? Do they use their hands a lot, or is the person’s entire body an instrument of expression? Do they often handle or caress objects? Does their business convey calm, or are they fidgety? Do they make physical contact with other people? Do they observe conventions of social distance (the space people leave between each other according to their social status and relationship)? Do they establish and maintain eye contact and is this a sign of forthrightness, or an effort to discomfit or dominate others or are they evasive about it? What implements do they carry and use? Are these objects practical, like tools, or are they talismans? Does this person rely on instruments, or on thoughts and ideas, or on both? 4. Speech What is the tone of the character’s voice? Smooth, or harsh? Quiet, or loud? Do they mumble, or do they enunciate carefully? With a high pitch, or a low one? Are they taciturn, or voluble? How else is their personality conveyed in the way they speak or how talk or think to themselves? Are they kind, or cruel, in their speech? Respectful, or insolent or condescending? Do they have an unusual accent, or do they try to suppress it, and are they successful all the time, or does the accent prevail when they are emotional or unguarded? Is their general mode of speech an effort to hide or overcome their origins? If they must speak a foreign language, are they fluent, or merely competent, or not even that? 5. Environment How does a character relate to their surroundings, and how does the person manipulate the environment? What is the person’s dwelling like, and what do the characteristics of that place convey personality? How does their workplace do the same? Is the personal environment functional and practical, or is it expressive of the character? Do their possessions convey a simple lifestyle, or one devoted to acquisition of goods? A fascinating book called Snoop: What Your Stuff Says About You, by psychology professor Sam Gosling, concludes that the way personal items are displayed in one’s home or workplace reveals much about the person, and that there are three general categories: things displayed ostentatiously (certificates, trophies, autographs), things displayed unselfconsciously for both the person and for visitors to see (vacation photos, knickknacks), and things displayed solely for the benefit of the space’s occupant, not its visitors (mementos, notes from loved ones). Think about how you can apply this information to establishing settings for your characters, and bring what else you know or may soon learn about human behavior to bear when creating characters and telling stories. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Excited ABOUT, not "for" List of Prefixes and Suffixes and their Meanings

10 Pros and Cons of Being a School Principal

10 Pros and Cons of Being a School Principal There are many pros and cons that come with being a principal. It can be a rewarding job, and it can also be an extremely stressful job. Not everyone is cut out to be a principal. There are certain defining characteristics that a good principal will possess. If you are thinking of becoming a principal, it is crucial that you weigh all the pros and cons that come with the job. Take all factors of both sides into consideration before making your final decision. If you do not feel you can handle the cons, stay away from this profession. If you believe that the cons are only roadblocks, and the pros are well worth it, then go for it. Being a principal can be a terrific career option for the right person. Pros of Being a School Principal Salary. The median expected annual salary of a principal is over $100,000, while the median expected annual salary for a teacher is under $60,000. That is a significant increase in salary and can have a substantial impact on your family’s financial status, as well as on your retirement. That increase in salary is well-earned, as you will see when we look at the cons. There is no denying that a significant increase in salary makes it appealing to a lot of people to make that jump from teacher to principal. However, it is essential that you do not make that decision based on salary alone. Variety. Redundancy is never an issue when you are a school principal. No two days are ever alike. Each day brings new challenges, new problems, and new adventures. This can be exciting and keeps things fresh. You can go into a day with a solid plan of things to do and fail to accomplish a single thing that you expected. You never know what will await you on any particular day. Being a principal is never boring. As a teacher, you establish a routine and mostly teach the same concepts each year. As a principal, there is never an established routine. Each day has its own unique routine that dictates itself as time passes. Control. As the school leader, you will have more control over virtually every aspect of your building. You will often be the lead decision-maker. You will typically have at least some control over key decisions, such as hiring a new teacher, changing curriculum and programs, and scheduling. This control allows you to put your stamp on what your building does. It provides you with the opportunity to implement the vision that you have for your school. You will also have total control over daily decisions, including student discipline, teacher evaluations, professional development, and so on. Success. As the building principal, you will also get credit when credit is due. When an individual student, teacher, coach, or team succeeds, you also succeed. You get to celebrate in those successes because a decision you made somewhere along the line likely helped lead to that success. When someone associated with the school is recognized for outstanding achievement in some area, it typically means that the right decisions have been made. This can often be traced back to a principal’s leadership. It may be as straightforward as hiring the right teacher or coach, implementing and supporting a new program, or offering a particular student the right motivation. Impact. As a teacher, you often only have an impact on the students you teach. Make no mistake that this impact is significant and direct. As a principal, you can have a larger, indirect impact on students, teachers, and support personnel. The decisions you make can affect everyone. For example, working closely with a young teacher who needs some direction and guidance has a tremendous impact on both the teacher and every student they will ever teach. As a principal, your impact is not limited to a single classroom. A single decision can be transcendent throughout the entire school. School Principal Cons Time. Effective teachers spend a lot of extra time in their classrooms and at home. However, principals spend a much greater amount of time doing their jobs. Principals are often the first one to school and the last one to leave. In general, they are on a 12-month contract, getting only two to four weeks of vacation time during the summer. They also have several conferences and professional development duties they are required to attend. Principals are usually expected to attend almost every extra-curricular event. In many cases, this can mean attending events three to four nights a week during the school year. Principals spend a lot of time away from their homes and their families throughout the school year. Responsibility. Principals have a greater workload than teachers do. They are no longer responsible for only a few subjects with a handful of students. Instead, a principal is responsible for every student, every teacher/coach, every supporting member, and every program in their building. A principal’s responsibility footprint is enormous. You have your hand in everything, and this can be overwhelming. You have to be organized, self-aware, and confident to keep up with all of those responsibilities. Student discipline issues arise every day. Teachers require assistance on a daily basis. Parents request meetings to voice concerns regularly. You are the one responsible for handling each of these, as well as a plethora of other issues that occur within your school every day. Negativity. As a principal, you deal with many more negatives than you will positives. The only time you typically deal with students face-to-face is because of a discipline issue. Each case is different, but they are all negative. You also get to handle teachers complaining about students, parents, and other teachers. When parents request a meeting, it is almost always because they want to complain about a teacher or another student. These constant dealings with all things negative can become overwhelming. There will be times you will need to shut your office door or go observe an extraordinary teacher’s classroom just to escape all the negativity for a few minutes. However, handling all of these negative complaints and issues is a substantial part of your job. You must effectively address each issue, or you will not be a principal for long. Failures. As discussed earlier, you will receive credit for successes. It is also crucial to note that you will also be responsible for failures. This is especially true if your building is a low-performing school based on standardized test performance. As the leader of the building, it is your responsibility to have programs in place to assist in maximizing student performance. When your school fails, someone has to be the scapegoat, and that could fall on your shoulders. There are many other ways to fail as a principal that could jeopardize your job. Some of those include making a series of damaging hires, failing to protect a student who has been bullied, and keeping a teacher who is known to be ineffective. Many of these failures are avoidable with hard work and dedication. However, some failures will occur no matter what you do, and you will be linked to them because of your position in the building. Politics. Unfortunately, there is a political component to being a principal. You have to be diplomatic in your approach with students, teachers, and parents. You cannot always say what you want to say. You have to remain professional at all times. There are also occasions where you may be pressured into making a decision that makes you uncomfortable. This pressure may come from a prominent community member, school board member, or your district superintendent. This political game could be as straightforward as two parents wanting their children to be in the same class. It may also become complicated in a situation where a school board member approaches you to request that a football player who is failing a class is allowed to play. There are times like this when you must make an ethical stand even if you know it may cost you. The political game can be hard to play. However, when you are in a position of leadership, you can bet that there will be some politics involved. Sources Public School Teacher  Salary in the United States. Salary.com, 2019.   School Principal  Salary in the United States. Salary.com, 2019.

Animal Sounds in Spanish

Animal Sounds in Spanish If a cow says moo in English, what does she say in Spanish? Mu, of course. But, when we are talking about the sounds that animals make, it is not always that simple. Although the words we give to animal sounds are an example of onomatopoeia (onomatopeya in Spanish), meaning words that are intended to imitate sounds, those sounds are not perceived the same in all languages or cultures. A Frog Makes a Different Sound For example, take the lowly frog, who says ribbit when he is in the United States. According to a language compilation done by Catherine Ball of the Department of Linguistics at Georgetown University, the source of much of the information in this article, if you take that same frog to France, he will say coa-coa. Take the frog to Korea, and he will say gae- gool-gae-gool. In Argentina, he says  ¡berp! Terms Vary by Country and Culture Below, you will find a chart that details the sounds that some animals make in Spanish, the corresponding verbs forms where they exist (in parentheses) and its English equivalents. Keep in mind that some of these terms can vary by country  and that there very well may be other additional terms in use. Having a variation of other terms should not be surprising, as in the English language we use a variety of words such as bark, bow-wow, ruff-ruff and arf to imitate the sound a dog makes. There also may be a variety of spelling alternatives to these animal sounds. Also, note that in Spanish it is possible to use the verb hacer to put a sound in verb form. For example, one could say the pig oinks by saying el cerdo hace oink-oink. List of Sounds by Spanish Speaking Animals The following list of animal sounds shows the sounds made by various Spanish-speaking animals. You will notice that some terms are similar to English, such as abeja  (bee) sounding like bzzz  similar to  our buzz. Special verb forms, where they exist, are noted in parenthesis following the word(s) for the animal sound. English forms follow the dash. See the animal sounds list below: Abeja (bee): bzzz (zumbar) - buzzBà ºho (owl): uu uu (ulular) - who, hoo, hootBurro (donkey): iii-aah (rebuznar) - heehawCaballo (horse): jiiiiiii, iiiiou (relinchar) - neigh, n-a-a-a-yCabra (goat): bee bee (balar) - b-a-a-a-aCerdo (pig): oink-oink, oinc-oinc (grunir) - oinkCuco (cuckoo): cà ºcu-cà ºcu - cuckooCuervo (crow): cruaaac-cruaaac - cawGallina (hen): coc co co coc (cacarear), kara-kara-kara-kara - cluckGallo (rooster): kikirikà ­, ki-kiri-ki (cantar) - cock-a-doodle-dooGato (cat): miau (maullar) - meowLeà ³n (lion): grrrr, grgrgr (rugir) - roar, growlMono (monkey): i-i-iOveja (sheep): bee, mee (balar) - b-a-a-a-hPaloma (dove): cu-curru-cu-cà º (arrullar)) - cooPato (duck): cuac cuac - quackPavo (turkey): gluglà º - gobblePerro (dog): guau guau, guau (ladrar) - bark, bow-wow, arf, ruffPollito (chick): pà ­o pà ­o - chirpRana (frog): cru cru, berp, croac (croar) - ribbit, croakTigre (tiger): ggggrrrr, grgrgr (rugir) - roar, growlVaca (cow): mu, mu uu (mugir) - moo

The Effective Use of Common Experience in The Lottery and Araby Essay

The Effective Use of Common Experience in The Lottery and Araby - Essay Example Both writers use recognizable situations and characters as effective tools, but in vastly different ways. Jackson uses typical characters and settings to deceive the reader into a complacence which is rudely shattered by the unexpected ending. On the other hand, in Araby, Joyce contrasts the commonplace situations and characteristics of the secondary characters with the uncommon emotions of the protagonist. In both cases, the reader is able to identify with the commonplace characters and situations in the narratives: this is the major contributing factor that has made The Lottery and Araby stand the test of time. Jackson sets her short story in an ordinary, commonplace village, and peoples it with typical, recognizable characters, with whom the reader can easily identify. This effectively serves to intensify the uncommon horror of the ritualistic stoning of Mrs. Hutchinson at the climax. The characters are reassuringly familiar: Mr. Summer, whose â€Å"wife was a scold,† and O ld Man Warner who shows the senior citizens’ resistance to change. The casual gathering of the people in the village square in the â€Å"warmth of a full-summer day† , the children at play, the everyday conversations taking place: the children talking of school, the women gossiping, the men â€Å"speaking of planting and rain, tractors and taxes†, the cheerful banter surrounding Mrs. Hutchinson’s late arrival – all these are shared experiences that lull the reader into complacency.

Strategies for Effective Team Building Essay Example | Topics and Well Written Essays - 500 words

Strategies for Effective Team Building - Essay Example It must be noted at the outset that language barriers, cultural differences, and goal-setting strategies vary across the globe. Assembling a viable team, therefore, must proceed on the basis that these teams will be of an intercultural nature. Local hires with business contacts will be better able to assist in our global growth than outsiders with a lack of local or regional business acumen and connections. Staffing should be a cooperative effort between a human resource manager in the office and a local staffing organization. Potential team members will be screened by the local company and then interviewed at the regional office in more depth. Most of the sales force ought to be individuals from the region with a few senior members of the team to establish and implement the subsequent team-building tools and to oversee the larger operation of the regional office. Once this team is in place, it is necessary to establish and implement a regime of team-building tools which will encourage a set of common goals and reduce potential instances of miscommunication. Intercultural communication remains a significant issue for businesses and non-commercial organizations around the world. It remains a significant issue because miscommunication and related misunderstandings can negatively affect an organization’s pursuit of its objectives (Organizational Cultures, 2000).   The notions of diversity and multicultural teams, in the context of team development, are central considerations.   There are both demonstrated advantages and disadvantages associated with multicultural teams (Stahl, 2005).   The goal ought to be to emphasize the advantages while at the same time making organizational adjustments to better understand the disadvantages and thereby convert them into advantages.

Tort Law Essay Example | Topics and Well Written Essays - 1500 words

Tort Law - Essay Example In this case the appellant had suffered damage as a result of a snail in her ginger beer bottle and she brought a claim against the manufacturer for damages. It was held in this case that even though the appellant had not bought the ginger beer and therefore had no rights under the law of contract, she could successfully pursue a claim against the manufacturer in the law of tort. Lord Atkin asserted that a manufacturer owed a legal duty of care to the ultimate consumer of his product. In discussing duty of care as a legal concept, Lord Atkin established the â€Å"neighbour† principle†2. Lord Atkins went on to define the term â€Å"neighbour† in the legal sense as being â€Å"persons who are so closely and directly affected by my act that I ought to reasonably to have them in contemplation as being so affected when I am directing my mind to the acts or omissions which are called into question.3† All the same, there are limitations to the application of duty of care principle. For instance, in the case of Dorset Yacht Co Limited v Home Office4 Lord Reid opined that â€Å"Donoghue v Stevenson may be a milestone†¦but it is not to be treated as if it were a statutory definition. It will require qualification in certain circumstances†5. The development of a test for establishing a legal duty of care in tort has been gradual. In Caparo v Dickman6, the House of Lords specified a three stage test to determine the absence or existence of a duty of care. The different states in this test are first, whether the consequences of the defendant’s actions were reasonably foreseeable. Second, whether there was sufficient proximity to impose a duty of care; and lastly, whether it is fair, just and reasonable to impose a duty of care. In applying this test to the appellant’s position, it must first and foremost be established, whether the respondent could have been

1 Essay Example | Topics and Well Written Essays - 1500 words - 2

1 - Essay Example Each of these will be explored in turn with examples but greater emphasis on the last two. Cost has always been an obstacle to having many computers in schools (Micromart, N.d.). Low cost computing was then pioneered by the British Sir Clive Sinclair although the Acorn’s BBC eventually became more popular in UK schools (Lee, 2009). The greatest influx of computers into UK schools thus began in the late 1980s when the educational authorities supported the move (Smith, n.d.). Generally, the affordability of computers has been improving (Reddy, 2006) resulting in more of them being present in schools today. This includes laptops, as their prices and maintenance costs have been falling steadily making cost less of an obstacle nowadays (Warschauer, 2008). The form factor refers to the physical size and configuration of the computer hardware, or the physical arrangement of its case or internal components (Tech Target, 2005). As far as the outward size is concerned, computers have generally become smaller in size making them more convenient and space saving including peripherals such as the monitor. Early computers were too large for schools (Eteokleous, 2008). They also lacked sound and graphics capabilities (Smith, n.d.). The latest major trend in computer design is the tablet form. This follows on from the attempt at making smaller and cheaper laptops called notebooks. This form is likely to be more successful than notebooks because it is less bulky. Apple has led the way with its iPad, described by the company itself as "a whole new kind of device" (Apple, 2010). It offers more functionality than e-readers such as Amazons kindle and is easier to carry around than a netbook. This kind of convenience in a new computer form and at a lower cost than the traditional computers makes it ideal in education. The iPad like all e-readers can contain many textbooks which is easier than carrying several real textbooks

Technology and Business Essay Example | Topics and Well Written Essays - 1000 words

Technology and Business - Essay Example Moreover, the corporation is also taking into account the possibility of offering free internet access with food purchases. (Mullins 2001, p.120) In addition to this, the company is introducing BT Openzone WiFi hotspots into 561 drive-thru stores, fixed-line internet terminals from Datavision, and adapted web- based games for children. According to the organization, the drive-thru and service station restaurants are extremely popular with their business customers on the move. On the other hand, the hotspots allows the businessmen to check their mail, access the internet and download presentations while having something to eat and drink.(Mullins 2001, p.78) The introduction of wireless office environment that uses Symbol access points and 128-bit security encryption to improve hot-desking facilities for workers moving from site to site has slashed support costs as the organization doesn't have to spend 20 minutes reconfiguring laptops to the office environment. ( Davis 1998, p.105) The introduction of queue-busting wireless ordering devices into 500 restaurants is also paying dividends in that it has minimized customers queuing times, increase drive-thru sales by five per cent thus 82 per cent of the customers believe that it has improved. (Thompson 2002, p. 95) Outsourcing and automating Mc Donald... (Greenberg 2003, p. 130) The implementation of wireless network by the replacement of laptops and mobile phones of 225 managers to XDA smart phones has enabled the organization to integrate devices and business processes to make better use of its restaurant and office-based wireless networks. (Thompson 2002, p. 98) Moreover, by implementing the strategy of revenue sharing partnerships and advertising deals with its internet service providers and equipment providers, Mc Mc Donald is also evaluating chip- and-PIN payment cards readers for its UK branch network. (Mullins 2001, p. 65) Donald's results have been encouraging since they have nine percent customers using payment cards. (Davis 1997, p. 115) By using ADSL broadband connections to authorize transactions, McDonald's has been able to decrease the time to process card expenditure from thirty seconds to just four. (Greenberg 2003, p. 95) Impact of technology on Communication Photography has evolved from the darkroom to the computer lab, thus most photojournalists use digital camera instead of film. This makes photo editing programs such as Photoshop a must in the industry. On the other hand, abuse of technology has resulted in some manipulated and faked images being passed off by the media as truth. (Davis 1997, p.95) Impact of technology on Change management This has enabled organizations to acquire the right steps to appreciate, anticipate, and embrace corporate change through attacking the accessible employee mindset, harnessing incentive, and shaping behaviour. (Mullins 20001, p.88) Impact of technology on Network Mc Donald's U.S. received a supplier of the year's award that had an impact on the McDonald's System,

1 Essay Example | Topics and Well Written Essays - 1500 words - 2

1 - Essay Example Each of these will be explored in turn with examples but greater emphasis on the last two. Cost has always been an obstacle to having many computers in schools (Micromart, N.d.). Low cost computing was then pioneered by the British Sir Clive Sinclair although the Acorn’s BBC eventually became more popular in UK schools (Lee, 2009). The greatest influx of computers into UK schools thus began in the late 1980s when the educational authorities supported the move (Smith, n.d.). Generally, the affordability of computers has been improving (Reddy, 2006) resulting in more of them being present in schools today. This includes laptops, as their prices and maintenance costs have been falling steadily making cost less of an obstacle nowadays (Warschauer, 2008). The form factor refers to the physical size and configuration of the computer hardware, or the physical arrangement of its case or internal components (Tech Target, 2005). As far as the outward size is concerned, computers have generally become smaller in size making them more convenient and space saving including peripherals such as the monitor. Early computers were too large for schools (Eteokleous, 2008). They also lacked sound and graphics capabilities (Smith, n.d.). The latest major trend in computer design is the tablet form. This follows on from the attempt at making smaller and cheaper laptops called notebooks. This form is likely to be more successful than notebooks because it is less bulky. Apple has led the way with its iPad, described by the company itself as "a whole new kind of device" (Apple, 2010). It offers more functionality than e-readers such as Amazons kindle and is easier to carry around than a netbook. This kind of convenience in a new computer form and at a lower cost than the traditional computers makes it ideal in education. The iPad like all e-readers can contain many textbooks which is easier than carrying several real textbooks

The Solution to the issue Research Paper Example | Topics and Well Written Essays - 1250 words

The Solution to the issue - Research Paper Example The conclusion provides a brief recap of what the solution is and how it has been discussed throughout the paper. Is there a solution to crime? It is a question that can be asked by any concerned citizen. All over the country, people are faced with the likelihood of being the victims of a crime. It does not matter what type of crime, big or small in the judgment of any individual, a crime is a crime. Be it stealing by force from a person, property, killing, or even crimes that infringe on the human rights of any individual like rape. All these are crimes that represent a wide array of the types of crime that are in existence today. With the availability of technology, the current nature of crime has become sophisticated. In addition, the crime fighting agencies have also embraced technology and made the detection and fighting of crime sophisticated too. Hence, it is evident that a complex case scenario is in the offing. A case that brings about some form of intricacy into the whole issue surrounding crime. Nevertheless, correctional facilities offer a place where criminals can be rehabilitated. However, as described in the examination of the biggest issues facing American correctional system, gangs in the correctional facilities and the behavior of the convicted criminals making up these gangs is the greatest issue. Thus, there has to be a way to solve this issue to ensure that the American correctional system gets it right in the rehabilitation of the individuals it has been entrusted with. Persons who have been found dangerous and unfit to live and interact with the rest of the American civil population. What is the solution? The paper seeks to describe a solution to this issue. What makes this the biggest issue in the American correctional system? Research undertaken by Ruddell and Winterdyk (2010) that one the issue of gangs in

Quesadilla Case Essay Example for Free

Quesadilla Case Essay The quesadilla was first discovered in Mexico in the late 1500’s. The corn tortilla was originally discovered and created by the Native Americans (123 Long). In the 1500’s and early 1600’s the Spanish added to the quesadilla by putting pork, beef, chicken, and other ingredients into the corn tortilla. In most regions, especially the central region of Mexico, a quesadilla is a circle of uncooked corn masa folded in half and filled with cheese, then warmed up until the cheese has melted. However, variations include the use of wheat flour tortillas, especially in the northeast part of Mexico, which are more like cheese tacos found in the United States (â€Å"Mexican Food†). Wheat dough is used in place of corn masa in pastes, a preparation typical of the Mexican city of Pachuca, Hidalgo. El Salvador also has its version of the quesadilla. Unlike its Mexican counterpart, the Salvadoran quesadilla is a dense bread dessert that is usually eaten with coffee. The ingredients include flour, milk, eggs, butter, sour cream, sugar, and Parmesan cheese (62 Pilcher). The ingredients are mixed to create a batter and then baked in a shallow pan in the oven for about 30 minutes. This type of quesadilla is also common in Guatemala and southern Mexico states like Chiapas and Oaxaca. (48 Long). The sincronizada is a tortilla dish frequently confused with quesadillas by tourists because it is what is typically called a quesadilla in most Mexican restaurants outside of Mexico. Sincronizadas are made with a flour tortilla covered with cheese and then covered with another flour tortilla. And usually other ingredients like roasted beef, ham, or chorizo are used, just like in regular quesadillas. The early natives of Mexico did not have ovens, instead they heated food over and open fire, using cast iron skillets and ceramic ware. Another method was steaming (38 Pilcher). They would suspend meat wrapped in cactus or banana leaves, over boiling water in a deep pit. Frying was also a popular method. They used a metate y mano, which is a large tool made of lava rock or stone that they would use as a grinding stone or the molcaiete, which was smaller, to grind and smash ingredients (100 Long). The molcaiete, or mortar and pestle, is a small bowl shaped container that can be made of stone, pottery, hard wood or marble, and the pestle is baseball bat shaped. The quesadilla as a food has changed and evolved over many years as people experimented with different variations of it. Depending on someones culture, the way the quesadilla is made can vary (â€Å"Mexican Food†). The true quesadilla is made with masa dough. Masa is prepared from maize blanco that is dried with limewater, after it is ground into a fine cornmeal. â€Å"This was passed down from the Mayans, Aztecs and a few other cultures of the prehistoric Americas. The purist prepares the quesadilla as a turnover and differentiate it from the sincronizada, which is made with two flour tortillas with the cheese in between. Traditionally Chihuahua cheese is used, which is a white, mild, Mexican cheese, similar to a Monterey Jack† (â€Å"Mexican Food†). In the 15th century, when the Spanish conquistadors arrived in the New World, the thin, flatbread was already a perfected staple of the Mesoamerican people. The Spanish gave the name quesadilla to the delicious dish. The name quesadilla translates to â€Å"little cheesy thing† which was a name given by the Spanish. As one can tell, the quesadilla has evolved and changed within the 400 years since it has been created. Many different cultures contributed to this and made the quesadilla what it is today. From baking over a hot fire to frying there are many ways to make a quesadilla, and this has evolved and varied in todays modern kitchens and restaurants. As the years go by, the quesadilla is still popular and made in kitchens everyday!

The Real Causes Of Nationalism And Imperialism History Essay

The Real Causes Of Nationalism And Imperialism History Essay Generally, war is the result of a national entity wishing to improve the standard of living for its people. A major second cause is when a nation perceives a possible reduction in a current standard of living and fights to protect what it at ready has. War is a behavior pattern exhibited by many primate species including human most basically and other species in the other hand like ant species. The primary feature of this behavior is a certain state of organized violent conflict that is engaged in between two or more separate social entities such conflict is always an attempt at altering either the psychological hierarchy or the material hierarchy of domination or equality between two or more groups. In all causes; at least one participant (group) in the conflict perceives the need to dominate the other participant. The perceived need for domination often arises from a belief that an essential ideology or resource is somehow either so incompatible or so scarce as to threaten the fundamental experience of the one group experiencing the need to dominate the other group. Leaders will sometimes enter into a war under the protest that their actions are primarily defensive, however when objectively their actions may more closely resemble a form of unprovoked, unwarranted or disproportionate aggression. World War I was the result of leaders aggression towards other countries which was supported by the rising nationalism of the European Nations. Economic and imperial competism and fear of war prompted military alliances and an arms race which will further escalate the tension contributing to the outbreak of war What really causes war are:- Nationalism Imperialism Bismarck and Alliance Collapse of Bismarck an Alliance Arms Race Crisis in Africa Nationalism At the settlement of the Vienna congress in 1815, the principle of nationalism was ignored in failure of keeping the peace. Germany and Italy were left as divided states, but strong nationalist movements and revolutions led to the unification of Italy in 1861 and Germany too in 1871. Another result of the Franco Prussian war of 1870-71 was that France was left of tumid the nation seethed with suppressed revolutionary activity over the loss of Alsace-Lorraine to Germany and Revanche was a major goal for the French Nationalism posed a problem for Austria-Hungary and the Balkans area in Germany comprised of many conflicting national groups. The ardent pauslavism of Serbia and Russia willingness to support and contribute to its Slavic brother conflicted with Austria-Hungarys pan-Germanism. Imperialism The factor which contributed to the increase in rivalry in Europe was imperialism, because of the competition between these countries; Great Britain, Germany and France because they needed foreign markets after the increase in manufacturing caused by the industrial revolution. These countries were competing for economic expansion in Africa, although Britain and France resolved their differences in Africa, several crises fore-shadowing the war involved the clash of Germany against Britain and France in North Africa. In the Middle East, the crumbling Ottoman Empire was alluring to Austria-Hungary, the Balkans and Russia. BISMARCK AND ALLIANCES World War I was caused in part by the two opposing alliances developed by Bismarckian diplomacy that was after the Franco-Prussian war, and in order to diplomatically isolate France, Bismarck formed the three Emperors league in 1871 an alliance between Germany, Austria-Hungary, Russia. When the French occupied Tunisia, Bismarck took advantage of the Italian indignation and resentment toward France and created the Triple Alliance between Germany, Italy and Austria-Hungary in 1882. In exchange for Italys agreement to stay neutral, no distinctive quality or characteristic or type if war broke out between Austria-Hungary and Russian. Austria-Hungary and Germany would protect Italy from France. Russia and Austria-Hungary grew suspicious of themselves over conflict in the Balkans in 1887, but Bismarck repaired the damage to these suspicious to his alliances with a reinsurance Treaty with Russia, allowing both the two powers to stay neutral if the other was at War. COLLAPSE OF BISMARCKIAN ALLIANCES Bismarck was fired by Kaiser William II in 1890, the tradition dislike and dont like the idea of slaves kept Bismarcks successors from renewing the agreement with Russia. France took opportunity to get an ally-to place in a friendly association, as by treaty or to unite or connect and the Franco-Russian entente was formed in 1891. The Kruger Telegram William II sent to congratulate the leader of the Boers for defeating the British in 1890 and he gave the German soldiers instructions to behave like Huns in China during the Boxer Rebellion and particularly the large-scale navy he was Building all contributed to British distrust of Germany. As a result of that, Britain and France overlooked all major impenalistic conflict between them and formed an Entente coordinate in 1904. Russia formed an Entente with Britain in 1907 after they reached an agreement with Britains ally Japan and William II had further alienated Russia by supporting Austrian ambitions in the Balkans. The Triple Entente, an informal coalition between Great Britain, France and Russia now countered the Triple Alliance. International tension was greatly increased by the division of Europe into two armed camps. ARMS RACE The menace (something that threatens to cause evil, harm, injury or a threat) of the hostile division led to an arms race, another cause of World War I. Acknowledging that Germany was the leader in military organization and efficiency the great powers of Europe copied the universal conscription, large reserve and detailed planning of the Prussian system. Organizational and Technological developments led to the formation of general staffs with precise plans for mobilization and attack that often could not be reversed once they were begun. The German Von Schlieffen plan to attack France before Russia in the event of the war with Russia was once such complicated plan that attracted and drew more countries into war than necessary. Armies and Navies were greatly expanded. The standing armies of France and Germany doubled the size between 1870 and 1914. Naval expansion was also extremely competitive, particularly between Germany and Great Britain. By 1889, the British had established the p rinciple that in order to maintain naval superiority in the event of war, they would have to have a navy two and a half times as large as the second-largest navy. This motivated the British to launch the Dreadnought, invented by Admiral Sir John Fisher in 1906. The Russo-Japanese War of 1904-1905 had demonstrated how effective these battleships were. As Britain increased their output of battleships, Germany correspondingly stepped up their naval production including the Dreadnought. Although efforts for worldwide disarmament (the act of laying down arms especially the reduction or abolition of a nations military forces and armaments) were made at the Hague conferences of 1899 and 1907 international rivalry caused the arms race to continue to feed on itself. CRISIS IN AFRICA The friction (the rubbing of one object or surface against another conflict, as between persons having dissimilar ideas or interest) of an armed and divided Europe escalated into several crises in Morocco and the Balkans which nearly ended in war. In 1905, Germany announced its support of independence for Morocco, the African colony which Britain had given France in 1904. The British defended the French and war was avoided by the international conference in Algeciras in 1906 which allowed France to make Morocco a French protectorate. BOSNIAN CRISIS OF 1908 There was conflict incited by the Austria-Hugarian annexation of the former Turkish province of Bosnia in 1908. The Greater Serbia threatened war on Austria-Hungary. Russia had pledged their support to Serbia, so they began to mobilize, which caused Germany, allied with Austria-Hungary, to threaten war on Russia. The beginning of World War I was postponed when Russia backed down but relations between Austria-Hungary and Serbia were greatly strained.

From the journal of Edna Krouner :: Edna Krouner Journal short story

From the journal of Edna Krouner On September 17th, 1908, at the brisk hour of 6:30 a.m., Miss Edna Krouner of Wakefield Rhode Island boarded a train for Poughkeepsie, New York.. About to begin her sophomore year at Vassar college, Edna flirted with two central questions: How quickly could she fall back asleep, and would anyone notice the snag she had just made in her new grey skirt? The confident thunk of heavy luggage settles Edna into the train compartment. A small, exasperated groan issues from her round mouth. Edna was the type of girl who thought women should groan in public if they wished, only maybe in a more polite and refined fashion than those Yale boys she had to dance with on football weekends. Coat and baggage successfully arranged in the seat, Edna waits for the sharp, familiar shock of the whistle, the loud lurching of the wheel’s first revolutions, and then, the steady calm of motion through the hazy New England morning. Stretching into her train compartment, Edna wonders if maybe Muriel would arrive this morning, and then the two of them could walk downtown to "purchase furnishings and sundries" for their rooms, returning to a party of picture hanging and new gossip. "If only we didn't have to go to that wretched chapel all the time!" , Edna writes in her journal. A journal, mind you, not a diary. Diaries might do for flighty girls, but as a young lady off to college, Edna was determined to write in a journal. Thinking of chapel, Edna groans again. She knew that as soon as a cozy crowd had assembled in her room, they would all be called to procession. Besides, chapel only served to "keep us quiet and bored for a set period each day". As Edna writes many times, the simple fact persists that "chapel is stupid" annoyance suprs her eyes to wander, and Edna glances out the window to realize that the Hudson forms a smaller ribbon now, a fainter, delicate version of itself as the train clacks and clings aw ay, soothing her into the curl of almost sleeping. Edna had stayed last night with her cousin Anna in Palisades Park before heading on to Poughkeepisie. They talked in Anna's room until 1 in the morning, pondering "deep and exciting issues of the day", to quote Edna’s journal once again.

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Contents MODULE 2 1 Scatter graphs 1. 1 Scatter graphs and relationships 1. 2 Lines of best fit and correlation 1. 3 Using lines of best fit Chapter summary Chapter review questions 1 1 5 6 10 10 4 Processing, representing and interpreting data 4. 1 Frequency polygons 4. 2 Cumulative frequency 4. 3 Box plots 4. 4 Comparing distributions 4. 5 Frequency density and histograms Chapter summary Chapter review questions 51 51 56 64 65 68 73 73 2 Collecting and recording data 14 2. 1 Introduction to statistics 2. 2 Data by observation and by experiment 2. 3 Grouping data 2. 4 Questionnaires 2. 5 Sampling 2. Databases Chapter summary Chapter review questions 14 14 16 18 20 23 27 28 5 Probability 5. 1 5. 2 5. 3 Writing probabilities as numbers Sample space diagrams Mutually exclusive outcomes and the probability that the outcome of an event will not happen 5. 4 Estimating probability from relative frequency 5. 5 Independent events 5. 6 Probability tree diagrams 5. 7 Conditional probability Ch apter summary Chapter review questions 77 77 79 81 84 86 88 89 92 93 3 Averages and range 3. 1 Mean, mode and median 3. 2 Using frequency tables to find averages 3. 3 Range and interquartile range 3. 4 Stem and leaf diagrams 3. Estimating the mean of grouped data 3. 6 Moving averages Chapter summary Chapter review questions 31 31 34 36 38 41 44 47 47 MODULE 3 6 Number 6. 1 6. 2 Properties of whole numbers Multiplication and division of directed numbers M4 6. 3 Squares, cubes 6. 4 Index laws 6. 5 Order of operations 6. 6 Using a calculator 6. 7 Prime factors, HCF and LCM Chapter summary Chapter review questions 97 97 98 100 101 102 104 106 110 110 Chapter summary Chapter review questions 124 124 8 Expressions and sequences 8. 1 8. 2 Expressions and collecting like terms Working with numbers and letters and using index notation M4 8. Index laws M4 8. 4 Sequences Chapter summary Chapter review questions 127 127 129 131 134 138 139 7 Angles (1) 7. 1 7. 2 7. 3 7. 4 7. 5 Triangles Equilat eral triangles and isosceles triangles Corresponding angles and alternate angles Proofs Bearings 113 113 114 116 119 120 9 Measure (1) 9. 1 9. 2 Compound measures – speed and density Converting between metric and imperial units Chapter summary Chapter review questions 141 141 144 145 145 ii 10 Decimals and fractions 10. 1 10. 2 10. 3 10. 4 Fractions revision Arithmetic of decimals Manipulation of decimals Conversion between decimals and fractions M4 10. Converting recurring decimals to fractions 10. 6 Rounding to significant figures Chapter summary Chapter review questions 147 147 149 151 154 157 159 161 161 14 Estimating and accuracy 14. 1 Significant figures 14. 2 Accuracy of measurements Chapter summary Chapter review questions 192 192 194 196 196 15 Three-dimensional shapes (1) 197 15. 1 Volume of three-dimensional shapes 15. 2 Surface area of three-dimensional shapes 15. 3 Coordinates in three dimensions Chapter summary Chapter review questions 197 202 204 205 206 11 Exp anding brackets and factorising 11. 1 11. 2 11. 3 11. 4 11. Expanding brackets Factorising by taking out common factors Expanding the product of two brackets Factorising by grouping Factorising expressions of the form 164 164 165 167 168 170 171 174 174 16 Indices and standard form 16. 1 Zero and negative powers 16. 2 Standard form M4 16. 3 Fractional indices Chapter summary Chapter review questions M4 207 207 208 215 217 217 x2 bx c 11. 6 Factorising the difference of two squares Chapter summary Chapter review questions 12 Two-dimensional shapes (1) 176 12. 1 Special quadrilaterals 12. 2 Perimeter and area of rectangles 12. 3 Area of a parallelogram 12. Area of a triangle 12. 5 Area of a trapezium 12. 6 Problems involving areas Chapter summary Chapter review questions 176 177 178 178 179 181 184 184 17 Further factorising, simplifying and algebraic proof 220 220 222 225 228 230 230 17. 1 Further factorising 17. 2 Simplifying rational expressions 17. 3 Adding and subtracting rationa l expressions 17. 4 Algebraic proof Chapter summary Chapter review questions 13 Graphs (1) 13. 1 Coordinates and line segments 13. 2 Straight line graphs Chapter summary Chapter review questions 186 186 187 191 191 18 Circle geometry (1) 18. 1 Parts of a circle 18. Isosceles triangles 18. 3 Tangents and chords Chapter summary Chapter review questions 232 232 232 233 236 237 MODULE 4 19 Angles (2) 19. 1 Quadrilaterals 19. 2 Polygons 19. 3 Exterior angles Chapter summary Chapter review questions 238 238 240 244 246 247 20 Fractions 20. 1 20. 2 20. 3 20. 4 248 248 249 251 253 Addition and subtraction of fractions Addition and subtraction of mixed numbers Multiplication of fractions and mixed numbers Division of fractions and mixed numbers iii CONTENTS 20. 5 Fractions of quantities 20. 6 Fraction problems Chapter summary Chapter review questions 255 256 258 258 7 Inequalities 27. 1 Inequalities on a number line 27. 2 Solving inequalities 27. 3 Integer solutions to inequalities 27. 4 Pro blems involving inequalities 27. 5 Solving inequalities graphically Chapter summary Chapter review questions 358 358 359 361 362 363 368 368 21 Scale drawings and dimensions 21. 1 Scale drawings and maps 21. 2 Dimensions Chapter summary Chapter review questions 260 260 262 263 264 28 Formulae 28. 1 28. 2 28. 3 28. 4 Using an algebraic formula Writing an algebraic formula Changing the subject of a formula Expressions, identities, equations and formulae 28. Further changing the subject of a formula Chapter summary Chapter review questions 372 372 374 376 378 379 381 382 22 Two-dimensional shapes (2) 266 22. 1 Drawing shapes 22. 2 Circumference of a circle 22. 3 Area of a circle 22. 4 Circumferences and areas in terms of 22. 5 Arc length and sector area 22. 6 Segment area 22. 7 Units of area Chapter summary Chapter review questions 266 268 270 272 273 274 276 277 277 29 Pythagoras’ theorem and trigonometry (1) 29. 1 Pythagoras’ theorem 29. 2 Finding lengths 29. 3 Applying Pythagoras’ theorem 29. 4 Line segments and Pythagoras’ theorem 29. Trigonometry – introduction 29. 6 Finding lengths using trigonometry 29. 7 Finding angles using trigonometry 29. 8 Trigonometry problems Chapter summary Chapter review questions 384 384 385 388 390 392 393 396 398 401 401 23 Linear equations 23. 1 The balance method for solving equations 23. 2 Setting up equations 23. 3 Solving equations with fractional terms 23. 4 Simultaneous linear equations 23. 5 Setting up simultaneous linear equations Chapter summary Chapter review questions 280 280 284 287 289 292 293 294 24 Percentages 24. 1 Percentages M3 24. 2 Increases and decreases 24. Use of multipliers 24. 4 Reverse percentages Chapter summary Chapter review questions 296 296 299 306 309 311 312 30 Ratio and proportion 30. 1 Introduction to ratio 30. 2 Problems 30. 3 Sharing a quantity in a given ratio 30. 4 Direct proportion 30. 5 Inverse proportion Chapter summary Chapter review questions 405 40 5 408 409 411 413 415 415 25 Graphs (2) 25. 1 Real life graphs 25. 2 Solving simultaneous equations graphically 25. 3 The equation y mx c 25. 4 Further uses of y mx c Chapter summary Chapter review questions 314 314 319 321 324 328 329 31 Three-dimensional shapes (2) 418 1. 1 Planes of symmetry 31. 2 Plans and elevations 31. 3 Volume of three-dimensional shapes 31. 4 Surface area of three-dimensional shapes Chapter summary Chapter review questions 418 420 422 427 430 431 26 Transformations 26. 1 Introduction 26. 2 Translations 26. 3 Rotations 26. 4 Reflections 26. 5 Enlargements 26. 6 Centre of enlargement 26. 7 Combinations of transformations Chapter summary Chapter review questions 332 332 332 336 338 343 346 351 354 354 32 Graphs (2) 32. 1 32. 2 Graphs of quadratic functions Using graphs of quadratic functions to solve equations 32. Using graphs of quadratic and linear functions to solve quadratic equations Chapter summary Chapter review questions 433 433 436 439 442 442 iv CONTE NTS 33 Further graphs and trial and improvement 33. 1 Graphs of cubic, reciprocal and exponential functions 33. 2 Trial and improvement Chapter summary Chapter review questions 445 445 449 453 453 40 Simultaneous linear and quadratic equations and loci 40. 1 40. 2 40. 3 Solving simultaneous equations Loci and equations Intersection of lines and circles – algebraic solutions Chapter summary Chapter review questions 30 530 532 536 538 538 34 Constructions, loci and congruence 34. 1 Constructions 34. 2 Loci 34. 3 Regions 34. 4 Drawing triangles 34. 5 Congruent triangles 34. 6 Proofs of standard constructions Chapter summary Chapter review questions 458 458 461 464 467 468 469 470 471 41 Similar shapes 540 540 544 547 550 552 554 555 41. 1 Similar triangles 41. 2 Similar polygons 41. 3 Areas of similar shapes 41. 4 Volumes of similar solids 41. 5 Lengths, areas and volumes of similar solids Chapter summary Chapter review questions 35 Bounds and surds 35. Lower bounds and upper bo unds 35. 2 Surds Chapter summary Chapter review questions 474 474 476 478 479 42 Direct and inverse proportion 42. 1 Direct proportion 42. 2 Further direct proportion 42. 3 Inverse proportion 42. 4 Proportion and square roots Chapter summary Chapter review questions 559 559 561 563 566 568 568 36 Circle geometry 36. 1 Circle theorems Chapter summary Chapter review questions 481 481 487 488 37 Completing the square 37. 1 Completing the square Chapter summary Chapter review questions 491 491 494 494 43 Vectors 43. 1 43. 2 43. 3 43. 4 43. 5 43. Vectors and vector notation Equal vectors The magnitude of a vector Addition of vectors Parallel vectors Solving geometric problems in two dimensions Chapter summary Chapter review questions 571 571 573 574 575 578 583 587 587 38 Quadratic equations 38. 1 Introduction to solving quadratic equations 38. 2 Solving by factorisation 38. 3 Solving by completing the square 38. 4 Solving using the quadratic formula 38. 5 Solving equations with algebrai c fractions 38. 6 Problems that involve quadratic equations Chapter summary Chapter review questions 496 496 496 498 499 501 502 505 505 44 Transformations of functions 4. 1 44. 2 44. 3 44. 4 44. 5 44. 6 Function notation Applying vertical translations Applying horizontal translations Applying reflections Applying stretches Transformations applied to the graphs of sin x and cos x Chapter summary Chapter review questions Index Licence 591 591 592 596 599 602 605 608 608 611 618 39 Pythagoras’ theorem and trigonometry (2) Problems in three dimensions Trigonometric ratios for any angle Area of a triangle The sine rule The cosine rule Solving problems using the sine rule, the cosine rule and 1 ab sin C 2 Chapter summary Chapter review questions 39. 1 39. 39. 3 39. 4 39. 5 39. 6 507 507 512 516 519 522 525 527 527 v Introduction Welcome to Edexcel GCSE Mathematics Modular Higher Student Book and ActiveBook. Written by Edexcel as an exact match to the new Edexcel GCSE Mathematics H igher Tier specification these materials give you more chances to succeed in your examinations The ActiveBook The ActiveBook CD-ROM is found in the back of this book. It is a digital version of this Student Book, with links to additional resources and extra support. Using the ActiveBook you can: ? Find out what you need to know before you can tackle the unit ?See what vocabulary you will learn in the unit ? See what the learning objectives are for the unit ? Easily access and display answers to the questions in the exercise sections (these do not appear in the printed Student Book) ? Click on glossary words to see and hear their definitions ? Access a complete glossary for the whole book ? Practice exam questions and improve your exam technique with Exam Tutor model questions and answers. Each question that has an Exam Tutor icon beside it links to a worked solution with audio and visual annotation to guide you through it The Student BookEach chapter has a number of units to work th rough, with full explanations of each topic, numerous worked examples and plenty of exercises, followed by a chapter summary and chapter review questions. There are some Module 3 topics that may also be assessed in Modules 2 or 4. These are identified in the contents list with the symbol: M4 These topics are also also assessed in highlighted within the Module 4 chapters themselves, using this flag by the relevant unit headings: The text and worked examples in each unit have been written to explain clearly the ideas and techniques you need to work through the subsequent exercises.The questions in these exercises have all been written to progress from easy to more difficult. At the end of each chapter, there is a Chapter Summary which will help you remember all the key points and concepts you need to know from the chapter and tell you what you should be able to do for the exam. Following the Chapter Summary is a Chapter Review which comprises further questions. These are either past e xam questions, or newly written exam-style questions – written by examiners for the new specifications.Like the questions in the exercise sections, these progress from easy to hard. In the exercise sections and Chapter Reviews Recommendation specification Pentium 3 500 Mhz processor 128MB RAM 8 speed CD-ROM 1GB free hard disc space 800 600 (or 1024 768) resolution screen at 16 bit colour sound card, speakers or headphones Windows 2000 or XP. This product has been designed for Windows 98, but will be unsupported in line with Microsoft’s Product Life-Cycle policy. Installation Insert the CD. If you have autorun enabled the program should start within a few seconds.Follow on-screen instructions. Should you experience difficulty, please locate and review the readme file on the CD.   vi by a question shows that you may use a calculator for this question or those that follow. by a question shows that you may NOT use a calculator for this question or those that follow. Tech nical support If after reviewing the readme you are unable to resolve your problem, contact customer support: ? telephone 0870 6073777 (between 8. 00 and 4. 00) ? email schools. [email  protected] com ? web http://centraal. uk. knowledgebox. com/kbase/